NEPTUNE TOWNSHIP SCHOOL DISTRICT
World Language
Curriculum
Advanced Placement Spanish
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
November 28, 2012 Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
John E. Daniels, Sr., President
Kerry J. Gizzi, Vice President
Dwayne Breeden Fred C. Capolongo
Laura G. Granelli Chanta L. Jackson
Jennifer S. Latshaw Denis C. McCarthy
SCHOOL DISTRICT ADMINISTRATION
David A. Mooij
Superintendent of Schools
Bertha L. Williams-Pullen
Assistant Superintendent of Schools
Matthew Gristina
Assistant Superintendent for Curriculum, Instruction & Assessment
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Kathleen M. Skelton
Director of Special Services
Jennifer M. Clearwaters
Director of School Counseling Services
Lori Burns
Administrator for Co-Curricular Activities & Athletics
Supervisor
Kathleen M. Thomsen
ELEMENTARY SCHOOL ADMINSTRATION
Principals
Sally A. Millaway, Gables
James M. Nulle, Green Grove
Arlene M. Rogo, Ed.D., Midtown Community
Donato Saponaro, Shark River Hills
Jerard L. Terrell, Summerfield
Benedict P. Yennella, Early Childhood Center
MIDDLE SCHOOL ADMINSTRATION
Mark K. Alfone, Principal
Marjory V. Wilkinson, Vice Principal
Michael V. Smurro, Assistant Principal
HIGH SCHOOL ADMINISTRATION
Richard W. Allen, Principal
Titania M. Hawkins, Vice Principal
James H. Whitson, Vice Principal
DEPARTMENT CHAIRPERSONS
Lakeda D. Demery
Michael Fiorillo
Charles M. Kolinofsky
Joshua Loveland
Dawn Reinhardt
Tara L. Stephenson
Candice Wells
Hillary L. Wilkins
Cheryl L. Young
NEPTUNE TOWNSHIP SCHOOL DISTRICT
ADVANCED PLACEMENT SPANISH
CURRICULUM
Table of Contents
Acknowledgements...……………………………………………………………….i
District Mission Statement…………………………………..…………….............ii
District Educational Outcome Goals………………………………………………iii
Course Description ………………………………………..……………………….iv
Curriculum
Unit Title Page
Unit 1- La rutina , la casa y las comidas…………………………………………...……...1
Unit 2- El tiempo y los desastres, las profesiones y los oficios
y los medios de comunicación ..……………………………………………………....13
Unit 3- La estación de servicio, la hora, los días, los meses,
las estadísticas, los países y las nacionalidades…………….…….…..…...……….17
Unit 4- El avión y el turismo, el cuerpo, and el medioambiente….………….……22
NEPTUNE TOWNSHIP SCHOOL DISTRICT
World Language Curriculum
Advanced Placement Spanish
Acknowledgements
The 2009 NJCCCS clearly state the mission of a comprehensive world language program is to
“enable individuals, whether functioning as citizens or workers, to communicate face-to-face and
by virtual means in appropriate ways with people from diverse cultures.” With that goal in mind,
the World Language Curriculum Committee worked tirelessly to create communicative curricula
that emphasized cultural awareness. The following teachers are to be commended for their talent,
endless hours of collaboration and undying commitment to ensuring that the students of Neptune
Township School District have the best educational opportunities that foster critical thinking in
preparation for the 21st workplace.
Committee Members
Maria Granata-Davis
Jean Leonard
Javier Rodriguez
Michael Rybarczyk
i
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare all students for life
in the twenty-first century by encouraging them to recognize that learning is a continuing
process. It is with high expectations that our schools foster:
• A strong foundation in academic areas and modern technologies.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its people.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
ii
Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent readers, writers, speakers, listeners, and viewers with comprehension and
critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to be
successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and demonstrate
safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting
information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS).
Develop the ability to understand their world and to have an appreciation for the heritage of
America with a high degree of literacy in civics, history, economics and geography.
Develop a respect for different cultures and demonstrate trustworthiness, responsibility,
fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural aspects
and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication, with a
focus on character development.
