Curriculum Management System
MONROE TOWNSHIP SCHOOLS
For adoption by all regular education programs
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Course Name: Spanish 1B
Grade: 8th Grade
Board Approved: 9.10.2014
Table of Contents
Monroe Township Schools Administration and Board of Education Members
Mission, Vision, Beliefs, and Goals
Core Curriculum Content Standards
Scope and Sequence
Goals/Essential Questions/Objectives/Instructional Tools/Activities
Quarterly Benchmark Assessment
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Monroe Township Schools Administration and Board of Education Members
ADMINISTRATION
Dr. Kenneth R. Hamilton, Superintendent
Dr. Jeff C. Gorman, Assistant Superintendent
BOARD OF EDUCATION
Ms. Kathy Kolupanowich, Board President
Mr. Doug Poye, Board Vice President
Ms. Amy Antelis
Ms. Michele Arminio
Mr. Marvin I. Braverman
Mr. Ken Chiarella
Mr. Lew Kaufman
Mr. Tom Nothstein
Mr. Anthony Prezioso
Jamesburg Representative
Mr. Robert Czarneski
WRITERS NAME
Linda Magee and Cybele Posner
CURRICULUM SUPERVISOR
Dr. Kelly F. Roselle
Mission, Vision, Beliefs, and Goals
Mission Statement
The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education
by well-trained committed staff in a safe and orderly environment.
Vision Statement
The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a
global society through a preeminent education.
Beliefs
1. All decisions are made on the premise that children must come first.
2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse
population.
3. We believe there is a sense of urgency about improving rigor and student achievement.
4. All members of our community are responsible for building capacity to reach excellence.
5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions.
6. We believe that collaboration maximizes the potential for improved outcomes.
7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community.
8. We believe that resources must be committed to address the population expansion in the community.
9. We believe that there are no disposable students in our community and every child means every child.
Board of Education Goals
1. Raise achievement for all students paying particular attention to disparities between subgroups.
2. Systematically collect, analyze, and evaluate available data to inform all decisions.
3. Improve business efficiencies where possible to reduce overall operating costs.
4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.
5. Provide early interventions for all students who are at risk of not reaching their full potential.
6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.
Common Core State Standards (CSSS)
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what
they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete
successfully in the global economy.
Links:
1. CCSS Home Page: http://www.corestandards.org
2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions
3. CCSS The Standards: http://www.corestandards.org/the-standards
4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca
5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org
Quarter 1
Multiculturalism
I. Hispanic Heritage
a. Products and Practices of Hispanic Culture
b. Famous People, historical events, traditions, culture,
language and contributions of Hispanic Americans past and present
II. Verbs
a. ER-IR Vocabulary
b. Verb Conjugations
III. Irregular Verbs
a. Irregular AR Verbs (jugar, pensar)
b. Irregular ER-IR Verbs (venir, tener, poder, querer, ver, salir)
c. Tener Expressions (tener ____ años, tener hambre)
Quarter 2
Respect and Acceptance
I. Personal Identity
a. Describing and analyzing historical and cultural elements in
connection with descriptive phrasing
b. Understanding an individual’s role as a global citizen in the 21st
century
II. Adjectives
a. Characteristics of Adjectives
b. Adjective Vocabulary
III. SER vs. Estar
a. Uses of SER and ESTAR
b. Basic patterns for conjugating irregular verbs SER and ESTAR
IV. Descriptive Writing
a. Application of adjective rules
b. Development of higher level descriptive phrasing
Quarter 3
Community
I. Around Town (El Centro)
a. Places in a typical town
b. Traditional layout of a Spanish-speaking town
II. Recreational activities vs. chores
a. Tener que/ Deber
b. Tener ganas de / Querer
III. Discussing future plans
a. Present conjugations of IR
b. Immediate Future
Exploration
I. El Metro / Directions to key places
a. Key directional phrasing
b. Command form (usted / ustedes)
II. Spain and Madrid
a. Geography of Spain
b. Structure of government
c. Locations/ Monuments in Madrid
d. Preterit of the verb IR and SER
Quarter 4
Foreign Exploration
I. Geography
a. Regions of Spanish-speaking countries
b. Spanish-speaking countries of the World
c. Trade, economy, cultural influences, agriculture and
tourism of Spanish-speaking countries
II. Preterit AR
a. Characteristics of the past tense (preterit)
b. Preterit of regular AR verbs
c. Preterit of irregular –car, -gar, -zar verbs
III. Planning a vacation
a. Travel vocabulary / modes of transportation
b. Trip Itinerary
c. Selection of a Spanish-speaking travel destination
IV. Reminiscing about a past vacation
a. Discuss where you went and things you did while on
vacation with family and friends
b. Ask about and describe a previous vacation
V. Preterit ER/IR
a. Preterit of regular –ER and –IR verbs
b. Preterit of irregular ESTAR
ESTABLISHED GOALS
7.1 Many products and practices related to
home and community are shared across
cultures; others are culture-specific.
