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Keansburg School DistrictCurriculum Management System

Believe, Understand, and Realize GoalsSpanish I: College and Career Ready (CCR)

Board Approved: September 2012

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Keansburg School District: Curriculum System

Spanish

Keansburg Public SchoolsBoard of Education

Mrs. Judy Ferraro, PresidentMs. Kimberly Kelaher-Moran, Vice President

Ms. Delores A. BartramMs. Ann Marie BestMs. Christine Blum

Ms. Ann Commarato

Mr. Michael DonaldsonMs. Patricia FrizellMr. Robert Ketch

District Administration

Mr. Gerald North, SuperintendentDr. Thomas W. Tramaglini, Director of Curriculum, Instruction, & Funding

Ms. Michelle Derpich, Secondary Supervisor of Curriculum & InstructionMrs. Donna Glomb, Elementary Supervisor of Curriculum & Instruction

Ms. Michelle Halperin-Krain, Supervisor of Data & Assessment Dr. Brian Latwis, Supervisor of Pupil Personnel Services

Ms. Corey Lowell, Business Administrator

Curriculum Development Committee

Myriam Betancourt Eillyn Garcia

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Non-Negotiables

Graduatesthat are

prepared and

inspired to make positive

contributions to society

Believe, Understand, and Realize Goals


Spanish

Mission/Vision StatementThe mission of the Keansburg School District is to ensure an optimum, safe teaching and learning environment which sets high

expectations and enables all students to reach their maximum potential. Through a joint community-wide commitment, we will meet the diverse needs of our students and the challenges of a changing society.

BeliefsWe believe that: All children can learn. To meet the challenges of change, risk must be taken. Every student is entitled to an equal educational opportunity. It is our responsibility to enable students to succeed and become the best that they can be. All individuals should be treated with dignity and respect. The school system should be responsive to the diversity within our total population. The degree of commitment and level of involvement in the decision-making processes, from the student, community, home and school, will determine the quality of education. Decisions should be based on the needs of the students. Achievement will rise to the level of expectation. Students should be taught how to learn. The educational process should be a coordinated system of services and programs.

Curriculum Philosophy

The curriculum philosophy of the Keansburg School District is progressive. We embrace the high expectations of our students and community towards success in the 21st Century and beyond. At the center of this ideal, we believe that all of our students can be successful. The following are our core beliefs for all curricula:

All district curricula: Balances policy driven trends of centralization and standardization with research and what we know is good for our students.

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Balances the strong emphasis on test success and curriculum standards with how and what our students must know to be successful in our community. Embraces the reality that our students differ in the way they learn and perform, and personalizes instruction to meet the needs of each learner. Are aligned to be developmentally appropriate. Provides teachers the support and flexibility to be innovative and creative to meet the needs of our students.

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World Language Benchmarks K-12

Spanish IInterpretive The Students Will Be Able To:

Read and comprehend short stories, newspaper/magazine articles, blogs, etc. Understand and respond to verbal and written directions Communicate feelings and opinions Describe people, places, objects, and daily activities

Interpersonal The Students Will Be Able To: Demonstrate comprehension of information on a variety of topics through short conversations including but not limited to culture Apply grammar rules when asking and responding to questions (verbally and written)

Presentational The Students Will Be Able To: Create songs, poems, skits, travel brochures, menus, plays, posters, books, etc. through the use of technology Become knowledgeable on a topic and present to classmates Create culturally authentic materials such as food, artifacts, etc. Imitate cultural practices such as dances and holiday traditions

Grades 6 - 8Interpretive The Students Will Be Able To:

Understand simple sentences when read to and produce simple sentences with guidance Recognize and respond to simple verbal and written directions Demonstrate understanding by using groups of words that relate to familiar topics Use grammatical concepts, such as forming simple questions, using common verbs and descriptive words with guidance

Interpersonal The Students Will Be Able To: Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Understand and interpret written and spoken language on a variety of topics

Presentational The Students Will Be Able To: Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

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through the use of technology Reinforce and further the knowledge of other disciplines through the foreign language by designing culturally enriched products

Grades 3 - 5Interpretive The Students Will Be Able To:

