spanish 2...recognizing reflexive vs. non-reflexive verbs; recalling stem-changing verbs and their...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

CLASSICAL & WORLD LANGUAGES DEPARTMENT

SPANISH 2

Grade Level: 9-12

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 31, 2015

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

https://docs.google.com/document/d/1mEcdd5YsukZgMjnuU4GLQbRsGh-qzbT5eC0sUSt3M0o/edit?usp=sharing

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola

Mr. William Bruno Mrs. Elizabeth Canario

Mr. Samuel Carollo Mrs. Amy Fankhauser

Mrs. Kathie Lavin Mr. Michael Messinger

Central Administration Mr. Charles Sampson, Superintendent

Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction

Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction

Curriculum Writing Committee Mr. Matthew Castillo Ms. Matilde Jimenez Ms. Jennifer Maniaci Ms. Lindsey Pantaleo Ms. Arlene Townsend

Ms. Emma Varrial

Supervisors Mr. Oscar Diaz Mr. Peter Krais

Ms. Michelle Lilley Ms. Judith Newins Dr. Meryl Norych

Ms. Jennifer Okerson

ACADEMIC SPANISH II

COURSE PHILOSOPHY As members of a dynamic, technology-driven global society, students gain a deeper perspective of the world through the study of other languages. Through this study, students can apply language skills and concepts to analyze, assess, and criticize interdisciplinary topics. Students can engage in meaningful written and spoken conversations at the intermediate level in order to make connections, comparisons, and develop a deeper understanding of the Spanish language and culture. The intermediate level of language study cultivates an awareness that language and culture are interrelated, which is a fundamental element of 21st century citizenship.

COURSE DESCRIPTION Throughout Academic Spanish II, students will gain knowledge of Spanish language structures and vocabulary to communicate about real life situations in three modes of communication. During this course, students will develop knowledge of fundamental language structures and vocabulary through relevant, engaging and comprehensible interactions. Students taking this course will expand and improve their reading, writing, speaking, and listening skills in Spanish and will increase proficiency. In addition to learning a foreign language, students will gain a global perspective through the study of culture. By the end of the course, learners will be able to apply their language skills to engage in meaningful conversations regarding community and culture by comparing and contrasting life in the United States with that of the Spanish-speaking world.

COURSE SUMMARY

COURSE GOALS CG1: Students will interact using authentic texts and complex tenses in order to engage in conversations with deeper meanings. CG2: Students will apply their language skills to interpret authentic readings, conversations, and written tasks. CG3: Students will analyze the varied cultures of the Spanish-speaking world.

COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: Language and culture are directly related. CEQ1: What is the relationship between language and culture?

CEU2: Application of the Spanish language can be used to analyze, assess, and criticize concepts in other disciplines.

CEQ2: Besides learning the Spanish language, what else do we learn? How does this relate to our other studies?

CEU3: Culture and language vary throughout different regions of the Spanish-speaking world.

CEQ3: How does culture, history, and geographical location affect language?

UNIT GOALS & PACING

UNIT TITLE UNIT GOALS RECOMMENDED

DURATION

1: Un día en la vida de…

Students will use the present tense to communicate about similarities and differences found in their daily routines and those of other students in Spanish-speaking countries.

4 weeks

2: Un evento especial Students will communicate their cultural experiences, customs, traditions, and holidays, as well as compare and contrast them with those of a Spanish-speaking country using the preterit tense.

6-8 weeks

3: En la comunidad Students will communicate about places and activities in their own community as well as in Spanish- speaking countries using the preterit tense and affirmative commands.

3-4 weeks

4: La niñez Students will describe and compare their childhood experiences and behaviors to those in the Spanish-speaking community, using the preterit and imperfect tenses.

5- 8 weeks

5: Las noticias Students will communicate about current events, weather, cultural happenings, and human-interest stories in the United States and the Spanish-speaking world using the preterit and imperfect tenses.

5 weeks

6: La comida tradicional y moderna

Students will use formal and informal commands to provide instructions on how to prepare certain Spanish-speaking countries’ cuisines, demonstrating knowledge of products that are included in authentic dishes.

4-5 weeks

7: ¿Quién soy y quién seré?

Students will predict their future endeavors and will discuss how their personal preferences and cultural expectations influence career choices.

3 weeks

ACADEMIC SPANISH II UNIT # 1: UN DÍA EN LA VIDA DE… SUGGESTED DURATION: 4 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will use the present tense to communicate about similarities and differences found in their daily routines and those of other students in Spanish-speaking countries.

UNIT LEARNING SCALE

4 In addition to the score 3 performances, the student can use the learned skills and vocabulary in new and spontaneous/unrehearsed situations and/or the student can apply concepts learned in class to aid other students who are at a lower proficiency level to communicate key personal information with others.

3

The student can: compare and contrast their daily routines and activities to students in Spanish-speaking countries;

describe their daily routines and activities using present tense and reflexive verbs in speaking and writing;

differentiate between reflexive, non-reflexive, and stem-changing verbs and use them accurately;

describe what they do at a specific time of day using "a las" in speaking and writing;

describe what they have to do using "tener que" in speaking and writing;

use the" ir + a" construction to describe activities they are going to do in speaking and writing;

engage in short conversations, ask and answer questions, and make statements from real-life situations which may take place face-to-face or electronically.

2

The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating similarities and differences about their daily routines and those of other students in Spanish-speaking countries through:

recalling vocabulary describing daily routines and activities;

using the present tense and reflexive verbs;

recalling present tense grammatical structures such as telling time, using "ir a" and "tener que";

recognizing reflexive vs. non-reflexive verbs;

recalling stem-changing verbs and their uses.

1 The student needs assistance in or makes multiple errors in attempting to reach level 3.

0 Even with help, the student does not exhibit understanding of content.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The present tense is a fundamental structure for building and expanding Spanish language acquisition.

EQ1: Why learn the present tense first?

