AP Spanish Language & Culture Currriculum - 2021

MONTVILLE TOWNSHIP PUBLIC SCHOOLSOFFICE OF CURRICULUM & INSTRUCTION

Advanced Placement Spanish Language & Culture

Grades: 11-12

Prerequisite: Spanish 4H

Credits: 5

ABSTRACTThe AP Spanish Language & Culture course has been designed to provide advanced high school students with a rich and rigorousopportunity to study the language and culture of the Spanish-speaking world that is approximately equivalent to anupper-intermediate college or university Spanish course. It is expected that this course be offered as the first step in the study ofcollege-level Spanish after approximately three to five years of language study for classroom learners. Using the 3 Modes ofCommunication, students enrolled in this course will be expected to communicate entirely in Spanish and are expected to be at theintermediate-high to advanced-low level of language proficiency.

Board Approved 6/15/2021

AP Spanish Language & CultureUnit of Study:(Pacing Guide - Specifytime frame by days orweeks)

Unit 1: Families and Communities(6 weeks)

Unit 2: Personal and Public Identities(6 weeks)

Unit 3: Beauty and Aesthetics(6 weeks)

STAGE 1: Desired ResultsEstablished Goals:Write out completeNJSLS:(Content Specific StandardsOnly. Only use standardsthat are applicable to theunit.)

World Language StandardsInterpretive Mode/Intermediate-High:7.1.IH.IPRET.1: Summarize the mainidea, several details, and someinferences of literary or informationaltexts on a range of topics.7.1.IH.IPRET.2: Demonstratecomprehension of spoken and writtenlanguage expressed by speakers of thetarget language in formal andinformal settings, through appropriateresponses. 7.1.IH.IPRET.3: Compareand contrast the use of verbal andnon-verbal etiquette to perform avariety of functions (e.g., persuading,offering advice) in the targetculture(s) and in one’s own culture.7.1.IH.IPRET.4: Summarizeinformation from oral and writtendiscourse dealing with a variety oftopics.7.1.IH.IPRET.5: Infer the meaning ofsome unfamiliar words and phrases innew formal and informal contexts.7.1.IH.IPRET.6: Identify several ofthe distinguishing features of the text

World Language StandardsInterpretive Mode/Intermediate- High:7.1.IH.IPRET.1: Summarize the mainidea, several details, and some inferencesof literary or informational texts on arange of topics.7.1.IH.IPRET.2: Demonstratecomprehension of spoken and writtenlanguage expressed by speakers of thetarget language in formal and informalsettings, through appropriate responses.7.1.IH.IPRET.3: Compare and contrast theuse of verbal and non-verbal etiquette toperform a variety of functions (e.g.,persuading, offering advice) in the targetculture(s) and in one’s own culture.7.1.IH.IPRET.4: Summarize informationfrom oral and written discourse dealingwith a variety of topics.7.1.IH.IPRET.5: Infer the meaning ofsome unfamiliar words and phrases innew formal and informal contexts.7.1.IH.IPRET.6: Identify several of thedistinguishing features of the text (e.g.,type of resource, intended audience,purpose).7.1.IH.IPRET.7: Infer the meaning ofmost vocabulary, including some

World Language StandardsInterpretive Mode/Intermediate-High:7.1.IH.IPRET.1: Summarize the mainidea, several details, and someinferences of literary or informationaltexts on a range of topics.7.1.IH.IPRET.2: Demonstratecomprehension of spoken and writtenlanguage expressed by speakers of thetarget language in formal and informalsettings, through appropriate responses.7.1.IH.IPRET.3: Compare and contrastthe use of verbal and non-verbaletiquette to perform a variety offunctions (e.g., persuading, offeringadvice) in the target culture(s) and inone’s own culture.7.1.IH.IPRET.4: Summarize informationfrom oral and written discourse dealingwith a variety of topics.7.1.IH.IPRET.5: Infer the meaning ofsome unfamiliar words and phrases innew formal and informal contexts.7.1.IH.IPRET.6: Identify several of thedistinguishing features of the text (e.g.,type of resource, intended audience,purpose).

(e.g., type of resource, intendedaudience, purpose).7.1.IH.IPRET.7: Infer the meaning ofmost vocabulary, including someculturally appropriate and idiomaticexpressions related to familiar orstudied topics, by using context cluesand text structures.7.1.IH.IPRET.8: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpretive Mode/Advanced-Low:7.1.AL.IPRET.1: Identify main ideasand significant details in a range oforal, viewed, and written texts.7.1.AL.IPRET.2: Interpret spoken andwritten language and nuances ofculture, as expressed by speakers ofthe target language, in some formaland informal settings.7.1.AL.IPRET.3: Analyze the use ofverbal and non-verbal etiquette in thetarget culture(s) and in one’s ownculture to develop an understandingof how cultural perspectives arereflected in cultural products andcultural practices.7.1.AL.IPRET.4: Demonstrate anunderstanding of most content ofother academic disciplines.7.1.AL.IPRET.5: Analyze a literary orinformational text including theme,author’s purpose and tone, inferences.

culturally appropriate and idiomaticexpressions related to familiar or studiedtopics, by using context clues and textstructures.7.1.IH.IPRET.8: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpretive Mode/Advanced-Low:7.1.AL.IPRET.1: Identify main ideas andsignificant details in a range of oral,viewed, and written texts.7.1.AL.IPRET.2: Interpret spoken andwritten language and nuances of culture,as expressed by speakers of the targetlanguage, in some formal and informalsettings.7.1.AL.IPRET.3: Analyze the use ofverbal and non-verbal etiquette in thetarget culture(s) and in one’s own cultureto develop an understanding of howcultural perspectives are reflected incultural products and cultural practices.7.1.AL.IPRET.4: Demonstrate anunderstanding of most content of otheracademic disciplines.7.1.AL.IPRET.5: Analyze a literary orinformational text including theme,author’s purpose and tone, inferences.7.1.AL.IPRET.6: Analyze aradio/television program, movie, orpodcast for theme, purpose and tone, andinferences.

7.1.IH.IPRET.7: Infer the meaning ofmost vocabulary, including someculturally appropriate and idiomaticexpressions related to familiar or studiedtopics, by using context clues and textstructures.7.1.IH.IPRET.8: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpretive Mode/Advanced-Low:7.1.AL.IPRET.1: Identify main ideasand significant details in a range of oral,viewed, and written texts.7.1.AL.IPRET.2: Interpret spoken andwritten language and nuances of culture,as expressed by speakers of the targetlanguage, in some formal and informalsettings.7.1.AL.IPRET.3: Analyze the use ofverbal and non-verbal etiquette in thetarget culture(s) and in one’s ownculture to develop an understanding ofhow cultural perspectives are reflectedin cultural products and culturalpractices.7.1.AL.IPRET.4: Demonstrate anunderstanding of most content of otheracademic disciplines.7.1.AL.IPRET.5: Analyze a literary orinformational text including theme,author’s purpose and tone, inferences.7.1.AL.IPRET.6: Analyze aradio/television program, movie, or

7.1.AL.IPRET.6: Analyze aradio/television program, movie, orpodcast for theme, purpose and tone,and inferences.7.1.AL.IPRET.7: Infer the meaning ofsome unfamiliar words and phrases inacademic and formal contexts.7.1.AL.IPRET.8: Analyze elements ofthe target language that do not have acomparable linguistic element inEnglish.7.1.AL.IPRET.9: Differentiate factsfrom opinions by accuratelyanswering most questions that requireinferring implied meanings.7.1.AL.IPRET.10: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpersonal Mode/Intermediate-High:7.1.IH.IPERS.1: Exchangeinformation in conversations andsome discussions on a variety offamiliar and some concrete topics,using connected sentences that maycombine to form paragraphs andasking a variety of questions, oftenacross time frames. 7.1.IH.IPERS.2:Explain preferences, opinions, andemotions and give advice on a varietyof topics, using connected sentencesthat may combine to form paragraphsand asking a variety of questions,

7.1.AL.IPRET.7: Infer the meaning ofsome unfamiliar words and phrases inacademic and formal contexts.7.1.AL.IPRET.8: Analyze elements of thetarget language that do not have acomparable linguistic element in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering mostquestions that require inferring impliedmeanings.7.1.AL.IPRET.10: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpersonal Mode/Intermediate-High:7.1.IH.IPERS.1: Exchange information inconversations and some discussions on avariety of familiar and some concretetopics, using connected sentences thatmay combine to form paragraphs andasking a variety of questions, often acrosstime frames.7.1.IH.IPERS.2: Explain preferences,opinions, and emotions and give adviceon a variety of topics, using connectedsentences that may combine to formparagraphs and asking a variety ofquestions, often across time frames.7.1.IH.IPERS.3: Relate personal stories,events, and experiences using connectedspeech and with accuracy in the presenttense and often across time frames.

podcast for theme, purpose and tone,and inferences.7.1.AL.IPRET.7: Infer the meaning ofsome unfamiliar words and phrases inacademic and formal contexts.7.1.AL.IPRET.8: Analyze elements ofthe target language that do not have acomparable linguistic element inEnglish.7.1.AL.IPRET.9: Differentiate factsfrom opinions by accurately answeringmost questions that require inferringimplied meanings.7.1.AL.IPRET.10: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpersonal Mode/Intermediate-High:7.1.IH.IPERS.1: Exchange informationin conversations and some discussionson a variety of familiar and someconcrete topics, using connectedsentences that may combine to formparagraphs and asking a variety ofquestions, often across time frames.7.1.IH.IPERS.2: Explain preferences,opinions, and emotions and give adviceon a variety of topics, using connectedsentences that may combine to formparagraphs and asking a variety ofquestions, often across time frames.7.1.IH.IPERS.3: Relate personal stories,events, and experiences using connected

often across time frames.7.1.IH.IPERS.3: Relate personalstories, events, and experiences usingconnected speech and with accuracyin the present tense and often acrosstime frames.7.1.IH.IPERS.4: Engage in oral andwritten discourse in a variety ofsituations that sometimes involve acomplication, using connectedsentences that may combine to formparagraphs. (Show consistentaccuracy in the present tense andshow some accuracy with other timeframes.) 7.1.IH.IPERS.5: Ask andrespond to questions and stateopinions as part of a group discussionon topics and situations of a personal,academic, or social nature.7.1.IH.IPERS.6: Compare andcontrast global issues in a groupdiscussion, with emphasis on climatechange and its impact on the targetlanguage regions of the world and thepeople who live in those areas.

InterpersonalMode/Advanced-Low:7.1.AL.IPERS.1: Participate inextended conversations aboutpersonal, social, and professionaltopics, using paragraph-level speechand writing across major time frames.7.1.AL.IPERS.2: Describe, respond

7.1.IH.IPERS.4: Engage in oral andwritten discourse in a variety of situationsthat sometimes involve a complication,using connected sentences that maycombine to form paragraphs. (Showconsistent accuracy in the present tenseand show some accuracy with other timeframes.)7.1.IH.IPERS.5: Ask and respond toquestions and state opinions as part of agroup discussion on topics and situationsof a personal, academic, or social nature.7.1.IH.IPERS.6: Compare and contrastglobal issues in a group discussion, withemphasis on climate change and itsimpact on the target language regions ofthe world and the people who live in thoseareas.