Understand and respond to verbal commands Express feelings using simple sentences Communicate personal information using memorized phrases Identify people and objects Calculate numbers in the target language Recognize and translate familiar spoken and written words, presented in person or through technology

Interpersonal The Students Will Be Able To: Ask and respond to basic questions Demonstrate knowledge of basic questions and responses in order to engage in a brief dialogue

Presentational The Students Will Be Able To: Imitate and recite rhymes and songs Compile and organize information learned in previous lessons to generate group presentations

Grades K – 2Interpretive The Students Will Be Able To:

Understand and respond to simple verbal commands Communicate feelings using simple words Identify people and objects Recognize familiar spoken and written words, presented either in person or through technology Classify vocabulary by topic Order numbers from 0-30 in target language

Interpersonal The Students Will Be Able To: Ask and respond to simple questions Exchange information using words practiced in class on familiar topics

Presentational The Students Will Be Able To:

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Imitate and recite simple rhymes and songs Copy/write words and phrases on familiar topics Name and label tangible cultural products Recognize Mexican cultural practices

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Keansburg School DistrictCurriculum Management SystemSubject/Grade/Level: Spanish I

Timeline: 4 weeks (Full Year/ Skinny) WEEKS 1-4

Topic(s): Empecemos! (Spain)

Significance of Learning Goal(s): to check for prior knowledge and review seasons, numbers, dates, time and basics of conversation.

Content Standards

(CPI)

Essential Questions

Specific Learning Objective(s)

The Students Will Be Able To:

Suggested Activities

Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models

CPIs7.1.A,B,C7.2.A,B,CTL: 8.1A,B

Meets the Standard (SWBAT):1. Recall cultural facts of Spain such as its location and traditions.2. Greet and say goodbye; Exchange names; ask how someone is3. Recognize & use in/formal greetings/salutations (express yourself politely)4. Identify days of week & months of the year5. State the proper date of a given holiday and their birthday6. Identify the weather of each season7. Recognize the correct pronunciation per letter in the Spanish alphabetExceeds the Standard (SWBAT):1. Tell time using number 1-60

Meets Standard:1. Musical chairs using Spanish greetings

Exceeds the Standard (SWBAT):1. Create a season booklet or poster or news skit2. With sentence strips given to students, students put together paragraph and illustrate it.

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Keansburg School DistrictCurriculum Management SystemSubject/Grade/Level:Spanish I


Topic (s): ¿Como somos? (Puerto Rico)

Significance of Learning Goal(s): Use vocabulary and grammar in this unit to describe self and friends, both looks and personality.

Content Standards

(CPI)

Essential Questions




Instructional Tools / Materials

/ Technology / Resources /

Assessments and Assessment

ModelsCPIs7.1.A,B,C7.2.A,B,CTL: 8.1A,B

Meets the Standard (SWBAT):1. Recall cultural facts of Puerto Rico such as its location and traditions.2. Identify and describe people and things (use subject pronouns).3. Express origin.4. Manipulate adjectives for gender and number.5. Use singular, plural, masculine, feminine nouns while applying definite articles according to number and gender of nouns.6. Recognize and use in/formal pronouns (tu, usted)

Meets Standard:1. Oral presentation of a cultural point using technology (El Yunque, El Morro, Viejo San Juan, Ponce).2. Read about cultural comparisons and answer questions from teacher3. View Standard Deviants DVD for Using Articles & Pronouns and Using Descriptive Adjectives and answer guided questions

EQ: Exceeds the Standard (SWBAT):1. Write sentences using ser and descriptive adjectives.2. Tell what subjects you take and express opinions about them.3. Question using interrogatives using “si” or “no”4. Draw conclusions of Spanish-speakers in the US based on research conducted

Exceeds Standard:1. Create Todo Sobre Mi poster2. Interactive online practice (Glencoe)3. Research facts about famous Spanish-speaking people in the US4. Create a poster /book/ PowerPoint incorporating all concepts learned in this unit

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Topic (s): La Familia y la casa (Texas)

Significance of Learning Goal(s): Describe family members, their relationships and physical appearance. Compare and contrast a house and an apartment.

