Kingsway Regional School District
Committed to Excellence
Course Name: Spanish IV
Department: World Language
BOE Adoption Date: September 24, 2015
Grade Level(s): 11-12
Credits: 5
Revision Date(s): October 22, 2015
ABSTRACT
In Spanish IV, students will continue to develop the skills acquired in Spanish III through reading, writing, listening, and
speaking activities. Heavier emphasis will be placed on speaking and writing. Grammar will include the following elements:
review and continuation of the conditional and the future tense, commands, regular and irregular verbs, por vs. para, the
subjunctive mood, and other structures of Spanish. Vocabulary will include words and phrases learned in previous Spanish
courses. It will also include words and phrases that are necessary to communicate on an Intermediate-Low to IntermediateMid level in the target language. Listening and reading comprehension will be integrated into daily lessons, activities, and
assessments when appropriate. Students will develop self-expression and critical thinking skills as students’ vocabulary and
ability increase. Speaking will occur in the classroom daily through paired work, group activities, stations, and academic
games. Culture will be integrated into lessons through literature, films, food, and music when appropriate. All students will
be able to use Spanish (in addition to their native language) to engage in meaningful conversation, 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, students will make connections with other content areas and
compare the language and culture studied with their own.
KRSD Office of Curriculum and Instruction
TABLE OF CONTENTS
Mission Statement
Page 3
Curriculum and Instruction Goals
Page 3
Philosophy of Shared Curriculum Service with South Harrison Township Elementary
Page 3
How to Read this Document
Page 4
Terms to Know
Page 4-6
Pacing Guide
Pages 7-15
Curriculum Units
Pages 16-49
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KRSD Office of Curriculum and Instruction
Mission Statement
The Kingsway Regional School District believes that this school district is responsible for developing and maintaining a comprehensive
educational program that will foster the academic, social, and personal growth of all students. The Kingsway Regional School District provides a
secure, supportive environment. It also provides high quality resources to challenge and empower each individual to pursue his/her potential, to
develop a passion for learning in a diverse and challenging world, to encourage active citizenship, and to reach a high standard of achievement
at all grade levels as defined by the New Jersey Core Curriculum Content Standards (NJCCCS) & Common Core State Standards (CCSS).
Curriculum & Instruction Goals
Goal(s):
1. To ensure students are college and career ready upon graduation
2. To vertically and horizontally align curriculum K-12 to ensure successful transition of students at each grade level
3. To identify individual student strengths and weaknesses utilizing various assessment measures (formative, summative, alternative, etc.)
so as to differentiate instruction while meeting the rigor of the applicable content standards
4. To improve student achievement as assessed through multiple measures including, but not limited to, state testing, local assessments,
and intermediate benchmarking
Philosophy of the Shared Curriculum Service with South Harrison Township Elementary
The ultimate goal of the newly established shared curriculum service with South Harrison Township Elementary is to provide clearly coherent
curriculum for grades K-12 to enhance student growth and achievement and provide learning experiences that assist in providing an inherent
love of learning. With true vertical and horizontal curricular alignment all students will be effectively prepared for their arrival onto the campus
of Kingsway Regional Middle School. Through this shared vision, both school districts are able to work earlier and more productively with
students to ensure they are properly equipped with the knowledge and skills necessary to be successful in college and career upon graduation
from high school. The alignment of curriculum K-12 safeguards countless benefits for our children; it is the very foundation for the improved
teaching and learning that is our goal as educators, parents, and community members. Most notably, an aligned curriculum K-12 creates a
common ownership and understanding of what must be taught and learned at each grade level for each subject area. No matter where a
student attends, the curriculum requirements are the same across buildings, grade levels and teachers. Additionally, an aligned curriculum
serves to provide valuable information to parents who will know what each child is expected to learn while in the classroom.
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KRSD Office of Curriculum and Instruction
How to Read this Document
This curricular document contains both pacing guides and curriculum units. The pacing guides serve to communicate an estimated timeframe as
to when skills and topics will be taught throughout the year. The pacing, however, may differ slightly depending upon the unique needs of each
learner. The curriculum units contain more detailed information as to the content, goals, and objectives of the course well as how students will
be assessed. The terms and definitions below will assist the reader to better understand the sections and components of this curriculum
document.
Terms to Know
1.
Accommodation(s): The term "accommodation" may be used to describe an alteration of environment, curriculum format, or
equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. They allow students with
disabilities to pursue a regular course of study. The term accommodation is often used interchangeable with the term modification.
However, it is important to remember that modifications change or modify the intended learning goal while accommodations result in
the same learning goal being expected but with added assistance in that achievement. Since accommodations do not alter what is
being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students
without disabilities.
2.
Differentiated Instruction: Differentiation of instruction relies on the idea that instructional approaches should be tailored to each
individual student’s learning needs. It provides students an array of options during the learning process that allows them make sense of
ideas as it relates to them. The integration of differentiated instructional techniques is a curriculum design approach to increase
flexibility in teaching and decrease the barriers that frequently limit student access to materials and learning in classrooms.
3.
Enduring Understanding: Enduring understandings (aka big ideas) are statements of understanding that articulate deep conceptual
understandings at the heart of each content area. Enduring understandings are noted in the alongside essential questions within each
unit in this document.
4.
Essential Question: These are questions whose purpose is to stimulate thought, to provoke inquiry, and to spark more questions. They
extend beyond a single lesson or unit. Essential questions are noted in the beginning of each unit in this document.
5.
Formative Assessments: Formative assessments monitor student learning to provide ongoing feedback that can be used by (1)
instructors to improve teaching and (2) by students to improve their learning. Formative assessments help identify students’ strengths
and weaknesses and address problems immediately.
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KRSD Office of Curriculum and Instruction
6.
Learning Activity(s): Learning activities are those activities that take place in the classroom for which the teacher facilitates and the
students participate in to ensure active engagement in the learning process. (Robert J. Marzano, The Art and Science of Teaching)
7.
Learning Assignment(s): Learning assignments are those activities that take place independently by the student inside the classroom or
outside the classroom (i.e. homework) to extend concepts and skills within a lesson.
8.
Learning Goal(s): Learning goals are broad statements that note what students “should know” and/or “be able to do” as they progress
through a unit. Learning goals correlate specifically to the NJCCCS and CCSS are noted within each unit.
9.
Learning Objective(s): Learning objectives are more specific skills and concepts that students must achieve as they progress towards the
broader learning goal. These are included within each unit and are assessed frequently by the teacher to ensure students are
progressing appropriately.
10. Model Assessment: Within the model curriculum, model assessments are provided that included assessments that allow for measuring
student proficiency of those target skills as the year of instruction progresses.
11. Model Curriculum: The model curriculum has been provided by the state of New Jersey to provide a “model” for which districts can
properly implement the NJSLS (New Jersey Student Learning Standards) by providing an example from which to work and/or a product
for implementation.
12. Modification(s): The term "modification" may be used to describe a change in the curriculum. Modifications are typically made for
students with disabilities who are unable to comprehend all of the content an instructor is teaching. The term modification is often used
interchangeable with the term accommodations. However, it is important to remember that modifications change or modify the
intended learning goal while accommodations result in the same learning goal being expected but with assistance in that achievement.
13. Performance Assessments:
(aka alternative or authentic assessments) Performance assessments are a form of assessment that
requires students to perform tasks that generate a more authentic evaluation of a student’s knowledge, skills, and abilities.
Performance assessments stress the application of knowledge and extend beyond traditional assessments (i.e. multiple-choice question,
matching, true & false, etc.).
