Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Submitted As Part of A Regional Collaborative Design to Achieve the Educational Goals of the Communities served by the Oceanport, Monmouth Beach,
West Long Branch and Shore Regional School Districts
O
Office of
C Curriculum & I
Instruction
Bruce Preston
Content Area
SPANISH
COURSE TITLE
GRADE 4 SPANISH
Curriculum Writing Committee
Justin Karpinski
BOARD OF EDUCATION INITIAL ADOPTION DATE:
1
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Course Philosophy
Garamond 14 Bold, Underline & Center
Every individual develops intellectually...
Garamond 12 & Justify
Course Description
Garamond 14 Bold, Underline & Center
Garamond 12 & Justify
2
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
(District Name)
Curriculum Map
(This is a worksheet intended to support the development of the overall document. It should be submitted to the supervisors if appropriate but it will not be included in the
final board-approved document)
Garamond 12 Bold
Course Title
Garamond 12 Bold
Month
Sept
Content – What Standards (if known, current Why is this important know? Essential Concepts (Enduring Assessments and Skills: Specific skills
topic or themes
and familiar) Code only
Authentic applications
Understandings)
and strategies for assessments
Understanding
the benefits of
learning the
Spanish
language,
Greeting others
and saying
goodbye, Asking
for and giving
names,
Understanding
the gender of
traditional first
names,
Expressing
courtesy - “Nice
to meet
you./Please to
meet you.”,
Employing
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.5
Students need to be able to Essential Concepts: how to start
ask someone’s name and a basic conversation with a
greeting, how to ask for a
tell their name as well.
person’s name, how learning
Students need to be
Spanish can help you in the
familiar and able to
future - in your career and in
pronounce various Spanish travels
first names. Students need
to be able to express
courtesy with “Nice to meet
you.” Students need to
open and close a
conversation with “hello”
and “goodbye.” Students
need to be aware that
Spanish people often greet
one another with a quick
kiss on the cheek or a
handshake. Students need
to be aware of the large
quantity of important and
3
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Skills: how to ask for a name and how to
say your name, understanding the
difference between a female and male
name, how to demonstrate an abrazo
(hug), handshake or a light kiss as a
greeting or goodbye, basic courtesy
expressions and how to open and end a
conversation, listing famous Hispanic
Americans and their contributions to our
society in the U.S.
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
appropriate
paralinguistic
behavior for
greetings and
farewells,
Discussing
famous Hispanic
Americans
during National
Hispanic
Heritage Month
in the United
States
influential Hispanic
Americans both from the
past and present.
Implications, Perspectives: how
to start a conversation with
someone, recognizing that many
traditional Spanish first names
have religious meaning
Connections to previous and
future study: giving and calling
students by Spanish first names
during class
Assessment Strategies: pair and share,
conversing in groups and with the
teacher, skits, review games, Somos Asi 1
Leccion A test
Supplements and Resources:
Somos Asi 1 Leccion A textbk,
wkbks, Avancemos 1 textbk and
wkbks, video on Greetings,
Famous Hispanic Americans
video
Oct
Spelling names
7.1.NM.A.2
Students need to be able to Essential Concepts: how to say
4
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Skills: spelling your own first name or
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
and words,
7.1.NM.A.3
Applying the
7.1.NM.B.3
basic rules for 7.1.NM.B.4
punctuation such 7.1.NM.C.5
as accent marks,
tildes, upside
down question
marks, upside
down
exclamation
points,
Understanding
how Hispanics
celebrate the
holiday “Dia de
los Muertos/Day
of the Dead,”
Greeting others
according to the
time of day and
saying goodbye “How are things,
See you soon, See
you tomorrow,”
Discussing
feelings - “Very
good, very bad,
ok”, Discussing
the effects of
Christopher
spell names and words or the various letters of the alphabet last name to someone. having someone
write down the spelling of and express the letters that are spell a word or name and be able to write
different from the English
it down, utilizing punctuation marks
another person’s name.
alphabet, how to write accent
correctly in written work, explaining the
Students need to be aware marks over vowels, tildes over deeds of Christopher Columbus and his
of the cultural importance the letter n, and use upside down various voyages to the New World,
of honoring loved ones that question marks and upside down explaining what actions and activities
exclamation points at the
take place on Day of the Dead, greeting
are deceased during the
beginning of sentences, how to
someone according to the time of day,
holiday - Day of the Dead. say "good morning, afternoon or asking and answering the question “How
Students need to add
evening", how to ask and express are you?,” conjugating the verb “estar additional greetings and
how someone is feeling at the
to be.” choosing a goodbye in the
appropriate situation
goodbyes to conversations. given time
Students need to be able to
ask and answer how they
are feeling. Students need
to be able to greet someone
according to the time of
day. Students need to
know the history of how the
Spanish language crossed
the Atlantic Ocean from
Spain and spread into the
New World.