Content Standards

(CPI)

Essential Questions




Instructional Tools / Materials /

Technology / Resources / Assessments and Assessment Models


Meets the Standard (SWBAT):1. Recall cultural facts of Texas such as its location and Mexican influence.2. Use the verb tener.3. Show ownership or relationship using possessive adjectives.

Meets Standard:1. YouTube song on the verb TENER2. Interactive online practice (glencoe)

Typical Assessment Question(s) or Task(s):

EQ: Exceeds the Standard (SWBAT):1. Categorize family members and pets; explain relationships & give physical appearance.2. Diagram the house or apartment where they live.

Exceeds Standard:1. Construct a diagram of their own or their dream house labeling the different rooms and furniture.2. Create a family tree, real or imaginary (cartoon or famous family) and present to the class describing family relationships, using possessive adjectives, exercising the rules for adjective agreement, and using the verbs tener and ser.3. Interview one family member and one classmate using survey prepared by teacher and report to the class.

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Timeline:

Topic(s):

Significance of Learning Goal(s):

CPIs:7.1.A,B,C7.2.A,B,CTL: 8.1A,B

Meets the Standard (SWBAT):1. Recall cultural facts of Costa Rica such as its location and traditions.2. Express classroom supplies and school activities as well as school clothes3. Conjugate the present form of –ar verbs4. Express where you are going and location using the present form of –ir and –estar verbs5. Use the contractions al and del

Meets Standard:1. Use the interactive atlas go.hrw.com to complete activities related to Costa Rica2. Read about cultural comparisons and answer questions from teacher3. Label classroom items4. YouTube song presentation on the –ar verbs5. Use TPR to present verbs and have students imitate6. Read “escuelas aqui y en Latinoamerica” demonstrate understanding by taking on-line quiz7. Team competition/verb relay


EQ: Exceeds the Standard (SWBAT):1. Compare school and after-school activities in Spanish-speaking countries and the United States

Exceeds Standard:1. Interview and write a report about an exchange student in your school2. Create a foldable with all verbs learned

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2. Report about what students do with friends at school and after school

3. Create a comic strip using interrogatives4. Jigsaw: each team becomes responsible for a section of the unit and then share knowledge with rest of the class

DAYS 17, 18 – REVIEW & MIDTERM

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Topic(s): ¿Que comemos y donde?(Chile)

Significance of Learning Goal(s): Decide what foods and beverages will be ordered for a specific meal at a Spanish restaurant or country.

Content Standards

(CPI)

Essential Questions






Meets the Standard (SWBAT):1. Recall cultural facts of Chile such as its location and traditions.2. Identify food and drinks and discuss meals3. Talk about places where you eat4. Conjugate present tense –er, –ir verbs

Meets Standard:1. Use the interactive atlas go.hrw.com to complete activities related to Chile2. Q/A on –er, -ir verbs in PowerPoint3. Team competition jeopardy for test review


EQ: Exceeds the Standard (SWBAT):1. Compare eating habits in Spain, Latin America and the United States2. Tell what you are going to do, what you have to do, and what you have just done using the infinitive

Exceeds Standard:1. Create a dialogue about ordering food or beverage from a menu at a café2. Prepare a skit taking place either at home, a restaurant or café3. Design a digital menu in Spanish4. Write an essay in Spanish comparing and contrasting foods and eating habits of Hispanic families to their own customs5. Cook Spanish meals and identify their names in Spanish

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Topic(s): Deportes (Mexico)

Significance of Learning Goal(s): Compare team sports in the United States and Spanish-speaking countries.

Content Standards

(CPI)

Essential Questions






Meets the Standard (SWBAT):1. Recall cultural facts of Mexico such as its location and traditions.2. Conjugate present tense stem changing verbs eie and o ue3. Use verbs gustar, interesar and aburrir to identify sports of interest4. Classify direct object pronouns

Meets Standard:1. Use the interactive atlas go.hrw.com to complete activities related to Mexico2. Compete in verb relay to practice verb conjugations3. Listen and repeat YouTube song on stem changing verbs4.


