PENNSVILLE SCHOOL DISTRICT
CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST
CENTURY
GLOBAL SKILLS
Curriculum Design Template
Content Area: World Language
Course Title: Spanish III
Grade Level: 9-12
Adios al verano
32 days
Todo tiene solucion
32 days
El arte y la musica
32 days
Mis aspiraciones
32 days
Date Created: May 28, 2014
Board Approved on: August 25, 2014
PENNSVILLE SCHOOL DISTRICT
Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills
UNIT PLAN
Course Title: Spanish level 3 Unit Name: Adios al verano Grade Level 10-12
Content Statements
With the increased abilities in the level three
classroom, students must be engaged and
immersed in the Spanish Speaking World
to stimulate a desire to communicate
in Spanish. Students make
connections with geography, art,
architectures, food and celebrations with
exposure to the many cultures of the
Spanish Speaking World. Introduction to
more advanced vocabulary and functional
phrases
are the foundation of meaningful
communication. More intensive grammar
explanations help student to achieve
accuracy in communication.
Cumulative Progress Indicators
FL.6-12.7.1 IL 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.
Overarching Essential Questions
How do Spanish and English differ
when using the past tense?
How is Spanish different than
English with the use of the
subjunctive?
Overarching Enduring Understandings
Spanish has clear distinctions with the use
of two main past tenses the imperfect and
the preterite. The Imperfect is used to
speak about habitual actions in the past
whereas the preterite is use to speak about
completed past actions.
The subjunctive is a mood. In Spanish are
there are 3 moods; The indicative, the
subjunctive and the imperative. Students
learn the indicative starting in level 1 and
quickly move to the imperative while
learning commands. The subjunctive is
later introduced due to the need for a
higher level of understanding and fluency
to determine if the subjunctive is
necessary.
Unit Essential Questions
Describe your summer vacation.
Describe what you hope to do next
summer.
Unit Enduring Understandings
Both the preterite and imperfect will be
employed in a description of last summer’s
vacation. Descriptions and ongoing
actions will use the imperfect. Events and
completed actions will use the preterite.
When describe what you hope to do next
summer students will use the future and
conditional tenses as well as the
subjunctive. When describing what they
want for someone else or their hopes,
desires, suggestions etc all use the
subjunctive.
Unit Rationale
Students often do not know how to study
a foreign language. Students are
encouraged to practice a little bit every
day. Many students also have begun
their study of foreign language in
primary school. This unit serves as a
review of material, a jumping off point
for more detailed and formal grammar
and vocabulary instruction as well as
more intensive focus on the cultures of
Spain for those students.
It is also a natural starting point for those
students never exposed to foreign
language learning.
Unit Overview
The communicative context of the themes
determines what grammar topics are covered.
Students will learn to talk about the past, the
future and how to give advice. Students will
need to use idiomatic expressions, the
imperfect, the preterite, the subjunctive, the
future, present and past perfect and present
and past progressive tenses. Students will
express interest and displeasure. They will
invite someone to do something and express
happiness and unhappiness.
Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)
(3 days)
An exchange student from Madrid, Spain is attending your school this year. For Foreign
Language Week
you are going to interview the student and video tape the interview to show on the school
announcements.
You must come up with the appropriate Greetings, introductions and questions. Questions should
be
regarding name, age, birth date, origins, and other personal information. Other personal
information can
include inquiring about friendships, family, personality characteristics, physical characteristics,
likes and
dislikes etc. Interrogative words should be used to form many of the questions. Questions can be
written
on index cards.
More complex questions should be asked, such as What were you like as a child? What did you
like to do? Where did you go on vacation? What do you hope to do in the future? What do you
want to study at the university? Etc.
Integration of 21st Century Themes
Global Perspectives
Intermediate language learners learn to recognize cognates for common words and
phrases from their first language but then quickly realize the differences that make
each language unique. They also learn to recognize meaning of words from words
previously learned. For example the word vendedor is a noun that means seller or the
person who sells. The verb vender mean to sell. And the word la venta means the sale. x
Students become more aware of the grammatical structures of their first language in
order to become more proficient using language 2.
Civic Literacy
By learning Spanish and the various cultures of the Spanish Speaking world students
become better able to communicate and collaborate with people from those cultures.
When students have more knowledge about different cultures and languages they are
less likely to foster negative stereotypes.