EU2: Comparing and contrasting one's own daily life activities with those of people in Spanish-speaking countries deepens understanding of common values and perspectives across cultures.

EQ2: How is my life similar to or different from teens living in Hispanic countries and what influences the differences and similarities?

NJCCCS & COMMON CORE STANDARDS NJCCCS: 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted themes. 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.

NJCCCS & COMMON CORE STANDARDS

7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom and cultural activities. 7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions. 7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations. 7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing. CCSS: 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) 9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) 9-20.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies

COMMON ASSESSMENT

ALIGNMENT Description

LG 1 EU1, EQ1 7.1.NH.A.4 7.1 IL. A.1 7.1.IL.C.2 9-10.W.2, 3, 4 9-10.SL.1 DOK 3

Choice 1: Given a specific scenario, students will describe and compare what they do on a particular day to daily activities of a Spanish-speaking student from Mexico or Central America. The options include what they do either on their birthday, a snow day, a school day, a summer day, a weekend, etc. Students will extemporaneously complete a combination of 12 written and oral sentences from the prompt. Guiding questions:

¿Cuál es tu día especial?

¿Qué haces en este día?

¿Qué haces en la mañana, en la tarde, y en la noche?

¿Cómo te preparas?

¿A qué hora te levantas? ¿A qué hora te acuestas? ¿Cenas?

¿Por qué?

¿Cómo se compara tu día especial con el de una persona de México o América Central?

LG 1 EU1, EQ1 EU2, EQ2 7.1.NH.A.1 7.1 IL. A. 1 7.1.IL.C.2 9-10.W.2, 3, 4 9-10.SL.1 DOK 3

Choice 2: Using a provided picture prompt, students will create a story about the daily life of a Hispanic teen in the picture using the appropriate vocabulary and grammar structures presented in the unit. Students will extemporaneously complete a combination of 12 written and oral sentences from the prompt. Guiding questions:

¿Qué hace la persona?

¿Cómo se prepara?

¿A qué hora se levanta? ¿Cena? Etc.

¿Por qué?

¿Cómo se compara la vida de esa persona con tu vida?

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE VOCABULARY

Students can practice their comprehension of vocabulary by using flash cards that have picture prompts and vocabulary. Students can use a Frayer model to practice and build on vocabulary acquisition. Students can compose an acrostic poem using a word from the vocabulary list, and write a sentence per letter to tell a story about the word meaning.

Use online quiz websites (such as Quizlet) to provide students with tools for studying at home. Incorporate BYOD to enhance the development of vocabulary in the form of digital flashcards.

Vocabulary related to: school supplies school activities & events pastimes and hobbies daily routines activities and sports

Determine the meaning of figurative, connotative and technical words and phrases Logically sequence and connect events, use descriptive language to develop images of experiences, events and settings DOK 2

GRAMMAR Students can practice present tense and reflexive verbs by using PowerPoint (fill in blanks, translations from English to Spanish and Spanish to English, descriptions related to target words, and questions and answers) and wipe-boards. Students write responses on white boards and teacher monitors.

hay que vs tener que use of reflexive verbs tan…como tanto/ tanta/ tantos/ tantas…como saber vs conocer use of tener and tener que use of ir and ir a

Apply the present tense and reflexive verbs in context to communicate daily activities and routines Apply the use of the comparative structures to compare and contrast their own routines to those of people in Spanish-speaking countries DOK 2

READING ACTIVITY Using blogs, tickets, or articles from authentic online sources, students will read and answer questions in English to demonstrate comprehension of the material. Examples of questions can be: true/false, multiple choice, identify the section, fill in the blank.

Incorporate BYOD to enhance the development of writing and reading skills in the target language. Students can use their own devices to access readings and other literature about typical activities in Spanish-speaking countries.

Vocabulary related to daily routines and activities

Identify the central idea of the text, identify specific details to support the central idea, interpret how the text supports key ideas with key ideas, and create a summary Demonstrate interpretive comprehension by reading stories, documentaries, etc. related to schools in the United States versus schools of Spanish-speaking countries DOK 2, 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE WRITING

Compose a story about the first day of school in the present tense. Compare and contrast schools in the United States with Schools in Spanish-speaking countries using through a Venn diagram. List popular sports in the United States versus those in Spanish-speaking countries.

Provide a Venn diagram or graphic organizer for students who have difficulty writing and organizing sentences. Provide students with sample sentences and key words prior to writing. Have students write a KWL and compare their information to that of a classmate.

Vocabulary related to daily routines and activities reflexive verbs

Design and organize sequence of events Use descriptive language and develop conclusions DOK 2, 3

LISTENING Students will listen to sport songs/chants taken from YouTube and discuss similarities and differences with songs in English. Students will listen to a story about daily routines and will answer questions that are relevant to story. Students will be able to use scripts or written lyrics to follow along with the audio activity. Students can create their own lyrics to the same song or describe routines other than their own to the class. Incorporate BYOD to enhance the development of listening skills in the target language. Students can use their own devices to access listening materials and complete listening comprehension activities online.

Vocabulary related to daily routines and activities reflexive verbs: levantarse, desayunarse, vestirse, ir a…

Present information and findings, clearly, concisely, and logically about daily activities so that listeners can follow the line of reasoning with organization, development, substance, and style that are appropriate to purpose, audience, and task Demonstrate listening comprehension of songs and/or stories related to sporting events DOK 2

SPEAKING Pairs of students are given situations related to getting ready for school, participating in sports and practices, doing a class presentation, etc., in a Spanish-speaking country. Students will role-play a conversation over the phone or via Skype. One student will role-play a student in the United States and the other a friend from a Spanish-speaking country. Students will ask and answer questions about the given situation.

Students who have difficulty role playing or learning their lines may use note cards. Students who are advanced will role play without note cards and can improvise.

