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Pine Hill Public Schools Curriculum
Content Area: Spanish World Languages
Course Title/ Grade Level: Spanish IV Honors/9-12
Unit 1: Describing one self for Job/ College
application: ¿Cómo soy?¿Qué quiero
ser? {Who am I? What I would like to
be?}
Marking
Period:
1 (Weeks 1-9)
Unit 2: Fashion, culture and Health¿Cómo
me veo? ¿Cuál es mi comida favorita?/
{How do I look? What is my favorite
food? What things I do to keep
myself healthy?}
Marking
Period:
2 (Weeks 1-9)
Unit 3: Environment: My house ¡Pensemos en
los demás. Un planeta en peligro.
{Thinking about others a planet in
Danger! }
Marking
Period:
3 (Weeks 1-9)
Unit 4: Graduation and future plans: Recomendaciones para el Colegio en
cuanto al Ambiente Físico y ecológico.
{Recommendations for the Physical
and Ecological Environment of our
school}.
Marking
Period:
4 (Weeks 1-9)
Date Created or Revised: August 2015
BOE Approval Date: August 25, 2015
2
Pine Hill Public Schools
World Languages' Curriculum
Unit Title: Describing oneself: for applications ¿Cómo soy?¿Qué quiero ser?
{Who am I? What I would like to be?}
Unit #: 1
Course: Spanish IV Honors Length of Time: 9 Weeks
Date Created: June 2012, Revised August 2015 BOE Approval Date:
Pacing Marking Period 1: Weeks 1-9
Essential
Questions
How does one talk about current events, past activities and become acquainted with
the Hispanic World?
How does one describe people, talk about accomplishments and experiences?
How one matches their personal descriptions with their future career?
Content Language-Vocabulary
Vocabulary related to describing feelings, physical features and personality traits;
time expressions; habitual past actions
Vocabulary related to different professions and how these professions relate to
personality
Language-Grammar
Review level three concepts
Present Tense verbs
Preterite Tense verbs
Verbs with spelling changes
Ser vs Estar
Imperfect tense
Preterite vs the Imperfect tenses
TPRS Story telling
Students will read and create stories applying the present and the past tenses
Nation/Culture
The cultural and geographic diversity of the Spanish speaking world -
Proverbs/Refranes of Spain and Latin America
Skills
To review the present tense and past tense of regular and irregular verbs
Identify and apply vocabulary related to describing people and talking about present
and past activities
Identify, compare/contrast and create sentences using ser vs estar
Identify, list and demonstrate using verbs in sentences with spelling changes in the
preterite
Identify, list and demonstrate using verbs in sentences with stem changes in the
preterite
Identify, list and demonstrate using irregular preterite verbs in sentences
Read, discuss and answer questions about the Spanish Speaking Community in the
U.S.A., Mexico and Central America, the Spanish speaking Caribbean, El Cono Sur,
Spain, Bolivia, Ecuador, Peru and Venezuela
Students will compare and contrast professions in the united States and other Latin
American countries.
Identify, list, compare and contrast further expansion of creating sentences with ser vs
estar in the imperfect and preterite tenses
3
21 st century
Skills
Compare and contrast applying the preterite and the imperfect tenses in sentences
Students will read and create questions using the grammar topics described above
at the individual teacher’s discretion
Students will prepare and present alternate assessments using the grammar concepts
and vocabulary presented in the marking period at the individual teacher’s discretion
Students will create their resume describing themselves and write their pretend
21 century Skills
Global awareness
Students will identify and list the different geographical areas in Latin America
Students will create an individual brochure identifying places to visit in Latin America.
Students will create a group work talking about different aspects of the economy,
culture, archeology, celebrations arts, History and traditions of the Latin American
country of their choice
Learning, Information Media and Technology innovation skills
Students will prepare and essay about who they are.
. Students will create an electronic portfolio in which they will expose different topics
related to the material covered in the marking period.
Life and career skills
Students will prepare an application letter for college or a job and their vitae and resume
Students will prepare and present alternate assessments using the grammar concepts and
vocabulary presented in the marking period at the individual teacher's discretion.
Assessments Formative
Class Participation
Class Work Assignments
Homework Assignments
Portfolio
Summative
Quizzes
Tests
Alternative Assessments
Benchmark Exam
Final electronic portfolio
*Other appropriate assessments at individual teacher's discretion.*
Interventions
/Differentiate
d Instruction
Primary instructional
Advanced Organizers
Cues and Questions
Generating and Testing Hypothesis
Identifying Similarities and Differences
Nonlinguistic Representation
Note Taking
Providing Practice
Providing Feedback
Providing Recognition
Reinforcing Effort
4
Setting Objectives
Summarizing
Indicators of learning
Experimenting
Learning Game
Practicing
Student Demonstrating
Student Graphic Organizing
Student Tutoring
Student-Teacher Interview
Teacher-Directed Question/Answer
Formative Assessment
Oral Reading
Silent Reading (little evidence)
Student Discussion
Student Performing/Presenting
Student Worksheet
Summative Assessment (Formal Assessment)
Guided Reading
Peer Teaching
Simulating/Modeling
Student Drawing
Student Planning
Student Writing
Teacher-Directed Lecture (little evidence)
*Other appropriate interventions/differentiation at individual teacher's discretion.*
Inter-
Disciplinary
Connections
Social Studies
Cultural aspects of the Spanish Speaking Community in the U.S.A, Mexico and
Central America, the Spanish speaking Caribbean, El Cono Sur, Spain, Bolivia,
Ecuador, Peru and Venezuela
Professions in their communities
LAL
Sentence formation, Types of verbs, Agreement of subjects and verbs, Subject
Pronouns, Phonetics, Punctuation, Present tense, Imperfect tense and Past tense;
synonyms and antonyms, syntax. The student will learn various vocabulary words that
change in meaning as one travels through different Hispanic countries and various
ways to say the same word in different Hispanic countries.
Life and Careers
The students will teach Spanish informational points to a friend or a family member
they will pick a possible career.
Lesson
Resources /
Activities
En Español 3, Mc Dougal Littell
En Español 3, Ancillaries: Unit Resource Books, Más práctica workbook, Para
hispanohablantes workbook, Audio cassettes and videos, Block Scheduling copymasters,
www.classzone.com, Hispanic Music CD’s and You Tube
*Other appropriate resources/activities at individual teacher's discretion.*
5
2009 NJCCCS
Standard: 7.1 World Languages: All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to present
information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures.
Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
Strand A Interpretive Mode: The mode of communication in which students demonstrate understanding of
spoken and written communication within the appropriate cultural context. Examples of “one-way” reading or
listening include cultural interpretations of print, video, and online texts, movies, radio and television
broadcasts, and speeches. Interpretation beyond the Novice level differs from comprehension because it
implies the ability to read or listen “between the lines” and “beyond the lines.”
Strand B Interpersonal Mode: The mode of communication in which students engage in direct oral and/or
written communication with others (e.g., conversing face-to-face, participating in online discussions or
videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail messages).
Strand C Presentational Mode: The mode of communication in which students present, through oral and/or
written communications, information, concepts and ideas to an audience of listeners or readers with whom
there is no immediate interaction. Examples of this “one-to-many” mode of communication are making a
presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and
writing an article for a newspaper.
Content Statement: Interpretive Mode
7.1.IL.A.A The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Interpretative Mode:
Identify the main idea and some supporting details
when reading.
Understand the gist and some supporting details of
conversations dealing with everyday life.
Infer the meaning of some unfamiliar words when
used in familiar contexts.
7.1. IL.A.B - Immigration changes both the
community of origin and the new community.
(Topics that assist in the development of this
understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
7.1. IL.A.C The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
Interpretative
7.1.AL.A.01 Analyze and critique the validity of
culturally authentic materials using electronic
information sources related to targeted themes
7.1.AL.A.02
Demonstrate comprehension of spoken and written
language and nuances of culture as expressed by
speakers of the target language in informal and some
formal settings.
7.1.AL.A.03
Analyze the use of verbal and non-verbal etiquette in
the target culture(s) and in ones own culture to
develop an understanding of how cultural
perspectives are reflected in cultural products and
cultural practices.
7.1.AL.A.04
Evaluate from multiple cultural perspectives the
historical political and present-day contexts that
connect or have connected famous people places and
events from the target culture(s) with the United
States.
7.1.AL.A.05
Evaluate information from oral and written discourse
dealing with a variety of topics.
7.1.AL.A.06 Analyze and critique readings on less
familiar topics using a variety of culturally authentic
texts and genres.
7.1.AL.A.07 Infer the meaning of some unfamiliar
6
7.1 IL.B Interpersonal mode
7.1. IL.B.A The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Identify the main idea and some supporting details
when reading.
Understand the gist and some supporting details of
conversations dealing with everyday life.
Infer the meaning of some unfamiliar words when
used in familiar contex
7.1.IL.B.B - Immigration changes both the
community of origin and the new community.
(Topics that assist in the development of this
understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
7.1. IL.B.C - The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1.IL.C - Presentational Mode
7.1.IL.C.A - The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Handle simple transactions related to everyday life
Express needs.
Give reasons.
Express an opinion and preference.
Request and suggest.
7.1. IL.C.B - Immigration changes the community of
origin and the new community. (Topics that assist in
the development of this understanding should
include, but are not limited to: current and past
words and phrases in academic and formal contexts.
7.1.AL.A.08 Analyze elements of the target language
that do not have a comparable linguistic element in
English.
Interpersonal Mode
7.1.AL.B.01Use digital tools to participate in
extended conversations on topics of a personal
academic or social nature using a variety of
timeframes to exchange information.
7.1.AL.B.02 Give respond to and ask for clarification
on detailed and complex oral and written directions
commands and indirect requests.
7.1.AL.B.03 Interact in a variety of familiar and a
few unfamiliar situations using culturally appropriate
verbal and non-verbal communication strategies.
7.1.AL.B.04 Ask and respond to questions as part of
a group discussion on topics of a personal academic
or social nature in informal and some formal settings.
7.1.AL.B.05 Engage in oral and or written discourse
in a variety of timeframes on topics of personal or
social interest topics studied in other content areas
and some unfamiliar topics.
7.1.AL.B.06 Use language in a variety of settings to
further personal academic and career goals.
Presentational Mode
Mode 7.1.AL.C.01 Create a research-based
multimedia-rich presentation to be shared virtually
with a target language audience.
7.1.AL.C.02 Create a research-based analysis of a
current global problem/issue showing cultural
perspectives associated with the target culture(s) and
another world culture.
7.1.AL.C.03 Use language creatively in writing for
personal career or academic purposes.
7.1.AL.C.04 Compare and contrast the structural
elements and or cultural perspectives found in
culturally authentic materials with those found in
selections in English.
7.1.AL.C.05 Analyze how cultural perspectives about
a specific cultural product or cultural practice
associated with the target culture(s) change over time
and compare with changing perspectives in ones own
culture.
7.1.AL.C.06 Create an electronic portfolio in the
target language with artifacts documenting language
proficiency cross-cultural awareness and experiences
and other qualifications that support the goals of the
Personalized Student Learning Plan.
7
immigration patterns, the impact of immigration on
society, and related issues.)
7.1. IL.C.C - The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1. IL.C.D - - Due to globalization and advances in
technology, the products and practices of a culture
change over time, and these changes may impact
cultural perspectives. (Content areas that assist in the
development of this understanding should include,
but are not limited to: science, technology, history,
social sciences, the visual and performing arts, and
world literature.)
7.1. IL.C.E - Human and animal migration are often
related to the availability of resources and the ability
to adapt to the environment. (Topics that assist in the
development of this understanding should include,
but are not limited to: habitats, animals, weather,
science, geography, social sciences, and distribution
of resources.)
7.1. IL.C.F Personal preferences and skills are key
factors to consider when making decisions about
postsecondary plans. (Topics that assist in the
development of this understanding should include,
but are not limited to: personal likes/dislikes, subject-
area preferences, academic record, and career
awareness, exploration, and preparation.)
7.1. IL.C.G - The amount of leisure time available
and how it is spent varies among cultures. (Topics
that assist in the development of this understanding
should include, but are not limited to: likes/dislikes,
pastimes, schedules, and travel.)
7.1.IL.C.H - Wellness practices may vary across
cultures. (Topics that assist in the development of this
understanding should include, but are not limited to:
sports and physical fitness activities and common
health conditions/problems and remedies.)
7.1.IL.C.I - Online newspapers, magazines, blogs,
wikis, podcasts, videos, and government websites
provide current information on perspectives of the
target culture on local, national, and global
problems/issues. (Topics that assist in the
development of this understanding should include,
but are not limited to: current events and
contemporary and emerging global issues, problems,
8
and challenges [e.g., population growth and
migration; environmental degradation and protection;
discrimination and other conflicts; and the allocation
of scarce resources].)
