West Windsor-Plainsboro Regional School District
Spanish Academy A Grades 9-12
Unit 1: Who I am and what I like to do Content Area: World Language Course & Grade Level: Spanish Academy A, 9‐12 Summary and Rationale What defines me and my friends and how do our social activities shape our identity? Recommended Pacing 30 days State Standards Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand A. Interpretive CPI #7.1 Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, culturally authentic materials.
Strand B. Interpersonal CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Strand C. Presentational CPI# Cumulative Progress Indicator (CPI) 7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia‐rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 Describe in writing people and things from the home and school environment. 7.1.NH.C.4 7.1.NH.C.5 Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  We are all unique and have diverse interests  Our interests help define who we are  Our actions affect how we are perceived by others
Unit Essential Questions  What defines me as a teenager?  What decides my interests?  How am I perceived by others?  How do I perceive others?
Objectives Students will know:  adjective agreement when describing nationalities  Vocabulary: nationalities, characteristics (physical and personality), hobbies  Use present tense to describe themselves and their peers  “Ser” to describe their personal traits  “Estar” to describe feelings and emotions  “Tener” to describe their age  Preterite and present tense of the verb “ir” to talk about everyday activities and weekend activities  Compare and contrast different dimensions of time (past & present)  Verbs like gustar to describe likes and dislikes  Use prepositional pronouns (conmigo, contigo) to describe activities with friends
Students will be able to:  Identify nationalities  Introduce themselves  Describe their personal traits and those of their friends  Describe likes and dislikes  Describe feelings and emotions  Talk about weekend activities  Talk about their favorite hobbies  Compare and contrast the average teenager’s hobbies with that of a teenager from a Spanish‐Speaking country Resources
2Suggested Resources:  Ven Conmigo 1: Chapter 1 ¡Mucho Gusto!  Ven Conmigo 2: Chapter 1 Mis amigos y yo  Realidades A: Chapters 1 and 4 (Mis amigos y yo and Los pasatiempos)  Qué tal magazines (Teen and celebrity interviews) 
Vistazos: Lecturas Fáciles 1‐2  ”El Cuarto Misterioso” video series (1st Year): year‐long resource  Internet resources (español.com, etc.)
Unit 2: My School life Content Area: World Language Course & Grade Level: Academy A, 9‐12 Summary and Rationale As a teenager, school is an important part of my daily life and will shape who I am. Recommended Pacing 30 days State Standards Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand A. Interpretive CPI #7.1 Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, culturally authentic materials.
Strand B. Interpersonal CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Strand C. Presentational CPI# Cumulative Progress Indicator (CPI) 7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia‐rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 Describe in writing people and things from the home and school environment. 7.1.NH.C.4 7.1.NH.C.5 Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  My classmates and I have similarities and differences in our priorities when it comes to academics  School schedules in different countries vary because of cultural differences  As a student, there are certain requirements that I must meet in order to be successful
 My school is like a second home where I will develop lasting relationships between friends and teachers
Unit Essential Questions  How does my school schedule reflect my culture?  Is this the best schedule for us‐ why/why not?  How are the people that I associate with similar to/ different from me?  What is my school day like and how does it compare with a school day in a Spanish speaking country?
 What do I need to have and to know in order to be successful in school?
Objectives Students will know:  Vocabulary: school subjects, places in school, people in the school, numbers (0‐100), personality traits, physical characteristics, school supplies, good and bad habits in school (llegar a tiempo, hacer trampa, etc.,) other school related verbs  Expressions with time (“a la(s)”, “es la”/”son las”, etc.)  The verbs: tener, necesitar, and ser  Adjective agreement  Comparisons  Additional verbs: Tengo que + infinitive, Debería (yo) + inf  The present tense
 Sequence words (Mi primera clase es, mi segunda clase es…etc.)
Students will be able to:  Tell time  Discuss what they need / what they have for school  Identify places and people in the school  Discuss/compare & contrast classes and school schedules with fellow students and students of Spanish speaking countries  Describe what a student should and should not do in order to be successful  Describe what they do in each class Resources
Suggested Resources:  Ven Conmigo 1: Chapter 2 (school), Chapter 3 (school/descriptions of friends)  Ven Conmigo 2: Chapter 4 Adelante con los estudios  Realidades A: Chapter 2 La escuela  Realidades B: Chapter 1B ¿Qué haces en la escuela?  Authentic webpages for schools in Spanish‐speaking countries  “Que Tal” magazines
Unit 3: My family and my childhood Content Area: World Language Course & Grade Level: Spanish Academy A, 9‐12 Summary and Rationale As a teen in today’s world I am also a product of my family, my past, and my traditions. How my past has shaped my personality? Recommended Pacing 30 days State Standards Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand A. Interpretive CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, culturally authentic materials.