Interpersonal Mode/Advanced-Low:7.1.AL.IPERS.1: Participate in extendedconversations about personal, social, andprofessional topics, using paragraph-levelspeech and writing across major timeframes.7.1.AL.IPERS.2: Describe, respond to,and negotiate a complication that occursin a familiar situation, usingparagraph-level speech and writing acrossmajor time frames. 7.1.AL.IPERS.3:Maintain conversations by comparing andcontrasting preferences, opinions, andadvice using paragraph-level speech andwriting across major time frames.

speech and with accuracy in the presenttense and often across time frames.7.1.IH.IPERS.4: Engage in oral andwritten discourse in a variety ofsituations that sometimes involve acomplication, using connected sentencesthat may combine to form paragraphs.(Show consistent accuracy in the presenttense and show some accuracy withother time frames.)7.1.IH.IPERS.5: Ask and respond toquestions and state opinions as part of agroup discussion on topics andsituations of a personal, academic, orsocial nature.7.1.IH.IPERS.6: Compare and contrastglobal issues in a group discussion, withemphasis on climate change and itsimpact on the target language regions ofthe world and the people who live inthose areas.

Interpersonal Mode/Advanced-Low:7.1.AL.IPERS.1: Participate in extendedconversations about personal, social,and professional topics, usingparagraph-level speech and writingacross major time frames.7.1.AL.IPERS.2: Describe, respond to,and negotiate a complication that occursin a familiar situation, usingparagraph-level speech and writingacross major time frames.

to, and negotiate a complication thatoccurs in a familiar situation, usingparagraph-level speech and writingacross major time frames.7.1.AL.IPERS.3: Maintainconversations by comparing andcontrasting preferences, opinions, andadvice using paragraph-level speechand writing across major time frames.7.1.AL.IPERS.4: Give a viewpointand supporting evidence whenparticipating in a group discussion ontopics of a personal, academic, orsocial nature in informal and someformal settings. 7.1.AL.IPERS.5:Interact in a variety of familiar and afew unfamiliar situations usingculturally appropriate verbal andnon-verbal communication strategies.7.1.AL.IPERS.6: Converse withmembers of the target culture withunderstanding about contemporaryglobal issues, including climatechange.

PresentationalMode/Intermediate-High:7.1.IH.PRSNT.1: Present detailedinformation orally and in writing oninformation gathered from culturallyauthentic resources, using shortparagraphs and often using majortime frames.7.1.IH.PRSNT.2: Tell and write

7.1.AL.IPERS.4: Give a viewpoint andsupporting evidence when participating ina group discussion on topics of a personal,academic, or social nature in informal andsome formal settings. 7.1.AL.IPERS.5:Interact in a variety of familiar and a fewunfamiliar situations using culturallyappropriate verbal and non-verbalcommunication strategies.7.1.AL.IPERS.6: Converse with membersof the target culture with understandingabout contemporary global issues,including climate change.

PresentationalMode/Intermediate-High:7.1.IH.PRSNT.1: Present detailedinformation orally and in writing oninformation gathered from culturallyauthentic resources, using shortparagraphs and often using major timeframes.7.1.IH.PRSNT.2: Tell and write detailedstories, presentations, speeches oncommunity events and personalexperiences, using connected sentencesand short paragraphs, often across majortime frames.7.1.IH.PRSNT.3: Use language creativelywhen responding to oral, written, andvisual prompts on familiar and unfamiliartopics and situations.7.1.IH.PRSNT.4: Use language creativelyin writing for a variety of purposes.

7.1.AL.IPERS.3: Maintainconversations by comparing andcontrasting preferences, opinions, andadvice using paragraph-level speech andwriting across major time frames.7.1.AL.IPERS.4: Give a viewpoint andsupporting evidence when participatingin a group discussion on topics of apersonal, academic, or social nature ininformal and some formal settings.7.1.AL.IPERS.5: Interact in a variety offamiliar and a few unfamiliar situationsusing culturally appropriate verbal andnon-verbal communication strategies.7.1.AL.IPERS.6: Converse withmembers of the target culture withunderstanding about contemporaryglobal issues, including climate change.

PresentationalMode/Intermediate-High:7.1.IH.PRSNT.1: Present detailedinformation orally and in writing oninformation gathered from culturallyauthentic resources, using shortparagraphs and often using major timeframes.7.1.IH.PRSNT.2: Tell and write detailedstories, presentations, speeches oncommunity events and personalexperiences, using connected sentencesand short paragraphs, often across majortime frames.7.1.IH.PRSNT.3: Use language

detailed stories, presentations,speeches on community events andpersonal experiences, using connectedsentences and short paragraphs, oftenacross major time frames.7.1.IH.PRSNT.3: Use languagecreatively when responding to oral,written, and visual prompts onfamiliar and unfamiliar topics andsituations. 7.1.IH.PRSNT.4: Uselanguage creatively in writing for avariety of purposes.7.1.IH.PRSNT.5: Express viewpointson familiar and researched topics,give reasons to support the claims,and speak and write in strings ofconnected sentences and some shortparagraphs. 7.1.IH.PRSNT.6: Explaincultural perspectives of the targetlanguage people regarding climatechange and compare and contrastthose perspectives with ones held bypeople in the students’ own culture.

PresentationalMode/Advanced-Low:7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to atarget language audience, eitherelectronically or in person using shortparagraphs. 7.1.AL.PRSNT.2: Createa research-based analysis of a currentglobal problem/issue showing culturalperspectives associated with the target

7.1.IH.PRSNT.5: Express viewpoints onfamiliar and researched topics, givereasons to support the claims, and speakand write in strings of connectedsentences and some short paragraphs.7.1.IH.PRSNT.6: Explain culturalperspectives of the target language peopleregarding climate change and compareand contrast those perspectives with onesheld by people in the students’ ownculture.

Presentational Mode/Advanced-Low:7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a targetlanguage audience, either electronically orin person using short paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associatedwith the target culture(s) and anotherworld culture. 7.1.AL.PRSNT.3: Offerand support opinions and use persuasivelanguage when presenting ideas andinformation. 7.1.AL.PRSNT.4: Uselanguage creatively in writing forpersonal, career, or academic purposesusing connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrastthe structural elements and/or culturalperspectives found in culturally authenticmaterials with those found in selections inEnglish.

creatively when responding to oral,written, and visual prompts on familiarand unfamiliar topics and situations.7.1.IH.PRSNT.4: Use languagecreatively in writing for a variety ofpurposes.7.1.IH.PRSNT.5: Express viewpoints onfamiliar and researched topics, givereasons to support the claims, and speakand write in strings of connectedsentences and some short paragraphs.7.1.IH.PRSNT.6: Explain culturalperspectives of the target languagepeople regarding climate change andcompare and contrast those perspectiveswith ones held by people in the students’own culture.

Presentational Mode/Advanced-Low:7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a targetlanguage audience, either electronicallyor in person using short paragraphs.7.1.AL.PRSNT.2: Create aresearch-based analysis of a currentglobal problem/issue showing culturalperspectives associated with the targetculture(s) and another world culture.7.1.AL.PRSNT.3: Offer and supportopinions and use persuasive languagewhen presenting ideas and information.7.1.AL.PRSNT.4: Use languagecreatively in writing for personal, career,or academic purposes using connected

culture(s) and another world culture.7.1.AL.PRSNT.3: Offer and supportopinions and use persuasive languagewhen presenting ideas andinformation. 7.1.AL.PRSNT.4: Uselanguage creatively in writing forpersonal, career, or academicpurposes using connected sentencesin paragraph-level narration anddescription. 7.1.AL.PRSNT.5:Compare and contrast the structuralelements and/or cultural perspectivesfound in culturally authentic materialswith those found in selections inEnglish.7.1.AL.PRSNT.6: Analyze howcultural perspectives about climatechange over time, and compare withchanging perspectives in one’s ownculture.

AP Learning Objectives

1.A Describe the literal meaning ofthe text.1.B Describe data.2.A Make cultural connections.2.B Make connections in and acrossdisciplines.3.A Interpret the distinguishingfeatures of a text.3.B Interpret the meaning of a text.4.A Determine the meaning offamiliar and unfamiliar words.

7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change overtime, and compare with changingperspectives in one’s own culture.


1.A Describe the literal meaning of thetext.1.B Describe data.2.A Make cultural connections.2.B Make connections in and acrossdisciplines.3.A Interpret the distinguishing features ofa text.3.B Interpret the meaning of a text.4.A Determine the meaning of familiarand unfamiliar words.4.B Use words appropriate for a givencontext.5.A Understand and apply appropriatecommunication strategies in interpersonalspeaking.5.B Understand and apply appropriateand varied syntactical expressions ininterpersonal speaking.6.A Understand and apply appropriatecommunication strategies in interpersonalwriting.6.B Understand and apply appropriateand varied syntactical expressions ininterpersonal writing.7.A Plan and research an issue or topic forpresentational speaking.

sentences in paragraph-level narrationand description.7.1.AL.PRSNT.5: Compare and contrastthe structural elements and/or culturalperspectives found in culturallyauthentic materials with those found inselections in English.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change overtime, and compare with changingperspectives in one’s own culture.


1.A Describe the literal meaning of thetext.1.B Describe data.2.A Make cultural connections.2.B Make connections in and acrossdisciplines.3.A Interpret the distinguishing featuresof a text.3.B Interpret the meaning of a text.4.A Determine the meaning of familiarand unfamiliar words.4.B Use words appropriate for a givencontext.5.A Understand and apply appropriatecommunication strategies ininterpersonal speaking.5.B Understand and apply appropriateand varied syntactical expressions ininterpersonal speaking.

4.B Use words appropriate for a givencontext.5.A Understand and apply appropriatecommunication strategies ininterpersonal speaking.5.B Understand and applyappropriate and varied syntacticalexpressions in interpersonal speaking.6.A Understand and apply appropriatecommunication strategies ininterpersonal writing.6.B Understand and applyappropriate and varied syntacticalexpressions in interpersonal writing.7.A Plan and research an issue ortopic for presentational speaking.7.B Use appropriate vocal and visualstrategies to communicate an idea inpresentational speaking.7.C Use appropriate language andvocabulary for the intended audiencein presentational speaking.7.D Express a perspective with detailsand examples to illustrate an opinionor idea in presentational speaking.8.A Plan and research an issue ortopic for presentational writing.8.B Use appropriate writing strategiesto communicate an idea inpresentational writing.8.C Understand and apply appropriateand varied syntactical expressions inpresentational writing.

7.B Use appropriate vocal and visualstrategies to communicate an idea inpresentational speaking.7.C Use appropriate language andvocabulary for the intended audience inpresentational speaking.7.D Express a perspective with details andexamples to illustrate an opinion or ideain presentational speaking.8.A Plan and research an issue or topic forpresentational writing.8.B Use appropriate writing strategies tocommunicate an idea in presentationalwriting.8.C Understand and apply appropriate andvaried syntactical expressions inpresentational writing.8.D Express a perspective with details andexamples to illustrate an opinion or ideain written presentations.

6.A Understand and apply appropriatecommunication strategies ininterpersonal writing.6.B Understand and apply appropriateand varied syntactical expressions ininterpersonal writing.7.A Plan and research an issue or topicfor presentational speaking.7.B Use appropriate vocal and visualstrategies to communicate an idea inpresentational speaking.7.C Use appropriate language andvocabulary for the intended audience inpresentational speaking.7.D Express a perspective with detailsand examples to illustrate an opinion oridea in presentational speaking.8.A Plan and research an issue or topicfor presentational writing.8.B Use appropriate writing strategies tocommunicate an idea in presentationalwriting.8.C Understand and apply appropriateand varied syntactical expressions inpresentational writing.8.D Express a perspective with detailsand examples to illustrate an opinion oridea in written presentations.

