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1

Pine Hill Public Schools Curriculum

Content Area: Spanish World Languages

Course Title/ Grade Level: Spanish IV Honors/9-12

Unit 1: Describing one self for Job/ College

application: ¿Cómo soy?¿Qué quiero

ser? {Who am I? What I would like to

be?}

Marking

Period:

1 (Weeks 1-9)

Unit 2: Fashion, culture and Health¿Cómo

me veo? ¿Cuál es mi comida favorita?/

{How do I look? What is my favorite

food? What things I do to keep

myself healthy?}

Marking

Period:

2 (Weeks 1-9)

Unit 3: Environment: My house ¡Pensemos en

los demás. Un planeta en peligro.

{Thinking about others a planet in

Danger! }

Marking

Period:

3 (Weeks 1-9)

Unit 4: Graduation and future plans: Recomendaciones para el Colegio en

cuanto al Ambiente Físico y ecológico.

{Recommendations for the Physical

and Ecological Environment of our

school}.

Marking

Period:

4 (Weeks 1-9)

Date Created or Revised: August 2015

BOE Approval Date: August 25, 2015

2

Pine Hill Public Schools

World Languages' Curriculum

Unit Title: Describing oneself: for applications ¿Cómo soy?¿Qué quiero ser?

{Who am I? What I would like to be?}

Unit #: 1

Course: Spanish IV Honors Length of Time: 9 Weeks

Date Created: June 2012, Revised August 2015 BOE Approval Date:

Pacing Marking Period 1: Weeks 1-9

Essential

Questions

How does one talk about current events, past activities and become acquainted with

the Hispanic World?

How does one describe people, talk about accomplishments and experiences?

How one matches their personal descriptions with their future career?

Content Language-Vocabulary

Vocabulary related to describing feelings, physical features and personality traits;

time expressions; habitual past actions

Vocabulary related to different professions and how these professions relate to

personality

Language-Grammar

Review level three concepts

Present Tense verbs

Preterite Tense verbs

Verbs with spelling changes

Ser vs Estar

Imperfect tense

Preterite vs the Imperfect tenses

TPRS Story telling

Students will read and create stories applying the present and the past tenses

Nation/Culture

The cultural and geographic diversity of the Spanish speaking world -

Proverbs/Refranes of Spain and Latin America

Skills

To review the present tense and past tense of regular and irregular verbs

Identify and apply vocabulary related to describing people and talking about present

and past activities

Identify, compare/contrast and create sentences using ser vs estar

Identify, list and demonstrate using verbs in sentences with spelling changes in the

preterite

Identify, list and demonstrate using verbs in sentences with stem changes in the

preterite

Identify, list and demonstrate using irregular preterite verbs in sentences

Read, discuss and answer questions about the Spanish Speaking Community in the

U.S.A., Mexico and Central America, the Spanish speaking Caribbean, El Cono Sur,

Spain, Bolivia, Ecuador, Peru and Venezuela

Students will compare and contrast professions in the united States and other Latin

American countries.

Identify, list, compare and contrast further expansion of creating sentences with ser vs

estar in the imperfect and preterite tenses

3

21 st century

Skills

Compare and contrast applying the preterite and the imperfect tenses in sentences

Students will read and create questions using the grammar topics described above

at the individual teacher’s discretion

Students will prepare and present alternate assessments using the grammar concepts

and vocabulary presented in the marking period at the individual teacher’s discretion

Students will create their resume describing themselves and write their pretend

21 century Skills

Global awareness

Students will identify and list the different geographical areas in Latin America

Students will create an individual brochure identifying places to visit in Latin America.

Students will create a group work talking about different aspects of the economy,

culture, archeology, celebrations arts, History and traditions of the Latin American

country of their choice

Learning, Information Media and Technology innovation skills

Students will prepare and essay about who they are.

. Students will create an electronic portfolio in which they will expose different topics

related to the material covered in the marking period.

Life and career skills

Students will prepare an application letter for college or a job and their vitae and resume

Students will prepare and present alternate assessments using the grammar concepts and

vocabulary presented in the marking period at the individual teacher's discretion.