Understand and practice the skills of family living, health, wellness and safety for their
physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of society.
Develop the ability to be creative, inventive decision-makers with skills in communicating
ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills, which are
significant to many aspects of life and work.
iii
ADVANCED PLACEMNT SPANISH
CURRICULUM
COURSE DESCRIPTION
Advanced Placement Spanish is the capstone course in Neptune’s K-12 Spanish program. It is
an approved AP course by the College Board. AP Spanish is intended for students who wish to
develop proficiency and integrate their language skills, using authentic materials and sources.
Students who enroll should already have a basic knowledge of the language and cultures of
Spanish-speaking peoples and should have attained a reasonable proficiency in using the
language. At the completion of this course students will sit for the AP Spanish Language Exam.
iv
1
Unit 1
La rutina , la casa y las comidas
Suggested Time
Frame
45 days(3, 15 day chapters)
STAGE 1: Identify Desired Results
Overview / Rationale
Students will learn vocabulary, expressions, and idioms to discuss and compare their daily
routines with classmates. Students will discuss the use of gas and electrical energy in their house,
ask parents about details, and create an energy saving plan. At the conclusion of the unit students
will discuss many different foods and design the menu for and organize a feast, wedding, or
other large celebration.
Standards 7.1 Intermediate- High/ Advanced-Low
7.1.IH.A.1- 8 Analyze structures of the target language and comparable linguistic structures in
English
7.1.IH.A.1- Analyze and critique information contained in culturally authentic materials using
electronic information sources related to a variety of familiar and some unfamiliar topics
7.1.IH.A.2 – demonstrate comprehension of spoken and written language, as expressed by
speakers of the target language in formal and informal settings, through appropriate responses
7.1.IH.A.6 - Analyze and critique readings from culturally authentic materials
7.1.IH.A.3 - Compare and contrast the use of verbal and non-verbal etiquette to perform a
variety of functions
7.1.IH.A.4 – Analyze historical and political contexts that connect or have connected famous
people, places, and events from the target culture(s) with the United States
7.1.IH.B4 – Ask and respond to questions as part of a group discussion of topics and situations of
a personal, academic, or social nature
7.1.IH.B.5 – Engage in oral and/or written discourse in a variety of timeframes on topics of
personal or social interest or on topics studied in other content areas.
7.1.IH.A.5 – Synthesize information discourse dealing with a variety of topics
7.1.IH.B.3 – interact in a variety of familiar situations using culturally appropriate verbal and
non-verbal communication strategies
7.1.IH.C.2 – create and perform stories, poems, short plays, or oral reports based on personal
experiences and/or that reflect cultural perspectives associated with the target culture(s).
2
Technology Standard (s) Interdisciplinary Standard (s)
8.1.12.A.3-4, 8.1.12.F.1
Science
5.1.12.D.1, 1.2.12.A.1-2, 2.2.12.A.3-4
Social Studies
6.1.12.D.14.f, 6.1.12.D.16.a, 6.2.12.C.5.d
6.2.12.D.6.a
Health/PE
2.2.12.A.1
Arts
1.2.12.A.1-2
Essential Questions
How do authors reflect the sociopolitical climate of their nations in writing?
In what ways do childhood experiences influence adult decisions?
What effect does the state of personal health have on moods and emotions?
How do I develop communicative competence?
How are environmental concerns unique in the Hispanic world?