8.D Express a perspective with detailsand examples to illustrate an opinionor idea in written presentations.

InterdisciplinaryConnections: Write outcomplete NJSLS:(Must have at least onestandard from one of theseareas but may have more):

● ELA companionstandards;

● Standards forMathematical;Practice

● Science;● Visual/Performing

Arts) - Standard 1;● Comprehensive

Health & PE -Standard 2;

● Social Studies -Standard 6;

● World Languages -Standard 7;

ELA Writing● WHST.11-12.4. Produce clear

and coherent writing in whichthe development,organization, and style areappropriate to task, purpose,and audience.

● WHST.11-12.5. Develop andstrengthen writing as neededby planning, revising, editing,rewriting, or trying a newapproach, focusing onaddressing what is mostsignificant for a specificpurpose and audience.

ELA Speaking and Listening● NJSLSA.SL1. Prepare for

and participate effectively ina range of conversations andcollaborations with diversepartners, building on others’ideas and expressing theirown clearly and persuasively.

● NJSLSA.SL2. Integrate andevaluate informationpresented in diverse mediaand formats, includingvisually, quantitatively, andorally.

● NJSLSA.SL3. Evaluate a

ELA Writing● WHST.11-12.4. Produce clear and

coherent writing in which thedevelopment, organization, andstyle are appropriate to task,purpose, and audience.

● WHST.11-12.5. Develop andstrengthen writing as needed byplanning, revising, editing,rewriting, or trying a newapproach, focusing on addressingwhat is most significant for aspecific purpose and audience.

ELA Speaking and Listening● NJSLSA.SL1. Prepare for and

participate effectively in a rangeof conversations andcollaborations with diversepartners, building on others’ ideasand expressing their own clearlyand persuasively.

● NJSLSA.SL2. Integrate andevaluate information presented indiverse media and formats,including visually, quantitatively,and orally.

● NJSLSA.SL3. Evaluate aspeaker’s point of view,reasoning, and use of evidenceand rhetoric.


and coherent writing in whichthe development, organization,and style are appropriate to task,purpose, and audience.

● WHST.11-12.5. Develop andstrengthen writing as needed byplanning, revising, editing,rewriting, or trying a newapproach, focusing onaddressing what is mostsignificant for a specificpurpose and audience.


participate effectively in a rangeof conversations andcollaborations with diversepartners, building on others’ideas and expressing their ownclearly and persuasively.

● NJSLSA.SL2. Integrate andevaluate information presentedin diverse media and formats,including visually,quantitatively, and orally.

● NJSLSA.SL3. Evaluate aspeaker’s point of view,reasoning, and use of evidence

http://www.corestandards.org/ELA-Literacy/WHST/11-12/4/






speaker’s point of view,reasoning, and use ofevidence and rhetoric.

and rhetoric.

Integration of CareerReadiness, LifeLiteracies & KeySkills: Write outcomplete NJSLS: (Musthave at least one standardfrom:

● 9.1 PersonalFinancial Literacy;or

● 9.2 CareerAwareness,Exploration,Preparation &Training; or

● 9.4 Life Literacies& Key Skills)

Life Literacies & Key Skills9.4.12.CI.1: Demonstrate the abilitytoreflect, analyze, and use creativeskills and ideas.9.4.12.IML.8: Evaluate media sourcesfor point of view, bias, andmotivations.9.4.12.IML.9: Analyze the decisionscreators make to reveal explicit andimplicit messages within informationand media.9.4.12.TL.4: Collaborate in onlinelearning communities or socialnetworks or virtual worlds to analyzeand propose a resolution to areal-world problem.

Life Literacies & Key Skills9.4.12.IML.9: Analyze the decisionscreators make to reveal explicit andimplicit messages within information andmedia.9.4.12.TL.4: Collaborate in onlinelearning communities or social networksor virtual worlds to analyze and propose aresolution to a real-world problem.

Life Literacies & Key Skills9.4.12.IML.6: Use various types ofmediato produce and store information onclimate change for different purposesandaudiences with sensitivity to cultural,gender, and age diversity.9.4.12.IML.8: Evaluate media sourcesforpoint of view, bias, and motivations.

Integration ofComputer Scienceand Design Thinking:Write out completeNJSLS: (Must have at leastone standard from:

● 8.1 ComputerScience; or

● 8.2 DesignThinking)

Design Thinking8.2.12.ITH.3: Analyze the impact thatglobalization, social media, andaccess to open source technologieshas had oninnovation and on a society’seconomy,politics, and culture.8.2.12.EC.3: Synthesize data, analyzetrends, and draw conclusionsregardingthe effect of a technology on theindividual, culture, society, and

Design Thinking8.2.12.ITH.3: Analyze the impact thatglobalization, social media, and access toopen source technologies has had oninnovation and on a society’s economy,politics, and culture.8.2.12.EC.1: Analyze controversialtechnological issues and determine thedegree to which individuals, businesses,and governments have an ethical role indecisions that are made.

Computer Science8.1.12.IC.1: Evaluate the wayscomputingimpacts personal, ethical, social,economic,and cultural practices.

Design Thinking8.2.12.ITH.1: Analyze a product todetermine the impact that economic,political, social, and/or cultural factorshave had on its design, including itsdesign constraints.

environment and share thisinformation with the appropriateaudience.

21st Century Life andCareers: CareerEducation: Write outcomplete NJSLS: (Musthave at least one standardfrom:

● 9.3 Career andTechnicalEducation)

CTE9.3.12.AR‐JB.3 Plan and deliver amedia production (e.g., broadcast,video, Internet and mobile).

9.3.12.ED.2 Demonstrate effectiveoral, written and multimediacommunication in multiple formatsand contexts.

CTE9.3.12.AR‐JB.3 Plan and deliver a mediaproduction (e.g., broadcast, video, Internetand mobile).

9.3.12.ED.2 Demonstrate effective oral,written and multimedia communication inmultiple formats and contexts.

CTE9.3.12.AR‐JB.3 Plan and deliver amedia production (e.g., broadcast, video,Internet and mobile).

9.3.12.ED.2 Demonstrate effective oral,written and multimedia communicationin multiple formats and contexts.

EnduringUnderstandings:(Follow UbD:What big ideas will studentsknow?)

● While the concept of thefamily continues to evolve,families continue to shapevalues and traditions, as wellas personal beliefs andpersonal interests.

● The definition of andrelationship between familiesand communities depends onthe particular cultureinvolved.

● Societal norms place pressureon individuals with regard tolove and friendship.

● Family values and beliefsvary depending on the societyin which one lives.

● Family conflicts may arisebetween family membersbelonging to differentgenerations.

● Developments in science,technology, social media, andadvertising impact languagethrough the many ways wecommunicate and, ultimately,how we see ourselves

● Public and personal identities aresimilar yet different acrosscultures, influenced by theproducts, practices andperspectives of each one.

● The examination of the roles ofrace, ethnicity, gender, andreligion through world history andacross cultures assists inunderstanding the current sociopolitical landscape.

● The study of another languageand culture deepensunderstanding of where and howpeople live and why events occur.

● Beauty, aesthetics, fashion, andart is reflected in the history andculture of a community whichtherefore, influences ourperceptions, values, andwell-being.

● Society’s concept of beautycauses individuals andcommunities to act differently indifferent cultures.

● Studying and partaking in thefour art forms across culturesleads to an understanding of theshared human experience.

● Aesthetics and the creation andperformance of dance, music,theater, and visual arts creates adeeper understanding of peopleand cultures.

● The ideals of beauty, art, andcreativity vary by culture.

● An individual’s sense ofbelonging to one’scommunity influences one’schoices.

● The country in which anindividual is born, as well as thecountry in which an individualresides help shape his/her identity.

Essential Questions:(Follow UbD best practices inthe creation of questions)

1. What constitutes a family inSpanish-speaking societies?

2. What are some importantaspects of family values andfamily life inSpanish-speaking societies?

3. What challenges do familiesface in today’s world?

1. How does one’s identity evolveover time?

2. How does language shape ourcultural identity?

3. How does technology influencethe development of personal andpublic identity?

4. How does the art of a communityreflect its public identity?

1. How do ideals of beauty andaesthetics influence daily life?

2. How does art both challengeand reflect culturalperspectives?

3. How do communities valuebeauty and art?

4. How is art used to recordhistory?

STAGE 2: EvidenceAssessment &Evidence:(By what criteria willperformances of understandingbe judged? Include:

1. Formative,2. Summative,3. Alternative -

Performance/Project4. Benchmark)

Formative Assessments● Quizzes/tests● Analyzing variety of student

work● Strategic Questioning● Classroom Polls● Exit/Admin Tickets● Class participation/

discussions● Daily communication

activities via the 3 modes ofcommunication

● Online mini-assessments○ Socrative, Kahoot,

Quizziz, VHL etc.● Partner activities● Individual/group response

Summative

Formative Assessments● Quizzes/tests● Analyzing variety of student work● Strategic Questioning● Classroom Polls● Exit/Admin Tickets● Class participation/ discussions● Daily communication activities

via the 3 modes ofcommunication



Summative● Final interpersonal or speaking

presentations● Tests/quizzes


work● Strategic Questioning● Classroom Polls● Exit/Admin Tickets● Class participation/ discussions● Daily communication activities





presentations

● Final interpersonal orspeaking presentations

● Tests/quizzes● Research papers● End-of unit projects or

assignments● Culminating communicative

activity● Portfolio (multiple formats)● Completion of

Intermediate-High/Advanced-Low “Can-Do”statements for interpersonalspeaking, presentationalspeaking, presentationalwriting, interpretive listening,and interpretive reading.

Benchmarks● Departmental benchmark

given at the end of MP1 andMP3 based on the ACTFL“Can-Do” statements thatassess interpersonal &presentational speaking,presentational writing, andinterpretive listening &reading. (Intermediate High& Advanced-Low)

Alternative Assessments● Picture-prompted

writing/speaking activities

● Research papers● End-of unit projects or


activity● Portfolio (multiple formats)● Completion of Intermediate-High

/Advanced-Low “Can-Do”statements for interpersonalspeaking, presentational speaking,presentational writing,interpretive listening, andinterpretive reading.

Benchmarks● Departmental benchmark given at

the end of MP1 and MP3 basedon the ACTFL “Can-Do”statements that assessinterpersonal & presentationalspeaking, presentational writing,and interpretive listening &reading. (Intermediate High &Advanced-Low)


writing/speaking activities● Interpretive, interpersonal and

presentational activities assessedthrough use of rubrics

● Gallery walks of student work orperformance

● Tests/quizzes● Research papers● End-of unit projects or



Intermediate-High/Advanced-Low “Can-Do”statements for interpersonalspeaking, presentationalspeaking, presentational writing,interpretive listening, andinterpretive reading.