Sentence structure including questions and answer Vocabulary related to daily routines and activities

Present information and findings, clearly, concisely, and logically about daily activities so that listeners can follow the line of reasoning with organization, development, substance, and style that are appropriate to purpose, audience, and task DOK 3

UNIT OVERVIEW

UNIT LEARNING GOALS Students will communicate their cultural experiences, customs, traditions, and holidays, as well as compare and contrast them with those of a Spanish-speaking country using the preterit tense.

UNIT LEARNING SCALE


3

The student can:

describe their cultural experiences, customs, traditions and holidays in speaking and writing;

compare and contrast their experiences to those of a person in Mexico in speaking and writing;

describe what they did to prepare for holidays and special events within the past year using the -ar, -er, and -ir and irregular preterit tense and reflexive verbs;

explain personal and familial customs and traditions in speaking and writing;

differentiate the uses between ser and estar and apply them appropriately in speaking and writing;

compare and contrast Hispanic holidays to holidays in the U.S. such as Dia de los Muertos to Halloween;


2

The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating key information related to: recalling vocabulary needed to describe holidays and special events within the past year;

using the preterit tense and reflexive verbs;

recognizing the difference between ser and estar;

identifying similarities and differences between Mexican holidays and American holidays.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Communicating past experiences necessitates the use of the preterit tense. EQ1: Why does tense matter? Can I effectively express myself without paying

attention to tense?

EU2: Comparing and contrasting typical celebrations such as customs, holidays and special events deepens understanding of customs and traditions across cultures.

EQ2: Although there are differences, what connects us across cultures with our customs, holidays and special events?

NJCCCS & COMMON CORE STANDARDS NJCCCS: 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted themes. 7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses. 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.

ACADEMIC SPANISH II UNIT #2: UN EVENTO ESPECIAL SUGGESTED DURATION: 6-8 weeks


7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. 7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom and cultural activities. 7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.5 Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture (s) and one’s own culture. CCSS: 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) 9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) 9-10.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

LG 1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.C.3, 5 9-10.W.2, 3, 4 DOK 3

Choice 1: Given a short story about an adolescent who recently celebrated El Dia de Los Muertos, students will use details from the text to restate in their own words what the character in the story did in order to celebrate that holiday. Also, the student will communicate similarities and differences about celebrating El Dia de Los Muertos versus Halloween. Students will extemporaneously complete a combination of 12 written and oral sentences from the prompt. Guiding questions:

¿Qué hizo el muchacho?

¿Quien estuvo en la fiesta?

¿Cómo se preparó?

¿Qué comió?

¿Cómo celebró? Etc.

¿Cómo se sintió muchacho?

¿Por qué?

¿Cómo celebraste Halloween?

¿Cómo se compara con lo que hizo el muchacho con lo que hiciste tú?

LG 1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.C.3, 5 9-10.W.2, 3, 4 DOK 3

Choice 2: Students will choose a holiday and describe specifics about the holiday including: preparations, customs, traditions, and personal reflections. Students will extemporaneously complete a combination of 12 written and oral sentences from the prompt to compare and contrast holidays from the United States to those of Spanish-speaking countries. Guiding questions:

¿Cómo te sentiste?

¿Cómo te preparaste/alistaste para este día?

¿Dónde fuiste? ?con quien fuiste/celebraste?

¿Quién hiciste?/ ¿Cómo celebraste?

¿Qué comiste?

¿Por qué?



Students can practice their comprehension of vocabulary by using flash cards that have picture prompts and vocabulary. Students can use a Frayer model to practice and build on vocabulary acquisition. Students can compose an acrostic poem using a word from the vocabulary list, and write a sentence per letter to tell a story about the word meaning.

Students can complete web quests on holidays and various activities.

Vocabulary related to: getting ready feelings and emotions daily routines events

Determine the meaning of figurative, connotative and technical words and phrases

Logically sequence and connect events, use descriptive language to develop images of experiences, events and settings DOK 2, 3

GRAMMAR Students can practice preterit tenses by using PowerPoint (fill in blanks, translations from English to Spanish and Spanish to English, descriptions related to target words, and questions and answers) and white boards. Students write responses on white boards and teacher monitors.

ser versus estar possessive adjectives preterite (regular and irregular) reflexive pronouns

Apply the forms and usages of ser and estar based on the context Infer the meaning of some highly contextualized, unfamiliar spoken or written words in culturally authentic materials DOK 2, 3

READING Using blogs, invitations, or articles from authentic online sources, students will read the material to answer English questions to demonstrate comprehension of the material. Examples of questions can be: true/false, multiple choice, identify the section, fill in the blank.

Incorporate BYOD to enhance the development of writing and reading skills in the target language. Students can use their own devices to research and complete reading comprehension activities.

Vocabulary related to holidays and celebrations

Identify the central idea of the text, identify specific details to support the central idea, interpret how the text supports key ideas with key ideas, and create a summary Demonstrate interpretive comprehension by reading invitations, stories, documentaries, etc. related to holidays and celebrations DOK 2, 3



Compose a story about a recent birthday or celebration in the preterit tense. Compare and contrast the Dia de los Muertos to Halloween through a Venn diagram. Have students write a KWL chart and compare their information to those of a classmate. Have students create their own unique holiday or celebration.

Vocabulary related to holidays and celebrations ser versus estar possessive adjectives preterite (regular and irregular) reflexive pronouns


LISTENING Students can listen to holiday-specific songs taken from YouTube and discuss similarities and differences with songs in English. Students can listen to a story about preparing for a celebration and will answer questions that are relevant to story. Students can use scripts or written lyrics to follow along with the audio activity. Students can create their own lyrics to the same song. Students will be able to follow the story and create an alternate ending.

Incorporate BYOD to enhance the development of listening skills in the target language. Students can use their own devices (eg: phones) to access listening materials such as radio, talk shows, documentaries and the like.