Enduring Understandings
Establish the core Spanish vocabulary necessary to discuss Central American literature
and politics
Discussing Mexican society, literature, and the effect of childhood experiences on adult
decisions
Discussing mental and physical health in the Hispanic countries
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
21st Century Themes
Indicate by circling whether these skills are:
E – encouraged
T – taught
A – assessed
X
Global Awareness
E
ETA Creativity and Innovation
X
Environmental Literacy
E
ETA Critical Thinking and Problem
Solving
X
Health Literacy A ETA Communication
X Civic Literacy A ETA Collaboration
X Financial, Economic, Business and
Entrepreneurial Literacy
3
Student Learning Targets / Objectives
Students will know…
Vocabulary expressions, and idioms to
discuss and compare their daily
routines with classmates
How to discuss the use of gas and
electrical energy in their house
How to discuss many different foods
and design a menu for a feast, wedding,
or other large celebration
How to reflect on natural disasters and
epic storms in our world’s recent
history
How to create news interviews between
a reporter and an eyewitness covering a
hurricane or tsunami
To discuss different professions;
explain how they can help small
business
Students will be able to…
Use expressions, and idioms to discuss
and compare their daily routines with
classmates
Discuss the use of gas and electrical
energy in their house
Discuss many different foods and
design a menu for a feast, wedding, or
other large celebration
Reflect on natural disasters and epic
storms in our world’s recent history
Create news interviews between a
reporter and an eyewitness covering a
hurricane or tsunami
Discuss different professions; explain
how they can help small business
STAGE 2: Determine Acceptable Evidence
Assessments
Formative
Assessments
Listening Skills
Listening to news and synthesizing the information
Listening to music and summarizing the singer’s point of view
Listening to songs from Juanes, Violeta Parra, Los Jaivas
Writing Skills
Workbook and Audio activities “Galeria de arte y vida”
Writing in both formal and informal contexts
Journal entries
Open-ended responses
Creative writing
Reports current events in Spain, and Latin America
Poems: Pablo Nerduda “Me gusta cuando callas”, Federico Garcia
Lorca “Poema del cantante jondo”, Julio Cortazar “La autopista del
sur”
Speaking Skills
Dialogs: impromptu conversations
Prepared dialogs
Conversations based on thematic elements
4
Oral presentations: Persuasive speeches to the class, cultural or
historical presentations, art, literature, history, film.
Debates on the fairness or correctness of certain aspects of the culture
In-class skits, prepared and impromptu
Reading Skills
Authentic Literature: Abriendo Puertas; Antologia de Literatura en
Espanol; expressions, and idioms to discuss and compare
Quizzes
Grammar: Verbs forms, Past and Future tenses, Subjunctive, pronouns,
possessives and interrogatives, indefinite articles, comparatives and
superlatives
Vocabulary: climate, families, mental and physical health, the
environment, music, art
Cultural: Spanish and English Language Literature, the Spanish Civil
War, Civil War in Latin America, Spanish music and art
Summative
Assessment
Chapter tests
Quarter 1 / Unit assessment
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
Unit 1
La casa: aparatos, comida, herramientas, muebles, quehaceres, ropa pp.
1, 3, 4, 12, 15
El tiempo: al aire libre, animales, medio ambiente pp. 39, 41, 42, 50, 53
Los viajes: aeropuertos , caminos, medios de transporte pp. 61, 63, 64,
71, 75
Las diversiones: arte, ciencia ficcion, coches, fiestas, suenos, telefono,
televisión
Projects
“I am a doctor, and you are the teacher” P. 101
Students perform real-life scenarios they may encounter with someone from
the Hispanic Culture.
D indicates differentiation at the lesson level
Student Resources
Computer laboratory
CD culturally authentic documents
Video
Teacher-created resources
Newspapers and magazines:
http://worldpress.org/gateway.htm
5
http://www.onlinenewspapers.com/
www.studyspanish.com
www.cnn.com/espanol/
Radio/Pops artists
Maps: South America, Central America, Europe
Textbook: Triangulo Manual para estudiantes
Teacher Resources
The College Board’s curriculum (2013-2014)
Computer laboratory
CD culturally authentic documents
Video
Teacher-created resources
Newspapers and magazines:
http://worldpress.org/gateway.htm
http://www.onlinenewspapers.com/
www.studyspanish.com
www.cnn.com/espanol/
Radio
Maps: South America, Central America, Europe
Triangulo textbook
Music Cds.Pop artists
AP Spanish Language syllabus
Textbook: Triangulo Manual para profesores
6
Unit 2
El tiempo y los desastres, las profesiones y los oficios y los medios de
comunicación
Suggested Time
Frame
45 days(3, 15 day chapters)
STAGE 1: Identify Desired Results
Overview / Rationale
Students will reflect on natural disasters and epic storms in our world’s recent history. They will
create news interviews between a reporter and an eyewitness covering a famous hurricane or
tsunami. Students will discuss different possible professions, explain what micro edits are and
how they help small business. They will discuss advantages and disadvantages of cell phones
and internet to prepare for a roll-playing debate of the topic.