Benchmarks● Departmental benchmark given

at the end of MP1 and MP3based on the ACTFL “Can-Do”statements that assessinterpersonal & presentationalspeaking, presentational writing,and interpretive listening &reading. (Intermediate High &Advanced-Low)



presentational activitiesassessed through use of rubrics

● Interpretive, interpersonaland presentational activitiesassessed through use ofrubrics

● Gallery walks of studentwork or performance

● Assessments of 3 modes ofcommunication via studentchoice boards

● Student assessment throughauthentic interpretive,interpersonal andpresentational activities

● Creative extension projects● Student-designed assessment

activities● Portfolios

● Assessments of 3 modes ofcommunication via student choiceboards

● Student assessment throughauthentic interpretive,interpersonal and presentationalactivities



● Gallery walks of student workor performance





STAGE 3: Learning PlanLearningActivities/Content:(What is the core content of thisunit? What performance tasks/activities will students do?What skills will students know?Include content that adheres toNJ Administrative Code andStatutes:Amistad LawHolocaust LawLGBTQ/Disabilities Law)

Interpretive:● Students will read,

comprehend, and analyzeTiempo de Juego, anorganization in Bogotá,Colombia(https://tiempodejuego.org/)that inspires children andpromotes positive change incommunity via sports, arts,and technology. They willidentify the main idea,supporting details, andanswer comprehensionquestions relating to the text.They will listen to the

Interpretive:● Students will think about and list

words that are associated withassimilation and alienation. Theywill read Borges y Yo by JorgeLuis Borges and make inferencesbaked on tone, attitude, andperspective.

● Students will listen to a podcastabout Angel Falls located inVenezuela and the Pemonesculture on Radio ONU, titledVisita al Salto Ángel de la manode un guía indígena. Whilelistening, they will answercomprehension questions.

Interpretive:● Students will read and analyze

the responses from differentpeople, cultures, and ages,to asurvey about beauty, Encuestasobre la Belleza by AndrewMayek. Students will thenanalyze a Spanish idiom foundwithin the text and answerquestions in detail.

● Students will read and analyze aletter from a woman to a friendwho reflects on her musicalpreferences, which are differentfrom her neighbors’. As a result,she reflects on how her concept

cadence and the tone of theColombian accent whilewatching and understanding(https://festival.tiempodejuego.org/#videos). Then, theywill describe the point ofview.

● Students will read andanalyze the title of the text,“Facebook - El Monstruo delas dos cabezas” by M.Escobar de Nogales to deducethe central theme and point ofthe view of the author. Theywill then read the article anddeduce the meaning ofunfamiliar words andexpressions. They willcomplete sentences using thewords from the article.

● Students will think about therules in their home and markall options listed thatcorrespond to their family.Then, they will read oneportion of the play, El Niño yla Niebla by Rodolfo Usigliand answer comprehensionquestions.

Interpersonal:● Students will discuss who

benefits from Tiempo deJuego and how it has

● Students will read, comprehend,and analyze an advertisementabout self-esteem classes. Theywill answer questions based onthe text. Then, they will identifyvocabulary words located withinthe text that relate to itsdefinition.

Interpersonal:● Students will write 2 lists, one

with the characteristics of theprivate Borges and one with thepublic Borges. Then, they willdiscuss their lists and share theirthoughts in detail, as to which ofthe 2 they believe is moreendearing.

● Students will work with aclassmate to analyze and discussan excerpt from the audio byDakó. What does the quote revealabout the culture of the Pemones?

● Students will discuss the role thata positive attitude has onself-esteem and the adverseeffects of a negative attitude.Students will reflect on their lifeand provide concrete examplesabout their life or about the life ofsomeone they know well.

Presentational:

of beauty has changedthroughout the years. They willthen answer questions based onthe letter.

● Students will work with 2sources. They will first read,identify main ideas andsignificant details in “Unaarquitecta para 1.000 millonesde personas” by the Chileanarchitect, Joan MacDonald.Then, they will listen to herinterview that was broadcast onRadio Araucano. Students willanswer questions related to bothsources.

Interpersonal:● Students will work in small

groups to write a series ofquestions and create a surveyabout beauty. Then, they willsurvey their classmates anddraw conclusions, taking intoaccount the responses theyobtained. Afterwards, studentswill share their conclusions withanother group and discuss.

● Students will reflect on thewoman’s letter, the answers tothe comprehension questions,and write a response to her in aletter, as if they were her friend.

benefitted the differentmembers of the community.

● Students will evaluate the“Facebook - El Monstruo delas dos cabezas” article byanswering questions,expressing their opinionsabout the article and itsauthor.

● Students will discuss the playand create a scene between 2of the characters in whichthey will continue to developthe family conflict or proposean ending.

Presentational:● Using Tiempo de juego as a

model, students will think ofa program that could benefittheir community. They willwrite a persuasiveessay/proposal to theTownship in which they willtry to persuade the town tosupport the program.

● Using the “Facebook - ElMonstruo de las doscabezas” article as afoundation, students willanalyze and research ifprivacy exists or not. Theywill write an essay on thistopic supporting their

● Students will respond to a friend’semail, trying to ease their worriesand concerns. In their response,they will make reference to thetopic of personal and publicidentity; in other words, how oneperceives themselves and howothers perceive them.

● Students will researchinformation about an indiginousculture within the United Statesthat has a connection with itsnatural environment. Then,prepare a cultural comparisonwith the Pemones and present thefindings, orally, to the class.

● Students will read a commentwritten by a user on a socialnetworking site. They will write aresponse in order to help theperson.

LGBT/Disabilities:● Students will listen to an audio,

Jóvenes discapacitados se reúnena disfrutar de poesías, to identifygeneral ideas. They will takenotes on each one of the topics onthe table. They will read astatement by Jorge Luis, amember of the La esquina Borgesgroup in respect to disabilities.Students will analyze the quote

● Students will participate in asimulated conversation with theowner of a handmade craftsstore. They will apply for a jobto work as a designer of theirdisplay windows for the holidayseason.

Presentational:● Students will research a Spanish

or Latinamerican artist of theirchoice, such as FernandoBotero. They will compare andcontrast him/her with an artistfrom the United States andpresent their findings to theclass that includes a culturalcomparison.

● Students will listen to Spanishand Latinamerican music. Theywill research a musical artist,their accomplishments, and theirmusic. Then, they will plan andprepare a presentation on howthey have influenced the musicin the United States.

● Students will read a culturalexcerpt, “De la bota de potro,típica del gaucho, a laalpargata del paisano” andlisten to Patricia Velasquez’interview. Then, they willresearch and find ahumanitarian project within the

opinion, based on the articleand their personalexperiences.

● Students will present thescene they created for El niñoy la niebla, between 2 of thecharacters in which theycontinued to develop thefamily conflict or proposedan ending of the play.

LGBT/Disabilities:● Students will research the

struggle that some individualsand families must overcomedespite theirdisability/differences.Students will include theLGBT/Disabilitiescommunities in their proposalrelating to Tiempo de Juegoto include all families.

and write what it means to them,using their own words.

US, similar to those from the 2sources, and write a culturalcomparison.

LGBT/Disabilities:● Students will learn about the

significant impact that theFundación AM Compañía deDanza de Habilidades Mixtas,now located in 9 countries, hashad and continues to have onpeople that use wheelchairs,crutches, and canes. They willwatch a video, read the article,and discuss.

● Students will research JoséFeliciano and discuss hiscontributions as the first Latinartist that has created the bridgeinto the music market in theUnited States.

Resources:(Include names of texts and allonline resources)

Textbooks● Draggett, Conlin, Ehrsam,

Millán. Temas: AP SpanishLanguage and Culture. VHL,2014

● Baskinger, Herrera, Masel.Triángulo APreciado. 6a

edición. Wayside Publishing,2020

● McMullan, Gatski. TriánguloAprobado. 5a edición.Wayside Publishing, 2013

Textbooks● Draggett, Conlin, Ehrsam, Millán.

Temas: AP Spanish Language andCulture. VHL, 2014

● Baskinger, Herrera, Masel.Triángulo APreciado. 6a edición.Wayside Publishing, 2020

● McMullan, Gatski. TriánguloAprobado. 5a edición. WaysidePublishing, 2013






● Frisancho, Redman, Bravo.AP Spanish Language andCulture Exam Preparation.VHL, 2014.

Online & Other Resources● YouTube● Yabla authentic video clips

with AP themes● Paperboy - daily local online

newspapers throughout allSpanish-speaking countries

● TV news and entertainmentprogramming (i.e.Telefenoticias)

● RAE: Real AcademiaEspañola official dictionaryonline

● Biografías y vidas - onlinebiographical encyclopedia

● Videos and movies in DVDor downloaded from officialsites on the Internet

● Songs found on YouTube● Google throughout

Spanish-speaking countries(i.e. Google.com.ar)

● Frisancho, Redman, Bravo. APSpanish Language and CultureExam Preparation. VHL, 2014

Online & Other Resources● YouTube● Yabla authentic video clips with

AP themes● Paperboy - daily local online


● TV news and entertainmentprogramming (i.e. Telefenoticias)

● RAE: Real Academia Españolaofficial dictionary online


● Videos and movies in DVD ordownloaded from official sites onthe Internet


Spanish-speaking countries (i.e.Google.com.ar)

● Frisancho, Redman, Bravo. APSpanish Language and CultureExam Preparation. VHL, 2014.







● Videos and movies in DVD ordownloaded from official siteson the Internet



Differentiation: (Whattype of differentiatedinstruction will be used foreach of the followingsubgroups:

1. Special Education2. English Language

Learners (ELLs)3. At Risk/BSI

Special Education● Modify activities and

assessments as per individualstudents’ IEPs

● Learning style adaptation● Scaffolding● Tiered lessons● Graphic organizers

Special Education● Modify activities and assessments

as per individual students’ IEPs● Learning style adaptation● Scaffolding● Tiered lessons● Graphic organizers● Modify time requirements



● Learning style adaptation● Scaffolding● Tiered lessons● Graphic organizers

4. Gifted &Talented/Advanced

5. 504)

● Modify time requirements● Modify assessment type,

length an/ or format● Modify lesson pacing and/or

structure● Study guides● Reduced choice on

assessments● Word banks

English Language Learners● Sheltered Instruction

Observation Protocol (SIOP)- instructional model thathelps teachers plan anddeliver lessons that allowEnglish learners to acquireacademic knowledge as theydevelop English languageproficiency

● Provide leveled or guidedreading

● Provide regular and/or picturedictionaries

● Couple new vocabulary withvisual references

● Provide extended time● Teacher Modeling● Simplify written and verbal

instructions● Use teaching strategies and

learning resources that thatmake content comprehensible

● Cultural responsiveness

● Modify assessment type, lengthan/ or format

● Modify lesson pacing and/orstructure

● Study guides● Reduced choice on assessments● Word banks

English Language Learners● Sheltered Instruction Observation

Protocol (SIOP) - instructionalmodel that helps teachers planand deliver lessons that allowEnglish learners to acquireacademic knowledge as theydevelop English languageproficiency

● Provide leveled or guided reading● Provide regular and/or picture

dictionaries● Couple new vocabulary with

visual references● Provide extended time● Teacher Modeling● Simplify written and verbal


learning resources that that makecontent comprehensible

● Cultural responsiveness● Total Physical Response (TPR) -

direct action to internalize newlanguage learning concepts

● Modify time requirements● Modify assessment type, length

an/ or format● Modify lesson pacing and/or

structure● Study guides● Reduced choice on assessments● Word banks


Observation Protocol (SIOP) -instructional model that helpsteachers plan and deliverlessons that allow Englishlearners to acquire academicknowledge as they developEnglish language proficiency








● Total Physical Response(TPR) - direct action tointernalize new languagelearning concepts