5
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Columbus
setting sail and
conquering lands
in the name of
Spain.
Implications, Perspectives: how
to spell your first name or last
name to someone, understanding
that learning how to express the
letters of the alphabet will help
when trying to figure out how to
pronounce an unfamiliar word,
realizing how different our world
would be today if Columbus set
sail in the name of Italy or
France
Connections to previous and
Assessment Strategies: assembling
future study: reviewing
Melissa and Doug large floor alphabet
traditional Spanish first names puzzles, review games with correctly
while spelling them
expressing letters of the alphabet, oral
test on the alphabet, pair and share,
conversing in groups and with the
teacher, skits, review games, Day of the
Dead and Halloween Venn Diagram
Supplements and Resources:
Somos Asi 1 Leccion A and B
textbk and wkbks, videos on the
alphabet, alphabet flashcards,
YouTube alphabet songs, Buenos
Dias Como esta You Tube song,
Columbus article, Columbus
Brain Pop, Day of the Dead
videos, Avancemos 1 textbk and
wkbks, Day of the Dead articles,
factual books and children’s
6
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
stories
Nov
Recognizing
formal and
informal usage “Tu vs. Ud”,
Recognizing all
the ways to say
“you,”
Recognizing and
using Spanish
abbreviations “Mr. Mrs. Miss”
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.5
Students need to be able to
utilize titles of respect in
regard to the Spanish
culture. Students need to
understand the different
ways to express “you.”
Students need to be able to
ask, “How are you?” in all
the different forms of you.
Essential Concepts: knowing
Skills: knowing the difference between
when to use the correct form of formal “you” and informal “you”,
"you" in a situation, knowing
showing courtesy and respect when to
how to express titles of respect, talking to people with titles of respect,
choosing the most appropriate
utilizing the correct verbs and pronouns
way to say “How are you?”
when asking “How are you?”
depending on the formality of the
conversation
Implications, Perspectives:
Spanish culture is respectful to
authoritative figures and elders
Connections to previous and
future study: reviewing feelings
and expressions such as "good,
bad, so, so"
Assessment Strategies: pair and share,
conversing in groups and with the
teacher, skits, review games, Somos Asi 1
Leccion B test
Supplements and Resources:
Somos Asi 1 Leccion B textbk
and wkbks, YouTube clips and
videos on Greetings, Small Talk
and all the ways to say “You”
Dec
Asking for and
7.1.NM.A.2
Students need to express
Essential Concepts: how to
express where someone or
7
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Skills: expressing all of the singular
subject pronouns, asking for and giving
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
giving names
7.1.NM.A.3
with the
7.1.NM.B.3
pronouns “he”, 7.1.NM.B.4
“she” and “you- 7.1.NM.C.5
formal”
Expressing
courtesy with
“Tanto gustoNice to meet
you” and “El
gusto es mio The pleasure is
mine”,
Asking for and
stating place of
origin with
various
pronouns “Where are you
from? Where is
he/she from?”,
Identifying the
Spanish speaking
countries in the
world,
Understanding
how Hispanics
celebrate
holidays in
December and
something is from, how to ask
the singular subject
pronouns such as I, he, she, and give names using the
pronouns he, she, and you
you (formal), you
formal, recognizing Spanish
(familiar). Students need speaking countries in Central
know more than one way to America, South America and the
say, “pleased to meet you.” Caribbean
Students need to know
which countries speak
Spanish and the large
quantity of countries where
Spanish is spoken.
Students need to
understand how Hispanics
celebrate holidays in
December and January
such as Las Posadas,
Navidad, El Ano Nuevo,
Three Kings Day
8
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
names, conjugating the verb “llamar- to
call,” expressing “Pleased to meet
you”and “The pleasure is mine,” asking
or telling where someone or something is
from, conjugating the verb “ser - to be”,
identifying Spanish speaking countries in
the world, explaining Latino holidays
that take place in December and
January, discussing traditional foods that
are typically consumed at this time of
year
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
January such as
Las Posadas,
Navidad, El Ano
Nuevo, Three
Kings Day
Implications, Perspectives:
Students need to be aware that
Latino holidays celebrated in
December and January have
great importance and have
religious roots. During these
holidays, family and friends
gather with traditional holiday
foods. Students will be able to
further a conversation by asking
where someone or something is
from. Discussing with students
that since Spanish is so prevalent
throughout the world, you will
most likely be able to apply the
Spanish language whether
traveling for business or pleasure
in the future.