Standards7.1 Intermediate- High/ Advanced-Low
7.1.IH.A.1- 8 Analyze structures of the target language and comparable linguistic structures in
English
7.1.IH.A.1- Analyze and critique information contained in culturally authentic materials using
electronic information sources related to a variety of familiar and some unfamiliar topics
7.1.IH.A.2 – demonstrate comprehension of spoken and written language, as expressed by
speakers of the target language in formal and informal settings, through appropriate responses
7.1.IH.A.6 - Analyze and critique readings from culturally authentic materials
7.1.IH.A.3 - Compare and contrast the use of verbal and non-verbal etiquette to perform a
variety of functions
7.1.IH.A.4 – Analyze historical and political contexts that connect or have connected famous
people, places, and events from the target culture(s) with the United States
7.1.IH.B4 – Ask and respond to questions as part of a group discussion of topics and situations of
a personal, academic, or social nature
7.1.IH.B.5 – Engage in oral and/or written discourse in a variety of timeframes on topics of
personal or social interest or on topics studied in other content areas.
7.1.IH.A.5 – Synthesize information discourse dealing with a variety of topics
7.1.IH.B.3 – interact in a variety of familiar situations using culturally appropriate verbal and
non-verbal communication strategies
7.1.IH.C.2 – create and perform stories, poems, short plays, or oral reports based on personal
experiences and/or that reflect cultural perspectives associated with the target culture(s).
Technology Standard (s) Interdisciplinary Standard (s)
8.1.12.A.3-4, 8.1.12.F.1
Science
5.1.12.D.1, 1.2.12.A.1-2, 2.2.12.A.3-4
Social Studies
6.1.12.D.14.f, 6.1.12.D.16.a, 6.2.12.C.5.d
6.2.12.D.6.a
Health/PE
2.2.12.A.1
Arts
1.2.12.A.1-2
7
Essential Questions
How do music and art reflect the Spanish character?
How does a student of Spanish demonstrate advanced proficiency?
What effect does the state of personal health have on moods and emotions?
Enduring Understandings
Establish the core Spanish vocabulary necessary to discuss Spanish visual arts, poetry,
theater, and music
Establish the core Spanish vocabulary, including advanced situational words (e.g., at the
theater, in the country, aboard a jet, phrases, idioms)
Establish the core Spanish vocabulary necessary to discuss mental and physical health.
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
21st Century Themes
Indicate by circling whether these skills are:
E – encouraged
T – taught
A – assessed
X Global Awareness E ETA Creativity and Innovation
X
Environmental Literacy
E
ETA Critical Thinking and Problem
Solving
X Health Literacy ETA ETA Communication
Civic Literacy ETA ETA Collaboration
Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know…
How to collaborate with Spanish-
speaking students to compose
suggestions for the maintenance of
good health
How to identify the uses and formation
of all subjunctive mood verb forms
How to respond to oral prompts with
accuracy and fluency
How to demonstrate the ability to listen
and respond to narratives spoken by
native speakers
How to classify indefinite articles and
negative expressions in written and
oral forms
Students will be able to…
Collaborate with Spanish-speaking
students to compose suggestions for the
maintenance of good health
Identify the uses and information of all
subjunctive mood verbs forms
Respond to oral prompts with accuracy
and fluency
Demonstrate the ability to listen and
respond to narratives spoken by native
speakers
Classify indefinite articles and negative
expressions in written and oral forms
8
STAGE 2: Determine Acceptable Evidence
Assessments
Formative
Assessments
Listening Skills
Listening to news and synthesizing the information
Listening to music and summarizing the singer’s point of view
Listening to songs from Mexico, and Colombia
Writing Skills
Workbook and Audio activities “Galeria de arte y vida”
Writing in both formal and informal contexts
Journal entries
Open-ended responses
Creative writing
Reports current events in Mexico, and South America
Poems: Pablo Nerduda “Me gusta cuando callas”, Federico Garcia
Lorca “Poema del cantante jondo”, Julio Cortazar “La autopista del
sur”
Speaking Skills
Dialogs: impromptu conversations
Prepared dialogs
Conversations based on thematic elements
Oral presentations: Persuasive speeches to the class, cultural or
historical presentations, art, literature, history, film.