14. Standards: Academic standards, from which the curriculum is built, are statements that of what students “should know” or “be able to
do” upon completion of a grade-level or course of study. Educational standards help teachers ensure their students have the skills and
knowledge they Academic standards, from which the curriculum is built, are statements that of what students “should know” or “be
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KRSD Office of Curriculum and Instruction
able to do” upon completion of a grade-level or course of study. Educational standards help teachers ensure their students have the
skills and knowledge they need to be successful by providing clear goals for student learning.
o
State: The New Jersey Student Learning Standards (NJSLSs) include Preschool Teaching and Learning Standards as well as K-12
standards for: Visual and Performing Arts; Comprehensive Health and Physical Education; Science; Social Studies; World
Languages; Technology; 21st-Century Life and Careers; Language Arts Literacy; and, Mathematics.
15. Summative Assessments: Summative assessments evaluate student learning at the end of an instructional time period by comparing it
against some standard or benchmark. Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
st
16. 21 Century Skills: These skills emphasis the growing need to focus on those skills that prepare students successfully by focusing on core
subjects and 21st century themes; learning and innovation skills; information, media and technology skills; and life and career skills.
These concepts are embedded in each unit of the curriculum.
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KRSD Office of Curriculum and Instruction
Proficiencies and Pacing:
Course Title: Spanish 4
Prerequisite(s): Spanish I, II, &III
Unit Title:
Duration/
Month(s)
Unit 1:
Intro to Spanish IV
Bienvenidos
a Español IV
9 weeks
AP Theme
Personal &Public
Identities
Related Standards:
Power Standards
7.1. IL.C.1-Use knowledge about
cultural products and cultural
practices to create a multimediarich presentation on targeted
themes to be shared virtually
with a target language audience.
7.1. IL.C.2-Present studentcreated 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.B.5-Engage in short
conversations about personal
experiences or events and/or
topics studied in other content
areas.
Supportive (Secondary)
7.1.IL.A.4
7.1.IL.A.8
7.1.IL.B.5
KRSD Office of Curriculum and Instruction
Learning Goals:
Topics and Skills:
1. Students will understand the cultural
nuances of the people and customs of
the Spanish-speaking world and Hispanics
in the U.S.
1. Research the percentage of the
U.S. population that is Latino and
the number of Latinos in the U.S.
2. Project the Latino population for
the year 2050.
3. Research the three states with
the highest proportion of
Latinos, the makeup of the
Latino population, the
percentage of New Jersey’s
population that is Latino.
4. Understand the terms Latino and
Hispanic and the distinction
between the two.
5. Identify the heterogeneity of the
Latino population in the U.S.
6. Explore the reasoning behind
why immigrants leave their
native countries (i.e. Mexicans,
Cubans, Dominicans) to enter
the U.S. illegally.
7. Understand about past U.S.
immigration laws and debate
legislation currently being
proposed on the Senate floor.
8. Recall expressions of frequency
and put in correct position.
9. Compare, contrast, and discuss
Hispanic contributions to the US.
10. Identify and apply regular and
irregular preterit forms.
11. Identify and apply regular and
2. Students will research backgrounds,
biographical information, and
achievements of several famous Hispanic
Americans and be able to present a news
program (like Dateline or 60 Minutes).
3. Students will be able to write a letter to
one of the rafters from the film and
express preferences, make requests, and
ask questions.
1. Why should you study another language?
2. What are some of the Latin and Hispanic
influences in the United States?
3. How do we describe actions in the past?
7.1.IL.C.5
7.1.IL.A.1
Interdisciplinary:
SOC.9-12.6.1
TECH.8.1.12.C
TECH.8.1.12.D
TECH.8.1.12.E
Unit 2:
Socia Awareness
Conciencia Social
8
Power Standards
7.1. IL.C.1-Use knowledge about
cultural products and cultural
practices to create a multimedia-
KRSD Office of Curriculum and Instruction
irregular imperfect forms.
12. Read and Listen to a story
excerpt “Como Agua Para
Chocolate “
13. Recall Regular and Irregular
verbs in the Present Tense.
14. Complete a pretest to be able to
assess student's ability to meet a
specific proficiency level in
speaking.
15. Communicate and express things
about themselves, people and
places they know in the target
language.
16. Discuss the dream, the journey,
the reality of Cubans refugees
struggle to come to America for
a better life and sample many
struggles of Latinos through
screening of “Balseros” in the
target language.
17. Respond to authentic print and
audio texts using their own
interpretive communication
skills.
18. Speak and Write freely in
response to both print and audio
text prompts to demonstrate
interpersonal and presentational
speaking and writing skills.
1. Read for comprehension,
analysis and meaning.
2. Present findings during class
rich presentation on targeted
themes to be shared virtually
with a target language audience.
AP Theme
Families &
Communication
Global Challenges
6 weeks
7.1. IL.C.2-Present studentcreated and/or authentic short
plays, skits, poems, songs,
stories, or reports.
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.B.2-Give and follow a
series of oral and written
directions, commands, and
requests for participating in ageand level-appropriate classroom
and cultural activities.
7.1.IL.B.3-Use appropriate
gestures, intonation, and
common idiomatic expressions of
the target culture(s)/language in
familiar situations
Supportive (Secondary)
7.1. IL.A.1
7.1. IL.A.3
7.1. IL.C.4
7.1. IL.C.3
7.1. IL.B.4
7.1. IL.B.5
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KRSD Office of Curriculum and Instruction
1. Students will understand the
cultural nuances of the people
and customs of the Spanishspeaking world and Hispanics in
the U.S.
2. The students will create and
design an original slogan for a TShirt using the tú, usted or
ustedes command.
3. Students will create a publicity
campaign for a volunteer group
to attempt to persuade people
to participate.
1. What are some things you do to help
others?
2. What professions help other people?
3. Have you ever worked as a volunteer?
What did you do?
4. Why are Spanish newspapers in the
United States?
5. What is the difference between the
preterit and the imperfect?
discussion.
3. Provide evidence through citing
sources.
4. Persuade or influence others
using affirmative and negative tú
commands.
5. Learn about activities based on
volunteer work.
6. Express ways that volunteers can
help in their own communities.
7. Produce positive and negative
Commands.
8. Make requests and
recommendations.
9. Discuss the different media that
are used to communicate
information.
10. Create a publicity campaign for a
volunteer group.
11. Create an original T-Shirt Slogan
using commands.
12. Recall preterite vs.imperfect.
13. Read, listen and analyze “En la
Ocho y la Doce”.
Interdisciplinary:
SOC.9-12.6.1
TECH.8.1.12.C
Power Standards
7.1. IL.C.1-Use knowledge about
cultural products and cultural
practices to create a multimediarich presentation on targeted
themes to be shared virtually
with a target language audience.
Unit 3
Our Future
Nuestro Futuro
Tema AP
Global Challenges
Science & Technology
Personal & Public
Identities.
9 weeks
2. Students will be able to write a business
proposal to an inventor.
7.1. IL.C.2-Present studentcreated and/or authentic short
plays, skits, poems, songs,
stories, or reports.
3. Students will create a poster that will
illustrate one or more environmental
problems and suggest ways to make a
positive difference.
7.1. IL.A.4-Use the target
language to describe people,
places, objects, and daily
activities learned about through
oral or written descriptions.
4. Students will write a response letter in
the target language addressing a reader’s
problems (give advice and suggestions
with impersonal expressions).
7.1. IL.B.2-Give and follow a
series of oral and written
directions, commands, and
requests for participating in ageand level-appropriate classroom
and cultural activities.
1.
2.
3.
4.