7.1.IL.C.J - Current trends and issues influence
popular culture. (Topics that assist in the
development of this understanding should include,
but are not limited to: fashion, style, popular music,
art, and pastimes.)
21st Century Themes
X Global
Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication and
Collaboration
X Information
Literacy
Media Literacy X ICT Literacy X Life and Career Skills
Pine Hill Public Schools
World Languages' Curriculum
Unit Title: ¿Cómo soy? ¿Cómo me veo? ¡Hay tanto que hacer! Unit #: 2
Course: Spanish IV Honors Length of Time: 9 Weeks
Date Created: June 2012, Revised August 2015 BOE Approval Date:
Pacing Marking Period 2: Weeks 1-9
Essential
Questions
How does one describe people, talk about accomplishments and experiences?
How does one describe fashions, talk about pastime
How to express feelings, what friends do and carry out household chores?
How do they keep themselves healthy?
Content Language-Vocabulary
To describe people, talk about experiences and list accomplishments
To describe fashions, likes and dislikes, predict actions and talk about pastimes
To talk about household chores and one’s feelings
Language-Grammar
Knowledge of the Present, Preterite and Imperfect tenses; Ser vs Estar
Present Perfect and the Past Perfect tenses
A reading selection on life
Verbs like Gustar
Por vs Para
A reading on the cultural role of fashion
Reflexive verbs
TPRS Story telling
Students will read and create stories applying situations in different stores
Nation/Culture and health
9
The cultural and geographic diversity of the Spanish speaking world – Miami,
San Antonio, The North Eastern part of the U.S.A.
Proverbs/Refranes of Spain and Latin America
What I do to keep myself healthy?
Skills
21st Century
Skills
Identify and apply vocabulary describing people, talking about experiences and
listing accomplishments
Identify, apply, compare and contrast the Present Perfect and the Past Perfect tenses
in sentences
Summarize, discuss and answer questions about a Cuban reading selection, “Soñar en
cubano”
Define and apply verbs like gustar, parecer, etc. with indirect object pronouns in
sentences
Identify, compare/contrast and create sentences applying Por vs Para
Identify, list and create sentences using the Future tense and using the future to
express probability
Summarize, discuss and answer questions about a cultural reading about different
designers
Identify and apply vocabulary describing fashions, predicting actions and talking
about pastimes
Identify, list and demonstrate using reflexive verbs in sentences
Identify and apply vocabulary discussing household chores and expressing feelings
Students will read and create questions using the grammar topics described above at
the individual teacher’s discretion
Students will prepare and present alternate assessments using the grammar concepts
and vocabulary presented in the marking period at the individual teacher’s discretion
Global awareness
Students will identify and list the different Fashionistas in the Latin American World
Students will compare and contrast these Fashionistas with the USA fashionistas
Learning, Information Media and Technology innovation skills
Students will prepare a presentation about a fashionista in the Latin World
. Students will create an electronic portfolio in which they will expose different topics
related to the material covered in the marking period.
Life and career skills
Students will prepare an essay about the professions in Fashion, Communications or
Artists comparing their country of preference with the opportunities in the USA
Health
Students will reflect about their health habits and create a plan to improve their
personal health (project)
Students will prepare and present alternate assessments using the grammar concepts
and vocabulary presented in the marking period at the individual teacher's discretion.
Assessments Formative
Class Participation
Class Work Assignments
Homework Assignments
Portfolio
Presentation or project creation
Summative
10
Quizzes
Tests
Alternative Assessments
Benchmark Exam
Final electronic portfolio
Presentation or project final presentation
*Other appropriate assessments at individual teacher's discretion.*
Interventions
/Differentiate
d Instruction
Primary instructional
Advanced Organizers
Cues and Questions
Generating and Testing Hypothesis
Identifying Similarities and Differences
Nonlinguistic Representation
Note Taking
Providing Practice
Providing Feedback
Providing Recognition
Reinforcing Effort
Setting Objectives
Summarizing
Indicators of learning
Experimenting
Learning Game
Practicing
Student Demonstrating
Student Graphic Organizing
Student Tutoring
Student-Teacher Interview
Teacher-Directed Question/Answer
Formative Assessment
Oral Reading
Silent Reading (little evidence)
Student Discussion
Student Performing/Presenting
Student Worksheet
Summative Assessment (Formal Assessment)
Guided Reading
Peer Teaching
Simulating/Modeling
Student Drawing
Student Planning
Student Writing
Teacher-Directed Lecture (little evidence)
*Other appropriate interventions/differentiation at individual teacher's discretion.*
11
Inter-
Disciplinary
Connections
Social Studies
Students will compare and contrast health issues In different countries in Latin Americsa
African Culture in Latin America
LAL
Sentence formation, types of verbs, agreement of subjects and verbs, subject
pronouns, phonetics, punctuation, Present and Past tenses; synonyms and antonyms;
prepositions, probability, syntax. Present Perfect tense, Past Perfect tense; Future
tense; describing oneself and others
The students will read and discuss about Latin American writers (e.g. “Soñar en
Cuba” by Cristina García and read about different Latin American Fashion designers)
Visual and Performing Arts
The students will learn about the cultural role of fashion.
The students will create a plan to improve their health
Life and Careers
Students will discuss what Latin America is doing to improve their health related to
Environment and health issues
Lesson
Resources /
Activities
En Español 3, Mc Dougal Littell
En Español 3, Ancillaries: Unit Resource Books, Más práctica workbook, Para
hispanohablantes workbook, Audio cassettes and videos, Block Scheduling copymasters,
www.classzone.com, Hispanic Music CD’s and You Tube
*Other appropriate resources/activities at individual teacher's discretion.*
2009 NJCCCS
Standard: 7.1 World Languages: All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to present
information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures.
Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
Strand A Interpretive Mode: The mode of communication in which students demonstrate understanding of
spoken and written communication within the appropriate cultural context. Examples of “one-way” reading or
listening include cultural interpretations of print, video, and online texts, movies, radio and television
broadcasts, and speeches. Interpretation beyond the Novice level differs from comprehension because it
implies the ability to read or listen “between the lines” and “beyond the lines.”
Strand B Interpersonal Mode: The mode of communication in which students engage in direct oral and/or
written communication with others (e.g., conversing face-to-face, participating in online discussions or
videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail messages).
Strand C Presentational Mode: The mode of communication in which students present, through oral and/or
written communications, information, concepts and ideas to an audience of listeners or readers with whom
there is no immediate interaction. Examples of this “one-to-many” mode of communication are making a
presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and
writing an article for a newspaper.