Debates on the fairness or correctness of certain aspects of the culture
In-class skits, prepared and impromptu
Reading Skills
Authentic Literature: Abriendo Puertas; Antologia de Literatura en
Espanol; expressions, and idioms to discuss and compare
Quizzes
Grammar: Verbs forms, Past and Future tenses, Subjunctive, pronouns,
possessives and interrogatives, indefinite articles, comparatives and
superlatives
Vocabulary: climate, families, mental and physical health, the
environment, music, art
Cultural: Spanish and English Language Literature, the Spanish Civil
War, Civil War in Latin America, Spanish music and art
Summative
Assessment
Chapter tests
Quarter 2 / Unit 2 assessment
9
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
Unit 2
La medicina: accidentes, emergencias, médicos, salud pp. 25, 26, 27,
32, 35
El ejercicio físico y los deportes: actividades, equipo, lugares pp. 101,
102, 103, 107, 11
El mundo profesional: política, profesiones, trabajo pp. 133, 134, 135,
140, 145
Projects
Healthy eating habits in Latin America P.26
Students perform real-life scenarios they may encounter when traveling abroad
or communicating with someone from the Hispanic culture.
D indicates differentiation at the lesson level
Student Resources
Computer laboratory
CD culturally authentic documents
Video
Teacher-created resources
Newspapers and magazines:
http://worldpress.org/gateway.htm
http://www.onlinenewspapers.com/
www.studyspanish.com
www.cnn.com/espanol/
Radio/Pops artits
Maps: South America, Central America, Europe
Triangulo textbook
Teacher Resources
The College Board’s curriculum (2013-2014)
Computer laboratory
CD culturally authentic documents
Video
Teacher-created resources
Newspapers and magazines:
http://worldpress.org/gateway.htm
http://www.onlinenewspapers.com/
www.studyspanish.com
www.cnn.com/espanol/
Radio
Maps: South America, Central America, Europe
Triangulo textbook
Music Cds.Pop artists
AP Spanish Language syllabus
10
Unit 3
La estación de servicio, la hora, los días, los meses, las estadísticas, los
países y las nacionalidades
Suggested Time
Frame
45 days(3, 15 day chapters)
STAGE 1: Identify Desired Results
Overview / Rationale
Students will talk about driving, gas prices, and the future of transportation in the U.S. and
abroad. They will compare oil importers to oil exporters and discuss how this affects
international trading relationships. Students will discuss vacations and season preferences. They
will write a creative story that implicitly or explicitly explains the importance of the Equinox in
ancient European and Latin American cultures. At the end of the unit students will discuss travel
to foreign countries and the effects of globalization. Students will create a model of what they a
particular country will be like in 25 years. They will write a paper supporting their projections
with if/then statements.
Standards: 7.1 Intermediate- High/ Advanced-Low
7.1.IH.A.1- 8 Analyze structures of the target language and comparable linguistic structures in
English
7.1.IH.A.1- Analyze and critique information contained in culturally authentic materials using
electronic information sources related to a variety of familiar and some unfamiliar topics
7.1.IH.A.2 – demonstrate comprehension of spoken and written language, as expressed by
speakers of the target language in formal and informal settings, through appropriate responses
7.1.IH.A.6 - Analyze and critique readings from culturally authentic materials
7.1.IH.A.3 - Compare and contrast the use of verbal and non-verbal etiquette to perform a
variety of functions
7.1.IH.A.4 – Analyze historical and political contexts that connect or have connected famous
people, places, and events from the target culture(s) with the United States
7.1.IH.B4 – Ask and respond to questions as part of a group discussion of topics and situations of
a personal, academic, or social nature
7.1.IH.B.5 – Engage in oral and/or written discourse in a variety of timeframes on topics of
personal or social interest or on topics studied in other content areas.
