Spanish II - Midland Park School District

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Review grammar topics such as ser and estar, nouns, articles, adjectives, verb tener, possessive adjectives, presenttense of regular and irregular verbs, contractions, indirect and direct object pronouns, verbs saber and conocer,comparatives and superlatives, and the preterite of regular and irregular verbs.Evidence of LearningSummative Assessment ( 10 days)Listening activitiesAuthentic reading assignmentsVocabulary quizzesChapter testMini-skits: ¿De dónde son?Teacher Resourcesand technology:Oral presentation: A typical school dayGroup skit: In a caféIndividual project: Deportes en el mundo hispanoWriting assignment: House descriptionSpeaking activity: VacacionesText book: ¡Así se dice 2! & Audio and Video Program. Vocabulary transparencies. Power pointpresentations. YouTube and other cultural video(s) clips. TPR Storytelling. Quia.com and otheronline review websites. Cultural readings from text and other sources (articles, emails,magazines, and online websites).Alternative Assessments:Self- and Peer-EvaluationsTask-based assessmentTeacher-student interactionFormative Assessments Brainstorming activity: Vocabulary game Observation of oral discourse Discussions Questioning Do now/exit slips Sentence strips Conjugation puzzles Thumbs up/down activitiesWhiteboard activitiesCommunicative activitiesDice GameComic strip: En una tienda de ropaCategory book foldable: Interactive Study guideBall tossAccommodationsSpecial Education Students/5041.implement student’s IEP2.use planning agenda3.use peer partners for practiceAt-risk Students1. Offer extra help as needed2. Check notebook for accuracy3. Allow peer editing before submitting workEnglish Language Learners1.allow use of bilingual dictionary2.allow additional time for writing3.use buddy system as a resource for various types ofinformationGifted and Talented Students1. Encourage researching and discussing of culturalissues an perspectives more in depth2. Processing of greater volume of any given printmaterial3. Give options for independent work on languageprojects of choice

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLSLesson PlansLesson #Lesson NameVocabulary Level ISer & Estar, The verb tenerTime frame (hours/days)On-going throughout theunit4 class daysNouns, articles, adjectives & possessive adjectives4 class daysPresent tense of regular & irregular verbs6 class daysIndirect object pronouns3 class daysSaber & Conocer2 class daysComparatives & Superlatives3 class daysPreterite of regular & irregular verbs4 class days12345678Direct object pronouns9Teacher Notes:4 class daysCurriculum Development ResourcesClick links below to access additional resources used to design this unit:Quia Interactive Online Student Edition found at quia.comQuickPass glencoe.comAsí se dice StudentWorks PlusAsí se dice ñol.compuzzlemaker.comUDL Guidelines: PresentationMethods The volume of rate of speechor sound The speed of timing of video,animation, sound,simulations, etc. The font used for printmaterials Use text equivalents in theform of captions orautomated speech-to-text(voice recognition) forspoken language Provide visual diagrams,charts, notations of music orsoundUDL Guidelines: Action andExpression Methods Use social media andinteractive web tools (e.g.discussion forums, chats,web design, annotation tools,storyboards, comic strips,animation presentations) Provide spellcheckers,grammar checkers, wordprediction software Use web applications (e.g.wikis, animation,presentation) Provide models andexamples of the process andproduct of goal-settingUDL Guidelines: EngagementMethods Provide learners with asmuch discretion andautonomy as possible byproviding choices in suchthings as:o The level of perceivedchallengeo The tools used forinformation gathering orproductiono The sequence of timing forcompletion ofsubcomponents of tasks Design activities so that

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Provide physical objects andspatial models to conveyperspective or interactionProvide auditory cues for keyconcepts and transitions invisual informationFollow accessibility standards(NIMAS, DAISY, etc.)whencreating digital textPre-teach vocabulary andsymbols, especially in waysthat promote connection tothe learners’ experience andprior knowledgeDefine domain-specificvocabulary (e.g. “map key”in social studies) using bothdomain-specific and commontermsAnchor instruction by linkingto and activating relevantprior knowledge (e.g. usingvisual imagery, conceptanchoring, or conceptmastery routines)Use advance organizers (e.g.KWL methods, conceptmaps)Pre-teach critical prerequisiteconcepts throughdemonstration or models“Chunk” information intosmaller elements Post goals, objectives, andschedules in an obvious placeProvide checklists and guidesfor note-takingAsk questions to guide selfmonitoring and reflection learning outcomes areauthentic, communicate toreal audiences, and reflect apurpose that is clear to theparticipantsProvide tasks that allow foractive participation,exploration andexperimentationInvite personal response,evaluation and self-reflectionto content and activitiesCreate an accepting andsupportive classroom climateEncourage and supportopportunities for peerinteractions and supportsCreate expectations forgroup work