Assessments Formative

Class Participation

Class Work Assignments

Homework Assignments

Portfolio

Summative

Quizzes

Tests

Alternative Assessments

Benchmark Exam

Final electronic portfolio

*Other appropriate assessments at individual teacher's discretion.*

Interventions

/Differentiate

d Instruction

Primary instructional

Advanced Organizers

Cues and Questions

Generating and Testing Hypothesis

Identifying Similarities and Differences

Nonlinguistic Representation

Note Taking

Providing Practice

Providing Feedback

Providing Recognition

Reinforcing Effort

4

Setting Objectives

Summarizing

Indicators of learning

Experimenting

Learning Game

Practicing

Student Demonstrating

Student Graphic Organizing

Student Tutoring

Student-Teacher Interview

Teacher-Directed Question/Answer

Formative Assessment

Oral Reading

Silent Reading (little evidence)

Student Discussion

Student Performing/Presenting

Student Worksheet

Summative Assessment (Formal Assessment)

Guided Reading

Peer Teaching

Simulating/Modeling

Student Drawing

Student Planning

Student Writing

Teacher-Directed Lecture (little evidence)

*Other appropriate interventions/differentiation at individual teacher's discretion.*

Inter-

Disciplinary

Connections

Social Studies

Cultural aspects of the Spanish Speaking Community in the U.S.A, Mexico and

Central America, the Spanish speaking Caribbean, El Cono Sur, Spain, Bolivia,

Ecuador, Peru and Venezuela

Professions in their communities

LAL

Sentence formation, Types of verbs, Agreement of subjects and verbs, Subject

Pronouns, Phonetics, Punctuation, Present tense, Imperfect tense and Past tense;

synonyms and antonyms, syntax. The student will learn various vocabulary words that

change in meaning as one travels through different Hispanic countries and various

ways to say the same word in different Hispanic countries.

Life and Careers

The students will teach Spanish informational points to a friend or a family member

they will pick a possible career.

Lesson

Resources /

Activities

En Español 3, Mc Dougal Littell

En Español 3, Ancillaries: Unit Resource Books, Más práctica workbook, Para

hispanohablantes workbook, Audio cassettes and videos, Block Scheduling copymasters,

www.classzone.com, Hispanic Music CD’s and You Tube

*Other appropriate resources/activities at individual teacher's discretion.*

http://www.classzone.com/

5

2009 NJCCCS

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 Mode: The mode of communication in which students demonstrate understanding of

spoken and written communication within the appropriate cultural context. Examples of “one-way” reading or

listening include cultural interpretations of print, video, and online texts, movies, radio and television

broadcasts, and speeches. Interpretation beyond the Novice level differs from comprehension because it

implies the ability to read or listen “between the lines” and “beyond the lines.”

Strand B Interpersonal Mode: The mode of communication in which students engage in direct oral and/or

written communication with others (e.g., conversing face-to-face, participating in online discussions or

videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail messages).

Strand C Presentational Mode: The mode of communication in which students present, through oral and/or

written communications, information, concepts and ideas to an audience of listeners or readers with whom

there is no immediate interaction. Examples of this “one-to-many” mode of communication are making a

presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and

writing an article for a newspaper.

Content Statement: Interpretive Mode

7.1.IL.A.A The Intermediate-Low language learner

understands and communicates at the sentence level

and can use simple sentences independently to:

Interpretative Mode:

Identify the main idea and some supporting details

when reading.

Understand the gist and some supporting details of

conversations dealing with everyday life.

Infer the meaning of some unfamiliar words when

used in familiar contexts.

7.1. IL.A.B - Immigration changes both the

community of origin and the new community.

(Topics that assist in the development of this

understanding should include, but are not limited to:

current and past immigration patterns, the impact of

immigration on society, and related issues.)

7.1. IL.A.C The study of another language and

culture deepens understanding of where and how

people live and why events occur. (Content areas that

assist in the development of this understanding

should include, but are not limited to: history,

science, economics, and geography.)