Vocabulary related to holidays and celebrations ser versus estar possessive adjectives preterite (regular and irregular) reflexive pronouns

Present information and findings, clearly, concisely, and logically about daily activities so that listeners can follow the line of reasoning with organization, development, substance, and style that are appropriate to purpose, audience, and task Demonstrate listening comprehension of songs and/or stories related to holidays and celebrations DOK 2

SPEAKING Pairs of students are given situations related to getting ready for a holiday celebration (La Navidad, El Ano Nuevo, El Dia de la Independencia, El Dia de Dar Gracias, etc.) in a Spanish-speaking country. Students will role-play a conversation over the phone or via Skype. One student will role-play as the guest attending and the other as a friend/family member hosting the party. Students will ask and answer questions about getting ready and feelings and emotions about a holiday celebration.


Incorporate BYOD to enhance the development of speaking, listening, writing and reading skills in the target language. Students can use their own devices to record their conversations, monologues or presentations to revise and edit their performance and to share with the instructor for feedback.

Sentence structure including questions and answer Vocabulary related to holidays and celebrations reflexive verbs


ACADEMIC SPANISH II UNIT #3: EN LA COMUNIDAD SUGGESTED DURATION: 3-4 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will communicate about places and activities in their own community as well as in Spanish- speaking countries using the preterit tense and affirmative commands.

UNIT LEARNING SCALE


3

Students can: accurately describe points of interest and modes of transportation in speaking and writing;

explain where they went, what they did, and how they got there, using the regular and irregular forms of the preterit in speaking and writing;

provide directions in the informal affirmative command form in speaking and writing;

read maps and locate different local stores and venues in the communities both in the United States and Spanish-speaking countries;


2

The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating key information related to: recalling vocabulary about points of interest and modes of transportation;

using verbs such as “ir”, and “ser” in the preterit;

explain and comprehend where they and others went, what they did, and how they got around using the regular and irregular forms of the preterit focusing on verbs like “estar”, “poner”, “tener”;

recognizing informal affirmative command forms;

recognizing questions and statements from real life situations which may take place.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Communicating past experiences necessitates the use of the preterit tense. EQ1: Why does tense matter? Can I effectively express myself without paying

attention to tense?

EU2: Communities vary by culture and geography. EQ2: How does culture and geography affect the characteristics of a community?

NJCCCS & COMMON CORE STANDARDS NJCCCS: 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted themes. 7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age - and level - appropriate classroom and cultural activities. 7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.5 Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture (s) and one’s own culture.


CCSS: 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) 9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) 9-20.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 for specific expectations.) 9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies

COMMON ASSESSMENT


LG 1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.C.2 9-10.W.2, 3, 4 9-10.SL.6 9-10.L.4 DOK 3

Choice 1: Given a map of a town, students will describe where they went, why they went to that place, and landmark features. The student must describe how to get around the town by telling a friend how to get from point A to point B. Students will present in front of the class and submit their outlines digitally. Students will extemporaneously complete a combination of 12 written and oral sentences from the prompt.

Guiding questions:

¿Adónde fuiste?

¿Por qué fuiste?

¿Cuáles son tres características importantes del lugar que visitaste?

¿Qué se vende y que compraste en...?

¿Qué pusiste en el tu carrito de compras?

¿Cómo se llega a la farmacia, el correo, la carnicería, el banco desde el centro? etc. (teacher-prompted) ¿Hay lugares como este donde tú vives?

LG 1 EU 1, EQ 1 EU 2, EQ 2 7.1.NH.B.2,4 7.1.IL.B.5 7.1.IL.C.2 9-10.W.2, 3, 4 9-10.SL.6 9-10.L.4 DOK 3

Choice 2: The student will create a photo album using Instagram, Tumblr, or another digital resource about a place they traveled to with information about the local area. Students will describe their travel experiences and include information about where they went, what they did, and how they got there. Locations to be include are: local convenience stores, markets, pharmacy, and local tourist attractions. Students will also explain what was the favorite location or landmark of their trip and why. Students will then give directions from and to their favorite places. Students will extemporaneously complete a combination of 12 written and oral sentences from the prompt. Guiding questions:

¿Qué viste en el lugar que visitaste?

¿Adónde fuiste?

¿Qué compraste?

¿Con quién hablaste?

¿Hay lugares como este donde tu vives?

¿Cual fue tus lugares favoritos y por que?

¿Cómo se llega a tus lugares favoritos desde el centro?



Students can practice their comprehension of vocabulary by using flash cards that have picture prompts and vocabulary. Students can use a Frayer model to practice and build on vocabulary acquisition.


Vocabulary related to: directions locations places in the community transportation stores products errands


GRAMMAR Students will practice irregular preterit tenses and informal affirmative commands by using PowerPoint (fill in blanks, translations from English to Spanish and Spanish to English, descriptions related to target words, and questions and answers) and white boards. Students write responses on white boards and teacher monitors.

preterit tense (regular and irregular) vocabulary related to directions informal affirmative commands

Apply the use of the structure accurately in context Recognize familiar words and phrases in context Understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words in culturally authentic materials DOK 2

READING ACTIVITY Using maps and articles from authentic online sources, students will read the material to answer questions in English to demonstrate comprehension of the material. Examples of questions can be: true/false, multiple choice, identify the section, fill in the blank.

Vocabulary related to: directions locations places in the community transportation stores products errands

Demonstrate interpretive comprehension by reading written directions, articles about places in the community, etc. Identify the central idea of the text, identify specific details to support the central idea, interpret how the text supports key ideas with key ideas, and create a summary DOK 2,3



Compose a set of directions to give someone (how to get from the school to your house, or from any one place to another). Compare and contrast local communities in the United States with those in Spanish-speaking countries through a Venn diagram. List characteristics of major cities in the United States versus those in Spanish-speaking countries (transportation, layout, etc.). Have students write a KWL and compare their information to those of a classmate.

informal affirmative commands Vocabulary related to: directions locations places in the community transportation stores products errands


LISTENING Students will listen to an interactive web episode of Mi Vida Loca and answer questions about the episode Students will listen to a set of directions and draw out the correct route on a map. Students who have difficulty with listening comprehension can use scripts or written directions to follow along with the audio activity.

descriptions of people and places directions to arrive to places

Present information and findings, clearly, concisely, and logically about daily activities so that listeners can follow the line of reasoning with organization, development, substance, and style that are appropriate to purpose, audience, and task Demonstrate listening comprehension of someone giving directions DOK 3

SPEAKING Pairs of students are given situations related to navigating through a town or city in a Spanish-speaking country. One student will role-play a tourist from the United States and the other a local living in a Spanish-speaking country. Students will ask and answer questions about getting from one place to another.