7.1.IH.A.5 – Synthesize information discourse dealing with a variety of topics
7.1.IH.B.3 – interact in a variety of familiar situations using culturally appropriate verbal and
non-verbal communication strategies
7.1.IH.C.2 – create and perform stories, poems, short plays, or oral reports based on personal
experiences and/or that reflect cultural perspectives associated with the target culture(s).
11
Technology Standard (s) Interdisciplinary Standard (s)
8.1.12.A.3-4, 8.1.12.F.1
Science
5.1.12.D.1, 1.2.12.A.1-2, 2.2.12.A.3-4
Social Studies
6.1.12.D.14.f, 6.1.12.D.16.a, 6.2.12.C.5.d
6.2.12.D.6.a
Health/PE
2.2.12.A.1
Arts
1.2.12.A.1-2
Essential Questions
What literary themes can be considered universal?
How does a storyteller create a work of fiction?
In what ways do the arts illustrate the outcome of the Spanish civil war?
Enduring Understandings
Establish the core Spanish vocabulary necessary to study Spanish peninsular literature
Brainstorm children’s literature to determine the theme or topic for a personal topic
Researching the causes, events, and outcomes of the Spanish Civil War In this unit plan, the following 21
st Century themes and skills are addressed
Check ALL that apply –
21st Century Themes
Indicate by circling whether these skills are:
E – encouraged
T – taught
A – assessed
X Global Awareness E ETA Creativity and Innovation
X
Environmental Literacy
E
ETA Critical Thinking and Problem
Solving
Health Literacy A ETA Communication
X Civic Literacy A ETA Collaboration
Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know…
How to compare and contrast Spanish
literature with English language
literature
How to create a multimedia project
based on the comparison of Spanish
and English language literature
How to discuss advantages of cell
phones and internet
How to talk about driving, gas prices
and the future of transportation in the
U.S. and abroad
How to discuss international trading
relationships with foreign countries
Students will be able to…
To compare and contrast Spanish
literature with English language
literature
To create a project based on
comparison of Spanish and English
language literature
Discuss advantages of cell phones and
the internet
To talk about driving, gas prices and the
future of transportation in the U.S. and
abroad
Discuss international trading
relationships with foreign countries
12
STAGE 2: Determine Acceptable Evidence
Assessments
Formative
Assessments
Listening Skills
Listening to news and synthesizing the information
Listening to music and summarizing the singer’s point of view
Listening to songs from Mexico, and Colombia
Writing Skills
Workbook and Audio activities “Galeria de arte y vida”
Writing in both formal and informal contexts
Journal entries
Open-ended responses
Creative writing
Reports current events in Mexico, and South America
Poems: Pablo Nerduda “Me gusta cuando callas”, Gustavo Adolfo
Becquer, Isabel Allende “Dos Palabras”
Speaking Skills
Dialogs: impromptu conversations
Prepared dialogs
Conversations based on thematic elements
Oral presentations: Persuasive speeches to the class, cultural or
historical presentations, art, literature, history, film.
Debates on the fairness or correctness of certain aspects of the culture
In-class skits, prepared and impromptu
Reading Skills
Authentic Literature: Abriendo Puertas; Antologia de Literatura en
Espanol; expressions, and idioms to discuss and compare cultures
Quizzes
Grammar: Verbs forms, Past and Future tenses, Subjunctive, pronouns,
possessives and interrogatives, indefinite articles, comparatives and
superlatives
Vocabulary: climate, families, mental and physical health, the
environment, music, art
Cultural: Spanish and English Language Literature, the Spanish Civil
War, Civil War in Latin America, Spanish music and art
Summative
Assessment
Chapter Tests
Quarter 3 / Unit 2 assessment
13
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
Unit 3
Short Dialogues: El arte de escuchar pp. 16, 17 (Triangulo)
Abriendo Puertas:
No oyes ladrar los perros Juan Rulfo, (México) p.25
Dos Palabras Isabel Allende, (Chile) p.130
Poemas de Pablo Neruda, Pablo Neruda (Chile) p.264
Poemas de Gustavo Adolfo Becquer, Gustavo Adolfo Becquer
(Espana) p.207
Projects
Healthy eating habits in Latin America P.26
Students perform real-life scenarios they may encounter when traveling abroad
or communicating with someone from the Hispanic culture.