Learning about age- and developmentally
appropriate content that is of high interest to
students and has a direct connection to the
cultural contexts of the target language
cultivates an awareness of the shared
human experience.
Cumulative Progress Indicators
7.1.NM.A.1 Recognize familiar spoken or
written words and phrases contained in
culturally authentic materials using electronic
information sources related to targeted
themes.
7.1.NM.B.1 Use digital tools to exchange
basic information at the word and
memorized-phrase level related to self and
targeted themes.
7.1.NM.B.3 Imitate appropriate gestures and
intonation of the target culture(s)/language
during greetings, leave-takings, and daily
interactions.
7.1.NM.C.2 Imitate, recite, and/or dramatize
simple poetry, rhymes, songs, and skits.
7.1.NM.C.3 Copy/write words, phrases, or
simple guided texts on familiar topics.
7.1.NM.C.5 Name and label tangible cultural
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
• Communicate their daily actions effectively
• Compare the language and culture studied with their own
UNDERSTANDINGS
Students will understand that…
People of different cultures have shared daily
actions and actions that are culture-specific
Meaning
ESSENTIAL QUESTIONS
1. How can we use the present tense
conjugations to communicate effectively?
Where people live affects what people do on a
daily basis
2. How are our daily actions affected by our
culture?
All people have different daily actions
Effective communication requires proper
conjugations of verbs
A language is defined by its pattern and
structure
Verbs are used to communicate daily actions
Acquisition
Students will know…
Students will be skilled at…
Products and Practices of Hispanic Culture
List ER, IR verbs and identify their classification
(famous people, contributions of Hispanoand category.
Americans, historical events, traditions, culture,
language)
Recite and list conjugations of ER-IR verbs.
Basic characteristics of verbs (tenses, definition,
infinitive, regular/irregular, conjugations)
Use patterns in verb endings to apply to
unknown regular verbs.
Use context clues (pronouns, key words) to
select the appropriate conjugation.
products and imitate cultural practices from
the target culture(s).
Basic patterns for conjugating AR, ER, IR verbs
in the present tense
Use key verb patterns to express high level
sentences more clearly.
Organize sentences in the correct order
following subject-verb agreement.
Recognize a few cultural practices, Hispanic
Americans, historical events, and elements of the
Spanish language.
Speak about objects and people using verb
conjugations.
Evaluative Criteria
• Citation of cultural situations / actions
and explanation of how culture affects
our daily actions
• Proper use and application of ER-IR
verb conjugations
Stage 2 - Evidence
Identify actions that are common and culturespecific to both Monroe and Spanish-speaking
countries.
Assessment Evidence
PERFORMANCE TASK(S):
Your task is to select daily actions which are typical of a Spanish-speaker. You are a foreign
exchange student who has befriended a Spanish-speaker. Your target audience is the social network
(i.e. followers, family, friends of friends). The challenge involves the presentation of sufficient
cultural information for people on the social network to garner some understanding of your new
friend. You will create an Instagram bio for your Spanish-speaking friend in order to show that
actions are shared between you and your friend and that some actions are specific to their culture.
A successful product will include:
•
•
•
•
•
•
Instagram pictures of daily actions of your friend
Instagram pictures of shared interests / actions
Comments from Native-speaker’s followers
Comments from American followers
High-interest information of Spanish-speaker
Followers of Spanish speakers (common and different)
http://instagram.com/
Digital cameras
Marzano 4 pt scale will be used to determine
how skilled students are at writing and speaking
in higher level sentences using subject- verb
agreement and demonstrating an understanding
of culturally shared actions and daily activities
as well as actions which are culture-specific.
Proper use and application of
AR / ER / IR verb conjugations
4
3
2
1
Student goes above and beyond the expected
response. Student writes / speaks in higher level
sentences using subject- verb agreement and has
basic control of language structures with
minimal grammatical errors.
Student writes / speaks in higher level sentences
most of the time using subject-verb agreement
and has sufficient control of language structures
with some grammatical errors.
Student writes / speaks in complete sentences
attempting to use some subject-verb agreement
and has fair control of language structures with
varying grammatical errors.
Student writes / speaks in fragmented sentences
using minimal subject verb agreement and
limited control of language structures with
numerous grammatical errors.
OTHER EVIDENCE:
Pre-assessmentER-IR Verbs Word Analysis- Students identify any prior knowledge of ER-IR verbs.