Content Statement: Interpretive Mode
7.1.IL.A.A The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Interpretative Mode:
Interpretative
7.1.AL.A.01 Analyze and critique the validity of
culturally authentic materials using electronic
information sources related to targeted themes
7.1.AL.A.02
Demonstrate comprehension of spoken and written
12
Identify the main idea and some supporting details
when reading.
Understand the gist and some supporting details of
conversations dealing with everyday life.
Infer the meaning of some unfamiliar words when
used in familiar contexts.
7.1. IL.A.B - Immigration changes both the
community of origin and the new community.
(Topics that assist in the development of this
understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
7.1. IL.A.C The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1 IL.B Interpersonal mode
7.1. IL.B.A The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Identify the main idea and some supporting details
when reading.
Understand the gist and some supporting details of
conversations dealing with everyday life.
Infer the meaning of some unfamiliar words when
used in familiar contex
7.1.IL.B.B - Immigration changes both the
community of origin and the new community.
(Topics that assist in the development of this
understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
7.1. IL.B.C - The study of another language and
language and nuances of culture as expressed by
speakers of the target language in informal and some
formal settings.
7.1.AL.A.03
Analyze the use of verbal and non-verbal etiquette in
the target culture(s) and in ones own culture to
develop an understanding of how cultural
perspectives are reflected in cultural products and
cultural practices.
7.1.AL.A.04
Evaluate from multiple cultural perspectives the
historical political and present-day contexts that
connect or have connected famous people places and
events from the target culture(s) with the United
States.
7.1.AL.A.05
Evaluate information from oral and written discourse
dealing with a variety of topics.
7.1.AL.A.06 Analyze and critique readings on less
familiar topics using a variety of culturally authentic
texts and genres.
7.1.AL.A.07 Infer the meaning of some unfamiliar
words and phrases in academic and formal contexts.
7.1.AL.A.08 Analyze elements of the target language
that do not have a comparable linguistic element in
English.
Interpersonal Mode
7.1.AL.B.01Use digital tools to participate in
extended conversations on topics of a personal
academic or social nature using a variety of
timeframes to exchange information.
7.1.AL.B.02 Give respond to and ask for clarification
on detailed and complex oral and written directions
commands and indirect requests.
7.1.AL.B.03 Interact in a variety of familiar and a
few unfamiliar situations using culturally appropriate
verbal and non-verbal communication strategies.
7.1.AL.B.04 Ask and respond to questions as part of
a group discussion on topics of a personal academic
or social nature in informal and some formal settings.
7.1.AL.B.05 Engage in oral and or written discourse
in a variety of timeframes on topics of personal or
social interest topics studied in other content areas
and some unfamiliar topics.
7.1.AL.B.06 Use language in a variety of settings to
further personal academic and career goals.
Presentational Mode
Mode 7.1.AL.C.01 Create a research-based
13
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1.IL.C - Presentational Mode
7.1.IL.C.A - The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Handle simple transactions related to everyday life
Express needs.
Give reasons.
Express an opinion and preference.
Request and suggest.
7.1. IL.C.B - Immigration changes the community of
origin and the new community. (Topics that assist in
the development of this understanding should
include, but are not limited to: current and past
immigration patterns, the impact of immigration on
society, and related issues.)
7.1. IL.C.C - The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1. IL.C.D - - Due to globalization and advances in
technology, the products and practices of a culture
change over time, and these changes may impact
cultural perspectives. (Content areas that assist in the
development of this understanding should include,
but are not limited to: science, technology, history,
social sciences, the visual and performing arts, and
world literature.)
7.1. IL.C.E - Human and animal migration are often
related to the availability of resources and the ability
to adapt to the environment. (Topics that assist in the
development of this understanding should include,
but are not limited to: habitats, animals, weather,
science, geography, social sciences, and distribution
of resources.)
7.1. IL.C.F Personal preferences and skills are key
factors to consider when making decisions about
postsecondary plans. (Topics that assist in the
multimedia-rich presentation to be shared virtually
with a target language audience.
7.1.AL.C.02 Create a research-based analysis of a
current global problem/issue showing cultural
perspectives associated with the target culture(s) and
another world culture.
7.1.AL.C.03 Use language creatively in writing for
personal career or academic purposes.
7.1.AL.C.04 Compare and contrast the structural
elements and or cultural perspectives found in
culturally authentic materials with those found in
selections in English.
7.1.AL.C.05 Analyze how cultural perspectives about
a specific cultural product or cultural practice
associated with the target culture(s) change over time
and compare with changing perspectives in ones own
culture.
7.1.AL.C.06 Create an electronic portfolio in the
target language with artifacts documenting language
proficiency cross-cultural awareness and experiences
and other qualifications that support the goals of the
Personalized Student Learning Plan.
14
development of this understanding should include,
but are not limited to: personal likes/dislikes, subject-
area preferences, academic record, and career
awareness, exploration, and preparation.)
7.1. IL.C.G - The amount of leisure time available
and how it is spent varies among cultures. (Topics
that assist in the development of this understanding
should include, but are not limited to: likes/dislikes,
pastimes, schedules, and travel.)
7.1.IL.C.H - Wellness practices may vary across
cultures. (Topics that assist in the development of this
understanding should include, but are not limited to:
sports and physical fitness activities and common
health conditions/problems and remedies.)
7.1.IL.C.I - Online newspapers, magazines, blogs,
wikis, podcasts, videos, and government websites
provide current information on perspectives of the
target culture on local, national, and global
problems/issues. (Topics that assist in the
development of this understanding should include,
but are not limited to: current events and
contemporary and emerging global issues, problems,
and challenges [e.g., population growth and
migration; environmental degradation and protection;
discrimination and other conflicts; and the allocation
of scarce resources].)
7.1.IL.C.J - Current trends and issues influence
popular culture. (Topics that assist in the
development of this understanding should include,
but are not limited to: fashion, style, popular music,
art, and pastimes.)
21st Century Themes
X Global
Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication and
Collaboration
Information
Literacy
Media Literacy X ICT Literacy X Life and Career Skills
Pine Hill Public Schools
World Languages' Curriculum
Unit Title: ¡Hay tanto que hacer! Pensemos en los demás. Un planeta en peligro. Unit #: 3
Course: Spanish IV Honors Length of Time: 9 Weeks
15
Date Created: June 2012, Revised August 2015 BOE Approval Date:
Pacing Marking Period 3: Weeks 1-9
Essential
Questions
How to express feelings, what friends do and carry out household chores?