Students can create a set of video directions, narrating the instructions and providing visuals.

Sentence structure including questions and answer Vocabulary related to: directions locations places in the community transportation stores products errands


http://www.bbc.co.uk/languages/spanish/mividaloca/

ACADEMIC SPANISH II UNIT # 4: LA NIÑEZ SUGGESTED DURATION: 5- 8 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will describe and compare their childhood experiences and behaviors to those in the Spanish-speaking community, using the preterit and imperfect tenses. UNIT LEARNING SCALE


3

While engaging in tasks of describing typical childhood experiences and behaviors using proper grammar structure, the student will be able to: describe childhood physical and personality traits in writing and speaking with accurate spelling, pronunciation and sentence structure;

compare childhood experiences with classmates using the preterit and imperfect tenses;

describe activities, past times, likes, dislikes, fears and where they grew up;


2

The student sometimes needs assistance and from a teacher and/or makes minor mistakes in successfully communicating key information related to: recalling physical and personality traits about a child using the verb ser;

recalling childhood experiences and behaviors using the regular -ar, -ir, -er verbs in the imperfect tense and the verbs ir and ver;

recognizing the imperfect versus the preterit tenses when comparing personal childhood experiences with that of a classmate's;

recognizing activities, likes, dislikes, fears, past times, and where they grew up using me gustaba, tenia miedo de, vivia en.


0 Even with help, the student does not exhibit understanding of content

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

EU1: Describing childhood experiences and behaviors requires the use of the preterit and imperfect tenses.

EQ1: Why do verb tense matter? Can I effectively express myself without paying attention to verb tenses?

EU2: Culture influences childhood memories and experiences. EQ2: How does culture influences childhood experiences? NJCCCS & COMMON CORE STANDARDS

NJCCCS: 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted themes. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics. 7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature or on school-related topics. 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.5 Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture (s) and one’s own culture.


CCSS: 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) 9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) 9-20.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 for specific expectations.)

COMMON ASSESSMENT


LG1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.C.2,5 9-10.W.3 , 4 9-10.SL.1, 6 DOK 3

Choice 1: Create a storybook about an adult looking back on their childhood behaviors and experiences. Include what the child was like, what the child used to play with, who their friends were, what they used to watch on television and where they used to go. Also, include a story about what happened on one particular day. Students will extemporaneously complete a combination of 12 written and oral sentences from the prompt. Guiding questions:

¿De niño/a, ¿cómo era?

¿Con quién jugaba?

¿Con qué jugaba? ¿Y a qué jugaba?

¿Quién era su mejor amigo?

¿Cómo era su mejor amigo?

Describe un día de su niñez, ¿qué pasó/ sucedió?

¿Cuál fue el resultado?

LG1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.C.2,5 9-10.W.3 , 4 9-10.SL.1, 6 DOK 3

Choice 2: Compose an autobiography about your childhood. Describe specific and general details about your childhood. Students will extemporaneously complete a combination of 12 written and oral sentences from the prompt. Guiding questions:

¿Dónde y cuándo naciste?

¿Dónde vivía/crecía?

¿Cómo era de niño?

¿Cómo era tu casa?

¿Qué te gustaba hacer?

¿Cuál era tu ____ favorito?

¿De qué tenías miedo?

¿Quiénes eran tus amigos? ¿Cómo eran ellos?



Students will practice their comprehension of vocabulary by using flash cards that have picture prompts and vocabulary. Students will use a Frayer model to practice and build on vocabulary acquisition. Students will compose an acrostic poem using a word from the vocabulary list, and write a sentence per letter to tell a story about the word meaning.


Vocabulary related to: physical traits personality traits games, toys, and activities childhood places

Determine the meaning of figurative, connotative and technical words and phrases Logically sequence and connect events, use descriptive language to develop images of experiences, events and settings

DOK 2, 3

GRAMMAR Students will practice present the imperfect tense using PowerPoint (fill in blanks, translations from English to Spanish and Spanish to English, descriptions related to target words, and questions and answers) and white boards. Students write responses on white boards and teacher monitors.

parts of speech and sentence structure imperfect tense: tener, ser, vivir, jugar, ir, estar, comer, beber, viajar, etc.

Infer the meaning of unfamiliar words and structures in specific contexts and situations Differentiate the usages of the imperfect and preterit tense based on meaning and apply the structure to describe with accuracy Apply structures accurately given specific contexts DOK 2, 3

READING Using blogs, poems, stories, or articles from authentic online sources, students will read the material to answer questions in English to demonstrate comprehension of the material. Examples of questions can be: true/false, multiple choice, identify the section, fill in the blank.

preterit and imperfect Vocabulary related to: biographic information self-descriptions

Demonstrate interpretive comprehension by reading stories, documentaries, etc. related to childhood in the United States versus childhood in Spanish-speaking countries Identify the central idea of the text, identify specific details to support the central idea, interpret how the text supports key ideas with key ideas, and create a summary DOK 2



Compose a children's story using the concepts in context. Compare and contrast children's activities in the United States with schools in Spanish-speaking countries through a Venn Diagram. List popular childhood games and activities in the United States versus those in Spanish-speaking countries. Provide students with sample sentences and key words prior to writing. Have students write a KWL and compare their information to those of a classmate.