Formative Assessments
ER-IR Notecards and vocabulary concept maps- Students match the correct verb with picture.
Students identify the definition, classification, type, key words and higher level phrasing utilizing
indicated verb.
Leveled Responses/ Picture Prompts- Students select appropriate ER-IR verb to describe a picture
prompt. Students utilize correct verb conjugations and key words to write a higher level response.
ER-IR Verbs Stations- Hands-on, interactive review stations which incorporate all learning styles
and modalities.
Stage 3 – Learning Plan
Interpretive Mode
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•
•
•
•
Summary of Key Learning Events and Instruction
Marking the Text/Margin Notes of Hispanic Heritage Month Article
Venn Diagram of Actions in United States and Spanish-speaking countries
Guided Reading of Froggy Aprende a Nadar trade book
TPR (Total Physical Response) ER-IR Verbs- The teacher will act out the actions related to the ER-IR verbs. Students will imitate the actions.
Teacher will present pictures to students and they will match the vocabulary to the correct picture.
ER-IR Verbs Cloze Sentences- Students correctly place ER-IR verbs into cloze sentences using highlighted keywords. Students determine
conjugation of verb based on subject.
Interpersonal Mode
•
•
Picture Prompts- Students select appropriate ER-IR verb to describe a picture prompt. Students utilize correct verb conjugations and key
words to write a higher level response.
Short Stories- Students are presented with a picture and a sentence starter. Students continue and complete short story based on the limited
information while incorporating ER-IR verbs in their correct conjugated forms.
Presentational Mode
•
•
Recite lyrics of El verbo Importante and create props for dramatization.
Irregulars Verb Wheel- Students spin for a subject and one irregular verb in the infinitive form. Students must conjugate orally and add-on to
phrasing to create proper subject verb agreement.
Stage 1 Desired Results
ESTABLISHED GOALS
NJCCCS
Content statement-
Transfer
Students will be able to independently use their learning to…
•
•
Treat people who are different from them with tolerance and respect
Engage in a conversation with a Spanish-speaker about themselves and the Spanishspeaker
Meaning
Learning about age- and
developmentally appropriate
content that is of high interest to
students and has a direct connection
to the cultural contexts of the target
language cultivates an awareness of
the shared human experience.
UNDERSTANDINGS
Personal identity is developed
through experiences that occur
within one’s family, one’s
community, and the culture at large.
Personal identity is developed through experiences
that occur within one’s family, one’s community,
and the culture at large.
Cumulative Progress Indicators
(CPIs for Novice-Mid)
Interpretive
7.1.NM.A.4 Identify familiar people,
places, and objects based on simple
oral and/or written descriptions.
Students will understand that…
Accepting one another’s differences can lead to a
better understanding of yourself and the world
around you.
All people have different physical and personality
descriptions.
Effective communication requires proper
conjugations of verbs.
A language is defined by its pattern and structure
Adjectives are used to communicate descriptions
ESSENTIAL QUESTIONS
1. How can we use the system of the
Spanish language to communicate with
adjectives?
2. How can we use the verbs SER and ESTAR
to communicate descriptions?
3. How can accepting one another’s
differences lead to a better understanding of
yourself and the world around you?
Acquisition
7.1.NM.B.1 Use digital tools to
exchange basic information at the
word and memorized-phrase level
related to self and targeted themes.
Interpersonal
7.1.NM.B.5 Exchange information
using words, phrases, and short
sentences practiced in class on
familiar topics or on topics studied
in other content areas.
Students will know…
•
•
•
•
Physical and personality descriptions
(CORN/FELT)
Basic characteristics of adjectives (definition,
four rules)
Uses of SER and ESTAR
Basic patterns for conjugating irregular verbs
SER and ESTAR
Students will be skilled at…
•
•
•
•
•
Presentational
7.1.NM.C.3 Copy/write words,
phrases, or simple guided texts on
familiar topics.
7.1.NM.C.2 Imitate, recite, and/or
dramatize simple poetry, rhymes,
songs, and skits.
•
•
•
•
List the five characteristics of
adjectives and give an example of
each.
Recite and list a variety of
adjectives (CORN/FELT).
Identify the uses of SER or
ESTAR.
Recite and list conjugations of
SER and ESTAR
Use context clues (pronouns, key
words) to select the appropriate
conjugation of SER or ESTAR.
Use key verb patterns to express
high level sentences more clearly.
Organize sentences in the correct
order following subject adjective
agreement.
Recognize a few cultural and
historical elements connected to
descriptors (physical and
personality)
Speak/write descriptions of
objects and people using
SER/ESTAR conjugations and
adjectives.