How to express what you want to do, make requests and suggestions?
How does one say what should be done, react to ecology and react to others’ actions?
Content Language-Vocabulary
To talk about household chores, express feelings and say what friends do
To talk about what one wants to do, making requests and suggestions for
volunteering
To talk about reacting to the ecology
Language-Grammar
Knowledge of the Present, Preterite and Imperfect tenses; Ser vs Estar; the Present
Perfect and the Past Perfect tenses; the Future tense
Reflexive verbs
Impersonal construction with se
A reading selection by Sandra Cisneros
Command forms
Conditional tense and speculating with the Conditional
A reading selection by Rigoberta Menchú
TPRS Story telling
Students will read and create stories in how to preserve the environment applying grammar
learned.
Nation/Culture
The cultural and geographic diversity of the Spanish speaking world – Miami,
San Antonio, The North Eastern part of the U.S.A., México and Central America,
Monteverde - Costa Rica
Proverbs/Refranes of Spain and Latin America
Skills
Identify and apply vocabulary defining household chores, expressing feelings and
saying what friends do
Identify, list and create sentences using reflexive verbs
Identify and create sentences demonstrating the impersonal construction with se
Summarize, discuss and answer questions about “La casa en Mango Street,” a
reading by Sandra Cisneras
Identify, list, compare/contrast and create sentences using tú, Ud., Uds. and nosotros
commands with regular and irregular verbs
Identify and apply vocabulary describing what one wants to do, making requests and
suggestions for volunteering
Summarize, discuss and answer questions about the life of different Latin American
Writers
Identify, list and create sentences using the conditional tense and speculating with the
conditional
Identify and apply vocabulary focusing on reacting to ecology
Students will read and create questions using the grammar topics described above at
the individual teacher’s discretion
Students will prepare and present alternate assessments using the grammar concepts
16
21st century
Skills
and vocabulary presented in the marking period at the individual teacher’s discretion
Global awareness
Students will identify and list the different geographical areas in Latin America and
their eco problems and compare them with the United States
Students will create a group work to work with the Environmental issues around our
school.
Learning, Information Media and Technology innovation skills
Students will research and prepare a presentation in what latin American Countries
are doing to safe the Environment
. Students will create an electronic portfolio in which they will expose different topics
related to the environment
Life and career skills
Students will research professions that are developing to improve the environment
Students will prepare and present alternate assessments using the grammar concepts and
vocabulary presented in the marking period at the individual teacher's discretion.
Assessments Formative
Class Participation
Class Work Assignments
Homework Assignments
Portfolio
Summative
Quizzes
Tests
Alternative Assessments
Benchmark Exam
Final electronic portfolio
*Other appropriate assessments at individual teacher's discretion.*
Interventions
/Differentiate
d Instruction
Primary instructional
Advanced Organizers
Cues and Questions
Generating and Testing Hypothesis
Identifying Similarities and Differences
Nonlinguistic Representation
Note Taking
Providing Practice
Providing Feedback
Providing Recognition
Reinforcing Effort
Setting Objectives
Summarizing
Indicators of learning
Experimenting
Learning Game
Practicing
Student Demonstrating
17
Student Graphic Organizing
Student Tutoring
Student-Teacher Interview
Teacher-Directed Question/Answer
Formative Assessment
Oral Reading
Silent Reading (little evidence)
Student Discussion
Student Performing/Presenting
Student Worksheet
Summative Assessment (Formal Assessment)
Guided Reading
Peer Teaching
Simulating/Modeling
Student Drawing
Student Planning
Student Writing
Teacher-Directed Lecture (little evidence)
*Other appropriate interventions/differentiation at individual teacher's discretion.*
Inter-
Disciplinary
Connections
Social Studies
Cultural aspects of the Spanish Speaking Community in the U.S.A. - Miami, San
Antonio, The North Eastern part of the U.S.A.; Monteverde, Costa Rica
LAL
Sentence formation, types of verbs, agreement of subjects and verbs, subject
pronouns, phonetics, punctuation, Present tense and Past tense; synonyms and
antonyms; Present Perfect tense, Past Perfect tense; Future tense; Commands;
Conditional tense; prepositions, probability, syntax. The students will talk and write
about social problems and propose solutions for the community.
The students will contrast between feelings and reality in a personal narrative after
reading Sandra Cisnero’s “La Casa en Mango Street.” The students will read a
selection about the life of Rigoberta Menchú, a Nobel Peace Prize winner who
fought against prejudice in her town of Guatemala.
Visual and Performing Arts
The students will hear and read about Tito Puente. The students will invent a product,
write and present their commercial.
Life and Careers
The students will discuss communal gardens, volunteering and protecting the
environment. The students will identify feelings important in a friendship and talk
about maintaining a household.
Science
The students will discuss and write about ecological problems and make suggestions
to improve the status of the planet and one’s community.
Lesson
Resources /
Activities
En Español 3, Mc Dougal Littell
En Español 3, Ancillaries: Unit Resource Books, Más práctica workbook, Para
hispanohablantes workbook, Audio cassettes and videos, Block Scheduling copymasters,
www.classzone.com, Hispanic Music CD’s and You Tube
18
*Other appropriate resources/activities at individual teacher's discretion.*
2009 NJCCCS
Standard: 7.1 World Languages: All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to present
information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures.
Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
Strand A Interpretive Mode: The mode of communication in which students demonstrate understanding of
spoken and written communication within the appropriate cultural context. Examples of “one-way” reading or
listening include cultural interpretations of print, video, and online texts, movies, radio and television
broadcasts, and speeches. Interpretation beyond the Novice level differs from comprehension because it
implies the ability to read or listen “between the lines” and “beyond the lines.”
Strand B Interpersonal Mode: The mode of communication in which students engage in direct oral and/or
written communication with others (e.g., conversing face-to-face, participating in online discussions or
videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail messages).
Strand C Presentational Mode: The mode of communication in which students present, through oral and/or
written communications, information, concepts and ideas to an audience of listeners or readers with whom
there is no immediate interaction. Examples of this “one-to-many” mode of communication are making a
presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and
writing an article for a newspaper.
Content Statement: Interpretive Mode
7.1.IL.A.A The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Interpretative Mode:
Identify the main idea and some supporting details
when reading.
Understand the gist and some supporting details of
conversations dealing with everyday life.
Infer the meaning of some unfamiliar words when
used in familiar contexts.