Interpretative

7.1.AL.A.01 Analyze and critique the validity of

culturally authentic materials using electronic

information sources related to targeted themes

7.1.AL.A.02

Demonstrate comprehension of spoken and written

language and nuances of culture as expressed by

speakers of the target language in informal and some

formal settings.

7.1.AL.A.03

Analyze the use of verbal and non-verbal etiquette in

the target culture(s) and in ones own culture to

develop an understanding of how cultural

perspectives are reflected in cultural products and

cultural practices.

7.1.AL.A.04

Evaluate from multiple cultural perspectives the

historical political and present-day contexts that

connect or have connected famous people places and

events from the target culture(s) with the United

States.

7.1.AL.A.05

Evaluate information from oral and written discourse

dealing with a variety of topics.

7.1.AL.A.06 Analyze and critique readings on less

familiar topics using a variety of culturally authentic

texts and genres.

7.1.AL.A.07 Infer the meaning of some unfamiliar

6

7.1 IL.B Interpersonal mode

7.1. IL.B.A The Intermediate-Low language learner




when reading.




used in familiar contex

7.1.IL.B.B - Immigration changes both the






7.1. IL.B.C - The study of another language and






7.1.IL.C - Presentational Mode

7.1.IL.C.A - The Intermediate-Low language learner



Handle simple transactions related to everyday life

Express needs.

Give reasons.

Express an opinion and preference.

Request and suggest.

7.1. IL.C.B - Immigration changes the community of

origin and the new community. (Topics that assist in

the development of this understanding should

include, but are not limited to: current and past

words and phrases in academic and formal contexts.

7.1.AL.A.08 Analyze elements of the target language

that do not have a comparable linguistic element in

English.

Interpersonal Mode

7.1.AL.B.01Use digital tools to participate in

extended conversations on topics of a personal

academic or social nature using a variety of

timeframes to exchange information.

7.1.AL.B.02 Give respond to and ask for clarification

on detailed and complex oral and written directions

commands and indirect requests.

7.1.AL.B.03 Interact in a variety of familiar and a

few unfamiliar situations using culturally appropriate

verbal and non-verbal communication strategies.

7.1.AL.B.04 Ask and respond to questions as part of

a group discussion on topics of a personal academic

or social nature in informal and some formal settings.

7.1.AL.B.05 Engage in oral and or written discourse

in a variety of timeframes on topics of personal or

social interest topics studied in other content areas

and some unfamiliar topics.

7.1.AL.B.06 Use language in a variety of settings to

further personal academic and career goals.

Presentational Mode

Mode 7.1.AL.C.01 Create a research-based

multimedia-rich presentation to be shared virtually

with a target language audience.

7.1.AL.C.02 Create a research-based analysis of a

current global problem/issue showing cultural

perspectives associated with the target culture(s) and

another world culture.

7.1.AL.C.03 Use language creatively in writing for

personal career or academic purposes.

7.1.AL.C.04 Compare and contrast the structural

elements and or cultural perspectives found in

culturally authentic materials with those found in

selections in English.

7.1.AL.C.05 Analyze how cultural perspectives about

a specific cultural product or cultural practice

associated with the target culture(s) change over time

and compare with changing perspectives in ones own

culture.

7.1.AL.C.06 Create an electronic portfolio in the

target language with artifacts documenting language

proficiency cross-cultural awareness and experiences

and other qualifications that support the goals of the

Personalized Student Learning Plan.

7

immigration patterns, the impact of immigration on

society, and related issues.)

7.1. IL.C.C - The study of another language and






7.1. IL.C.D - - Due to globalization and advances in

technology, the products and practices of a culture

change over time, and these changes may impact

cultural perspectives. (Content areas that assist in the

development of this understanding should include,

but are not limited to: science, technology, history,

social sciences, the visual and performing arts, and

world literature.)

7.1. IL.C.E - Human and animal migration are often

related to the availability of resources and the ability

to adapt to the environment. (Topics that assist in the


but are not limited to: habitats, animals, weather,

science, geography, social sciences, and distribution

of resources.)