Students “At Risk” (BSI)● Multimedia presentations● Tiered lessons● Grouped or “chunked”

assignments● Learning style adaptation● Guided reading● Graphic organizers● Word banks● Study guides● Modeling● Manipulatives● Scaffolding● Use of visuals

G & T● Learning style adaptation● Tiered lessons or accelerated

choice work● Project-based learning● Modified assignments (more

application and higher levelthinking tasks – lesscomprehension)

● Compact curriculum● Independent projects● Interest centers● Interest groups● Flexible skills grouping






● Compact curriculum● Independent projects● Interest centers● Interest groups● Flexible skills grouping● Learning centers● High-level questions● Contracts/management plans● Choice activities

● Total Physical Response (TPR) -direct action to internalize newlanguage learning concepts






● Compact curriculum● Independent projects● Interest centers● Interest groups● Flexible skills grouping● Learning centers

● Learning centers● High-level questions● Contracts/management plans● Choice activities

504 Plans● Modify activities and

assessments as per individualstudents’ 504

● Preferential seating● Extended time on tests and

assignments● Reduced homework or

classwork● Verbal, visual, or technology

aids● Modified textbooks or

audio-video materials.● Modeling

504 Plans● Modify activities and assessments

as per individual students’ 504● Preferential seating● Extended time on tests and

assignments● Reduced homework or classwork● Verbal, visual, or technology aids● Modified textbooks or


● High-level questions● Contracts/management plans● Choice activities








Unit of Study:(Pacing Guide - Specifytime frame by days orweeks)

Unit 4: Science and Technology(6 weeks)

Unit 5: Contemporary Life(6 weeks)

Unit 6: Global Challenges(6 weeks)

STAGE 1: Desired ResultsEstablished Goals:Write out completeNJSLS:(Content Specific StandardsOnly. Only use standards

World Language StandardsInterpretive Mode/Intermediate-High:7.1.IH.IPRET.1: Summarize the mainidea, several details, and some

World Language StandardsInterpretive Mode/Intermediate- High:7.1.IH.IPRET.1: Summarize the mainidea, several details, and some inferences

World Language StandardsInterpretive Mode/Intermediate-High:7.1.IH.IPRET.1: Summarize the mainidea, several details, and some

that are applicable to theunit.)

inferences of literary or informationaltexts on a range of topics.7.1.IH.IPRET.2: Demonstratecomprehension of spoken and writtenlanguage expressed by speakers of thetarget language in formal andinformal settings, through appropriateresponses. 7.1.IH.IPRET.3: Compareand contrast the use of verbal andnon-verbal etiquette to perform avariety of functions (e.g., persuading,offering advice) in the targetculture(s) and in one’s own culture.7.1.IH.IPRET.4: Summarizeinformation from oral and writtendiscourse dealing with a variety oftopics.7.1.IH.IPRET.5: Infer the meaning ofsome unfamiliar words and phrases innew formal and informal contexts.7.1.IH.IPRET.6: Identify several ofthe distinguishing features of the text(e.g., type of resource, intendedaudience, purpose).7.1.IH.IPRET.7: Infer the meaning ofmost vocabulary, including someculturally appropriate and idiomaticexpressions related to familiar orstudied topics, by using context cluesand text structures.7.1.IH.IPRET.8: Collect, share, andanalyze data related to global issuesincluding climate change.

of literary or informational texts on arange of topics.7.1.IH.IPRET.2: Demonstratecomprehension of spoken and writtenlanguage expressed by speakers of thetarget language in formal and informalsettings, through appropriate responses.7.1.IH.IPRET.3: Compare and contrast theuse of verbal and non-verbal etiquette toperform a variety of functions (e.g.,persuading, offering advice) in the targetculture(s) and in one’s own culture.7.1.IH.IPRET.4: Summarize informationfrom oral and written discourse dealingwith a variety of topics.7.1.IH.IPRET.5: Infer the meaning ofsome unfamiliar words and phrases in newformal and informal contexts.7.1.IH.IPRET.6: Identify several of thedistinguishing features of the text (e.g.,type of resource, intended audience,purpose).7.1.IH.IPRET.7: Infer the meaning ofmost vocabulary, including someculturally appropriate and idiomaticexpressions related to familiar or studiedtopics, by using context clues and textstructures.7.1.IH.IPRET.8: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpretive Mode/Advanced-Low:

inferences of literary or informationaltexts on a range of topics.7.1.IH.IPRET.2: Demonstratecomprehension of spoken and writtenlanguage expressed by speakers of thetarget language in formal and informalsettings, through appropriate responses.7.1.IH.IPRET.3: Compare and contrastthe use of verbal and non-verbaletiquette to perform a variety offunctions (e.g., persuading, offeringadvice) in the target culture(s) and inone’s own culture.7.1.IH.IPRET.4: Summarize informationfrom oral and written discourse dealingwith a variety of topics.7.1.IH.IPRET.5: Infer the meaning ofsome unfamiliar words and phrases innew formal and informal contexts.7.1.IH.IPRET.6: Identify several of thedistinguishing features of the text (e.g.,type of resource, intended audience,purpose).7.1.IH.IPRET.7: Infer the meaning ofmost vocabulary, including someculturally appropriate and idiomaticexpressions related to familiar or studiedtopics, by using context clues and textstructures.7.1.IH.IPRET.8: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpretive Mode/Advanced-Low:

Interpretive Mode/Advanced-Low:7.1.AL.IPRET.1: Identify main ideasand significant details in a range oforal, viewed, and written texts.7.1.AL.IPRET.2: Interpret spoken andwritten language and nuances ofculture, as expressed by speakers ofthe target language, in some formaland informal settings.7.1.AL.IPRET.3: Analyze the use ofverbal and non-verbal etiquette in thetarget culture(s) and in one’s ownculture to develop an understanding ofhow cultural perspectives arereflected in cultural products andcultural practices.7.1.AL.IPRET.4: Demonstrate anunderstanding of most content ofother academic disciplines.7.1.AL.IPRET.5: Analyze a literary orinformational text including theme,author’s purpose and tone, inferences.7.1.AL.IPRET.6: Analyze aradio/television program, movie, orpodcast for theme, purpose and tone,and inferences.7.1.AL.IPRET.7: Infer the meaning ofsome unfamiliar words and phrases inacademic and formal contexts.7.1.AL.IPRET.8: Analyze elements ofthe target language that do not have acomparable linguistic element inEnglish.

7.1.AL.IPRET.1: Identify main ideas andsignificant details in a range of oral,viewed, and written texts.7.1.AL.IPRET.2: Interpret spoken andwritten language and nuances of culture,as expressed by speakers of the targetlanguage, in some formal and informalsettings.7.1.AL.IPRET.3: Analyze the use ofverbal and non-verbal etiquette in thetarget culture(s) and in one’s own cultureto develop an understanding of howcultural perspectives are reflected incultural products and cultural practices.7.1.AL.IPRET.4: Demonstrate anunderstanding of most content of otheracademic disciplines.7.1.AL.IPRET.5: Analyze a literary orinformational text including theme,author’s purpose and tone, inferences.7.1.AL.IPRET.6: Analyze aradio/television program, movie, orpodcast for theme, purpose and tone, andinferences.7.1.AL.IPRET.7: Infer the meaning ofsome unfamiliar words and phrases inacademic and formal contexts.7.1.AL.IPRET.8: Analyze elements of thetarget language that do not have acomparable linguistic element in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering mostquestions that require inferring impliedmeanings.

7.1.AL.IPRET.1: Identify main ideasand significant details in a range of oral,viewed, and written texts.7.1.AL.IPRET.2: Interpret spoken andwritten language and nuances of culture,as expressed by speakers of the targetlanguage, in some formal and informalsettings.7.1.AL.IPRET.3: Analyze the use ofverbal and non-verbal etiquette in thetarget culture(s) and in one’s own cultureto develop an understanding of howcultural perspectives are reflected incultural products and cultural practices.7.1.AL.IPRET.4: Demonstrate anunderstanding of most content of otheracademic disciplines.7.1.AL.IPRET.5: Analyze a literary orinformational text including theme,author’s purpose and tone, inferences.7.1.AL.IPRET.6: Analyze aradio/television program, movie, orpodcast for theme, purpose and tone, andinferences.7.1.AL.IPRET.7: Infer the meaning ofsome unfamiliar words and phrases inacademic and formal contexts.7.1.AL.IPRET.8: Analyze elements ofthe target language that do not have acomparable linguistic element inEnglish.7.1.AL.IPRET.9: Differentiate factsfrom opinions by accurately answering

7.1.AL.IPRET.9: Differentiate factsfrom opinions by accuratelyanswering most questions that requireinferring implied meanings.7.1.AL.IPRET.10: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpersonal Mode/Intermediate-High:7.1.IH.IPERS.1: Exchangeinformation in conversations andsome discussions on a variety offamiliar and some concrete topics,using connected sentences that maycombine to form paragraphs andasking a variety of questions, oftenacross time frames. 7.1.IH.IPERS.2:Explain preferences, opinions, andemotions and give advice on a varietyof topics, using connected sentencesthat may combine to form paragraphsand asking a variety of questions,often across time frames.7.1.IH.IPERS.3: Relate personalstories, events, and experiences usingconnected speech and with accuracyin the present tense and often acrosstime frames.7.1.IH.IPERS.4: Engage in oral andwritten discourse in a variety ofsituations that sometimes involve acomplication, using connectedsentences that may combine to form

7.1.AL.IPRET.10: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpersonal Mode/Intermediate-High:7.1.IH.IPERS.1: Exchange information inconversations and some discussions on avariety of familiar and some concretetopics, using connected sentences that maycombine to form paragraphs and asking avariety of questions, often across timeframes.7.1.IH.IPERS.2: Explain preferences,opinions, and emotions and give advice ona variety of topics, using connectedsentences that may combine to formparagraphs and asking a variety ofquestions, often across time frames.7.1.IH.IPERS.3: Relate personal stories,events, and experiences using connectedspeech and with accuracy in the presenttense and often across time frames.7.1.IH.IPERS.4: Engage in oral andwritten discourse in a variety of situationsthat sometimes involve a complication,using connected sentences that maycombine to form paragraphs. (Showconsistent accuracy in the present tenseand show some accuracy with other timeframes.)7.1.IH.IPERS.5: Ask and respond toquestions and state opinions as part of a

most questions that require inferringimplied meanings.7.1.AL.IPRET.10: Collect, share, andanalyze data related to global issuesincluding climate change.

Interpersonal Mode/Intermediate-High:7.1.IH.IPERS.1: Exchange informationin conversations and some discussionson a variety of familiar and someconcrete topics, using connectedsentences that may combine to formparagraphs and asking a variety ofquestions, often across time frames.7.1.IH.IPERS.2: Explain preferences,opinions, and emotions and give adviceon a variety of topics, using connectedsentences that may combine to formparagraphs and asking a variety ofquestions, often across time frames.7.1.IH.IPERS.3: Relate personal stories,events, and experiences using connectedspeech and with accuracy in the presenttense and often across time frames.7.1.IH.IPERS.4: Engage in oral andwritten discourse in a variety ofsituations that sometimes involve acomplication, using connected sentencesthat may combine to form paragraphs.(Show consistent accuracy in the presenttense and show some accuracy withother time frames.)

paragraphs. (Show consistentaccuracy in the present tense andshow some accuracy with other timeframes.) 7.1.IH.IPERS.5: Ask andrespond to questions and stateopinions as part of a group discussionon topics and situations of a personal,academic, or social nature.7.1.IH.IPERS.6: Compare andcontrast global issues in a groupdiscussion, with emphasis on climatechange and its impact on the targetlanguage regions of the world and thepeople who live in those areas.