Vocabulary related to: childhood activities personalities physical attributes

Produce clear and coherent writing using fully-developed ideas, organization, and style, appropriate to task, purpose, and audience DOK 3

LISTENING Students will listen to and watch children's cartoons, videos, and songs for comparison and comprehension.

Students who have difficulty with listening comprehension can use scripts or written directions to follow along with the audio activity. Advanced students can describe routines other than their own to the class.

Incorporate BYOD to enhance the development of listening skills. Students can use their own devices to access listening materials such as radio, talk shows, documentaries, and the like.

Vocabulary related to: childhood activities personalities physical attributes


SPEAKING Pairs of students are given situations related to what they were like as children including physical traits, personality, activities they used to do, games they used to play, and places they visited. Students will role-play a conversation with their present selves and their former selves to compare and contrast what they used to be like.

Students who have difficulty role playing or learning their lines may use note cards.

Incorporate BYOD to enhance the development of speaking, in the target language. Students can use their own devices to record their conversations, monologues or presentations to revise and edit their performance and to share with the instructor for feedback.

Sentence structure: questions and answer Vocabulary related to: childhood activities personalities physical attributes


ACADEMIC SPANISH II UNIT #5: LAS NOTICIAS SUGGESTED DURATION: 5 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will communicate about current events, weather, cultural happenings, and human-interest stories in the United States and the Spanish-speaking world using the preterit and imperfect tenses. UNIT LEARNING SCALE


3

The student can: describe events using the preterit and imperfect tense;

use vocabulary needed to describe natural disasters, news events, emergencies, etc. found in current events;

compare and contrast weather phenomena throughout the world;

communicate about the news using the preterit and imperfect tense and verbs such as creer, destuir, leer, oir, decir, traer, poner;

communicate using the imperfect progressive tense;


2

The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating key information related to: recalling preterit and imperfect conjugations that communicate about current events, weather, cultural, and human interest stories (suggested verbs:

creer, destuir, leer, oir, decir, traer, poner);

recalling vocabulary needed to describe natural disasters, news events, and emergencies found in current events;

recognizing the preterit and imperfect verb conjugations in isolation;

conjugating using the imperfect progressive tense.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Describing local and global events requires the use of the past tenses. EQ1: Why does tense matter? Can I effectively express myself without paying

attention to tense?

EU2: Global awareness of past and present events is a fundamental element of a 21st century learner.

EQ2: How do natural occurrences and social events affect my understanding of the world?

NJCCCS & COMMON CORE STANDARDS NJCCCS: 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted theme 7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics 7.1.IL.A.8 Compare and contrast unique linguistic elements in English and the target language 7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes.


7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age - and level - appropriate classroom and cultural activities 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations 7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature or on school - related topics 7.1.IL.C.1Use knowledge about cultural products and cultural practices to create a multimedia - rich presentation on targeted themes to be shared virtually with a target language audience 7.1.IL.C.2 Present student - created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts 7.1.IL.C.4 Compare and contrast age - and level - appropriate culturally authentic materials orally and in writing. 7.1.IL.C.5 Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture (s) and one's own culture CCSS: 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) 9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) 9-20.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

COMMON ASSESSMENT


LG 1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.B.1, 4 7.1.IL.C.1, 2 9-10.SL.1 9-10.L.4 DOK 3

Choice 1: Students will work in pairs to create and present a news broadcast about current events. One student will take the role of the reporter and will interview another student about the details of what happened. The questions may be read. The other student take the role of an eyewitness and answer questions asked spontaneously. The reporter will give a brief summary of what the eyewitness stated. Students will take turns interviewing each other. In groups, students will present the news broadcast live in class or tapped on a video. Students will hand in their written section of the news broadcast show including the questions and summary of what they witnessed. Each student will have 10 spontaneous lines (summary of event), and 10 written questions. Guiding questions:

¿Qué hora era?

¿Dónde y cuándo tomó lugar?

¿Qué viste?

¿Qué oíste?

¿Qué sentiste?

¿Qué estabas haciendo?

¿Qué creíste que paso?

¿Qué ha sucedido? ¿Qué pasó?

¿Hubo testigos?

¿Quién vino a la escena del evento?

¿Por qué piensas que ocurrió el evento?

LG 1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.B.1, 4 7.1.IL.C.1, 2 9-10.SL.1 9-10.L.4 DOK 3

Choice 2: Imagine you and a friend have had a minor accident. Your guardian meets you at the hospital. One-person role-plays the parent and one-person role-plays the victim. When the parent asks what is wrong, the victim explains what happened. Tell what he/she was doing when the accident occurred. Did he/she fall? Fracture an arm? Twist an ankle? Get a cut that needs stitches? Tell where you went to get help and what the prognosis was. Tell what the doctor or nurse said and what you have to do to get better. Guiding questions:

¿Cómo te lastimaste?

¿Dónde estabas cuando te lastimaste?

¿Dónde y cuándo tomo lugar?

¿Qué estabas haciendo cuando te lastimaste?

¿Qué creíste que pasó?

¿Quién te ayudo?

¿Qué te dijo el doctor?

¿Qué trajo la enfermera?

¿Qué tienes que hacer para mejorarte?





Vocabulary related to: medical emergencies medicine natural disasters body parts daily news weather


DOK 2

GRAMMAR Students will practice different preterit and imperfect tenses by using PowerPoint (fill in blanks, translations from English to Spanish and Spanish to English, descriptions related to target words, and questions and answers) and white boards. Students write responses on white boards and teacher monitors.

preterit vs imperfect

Demonstrate comprehension of conversations and written information on a variety of topics Ask and answer questions related to preterit and imperfect responses Handle simple transactions related to emergencies and disasters DOK 2

READING Using articles and scripts from authentic online sources, students will read the material to answer questions in English to demonstrate comprehension of the material. Examples of questions can be: true/false, multiple choice, identify the section, fill in the blank.