21st Century Learning and Innovation Skills
(T,A = Taught and assessed in the unit, E = encouraged through the unit)
Critical Thinking and Problem Solving
Reason Effectively
°To use vocabulary and grammar appropriately with varied situations (When
speaking to adults or a male vs. a female)
Use Systems Thinking
°Recall/recognize appropriate verb endings to speak/write/listen with varied
subjects.
Make Judgments and Decisions
°°Effectively analyze a situation and choose the correct verb or adjective etc. Interpret spoken information to be able to respond appropriately.
Synthesize and make connections to write in a journal/class assignment or to
create a presentation/skit using learned vocabulary.
Solve Problems
°Effectively use vocabulary and grammar in a spontaneous situation with
minimal errors.
Learning Targets/Scaffolding
Talk about the past
Talk about what you liked to used to do
Ask for advice and give advice
Talk about the future
Express interest and displeasure
Invite someone to do something
Describe the ideal friend
Express happiness and unhappiness
Evidence of Learning
Summative Assessment (5 different Days)
Students will take end of vocabulary/grammar section quizzes as well as end of
chapter/unit tests. All quizzes and tests include listening, speaking, reading and writing
components.
Equipment needed: audio/video equipment, overhead projectors, computer/projector
Teacher Resources: audio cds, dvds, teacher generated tests/quizzes, interpersonal and
presentational rubrics
Key Terms
Preterite and imperfect
Ser and estar
Subjunctive for hopes and wishes
Pronouns
Comparisons, demonstrative adjectives and pronouns
Negative words and time constructions
Ir a + infinitive in the imperfect
Nosotros commands
Object pronouns
Subjunctive with the unknown or nonexistent
Subjunctive with expressions of feelings
Instructional Strategies
Introduction of vocabulary with transparencies…the students have a blank version
as well and they fill in the missing words associated with each picture.
Model new words and phrases by moving about the room using the target language in
appropriate ways to help with understanding.
Model pronunciation and have students repeat and respond using correct
pronunciation.
Use picture prompts
Practice grammar with games
Customizing Learning/Differentiation
Additional practice for slower pace learners….Have students work in groups to write
sentences about a summer vacation using the vocabulary words. Ask them to separate
the sentences into four or five sections and illustrate each section. Have groups present
their stories for the class.
Kinesthetic activity- Have small groups of students act out scenes to show what they
did this summer. The rest of the class should describe what each person did, based on
the presentation. Tell students to be sure to exaggerate facial expressions and body
language so their classmates can include the phrases from the vocabulary in their
descriptions.
Formative Assessments
Checking for understanding- white boards, signaling, TPR, drawing to demonstrate
understanding
Interpretive reading and listening tasks
Student to student conversations
Quizzes both oral and written
Primary Interdisciplinary Connections
Global awareness, geography, food, family values, religion, music, traditions…
Resources
References
Expresate Holt Rinehart Winston
www.youtube.com
www.google.com
Teacher discovery (various supplemental materials to practice verb conjugations
adjective noun agreement etc)
Collaboration Tools
Video sharing website for “at home” projects
Epals(hopefully this year)
Digital Tools
Text book expresate
Dvds
Powerpoint
Suggested Activities for Inclusion in Lesson Planning
Play recordings for listening activities multiple times.
Pair students homogeneously or heterogeneously by proficiency level
Use picture prompts
Use word banks
Unit Timeline
Lesson Timeframe
Lesson 1
Adios al verano
16 days
Lesson 2
A pasarlo bien
16 days
7.1.A.1 – Identify the main idea and some
supporting details when reading.
7.1.A.2- Understand the gist and some
supporting details of the conversations
dealing with everyday life.
7.1.A.3- Infer the meaning of some
unfamiliar words when used in familiar
contexts.
7.1.B.1- Ask and answer questions related to
everyday life.
7.1.B.2- Handle simple transactions related
to everyday life.
{DATE}
Sample Lesson Plan 1 Template
Content Area: World Language Spanish 3
Lesson Title: Review of Ser vs Estar Timeframe: 3 days
Lesson Components
21st Century Themes
x Global Awareness Financial, Economic,
Business, and
Entrepreneurial Literacy
x Civic Literacy x Health Literacy
21st Century Skills
x Creativity and
Innovation
x Critical Thinking and
Problem Solving
x Communication
and Collaboration
x Information
Literacy
x Media Literacy ICT Literacy x Life and Career Skills
Interdisciplinary Connections: English, history
Integration of Technology: interactive dvd, online recording
Equipment needed: headsets with microphones, computers, ipads
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students:
Students will learn
the difference
between the 2 verbs
that both mean to be
but are not used under
the same
circumstances.