Connections to previous and
Assessment Strategies: pair and share,
future study: reviewing Day of conversing in groups and with the
the Dead and the importance of teacher, skits, review games, Somos Asi 1
family and traditions when
Leccion C test, Holiday Season in the
discussing December and
U.S. and Holiday Season in Spanish
January customs, discussing the Speaking countries Venn Diagram
Spanish speaking countries and
their capitals, introducing plural
subject pronouns
Supplements and Resources:
Spanish speaking countries
videos, YouTube song on Spanish
9
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
speaking capitals and countries,
Somos Asi Leccion C textbk and
workbks, Avancemos 1 textbk
and wkbks, Latino Holiday
Season videos, factual books and
children’s books, Navidad music
Jan
Seeking and
providing
personal
information “Who is she?
She is my
friend.”
Discussing
location “Where is it?
It’s here. It’s
there.”
Discussing when
to use the verb
“estar - to be.”
Recognizing
cognates and
false cognates.
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.5
Skills: expressing “Who is he/she? Who
Students need to be able to Essential Concepts:
understanding
personal
are they?” expressing personal
ask and answer questions
pronouns, utilizing interrogative pronouns, expressing “Where is
with “Who is…?” Students words to question someone,
______?” expressing interrogative words
need to be able to ask and utilizing estar to express location, such as “Who, How, Where, and From
answer questions with
translating cognates and being where?” beginning to use the verb “ser”
to express distinguishing characteristics
“Where is…?” Students aware of false cognates
and beginning to use the verb “estar” to
need to be able to utilize the
express location
personal pronouns.
Students need to be aware
that both verbs “ser” and
“estar” mean “to be” and
each verb is used in specific
situations. Students need to
learn what cognates and
false cognates are and how
helpful cognates can be.
Implications, Perspectives: being
able to use question words to
10
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
further a conversation. Utilizing
the phrase “Where is ____?” to
assist when traveling abroad.
due to the large quantities of
cognates, students will realize the
Spanish language has many
similarities to the English
language, having a better
understanding of nouns in their
native language
Connections to previous and
Assessment Strategies: pair and share,
future study: reviewing personal conversing in groups and with the
pronouns, reviewing that “esta” teacher, skits, review games, Somos Asi 1
is the verb that is used when
Leccion D test
expressing feelings as well as
location
Supplements and Resources:
Somos Asi Leccion D textbk and
workbks, noun flashcards,
videos, You Tube clips
Feb
Identifying
classroom
objects,
Understanding
gender of nouns
both masculine
and feminine,
Using definite
and indefinite
articles - el, la,
un, una - the,
a/an, Making
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.5
Students need to be able to Essential Concepts: making sure
express the items they see the definite article matches the
gender and number of the noun,
and utilize in their
placing “no” in front of a verb to
everyday classroom
make a sentence with “don’t” or
environment. Students
“doesn’t”
need to learn about definite
and indefinite articles since
the English language is not
as complex in regard to this
topic. Students need to be
able to express “isn’t,
doesn’t and don’t”
11
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Skills: expressing classroom objects
vocabulary, expressing the various ways
of “the”, expressing the various ways of
“a” or “an,” making a sentence negative
by placing a “no” in front of the verb
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
simple sentences
negative - “I
don’t see it.”
Implications, Perspectives:
Connections to previous and
future study: discussing nouns
already in their vocabulary and
giving new examples of nouns
Supplements and Resources:
Somos Asi Leccion D textbk and
workbks, noun flashcards,
videos, You Tube clips
March Identifying
additional
classroom
objects,
Expressing
courtesy “please, thank
you, you’re
welcome,”
Making singular
nouns plural,
Recognizing
common
classroom
expressions,
Giving and
taking
instructions 12
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.5
Students need to be able to
identify classroom objects.
Students need to be able to
ask and answer questions,
“How do you say?” and
“What does this word
mean?” Students need to
be able to utilize plural
nouns and the definite and
indefinite articles that go
with the plural noun.
Students need to express
additional courtesy
expressions.
Essential Concepts: making
nouns plural, making sure the
definite and indefinite article
agrees with the plural noun
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Assessment Strategies: pair and share,
conversing in groups and with the
teacher, skits, review games, Somos Asi 1
Leccion C test,
Skills: expressing additional classroom
vocabulary, expressing additional
courtesy expressions, expressing the
plural ways of “the” expressing the
various ways of “some, any, a few,”
making nouns plural, understanding a
variety of classroom commands given by
the teacher
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
“Sit down, Tell
me, Open the
book, Listen to
me etc.”