7.1.IL.B.3-Use appropriate
gestures, intonation, and
common idiomatic expressions of
the target culture(s)/language in
familiar situations
10
1. Students will understand the cultural
nuances of the people and customs of
Central America.
KRSD Office of Curriculum and Instruction
Why can forests and rivers be in danger?
What can we do to protect the planet?
What sources of renewable energy exist?
How can a country benefit from its
geographic position?
1. Read for comprehension,
analysis and meaning.
2. Discuss obligations and
responsibilities.
3. Express environmental concerns
and possibilities.
4. Make predictions and discuss
causes and effects.
5. Present and support an opinion.
6. Express a point of view and make
recommendations.
7. Discuss the impact of
technology.
8. Learn the formation of the future
tense and practice the forms to
talk about what will happen in
the future.
9. Learn the proper use of the
prepositions por and para.
10. Talk about innovative products
using the subjunctive mood.
11. Learn the formations of the
present subjunctive, irregular
and stem-changing verbs and use
to talk about hopes, and
opinions.
12. Write a fortune for a classmate
using the future tense.
13. Present a press release to
present invention.
14. Read a Mayan fable “La trsteza
Supportive (Secondary)
7.1. IL.A.1
7.1. IL.A.3
7.1. IL.C.4
7.1. IL.C.3
7.1. IL.A.5
7.1. IL.A.8
7.1. IL.B.4
7.1. IL.B.5
Interdisciplinary:
SOC.9-12.6.1
TECH.8.1.12.C
15.
16.
17.
18.
19.
11
KRSD Office of Curriculum and Instruction
del maya” and and analyze the
story’s prespective on
humankind and nature.
Make comparison to other
Hispanic cultures or student’s
own, found in literature or art
that show similar influences of
war.
Research and present an article
about environmental issue in a
Spanish-speaking country that
affects the world as a whole.
Demonstrate the diversity and
importance of environmental
issues in Central America.
Discuss findings in class by
making comparisons among
environmental issues, efforts to
protect biodiversity, and how it
affects the entire world.
View the suffering of the children
in the 12 year civil war in El
Salvador.
Power Standards
Unit 4
Professions
Profesiones
Tema AP
Contemporary Living
6 weeks
7.1. IM.C.1-Synthesize
information related to the
cultural products, cultural
practices, and cultural
perspectives associated with
targeted culture(s) to create a
multimedia-rich presentation on
targeted themes to be shared
virtually with a target language
audience.
2. Students will write a cover letter and
complete a job application.
3. Students will create a résumé using
vocabulary from Unit 3 and 4 and
researching desire profession.
7.1. IM.C.2-Dramatize studentcreated and/or authentic short
plays, skits, poems, songs,
stories, or reports.
4. Students will be able to write a short
paragraph describing a person they
admire using the following essential
questions:
7.1. IM.C.3-Use language
creatively to respond in writing
to a variety of oral or visual
prompts about familiar and some
unfamiliar situations.
1. What qualities do they have they admire?
2. What are their accomplishments?
7.1. IM.A.4-Use target language
to paraphrase what is heard or
read in oral or written
descriptions of people, places,
objects, and daily activities.
7.1. IM.B.2-Give and follow a
series of oral and written
directions, commands, and
requests for participating in ageand level-appropriate classroom
and cultural activities in familiar
12
1. Students will understand the cultural
nuances of the people and customs of
the Caribbean.
KRSD Office of Curriculum and Instruction
1.
2.
3.
4.
5.
What profession interests you?
What type of profession requires you
to be brave?
Who are heroes in real life?
Should famous people help others?
1. Read for comprehension,
analysis and meaning.
2. Learn about personal
characteristics and ways to
describe people.
3. Discuss the characteristics that
are most important for specific
professions as well as for life in
general.
4. Express wishes and desires using
the subjunctive.
5. Express doubts, denial, and
disbelief using the subjunctive.
6. Express positive and negative
emotions using the subjunctive.
7. Read excerpt from “El Sueño de
America” and discuss how
different friends and family
members have served as a role
model for you.
8. Write a letter of application for a
job in a field that they may
admire.
9. Students will create a reading
comprehension quiz based on
the three context reading.
10. Calculate the average from
baseball statistics.
11. Research Hispanic celebrities
who contribute to helping
others.
12. Answer student-centered
questions about historical events
in their own society, and explain
how they have affected
and some unfamiliar situations.
7.1. IM.B.3-Use appropriate
gestures, intonation, and
common idiomatic expressions of
the target culture(s)/language in
familiar and some unfamiliar
situations.
Supportive (Secondary)
7.1. IM.A.1
7.1. IM.A.3
7.1. IM.C.4
7.1. IM.C.3
7.1. IM.A.5
7.1. IM.A.8
7.1. IM.B.4
7.1. IM.B.5
Interdisciplinary:
SOC.9-12.6.1
TECH.8.1.12.C
13
KRSD Office of Curriculum and Instruction
community and family traditions
and values, which help to define
contemporary society.
13. Compare and Contrast the three
Caribbean Islands(P.R, Cuba, and
D.R)
Power Standards
7.1. IM.C.1-Synthesize
information related to the
cultural products, cultural
practices, and cultural
perspectives associated with
targeted culture(s) to create a
multimedia-rich presentation on
targeted themes to be shared
virtually with a target language
audience.
Unit 5
Leisure
El Ocio
Tema AP
Families &
Communication
Contemporary Living
5 weeks
7.1. IM.C.3-Use language
creatively to respond in writing
to a variety of oral or visual
prompts about familiar and some
unfamiliar situations.
7.1. IM.A.4-Use target language
to paraphrase what is heard or
read in oral or written
descriptions of people, places,
objects, and daily activities.
7.1. IM.B.2-Give and follow a
series of oral and written
directions, commands, and
requests for participating in ageand level-appropriate classroom
and cultural activities in familiar
and some unfamiliar situations.
7.1. IM.B.3-Use appropriate
gestures, intonation, and
common idiomatic expressions of
14
KRSD Office of Curriculum and Instruction
1. Students will understand the cultural
nuances of the people and customs of
the Andean Culture.
2. Students will illustrate six original
sentences to make a panel cartoon about
what they will do with all the money and
time in the world.
3. Students will write an essay describing
what they will do on a trip to Bolivia,
Peru, or Ecuador.
1. How do you prefer to spend your time
with friends?
2. Name a body of water in your country
with an interesting historical
background/story.
3. When do we use the conditional tense?
4. What does an ancient ruin tell us about a
culture?
1. Read for comprehension,
analysis and meaning.
2. Discuss ways to relax and
socialize.
3. Compare meeting and leisure at
a conference.
4. Learn the formation and use of
the conditional tense.
5. Talk about things that you would
or would not do using the
conditional tense.
6. Play Scrabble “Spanish Edicion”
to practice vocabulary.
7. Read and Listen to a Peruvian
short story”Los Incas
Ajedrecistas” how the
knowledge of chess affected an
Inca ruler.
8. Students will be able to create
Comic Strip.
9. Research ancient ruins,
Indigenous artifacts, and
geographic variety in Andean
countries.
the target culture(s)/language in
familiar and some unfamiliar
situations.
Supportive (Secondary)
7.1. IM.A.1
7.1. IM.A.3
7.1. IM.C.4
7.1. IM.C.3
7.1. IM.A.5
7.1. IM.A.8
7.1. IM.B.4
7.1. IM.B.5
Unit 9
1 week
Carnaval
15
Interdisciplinary:
SOC.9-12.6.1
TECH.8.1.12.C
TECH.8.1.12.D
TECH.8.1.12.E
Subject Area:
7.1.IM.C.2
7.1.IM.C.5
7.1.IM.A.4
KRSD Office of Curriculum and Instruction
1. Students will be able to research a
cultural theme and construct a float that
represents the cultural theme selected.