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLSUnit OverviewContent Area: SpanishUnit Title: Unit 2: Chapter 1 En aviónTarget Course/Grade Level: Spanish IIUnit Summary: In this chapter, students will be able to talk about preparing for a trip and traveling by air. Students willalso discuss air travel in South America. In doing this, students will use the present progressive tense and verbs thathave g in the yo form of the present tense.Learning TargetsStandards7.1 Communication. All students will be able to communicate in at least one world language in addition to English. Theywill use language to engage in conversation, understand and interpret spoken and written language, presentinformation, concepts, and ideas while making connections with other disciplines, and compare the language/culturestudied with their own.7.2 Culture. All students will demonstrate an understanding of the perspectives of a culture(s) through experiences withits products and practices.CPI#Cumulative Progress Indicator (CPI)7.1.NH.A.2 Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their ownculture in the use of gestures.7.1.NH.B.3 Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.7.1.NH.B.4 Engage in short conversations about personal experiences or events, and/or topics studied in other corecontent areas.7.1.NH.C.1 Present the results of research showing the extent of diversity in products and practices that exist withinthe target language/culture(s).7.1.NH.C.2 Use language creatively in writing to respond to a variety of oral or visual prompts.7.2.NH.A.3 Show the relationship between the cultural characteristics found in films or videos to the culturalperspectives of the target culture(s) country(ies).7.2.NH.B.1 Use culturally appropriate etiquette in verbal and non-verbal communication in a variety of socialsituations.Interdisciplinary Connections:English Language Arts/LiteracyNJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences andrelevant connections from it; cite specific textual evidence when writing or speaking to supportconclusions drawn from the text.NJSLA.R4. Interpret words and phrases as they are used in a text, including determining technical,connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.NJSLSA.R10. Read and comprehend complex literary and informational texts independently andproficiently with scaffolding as needed.RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over thecourse of the text, including how it emerges and is shaped and refined by specific details and provide anobjective summary of the text.RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurativeand connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLSoutside the United States, drawing on a wide reading of world literature.RL.9-10.10. By the end of grade 9, read and comprehend literary nonfiction at grade level text-complexityabove with scaffolding as needed.By the end of grade 10, read and comprehend literary nonfiction at grade level text-complexity or above.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact andcollaborate with others.NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry based researchprocess, based on focused questions, demonstrating understanding of the subject under investigation.W.9-10.4. Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined instandards 1-3 above.)W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a newapproach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is mostsignificant for a specific purpose and audience.NJSLSA.SL.4. Present information, findings, and supporting evidence such that listeners can follow the lineof reasoning and the organization, development, and style are appropriate to task, purpose, andaudience.L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases basedon grades 9 – 10 reading and content, choosing flexibly from a range of strategies.A. Use context (e.g., the overall meaning of a sentence, paragraph, or textg; a word’s position or functionin a sentence) as a clue to the meaning of a word or phrase.B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech(e.g., analyze, analysis, analytical; advocate, advocacy).C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), bothprint and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part ofspeech, or its etymology.D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferredmeaning in context or in a dictionary).RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10text complexity band independently and proficiently.21st Century Themes and Skills:9.1.12.A.9Analyze how personal and cultural values impact spending and other financial decisions.9.1.12.E.1Evaluate the appropriateness of different types of monetary transactions for various situations.9.1.12.F.5Compare and contrast the role of philanthropy, volunteer service, and charities in communitydevelopment and quality of life in a variety of cultures.9.2.12.C.4Analyze how economic conditions and societal changes influence employment trends and future

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLSeducation.9.2.12.C.5Research career opportunities in the United States and abroad that require knowledge of world languagesand diverse ducationalTechnologyStandards8.1.12.A.2Apply appropriate academic and technical skills.Communicate clearly and effectively and with reason.Demonstrate creativity and innovation.Employ valid and reliable research strategies.Use technology to enhance productivity.Produce and edit a multi-page digital document for a commercial or professional audience and present it topeers and/or professionals in that related area for review.8.1.12.A.4Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on theworksheet, and use mathematical or logical functions, charts and data from all worksheets to convey theresults.8.2.12.C.2Analyze a product and how it has changed or might change over time to meet human needs and wants.Unit Essential Questions How does transportation found in own communitycompare to what is common in parts of the Spanishspeaking world? How do you talk about packing for a trip and getting tothe airport? How do you tell what you do at the airport? How do you talk about being on an airplane? How do you discuss air travel in South America? How do you use verbs that have g in the yo form of thepresent tense? How do you form the present progressive tense?Unit Learning Targets/Objectives:Students will Talk about packing for a trip and getting to the airport Tell what you do at the airportUnit Enduring Understandings: The concept of travel connotes different meaningto people according to their needs, resources, andexperiences. The use of foreign language for personalenjoyment, travel, work and enrichmentencourages life-long language learning. Travel provides opportunities to gain new insightabout self and the world.