7.1. IL.A.B - Immigration changes both the
community of origin and the new community.
(Topics that assist in the development of this
understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
7.1. IL.A.C The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
Interpretative
7.1.AL.A.01 Analyze and critique the validity of
culturally authentic materials using electronic
information sources related to targeted themes
7.1.AL.A.02
Demonstrate comprehension of spoken and written
language and nuances of culture as expressed by
speakers of the target language in informal and some
formal settings.
7.1.AL.A.03
Analyze the use of verbal and non-verbal etiquette in
the target culture(s) and in ones own culture to
develop an understanding of how cultural
perspectives are reflected in cultural products and
cultural practices.
7.1.AL.A.04
Evaluate from multiple cultural perspectives the
historical political and present-day contexts that
connect or have connected famous people places and
events from the target culture(s) with the United
States.
7.1.AL.A.05
Evaluate information from oral and written discourse
dealing with a variety of topics.
7.1.AL.A.06 Analyze and critique readings on less
19
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1 IL.B Interpersonal mode
7.1. IL.B.A The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Identify the main idea and some supporting details
when reading.
Understand the gist and some supporting details of
conversations dealing with everyday life.
Infer the meaning of some unfamiliar words when
used in familiar contex
7.1.IL.B.B - Immigration changes both the
community of origin and the new community.
(Topics that assist in the development of this
understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
7.1. IL.B.C - The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1.IL.C - Presentational Mode
7.1.IL.C.A - The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Handle simple transactions related to everyday life
Express needs.
Give reasons.
Express an opinion and preference.
Request and suggest.
7.1. IL.C.B - Immigration changes the community of
origin and the new community. (Topics that assist in
the development of this understanding should
include, but are not limited to: current and past
immigration patterns, the impact of immigration on
familiar topics using a variety of culturally authentic
texts and genres.
7.1.AL.A.07 Infer the meaning of some unfamiliar
words and phrases in academic and formal contexts.
7.1.AL.A.08 Analyze elements of the target language
that do not have a comparable linguistic element in
English.
Interpersonal Mode
7.1.AL.B.01Use digital tools to participate in
extended conversations on topics of a personal
academic or social nature using a variety of
timeframes to exchange information.
7.1.AL.B.02 Give respond to and ask for clarification
on detailed and complex oral and written directions
commands and indirect requests.
7.1.AL.B.03 Interact in a variety of familiar and a
few unfamiliar situations using culturally appropriate
verbal and non-verbal communication strategies.
7.1.AL.B.04 Ask and respond to questions as part of
a group discussion on topics of a personal academic
or social nature in informal and some formal settings.
7.1.AL.B.05 Engage in oral and or written discourse
in a variety of timeframes on topics of personal or
social interest topics studied in other content areas
and some unfamiliar topics.
7.1.AL.B.06 Use language in a variety of settings to
further personal academic and career goals.
Presentational Mode
Mode 7.1.AL.C.01 Create a research-based
multimedia-rich presentation to be shared virtually
with a target language audience.
7.1.AL.C.02 Create a research-based analysis of a
current global problem/issue showing cultural
perspectives associated with the target culture(s) and
another world culture.
7.1.AL.C.03 Use language creatively in writing for
personal career or academic purposes.
7.1.AL.C.04 Compare and contrast the structural
elements and or cultural perspectives found in
culturally authentic materials with those found in
selections in English.
7.1.AL.C.05 Analyze how cultural perspectives about
a specific cultural product or cultural practice
associated with the target culture(s) change over time
and compare with changing perspectives in ones own
culture.
7.1.AL.C.06 Create an electronic portfolio in the
target language with artifacts documenting language
20
society, and related issues.)
7.1. IL.C.C - The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1. IL.C.D - - Due to globalization and advances in
technology, the products and practices of a culture
change over time, and these changes may impact
cultural perspectives. (Content areas that assist in the
development of this understanding should include,
but are not limited to: science, technology, history,
social sciences, the visual and performing arts, and
world literature.)
7.1. IL.C.E - Human and animal migration are often
related to the availability of resources and the ability
to adapt to the environment. (Topics that assist in the
development of this understanding should include,
but are not limited to: habitats, animals, weather,
science, geography, social sciences, and distribution
of resources.)
7.1. IL.C.F Personal preferences and skills are key
factors to consider when making decisions about
postsecondary plans. (Topics that assist in the
development of this understanding should include,
but are not limited to: personal likes/dislikes, subject-
area preferences, academic record, and career
awareness, exploration, and preparation.)
7.1. IL.C.G - The amount of leisure time available
and how it is spent varies among cultures. (Topics
that assist in the development of this understanding
should include, but are not limited to: likes/dislikes,
pastimes, schedules, and travel.)
7.1.IL.C.H - Wellness practices may vary across
cultures. (Topics that assist in the development of this
understanding should include, but are not limited to:
sports and physical fitness activities and common
health conditions/problems and remedies.)
7.1.IL.C.I - Online newspapers, magazines, blogs,
wikis, podcasts, videos, and government websites
provide current information on perspectives of the
target culture on local, national, and global
problems/issues. (Topics that assist in the
development of this understanding should include,
but are not limited to: current events and
contemporary and emerging global issues, problems,
and challenges [e.g., population growth and
proficiency cross-cultural awareness and experiences
and other qualifications that support the goals of the
Personalized Student Learning Plan.
21
migration; environmental degradation and protection;
discrimination and other conflicts; and the allocation
of scarce resources].)
7.1.IL.C.J - Current trends and issues influence
popular culture. (Topics that assist in the
development of this understanding should include,
but are not limited to: fashion, style, popular music,
art, and pastimes.)
21st Century Themes
X Global
Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication and
Collaboration
X Information
Literacy
Media Literacy X ICT Literacy X Life and Career Skills
Pine Hill Public Schools
World Languages' Curriculum
Unit Title: Un planeta en peligro. La riqueza natural. ¡Al fin la graduación! Unit #: 4
Course: Spanish IV Honors Length of Time: 9 Weeks
Date Created: June 2012, Revised August 2015 BOE Approval Date:
Pacing Marking Period 4: Weeks 1-9
Essential
Questions
How does one say what should be done, react to ecology and react to others’ actions?
How does one react to nature, express doubt and relate events in time?
How does one describe personal celebrations, graduation, say what people want and
link events and ideas?