1. Research Cultural/Carnaval
Themes.
2. Study cultural aspects.
3. Brainstorm and create a plan
for presentation.
4. Construct Carnaval float.
Unit: #1 ~ Intro to Spanish IV “Bienvenidos a Español IV”
Recommended Duration: 9 weeks
Unit Description
This unit is designed to introduce students to both the Spanish language and culture. The students will develop the ability to communicate in the five modes
of communication: Interpretive Listening and reading, Interpersonal Communication, Presentational Speaking and Writing, Investigation of Cultural Products
and Practices, and Understanding of Cultural Perspectives and Participation in Cultural Interaction. Emphasis is placed on proficient communication in the
language while studying relevant, real-world, theme-based units. The prerequisites for this class are successful completion of Spanish I, II, and III.
Essential Questions
1. Why should you study another language?
2. What are some of the Latin and Hispanic influences in the United
States?
3. How do we describe actions in the past?
Enduring Understandings
1. Spanish study is valuable in many ways. It creates global understanding
between nations. Students strengthen skills in their own language and
in other disciplines. The Hispanic population has become the largest
minority group in the United States.
2. Some of the Latin and Hispanic influences in the United States are
music, television and cuisine.
3. In Spanish there are two ways of describing the past. The preterite
tense is generally used for actions in the past that do not have a
definite end. These can be actions that are not yet completed or refer
to a time in general in the past. They can be actions that were
repeated habitually, actions that set the stage for another past tense
event, for time and dates in the past, for telling a person’s age in the
past, to describe people (characteristics) in the past, and to
communicate mental or physical states in the past. The imperfect is
generally used for actions in the past that do not have a definite end.
These can be actions that are not yet completed or refer to a time in
general in the past. They can be actions that were repeated habitually,
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KRSD Office of Curriculum and Instruction
Essential Questions
Enduring Understandings
actions that set the stage for another past tense event, for time and
dates in the past, for telling a person’s age in the past, to describe
people (characteristics) in the past, and to communicate mental or
physical states in the past. For descriptions, think of describing what
people used to be like in a photograph.
Relevant Standards
Learning Goals
Learning Objectives
Content Standards:
Power Standards
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.
1. Students will understand the cultural nuances
of the people and customs of the Spanishspeaking world and Hispanics in the U.S.
1. Understand and explain the AP course
requirements, exam format, rubrics, and
expectations.
2. Develop a strong command of the Spanish
Language by integrating the three modes of
communication.
3. Research the percentage of the U.S. population
that is Latino and the number of Latinos in the U.S.
4. Project the Latino population for the year 2050
5. Research the three states with the highest
7.1. IL.C.2-Present student-created and/or
authentic short plays, skits, poems, songs,
17
KRSD Office of Curriculum and Instruction
2. Students will research the backgrounds,
biographical information, and achievements
of several famous Hispanic Americans and be
able to present a news program (like Dateline
or 60 Minutes).
Relevant Standards
Learning Goals
stories, or reports.
3. Students will be able to write a letter to one
7.1. IL.C.3-Use language creatively to respond in
of the rafters from the film, and express
writing to a variety of oral or visual prompts.
preferences, make requests, and ask
questions.
7.1. IL.C.4-Compare and contrast age- and levelappropriate culturally authentic materials orally
and in writing.
7.1. IL.B.5-Engage in short conversations about
personal experiences or events and/or topics
studied in other content areas.
Supportive (Secondary)
7.1.IL.A.4
7.1.IL.A.8
7.1.IL.B.5
7.1.IL.C.5
7.1.IL.A.1
Interdisciplinary:
SOC.9-12.6.1
TECH.8.1.12.C
TECH.8.1.12.D
TECH.8.1.12.E
Learning Objectives
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
18
KRSD Office of Curriculum and Instruction
proportion of Latinos, the makeup of the Latino
population, the percentage of New Jersey’s
population that is Latino.
Understand the terms Latino and Hispanic and the
distinction between the two.
Identify the heterogeneity of the Latino population
in the U.S.
Explore the reasoning behind why immigrants
leave their native countries (i.e. Mexicans, Cubans,
Dominicans) to enter the U.S. illegally.
Understand about past U.S. immigration laws and
debate legislation currently being proposed on the
Senate floor.
Recall expressions of frequency and put in correct
position.
Compare, contrast, and discuss Hispanic
contributions to the US.
Identify and apply regular and irregular preterit
forms.
Identify and apply regular and irregular imperfect
forms.
Read and Listen to a story excerpt “Como Agua
Para Chocolate “
Recall Regular and Irregular verbs in the Present
Tense.
Complete a pretest to be able to assess student's
ability to meet a specific proficiency level in
speaking.
Communicate and express things about
themselves, people and places they know in the
target language.
Discuss the dream, the journey, the reality of
Cubans refugees struggle to come to America for a
Relevant Standards
Learning Goals
Learning Objectives
better life and sample many struggles of
Latinos through screening of “Balseros” in the
target language.
19. Respond to authentic print and audio texts using
their own interpretive communication skills.
20. Speak and Write freely in response to both print
and audio text prompts to demonstrate
interpersonal and presentational speaking and
writing skills.
Formative Assessments
•
•
Questioning
Group Class Discussion
19
Summative Assessments
•
•
KRSD Office of Curriculum and Instruction
Unit Test
Project
Performance Assessments
•
•
Pre- Assessment (SGO)
Project
Major
Activities/Assignments/Assessments
(required)
• Project –News Report
• Pre- Assessment (SGO)
Formative Assessments
•
•
•
•
•
Multiple-Choice and FreeResponse Questions
Quizzes
Think-Pair-Share
White boards
Listening exercises
Summative Assessments
•
Menu
Possible Assessment Modifications/Accommodations/Differentiation:
• Graphic organizers
• Teacher Notes
• Clarification of Directions
• One-on-One
• Grouping
• Extended time
• Word banks
• Multiple choice options
• Graphic organizers
• Tiered options based on readiness level
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
•
•
•
•
•
•
•
•
•
Direct Instruction
Providing Clear Learning Goals and Scales
Identifying Critical Information
Practicing Skills, Strategies, and Processes
Cooperative learning
Tracking Student Progress
Establishing Classroom Routines
Chunking Content into “Digestible Bites”
Reviewing Content
20
KRSD Office of Curriculum and Instruction
Performance Assessments
•
Written Assessment
Major
Activities/Assignments/Assessments
(required)
• Written Assessment
• Menu
•
•
•
•
•
•
•
•
Organizing Students to Practice and Deepen Knowledge
Providing Resources and Guidance
Using Academic Games
Small Group Instruction
Graphic Organizers
Modeling
Homework
Scaffolding
Possible Instructional Modifications /Accommodations/Differentiation:
• One-to-one conferencing (student-teacher or student-peer)
• Extended time
• Preferential seating
• Repeated drill and practice
• Graphic organizers
• Teacher notes
• Clarification of directions
• Flexible grouping
• Tiered assignments
• Student Choice
• Learning Menus
• Learning Stations/Centers
• Jigsaw
Unit Vocabulary
Essential: Interpersonal, Presentational, Interpretive, Themes, Interdisciplinary topics; Communities, Connections and Comparisons
Latinos, Hispanics, hacer, querer,venir,haber, poder,poner,saber,andar,estar, tener, decir, traer, conducir, ser, ir dar, car verbs, gar verbs, zar verbs, platicas,
contaba, delantal, amargas, mandatos, sino, wet foot / dry foot, balseros.