EQ: Exceeds the Standard (SWBAT):1. Compare and contrast sports in Latin America and the US2. Categorize the different components needed to play basquetbol, futbol, tenis, beisbol and American football

Exceeds Standard:1. Produce PowerPoint presentation or Word document presenting a famous athlete of choice.2. Create a foldable for stem changing verbs3. Design soccer field and label its different parts4. Research ancient civilizations (Mayas & Aztecs)

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Topic(s): El bienestar (Argentina)

Significance of Learning Goal(s): Talk about health habits and healthy lifestyle choices. Express physical and emotional states of being.

Content Standards

(CPI)

Essential Questions






Meets the Standard (SWBAT):1. Recall cultural facts of Argentina such as its location and traditions.2. Distinguish between the two verbs “to be” / employ usages3. Describe peoples personality, conditions and emotions using the verbs ser, estar and tener4. Explain minor illnesses

Meets Standard:1. Use the interactive atlas go.hrw.com to complete activities related to Argentina2. Practice pronunciation by listening and repeating health vocabulary by the teacher/ recording of native Spanish speakers3. Express physical well being through role play in the doctors office (dialogue between doctor & patient)4. Present dialogue using TPR at a doctors office including the patients description of illness symptoms, doctors diagnosis and prescription5. Read a picaresque novel


EQ: Exceeds the Standard (SWBAT):1. Develop dialogue between doctor and patient2. Write sentences using indirect object pronouns

Exceeds Standard:1. Create poster on what to do and not do to maintain a healthy lifestyle2. Research Argentinas culture (Tango, gauchos, las pampas)


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Topic(s): De vacaciones (Florida)

Significance of Learning Goal(s): Plan a vacation trip. Research a Spanish-speaking vacation spot, the weather, the gear needed and activities to do in order to persuade a friend to join you on your next trip.

Content Standards

(CPI)

Essential Questions




Instructional Tools / Materials / Technology / Resources /

Assessments and Assessment Models


Meets the Standard (SWBAT):1. Recall cultural facts of Florida such as its location and traditions.2. Talk about summer and winter weather and activities3. Discuss summer and winter resorts in Spanish-speaking countries4. Use preterit tense of –ar verbs5. Use preterit of ir and ser6. Use direct object pronouns

Meets Standard:1. Use the interactive atlas go.hrw.com to complete activities related to Florida2. Complete online activities using United Streaming videos on Direct Object Pronouns3. Gather information (choose activities, choose and describe bedroom, choose restaurant) from a virtual tour a real hotel in Venezuela


EQ: Exceeds the Standard (SWBAT):1. Persuade a friend to visit a hotel in Venezuela

Exceeds Standard:1. Create a memory book of a vacation they took or imagine (identifying the season, activities)2. Prepare a to-do list that incorporates the destination and categorize clothing, gear and equipment needed for the trip

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3. Cooperative learning: TPRS – group A (tells a story of a picture) group B (role plays or illustrates what they understand from the listening activity)

DAYS 35, 36 – REVIEW & FINAL

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Scope and Sequence Overview

Block Skinny Theme

2 weeks 4 weeks ¡Empecemos! (Spain)

2 weeks 4 weeks ¿Como somos? (Puerto Rico)

2 weeks 4 weeks La Familia y la casa (Texas)

2 weeks 4 weeksEn clase y despues (Costa Rica)

2.5 days 1 week Midterm Review

2.5 days 1 weekMidterm Exam

2 weeks 4 weeks ¿Que comemos y donde? (Chile)

2 weeks 4 weeks Deportes (Mexico)

2 weeks 4 weeks El bienestar (Argentina)

2 weeks 4 weeks De vacaciones (Florida)

2.5 days 1 week Review for Final

2.5 days 1 week Final Exam

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Spanish 1 - Scope and Sequence Overview Yearly Layout1 2 3 4 5 6 7 8 9

¡Empecemos! (Spain) ¿Como somos? (Puerto Rico) La Familia y la casa (Texas)

10 11 12 13 14 15 16 17 18La Familia y la casa (Texas) En clase y despues (Costa Rica) Review Midterm

19 20 21 22 23 24 25 26 27¿Que comemos y donde? (Chile) Deportes (Mexico) El bienestar

(Argentina)

28 29 30 31 32 33 34 35 36El bienestar (Argentina) De vacaciones (Florida) Review Final exam

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