D indicates differentiation at the lesson level
Student Resources
Computer laboratory
CD culturally authentic documents
Video: Evita, La Guerra civil de Espana, Goya, Picasso
Teacher-created resources
Newspapers and magazines:
http://worldpress.org/gateway.htm
http://www.onlinenewspapers.com/
www.studyspanish.com
www.cnn.com/espanol/
Radio/Pops artits
Maps: South America, Central America, Europe
Triangulo textbook
Abriendo Puertas textbook
Teacher Resources
The College Board’s curriculum (2013-2014)
Computer laboratory
CD culturally authentic documents
Videos: Evita, La Guerra Civil de Espana, Goya, Picasso
Teacher-created resources
Newspapers and magazines:
http://worldpress.org/gateway.htm
http://www.onlinenewspapers.com/
AP Spanish Language Syllabus
Abriendo Puertas (Teacher’s Resource Manual)
Triangulo (Manual Para Profesores)
14
Unit 4
El avión y el turismo, el cuerpo y el medioambiente
Suggested Time
Frame
45 days (3, 15 day chapters)
STAGE 1: Identify Desired Results
Overview / Rationale
Students will discuss tourism and its potential to positively affect Latin American economies.
They will create an advertisement to try to encourage more tourism to a particular region of the
Latin American country of their choice. Students will move on to discuss body type, body
image, media portrayals, ideal bodies, appearance, and their importance. They will analyze and
critique a mainstream magazine of their choice. They will be encouraged to focus on the image
of beauty the media sells to the public, and hypothesize over why it sells and where those ideals
come from. Finally students will discuss the condition of the environment, global warming,
natural resources, and the rainforest. Students will participate in a service learning project to do
their part to take care of their local environment by raising awareness or volunteering with a
local organization.
Standards 7.1 Intermediate- High/ Advanced-Low
7.1.IH.A.1- 8 Analyze structures of the target language and comparable linguistic structures in
English
7.1.IH.A.6 - Analyze and critique readings from culturally authentic materials
7.1.IH.A.3 - Compare and contrast the use of verbal and non-verbal etiquette to perform a
variety of functions
7.1.IH.A.4 – Analyze historical and political contexts that connect or have connected famous
people, places, and events from the target culture(s) with the United States
7.1.IH.B4 – Ask and respond to questions as part of a group discussion of topics and situations of
a personal, academic, or social nature
7.1.IH.B.5 – Engage in oral and/or written discourse in a variety of timeframes on topics of
personal or social interest or on topics studied in other content areas.
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Technology Standard (s) Interdisciplinary Standard (s)
8.1.12.A.3-4, 8.1.12.F.1
Science
5.1.12.D.1, 1.2.12.A.1-2, 2.2.12.A.3-4
Social Studies
6.1.12.D.14.f, 6.1.12.D.16.a, 6.2.12.C.5.d
6.2.12.D.6.a
Health/PE
2.2.12.A.1
Arts
1.2.12.A.1-2
Essential Questions
In what ways do routines change during holidays?
Is communication more than just the words we use?
What leisure time activities are universal?
Enduring Understandings
Research holiday destinations in Hispanic nations, and determine a typical activity by
comparing and contrast the different routines.
The study of another language and culture deepens understanding of where and how
people live and why events occur.
The amount of leisure time available and how it is spent varies among cultures.
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
21st Century Themes
Indicate by circling whether these skills are:
E – encouraged
T – taught
A – assessed
X
Global Awareness
E
ETA Creativity and Innovation
X
Environmental Literacy
E
ETA Critical Thinking and Problem
Solving
X
Health Literacy A ETA Communication
X Civic Literacy A ETA Collaboration
X Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know…
Differences and similarities between
Hispanic and American leisure
Students will be able to…
Talk about differences and similarities
between Hispanic and American leisure
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activities.