21
KRSD Office of Curriculum and Instruction
Interdisciplinary Connections
(Applicable Standards)
SOC.9-12.6.1
TECH.8.1.12.C
TECH.8.1.12.D
TECH.8.1.12.E
Integration of Technology
21st Century Themes: P21 Framework
Toolkit
21st Century Skills: P21 Framework Toolkit
Promethean Board
PowerPoint
Laptops
Voice Recorder
Google Drive
Duolingo.com
Yabla Spanish
Conjuguemos.com
x Global Awareness
x Creativity & Innovation
x Civic Literacy
x Media Literacy
Financial, Economic, Business
& Entrepreneurial Literacy
x Critical Thinking and Problem
Solving
Health Literacy
x Information & Communication
Technologies Literacy
Environmental Literacy
x Information Literacy
x Communication & Collaboration
22
KRSD Office of Curriculum and Instruction
Resources:
Texts/Materials:
Avancemos 3
Computers
Major Assignments (required):
Project
Pre- Assessment (SGO)
Written Assessment
Menu
Major Activities (required):
Project-News Report
23
KRSD Office of Curriculum and Instruction
Unit: #2~ Socia Awareness “Conciencia Social”
Recommended Duration: 6 weeks
Unit Description
The students will be able to understand vocabulary and grammar concepts and will be able to discuss community service activity advertising campaigns.
Students will also be able to make requests and recommendations, and persuade or influence others in writing and speaking in the target language.
Essential Questions
1. What are some things you do to help others?
2. What professions help other people?
Enduring Understandings
1. I help my grandmother cut the grass and I also volunteer at my
school.
3. Have you ever worked as a volunteer? What did you do?
2. Firefighters and police officers are just two of many professionals
help other people.
4. Why are Spanish newspapers in the United States?
3. Yes, I have worked in my community clean-up campaign.
5. What is the difference between the preterite and the imperfect?
4. One newspaper that I know of is the “Al Día “. It’s a local
newspaper in the tri-state area.
5. The preterite tense is generally used for actions in the past that do
not have a definite end and the imperfect tense generally used for
actions in the past that do not have a definite end.
24
KRSD Office of Curriculum and Instruction
Relevant Standards
Learning Goals
Power Standards
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.
1. Students will understand the cultural nuances
of the people and customs of the Spanishspeaking world and Hispanics in the U.S.
7.1. IL.C.2-Present student-created and/or
authentic short plays, skits, poems, songs, stories,
or reports.
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.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.
7.1.IL.B.3-Use appropriate gestures, intonation,
and common idiomatic expressions of the target
culture(s)/language in familiar situations
Supportive (Secondary)
7.1. IL.A.1
7.1. IL.A.3
7.1. IL.C.4
7.1. IL.C.3
7.1. IL.B.4
7.1. IL.B
25
KRSD Office of Curriculum and Instruction
2. The students will create and design an original
slogan for a T-Shirt using the tú, usted or
ustedes command.
3. Students will create a publicity campaign for a
volunteer group to attempt to persuade
people to participate.
Learning Objectives
1. Read for comprehension, analysis and
meaning.
2. Present findings during class discussion.
3. Provide evidence through citing sources.
4. Persuade or influence others using affirmative
and negative tú commands
5. Learn about activities based on volunteer
work.
6. Express ways that volunteers can help in their
own communities.
7. Produce positive and negative Commands.
8. Make requests and recommendations.
9. Discuss the different media that are used to
communicate information.
10. Create a publicity campaign for a volunteer
group.
11. Create an original T-Shirt Slogan using
commands.
12. Recall preterite vs.imperfect.
13. Read, listen and analyze “En la Ocho y la
Doce”.
Formative Assessments
Summative Assessments
Performance Assessments
•
•
•
•
•
•
•
•
•
•
•
•
Questioning
Group Class Discussion
Multiple-Choice and FreeResponse Questions
Quizzes
Think-Pair-Share
White boards
Listening exercises
Unit Test
Project-T-Shirt Slogan
Quizzes
Possible Assessment Modifications/Accommodations
• Graphic organizers
• Teacher Notes
• Clarification of Directions
• One-on-One
• Grouping
• Extended time
• Word banks
• Multiple choice options
• Graphic organizers
• Tiered options based on readiness level
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
•
•
•
•
•
•
Direct Instruction
Providing Clear Learning Goals and Scales
Identifying Critical Information
Practicing Skills, Strategies, and Processes
Cooperative learning
Tracking Student Progress
26
KRSD Office of Curriculum and Instruction
Common Summative Assessment I
Project –Publicity Campaign
Major
Activities/Assignments/Assessments
(required)
• Project –Publicity Campaign
• Common Summative Assessment I
•
•
•
•
•
•
•
•
•
•
•
Establishing Classroom Routines
Chunking Content into “Digestible Bites”
Reviewing Content
Organizing Students to Practice and Deepen Knowledge
Providing Resources and Guidance
Using Academic Games
Small Group Instruction
Graphic Organizers
Modeling
Homework
Scaffolding
Possible Instructional Modifications /Accommodations/Differentiation
• One-to-one conferencing (student-teacher or student-peer)
• Extended time
• Preferential seating
• Repeated drill and practice
• Graphic organizers
• Teacher notes
• Clarification of directions
• Flexible grouping
• Tiered assignments
• Student Choice
• Learning Menus
• Learning Stations/Centers
• Jigsaw
Unit Vocabulary
Essential: el acceso, el anuncio clasificado, el anuncio personal, el artículo de opinión, la cita, la columna, el cortometraje, la cuestión, los dibujos animados, el
(la) editor(a), la entrevista, la fecha límite, el (la) fotógrafo(a), el grabador, la gráfica, el largometraje, el noticiero, la publicidad por correo, el público, la reseña,
la subtitulación para sordos, el (la) telespectador(a)la teletón ,el titular
el debate, describir, estar / no estar de acuerdo con, explicar, a beneficio de donar, la obra caritativa, otorgar, el (la) patrocinador(a), patrocinar, el programa
27
KRSD Office of Curriculum and Instruction
educativo, los volantes, distribuir, emitir, entrevistar, investigar, presentar, publicar, traducir, los ancianos, la bolsa de plástico, el comedor de beneficencia, el
envase, la gente sin hogar, los guantes, de trabajo, el hogar de ancianos, la pobreza, el proyecto de acción social, el (la) voluntario (a), apoyar, colaborar, contar
con los demás, la cooperación, cumplir, de antemano, delegar, elegir, gastar, juntar fondos, organizar, la plantificación, prestar, el presupuesto, la prioridad,
recaudar fondos, reciclar, solicitar, trabajar de voluntario, la agencia de publicidad, el anuncio, el artículo, la campaña, el canal de televisión, la creatividad, el
diseño, la emisora de radio, el lema, el letrero, la prensa, la revista
Latinos, Hispanics, La noticias, el periódico, tirar basura
Interdisciplinary Connections
(Applicable Standards)
SOC.9-12.6.1
TECH.8.1.12.C
Integration of Technology
21st Century Themes: P21 Framework
Toolkit
21st Century Skills: P21 Framework Toolkit
Promethean Board
PowerPoint
Laptops
Voice Recorder
Google Drive
Duolingo.com
Yabla Spanish
Conjuguemos.com
x Global Awareness
x Creativity & Innovation
x Civic Literacy
x Media Literacy
x Financial, Economic, Business
& Entrepreneurial Literacy
x Critical Thinking and Problem
Solving
x Health Literacy
x Information & Communication
Technologies Literacy
Environmental Literacy
x Information Literacy
x Communication & Collaboration
28
KRSD Office of Curriculum and Instruction
Interdisciplinary Connections
(Applicable Standards)
Integration of Technology
Resources:
Texts/Materials:
Avancemos 3- McDougal Littell
Computers
Art Supplies
Major Assignments (required):
Unit Test
Project-T-Shirt Slogan
Quizzes
Project –Publicity Campaign
Common Summative Assessment
Major Activities (required):
Project –Publicity Campaign
Common Summative Assessment
29
KRSD Office of Curriculum and Instruction
21st Century Themes: P21 Framework
Toolkit
21st Century Skills: P21 Framework Toolkit
Unit: #3~ Our Future “Nuestro Futuro:”
Recommended Duration: 9 weeks
Unit Description
Students will be able to discuss and express environmental concerns, make predictions about the future, and present and support an opinion, in the target
language about the impact of technology on the environment. Students will be able to discuss obligations and responsibilities, present and support an
opinion, express a point of view, and make recommendations in the target language.