Stage 2 - Evidence
Evaluative Criteria
•
•
•
•
Level of descriptive writing
Correct use of adjectives and
application of the adjective
rules
Proper conjugations of the
verbs SER and ESTAR
Understanding/tolerance of
differences between people
and cultures
Assessment Evidence
PERFORMANCE TASK(S):
Students will show that they understand by evidence of…
Autobiography (Yo soy…) and name art
Goal: Your goal is to select descriptions for yourself (CORN/FELT)
Role: Your job is to orally and in writing describe yourself and members of your family.
Audience: The target audience is a host family (in the country of your choosing).
Situation: The challenge involves the presentation of a detailed description of yourself and family
members using the categories of CORN and FELT.
Product, Performance and Purpose: You will write an autobiography and create an oral
presentation in order to show your ability to speak about yourself and family. To accompany your
presentation, you will create name art, a self-portrait or an album cover which represents you as a
person and incorporates details from your autobiography. In order to create these items, you are
encouraged to use one or more of the following; Windows MovieMaker, iMovie, Microsoft
Publisher, Adobe Photoshop, or Photo Story 3 for Windows.
Standards and Criteria for Success:
Proper use and application of adjectives
4- Student writes in complete sentences using a
variety of descriptive vocabulary and applying
Your product must meet the following standards- high-level of writing, correct use of the
verbs SER and ESTAR, various self-descriptions following the adjective rules (characteristics,
occupation, religion, nationality, feeling/emotions, location and temporary conditions),
descriptions and comparisons with people in your family.
OTHER EVIDENCE:
Pre-assessment:
noun-adjective agreement consistently.
3- Student writes in complete sentences using a
lot of descriptive vocabulary and applying
noun-adjective agreement most of the time.
2- Student writes in complete sentences using
some descriptive vocabulary and applying
noun-adjective agreement some of the time.
1- Student writes in fragmented sentences
using little descriptive vocabulary and applying
noun-adjective agreement in limited instances.
Spanish 1B Picture Prompt: Write two (2) sentences using adjectives to describe the students,
teacher or objects in the classroom.
Word Analysis: Adjectives and descriptions for CORN and FELT
Formative:
•
•
•
•
•
•
Adjetivos son… Oral
Adjectives Oral Assessments
TPR Practice
Adjective Gallery Walk
CORN self-descriptions
FELT self-descriptions
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Interpretive
•
•
•
TPR of Adjectives- The teacher will act out the adjectives. Students will imitate the actions. Teacher will present pictures to
students and they will match the vocabulary to the correct picture.
Guernica by Pablo Picasso Article and “I Spy” of nine symbols in painting
http://www.pablopicasso.org/guernica.jsp
Directional Words Scavenger Hunt- Teacher presents descriptive clues for items placed throughout the school. Students must
interpret phrasing to locate items.
Interpersonal
•
Matrix of personal descriptors- Students discuss their character traits and physical attributes based on commonalities and
differences. Students are matched randomly and must orally communicate with others in their groups.
Presentational
•
Recite lyrics and create original TPR for Bandera de Manos by Juanes
http://www.youtube.com/watch?v=C0DQTl5Eu20
Stage 1 Desired Results
ESTABLISHED GOALS
NJCCCS
Content statementLearning about age- and
developmentally appropriate
content that is of high interest to
students and has a direct
connection to the cultural
contexts of the target language
cultivates an awareness of the
shared human experience.
Personal identity is developed
through experiences that occur
within one’s family, one’s
community, and the culture at
large.
Cumulative Progress
Indicators
(CPIs for Novice-Mid)
Interpretive
7.1.NM.A.4 Identify familiar
people, places, and objects based
on simple oral and/or written
descriptions.
7.1.NM.B.1 Use digital tools to
exchange basic information at the
Transfer
Students will be able to independently use their learning to…
•
•
•
Read a map in the target language in order to navigate around a Spanish-speaking town
Engage in a conversation with a Spanish-speaker at different locations in the downtown area
Engage in conversation with a Spanish-speaker to discuss future plans
Meaning
UNDERSTANDINGS
Students will understand that…
Many products and practices related to home and
community are shared across cultures; others are
culture-specific.
Accepting the differences between our communities
can lead to a better understanding of our own
community and the world around us.
Personal identity is developed through experiences
that occur within one’s family, one’s community,
and the culture at large.
Maps and other graphic organizers facilitate
understanding of information on a wide range of
topics related to the world and global issues.
Effective communication requires proper
conjugations of verbs (IR)
A language is defined by its pattern and structure
ESSENTIAL QUESTIONS
1. How can we use the system of the Spanish
language to communicate in the immediate
future tense?
2. How can we become more aware of our role
as a citizen in our own community when we
learn about other diverse communities?
word and memorized-phrase
level related to self and targeted
themes.