Strand B. Interpersonal CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Strand C. Presentational CPI# Cumulative Progress Indicator (CPI) 7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia‐rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 7.1.NH.C.4 7.1.NH.C.5 Describe in writing people and things from the home and school environment. Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  That memories should be valued  Our childhood traditions shape who we become  There are differences and similarities in childhood experiences among our peers which make us unique  There are differences and similarities among cultures and traditions that play an important role in a person’s upbringing Unit Essential Questions  How do the similarities and differences among cultures in our community bring us closer together or make us unique?  How is my past affecting the way I am now?  How can learning about different cultures help me appreciate my own cultures?  How can learning about different cultures help me appreciate that of my peers?
Objectives Students will know:  The imperfect to narrate about their childhood experiences  Comparisons to describe the similarities and differences between their childhood and the childhood memories of their friends  Vocabulary related to childhood, family, and characteristics  Vocabulary related to cultural celebrations and festivals *Spiral in numbers and the verb tener to talk about age Students will be able to:  Describe their family members  Describe the cultural differences between the significance of the nuclear and extended family in our families and in those of other cultures  Narrate their childhood experiences  Describe their traditions and celebrations  Describe the similarities and differences between their childhood and the childhood memories of their friends  Compare the traditions and celebrations of their peers with their own  Discuss the value of tradition  Describe how establishing relationships both within and outside of the culture can further personal growth  Discuss the complexity of culture Resources
Suggested Resources:  Ven Conmigo 2 –Chapter 7 ¿Conoces bien tu pasado? & Chapter 8/Tercer Paso (pages 206‐207)  Realidades B: Chapter 5a Una fiesta de cumpleaños  Realidades 2: Chapter 4 a&b (Cuando éramos niños & Celebrando los días festivos)  Audio Visual Resources: Film Clips  Art Selections: Internet/ Art Books such as Cuadros de familia by Carmen Lomas Garza
Unit 4: Preparing for a day in the city Content Area: World Language Course & Grade Level: Academy A, 9‐12 Summary and Rationale What do I need to do to prepare for a day out? What can we learn about a culture based on what goes on in the city? Recommended Pacing 30 days State Standards Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand A. Interpretive CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age‐ and level‐appropriate, culturally authentic materials.
Strand B. Interpersonal CPI # Cumulative Progress Indicator (CPI) 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Strand C. Presentational CPI# Cumulative Progress Indicator (CPI) 7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia‐rich presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role‐plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 7.1.NH.C.4 7.1.NH.C.5 Describe in writing people and things from the home and school environment. Tell or retell stories from age‐ and level‐appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus
Unit Enduring Understandings  An important part of our day involves getting ready to go out so that we feel confident and prepared for anything  Cities are important centers of activities in a country, and often display a rich culture  It is important to be able to navigate through a city and to give directions  There are a variety of choices and possibilities when making purchases in the city  In a city, one can find the origins of many cultural practices
Unit Essential Questions  How do we prepare for our day and feel confident to face whatever the day will bring?  What does a city say about a culture?  What kinds of opportunities does a city offer?  What differences are there in clothing that also reflect the culture and country? Objectives Students will know:  Reflexive verbs for describing the morning routine.  Appropriate vocabulary to describe clothing  How to ask for and give directions using location words and commands  Appropriate vocabulary to describe the city  Appropriate vocabulary to describe weather  Use transitional words to sequence directions and activities one can do in a city  Use “ir + a + infinitive” to make plans for visiting a city  Give opinions on clothing and places to visit  Choose appropriate clothing for different social activities  The present progressive to describe activities in a city Students will be able to:  Describe their morning routine  Ask for and give directions  Describe the city  Sequence directions  Make plans for visiting a city  Describe what clothing would be appropriate for a day out in different weather conditions  Express preferences and opinions  Ask for help  Describe activities in a city Resources
Suggested Resources:  Ven Conmigo 2 (and workbooks) Ch. 3 La vida cotidiana (primer paso) and Ch. 6 Una visita a la ciudad  Realidades A: Chapter 4a ¿Adónde vas?  Realidades 2: Chapter 2a ¿Cómo te preparas? 
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“¿Qué tal?” magazine Travel videos: Ecuador, Mexico, Spain Internet Maps of capitals, Latin‐American countries Moo’s Video Series‐ Directions in the City, Clothing