7.1. IL.C.F Personal preferences and skills are key

factors to consider when making decisions about

postsecondary plans. (Topics that assist in the


but are not limited to: personal likes/dislikes, subject-

area preferences, academic record, and career

awareness, exploration, and preparation.)

7.1. IL.C.G - The amount of leisure time available

and how it is spent varies among cultures. (Topics

that assist in the development of this understanding

should include, but are not limited to: likes/dislikes,

pastimes, schedules, and travel.)

7.1.IL.C.H - Wellness practices may vary across

cultures. (Topics that assist in the development of this


sports and physical fitness activities and common

health conditions/problems and remedies.)

7.1.IL.C.I - Online newspapers, magazines, blogs,

wikis, podcasts, videos, and government websites

provide current information on perspectives of the

target culture on local, national, and global

problems/issues. (Topics that assist in the


but are not limited to: current events and

contemporary and emerging global issues, problems,

8

and challenges [e.g., population growth and

migration; environmental degradation and protection;

discrimination and other conflicts; and the allocation

of scarce resources].)

7.1.IL.C.J - Current trends and issues influence

popular culture. (Topics that assist in the


but are not limited to: fashion, style, popular music,

art, and pastimes.)

21st Century Themes

X Global

Awareness

X Financial, Economic,

Business, and

Entrepreneurial Literacy

X Civic Literacy Health Literacy

21st Century Skills

X Creativity and

Innovation

X Critical Thinking and

Problem Solving

X Communication and

Collaboration

X Information

Literacy

Media Literacy X ICT Literacy X Life and Career Skills



Unit Title: ¿Cómo soy? ¿Cómo me veo? ¡Hay tanto que hacer! Unit #: 2




Essential

Questions

How does one describe people, talk about accomplishments and experiences?

How does one describe fashions, talk about pastime

How to express feelings, what friends do and carry out household chores?

How do they keep themselves healthy?


To describe people, talk about experiences and list accomplishments

To describe fashions, likes and dislikes, predict actions and talk about pastimes

To talk about household chores and one’s feelings

Language-Grammar

Knowledge of the Present, Preterite and Imperfect tenses; Ser vs Estar

Present Perfect and the Past Perfect tenses

A reading selection on life

Verbs like Gustar

Por vs Para

A reading on the cultural role of fashion

Reflexive verbs

TPRS Story telling

Students will read and create stories applying situations in different stores

Nation/Culture and health

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120


9

The cultural and geographic diversity of the Spanish speaking world – Miami,

San Antonio, The North Eastern part of the U.S.A.


What I do to keep myself healthy?

Skills

21st Century

Skills

Identify and apply vocabulary describing people, talking about experiences and

listing accomplishments

Identify, apply, compare and contrast the Present Perfect and the Past Perfect tenses

in sentences

Summarize, discuss and answer questions about a Cuban reading selection, “Soñar en

cubano”

Define and apply verbs like gustar, parecer, etc. with indirect object pronouns in

sentences

Identify, compare/contrast and create sentences applying Por vs Para

Identify, list and create sentences using the Future tense and using the future to

express probability

Summarize, discuss and answer questions about a cultural reading about different

designers

Identify and apply vocabulary describing fashions, predicting actions and talking

about pastimes

Identify, list and demonstrate using reflexive verbs in sentences

Identify and apply vocabulary discussing household chores and expressing feelings

Students will read and create questions using the grammar topics described above at

the individual teacher’s discretion



Global awareness

Students will identify and list the different Fashionistas in the Latin American World

Students will compare and contrast these Fashionistas with the USA fashionistas


Students will prepare a presentation about a fashionista in the Latin World


related to the material covered in the marking period.


Students will prepare an essay about the professions in Fashion, Communications or

Artists comparing their country of preference with the opportunities in the USA

Health

Students will reflect about their health habits and create a plan to improve their

personal health (project)


and vocabulary presented in the marking period at the individual teacher's discretion.


