West Windsor-Plainsboro Regional School District
Spanish Academy B Grades 9-12
Unit 1: Preparing for School Content Area: World Language Course & Grade Level: Academy B, 9‐12 Summary and Rationale As a high school student, I need to be prepared for school in order to be successful. Recommended Pacing 30 days State Standards Standard 7.1 World Languages: 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. Strand A. Interpretive CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, culturally authentic materials.
Strand B. Interpersonal CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Strand C. Presentational CPI# Cumulative Progress Indicator (CPI) 7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia‐rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 Describe in writing people and things from the home and school environment. 7.1.NH.C.4 7.1.NH.C.5 Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  In order to be successful in school they need to come prepared  Being prepared involves preparing yourself and your belongings
Unit Essential Questions  Why and how do I prepare myself on a daily basis?  How does the weather influence my choices when preparing myself for school?
Objectives Students will know:  Basic conversational phrases (“me llamo” …)  Numbers (0‐30)  Time  Basic weather phrases (with “hacer” / “estar”) and seasons  Informal classroom commands and phrases  Colors  Class schedules  Sequence words (mi primera clase es…)  Calendar vocabulary (months, days)  Basic clothing  School supplies
Students will be able to:  Initiate and respond to classroom commands and phrases  Identify and describe the things they need for class each day  Express quantity (numbers)  Describe what time school begins and ends  Describe their schedules  Describe weather conditions  Identify appropriate clothing  Introduce themselves to other students
Resources
Core Text: Suggested Resources:  Ven Conmigo‐Preliminary Chapter, Chapter 1, Chapter 5  “Que Tal” magazines  MOO videos‐“El Calendario,” “Clothing nouns” 
Realidades A‐Chapter 2 
Weather reports (radio, newspapers, internet, etc.) 
Authentic advertisements for clothing and school supplies Unit 2: My friendships and my social life Content Area: World Language Course & Grade Level: Spanish Academy B, 9‐12 Summary and Rationale I am a unique individual with many interests, yet my friends and I may have many things in common. Our plans reflect our interests and unique lifestyles. Recommended Pacing 30 days State Standards Standard 7.1 World Languages: 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. Strand A. Interpretive CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, culturally authentic materials.
Strand B. Interpersonal CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Strand C. Presentational CPI# Cumulative Progress Indicator (CPI) 7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia‐rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 7.1.NH.C.4 7.1.NH.C.5 Describe in writing people and things from the home and school environment. Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  My friends and I have similarities and differences in our appearances and personalities  Adolescents may choose their friends based on their unique characteristics and/or common interests.  Adolescents are involved in various activities with respect to their personal interests, such as music, sports, food, hobbies, etc. Unit Essential Questions  Do these activities that I participate in accurately reflect who I am?  How do my friendships indicate my preferences/personality?  How do my interests make me unique/different than other teens?
Objectives Students will know:  Vocabulary: hobbies, sports, personality and physical characteristics  Present tense to describe activities they do throughout the week.  “Gustar” (yo/tú/él) for likes  “Quiero” to describe what they would like to do  “ir+a” to make plans  “conmigo” “contigo”  Comparisons to compare friends characteristics *Spiral in days of the week from unit 1 Students will be able to:  Describe their interests/likes/desires  Describe and compare themselves and their friends  Identify and describe various sports, hobbies, etc. that they do throughout the week  Talk about their preferences and those of others  Talk about what they would like to do “Me gustaría…”  Make plans in the immediate future Resources
Core Text: Suggested Resources:  Ven Conmigo 1: Chapter 1 (interests / gustar)  Ven Conmigo 1: Chapter 5 El ritmo de la vida  Realidades B: Para empezar, “Mis amigos y yo” pp. 4‐9 
Realidades 2: Chapter 1B ¿Qué haces después de las clases? 
“Que Tal” magazines Unit 3: My home and my responsibilities Content Area: World Language Course & Grade Level: Spanish Academy B, 9‐12 Summary and Rationale Family is an important aspect of my life. The relationships that I have with my family members help to shape who I am. I have certain obligations and responsibilities within my home. Recommended Pacing 30 days State Standards Standard 7.1 World Languages: 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. Strand A. Interpretive CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, culturally authentic materials.