How to collect, share, and analyze
issues, problems and challenges lead to
an understanding of the role cultural
perspectives.
How to discuss many different foods
and design a menu for a feast, wedding,
or other large celebrations as a whole
family
How to engage in oral and/or written
discourse in a variety of timeframes on
topics of personal or social.
How to describe in writing people and
things from the home and school
environment.
activities.
Collect, share, and analyze issues,
problems and challenges lead to an
understanding of the role cultural
perspectives.
Read and discuss many different foods
and design a menu for a feast, weeding,
or any other celebration.
Engage in oral and/or written discourse
in a variety of timeframes on topics of
personal or social.
Describe in writing people and things
from home and school environment.
STAGE 2: Determine Acceptable Evidence
Assessments
Formative
Assessments
Listening Skills
Listening to news and synthesizing the information
Listening to music and summarizing the singer’s point of view
Listening to songs from Juanes, Violeta Parra, Los Jaivas
Writing Skills
Workbook and Audio activities “Galeria de arte y vida”
Writing in both formal and informal contexts
Journal entries
Open-ended responses
Creative writing
Reports current events in South American families
Poems: Pablo Nerduda “Me gusta cuando callas”, Federico Garcia
Lorca “Poema del cantante jondo”, Julio Cortazar “La autopista del
sur”
Speaking Skills
Dialogs: impromptu conversations
Prepared dialogs about the holidays
Conversations based on thematic elements
Oral presentations: Persuasive speeches to the class, cultural or
historical presentations, art, literature, history, film.
Debates on the fairness or correctness of certain aspects of the culture
In-class skits, prepared and impromptu
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Reading Skills
Authentic Literature: Abriendo Puertas; Antologia de Literatura en
Espanol; expressions, and idioms to discuss and compare
Quizzes
Grammar: Verbs forms, Past and Future tenses, Subjunctive, pronouns,
possessives and interrogatives, indefinite articles, comparatives and
superlatives
Vocabulary: Food, families, mental and physical health, the
environment, music, art, houses
Cultural: Spanish and English Language Literature, the Spanish Civil War,
Civil War in Latin America, Spanish music and art.
Summative
Assessment
Chapter Tests
Quarter 4 / Unit 4 assessment
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
Unit 4
La escuela: actividades, estudios, muebles, personas de la escuela. pp.
117, 118, 119, 123, 127
Las Relaciones personales: caracteristicas fisicas, emociones, familia,
personalidad. Pp. 149, 151, 152, 161, 167
Cuestiones Sociales: avances tecnologicos, futuro, leyes, policia. pp.
171, 172, 174, 179, 183
Projects:
The Food Pyramid
Students will identify their personal eating habits, as well as compare
and contrast the food pyramids of the United States and Spain.
Presentation:
PowerPoint / La comida en colores
Students complete a follow-along graphic organizer
Creation of a one-day menu for themselves
D indicates differentiation at the lesson level
Student Resources
Computer laboratory
CD culturally authentic documents
Video: Cooking in Latin America
Teacher-created resources: desayuna activity sheet
18
Newspapers and magazines:
http://worldpress.org/gateway.htm
http://www.onlinenewspapers.com/
www.studyspanish.com
www.cnn.com/espanol/
http://www.compraonline.grupoeroski.com/ecoventa/tienda/tiend.jsp
Radio
Maps: South America, Central America, Europe
Triangulo textbook
Music Cds.Pop artist
Teacher Resources
The College Board’s curriculum (2013-2014
Computer laboratory
CD culturally authentic documents
Video
Teacher-created resources
Newspapers and magazines:
http://worldpress.org/gateway.htm
http://www.onlinenewspapers.com/
www.studyspanish.com
www.cnn.com/espanol/
Radio
Maps: South America, Central America, Europe
Triangulo textbook
Music Cds.Pop artists
AP Spanish Language syllabus
Spanish language USDA web page:
http://www.mypyramid.gov/mypyramid/sp-index.aspx
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2012