Class Participation



Portfolio

Presentation or project creation

Summative

10

Quizzes

Tests


Benchmark Exam


Presentation or project final presentation


Interventions

/Differentiate

d Instruction


Advanced Organizers

Cues and Questions




Note Taking

Providing Practice

Providing Feedback


Reinforcing Effort

Setting Objectives

Summarizing


Experimenting

Learning Game

Practicing



Student Tutoring




Oral Reading


Student Discussion


Student Worksheet


Guided Reading

Peer Teaching

Simulating/Modeling

Student Drawing

Student Planning

Student Writing



11

Inter-

Disciplinary

Connections

Social Studies

Students will compare and contrast health issues In different countries in Latin Americsa

African Culture in Latin America

LAL

Sentence formation, types of verbs, agreement of subjects and verbs, subject

pronouns, phonetics, punctuation, Present and Past tenses; synonyms and antonyms;

prepositions, probability, syntax. Present Perfect tense, Past Perfect tense; Future

tense; describing oneself and others

The students will read and discuss about Latin American writers (e.g. “Soñar en

Cuba” by Cristina García and read about different Latin American Fashion designers)

Visual and Performing Arts

The students will learn about the cultural role of fashion.

The students will create a plan to improve their health

Life and Careers

Students will discuss what Latin America is doing to improve their health related to

Environment and health issues

Lesson

Resources /

Activities






2009 NJCCCS
























Interpretative




7.1.AL.A.02



12


when reading.






















when reading.














formal settings.

7.1.AL.A.03





cultural practices.

7.1.AL.A.04





States.

7.1.AL.A.05





texts and genres.





English.

Interpersonal Mode




















Presentational Mode


13











Express needs.

Give reasons.






















world literature.)







of resources.)




















culture.






14































art, and pastimes.)

21st Century Themes

X Global

Awareness


Business, and



21st Century Skills

X Creativity and

Innovation


Problem Solving

X Communication and

Collaboration

Information

Literacy




Unit Title: ¡Hay tanto que hacer! Pensemos en los demás. Un planeta en peligro. Unit #: 3




15



Essential

Questions

How to express feelings, what friends do and carry out household chores?

How to express what you want to do, make requests and suggestions?

How does one say what should be done, react to ecology and react to others’ actions?


To talk about household chores, express feelings and say what friends do

To talk about what one wants to do, making requests and suggestions for

volunteering

To talk about reacting to the ecology

Language-Grammar

Knowledge of the Present, Preterite and Imperfect tenses; Ser vs Estar; the Present

Perfect and the Past Perfect tenses; the Future tense

Reflexive verbs

Impersonal construction with se

A reading selection by Sandra Cisneros

Command forms

Conditional tense and speculating with the Conditional

A reading selection by Rigoberta Menchú

TPRS Story telling

Students will read and create stories in how to preserve the environment applying grammar

learned.

Nation/Culture

The cultural and geographic diversity of the Spanish speaking world – Miami,

San Antonio, The North Eastern part of the U.S.A., México and Central America,

Monteverde - Costa Rica


Skills

Identify and apply vocabulary defining household chores, expressing feelings and

saying what friends do

Identify, list and create sentences using reflexive verbs

Identify and create sentences demonstrating the impersonal construction with se

Summarize, discuss and answer questions about “La casa en Mango Street,” a

reading by Sandra Cisneras

Identify, list, compare/contrast and create sentences using tú, Ud., Uds. and nosotros

commands with regular and irregular verbs

Identify and apply vocabulary describing what one wants to do, making requests and

suggestions for volunteering

Summarize, discuss and answer questions about the life of different Latin American

Writers

Identify, list and create sentences using the conditional tense and speculating with the

conditional

Identify and apply vocabulary focusing on reacting to ecology




16

21st century

Skills


Global awareness

Students will identify and list the different geographical areas in Latin America and

their eco problems and compare them with the United States

Students will create a group work to work with the Environmental issues around our

school.


Students will research and prepare a presentation in what latin American Countries

are doing to safe the Environment


related to the environment


Students will research professions that are developing to improve the environment

Students will prepare and present alternate assessments using the grammar concepts and

vocabulary presented in the marking period at the individual teacher's discretion.