Interpersonal
7.1.NM.B.3 Imitate appropriate
gestures and intonation of the
target culture(s)/language
during greetings, leave-takings,
and daily interactions.
7.1.NM.B.4 Ask and respond to
simple questions, make requests,
and express preferences using
memorized words and phrases.
7.1.NM.B.5 Exchange
information using words,
phrases, and short sentences
practiced in class on familiar
topics or on topics studied in
other content areas.
Presentational
7.1.NM.C.3
Copy/write words, phrases, or
simple guided texts on familiar
topics.
(immediate future formula)
Acquisition
Students will know…
•
•
•
•
•
Basic characteristics of Monroe and LatinAmerican towns
Places typical to downtown area
Characteristics of IR/Immediate Future
Basic patterns for conjugating irregular verb IR
Basic formula for immediate future
Students will be skilled at…
•
•
•
•
•
•
•
•
•
List the characteristics of Monroe and
Latin-American towns.
Recite and list a variety of places in
downtown area.
Recite and list conjugations of IR
Use context clues (pronouns, key
words) to select the appropriate
conjugation of IR.
Use key verb patterns to express high
level sentences more clearly.
Organize sentences in the correct
order following the immediate future
formula.
Recognize a few cultural and
historical elements connected to the
downtown places
Speak/read and write about places
and people using IR conjugations.
Speak/write using the immediate
future formula to describe future
plans.
Evaluative Criteria
• Interpersonal fluency demonstrated
by the development of phrased
responses and interpretation of key
speaking points in town hall
meeting
• Proper use and application of the
verb IR and immediate future
formula
• Understanding of one’s community
and the differences / similarities
with communities in Spanishspeaking countries
Marzano 4 pt scale will be used to evaluate
the students’ interpersonal communication
skills in presenting points of interest related
to the development of Monroe Twp. as
compared to Spanish-speaking towns.
Culture
4
3
2
The student is able to compare and contrast
Spanish-speaking towns and Monroe in
connection with places in the downtown area.
The student can explain similarities and
differences. The student can explore new
information about Monroe and Spanishspeaking towns and determine if it is a
similarity or difference.
The student is able to compare and contrast
Spanish-speaking towns and Monroe in
connection with places in the downtown area.
The student can explain similarities and
differences.
The student is attempting to compare and
contrast Spanish-speaking towns and Monroe
in connection with places in the downtown
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Students will demonstrate interpersonal fluency through participating in a town hall meeting.
Method: Students will participate in a Socratic Seminar to discuss the development of a downtown area
in Monroe Twp. The discussion will include but not be limited to the existence of a downtown area,
recreational activities, places of interest, public buildings and prospective population growth. Students
will research and investigate the town of Monroe and the Spanish-speaking town of San Jose in order to
develop their talking points.
http://www.monroetwp.com/
http://www.visitcostarica.com/ict/paginas/home.asp?ididioma=1
http://www.discovery.com/tv-shows/north-america/travel-guide/costa-rica-parks-and-beaches.htm
http://www.pilotguides.com/destinations/central-america-and-caribbean/costa-rica/
Globetrekker “Costa Rica and Nicaragua” Located in World Language DVD library
OTHER EVIDENCE:
Places Listening Comprehension- Teacher reads a short description of a typical place in a town.
Students must select the key words used in the description and identify the place being described.
IR Conjugations Red Light/Green Light
Vocabulary Evaluations
El centro oral question/answer
Situational Prompts using Immediate Future
area. The student can begin to explain
similarities and differences.
1
The student is making limited attempts to
compare and contrast Spanish-speaking towns
and Monroe in connection with places in the
downtown area. The student is having
difficulty explaining similarities and
differences.
Interpretive
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
•
Investigation of Monroe municipal map- Students study municipal map of Monroe and identify places, symbols, streets and characteristics of
their own town.
Google Earth
https://www.google.com/maps/place/Monroe+Township/@40.361196,-74.440956,12z/data=!4m2!3m1!1s0x0:0x6cb7e86da8905662?hl=en
• Investigation of San Jose Municipal map- Students study municipal map of San Jose, Costa Rica and identify places, symbols, streets and
characteristics of a Spanish-speaking town.
Google Earth
https://www.google.com/maps/place/San+Jose/@9.9356142,84.1133451,12541m/data=!3m2!1e3!4b1!4m2!3m1!1s0x8fa0e342c50d15c5:0xe6746a
6a9f11b882?hl=en
Interpersonal
• Monroe vs. San Jose Venn Diagram- Students discuss their investigational notes in order to classify locations in a typical American town and
Spanish-speaking town. Students compare and contrast modes of transportation, recreational activities, attractions, daily routines, and
governmental buildings.