Essential Questions
1. Why can forests and rivers be in danger?
Enduring Understandings
2. What can we do to protect the planet?
1. Forests may be in danger if something is not done to control
deforestation. Rivers may be in danger if something is not done to
control debris being thrown every day.
3. What sources of renewable energy exist?
2. There are many ways to help protect the planet but the most
important is to recycle.
4. How can a country benefit from its geographic position?
3. Wind, solar, and biomass are three emerging renewable sources of
energy.
4. A country can benefit from its geographic position because it plays
a part in access.
30
KRSD Office of Curriculum and Instruction
Relevant Standards
Power Standards
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.A.4-Use the target language to describe
people, places, objects, and daily activities learned
about through oral or written descriptions.
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.
7.1.IL.B.3-Use appropriate gestures, intonation,
and common idiomatic expressions of the target
culture(s)/language in familiar situations
Supportive (Secondary)
7.1. IL.A.1
7.1. IL.A.3
7.1. IL.C.4
7.1. IL.C.3
7.1. IL.A.5
7.1. IL.A.8
31
KRSD Office of Curriculum and Instruction
Learning Goals
Learning Objectives
1. Students will understand the cultural nuances
of the people and customs of Central America.
1. Read for comprehension, analysis and
meaning.
2. Discuss obligations and responsibilities.
3. Express environmental concerns and
possibilities.
4. Make predictions and discuss causes and
effects.
5. Present and support an opinion.
6. Express a point of view and make
recommendations.
7. Discuss the impact of technology.
8. Learn the formation of the future tense and
practice the forms to talk about what will
happen in the future.
9. Learn the proper use of the prepositions por
and para.
10. Talk about innovative products using the
subjunctive mood.
11. Learn the formations of the present
subjunctive, irregular, and stem-changing
verbs and use to talk about hopes and
opinions.
12. Write a fortune for a classmate using the
future tense.
13. Present a press release to present invention.
14. Read a Mayan fable “La trsteza del maya” and
and analyze the story’s prespective on
humankind and nature.
15. Make comparison to other Hispanic cultures or
2. Students will be able to write a business
proposal to an inventor.
3. Students will create a poster that will illustrate
one or more environmental problems and
suggest ways to make a positive difference.
4. Students will write a response letter in the
target language addressing a reader’s
problems (give advice and suggestions with
impersonal expressions).
Relevant Standards
Learning Goals
Learning Objectives
7.1. IL.B.4
7.1. IL.B.5
16.
17.
18.
19.
Formative Assessments
Summative Assessments
Performance Assessments
•
•
•
•
•
•
•
•
•
•
•
Questioning
Group Class Discussion
Multiple-Choice and FreeResponse Questions
Quizzes
Think-Pair-Share
White boards
32
•
Unit Test
Written Assessment “Dear
Abby”
Quizzes
KRSD Office of Curriculum and Instruction
student’s own, found in literature or art that
show similar influences of war.
Research and present an article about
environmental issue in a Spanish-speaking
country that affects the world as a whole.
Demonstrate the diversity and importance of
environmental issues in Central America.
Discuss findings in class by making
comparisons among environmental issues,
efforts to protect biodiversity, and how it
affects the entire world.
View the suffering of the children in the 12
year civil war in El Salvador.
Common Summative Assessment II
Project –Business Proposal
Project – Environmental Concern
Poster
Major
Activities/Assignments/Assessments
(required)
• Project – Business Proposal
• Project – Environmental Concern
Poster
• Common Summative Assessment II
Formative Assessments
•
•
Summative Assessments
Listening exercises
Menus
Possible Assessment Modifications/Accommodations/Differentiation
• Graphic organizers
• Teacher Notes
• Clarification of Directions
• One-on-One
• Grouping
• Extended time
• Word banks
• Multiple choice options
• Graphic organizers
• Tiered options based on readiness level
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
•
•
•
•
•
•
•
•
•
•
•
•
•
Direct Instruction
Providing Clear Learning Goals and Scales
Identifying Critical Information
Practicing Skills, Strategies, and Processes
Cooperative learning
Tracking Student Progress
Establishing Classroom Routines
Chunking Content into “Digestible Bites”
Reviewing Content
Organizing Students to Practice and Deepen Knowledge
Providing Resources and Guidance
Using Academic Games
Small Group Instruction
33
KRSD Office of Curriculum and Instruction
Performance Assessments
Major
Activities/Assignments/Assessments
(required)
•
•
•
•
Graphic Organizers
Modeling
Homework
Scaffolding
Possible Instructional Modifications /Accommodations/Differentiation
• One-to-one conferencing (student-teacher or student-peer)
• Extended time
• Preferential seating
• Repeated drill and practice
• Graphic organizers
• Teacher notes
• Clarification of directions
• Flexible grouping
• Tiered assignments
• Student Choice
• Learning Menus
• Learning Stations/Centers
• Jigsaw
Unit Vocabulary
Essential: el aire puro, el basurero, la biodiversidad, la capa de ozono, el clima, la contaminación, la deforestación,
el derrumbe, el efecto invernadero, la erosión, las especies en peligro de extinción, la inundación, el medio ambiente, no renovable, el petróleo, apreciar,
complejo(a), desarrollar, el desarrollo, el planeta, el recurso natural, la responsabilidad, el riesgo, el smog, el suelo, el temblor, la innovación, el invento, la
investigación, mejorar, reemplazar, dañar, destruir, disminuir, fomentar, proteger, respirar, reutilizar, valorar, amenazar, extinguirse, informarse, el porvenir,
responsable la transformación, volar, votar, la advertencia, el fracaso, la mejora
el obstáculo, el sufrimiento, el (la) ciudadano(a), el compromiso, la conciencia social, encargarse de, la irresponsabilidad, penalizar, la política, el principio,
respetar, satisfacer, la sociedad, la unidad
Comercializar, invertir(ie, i), novedoso(a), la patente el producto, advertir (ie), cometer, emprender, el error, insistir, luchar
persistir, progresar, prosperar, seguir adelante, solucionar, superar, criticar, es imprescindible que, es raro que, evaluar
por un lado, por el otro lado.