Class Participation



Portfolio

Summative

Quizzes

Tests


Benchmark Exam



Interventions

/Differentiate

d Instruction


Advanced Organizers

Cues and Questions




Note Taking

Providing Practice

Providing Feedback


Reinforcing Effort

Setting Objectives

Summarizing


Experimenting

Learning Game

Practicing


17


Student Tutoring




Oral Reading


Student Discussion


Student Worksheet


Guided Reading

Peer Teaching

Simulating/Modeling

Student Drawing

Student Planning

Student Writing



Inter-

Disciplinary

Connections

Social Studies

Cultural aspects of the Spanish Speaking Community in the U.S.A. - Miami, San

Antonio, The North Eastern part of the U.S.A.; Monteverde, Costa Rica

LAL


pronouns, phonetics, punctuation, Present tense and Past tense; synonyms and

antonyms; Present Perfect tense, Past Perfect tense; Future tense; Commands;

Conditional tense; prepositions, probability, syntax. The students will talk and write

about social problems and propose solutions for the community.

The students will contrast between feelings and reality in a personal narrative after

reading Sandra Cisnero’s “La Casa en Mango Street.” The students will read a

selection about the life of Rigoberta Menchú, a Nobel Peace Prize winner who

fought against prejudice in her town of Guatemala.

Visual and Performing Arts

The students will hear and read about Tito Puente. The students will invent a product,

write and present their commercial.

Life and Careers

The students will discuss communal gardens, volunteering and protecting the

environment. The students will identify feelings important in a friendship and talk

about maintaining a household.

Science

The students will discuss and write about ecological problems and make suggestions

to improve the status of the planet and one’s community.

Lesson

Resources /

Activities






18


2009 NJCCCS

























when reading.














Interpretative




7.1.AL.A.02




formal settings.

7.1.AL.A.03





cultural practices.

7.1.AL.A.04





States.

7.1.AL.A.05




19









when reading.






















Express needs.

Give reasons.









texts and genres.





English.

Interpersonal Mode




















Presentational Mode


















culture.



20















world literature.)







of resources.)






























21








art, and pastimes.)

21st Century Themes

X Global

Awareness


Business, and



21st Century Skills

X Creativity and

Innovation


Problem Solving

X Communication and

Collaboration

X Information

Literacy




Unit Title: Un planeta en peligro. La riqueza natural. ¡Al fin la graduación! Unit #: 4




Essential

Questions

How does one say what should be done, react to ecology and react to others’ actions?

How does one react to nature, express doubt and relate events in time?

How does one describe personal celebrations, graduation, say what people want and

link events and ideas?


To talk about reacting to ecology and saying what should be done

To talk about reacting to nature, expressing doubt and relating events in time

To talk about describing personal celebrations, saying what people want and linking

events and ideas

Language-Grammar

Knowledge of the Present, Preterite and Imperfect tenses; Ser vs Estar; the Present

Perfect and the Past Perfect tenses; the Future and Conditional tenses

Present Subjunctive

Present Perfect Subjunctive

A reading selection on literacy in Nicaragua

The subjunctive-for expressing wishes, doubt and uncertainty, cuando and

conjunctions of time

A reading selection highlighting satire, parody and irony via advertisements

Imperfect subjunctive (exposure to formation) (time permitting)

TPRS Story telling skills

Students will create stories about their experiences in the High School and how this



22

influenced their personal growth, among other topics.

Nation/Culture

The cultural and geographic diversity of the Spanish speaking world –

Costa Rica,El Salvador, Guatemala, Panamá, Honduras, Nicaragua, Cuba, El Caribe,

Puerto Rico, La República Dominicana, Santo Domingo


Skills

21st Century

Skills

Identify, list and create sentences applying the present subjunctive of regular,

irregular and stem-changing verbs

Identify and create sentences applying the present subjunctive with impersonal

expressions

Identify and create sentences applying the present perfect subjunctive

Summarize, discuss and answer questions about literacy in Nicaragua

Identify and apply vocabulary focusing on reacting to ecology and saying what

should be done

Identify and create sentences applying the subjunctive with expressions of emotion,

doubt and uncertainty and conjunctions of time

Summarize, discuss and answer questions about “Baby H.P.” by Juan José Arreola

reacting to ecology and saying what should be done

Identify and apply vocabulary focusing on reacting to nature, expressing doubt and

relating events in time

Identify and create sentences applying the subjunctive with expressing wishes and

various conjunctions

Identify, list and create sentences applying the imperfect subjunctive (Time

permitting)