Lesson Sequence
1. Review the conjugations of both verbs
present indicative, present subjunctive,
past(prêterite and imperfect) indicative
and past subjunctive.
2. Recall examples of when both verbs are
used.
3. Identify meaning of each example to
compile a list of rules of use.
4. Do various activities to determine
which “to be” is used.
5. 6.
Question and answer
Recall activities
Games to practice
Have a list of rules in the
the notebooks
Quizzes and tests
Power points
Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable
all students to achieve individual levels of mastery and to receive the individual support they need.
Resources Provided
Pictures
Dvd
Visual of activity via online text and lcd projector or in paper form or using hard bound classroom
set of texts.
PENNSVILLE SCHOOL DISTRICT
Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills
UNIT PLAN
Course Title WL Spanish 3 Unit Name: todo tiene solucion Grade Level 10-12
Content Statements
With the increased abilities in the level three
classroom, students must be engaged and
immersed in the Spanish Speaking World
to stimulate a desire to communicate
in Spanish. Students make
connections with geography, art,
architectures, food and celebrations with
exposure to the many cultures of the
Spanish Speaking World. Introduction to
more advanced vocabulary and functional
phrases
are the foundation of meaningful
communication. More intensive grammar
explanations help student to achieve
accuracy in communication.
Cumulative Progress Indicators
FL.6-12.7.1 IL 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.
Overarching Essential Questions
How do Spanish and English differ
when using the past tense?
How is Spanish different than
English with the use of the
subjunctive?
Overarching Enduring Understandings
Spanish has clear distinctions with the
use of two main past tenses the imperfect
and the preterite. The Imperfect is used to
speak about habitual actions in the past
whereas the preterite is use to speak about
completed past actions.
The subjunctive is a mood. In Spanish are
there are 3 moods; The indicative, the
subjunctive and the imperative. Students
learn the indicative starting in level 1 and
quickly move to the imperative while
learning commands. The subjunctive is
later introduced due to the need for a
higher level of understanding and fluency
to determine if the subjunctive is
necessary.
Unit Essential Questions Unit Enduring Understandings
How does one make suggestions?
What are some common reactions
to news?
Using the subjunctive is an integral part
of know how to make suggestions and
reacting to news. There are common
phrases that are typically used in the
subjunctive that are learned.
Unit Rationale
Students often do not know how to study
a foreign language. Students are
encouraged to practice a little bit every
day. Many students also have begun
their study of foreign language in
primary school. This unit serves as a
review of material, a jumping off point
for more detailed and formal grammar
and vocabulary instruction as well as
more intensive focus on the cultures of
Spain for those students.
It is also a natural starting point for those
students never exposed to foreign
language learning.
Unit Overview
The communicative context of the themes
determines what grammar topics are covered.
Students will learn to ask about the latest news
and react to news. They will comment on food
and explain and give excuses. Students will
need to use idiomatic expressions, the
imperfect, the preterite, the subjunctive, the
future, present and past perfect and present
and past progressive tenses. Students will
express opinions and disagree. They will make
suggestions, apologize and make complaints.
Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)
Have students think about the sources of prejudice. How does prejudice affect them? They can
list reasons for prejudice and how it occurs in the school setting. They might suggest ways to
combat prejudice in their school in order to start a discussion with the class.
Integration of 21st Century Themes
Global Perspectives
Intermediate language learners learn to recognize cognates for common words and
phrases from their first language but then quickly realize the differences that make
each language unique. They also learn to recognize meaning of words from words
previously learned. For example the word vendedor is a noun that means seller or the
person who sells. The verb vender mean to sell. And the word la venta means the sale. x
Students become more aware of the grammatical structures of their first language in
order to become more proficient using language 2.
Civic Literacy
By learning Spanish and the various cultures of the Spanish Speaking world students
become better able to communicate and collaborate with people from those cultures.
When students have more knowledge about different cultures and languages they are
less likely to foster negative stereotypes.
21st Century Learning and Innovation Skills
(T,A = Taught and assessed in the unit, E = encouraged through the unit)
Critical Thinking and Problem Solving
Reason Effectively
° To use vocabulary and grammar appropriately with varied situations (When
speaking to adults or a male vs. a female)
Use Systems Thinking
° Recall/recognize appropriate verb endings to speak/write/listen with varied
subjects.
Make Judgments and Decisions
°Effectively analyze a situation and choose the correct verb or adjective etc. Interpret spoken information to be able to respond appropriately.