InterpersonalMode/Advanced-Low:7.1.AL.IPERS.1: Participate inextended conversations aboutpersonal, social, and professionaltopics, using paragraph-level speechand writing across major time frames.7.1.AL.IPERS.2: Describe, respondto, and negotiate a complication thatoccurs in a familiar situation, usingparagraph-level speech and writingacross major time frames.7.1.AL.IPERS.3: Maintainconversations by comparing andcontrasting preferences, opinions, andadvice using paragraph-level speechand writing across major time frames.7.1.AL.IPERS.4: Give a viewpointand supporting evidence when

group discussion on topics and situationsof a personal, academic, or social nature.7.1.IH.IPERS.6: Compare and contrastglobal issues in a group discussion, withemphasis on climate change and its impacton the target language regions of the worldand the people who live in those areas.

Interpersonal Mode/Advanced-Low:7.1.AL.IPERS.1: Participate in extendedconversations about personal, social, andprofessional topics, using paragraph-levelspeech and writing across major timeframes.7.1.AL.IPERS.2: Describe, respond to,and negotiate a complication that occurs ina familiar situation, using paragraph-levelspeech and writing across major timeframes.7.1.AL.IPERS.3: Maintain conversationsby comparing and contrasting preferences,opinions, and advice using paragraph-levelspeech and writing across major timeframes.7.1.AL.IPERS.4: Give a viewpoint andsupporting evidence when participating ina group discussion on topics of a personal,academic, or social nature in informal andsome formal settings. 7.1.AL.IPERS.5:Interact in a variety of familiar and a fewunfamiliar situations using culturallyappropriate verbal and non-verbalcommunication strategies.7.1.AL.IPERS.6: Converse with members

7.1.IH.IPERS.5: Ask and respond toquestions and state opinions as part of agroup discussion on topics and situationsof a personal, academic, or social nature.7.1.IH.IPERS.6: Compare and contrastglobal issues in a group discussion, withemphasis on climate change and itsimpact on the target language regions ofthe world and the people who live inthose areas.

Interpersonal Mode/Advanced-Low:7.1.AL.IPERS.1: Participate in extendedconversations about personal, social, andprofessional topics, usingparagraph-level speech and writingacross major time frames.7.1.AL.IPERS.2: Describe, respond to,and negotiate a complication that occursin a familiar situation, usingparagraph-level speech and writingacross major time frames.7.1.AL.IPERS.3: Maintain conversationsby comparing and contrastingpreferences, opinions, and advice usingparagraph-level speech and writingacross major time frames.7.1.AL.IPERS.4: Give a viewpoint andsupporting evidence when participatingin a group discussion on topics of apersonal, academic, or social nature ininformal and some formal settings.7.1.AL.IPERS.5: Interact in a variety offamiliar and a few unfamiliar situations

participating in a group discussion ontopics of a personal, academic, orsocial nature in informal and someformal settings. 7.1.AL.IPERS.5:Interact in a variety of familiar and afew unfamiliar situations usingculturally appropriate verbal andnon-verbal communication strategies.7.1.AL.IPERS.6: Converse withmembers of the target culture withunderstanding about contemporaryglobal issues, including climatechange.

PresentationalMode/Intermediate-High:7.1.IH.PRSNT.1: Present detailedinformation orally and in writing oninformation gathered from culturallyauthentic resources, using shortparagraphs and often using major timeframes.7.1.IH.PRSNT.2: Tell and writedetailed stories, presentations,speeches on community events andpersonal experiences, using connectedsentences and short paragraphs, oftenacross major time frames.7.1.IH.PRSNT.3: Use languagecreatively when responding to oral,written, and visual prompts onfamiliar and unfamiliar topics andsituations. 7.1.IH.PRSNT.4: Uselanguage creatively in writing for a

of the target culture with understandingabout contemporary global issues,including climate change.

PresentationalMode/Intermediate-High:7.1.IH.PRSNT.1: Present detailedinformation orally and in writing oninformation gathered from culturallyauthentic resources, using shortparagraphs and often using major timeframes.7.1.IH.PRSNT.2: Tell and write detailedstories, presentations, speeches oncommunity events and personalexperiences, using connected sentencesand short paragraphs, often across majortime frames.7.1.IH.PRSNT.3: Use language creativelywhen responding to oral, written, andvisual prompts on familiar and unfamiliartopics and situations.7.1.IH.PRSNT.4: Use language creativelyin writing for a variety of purposes.7.1.IH.PRSNT.5: Express viewpoints onfamiliar and researched topics, givereasons to support the claims, and speakand write in strings of connected sentencesand some short paragraphs.7.1.IH.PRSNT.6: Explain culturalperspectives of the target language peopleregarding climate change and compare andcontrast those perspectives with ones heldby people in the students’ own culture.

using culturally appropriate verbal andnon-verbal communication strategies.7.1.AL.IPERS.6: Converse withmembers of the target culture withunderstanding about contemporaryglobal issues, including climate change.

PresentationalMode/Intermediate-High:7.1.IH.PRSNT.1: Present detailedinformation orally and in writing oninformation gathered from culturallyauthentic resources, using shortparagraphs and often using major timeframes.7.1.IH.PRSNT.2: Tell and write detailedstories, presentations, speeches oncommunity events and personalexperiences, using connected sentencesand short paragraphs, often across majortime frames.7.1.IH.PRSNT.3: Use languagecreatively when responding to oral,written, and visual prompts on familiarand unfamiliar topics and situations.7.1.IH.PRSNT.4: Use languagecreatively in writing for a variety ofpurposes.7.1.IH.PRSNT.5: Express viewpoints onfamiliar and researched topics, givereasons to support the claims, and speakand write in strings of connectedsentences and some short paragraphs.7.1.IH.PRSNT.6: Explain cultural

variety of purposes.7.1.IH.PRSNT.5: Express viewpointson familiar and researched topics,give reasons to support the claims,and speak and write in strings ofconnected sentences and some shortparagraphs. 7.1.IH.PRSNT.6: Explaincultural perspectives of the targetlanguage people regarding climatechange and compare and contrastthose perspectives with ones held bypeople in the students’ own culture.

PresentationalMode/Advanced-Low:7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to atarget language audience, eitherelectronically or in person using shortparagraphs. 7.1.AL.PRSNT.2: Createa research-based analysis of a currentglobal problem/issue showing culturalperspectives associated with the targetculture(s) and another world culture.7.1.AL.PRSNT.3: Offer and supportopinions and use persuasive languagewhen presenting ideas andinformation. 7.1.AL.PRSNT.4: Uselanguage creatively in writing forpersonal, career, or academicpurposes using connected sentences inparagraph-level narration anddescription. 7.1.AL.PRSNT.5:Compare and contrast the structural

Presentational Mode/Advanced-Low:7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a targetlanguage audience, either electronically orin person using short paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associatedwith the target culture(s) and anotherworld culture. 7.1.AL.PRSNT.3: Offer andsupport opinions and use persuasivelanguage when presenting ideas andinformation. 7.1.AL.PRSNT.4: Uselanguage creatively in writing forpersonal, career, or academic purposesusing connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrastthe structural elements and/or culturalperspectives found in culturally authenticmaterials with those found in selections inEnglish.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change overtime, and compare with changingperspectives in one’s own culture.


1.A Describe the literal meaning of thetext.1.B Describe data.2.A Make cultural connections.

perspectives of the target languagepeople regarding climate change andcompare and contrast those perspectiveswith ones held by people in the students’own culture.

Presentational Mode/Advanced-Low:7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a targetlanguage audience, either electronicallyor in person using short paragraphs.7.1.AL.PRSNT.2: Create aresearch-based analysis of a currentglobal problem/issue showing culturalperspectives associated with the targetculture(s) and another world culture.7.1.AL.PRSNT.3: Offer and supportopinions and use persuasive languagewhen presenting ideas and information.7.1.AL.PRSNT.4: Use languagecreatively in writing for personal, career,or academic purposes using connectedsentences in paragraph-level narrationand description.7.1.AL.PRSNT.5: Compare and contrastthe structural elements and/or culturalperspectives found in culturallyauthentic materials with those found inselections in English.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change overtime, and compare with changingperspectives in one’s own culture.

elements and/or cultural perspectivesfound in culturally authentic materialswith those found in selections inEnglish.7.1.AL.PRSNT.6: Analyze howcultural perspectives about climatechange over time, and compare withchanging perspectives in one’s ownculture.


1.A Describe the literal meaning ofthe text.1.B Describe data.2.A Make cultural connections.2.B Make connections in and acrossdisciplines.3.A Interpret the distinguishingfeatures of a text.3.B Interpret the meaning of a text.4.A Determine the meaning offamiliar and unfamiliar words.4.B Use words appropriate for a givencontext.5.A Understand and apply appropriatecommunication strategies ininterpersonal speaking.5.B Understand and applyappropriate and varied syntacticalexpressions in interpersonal speaking.6.A Understand and apply appropriatecommunication strategies ininterpersonal writing.

2.B Make connections in and acrossdisciplines.3.A Interpret the distinguishing features ofa text.3.B Interpret the meaning of a text.4.A Determine the meaning of familiarand unfamiliar words.4.B Use words appropriate for a givencontext.5.A Understand and apply appropriatecommunication strategies in interpersonalspeaking.5.B Understand and apply appropriateand varied syntactical expressions ininterpersonal speaking.6.A Understand and apply appropriatecommunication strategies in interpersonalwriting.6.B Understand and apply appropriateand varied syntactical expressions ininterpersonal writing.7.A Plan and research an issue or topic forpresentational speaking.7.B Use appropriate vocal and visualstrategies to communicate an idea inpresentational speaking.7.C Use appropriate language andvocabulary for the intended audience inpresentational speaking.7.D Express a perspective with details andexamples to illustrate an opinion or idea inpresentational speaking.8.A Plan and research an issue or topic forpresentational writing.


1.A Describe the literal meaning of thetext.1.B Describe data.2.A Make cultural connections.2.B Make connections in and acrossdisciplines.3.A Interpret the distinguishing featuresof a text.3.B Interpret the meaning of a text.4.A Determine the meaning of familiarand unfamiliar words.4.B Use words appropriate for a givencontext.5.A Understand and apply appropriatecommunication strategies ininterpersonal speaking.5.B Understand and apply appropriateand varied syntactical expressions ininterpersonal speaking.6.A Understand and apply appropriatecommunication strategies ininterpersonal writing.6.B Understand and apply appropriateand varied syntactical expressions ininterpersonal writing.7.A Plan and research an issue or topicfor presentational speaking.7.B Use appropriate vocal and visualstrategies to communicate an idea inpresentational speaking.

6.B Understand and applyappropriate and varied syntacticalexpressions in interpersonal writing.7.A Plan and research an issue ortopic for presentational speaking.7.B Use appropriate vocal and visualstrategies to communicate an idea inpresentational speaking.7.C Use appropriate language andvocabulary for the intended audiencein presentational speaking.7.D Express a perspective with detailsand examples to illustrate an opinionor idea in presentational speaking.8.A Plan and research an issue ortopic for presentational writing.8.B Use appropriate writing strategiesto communicate an idea inpresentational writing.8.C Understand and apply appropriateand varied syntactical expressions inpresentational writing.8.D Express a perspective with detailsand examples to illustrate an opinionor idea in written presentations.