Implications, Perspectives:
reinforce the importance of using
“please” and “thank you” when
traveling abroad and when
speaking to authoritative figures
and elders, reinforce the
classroom commands and
remind students it is beneficial to
be immersed in the target
language when trying to learn a
new language
Connections to previous and
Assessment Strategies: pair and share,
future study: reviewing definite conversing in groups and with the
articles and gender of nouns,
teacher, skits, review games, TPR with
discussing nouns already in their classroom commands, Somos Asi 1
vocabulary and giving new
Leccion E test
examples of nouns
Supplements and Resources:
Somos Asi Leccion E textbk and
workbks, videos, noun flash
cards, You Tube clips
April Seeking and
7.1.NM.A.2
providing
7.1.NM.A.3
personal
7.1.NM.B.3
information 7.1.NM.B.4
“What is your 7.1.NM.C.5
phone number?”
Essential Concepts: asking and
Students need to know
telling time, asking questions
numbers 0-100. Once
with interrogative words such as
student know numbers,
“How many?” and “How
they can ask and give a
much?”, expressing numbers 0phone number or cell
100 in various scenarios
number. Students can then
13
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Skills: asking and telling time, asking and
telling when an event/class/party will
take, asking and answering questions
with interrogative words such as “How
much?” and “How many?”, utilizing
numbers 0-100 in different situations
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Utilizing the
numbers 0-100,
Asking and
answering “How
many are
there?” Telling
time, Telling at
what time an
event takes place
express quantity such as
“How many are there?
There are 20 books.”
Students need to know
numbers to tell time and
tell what time an event such
as class, practice, or a party
will take place.
Implications, Perspectives:
stressing the importance of
knowing numbers so when
traveling abroad one can
purchase items and be sure to
receive the right price and money
back from a purchase. stressing
the importance of learning to tell
time, so when traveling abroad
one can understand airplane
flight times
Connections to previous and
Assessment Strategies:pair and share,
future study: reviewing #0-20
conversing in groups and with the
from previous years of language teacher, skits, review games, Somos Asi 1
study and showing students how Leccion F test
to use the increments of ten for
expressing numbers into the
hundreds, using numbers to
review the months of the year
and expressing the date
Supplements and Resources:
Somos Asi Leccion F textbk and
workbks, videos, YouTube clips,
telling time chart/poster, time
flash cards
14
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
May/ Understanding 7.1.NM.A.2
June how Hispanics 7.1.NM.A.3
celebrate Cinco 7.1.NM.B.3
de Mayo,
7.1.NM.B.4
Understanding 7.1.NM.C.5
key terms such
as “verb
infinitive,”
“conjugate,” and
“verb stem.”
Conjugating
regular present
tense -ar verbs
Students need to know the Essential Concepts: forming
sentences such as “Do you swim?
historical significance of
I swim. He/She swims. Do you
Cinco de Mayo and how
all dance? We dance. They
Hispanics in Mexico and
dance.” etc, understanding the
the United States celebrate history behind Cinco de Mayo
this special day. Students and knowing about various
need to be able to conjugate people who had an important
role at the Battle of Puebla on
regular present tense -ar Cinco de Mayo, understanding
verbs.
what types of things that
Skills: explaining the holiday Cinco de
Mayo, explaining key terms such as
“verb infinitive,” “conjugate”, and “verb
stem,” utilizing all singular and subject
pronouns, creating complete sentences
with conjugated -ar verbs,
Hispanics do during Cinco de
Mayo and what kinds of
traditional foods are eaten on the
day
Implications, Perspectives: every
time we speak, we use sentences
with subjects and conjugated
verbs. verbs are an important
part of sentence formation,
students should be aware that
many people in their own
country celebrate Cinco de Mayo
Connections to previous and
Assessment Strategies: pair and share,
future study: reviewing singular conversing in groups and with the
and plural subject pronouns,
teacher, writing sentences, skits, review
showing the difference between a games, conjugating regular -ar verbs test
regular verb that follows a
pattern versus an irregular verbs
such as “ser” and “estar”,
explaining that conjugating
present tense regular -ar verbs
will be very similar to
conjugating regular -er and -ir
15
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
verbs
Supplements and Resources:
Avancemos 1 textbk and wkbks,
Cinco de Mayo videos, factual
books and children’s books,
traditional Mexican music,
16
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
(District Name)
Scope, Sequence and, Assessment
Garamond 12 Bold & Center
Course Name
Garamond 12 Bold & Center
Unit Title
Unit Understandings and Goals
Recommended Duration
Garamond 14 Bold & Center
Repeat column headings
Assessments
Diagnostic
(before)
17
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Formative
(during)
Summative
(after)
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 1 Overview
Content Area: Spanish
Unit Title: Myself and My Family
Target Course / Grade Level: Grade 4
Recommended Pacing: 6-8 Weekly Meetings (35 minutes)
Unit Summary: This unit allows the students to be able to express themselves in regards to who they are, as well as their
family members. Students will be able to engage in an introductory conversation incorporating greetings / goodbyes and
answering simple questions about themselves and their families. Students will also be able to make inquiry in regards to
other people about themselves and their families.