Reading materials will come from authentic websites (Telemundo) in the target language. Incorporate BYOD to facilitate the access to such resources and other reading comprehension activities.

Vocabulary related to: medical emergencies medicine natural disasters body parts daily news weather preterit vs imperfect

Identify the central idea of the text, identify specific details to support the central idea, interpret how the text supports key ideas with key ideas, and create a summary DOK 2

WRITING Given a story about a girl who wants to be a paramedic, students determine whether to use the preterit or imperfect tenses in order to retell what she did and witnessed on a visit to the hospital for one day. Students will write a mystery story about a crime that took place in a small town or city. Students will organize their thoughts into a short description of the plot of the story.

Vocabulary related to: medical emergencies medicine natural disasters body parts daily news weather preterit vs imperfect

Design and organize sequence of events Use descriptive language and develop conclusions DOK 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE LISTENING Students will listen to a radio announcer break into regular programming to report emergencies that have occurred. Students will match a radio report with pictures to indicate what type of emergency or crisis situations each was.

Incorporate BYOD to enhance the development of listening, skills in the target language. Students can use their own devices to access listening comprehension materials such as radio, talk shows, documentaries and the like.

Sentence structure: questions and answer preterit and imperfect tense Vocabulary related to: emergencies body parts


SPEAKING After watching a video about a natural disaster, students will work in pairs to answer questions about the video they watched. After listening to a newscast about a fire, students will work in pairs to place six pictures in chronological order. Once the pair places all pictures in order, they take turns stating what occurred given the picture prompts in complete Spanish sentences. Using a picture of a car accident, students take turns telling what happened and what was happening using their vocabulary and grammar.


Sentence structure: questions and answer preterit and imperfect tense Vocabulary related to: emergencies body parts


ACADEMIC SPANISH II UNIT #6: LA COMIDA TRADICIONAL Y MODERNA SUGGESTED DURATION: 4-5 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will use formal and informal commands to provide instructions on how to prepare certain Spanish-speaking countries’ cuisines, demonstrating knowledge of products that are included in authentic dishes. UNIT LEARNING SCALE


3

Students will exchange information about how to prepare certain Spanish-speaking countries' cuisines using formal and informal commands to: explain how to prepare meals with the necessary ingredients and cooking tools;

tell others how to make a recipe using commands;

describe the ingredients in recipes based on the origin of the dish;

present an authentic Hispanic recipe and instructions on how to prepare it using formal commands;


2

The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating formal and informal commands to: recalling vocabulary how to prepare meals with necessary ingredients and cooking tools;

recognizing how to use formal affirmative and negative commands when making a recipe;

recalling traditional recipes and accommodate dietary restrictions;

recognizing statements from real-life situations which may take place.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Exchanging information about how to prepare typical Hispanic dishes requires the use of affirmative and negative commands.

EQ1: Why is it important to use commands when sharing a recipe?

EU2: Eating habits vary according to geographical regions. EQ2: Why do eating habits vary?

NJCCCS & COMMON CORE STANDARDS NJCCCS: 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted themes. 7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts. 7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes. 7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities.


7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations. 7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.IM.C.2 Dramatize student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age- and level-appropriate culturally authentic materials orally and in writing. 7.1.IL.C.5 Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture (s) and one’s own culture. 7.1.IL.C.6 Summarize requirements for professions/careers that require proficiency in a language other than English based on exploration of the 16 Career Clusters. CCSS: 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 9-20.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

COMMON ASSESSMENT


LG 1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.C.1, 3, 4, 5 7.1.IM.C.2 9-10.W.2, 3, 4 9-10.SL.1, 6 DOK 4

Choice1: Create a cooking show about authentic Hispanic dishes. Students will explain how to cook a meal by giving instructions using the affirmative and negative formal commands. In groups of four, students will give the show a name and decide which recipes each student will present. The presentation can either be pre-recorded in a video or performed in class. Students will complete a combination of 12 written and oral sentences from the prompt.

Guiding questions:

¿Qué necesita uno para preparar la receta?

¿Qué no debe hacer mientras preparas la comida?

¿Qué no debe incluir?

¿Cuáles ingredientes necesita?

¿Dónde compra los ingredientes?

¿Cuánta comida necesita?

¿Cómo prepara la receta?

¿Dónde come la gente este plato y por qué?

¿Cómo influyen el clima y la geografía los ingredientes que se usan en esta receta?

LG 1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.C.1, 3, 4, 5 9-10.W.2, 3, 4 9-10.SL.1, 6 DOK 4

Choice 2: Write a recipe book incorporating four recipes from one Spanish-speaking country. Include a typical breakfast, lunch, and dinner. Students are to incorporate ingredients needed and describe items from the kitchen used for each recipe. Students will explain how to cook a meal by giving instructions using the affirmative and negative formal commands. Students will complete a combination of 12 written and oral sentences from the prompt. Guiding questions:

¿Qué necesita uno para preparar la receta?

¿Qué no debe hacer mientras preparas la comida?

¿Qué no debe incluir?

¿Qué ingredientes necesitas?

¿Qué objetos de la cocina usas?

¿De dónde viene la receta?

¿Por qué usan esos ingredientes en los platos del país?





Vocabulary related to: kitchen appliances & tools food preparation cooking procedures indoor/outdoor cooking


DOK 2

GRAMMAR Students will practice different preterit and imperfect tenses by using PowerPoint (fill in blanks, translations from English to Spanish and Spanish to English, descriptions related to target words, and questions and answers) and white boards. Students write responses on white boards and teacher monitors.

formal negative & affirmative commands

Infer the meaning of a few unfamiliar words in highly contextualized situations

DOK 2

WRITING Imagine that your friend is sick and that you went to visit. Write suggestions of the food that he/she is allowed to eat. Describe what food restrictions they have using affirmative and negative commands. Your school is opening up a cooking room. Set up the rules for the use of the room by listing things that one can or cannot do.

formal negative and affirmative commands

Design and organize sequence of events Use descriptive language and develop conclusions DOK 3

READING Using articles from authentic online sources, students will read a recipe and answer questions in English to demonstrate comprehension of the material. Examples of questions can be: true/false, multiple choice, identify the section, fill in the blank.