Synthesize and make connections to write in a journal/class assignment or to
create a presentation/skit using learned vocabulary
Solve Problems
° Effectively use vocabulary and grammar in a spontaneous situation with
minimal errors.
Learning Targets/Scaffolding
Complain
Express and opinion and disagree
Make suggestions
Apologize
Ask about the latest news
React to news
Comment on food
Explain and give excuses
Evidence of Learning
Summative Assessment (5 different Days)
Students will take end of vocabulary/grammar section quizzes as well as end of
chapter/unit tests. All quizzes and tests include listening, speaking, reading and writing
components.
Equipment needed: audio/video equipment, overhead projectors, computer/projector
Teacher Resources: audio cds, dvds, teacher generated tests/quizzes, interpersonal and
presentational rubrics
Key Terms
Present progressive
Present perfect indicative
Present perfect subjunctive
Preterite
Se + indirect object pronouns
Past progressive
Verb + infinitive
Subjunctive with will or wish
Subjunctive with negation or denial
Future tense
conditional
Instructional Strategies
Introduction of vocabulary with transparencies…the students have a blank version as
well and they fill in the missing words associated with each picture.
Model new words and phrases by moving about the room using the target language in
appropriate ways to help with understanding.
Model pronunciation and have students repeat and respond using correct
pronunciation.
Use picture prompts
Practice grammar with games
Customizing Learning/Differentiation
Advanced learners/Personalization: Have students work in pairs to talk about their
classes this year. They can discuss the classes they like best, the workload, the tests, the
materials they need or any topic they can think of. Have volunteers tell the class about
their partner’s experience so far this school year.
Special learning needs/student with learning disabilities: review the subjunctive
endings. Then form sentences together. One volunteer will choose a noun from the
first column, the next will conjugate a verb from the second column, the third will
choose a noun from the third column, and the fouth will conjugate the verb from the
fourth column. Write the sentences on the board as the volunteers provide fragments.
Then read the completed sentence together.
Formative Assessments
Checking for understanding- white boards, signaling, TPR, drawing to demonstrate
understanding
Interpretive reading and listening tasks
Student to student conversations
Quizzes both oral and written
Primary Interdisciplinary Connections
Global awareness, geography, food, family values, religion, music, traditions…
Resources
References
Expresate Holt Rinehart Winston
www.youtube.com
www.google.com
Teacher discovery (various supplemental materials to practice verb conjugations
adjective noun agreement etc)
Collaboration Tools
Video sharing website for “at home” projects
Epals(hopefully this year)
Digital Tools
Text book expresate
Dvds
Powerpoint
Suggested Activities for Inclusion in Lesson Planning
Play recordings for listening activities multiple times.
Pair students homogeneously or heterogeneously by proficiency level
Use picture prompts
Use word banks
Unit Timeline
Lesson Timeframe
Lesson 1
Todo tiene solucion
16 days
Lesson 2
A pasarlo bien
16 days
7.1.A.1 – Identify the main idea and some
supporting details when reading.
7.1.A.2- Understand the gist and some
supporting details of the conversations
dealing with everyday life.
7.1.A.3- Infer the meaning of some
unfamiliar words when used in familiar
contexts.
7.1.B.1- Ask and answer questions related to
everyday life.
7.1.B.2- Handle simple transactions related
to everyday life.
{DATE}
Sample Lesson Plan 1 Template
Content Area: WL Spanish 3
Lesson Title: Subjunctive with negation or denial Timeframe: 4 days
Lesson Components
21st Century Themes
x Global Awareness x Financial, Economic, x x
Business, and
Entrepreneurial Literacy
21st Century Skills
x Creativity and
Innovation
x Critical Thinking and
Problem Solving
x Communication
and Collaboration
x Information
Literacy
x Media Literacy ICT Literacy x Life and Career Skills
Interdisciplinary Connections: English and history
Integration of Technology: interactive dvd, online recording
Equipment needed: headphones with microphones, ipads computers
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students:
Will use the
subjunctive with
negation or denial.
Verb + infinitive
Lesson Sequence
7. Review the subjunctive
8. Review key phrases
9. Introduce impersonal expressions and
it’s true or not true statements.
Do listening activities
10. Do fill in the blank activities
11. Create your own sentences/story
12. gramavision
Listening activities
Question and answer
Recall activities
Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable
all students to achieve individual levels of mastery and to receive the individual support they need.
Resources Provided
Pictures
Dvd
Visual of activity via online text and lcd projector or in paper form or using hard bound classroom
set of texts.