Primary Interdisciplinary Connections:
21st Century Themes: Common phrases in Spanish acceptable for today’s application. Utilizing social media and computer
applications to engage in conversation and make inquiry.
Unit Rationale: To make students comfortable with expressing who they are and what makes them up as individuals as well
as being able to inquire and discuss other people. This is important for students because in a real world scenario they would
be expected to be able to talk about themselves in a simplistic way; whether its a friendly interaction where somebody is
taking interest in meeting them or an authority figure needs personal information. These are among the most generic
responses / questions to be asked in any language when trying to get to know somebody.
Learning Targets
18
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Standards:
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.5
Standard 7.1
Standard 7.1: Interpretive, Interpersonal & Presentation modes: All students will be able to use a world
language in addition to English to engage in meaningful conversation, to understand and interpret
spoken and written language, and to present information, concepts, and ideas, while also gaining an
understanding of the perspectives of other cultures. Through language study, they will make
connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
19
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Essential Questions:
● Como te llamas? What’s your name?
● Como estas? How are you?
● De donde eres tu? Where are you from?
● Como eres tu? What are you like?
● Como es tu (family member) What is your family
member like?
● Quien es tu (family member)? Who is your family
member?
Unit Learning Targets
Unit Enduring Understandings
● Understanding of self
● Understanding of family members
● Understanding essential self and family of other people
Students will know…
Students will do…
●
●
●
●
How to greet / express goodbyes based on appropriate
situations and times of the day.
How to interpret / answer questions in regards to who they
are.
How to describe themselves and family members
How to make inquiries to other students, interpret the
information and be able to understand and utilize it.
Unit Learning Targets
●
●
●
●
Engage in a one-on-one interview with another student about
themselves and their families.
Listen to a conversation and be able to interpret presented
information and speak / answer questions.
Be able to describe family members and talk about them
physically and their personalities.
Create a presentation about another student
Evidence of Learning
Summative Assessment (1 day)
● Fill-in a conversation using essential greetings / goodbyes, questions, verbs and gender specific vocabulary
20
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed: Google Drive / Docs
Teacher Resources: Teacher created template and / or Avancemos template
Formative Assessments:
● Monitor progress in regards to written work (worksheets, journals, writing logs etc.)
● Daily warm up conversations to collect data in regards to student knowledge of topics
● Brain Busts: Randomized assessments based on interpretation, reading, writing and listening
● Cooperative learning groups. Monitoring students working together to arrive at a pre-stated common goal
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
21
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
22
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 2 Overview
Content Area: Spanish
Unit Title: People and the Community
Target Course / Grade Level: Grade 4
Recommended Pacing: 6-8 Weekly Meetings (35 minutes)
Unit Summary: Students will use an array of grammatical components to be able to speak about people and the community
around them.
Primary Interdisciplinary Connections: Historical figures (Social Studies). Grammatical components relating to Englishbased grammar.
21st Century Themes:
Unit Rationale: In a real world scenario it is important for students to understand their surroundings and be able to identify
where they are, and if possible, how they arrived or can get to another location. It is also important to be able to identify
people, their titles and how to relate them to people that they know (family members, friends etc.)
Learning Targets
Standards:
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
23
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
7.1.NM.B.4
7.1.NM.C.5
Standard 7.1
Standard 7.1: Interpretive, Interpersonal & Presentation modes: All students will be able to use a world
language in addition to English to engage in meaningful conversation, to understand and interpret
spoken and written language, and to present information, concepts, and ideas, while also gaining an
understanding of the perspectives of other cultures. Through language study, they will make
connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Unit Essential Questions:
● Adonde vas / va? Where are you going? Where is he /
she going?