8.B Use appropriate writing strategies tocommunicate an idea in presentationalwriting.8.C Understand and apply appropriate andvaried syntactical expressions inpresentational writing.8.D Express a perspective with details andexamples to illustrate an opinion or idea inwritten presentations.

7.C Use appropriate language andvocabulary for the intended audience inpresentational speaking.7.D Express a perspective with detailsand examples to illustrate an opinion oridea in presentational speaking.8.A Plan and research an issue or topicfor presentational writing.8.B Use appropriate writing strategies tocommunicate an idea in presentationalwriting.8.C Understand and apply appropriateand varied syntactical expressions inpresentational writing.8.D Express a perspective with detailsand examples to illustrate an opinion oridea in written presentations.

InterdisciplinaryConnections: Write outcomplete NJSLS:(Must have at least onestandard from one of theseareas but may have more):

● ELA companionstandards;


and coherent writing in whichthe development,organization, and style areappropriate to task, purpose,and audience.

● WHST.11-12.5. Develop andstrengthen writing as needed

ELA Writing● WHST.11-12.4. Produce clear and

coherent writing in which thedevelopment, organization, andstyle are appropriate to task,purpose, and audience.

● WHST.11-12.5. Develop andstrengthen writing as needed byplanning, revising, editing,


and coherent writing in whichthe development, organization,and style are appropriate to task,purpose, and audience.

● WHST.11-12.5. Develop andstrengthen writing as needed byplanning, revising, editing,







● Standards forMathematical;Practice

● Science;● Visual/Performing

Arts) - Standard 1;● Comprehensive

Health & PE -Standard 2;

● Social Studies -Standard 6;

● World Languages -Standard 7;

by planning, revising, editing,rewriting, or trying a newapproach, focusing onaddressing what is mostsignificant for a specificpurpose and audience.


participate effectively in arange of conversations andcollaborations with diversepartners, building on others’ideas and expressing theirown clearly and persuasively.

● NJSLSA.SL2. Integrate andevaluate informationpresented in diverse mediaand formats, includingvisually, quantitatively, andorally.

● NJSLSA.SL3. Evaluate aspeaker’s point of view,reasoning, and use ofevidence and rhetoric.

rewriting, or trying a newapproach, focusing on addressingwhat is most significant for aspecific purpose and audience.


participate effectively in a rangeof conversations andcollaborations with diversepartners, building on others’ ideasand expressing their own clearlyand persuasively.

● NJSLSA.SL2. Integrate andevaluate information presented indiverse media and formats,including visually, quantitatively,and orally.

● NJSLSA.SL3. Evaluate aspeaker’s point of view, reasoning,and use of evidence and rhetoric.

rewriting, or trying a newapproach, focusing onaddressing what is mostsignificant for a specific purposeand audience.


participate effectively in a rangeof conversations andcollaborations with diversepartners, building on others’ideas and expressing their ownclearly and persuasively.

● NJSLSA.SL2. Integrate andevaluate information presentedin diverse media and formats,including visually,quantitatively, and orally.

● NJSLSA.SL3. Evaluate aspeaker’s point of view,reasoning, and use of evidenceand rhetoric.

Integration of CareerReadiness, LifeLiteracies & KeySkills: Write outcomplete NJSLS: (Musthave at least one standardfrom:

● 9.1 PersonalFinancialLiteracy; or

● 9.2 CareerAwareness,Exploration,Preparation &Training; or

● 9.4 Life Literacies& Key Skills)

Life Literacies & Key Skills9.4.12.GCA.1: Collaborate withindividuals to analyze a variety ofpotential solutions to climate changeeffects and determine why somesolutions (e.g., political. economic,cultural) may work better than others.9.4.12.TL.4: Collaborate in onlinelearning communities or socialnetworksor virtual worlds to analyze andpropose aresolution to a real-world problem.

Life Literacies & Key Skills9.4.12.GCA.1: Collaborate withindividuals to analyze a variety ofpotential solutions to climate changeeffects and determine why some solutions(e.g., political. economic, cultural) maywork better than others.9.4.12.TL.4: Collaborate in onlinelearning communities or social networksor virtual worlds to analyze and propose aresolution to a real-world problem.

Life Literacies & Key Skills9.4.12.IML.8: Evaluate media sourcesforpoint of view, bias, and motivations.

Integration ofComputer Scienceand Design Thinking:Write out completeNJSLS: (Must have at leastone standard from:

● 8.1 ComputerScience; or

● 8.2 DesignThinking)

Design Thinking8.2.12.ITH.1: Analyze a product todetermine the impact that economic,political, social, and/or culturalfactorshave had on its design, including itsdesign constraints.8.2.12.ETW.4: Research historicaltensions between environmental andeconomic considerations as driven byhuman needs and wants in thedevelopment of a technologicalproductand present the competing viewpoints.8.2.12.ETW.3: Identify a complex,global environmental or climatechange issue, develop a systemic plan

Design Thinking8.2.12.EC.1: Analyze controversialtechnological issues and determine thedegree to which individuals, businesses,and governments have an ethical role indecisions that are made.8.2.12.ETW.3: Identify a complex, globalenvironmental or climate change issue,develop a systemic plan of investigation,and propose an innovative sustainablesolution.

Design Thinking8.2.12.ITH.1: Analyze a product todetermine the impact that economic,political, social, and/or cultural factorshave had on its design, including itsdesign constraints.8.2.12.ETW.4: Research historicaltensions between environmental andeconomic considerations as driven byhuman needs and wants in thedevelopment of a technological productand present the competing viewpoints.8.2.12.EC.2: Assess the positive andnegative impacts of emergingtechnologieson developing countries and evaluatehow

of investigation, and propose andinnovative sustainable solution.

individuals, non-profit organizations,andgovernments have responded.8.2.12.ETW.3: Identify a complex,globalenvironmental or climate change issue,develop a systemic plan of investigation,and propose an innovative sustainablesolution.

21st Century Life andCareers: CareerEducation: Write outcomplete NJSLS: (Musthave at least one standardfrom:

● 9.3 Career andTechnicalEducation)

CTE9.3.12.AG‐NR.2 Analyze theinterrelationships between naturalresources and humans.9.3.12.AR‐JB.3 Plan and deliver amedia production (e.g., broadcast,video, Internet and mobile).9.3.12.ED.2 Demonstrate effectiveoral, written and multimediacommunication in multiple formatsand contexts.

CTE9.3.12.AR‐JB.3 Plan and deliver a mediaproduction (e.g., broadcast, video, Internetand mobile).9.3.12.ED.2 Demonstrate effective oral,written and multimedia communication inmultiple formats and contexts.9.3.HT‐TT.1 Apply information abouttime zones, seasons and domestic andinternational maps to create or enhancetravel.9.3.HT‐TT.3 Analyze cultural diversityfactors to enhance travel planning.9.3.HT‐TT.7 Customize travel withdiverse transportation, lodging, cruise andfood options.

CTE9.3.12.AR‐JB.3 Plan and deliver amedia production (e.g., broadcast, video,Internet and mobile).9.3.12.ED.2 Demonstrate effective oral,written and multimedia communicationin multiple formats and contexts.9.3.12.AG‐NR.2 Analyze theinterrelationships between naturalresources and humans.9.3.HT‐TT.7 Customize travel withdiverse transportation, lodging, cruiseand food options.

EnduringUnderstandings:(Follow UbD:What big ideas will studentsknow?)

● Access to and developmentsin science and technologyaffect the quality of life,values, and ethics of acommunity.

● Attitudes toward science andtechnology are based oncultural and historical factors,unique to each culture.

● Access to education, health care,justice, food and water impactsone’s quality of life in thecommunity in which they live.

● People in various societies behavein different ways based on culturalinfluence.

● Citizens who can communicate inmore than one language have

● Economic developments andenvironmental challenges oftenimpact society and politics on alarger scale, which in turnaffects individual families andcommunities.

● Understanding culturalvariations in products, practicesand perspectives is necessary in

● Innovations and discoveriesin the fields of science andtechnology change everydaylife.

● Technological advances poseethical consequences.

unprecedented careeropportunities, marketability, andearning potential.

● Various cultures have differingviews on quality of life andwork/life balance.

● Understanding another cultureshapes the view of one’s ownculture.

order to compare the targetcultures with the student’s ownculture(s).

● Collecting, sharing andanalyzing data related to globalissues lead to an understandingof the role cultural perspectivesplay in how these issues areperceived and addressed.

● Current events, contemporaryand emerging global issues,problems and challenges aretopics that are debatablebetween cultures. Some topicsinclude: population growth andmigration; environmentaldegradation and protection;discrimination and conflict; andallocation of resources.

Essential Questions:(Follow UbD best practices inthe creation of questions)

1. What factors drive innovationand discovery in the fields ofscience and technology?

2. What role do ethics play inscientific advancement?

3. What are the socialconsequences of scientific ortechnological advancements?

1. How do societies and individualsdefine quality of life?

2. How is contemporary lifeinfluenced by cultural products,practices, and perspectives?

3. What are the challenges ofcontemporary life?

1. How do environmental,political, and societal challengespositively and negatively impactcommunities?

2. What role do individuals play inaddressing complex societalissues?

3. How do challenging issuesaffect a society’s culture?

STAGE 2: EvidenceAssessment &Evidence:(By what criteria willperformances of understandingbe judged? Include:

1. Formative,


work● Strategic Questioning

Formative Assessments● Quizzes/tests● Analyzing variety of student work● Strategic Questioning● Classroom Polls


work● Strategic Questioning

2. Summative,3. Alternative -

Performance/Project4. Benchmark)

● Classroom Polls● Exit/Admin Tickets● Class participation/

discussions● Daily communication

activities via the 3 modes ofcommunication



Summative● Final interpersonal or

speaking presentations● Tests/quizzes● Research papers● End-of unit projects or



Intermediate-High/Advanced-Low “Can-Do” statements forinterpersonal speaking,presentational speaking,presentational writing,interpretive listening, andinterpretive reading.

Benchmarks

● Exit/Admin Tickets● Class participation/ discussions● Daily communication activities

via the 3 modes of communication● Online mini-assessments

○ Socrative, Kahoot,Quizziz, VHL etc.

● Partner activities● Individual/group response


presentations● Tests/quizzes● Research papers● End-of unit projects or


activity● Portfolio (multiple formats)● Completion of Intermediate-High

/Advanced-Low “Can-Do”statements for interpersonalspeaking, presentational speaking,presentational writing, interpretivelistening, and interpretive reading.

Benchmarks● Departmental benchmark given at

the end of MP1 and MP3 based onthe ACTFL “Can-Do” statementsthat assess interpersonal &presentational speaking,presentational writing, and

● Classroom Polls● Exit/Admin Tickets● Class participation/ discussions● Daily communication activities





presentations● Tests/quizzes● Research papers● End-of unit projects or



Intermediate-High/Advanced-Low “Can-Do”statements for interpersonalspeaking, presentationalspeaking, presentational writing,interpretive listening, andinterpretive reading.