PENNSVILLE SCHOOL DISTRICT
Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills
UNIT PLAN
Course Title: Spanish level 3 Unit Name: El Arte y la musica Grade Level 10-12
Content Statements
With the increased abilities in the level three
classroom, students must be engaged and
immersed in the Spanish Speaking World
to stimulate a desire to communicate
in Spanish. Students make
connections with geography, art,
architectures, food and celebrations with
exposure to the many cultures of the
Spanish Speaking World. Introduction to
more advanced vocabulary and functional
phrases
are the foundation of meaningful
communication. More intensive grammar
explanations help student to achieve
accuracy in communication.
Cumulative Progress Indicators
FL.6-12.7.1 IL 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.
Overarching Essential Questions
How do art and music differ in the
Spanish speaking world to that of the
US?
How expressing certainty and doubt
differ: uses of the indicative and the
subjunctive?
Overarching Enduring Understandings
Art and music and the artists will be
studied. Students will learn to give
opinions and make comparisons in the
Target language.
The subjunctive is a mood. In Spanish are
there are 3 moods; The indicative, the
subjunctive and the imperative. Students
learn the indicative starting in level 1 and
quickly move to the imperative while
learning commands. The subjunctive is
later introduced due to the need for a
higher level of understanding and fluency
to determine if the subjunctive is
necessary. Students will also learn
common phrases that form compound
sentences that either use the indicative or
the subjunctive.
Unit Essential Questions
Describe the concert from this
weekend.
Unit Enduring Understandings
Both the preterite and imperfect will be
employed in a description of last summer’s
Express certainty and uncertainty
while describing an event.
vacation. Descriptions and ongoing
actions will use the imperfect. Events and
completed actions will use the preterite.
Students will also state opinions and use
comparative statements.
Students will use the learned phrases to
discuss an event(s).
Unit Rationale
Students often do not know how to study
a foreign language. Students are
encouraged to practice a little bit every
day. Many students also have begun
their study of foreign language in
primary school. This unit serves as a
review of material, a jumping off point
for more detailed and formal grammar
and vocabulary instruction as well as
more intensive focus on the cultures of
Spain for those students.
It is also a natural starting point for those
students never exposed to foreign
language learning.
Unit Overview
The communicative context of the themes
determines what grammar topics are covered.
Students will learn to talk about the past, the
future and how to give advice. Students will
need to use idiomatic expressions, the
imperfect, the preterite, the subjunctive, the
future, present and past perfect and present
and past progressive tenses. Students will
express interest and displeasure. They will
invite someone to do something and express
happiness and unhappiness.
Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)
Provide various themes to students and ask them what art form they would use to represent each
and why. For example, give them the theme AMOR. A student might respond: Usaría una
escultura para representar el amor. Esculpiría a una madre abrazando a su hijo. Try the
following themes or come up with your own: la música, un paisaje bonito, la tristeza, la familia,
la comida, la historia.
Integration of 21st Century Themes
Global Perspectives
Intermediate language learners learn to recognize cognates for common words and
phrases from their first language but then quickly realize the differences that make
each language unique. They also learn to recognize meaning of words from words
previously learned. For example the word vendedor is a noun that means seller or the
person who sells. The verb vender mean to sell. And the word la venta means the sale. x
Students become more aware of the grammatical structures of their first language in
order to become more proficient using language 2.
Civic Literacy
By learning Spanish and the various cultures of the Spanish Speaking world students
become better able to communicate and collaborate with people from those cultures.
When students have more knowledge about different cultures and languages they are
less likely to foster negative stereotypes.
21st Century Learning and Innovation Skills
(T,A = Taught and assessed in the unit, E = encouraged through the unit)
Critical Thinking and Problem Solving
Reason Effectively
°To use vocabulary and grammar appropriately with varied situations (When
speaking to adults or a male vs. a female)
Use Systems Thinking
°Recall/recognize appropriate verb endings to speak/write/listen with varied
subjects.
Make Judgments and Decisions
°°Effectively analyze a situation and choose the correct verb or adjective etc. Interpret spoken information to be able to respond appropriately.
Synthesize and make connections to write in a journal/class assignment or to
create a presentation/skit using learned vocabulary.
Solve Problems
°Effectively use vocabulary and grammar in a spontaneous situation with
minimal errors.
Learning Targets/Scaffolding
Ask for and give opinions
Introduce and change a topic of conversation
Make suggestions and recommendations
Turn down an invitation
Express certainty
Express doubt and disbelief
Ask about and explain where you found information
Talk about what you know and don’t know
Evidence of Learning
Summative Assessment (5 different Days)
Students will take end of vocabulary/grammar section quizzes as well as end of
chapter/unit tests. All quizzes and tests include listening, speaking, reading and writing
components.