Unit Enduring Understandings
● Understanding of location and how to move from one
place to another.
24
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Learning Targets
Understanding how to differentiate grammatically
between one person and another
● Understanding of gender when talking about a person’s
title
Unit Learning Targets
Students will know…
Students will do…
●
●
●
●
●
Como vas/va? How are you / he or she going to get
there?
Quien eres / es? Who are you / he or she?
How to introduce / identify people in a community and
indicate their occupations and why they are important.
Vocabulary and grammar associated with transportation and
going from one location to another
How to indicate places in a community
●
●
●
●
●
Create a profile about a specific person in the school building
OR local community and indicate who they are, what they do
and why they are important
Work in a small group with a scenario that puts students in a
location that is unfamiliar. They must use their knowledge of
places in a community and transportation to find a way to
safety and / or a more familiar place.
Talk about specific family members and their occupations
and what they do for a living.
Be able to indicate how they get to specific locations
throughout their local community
Evidence of Learning
Summative Assessment (1-2 days)
Presentation: Create an image of a lost person in a city or any destination of choice. Through graphics bring the person to safety or home by including the following:
locations within a community, important people with specific occupations and modes of transportation. Students then utilize the graphics they created to write bullet
points for each graphic based on learned grammar to summarize how the person found their way home or to safety. Spang-lish is very acceptable for an assessment
like this. Presentation should be made to the class and follow up questions can be asked to spectating students to check for understanding.
25
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed: Google Chrome / Docs OR Paper and crayons
Teacher Resources: Teacher created rubric, worksheets or activities from Avancemos
Formative Assessments:
● Monitor progress through daily warm-up OR “Do Now” activities
● Brain Busts: Quick mini-assignments that are easy to assess upon viewing
● Daily oral warm-up or closing conversation in regards to content
● Monitor cooperative learning groups and make assessment on live content
● Exit cards: Relative questions based on lesson or ask students to make an observation about someone based on learned content. How are you getting home
today? What is your father’s job?
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
26
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided: Avancemos or teacher created sources
●
27
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 3 Overview
Content Area: Spanish
Unit Title: Favorites
Target Course / Grade Level: 4th Grade
Recommended Pacing: 6-8 Weekly Meetings (35 minutes)
Unit Summary: Students will be able to indicate their favorites in regards to foods, activities and other things. Students will
also be able to make inquiries towards other people and talk about their interests. The unit covers essential verbs, verb
forms and applicable vocabulary in regards to the questions being covered.
Primary Interdisciplinary Connections: School subjects, Sports, Arts and Entertainment
21st Century Themes: Technology
Unit Rationale: It is important for the beginner Spanish student to be able to discuss their interests as well as make
inquiries towards other people as a real world attempt to get to know somebody.
Learning Targets
Standards:
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
28
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
7.1.NM.C.5
Standard 7.1
Standard 7.1: Interpretive, Interpersonal & Presentation modes: All students will be able to use a world
language in addition to English to engage in meaningful conversation, to understand and interpret
spoken and written language, and to present information, concepts, and ideas, while also gaining an
understanding of the perspectives of other cultures. Through language study, they will make
connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Unit Essential Questions:
Unit Enduring Understandings
● Cual es tu /su ____ favorito/a? What is your / his or her
● Interpreting questioning in regards to personal favorites
favorite…?
and likes / dislikes
● Que te / le gusta? What do you / he or she like?
● Being able to express oneself in regards to personality
29
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Que te / le gusta hacer? What do you / he or she like to
● Being able to understand yourself in Spanish and other
do?
people
Unit Learning Targets
Unit Learning Targets
●
Students will know…
●
●
●
Students will do…
How to utilize the verb GUSTARSE
How to differentiate between Me gusta, te gusta and le gusta
How to adjust favorito to the appropriate gender considering
vocabulary used
●
●
●
●
●
Create a survey in regards to favorites within the classroom
and collect data based on student favorites within the class
and present findings.
Engage in an interview one-on-one to talk about likes /
dislikes in regards to foods and activities as well as favorites
with appropriate gender endings
How to fill-in a conversation and adjust the verbs and
grammar according to the subjects being presented
Be able to read a passage and extract information and answer
questions accordingly about the subjects
Create a presentation in regards to favorites, likes / dislikes
and be able to incorporate information about friends and / or
classmates
Evidence of Learning
Summative Assessment (2 days)
Create a Google Survey OR Poster in regards to favorites and interests among the students in a classroom. Students will utilize appropriate questions and
seek answers based on learned vocabulary and verbs. Students will analyze data and create a presentation to show their findings and present content to the
class. Students viewing the presentations will be instructed to take notes on the presentations and will be asked questions in regards to what they have
viewed.