Identify and apply vocabulary describing personal celebrations, graduation, saying

what people want and linking events and ideas





Global awareness

Students will research about what students are doing to improve general aspects of

their surroundings in Some countries in Latin America And compare them with the

USA


Students will prepare a presentation in which they will express how they could

improve their School and Community


Students will plan how they will approach the leaders to improve our Community


and vocabulary presented in the marking period at the individual teacher's discretion.


Class Participation



Portfolio

Summative

23

Quizzes

Tests


Benchmark Exam



Interventions

/Differentiate

d Instruction


Advanced Organizers

Cues and Questions




Note Taking

Providing Practice

Providing Feedback


Reinforcing Effort

Setting Objectives

Summarizing


Experimenting

Learning Game

Practicing



Student Tutoring




Oral Reading


Student Discussion


Student Worksheet


Guided Reading

Peer Teaching

Simulating/Modeling

Student Drawing

Student Planning

Student Writing



24

Inter-

Disciplinary

Connections

Social Studies

Cultural aspects of the Spanish Speaking Community in the U.S.A. - Miami, San

Antonio, The North Eastern part of the U.S.A.; Monteverde, Costa Rica;

The students will talk about celebrations in Puerto Rico, Dominican Republic and

Cuba and compare and contrast their own to those in Hispanic lands.

LAL


pronouns, phonetics, punctuation, Present tense and Past tense; synonyms and

antonyms; prepositions, probability, syntax; Present Perfect tense, Past Perfect tense;

Future tense; Commands; Conditional tense; Subjunctive; the students will talk and

write about social problems and propose solutions for the community. The students

will read and discuss a selection, “Unidos Podemos Hacerlo” regarding improving

literacy in Nicaragua. The students will discuss the advantages and disadvantages of

ecotourism through a reading, “Un país de encanto.” The students will also read a

selection by José Arreola and recognize the use of satire, parody and irony. The

students will create a Spanish poem describing an animal of choice.

Life and Careers

The students will discuss communal gardens, volunteering and protecting the

environment. The students will discuss going camping. The students will talk and

write about the transition from High School to College, discussing careers, living

arrangements and future jobs.

Science

The students will talk about ecology, ecoturism and discuss how to save the planet

and improve one’s environment/community. The students will describe the elements

of nature in their surroundings. The students will be reading and talking about

ecotourism, and the natural reserves in Central America. and its animals.

Math

What they would do to improve the school and how much it will cost

Lesson

Resources /

Activities






2009 NJCCCS













25














when reading.






















when reading.




Interpretative




7.1.AL.A.02




formal settings.

7.1.AL.A.03


the target culture(s) and in one’s own culture to



cultural practices.

7.1.AL.A.04





States.

7.1.AL.A.05





texts and genres.





English.

Interpersonal Mode





7.1.AL.B.02 Give, respond to and ask for

clarification on detailed and complex oral and written

directions commands and indirect requests.


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used in familiar context


















Express needs.

Give reasons.
























7.1. AL.B.04, Ask and respond to questions as part of



7.1. AL.B.05 Engage in oral and or written discourse




7.1. AL.B.06 Use language in a variety of settings to


Presentational Mode




7.1. AL.C.02 Create a research-based analysis of a




7.1. AL.C.03 Use language creatively in writing for


7.1. AL.C.04 Compare and contrast the structural







and compare with changing perspectives in one’s

own culture.

7.1. AL.C.06 Create an electronic portfolio in the





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world literature.)







of resources.)


































art, and pastimes.)

21st Century Themes

X Global

Awareness


Business, and


X Civic Literacy X Health Literacy

21st Century Skills



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X Creativity and

Innovation


Problem Solving

X Communication and

Collaboration

X Information

Literacy


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