Equipment needed: audio/video equipment, overhead projectors, computer/projector
Teacher Resources: audio cds, dvds, teacher generated tests/quizzes, interpersonal and
presentational rubrics
Key Terms
Comparisons of equality and superlatives
Passive voice
Subjunctive for hopes and wishes
Past perfect
Indicative after expressions of certainty
Subjunctive after expressions of doubt and disbelief
Haber
Indefinite expressions
Gender of nouns
Indicative in compound sentences
Instructional Strategies
Introduction of vocabulary with transparencies…the students have a blank version
as well and they fill in the missing words associated with each picture.
Model new words and phrases by moving about the room using the target language in
appropriate ways to help with understanding.
Model pronunciation and have students repeat and respond using correct
pronunciation.
Use picture prompts
Practice grammar with games
Customizing Learning/Differentiation
Additional practice for slower pace learners….Have students work in groups to find
examples of each art form in magazines or online. Have them cut and paste or cut out
the examples, and write the Spanish term in large letters below. Allow students to hang
posters or show their “poster” on smart board.
Spatial-Have students think about the visual construction of a news program feature.
Ask them to draw a 10 square “story board” or outline a video, consisting of a series of
squares with the different scenes to be shot depicted in the chronological order of the
story. Have students present their story boards to the class, telling who will be the
reporter and describing the report. Is it a controversial topic? Is the reporter reliable?
Will the report include many details?
Formative Assessments
Checking for understanding- white boards, signaling, TPR, drawing to demonstrate
understanding
Interpretive reading and listening tasks
Student to student conversations
Quizzes both oral and written
Primary Interdisciplinary Connections
Global awareness, geography, food, family values, religion, music, traditions…
Resources
References
Expresate Holt Rinehart Winston
www.youtube.com
www.google.com
Teacher discovery (various supplemental materials to practice verb conjugations
adjective noun agreement etc)
Collaboration Tools
Video sharing website for “at home” projects
Epals(hopefully this year)
Digital Tools
Text book expresate
Dvds
Powerpoint
Suggested Activities for Inclusion in Lesson Planning
Play recordings for listening activities multiple times.
Pair students homogeneously or heterogeneously by proficiency level
Use picture prompts
Use word banks
Unit Timeline
Lesson Timeframe
Lesson 1
El arte y la musica
16 days
Lesson 2
Ponte al dia
16 days
7.1.A.1 – Identify the main idea and some
supporting details when reading.
7.1.A.2- Understand the gist and some
supporting details of the conversations
dealing with everyday life.
7.1.A.3- Infer the meaning of some
unfamiliar words when used in familiar
contexts.
7.1.B.1- Ask and answer questions related to
everyday life.
7.1.B.2- Handle simple transactions related
to everyday life.
{DATE}
Sample Lesson Plan 1 Template
Content Area: World Language Spanish 3
Lesson Title: expressions of certainty Timeframe: 3 days
Lesson Components
21st Century Themes
x Global Awareness Financial, Economic,
Business, and
Entrepreneurial Literacy
x Civic Literacy x Health Literacy
21st Century Skills
x Creativity and
Innovation
x Critical Thinking and
Problem Solving
x Communication
and Collaboration
x Information
Literacy
x Media Literacy ICT Literacy x Life and Career Skills
Interdisciplinary Connections: English, history
Integration of Technology: interactive dvd, online recording
Equipment needed: headsets with microphones, computers, ipads
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students:
Will learn the
common expressions
of certainty that use
the indicative.
Will use haber for
the present perfect
indicative and the
present perfect
subjunctive
Will use
subjunctive after
expressions of doubt
and disbelief.
Lesson Sequence
13. Review non compound sentences.
14. Introduce the Indicative after
expressions of certainty using compound
sentences.
15. Do activities in small groups.
16. Do listening activities
17. Partner activities
18. Writing activities
Question and answer
Recall activities
Games to practice
Have a list of rules in the
the notebooks
Quizzes and tests
Power points
Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable
all students to achieve individual levels of mastery and to receive the individual support they need.
Resources Provided
Pictures
Dvd
Visual of activity via online text and lcd projector or in paper form or using hard bound classroom
set of texts.