Content Language-Vocabulary
To talk about reacting to ecology and saying what should be done
To talk about reacting to nature, expressing doubt and relating events in time
To talk about describing personal celebrations, saying what people want and linking
events and ideas
Language-Grammar
Knowledge of the Present, Preterite and Imperfect tenses; Ser vs Estar; the Present
Perfect and the Past Perfect tenses; the Future and Conditional tenses
Present Subjunctive
Present Perfect Subjunctive
A reading selection on literacy in Nicaragua
The subjunctive-for expressing wishes, doubt and uncertainty, cuando and
conjunctions of time
A reading selection highlighting satire, parody and irony via advertisements
Imperfect subjunctive (exposure to formation) (time permitting)
TPRS Story telling skills
Students will create stories about their experiences in the High School and how this
22
influenced their personal growth, among other topics.
Nation/Culture
The cultural and geographic diversity of the Spanish speaking world –
Costa Rica,El Salvador, Guatemala, Panamá, Honduras, Nicaragua, Cuba, El Caribe,
Puerto Rico, La República Dominicana, Santo Domingo
Proverbs/Refranes of Spain and Latin America
Skills
21st Century
Skills
Identify, list and create sentences applying the present subjunctive of regular,
irregular and stem-changing verbs
Identify and create sentences applying the present subjunctive with impersonal
expressions
Identify and create sentences applying the present perfect subjunctive
Summarize, discuss and answer questions about literacy in Nicaragua
Identify and apply vocabulary focusing on reacting to ecology and saying what
should be done
Identify and create sentences applying the subjunctive with expressions of emotion,
doubt and uncertainty and conjunctions of time
Summarize, discuss and answer questions about “Baby H.P.” by Juan José Arreola
reacting to ecology and saying what should be done
Identify and apply vocabulary focusing on reacting to nature, expressing doubt and
relating events in time
Identify and create sentences applying the subjunctive with expressing wishes and
various conjunctions
Identify, list and create sentences applying the imperfect subjunctive (Time
permitting)
Identify and apply vocabulary describing personal celebrations, graduation, saying
what people want and linking events and ideas
Students will read and create questions using the grammar topics described above at
the individual teacher’s discretion
Students will prepare and present alternate assessments using the grammar concepts
and vocabulary presented in the marking period at the individual teacher’s discretion
Global awareness
Students will research about what students are doing to improve general aspects of
their surroundings in Some countries in Latin America And compare them with the
USA
Learning, Information Media and Technology innovation skills
Students will prepare a presentation in which they will express how they could
improve their School and Community
Life and career skills
Students will plan how they will approach the leaders to improve our Community
Students will prepare and present alternate assessments using the grammar concepts
and vocabulary presented in the marking period at the individual teacher's discretion.
Assessments Formative
Class Participation
Class Work Assignments
Homework Assignments
Portfolio
Summative
23
Quizzes
Tests
Alternative Assessments
Benchmark Exam
Final electronic portfolio
*Other appropriate assessments at individual teacher's discretion.*
Interventions
/Differentiate
d Instruction
Primary instructional
Advanced Organizers
Cues and Questions
Generating and Testing Hypothesis
Identifying Similarities and Differences
Nonlinguistic Representation
Note Taking
Providing Practice
Providing Feedback
Providing Recognition
Reinforcing Effort
Setting Objectives
Summarizing
Indicators of learning
Experimenting
Learning Game
Practicing
Student Demonstrating
Student Graphic Organizing
Student Tutoring
Student-Teacher Interview
Teacher-Directed Question/Answer
Formative Assessment
Oral Reading
Silent Reading (little evidence)
Student Discussion
Student Performing/Presenting
Student Worksheet
Summative Assessment (Formal Assessment)
Guided Reading
Peer Teaching
Simulating/Modeling
Student Drawing
Student Planning
Student Writing
Teacher-Directed Lecture (little evidence)
*Other appropriate interventions/differentiation at individual teacher's discretion.*
24
Inter-
Disciplinary
Connections
Social Studies
Cultural aspects of the Spanish Speaking Community in the U.S.A. - Miami, San
Antonio, The North Eastern part of the U.S.A.; Monteverde, Costa Rica;
The students will talk about celebrations in Puerto Rico, Dominican Republic and
Cuba and compare and contrast their own to those in Hispanic lands.
LAL
Sentence formation, types of verbs, agreement of subjects and verbs, subject
pronouns, phonetics, punctuation, Present tense and Past tense; synonyms and
antonyms; prepositions, probability, syntax; Present Perfect tense, Past Perfect tense;
Future tense; Commands; Conditional tense; Subjunctive; the students will talk and
write about social problems and propose solutions for the community. The students
will read and discuss a selection, “Unidos Podemos Hacerlo” regarding improving
literacy in Nicaragua. The students will discuss the advantages and disadvantages of
ecotourism through a reading, “Un país de encanto.” The students will also read a
selection by José Arreola and recognize the use of satire, parody and irony. The
students will create a Spanish poem describing an animal of choice.
Life and Careers
The students will discuss communal gardens, volunteering and protecting the
environment. The students will discuss going camping. The students will talk and
write about the transition from High School to College, discussing careers, living
arrangements and future jobs.
Science
The students will talk about ecology, ecoturism and discuss how to save the planet
and improve one’s environment/community. The students will describe the elements
of nature in their surroundings. The students will be reading and talking about
ecotourism, and the natural reserves in Central America. and its animals.
Math
What they would do to improve the school and how much it will cost
Lesson
Resources /
Activities
En Español 3, Mc Dougal Littell
En Español 3, Ancillaries: Unit Resource Books, Más práctica workbook, Para
hispanohablantes workbook, Audio cassettes and videos, Block Scheduling copymasters,
www.classzone.com, Hispanic Music CD’s and You Tube
*Other appropriate resources/activities at individual teacher's discretion.*
2009 NJCCCS
Standard: 7.1 World Languages: All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to present
information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures.
Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
Strand A Interpretive Mode: The mode of communication in which students demonstrate understanding of
spoken and written communication within the appropriate cultural context. Examples of “one-way” reading or
listening include cultural interpretations of print, video, and online texts, movies, radio and television
broadcasts, and speeches. Interpretation beyond the Novice level differs from comprehension because it
implies the ability to read or listen “between the lines” and “beyond the lines.”
Strand B Interpersonal Mode: The mode of communication in which students engage in direct oral and/or
25
written communication with others (e.g., conversing face-to-face, participating in online discussions or
videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail messages).