• Cut-apart stories- Students are presented with pre-made sentences. Students must discuss the sequence of events and organize the sentences
into story format. Students must create story board for sentences and present to the class. Students must create five listening comprehension
questions for the target audience. Audience members must record questions and answers and participate in responding as active listeners.
Presentational
•
Downtown Dialogue- Students randomly select a character, mode of transportation, a recreational activity or a chore, and a place in the
downtown area. Students then create a dialogue incorporating the present of IR and immediate future as well as the selected elements.
Students create a visual representation (i.e. multimedia, mural, painting, and backdrop) of their location.
ESTABLISHED GOALS
NJCCCS
Content statement-
Linguistic:
The Novice-Mid language learner understands
and communicates at the word level and can
independently identify and recognize
memorized words and phrases that bring
meaning to text.
Cultural
Observing and participating in culturally
authentic activities contribute to familiarization
with cultural products and practices.
Many products and practices related to home
and community are shared across cultures;
others are culture-specific.
Maps, graphs, and other graphic organizers
facilitate understanding of information on a
wide range of topics related to the world and
global issues. They make complex concepts more
accessible to second-language learners who have
limited proficiency in the language.
Learning about age- and developmentally
appropriate content that is of high interest to
students and has a direct connection to the
cultural contexts of the target language
cultivates an awareness of the shared human
experience.
Cumulative Progress Indicators
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
Read a map of a Spanish-speaking city and navigate around town on the streets and using the metro
Give and receive directions on how to get from one place to another walking and riding the metro
Meaning
ESSENTIAL QUESTIONS
UNDERSTANDINGS
Students will understand that…
1. How can we use the preterit tense to
communicate effectively?
Certain modes of transportation are more
efficient and cost effective (i.e. subway)
Navigation of the city public transportation
system is a necessity in an urban environment
Patriotism is different throughout the nations of
the world
Maps and other graphic organizers facilitate
understanding of information on a wide range of
topics related to the world and global issues.
2. How can improving oral communication help
in navigating in and around an urban
environment?
3. How does a city’s geography and resources
affect the way people get from one place to
another efficiently?
Effective communication requires proper
conjugations of verbs in all tenses (preterit of
IR/SER)
A language is defined by its pattern and
structure
Students will know…
Regions of Spain and its capital
Major sites in the capital Madrid
Acquisition
Students will be skilled at…
List the regions of Spain.
Name and identify some historical landmarks in
Madrid.
(CPIs for Novice-Mid)
Interpretive
7.1.NM.A.4 Identify familiar people, places, and
objects based on simple oral and/or written
descriptions.
7.1.NM.B.1 Use digital tools to exchange basic
information at the word and memorized-phrase
level related to self and targeted themes.
Interpersonal
7.1.NM.A.2 Demonstrate comprehension of
simple, oral and written directions, commands,
and requests through appropriate physical
response.
7.1.NM.B.3 Imitate appropriate gestures and
intonation of the target culture(s)/language
during greetings, leave-takings, and daily
interactions.
7.1.NM.B.5 Exchange information using words,
phrases, and short sentences practiced in class
on familiar topics or on topics studied in other
content areas.
Presentational
7.1.NM.C.3
Copy/write words, phrases, or simple guided
texts on familiar topics.
7.1.NM.C.2 Imitate, recite, and/or dramatize
simple poetry, rhymes, songs, and skits.
Metro Vocabulary
Directional Phrases
Regional and linguistic differences exist within
the country of Spain
Command form for usted and ustedes
Preterit of irregular verbs IR and SER
Conjugate usted and ustedes command form for
AR/ER/IR verbs
Give and interpret directions from one location
to another in a city
List the conjugations of the preterit for the verbs
IR and SER
Complete phrasing using the preterit for IR
Evaluative Criteria
• Correct use of the command form
• Directional words and phrasing
• Interpretation of city map and metro
lines
Proper use and application of verb
conjugations
4
3
2
1
Student writes in complete sentences using
subject- verb agreement in the preterit
tense and has basic control of language
structures with minimal grammatical
errors.
Student writes in complete sentences most
of the time using subject-verb agreement in
the preterit tense and has sufficient control
of language structures with some
grammatical errors.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Madrid / Metro SimulationYou are on a business trip in Madrid and you are lost. Your task is to ask a native speaker how to
arrive at your business destination. You must demonstrate understanding of the directions given by
taking the correct streets and metro lines to arrive at your destination. In turn, a business partner is
calling for directions; you must relate those directions utilizing the metro/ Madrid city map.
OTHER EVIDENCE:
Pre-assessment/Trust Walk- Students are blindfolded and a partner gives verbal directions using
prior knowledge of directional words.