34
KRSD Office of Curriculum and Instruction
Interdisciplinary Connections
(Applicable Standards)
SOC.9-12.6.1
TECH.8.1.12.C
Integration of Technology
21st Century Themes: P21 Framework
Toolkit
21st Century Skills: P21 Framework Toolkit
Promethean Board
PowerPoint
Laptops
Voice Recorder
Google Drive
Duolingo.com
Yabla Spanish
Conjuguemos.com
x Global Awareness
x Creativity & Innovation
x Civic Literacy
x Media Literacy
x Financial, Economic, Business
& Entrepreneurial Literacy
x Critical Thinking and Problem
Solving
x Health Literacy
x Information & Communication
Technologies Literacy
x Environmental Literacy
x Information Literacy
x Communication & Collaboration
35
KRSD Office of Curriculum and Instruction
Resources:
Texts/Materials:
Avancemos 3- McDougal Littell
Computers
Art Supplies
Dictionaries
Major Assignments (required):
Unit Test
Written Assessment “Dear Abby”
Quizzes Common Summative Assessment II
Project –Business Proposal
Project – Environmental Concern Poster
Major Activities (required):
Project –Publicity Campaign
Common Summative Assessment
Written Assessment “Dear Abby”
36
KRSD Office of Curriculum and Instruction
Unit: #4~ Professions “Profesiones”
Recommended Duration: 6 weeks
Unit Description
Students will understand the subjunctive and will be able to express wishes and desires, doubts, denial, and disbelief. Students will create a résumé using
career-related vocabulary, and research a desired profession. Students will write a short paragraph in the target language describing a person they admire
using the essential questions.
Essential Questions
Enduring Understandings
1. What profession interests you?
1. A profession that interests me is Court Interpreter.
2. What type of profession requires you to be brave?
2. There are many profession that requires one to be brave for
example; Firefighters, Police Officers, Astronauts, Doctors are just
a few.
3. Who are heroes in real life?
3. Individuals that go beyond there call of duty to help others
especially in time of needs.
4. Should famous people help others?
37
KRSD Office of Curriculum and Instruction
4. Yes, famous people that help others are great role models for
everyone.
Relevant Standards
Power Standards
7.1. IM.C.1-Synthesize information related to the
cultural products, cultural practices, and cultural
perspectives associated with targeted culture(s) to
create a multimedia-rich presentation on targeted
themes to be shared virtually with a target
language audience.
7.1. IM.C.2-Dramatize student-created and/or
authentic short plays, skits, poems, songs, stories,
or reports.
7.1. IM.C.3-Use language creatively to respond in
writing to a variety of oral or visual prompts about
familiar and some unfamiliar situations.
7.1. IM.A.4-Use target language to paraphrase
what is heard or read in oral or written
descriptions of people, places, objects, and daily
activities.
7.1. IM.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 in familiar and
some unfamiliar situations.
7.1. IM.B.3-Use appropriate gestures, intonation,
and common idiomatic expressions of the target
culture(s)/language in familiar and some
unfamiliar situations.
38
KRSD Office of Curriculum and Instruction
Learning Goals
Learning Objectives
1. Students will understand the cultural nuances
1. Read for comprehension, analysis and
meaning.
2. Learn about personal characteristics and ways
to describe people.
3. Discuss the characteristics that are most
important for specific professions as well as for
life in general.
4. Express wishes and desires using the
subjunctive.
5. Express doubts, denial, and disbelief using the
subjunctive.
6. Express positive and negative emotions using
the subjunctive.
7. Read excerpt from “El Sueño de America” and
discuss how different friends and family
members have served as a role model for you.
8. Write a letter of application for a job in a field
that they may admire.
9. Students will create a reading comprehension
quiz based on the three context reading.
10. Calculate the average from baseball statistics.
11. Research Hispanic celebrities who contribute
to helping others.
12. Answer student-centered questions about
historical events in their own society, and
explain how they have affected community
and family traditions and values, which help to
define contemporary society.
13. Compare and Contrast the three Caribbean
Islands(P.R, Cuba, and D.R)
of the people and customs of the Caribbean.
2. Students will be able to create a résumé using
vocabulary from Unit 3 and 4 and research a
desired profession.
3. Students will be able to write a short
paragraph describing a person they admire
using the following essential questions:
What qualities do they have they admire?
What are their accomplishments?
Relevant Standards
Learning Goals
Learning Objectives
Supportive (Secondary)
7.1. IM.A.1
7.1. IM.A.3
7.1. IM.C.4
7.1. IM.C.3
7.1. IM.A.5
7.1. IM.A.8
7.1. IM.B.4
7.1. IM.B.5
Formative Assessments
Summative Assessments
Performance Assessments
•
•
•
•
•
•
•
•
•
•
•
•
Questioning
Group Class Discussion
Multiple-Choice and FreeResponse Questions
Quizzes
Think-Pair-Share
White boards
Listening exercises
Menus
Unit Test
Project – Written Assessment
Quizzes
Possible Assessment Modifications/Accommodations/Differentiation:
• Graphic organizers
• Teacher Notes
• Clarification of Directions
• One-on-One
• Grouping
• Extended time
39
KRSD Office of Curriculum and Instruction
•
•
Common Summative Assessment –
Post Assessment
Project – Résumé
Project – Written Assessment
Major
Activities/Assignments/Assessments
(required)
• Project – Résumé
• Project – Written Assessment
• Common Summative Assessment –
Post Assessment
•
•
•
•
Word banks
Multiple choice options
Graphic organizers
Tiered options based on readiness level
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Direct Instruction
Providing Clear Learning Goals and Scales
Identifying Critical Information
Practicing Skills, Strategies, and Processes
Cooperative learning
Tracking Student Progress
Establishing Classroom Routines
Chunking Content into “Digestible Bites”
Reviewing Content
Organizing Students to Practice and Deepen Knowledge
Providing Resources and Guidance
Using Academic Games
Small Group Instruction
Graphic Organizers
Modeling
Homework
Scaffolding
Possible Instructional Modifications /Accommodations/Differentiation
•
•
•
•
•
•
•
One-to-one conferencing (student-teacher or student-peer)
Extended time
Preferential seating
Repeated drill and practice
Graphic organizers
Teacher notes
Clarification of directions
40
KRSD Office of Curriculum and Instruction
•
•
•
•
•
•
Flexible grouping
Tiered assignments
Student Choice
Learning Menus
Learning Stations/Centers
Jigsaw
Unit Vocabulary
Essential: atrevido(a), comprensivo(a), considerado(a), dedicado(a), desagradable, fiel, generoso(a), impaciente, ingenioso, modesto(a), orgulloso(a), paciente,
popular, presumido(a), razonable, sincero9a), sobresaliente, tímido(a), vanidoso(a), el(la) astronauta, el(la) científico(a), el(la) detective, el(la) electricista, el(la)
empresario(a), el(la) entrenador(a), el(la) mecánico(a), el(la) obrero(a), el(la) piloto,
El(la) programador(a), el(la) trabajador(a) social, aconsejar que, dejar que, exigir que, mandar que, prohibir que, sugerir que, auténtico(a), práctico(a), realista,
sorprendente, verdadero(a), el(la) artista, el(la) bombero(a), el(la) carpintero(a), el(la) cartero(a), el(la) músico(a), el(la)periodista, el(la) policía, el(la)
político(a), el(la) secretario(a), el(la) técnico(a), el vecino(a), el(la) veterinario(a), actuar, aparecer, arriesgarse, convertirse en, figurar en, lograr, la amistad, el
deber, la fama, el honor, la imagen, el logro, la meta, por eso, por lo tanto, el propósito, el sacrificio, sin embargo, la valentía, alegrarse de que, dudar que, es
dudoso que, es improbable que, no creer que, no es cierto que, no es verdad que, no estar seguro que, sentir que, sorprenderse que.