Strand B. Interpersonal CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Strand C. Presentational CPI# Cumulative Progress Indicator (CPI) 7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia‐rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 7.1.NH.C.4 7.1.NH.C.5 Describe in writing people and things from the home and school environment. Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  Our family relationships contribute to our personal development  Differences and similarities exist between families in the US and families in Spanish‐speaking countries  In every family, household chores and responsibilities are divided differently  People in different parts of the world live in different kinds of homes
Unit Essential Questions  What is my family like?  What is my home like?  How are my family and my home similar to and different from the families and homes of people in Spanish‐
speaking countries?  How should household responsibilities be divided among family members?
Objectives Students will know:  Vocabulary: family, chores, rooms in the house and furniture  Possessive adjectives  “Tener” to describe age  “Tener” +que to describe what one has to do at home  Verbs in the present tense  Expressions of frequency  Expressions to describe whose turn it is to do something  Familiar (Tú) commands *Spiral in numbers to ask and talk about ages *Incorporate prepositional phrases to describe the location of things Students will be able to:  Describe their home  Describe their family  Ask and tell ages  Talk about the responsibilities of each family member in the home  Describe whose turn it is to do something  Give commands  Compare and contrast their family and home with families and homes in Spanish‐speaking countries Resources
Core Text: Suggested Resources:  Ven Conmigo 1: Chapter 6 Entre familia, Chapter 3 (school/descriptions of friends)  Ven Conmigo 2: Chapter 3 La vida cotidiana  Realidades B: Fiesta en familia (árbol genealógico, ¿Cúantos años tienen?)  Moo videos: My House and Family nouns  Paintings portraying families by Picasso, Goya, Diego Rivera, Velasquez, and Botero 
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Paintings by Diego Rivera such as La molendera describing daily life “Que Tal” magazines
Unit 4: Living a healthy life and making good choices in a restaurant Content Area: World Language Course & Grade Level: Spanish Academy B, 9‐12 Summary and Rationale How do my choices affect my physical and mental health? How can I maintain both my social life and a healthy lifestyle? Recommended Pacing 30 days State Standards Standard 7.1 World Languages: 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. Strand A. Interpretive CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, culturally authentic materials.
Strand B. Interpersonal CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Strand C. Presentational CPI# Cumulative Progress Indicator (CPI) 7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia‐rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 7.1.NH.C.4 7.1.NH.C.5 Describe in writing people and things from the home and school environment. Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  There are certain activities that people do daily to maintain a healthy and productive lifestyle  There are many options for free‐time activities  As a growing teenager, it is important to maintain a healthy diet  Teens especially need to learn how to balance a healthy lifestyle with their social lives
Unit Essential Questions  How can I effectively balance my schedule in order to maintain a healthy lifestyle and enjoy my favorite activities?  How do my choices in food and exercise affect my mood and my general well‐being?  What are some important things to consider in maintaining a healthy and fun lifestyle? Objectives Students will know:  Verbs in present tense: ar/er/ir  Vocabulary: Exercise, food, adjectives to describe food, the restaurant  Expressions of frequency (todos los días, siempre, etc.)  “Deberías” to give advice  The phrase “Es importante…” to give advice  Verbs in the preterite tense: ar/er/ir  The verbs “estar” and “tener” to describe physical conditions (“estoy cansado,” “tengo hambre” “no tengo energía) *Spiral in “me gustaría…” from Unit 2 *Spiral in “gustar” from Unit 2 Students will be able to:  Discuss how to maintain a healthy diet  Interact with someone in a restaurant setting  Make requests based on dietary needs  Describe activities one does to maintain a healthy lifestyle (exercise)  Discuss how often they participate in certain activities  Express likes and dislikes in diet and exercise  Express physical needs and conditions (“estoy cansado,” “tengo hambre” “no tengo energía)  Ask for and give advice on how to maintain a healthy lifestyle Resources
Core Text: Suggested Resources:  Ven Conmigo 1: Chapters 8 & 11 (¡A comer! and Para vivir bien)  Ven Conmigo 2: Chapter 5, ¡Ponte en forma!  Realidades B: Chapter 5b ¡Vamos a un restaurante!  Moo videos: “Junk food nouns” and “fruits and veggies”  Authentic menus in the target language 
“Que Tal” magazines