Vocabulary related to: foods recipes cultural customs

Identify the central idea of the text, identify specific details to support the central idea, interpret how the text supports key ideas with key ideas, and create a summary Demonstrate interpretive comprehension by reading about different Spanish/Hispanic cuisines and analyze why certain ingredients are used in a recipe and how geography affects local cuisine

DOK 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE LISTENING

Students will listen to a Spanish recipe about preparing a Spanish dish, and will answer comprehension questions. Students will listen to two people making a Spanish dish. Given illustrations, students will identify various steps and ingredients. Students listen to a person give advice about cooking. As students listen, they decide whether the advice is about getting ready to cook, things to do while cooking, or things to do after the task is completed.

Vocabulary related to: foods recipes cultural customs Formal negative and affirmative commands


SPEAKING Students will describe and recommend three dishes to prepare for a Spanish Club meeting. One student will suggest a dish and ask what is needed to prepare it. The other student will respond and suggest beverages to accompany the meal.

Vocabulary related to: foods recipes cultural customs Formal negative and affirmative commands


ACADEMIC SPANISH II UNIT #7: ¿QUIÉN SERÉ YO? SUGGESTED DURATION: 3 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will predict their future endeavors and will discuss how their personal preferences and cultural expectations influence career choices. UNIT LEARNING SCALE


3

Using the future tense, students will predict and discuss future endeavors using proper grammar structures to: formulate a plan for their future including education, career and personal endeavors;

describe what skills they will need for the profession of their dreams;

hypothesize what will be the legacy of their generation;


2

The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully predicting and discussing future endeavors by: recalling the regular and irregular future tense conjugations;

recognizing educational, career and personal vocabulary;

recognizing real-life situations which apply the use of the future tense.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Discussing plans, aspirations and endeavors requires the use of the future tense.

EQ1: Why does tense matter? Can I effectively express myself without paying attention to tense?

EU2: Future plans and opportunities differ based on cultural expectations and personal preferences.

EQ2: How do cultural expectations and personal preferences affect future decision-making?

NJCCCS & COMMON CORE STANDARDS NJCCCS: 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted themes. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts. 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations. 7.1.IM.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations. 7.1.IL.C.6 Summarize requirements for professions/careers that require proficiency in a language other than English based on exploration of the 16 Career Clusters.


CCSS: 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) 9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) 9-10.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

COMMON ASSESSMENT


LG 1 EU 1, EQ 1 EU 2, EQ 2 7.1.IL.A.4 7.1.IM.C.3 9-10.W.2, 3, 4, 5, 6 DOK 4

Choice 1: Students conduct a short skit about meeting their future selves twenty-five years from now. One student will ask questions about their future and the other student, pretending to be the interviewer in the future, will answer. Students will extemporaneously complete a combination of 12 written and oral sentences. Guiding questions:

¿A cuál universidad iré?

¿Qué estudiaré?

¿Qué profesión tendré?

¿Cuáles experiencias tendré?

¿Me casaré?

¿Tendré hijos?

¿Dónde viviré?

¿Cómo seré una influencia en nuestra comunidad?

¿Qué contribuiré a la sociedad?

LG 1 EU 1, EQ 1 7.1.IL.A.4 7.1.IM.C.3 9-10.W.2, 3, 4, 5, 6 DOK 4

Choice 2: Create a time capsule and make predictions about what life will be like twenty-five years from now. Incorporate a letter to yourself predicting the changes. Students will extemporaneously complete a combination of 12 written and oral sentences. Guiding questions:

¿Qué trabajos tendrás?

¿Cuántos hijos tendrás

¿Qué tecnología usarás?

¿Tendremos el mismo sistema de transportación?

¿Cómo serán las escuelas?

¿Por qué tendremos estos cambios en particular?



Create an infographic about a profession. Play charades to guess professions. Develop a list skills and qualifications for various occupations.

Vocabulary related to: professions work skills education


GRAMMAR Play M.A.S.H. or a fortune-telling game. Students should construct sentences (written and spoken) using future phrases such as vivirás en, trabajarás como, and tendrás. Create a "to-do" list of everything the student will do in the upcoming week.

future tense

Demonstrate comprehension of conversations and written information on a variety of topics Infer the meaning of unfamiliar words in new contexts DOK 2

READING Read authentic articles about why it is important to learn Spanish and/or what jobs will be most needed in the future. Students could answer reading comprehension questions or create graphic organizers to organize and categorize the information they read.

Vocabulary related to: professions work skills education future tense

Identify the central idea of the text, identify specific details to support the central idea, interpret how the text supports key ideas with key ideas, and create a summary DOK 2

WRITING Compose a presidential campaign speech about what they will do as president. Write a horoscope predicting five events that will occur in the next month. Create fortune cookies predictions. Watch a clip of a telenovela and predict what will happen next.

Vocabulary related to: professions work skills education future tense

Design and organize sequence of events Use descriptive language and develop conclusions Produce clear and coherent writing using fully-developed ideas, organization, and style, appropriate to task, purpose, and audience DOK 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE SPEAKING

Interview a peer for a specific job or career. The interviewer will develop questions and the interviewee should prepare ideas and responses based on the career in question and possible questions the interviewer will ask. Using "Concentric Circles" students will read question prompts about the future and answer with rotating peers. Possible questions: ¿Que harás este fin de semana? ¿Que universidad asistirás? ¿Donde vivirás? ¿Cual será tu profesión?


Vocabulary related to: future plans hopes/ dreams jobs/ professions


spanish 2...recognizing reflexive vs. non-reflexive verbs; recalling stem-changing verbs and their...

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