Strand C Presentational Mode: The mode of communication in which students present, through oral and/or
written communications, information, concepts and ideas to an audience of listeners or readers with whom
there is no immediate interaction. Examples of this “one-to-many” mode of communication are making a
presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and
writing an article for a newspaper.
Content Statement: Interpretive Mode
7.1.IL.A.A The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Interpretative Mode:
Identify the main idea and some supporting details
when reading.
Understand the gist and some supporting details of
conversations dealing with everyday life.
Infer the meaning of some unfamiliar words when
used in familiar contexts.
7.1. IL.A.B - Immigration changes both the
community of origin and the new community.
(Topics that assist in the development of this
understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
7.1. IL.A.C The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1 IL.B Interpersonal mode
7.1. IL.B.A The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Identify the main idea and some supporting details
when reading.
Understand the gist and some supporting details of
conversations dealing with everyday life.
Infer the meaning of some unfamiliar words when
Interpretative
7.1.AL.A.01 Analyze and critique the validity of
culturally authentic materials using electronic
information sources related to targeted themes
7.1.AL.A.02
Demonstrate comprehension of spoken and written
language and nuances of culture as expressed by
speakers of the target language in informal and some
formal settings.
7.1.AL.A.03
Analyze the use of verbal and non-verbal etiquette in
the target culture(s) and in one’s own culture to
develop an understanding of how cultural
perspectives are reflected in cultural products and
cultural practices.
7.1.AL.A.04
Evaluate from multiple cultural perspectives the
historical political and present-day contexts that
connect or have connected famous people places and
events from the target culture(s) with the United
States.
7.1.AL.A.05
Evaluate information from oral and written discourse
dealing with a variety of topics.
7.1.AL.A.06 Analyze and critique readings on less
familiar topics using a variety of culturally authentic
texts and genres.
7.1.AL.A.07 Infer the meaning of some unfamiliar
words and phrases in academic and formal contexts.
7.1.AL.A.08 Analyze elements of the target language
that do not have a comparable linguistic element in
English.
Interpersonal Mode
7.1.AL.B.01Use digital tools to participate in
extended conversations on topics of a personal
academic or social nature using a variety of
timeframes to exchange information.
7.1.AL.B.02 Give, respond to and ask for
clarification on detailed and complex oral and written
directions commands and indirect requests.
7.1.AL.B.03 Interact in a variety of familiar and a
26
used in familiar context
7.1.IL.B.B - Immigration changes both the
community of origin and the new community.
(Topics that assist in the development of this
understanding should include, but are not limited to:
current and past immigration patterns, the impact of
immigration on society, and related issues.)
7.1. IL.B.C - The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1.IL.C - Presentational Mode
7.1.IL.C.A - The Intermediate-Low language learner
understands and communicates at the sentence level
and can use simple sentences independently to:
Handle simple transactions related to everyday life
Express needs.
Give reasons.
Express an opinion and preference.
Request and suggest.
7.1. IL.C.B - Immigration changes the community of
origin and the new community. (Topics that assist in
the development of this understanding should
include, but are not limited to: current and past
immigration patterns, the impact of immigration on
society, and related issues.)
7.1. IL.C.C - The study of another language and
culture deepens understanding of where and how
people live and why events occur. (Content areas that
assist in the development of this understanding
should include, but are not limited to: history,
science, economics, and geography.)
7.1. IL.C.D - - Due to globalization and advances in
technology, the products and practices of a culture
change over time, and these changes may impact
cultural perspectives. (Content areas that assist in the
development of this understanding should include,
but are not limited to: science, technology, history,
social sciences, the visual and performing arts, and
few unfamiliar situations using culturally appropriate
verbal and non-verbal communication strategies.
7.1. AL.B.04, Ask and respond to questions as part of
a group discussion on topics of a personal academic
or social nature in informal and some formal settings.
7.1. AL.B.05 Engage in oral and or written discourse
in a variety of timeframes on topics of personal or
social interest topics studied in other content areas
and some unfamiliar topics.
7.1. AL.B.06 Use language in a variety of settings to
further personal academic and career goals.
Presentational Mode
Mode 7.1.AL.C.01 Create a research-based
multimedia-rich presentation to be shared virtually
with a target language audience.
7.1. AL.C.02 Create a research-based analysis of a
current global problem/issue showing cultural
perspectives associated with the target culture(s) and
another world culture.
7.1. AL.C.03 Use language creatively in writing for
personal career or academic purposes.
7.1. AL.C.04 Compare and contrast the structural
elements and or cultural perspectives found in
culturally authentic materials with those found in
selections in English.
7.1.AL.C.05 Analyze how cultural perspectives about
a specific cultural product or cultural practice
associated with the target culture(s) change over time
and compare with changing perspectives in one’s
own culture.
7.1. AL.C.06 Create an electronic portfolio in the
target language with artifacts documenting language
proficiency cross-cultural awareness and experiences
and other qualifications that support the goals of the
Personalized Student Learning Plan.
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world literature.)
7.1. IL.C.E - Human and animal migration are often
related to the availability of resources and the ability
to adapt to the environment. (Topics that assist in the
development of this understanding should include,
but are not limited to: habitats, animals, weather,
science, geography, social sciences, and distribution
of resources.)
7.1. IL.C.F Personal preferences and skills are key
factors to consider when making decisions about
postsecondary plans. (Topics that assist in the
development of this understanding should include,
but are not limited to: personal likes/dislikes, subject-
area preferences, academic record, and career
awareness, exploration, and preparation.)
7.1. IL.C.G - The amount of leisure time available
and how it is spent varies among cultures. (Topics
that assist in the development of this understanding
should include, but are not limited to: likes/dislikes,
pastimes, schedules, and travel.)
7.1.IL.C.H - Wellness practices may vary across
cultures. (Topics that assist in the development of this
understanding should include, but are not limited to:
sports and physical fitness activities and common
health conditions/problems and remedies.)
7.1.IL.C.I - Online newspapers, magazines, blogs,
wikis, podcasts, videos, and government websites
provide current information on perspectives of the
target culture on local, national, and global
problems/issues. (Topics that assist in the
development of this understanding should include,
but are not limited to: current events and
contemporary and emerging global issues, problems,
and challenges [e.g., population growth and
migration; environmental degradation and protection;
discrimination and other conflicts; and the allocation
of scarce resources].)
7.1.IL.C.J - Current trends and issues influence
popular culture. (Topics that assist in the
development of this understanding should include,
but are not limited to: fashion, style, popular music,
art, and pastimes.)
21st Century Themes
X Global
Awareness
X Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy X Health Literacy
21st Century Skills