41
KRSD Office of Curriculum and Instruction
Interdisciplinary Connections
(Applicable Standards)
SOC.9-12.6.1
TECH.8.1.12.C
Integration of Technology
Promethean Board
PowerPoint
Laptops
Voice Recorder
Google Drive
Duolingo.com
Yabla Spanish
Conjuguemos.com
21st Century Themes: P21 Framework
Toolkit
Global Awareness
21st Century Skills: P21 Framework Toolkit
x Creativity & Innovation
x Civic Literacy
x Media Literacy
x Financial, Economic, Business
& Entrepreneurial Literacy
x Critical Thinking and Problem
Solving
x Health Literacy
x Information & Communication
Technologies Literacy
Environmental Literacy
x Information Literacy
x Communication & Collaboration
42
KRSD Office of Curriculum and Instruction
Resources:
Texts/Materials:
Avancemos 3- McDougal Littell
Computers
Art Supplies
Dictionaries
Major Assignments (required):
Unit Test
Project – Résumé
Project – Written Assessment
Common Summative Assessment –Post Assessment
Major Activities (required):
Project – Résumé
Project – Written Assessment
Common Summative Assessment –Post Assessment
43
KRSD Office of Curriculum and Instruction
Unit: #5~ Leisure“El Ocio”
Recommended Duration: 5 weeks
Unit Description
Students will understand the conditional tense and will be able to illustrate six original sentences and make a panel cartoon about what they will do with all the
money and time in the world. Students will be able to write an essay describing what they will do on a trip to Bolivia, Peru, or Ecuador.
Essential Questions
Enduring Understandings
1. How do you prefer to spend your time with friends?
1. I enjoy going shopping, going to the movies or ride bikes with my friends.
2. Name a body of water in your country with an interesting historical
background/story.
2. Patriot General George Washington crossed the Delaware River with 5,400
troops, hoping to surprise a Hessian force celebrating Christmas at their
winter quarters in Trenton, New Jersey during the American Revolution.
3. When do we use the conditional tense?
3. The conditional (el condicional) tense in Spanish is used to express what
"would" happen in the future. It is more of a possibility, or hypothetical
situation, than the future tense.
4. What does an ancient ruin tell us about a culture?
4. An ancient ruin helps us understand culture and history of Mayan, Incas
and other civilization.
44
KRSD Office of Curriculum and Instruction
Relevant Standards
Power Standards
7.1. IM.C.1-Synthesize information related to the
cultural products, cultural practices, and cultural
perspectives associated with targeted culture(s) to
create a multimedia-rich presentation on targeted
themes to be shared virtually with a target
language audience.
7.1. IM.C.3-Use language creatively to respond in
writing to a variety of oral or visual prompts about
familiar and some unfamiliar situations.
7.1. IM.A.4-Use target language to paraphrase
what is heard or read in oral or written
descriptions of people, places, objects, and daily
activities.
7.1. IM.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 in familiar and
some unfamiliar situations.
7.1. IM.B.3-Use appropriate gestures, intonation,
and common idiomatic expressions of the target
culture(s)/language in familiar and some
unfamiliar situations.
Supportive (Secondary)
7.1. IM.A.1
7.1. IM.A.3
45
KRSD Office of Curriculum and Instruction
Learning Goals
Learning Objectives
1. Students will understand the cultural nuances
of the people and customs of the Andean
Culture.
1. Read for comprehension, analysis and
meaning.
2. Discuss ways to relax and socialize.
3. Compare meeting and leisure at a conference.
4. Learn the formation and use of the conditional
tense.
5. Talk about things that you would or would not
do using the conditional tense.
6. Play Scrabble “Spanish Edition” to practice
vocabulary.
7. Read and Listen to a Peruvian short story “Los
Incas Ajedrecistas” how the knowledge of
chess affected an Inca ruler.
8. Students will be able to create Comic Strip.
9. Research ancient ruins, Indigenous artifacts,
and geographic variety in Andean countries.
2. Students will illustrate six original sentences to
make a panel cartoon about what they will do
with all the money and time in the world.
3. Students will write an essay describing what
they will do on a trip to Bolivia, Peru, or
Ecuador.
Relevant Standards
Learning Goals
Learning Objectives
7.1. IM.C.4
7.1. IM.C.3
7.1. IM.A.5
7.1. IM.A.8
7.1. IM.B.4
7.1. IM.B.5
Formative Assessments
Summative Assessments
Performance Assessments
•
•
•
•
•
•
•
•
•
•
•
•
Questioning
Group Class Discussion
Multiple-Choice and FreeResponse Questions
Quizzes
Think-Pair-Share
White boards
Listening exercises
Menus
Unit Test
Project – Written Assessment
Quizzes
Possible Assessment Modifications/Accommodations/Differentiation
• Graphic organizers
• Teacher Notes
• Clarification of Directions
• One-on-One
• Grouping
• Extended time
• Word banks
• Multiple choice options
46
KRSD Office of Curriculum and Instruction
•
•
Common Summative Assessment –
Post Assessment
Project – Résumé
Project – Written Assessment
Major
Activities/Assignments/Assessments
(required)
• Project – Résumé
• Project – Written Assessment
• Common Summative Assessment –
Post Assessment
•
•
Graphic organizers
Tiered options based on readiness level
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Direct Instruction
Providing Clear Learning Goals and Scales
Identifying Critical Information
Practicing Skills, Strategies, and Processes
Cooperative learning
Tracking Student Progress
Establishing Classroom Routines
Chunking Content into “Digestible Bites”
Reviewing Content
Organizing Students to Practice and Deepen Knowledge
Providing Resources and Guidance
Using Academic Games
Small Group Instruction
Graphic Organizers
Modeling
Homework
Scaffolding
Possible Instructional Modifications /Accommodations/Differentiation
• One-to-one conferencing (student-teacher or student-peer)
• Extended time
• Preferential seating
• Repeated drill and practice
• Graphic organizers
• Teacher notes
• Clarification of directions
• Flexible grouping
• Tiered assignments
47
KRSD Office of Curriculum and Instruction
•
•
•
•
Student Choice
Learning Menus
Learning Stations/Centers
Jigsaw
Unit Vocabulary
Essential: asistir a un espectáculo, dormir una siesta, encontrarse con, pasar un buen rato, relajarte, el ajedrez, el billar, los dados, las damas, el estreno, la
ficha, el grupo musical, el juego de mesa, la manta, la música bailable, la orquesta, los naipes, pasatiempo, el ocio, asistir a una reunión, charlar, comentar,
concluir, debatir, el encuentro, intercambiar opiniones, relatar, acogedor(a), la actuación, el ambiente, discutir, formal, informal, el(la) músico (a) callejero(a),
la resolución, resolver, el ruido, el (la) vendedor(a) ambulante.
Interdisciplinary Connections
(Applicable Standards)
SOC.9-12.6.1
TECH.8.1.12.C
TECH.8.1.12.D
TECH.8.1.12.E
Integration of Technology
21st Century Themes: P21 Framework
Toolkit
21st Century Skills: P21 Framework Toolkit
Promethean Board
PowerPoint
Laptops
Voice Recorder
Google Drive
Duolingo.com
Yabla Spanish
Conjuguemos.com
x Global Awareness
x Creativity & Innovation
x Civic Literacy
x Media Literacy
x Financial, Economic, Business
& Entrepreneurial Literacy
x Critical Thinking and Problem
Solving
x Health Literacy
x Information & Communication
Technologies Literacy
Environmental Literacy
x Information Literacy
x Communication & Collaboration
48
KRSD Office of Curriculum and Instruction
Resources:
Texts/Materials:
Avancemos 3- McDougal Littell
Computers
Art Supplies
Dictionaries
Major Assignments (required):
Unit Test
Project – Résumé
Project – Written Assessment
Common Summative Assessment –Post Assessment
Major Activities (required):
Project – Résumé
Project – Written Assessment
Common Summative Assessment –Post Assessment
49
KRSD Office of Curriculum and Instruction