30
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed:
Google Chrome / Docs or Poster paper. Index card with minimal resources for student application.
Teacher Resources: Avancemos, teacher created resources, www.guia.com , Avancemos online
Formative Assessments:
● Exit card each session indicating a favorite or interest adapted to each lesson and grammar covered
● Monitor cooperative learning groups and ask appropriate questions in order to check for understanding
● Mini-quizzes: Quick assessments covering one or more concepts learned throughout the unit
● Random oral interview of all students
● Warm-up activity and / or Do Now to assess previous learned content
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
31
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
32
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 4 Overview
Content Area: Spanish
Unit Title: The Classroom and Surroundings
Target Course / Grade Level: 4th Grade
Recommended Pacing: 6-8 Weekly Meetings (35 minutes)
Unit Summary: Students will use masculine / feminine articles in order to identify and talk about their surroundings within
the school / classroom setting, as well as at home.
Primary Interdisciplinary Connections: School
21st Century Themes: Technology
Unit Rationale: It is important for students to know how to talk about and identify their surroundings based purposes of
general conversations as to a location. Students should be able to understand what is being talked about and be able to
make connections to their surroundings as we do in everyday life in our own native language.
Learning Targets
Standards:
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
33
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
7.1.NM.C.5
Standard 7.1
Standard 7.1: Interpretive, Interpersonal & Presentation modes: All students will be able to use a world
language in addition to English to engage in meaningful conversation, to understand and interpret
spoken and written language, and to present information, concepts, and ideas, while also gaining an
understanding of the perspectives of other cultures. Through language study, they will make
connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Unit Essential Questions:
Unit Enduring Understandings
● What is surrounding me and how do I talk about those
● Being able to interpret a command based on
things and their use?
surroundings and recover an item or put an item to use.
● How do I navigate my current location based on my
● Understanding where something is located and / or how
34
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Learning Targets
to get to a specific item or technology piece
● Analyzing a task, understanding and being able to put
into place the appropriate information in regards to the
task.
Unit Learning Targets
Students will know…
Students will do…
●
●
●
●
●
surroundings?
What do I need to look for / recover based on a given
task or scenario?
The difference between masculine / feminine and singular /
plural in regards to objects and thing’s within their
surroundings
How to differentiate between specific items in regards to
gender
How to put something to use based on a given scenario
How to use past verbs and grammar points in order to be
able to discuss use of surrounding items
●
●
●
Create a map of their bedroom / classroom and its contents
using instructed grammar
Be able to engage in conversation about the things that they
like / dislike using in their home or classroom
Be able to identify appropriate items to use for a specific task
Evidence of Learning
Summative Assessment (1 days)
Students will take a quiz / scavenger hunt and be able to analyze clues that lead to a specific item and its gender and whether it is singular / plural.
Equipment needed: Avancemos workbook
Teacher Resources: Avancemos workbook, www.guia.com, Avancemos online
35
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments:
● Monitor flash card sessions between students
● Brain Busts: Quick mini-assessments in regards to things around them
● Monitor cooperative learning groups and check for understanding through questioning
● Exit card: In regards to where a specific item is located or a question in regards to the use of one item or a question in regards to what something is used for
● Picture prompt blur-out: Students identify things verbally by use of a picture prompt
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
36
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
37
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 5 Overview
Content Area: Spanish
Unit Title: Where is???
Target Course / Grade Level: 4th Grade
Recommended Pacing: 6-8 Weekly Meetings (35 minutes)
Unit Summary: Students learn how to inquire and indicate where something is located. This unit touches upon past themes
such as; the gender of nouns, singular / plural and the recognition of verbs Ser / Estar.
Primary Interdisciplinary Connections: Geography, Social Studies and Language
21st Century Themes: Global
Unit Rationale: It is important for students to be able to ask / interpret where something is located based on real world
situations of knowing your surroundings and what things are and their use.
Learning Targets
Standards:
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.C.5
38
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Standard 7.1
Standard 7.1: Interpretive, Interpersonal & Presentation modes: All students will be able to use a world
language in addition to English to engage in meaningful conversation, to understand and interpret
spoken and written language, and to present information, concepts, and ideas, while also gaining an
understanding of the perspectives of other cultures. Through language study, they will make
connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Unit Essential Questions:
● How do I find things to complete a major task?
● Where in the world?
● Where do the things I use come from?