PENNSVILLE SCHOOL DISTRICT
Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills
UNIT PLAN
Course Title: Spanish level 3 Unit Name: Mis aspiraciones Grade Level 10-12
Content Statements
With the increased abilities in the level three
classroom, students must be engaged and
immersed in the Spanish Speaking World
to stimulate a desire to communicate
in Spanish. Students make
connections with geography, art,
architectures, food and celebrations with
exposure to the many cultures of the
Spanish Speaking World. Introduction to
more advanced vocabulary and functional
phrases
are the foundation of meaningful
communication. More intensive grammar
explanations help student to achieve
accuracy in communication.
Cumulative Progress Indicators
FL.6-12.7.1 IL 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.
Overarching Essential Questions
How do Spanish and English differ
when using the past tense?
How is Spanish different than
English with the use of the
subjunctive?
Overarching Enduring Understandings
Spanish has clear distinctions with the use
of two main past tenses the imperfect and
the preterite. The Imperfect is used to
speak about habitual actions in the past
whereas the preterite is use to speak about
completed past actions. Also using
STATIVE verbs
The subjunctive is a mood. In Spanish are
there are 3 moods; The indicative, the
subjunctive and the imperative. Students
learn the indicative starting in level 1 and
quickly move to the imperative while
learning commands. The subjunctive is
later introduced due to the need for a
higher level of understanding and fluency
to determine if the subjunctive is
necessary. Subjunctive with adverbial
conjunctions and future actions.
Unit Essential Questions
Describe your biggest challenges.
Unit Enduring Understandings
Both the preterite and imperfect will be
Describe your accomplishments or
what you hope to achieve.
employed using stative verbs. Descriptions
and ongoing actions will use the imperfect.
Events and completed actions will use the
preterite.
When describe what you hope to do in the
future. Students will use the future and
conditional tenses as well as the
subjunctive. When describing what they
want for someone else or their hopes,
desires, suggestions etc all use the
subjunctive.
Unit Rationale
Students often do not know how to study
a foreign language. Students are
encouraged to practice a little bit every
day. Many students also have begun
their study of foreign language in
primary school. This unit serves as a
review of material, a jumping off point
for more detailed and formal grammar
and vocabulary instruction as well as
more intensive focus on the cultures of
Spain for those students.
It is also a natural starting point for those
students never exposed to foreign
language learning.
Unit Overview
The communicative context of the themes
determines what grammar topics are covered.
Students will learn to talk about the past, the
future and how to give advice. Students will
need to use idiomatic expressions, the
imperfect, the preterite, the subjunctive, the
future, present and past perfect and present
and past progressive tenses. Students will
express interest and displeasure. They will
invite someone to do something and express
happiness and unhappiness.
Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)
Have students form small groups to talk about the difficulties immigrants to the US might have
to overcome. Tell them to imagine that they are politicians or social workers trying to come up
with ways to make the transition to a new culture easier. Ask them to come up with several ideas
to discuss with the class.
Integration of 21st Century Themes
Global Perspectives
Intermediate language learners learn to recognize cognates for common words and
phrases from their first language but then quickly realize the differences that make
each language unique. They also learn to recognize meaning of words from words
previously learned. For example the word vendedor is a noun that means seller or the
person who sells. The verb vender mean to sell. And the word la venta means the sale. x
Students become more aware of the grammatical structures of their first language in
order to become more proficient using language 2.
Civic Literacy
By learning Spanish and the various cultures of the Spanish Speaking world students
become better able to communicate and collaborate with people from those cultures.
When students have more knowledge about different cultures and languages they are
less likely to foster negative stereotypes.
21st Century Learning and Innovation Skills
(T,A = Taught and assessed in the unit, E = encouraged through the unit)
Critical Thinking and Problem Solving
Reason Effectively
°To use vocabulary and grammar appropriately with varied situations (When
speaking to adults or a male vs. a female)
Use Systems Thinking
°Recall/recognize appropriate verb endings to speak/write/listen with varied
subjects.
Make Judgments and Decisions
°°Effectively analyze a situation and choose the correct verb or adjective etc. Interpret spoken information to be able to respond appropriately.
Synthesize and make connections to write in a journal/class assignment or to
create a presentation/skit using learned vocabulary.
Solve Problems
°Effectively use vocabulary and grammar in a spontaneous situation with
minimal errors.
Learning Targets/Scaffolding
To talk about challenges
To talk about accomplishments
To talk about future plans
To express cause and effect
To say what you can and cannot do
To talk about what you do and do not understand
To write a formal letter
To talk about your plans
Evidence of Learning
Summative Assessment (5 different Days)
Students will take end of vocabulary/grammar section quizzes as well as end of
chapter/unit tests. All quizzes and tests include listening, speaking, reading and writing
components.