Formative
Oral and written assessment of commands and directional phrases
Metro vocabulary
Madrid famous sites
Preterit conjugations of IR and SER
Situational Exit pass- Prado to oficina de correos
Student writes in complete sentences
attempting to use some subject-verb
agreement in the preterit tense and has fair
control of language structures with varying
grammatical errors.
Student writes in fragmented sentences
using minimal subject verb agreement in
the preterit tense and limited control of
language structures with numerous
grammatical errors.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Interpretive
•
•
•
•
Investigation of subway maps of New York and Boston
iPad app- Hopstop
Investigation of the metro map of Madrid
https://www.metromadrid.es/en/
iPad app- Metro de Madrid Oficial
Investigation of realia related to Madrid and El metro
Students will be presented with an interactive PowerPoint on Madrid and El Metro to learn about the major sites of Madrid and the Metro
system including virtual tours of some sites
Virtual tour of EL Prado
http://madrid.arounder.com/en/museums/museo-del-prado
http://madrid.arounder.com/
Interpersonal
•
“Meet me at LA PLAZA” Two students receive a meeting destination and must choose the best, quickest and most direct route. Students share
their findings and compare the results.
Presentational
•
•
Flamenco y Tapas- You are performers in a tapas restaurant to entertain diners with a traditional dance of Spain, el flamenco. Students dress in
a culturally authentic costume and perform the basic flamenco (sardana).
Metro Research and Comparison- Students will research metros in Spanish-speaking towns. They will note the level of cleanliness, efficiency
and cost to report to class.
ESTABLISHED GOALS
NJCCCS Content Statement
The Novice-Mid language learner understands
and communicates at the word level and can
independently identify and recognize
memorized words and phrases that bring
meaning to text.
Observing and participating in culturally
authentic activities contribute to familiarization
with cultural products and practices.
Many products and practices related to home
and community are shared across cultures;
others are culture-specific.
Maps, graphs, and other graphic organizers
facilitate understanding of information on a
wide range of topics related to the world and
global issues. They make complex concepts
more accessible to second-language learners
who have limited proficiency in the language.
Learning about age- and developmentally
appropriate content that is of high interest to
students and has a direct connection to the
cultural contexts of the target language
cultivates an awareness of the shared human
experience.
Cumulative Progress Indicators
(CPIs for Novice-Mid)
Interpretive
7.1.NM.B.1 Use digital tools to exchange basic
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
1) Make travel plans with a travel agent.
2) Display proper etiquette and appreciation of any “coming of age” ceremonies.
Meaning
ESSENTIAL QUESTIONS
UNDERSTANDINGS
Students will understand that…
Different cultures have ceremonies and
traditions that celebrate the coming of age.
Music and dance are an important element of
culture and are defined by its country of origin
Maps and other graphic organizers facilitate
understanding of information on a wide range of
topics related to the world and global issues.
Effective communication requires proper
conjugations of verbs in all tenses (preterit of
IR/SER)
1. How can we communicate effectively in the
past tense?
2. How is a type of music /dance a reflection of
its country of origin?
3. How can taking part in the cultural ceremony
of Quinceanera help in understanding the
cultural practices involved in coming of age and
becoming part of a community?
A language is defined by its pattern and
structure
Maps and other graphic organizers facilitate
understanding of information on a wide range of
topics related to the world and global issues.
Effective communication requires proper
conjugations of verbs in all tenses (preterit of
regular AR/ER/IR verbs)
A language is defined by its pattern and
structure
Acquisition
information at the word and memorized-phrase
level related to self and targeted themes.
Students will know…
Regions of Spanish-speaking countries
7.1.NM.A.2 Demonstrate comprehension of
simple, oral and written directions, commands,
and requests through appropriate physical
response.
Travel vocabulary
Interpersonal
7.1.NM.B.3 Imitate appropriate gestures and
intonation of the target culture(s)/language
during greetings, leave-takings, and daily
interactions.
7.1.NM.B.5 Exchange information using words,
phrases, and short sentences practiced in class
on familiar topics or on topics studied in other
content areas.
Presentational
7.1.NM.C.3
Copy/write words, phrases, or simple guided
texts on familiar topics.
7.1.NM.C.2 Imitate, recite, and/or dramatize
simple poetry, rhymes, songs, and skits.
Evaluative Criteria
• Evidence of research
• Fluency / Dramatization
• Persuasive elements
Spanish-speaking countries
Similarities and differences that occur within the
passage of childhood to adulthood
The symbolic representations of relics and
practices involved in the cultural ceremony of
Quinceanera.