Benchmarks● Departmental benchmark given

at the end of MP1 and MP3

● Departmental benchmarkgiven at the end of MP1 andMP3 based on the ACTFL“Can-Do” statements thatassess interpersonal &presentational speaking,presentational writing, andinterpretive listening &reading. (Intermediate High& Advanced-Low)



presentational activitiesassessed through use ofrubrics



● Student assessment throughauthentic interpretive,interpersonal andpresentational activities



interpretive listening &reading.(Intermediate High &Advanced-Low)




● Gallery walks of student work orperformance

● Assessments of 3 modes ofcommunication via student choiceboards




based on the ACTFL “Can-Do”statements that assessinterpersonal & presentationalspeaking, presentational writing,and interpretive listening &reading. (Intermediate High &Advanced-Low)









STAGE 3: Learning PlanLearningActivities/Content:

Interpretive: Interpretive: Interpretive:

(What is the core content ofthis unit? What performancetasks/ activities will studentsdo? What skills will studentsknow?Include content that adheres toNJ Administrative Code andStatutes:Amistad LawHolocaust LawLGBTQ/Disabilities Law)

● Students will reflect on theiraccess to electricity and whatlife would be like without it.Then, they will watch UnAtajo, un camino, a videoshort, directed by MaríaFlores Villalba. Whilewatching, they will listen andanswer questions about thevideo.

● Students will research a list ofcommon health symptoms,document the sites that wereconsulted, and take notesproviding advice andsuggestions to alleviate themthrough traditional medicine.They will also reflect onwhether the sources arereliable or not.

● Students will read andanalyze La enfermedad comocausa de marginación en laedad media by Ana deDiego.They will answercomprehension questions andthen create a timeline thatillustrates medical advancesafter those indicated in thearticle.

● Students will read, analyze,and interpret the meaning of apoem, Maestranzas de nocheby the Chilean poet, Pablo

● Students will listen to an audio,¿Qué difícil es hablar el español?that includes many verses of asong by the duo Inténtalo Carito,from Bogotá. It portrays a culturaland linguistic appreciation of theSpanish language in anentertaining way. Students willlisten for and write a list of nounsthat make reference to differentgeographical locations in theSpanish-speaking world.

● Students will read, view, analyze,and take notes on an article and achart, ¿Por qué Finlandia liderala lista de países más felices yEspaña cae hasta el 36? byAndrea Gómez. They will thenread, analyze, and take notes usinga second source; ¿Por qué CostaRica sigue siendo el país más felizde Latinoamérica? Students willalso watch the short interview thatincludes the opinions of thecitizens of Costa Rica within thearticle. Students will listen to theCosta rican accent and itscadence.

● Students will read and examinethe details of an interview withMarta Hazas, “Tenemos unproducto distinto, no temo a lascomparaciones.” Then, they willanswer questions that analyze its

● Students will reflect on howclimate change has directly orindirectly affected their family,friends, or a place that iswell-known to them.

● Students will create a list of thecharacteristics and services thatan ideal community shouldhave. Then, they will readDéficit de espacio públicoahoga a los bogotanos, anarticle published in the onlinenewspaper El Nuevo Siglo, inBogotá. Then, they willcomplete a cause and effectchart.

● Students will watch, listen to,and analyze a video short,Pecera, un cortometraje delocéano, written, produced, anddirected by Carlos Bouvier.They will look at 3 images andread the quotes within each.Based upon the video and theimage, they will answerquestions.

Interpersonal:● Students will have a class debate

on the following statement:“The future of our planet iscondemned to destruction if wedo not protect our environment

Neruda. Then, they willanswer questions pertainingto the poem.

Interpersonal:● With a classmate, students

will analyze a list of questionsabout access to electricity,share their opinions, andanswer questions. Then, oneperson in each group willmove to another group, shareresponses, gain otherperspectives, and build on thediscussion.

● In small groups, students willshare, discuss, and comparethe lists of common healthsymptoms and advice thatwas obtained.

● Students will researchalternative medicine/practicesin Latinamerican countries;more specifically, in villagesand towns. They will sharethe information and discussits importance to thesecultures/regions..

Presentational:● Students will write an email

to an engineer in the videorequesting how they canassist Illuméxico provide

language and content withinspecific lines in the text.

● Students will read, comprehend,and analyze Cartas de mamá, byJulio Cortázar, which invites thereader to observe an internalconflict in the main character’smind regarding his marriage,honesty, and lies. Then, they willanswer comprehension questions.

Interpersonal:● Students will read and reflect on

statements to decide whether theyagree with them or not. They willshare their ideas with a classmateand provide examples to supporttheir answers.

● Students will compare their noteson Finland and Costa Rica, reflect,and discuss. Then, they will lookat the chart to make comparisonsand discuss happiness around theworld.

● Students will research urban andrural neighborhoods in aSpanish-speaking countries.Students will be assigned todebate in favor of an urban orrural vacation, based on thequality of life the family willexperience while living in theirchosen setting for two weeks.

or find a solution to globalwarming.”

● Students will complete a Venndiagram to illustrate some of themore serious problems relatedwith social well-being in theworld and in their communityand discuss.

● Students will answer questionsin small groups based on thePecera, un cortometraje delocéano video, share ideas anddiscuss.

● Students will participate in asimulated conversation with afriend about social well-being.They will imagine that they areworking in a center that receivesdonations for the victims of anearthquake in Perú. As they areleaving, the friends meet up andtalk.

Presentational:● Students will imagine that they

are senior citizens and that theyhave come back to Montvilleafter being away for more than50 years. They will write a letterto their grandchildren in whichthey describe the changes thatthey have observed in theenvironment and how these have

access to solar energy tohomes and communities thatare off the power grid and asa result, improve the lives ofmillions of people.

● Students will read anannouncement published by asocial media user who is toodependent on the Internet.Then, they will respond inwriting, providing help andadvice.

● Students will compare theirobservations toward ancientbeliefs and superstition, asthey relate to medicine, with aregion in theSpanish-speaking world thatis familiar to them. In theirpresentation, students willmake reference to what theyhave studied, lived, andobserved.

● In groups of 2, students willreflect and answer questionsregarding difficult relationshipswhile providing additional details.Then, they will work in groups of3 or 4 to answer and comment onthe opportunities to start overagain.

Presentational:● Students will reflect on why it is

difficult to understand jokes inanother language and anotherculture. They will prepare an oralpresentation comparing theirobservations about their owncommunity with that of a regionof the Spanish-speaking world.

● Students will research urban andrural neighborhoods in aSpanish-speaking country of theirchoice. They will imagine thatthey and their family have won anall expense paid two weekvacation, but they must chooseone place to stay for the entire twoweeks. They will create a visualand present orally to the class.

● Students will read and analyze ElFestival del Viento y las Cometas.They will research and take notesof festivals throughout theSpanish-speaking world. Theywill choose one festival that is of

affected the town in when theygrew up.

● Students will imagine thatanother community in our areahas a similar problem to thepeople from Bogotá. They willcontinue to do more research onthe web and write a persuasiveessay, a proposal, citing severalsources to reduce or solve theproblem.

● Students will reflect on theimportance of leisure activitiesin the lives of teenagers. Theywill prepare an oral presentationcomparing their observationsabout their own community withthat of a region of theSpanish-speaking world.

● Students will reflect on theimportance that individualactions have to improve theworld, whether it be on a localscale or on a global scale. Theywill prepare an oral presentationcomparing their observationsabout their own community withthat of a region of theSpanish-speaking world.

LGBT/Disabilities:● Students will read about Jeison

Aristizábal - CNN Hero of theYear 2016 and Nonprofit

interest to them. They will planand prepare an oral presentation/cultural comparison that includesa visual presentation to the class.

● Students will imagine what couldhave happened in the past betweenLuisa, Laura, and Nico. They willwrite a short story, using theevidence in Cartas de mamá tosupport their ideas.

LGBT/Disabilities:● Students will research the

charismatic Puerto Ricanentertainer and astrologer, WalterMercado. Although his life wasvery private, he was considered bysome as a healer and by others, aninspiration to the Latinx LGBTcommunity.

Founder with Cerebral Palsyand the difficulties he overcamedespite hisdisability/differences.

Resources:(Include names of texts and allonline resources)





● McMullan, Gatski. TriánguloAprobado. 5a edición.Wayside Publishing, 2013

● Frisancho, Redman, Bravo.AP Spanish Language and

Textbooks● Draggett, Conlin, Ehrsam, Millán.

Temas: AP Spanish Language andCulture. VHL, 2014

● Baskinger, Herrera, Masel.Triángulo APreciado. 6a edición.Wayside Publishing, 2020



Online & Other Resources






Culture Exam Preparation.VHL, 2014.

Online & Other Resources● YouTube● Yabla authentic video clips

with AP themes● Paperboy - daily local online



● RAE: Real AcademiaEspañola official dictionaryonline


● Videos and movies in DVD ordownloaded from officialsites on the Internet


Spanish-speaking countries(i.e. Google.com.ar)

● YouTube● Yabla authentic video clips with



● TV news and entertainmentprogramming (i.e. Telefenoticias)



● Videos and movies in DVD ordownloaded from official sites onthe Internet










● Videos and movies in DVD ordownloaded from official siteson the Internet



Differentiation: (Whattype of differentiatedinstruction will be used foreach of the followingsubgroups:

1. Special Education2. English Language

Learners (ELLs)3. At Risk/BSI4. Gifted &

Talented/Advanced



● Learning style adaptation● Scaffolding● Tiered lessons● Graphic organizers● Modify time requirements

Special Education● Modify activities and assessments

as per individual students’ IEPs● Learning style adaptation● Scaffolding● Tiered lessons● Graphic organizers● Modify time requirements● Modify assessment type, length

an/ or format



● Learning style adaptation● Scaffolding● Tiered lessons● Graphic organizers● Modify time requirements

5. 504 ● Modify assessment type,length an/ or format


● Study guides● Reduced choice on

assessments● Word banks


Observation Protocol (SIOP)- instructional model thathelps teachers plan anddeliver lessons that allowEnglish learners to acquireacademic knowledge as theydevelop English languageproficiency










English Language Learners● Sheltered Instruction Observation

Protocol (SIOP) - instructionalmodel that helps teachers plan anddeliver lessons that allow Englishlearners to acquire academicknowledge as they developEnglish language proficiency

● Provide leveled or guided reading● Provide regular and/or picture

dictionaries● Couple new vocabulary with

visual references● Provide extended time● Teacher Modeling● Simplify written and verbal


learning resources that that makecontent comprehensible



Students “At Risk” (BSI)● Multimedia presentations● Tiered lessons

● Modify assessment type, lengthan/ or format




Observation Protocol (SIOP) -instructional model that helpsteachers plan and deliver lessonsthat allow English learners toacquire academic knowledge asthey develop English languageproficiency









● Total Physical Response(TPR) - direct action tointernalize new languagelearning concepts






● Compact curriculum● Independent projects● Interest centers● Interest groups● Flexible skills grouping

● Grouped or “chunked”assignments

● Learning style adaptation● Guided reading● Graphic organizers● Word banks● Study guides● Modeling● Manipulatives● Scaffolding● Use of visuals





504 Plans● Modify activities and assessments

as per individual students’ 504







● Learning centers● High-level questions● Contracts/management plans● Choice activities









assignments● Reduced homework or classwork● Verbal, visual, or technology aids● Modified textbooks or audio-video

materials.● Modeling








Documents

AP Spanish Language & Culture Currriculum - 2021