Unit Enduring Understandings
● Understanding of locations based on singular / plural
verb forms and quantity based on gender of nouns and
singular / plural rules.
● Understanding of cognates and other grammar themes
39
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Learning Targets
as it applies to structures and places around the world.
● Understanding of countries and items based on
grammar and the difference between Ser / Estar
Unit Learning Targets
Students will know…
Students will do…
●
●
●
How to use the verbs Ser / Estar as it applies to places
and items and singular / plural rules
Subject verb agreement in regards to items and the verbs
Ser / Estar
How to identify countries, continents and structures
around the world based on knowledge of cognates
●
●
●
●
Be able to answer questions based on where things are
located within the classroom.
Be able to interpret questioning in writing based on
subject verb agreement and apply grammatically correct
answers
Create a map and indicate where major structures are
located around the world
Itemize their favorite things based on where they come
from in the world
Evidence of Learning
Summative Assessment (1-2 days)
Based on a teacher created rubric / questioning using the verbs Ser / Estar and related vocabulary and grammar students create a photobook based on
where items are located in their homes, where they come from in the world and where specific countries are located in regards to continents.
Equipment needed: Google Chrome /Docs and / or paper
Teacher Resources: Avancemos, Navegando, www.spanishdict.com, www.guia.com, Avancemos online
40
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments:
● Exit cards: Where is an item located within the classroom? Where is the Panama Canal? Etc.
● Classroom scavenger hunt. Present grammatically sound results and provide appropriate feedback.
● Picture prompt slideshow: Where is it located? Students can be instructed to respond orally or in written form.
● Ball toss interview: Locations around the world via map (oral or written)
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
41
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
42
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 6 Overview
Content Area:
Unit Title:
Target Course / Grade Level:
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections:
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
43
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Essential Questions:
Unit Enduring Understandings
●
●
●
●
●
●
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
●
●
●
●
●
●
●
●
Evidence of Learning
Summative Assessment (X days)
44
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed:
Teacher Resources:
Formative Assessments:
●
●
●
●
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
45
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
46
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 7 Overview
Content Area:
Unit Title:
Target Course / Grade Level:
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections:
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
47
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Essential Questions:
Unit Enduring Understandings
●
●
●
●
●
●
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
●
●
●
●
●
●
●
●
Evidence of Learning
Summative Assessment (X days)
48
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed:
Teacher Resources:
Formative Assessments:
●
●
●
●
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
49
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
50
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 8 Overview
Content Area:
Unit Title:
Target Course / Grade Level:
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections:
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
51
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Essential Questions:
Unit Enduring Understandings
●
●
●
●
●
●
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
●
●
●
●
●
●
●
●
Evidence of Learning
Summative Assessment (X days)
52
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed:
Teacher Resources:
Formative Assessments:
●
●
●
●
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
53
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
54
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 9 Overview
Content Area:
Unit Title:
Target Course / Grade Level:
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections:
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
55
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Essential Questions:
Unit Enduring Understandings
●
●
●
●
●
●
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
●
●
●
●
●
●
●
●
Evidence of Learning
Summative Assessment (X days)
56
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed:
Teacher Resources:
Formative Assessments:
●
●
●
●
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
57
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
58
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 10 Overview
Content Area:
Unit Title:
Target Course / Grade Level:
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections:
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
59
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Essential Questions:
Unit Enduring Understandings
●
●
●
●
●
●
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
●
●
●
●
●
●
●
●
Evidence of Learning
Summative Assessment (X days)
60
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed:
Teacher Resources:
Formative Assessments:
●
●
●
●
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
61
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
62
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 11 Overview
Content Area:
Unit Title:
Target Course / Grade Level:
Recommended Pacing:
Unit Summary:
Primary Interdisciplinary Connections:
21st Century Themes:
Unit Rationale:
Learning Targets
Standards:
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
63
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Essential Questions:
Unit Enduring Understandings
●
●
●
●
●
●
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
●
●
●
●
●
●
●
●
Evidence of Learning
Summative Assessment (X days)
64
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Equipment needed:
Teacher Resources:
Formative Assessments:
●
●
●
●
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
65
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Learning Objectives for Lesson 1
Lesson 2
Learning Objectives for Lesson 2
Lesson 3
Learning Objectives for Lesson 3
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
66
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
X hours/days
X hours/days
X hours/days
Regional Collaborative Curriculum Units Template
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and transfer of knowledge and skills
Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills
Are varied to address different student learning styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self-assessment
Provide data to inform and adjust instruction to better meet the varying needs of learners
67
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,