Equipment needed: audio/video equipment, overhead projectors, computer/projector
Teacher Resources: audio cds, dvds, teacher generated tests/quizzes, interpersonal and
presentational rubrics
Key Terms
Preterite and imperfect of stative verbs
Grammatical reflexives
Lo and lo que
Subjunctive after adverbial conjunctions
Subjunctive with future actions
Indicative with habitual or past actions.
Verbs with indirect object pronouns
Verbs that express “to become”
Uses of se
Conditional
Past subjunctive with hypothetical statements
More past subjunctive
Instructional Strategies
Introduction of vocabulary with transparencies…the students have a blank version
as well and they fill in the missing words associated with each picture.
Model new words and phrases by moving about the room using the target language in
appropriate ways to help with understanding.
Model pronunciation and have students repeat and respond using correct
pronunciation.
Use picture prompts
Practice grammar with games
Customizing Learning/Differentiation
Additional practice for slower pace learners…. Go over vocabulary words one by one
and have volunteers give examples of each. For example, you might say grupos étnicos.
Students respond: los peruanos, los japoneses, los españoles. For antepasados students
might respond: abuelos, bisabuelos.
Divide the class into groups of three to create vocabulary notebooks. Students will
have the following roles: investigador(a), traductor(a), and escritor(a). The
investigador looks up each vocabulary word in a monolingual Spanish dictionary and
reads the definition to the group. The traductor looks up the vocabulary words in a
Spanish-english dictionary and reads the English translation to the group. The escritor
writes the Spanish definition and the English translation in the group’s notebook. All
group members then work together to compose a sentence using the vocabulary word in
context. Once the notebook is completed, each group will make copies so that all
members have their own notebook.
Formative Assessments
Checking for understanding- white boards, signaling, TPR, drawing to demonstrate
understanding
Interpretive reading and listening tasks
Student to student conversations
Quizzes both oral and written
Primary Interdisciplinary Connections
Global awareness, geography, food, family values, religion, music, traditions…
Resources
References
Expresate Holt Rinehart Winston
www.youtube.com
www.google.com
Teacher discovery (various supplemental materials to practice verb conjugations
adjective noun agreement etc)
Collaboration Tools
Video sharing website for “at home” projects
Epals(hopefully this year)
Digital Tools
Text book expresate
Dvds
Powerpoint
Suggested Activities for Inclusion in Lesson Planning
Play recordings for listening activities multiple times.
Pair students homogeneously or heterogeneously by proficiency level
Use picture prompts
Use word banks
Unit Timeline
Lesson Timeframe
Lesson 1
Mis aspiraciones
16 days
Lesson 2
¿a qué te dedicas?
16 days
7.1.A.1 – Identify the main idea and some
supporting details when reading.
7.1.A.2- Understand the gist and some
supporting details of the conversations
dealing with everyday life.
7.1.A.3- Infer the meaning of some
unfamiliar words when used in familiar
contexts.
7.1.B.1- Ask and answer questions related to
everyday life.
7.1.B.2- Handle simple transactions related
to everyday life.
{DATE}
Sample Lesson Plan 1 Template
Content Area: World Language Spanish 3
Lesson Title: Review of verbs with indirect object pronouns Timeframe: 3 days
Lesson Components
21st Century Themes
x Global Awareness Financial, Economic,
Business, and
Entrepreneurial Literacy
x Civic Literacy x Health Literacy
21st Century Skills
x Creativity and
Innovation
x Critical Thinking and
Problem Solving
x Communication
and Collaboration
x Information
Literacy
x Media Literacy ICT Literacy x Life and Career Skills
Interdisciplinary Connections: English, history
Integration of Technology: interactive dvd, online recording
Equipment needed: headsets with microphones, computers, ipads
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students:
Will learn verbs with
indirect object
pronouns
Verbs that express to
become
Uses of se
Lesson Sequence
19. Review the indirect object
pronouns
20. Review verbs already learned since
Spanish 1 that use indirect object
pronouns
21. Give list of verbs and go over
meanings
22. Have them do activities in small
groups
23. Partners
24. Listening
25. Writing(meaning full sentences)
Question and answer
Recall activities
Games to practice
Have a list of rules in the
the notebooks
Quizzes and tests
Power points
Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable
all students to achieve individual levels of mastery and to receive the individual support they need.
Resources Provided
Pictures
Dvd
Visual of activity via online text and lcd projector or in paper form or using hard bound classroom
set of texts.