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS Talk about being on an airplaneDiscuss air travel in South AmericaUse verbs that have g in the yo form of the present tenseUse the present progressive tenseEvidence of LearningSummative Assessment (10 days)Listening activitiesOral Presentations: Preparing for a tripSpeaking activitiesPartner Skit between flight attendant and passengerAuthentic reading assignmentsGroup Project: Traveling Brochure PowerpointVocabulary quizzesIndividual Project: Create boarding passChapter testsWriting assignment: Letter to service organizationReading assignment: Article about air travelExplanation of photographs from chapterTeacher Resourcesand technology:Text book: ¡Así se dice 2! & Audio and Video Program. Vocabulary transparencies. Power pointpresentations. YouTube and other cultural video(s) clips. TPR Storytelling. Quia.com and otheronline review websites. Cultural readings from text and other sources (articles, emails,magazines, and online websites).Alternative Assessments:Self- and Peer-EvaluationsTask-based assessmentTeacher-student interactionFormative Assessments Observation of oral discourse Discussions Questioning Do now/exit slips Foldables: Study organizer Charades Thumbs up/down activitiesWhiteboard activitiesCommunicative activitiesDice GameSoccer ball tossVocabulary snatch gameLarge physical maps of Spanish-speaking countries inLatin AmericaAccommodationsSpecial Education Students/5041.implement student’s IEP2.use planning agenda3.use peer partners for practiceAt-risk Students1. Offer extra help as needed2. Check notebook for accuracy3. Allow peer editing before submitting workEnglish Language Learners1.allow use of bilingual dictionary2.allow additional time for writing3.use buddy system as a resource for various types ofGifted and Talented Students1. Encourage researching and discussing of culturalissues an perspectives more in depth2. Processing of greater volume of any given print

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLSinformationmaterial3. Give options for independent work on languageprojects of choiceLesson PlansLesson #Lesson NameTalk about packing for a trip and getting to the airportTell what you do at the airportTime frame (hours/days)On-going throughout thechapter4 class daysTalk about being on an airplane4 class daysDiscuss air travel in South America2 class daysVerbs that have g in the yo form of Present Tense4 class daysPresent Progressive Tense5 class daysDeveloping reading comprehension skills3 daysChapter review3 daysChapter 1 TestsReading and Writing TestSpeaking TestCumulative Review3 days123456789102 daysTeacher Notes:Curriculum Development ResourcesQuia Interactive Online Student Edition found at quia.comQuickPass glencoe.comAsí se dice StudentWorks PlusAsí se dice ñol.comgooglemaps.compuzzlemaker.comUDL Guidelines: PresentationMethods The volume of rate of speechor sound The speed of timing of video,UDL Guidelines: Action andExpression Methods Compose in multiple mediasuch as text, speech,drawing, illustration, design,UDL Guidelines: EngagementMethodsProvide learners with as muchdiscretion and autonomy as possibleby providing choices in such things

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLS animation, sound,simulations, etc.The font used for printmaterialsUse text equivalents in theform of captions orautomated speech-to-text(voice recognition) forspoken languageProvide visual diagrams,charts, notations of music orsoundProvide auditory cues for keyconcepts and transitions invisual informationFollow accessibility standards(NIMAS, DAISY, etc.)whencreating digital textPre-teach vocabulary andsymbols, especially in waysthat promote connection tothe learners’ experience andprior knowledgeDefine domain-specificvocabulary (e.g. “map key”in social studies) using bothdomain-specific and commontermsAnchor instruction by linkingto and activating relevantprior knowledge (e.g. usingvisual imagery, conceptanchoring, or conceptmastery routines)Provide checklists,organizers, sticky notes,electronic reminders film, music,dance/movement, visual art,sculpture or videoUse physical manipulative(e.g. blocks, 3D models, baseten blocks)Use social media andinteractive web tools (e.g.discussion forums, chats,web design, annotation tools,storyboards, comic strips,animation presentations)Use web applications (e.g.wikis, animation,presentation)Provide models andexamples of the process andproduct of goal-settingPost goals, objectives, andschedules in an obvious placeProvide checklists and guidesfor note-takingAsk questions to guide selfmonitoring and reflectionas:ooo The level of perceivedchallengeThe tools used forinformation gathering orproductionThe sequence of timing forcompletion ofsubcomponents of tasksDesign activities so thatlearning outcomes areauthentic, communicate toreal audiences, and reflect apurpose that is clear to theparticipantsProvide tasks that allow foractive participation,exploration andexperimentationCreate an accepting andsupportive classroom climateEncourage and supportopportunities for peerinteractions and supportsCreate expectations forgroup work

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21st CENTURY GLOBAL SKILLSUnit OverviewContent Area: SpanishUnit Title: Unit 3: Chapter 2 ¡Una rutina diferente!Target Course/Grade Level: Spanish IIUnit Summary: In this chapter, students will build upon their language skills by learning additional parts of the body asthey talk about their daily routine. To put daily chores in a more interesting context, students will also talk aboutbackpacking and camping. To a

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. A. Use context (e.g., the overall meaning of a sentence, paragraph, or textg; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.