The connections between cultural and religious
practices in the “coming of age” theme
Conjugation patterns for regular preterit
AR/ER/IR
Conjugation patterns for irregular verb in the
preterit (–car, -gar, -zar verbs)
Students will be skilled at…
List Spanish-speaking countries and identify
their region
Make plans for a vacation and create an itinerary
Participate in a cultural simulation of
Quinceanera
Perform Latin dances
Conjugate all regular AR/ER/IR verbs in the
preterit tense
Conjugate irregular –car, -gar, -zar verbs in the
preterit tense
Conjugate irregular ESTAR verb in the preterit
tense
Conjugation patterns for irregular preterit verb
ESTAR
Basic step for merengue, cumbia, bachata, salsa
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Travel Agent Dialogue (Persuasive)
You are a travel agent or one of two tourists planning a vacation. You must research and choose a
•
•
Proper use and application of mixed
verb tenses (present, immediate future
and preterit)
Utilization of appropriate travel
vocabulary terms
Travel Vocabulary
4
3
2
1
Student identifies beyond content
vocabulary with accurate spelling.
(travel objects)
Student identifies most content vocabulary
with minimal spelling errors.
Student identifies some content vocabulary
with few spelling errors.
Student identifies limited content
vocabulary with many spelling errors.
destination in a Spanish-speaking country and plan a vacation together. The travel agent must
recommend two destinations and each tourist must select a different destination. Your selection
should be based upon the designated budget, duration of vacation, and personal interests (i.e. ecotourism, city life, camping etc.) Your task will include research and explanation for chosen
destination, a dialogue utilizing the travel vocabulary and demonstrating proper knowledge of your
travel destination and persuasive arguments to select each location.
www.tripadvisor.com
www.kayak.com
Bing Travel
www.whichbudget.com
Microsoft Excel for budget (graph for expenditures, receipt showing purchases/prices/labels,
spreadsheet)
www.hotels.com
www.homeaway.com
OTHER EVIDENCE:
Pre-assessment- Vocabulary word analysis of travel vocabulary
Formative
Oral and written assessments of travel vocabulary
Written descriptions of past vacations
Mixed tense assessments (preterit, immediate future, present)
Verb speed drills for irregular preterit
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Interpretive
• Paper airplanes- Students create a paper airplane and indicate all of the places they have traveled to in the past.
• Listening Comprehension for vacation dialogue- Students listen to a dialogue between two friends discussing plans for their vacation and
respond to comprehension questions to demonstrate their understanding.
Interpersonal
• Interview about vacations- students interview one another regarding their travel plans past and present. Students identify on world map the
destinations where they have traveled and color code for Spanish-speaking destinations.
• Interactive presentation of “Pedro’s Trip to Cuba”- Students create an additional activity in the preterit tense for Pedro’s trip and a partner
must draw a visual representation of that activity.
Presentational
•
•
Packing your suitcase- Students pre-pack a suitcase or travel bag. As they take out the items, they present how that item will be helpful for
their trip.
Quinceañera Cultural Simulation- Students play a role in the coming of age ceremony (i.e. Sweet 15, court of honor, parents, sponsors, and
audience members) including choreographed waltz, Latin dances, candle ceremony, changing of the shoes ceremony, presentation of flowers
with messages and the cutting of the cake.
Benchmark Assessment Quarter 1
1.
2.
3.
4.
5.
Students will demonstrate an increase in correct subject-verb agreement.
Students will be able to write and say many ER-IR verbs.
Students will be able to write and say the conjugations of ER-IR verbs in the present tense.
Students will successfully apply the communication modalities to increase their proficiency in comprehension, speaking, reading and writing in
the target language.
Students will be able to use and apply the rules of conjugations to write higher level sentences.
Benchmark Assessment Quarter 2
1.
2.
3.
4.
5.
Students will demonstrate proper agreement between adjectives and nouns.
Students will be able to list the five characteristics of adjectives and give examples.
Students will be able to write and say many adjectives to apply to descriptive phrasing.
Students will successfully develop an autobiography using the proper conjugations of SER and ESTAR.
Students will be able to use and apply the adjective rules in their descriptive writing.
Benchmark Assessment Quarter 3
1.
2.
3.
4.
5.
Students will demonstrate their understanding of a layout of a Spanish-speaking town and points of interest.
Students will be able to compare and contrast Monroe with Spanish-speaking towns.
Students will be able to describe future plans.
Students will successfully discuss the development of a downtown area in Monroe.
Students will be able to use the immediate future formula.
Benchmark Assessment Quarter 4
1.
2.
3.
4.
5.
Students will demonstrate proficiency in oral communication when giving and interpreting directions.
Students will be able to read a map of a city and its metro system.
Students will be able to plan a trip to a Spanish-speaking destination.
Students will successfully engage in an authentic conversation in the planning and development of an itinerary for a vacation.
Students will be able to use the preterit tense and travel vocabulary to discuss past vacations.