€¦ · MONROE TOWNSHIP SCHOOL DISTRICT . Dr. Ralph P. Ferrie, Superintendent Dr. Christopher H. Tienken, Assistant Superintendent Dr. Edward Forsthoffer, III, Assistant

Monroe Township Schools

Curriculum Management System

AP Spanish Language

Grade 12 July 2007

* For adoption by all regular education programs Board Approved: July 2007

as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8-9 Goals/Objectives/Instructional Tools/Activities Pages 10-71 Benchmarks Page 72-73

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MONROE TOWNSHIP SCHOOL DISTRICT

Dr. Ralph P. Ferrie, Superintendent

Dr. Christopher H. Tienken, Assistant Superintendent Dr. Edward Forsthoffer, III, Assistant Superintendent

ADMINISTRATION

Ms. Kathy Kolupanowich, President

Mr. Lew Kaufman, Vice President Mr. Marvin Braverman

Mr. Joseph Homoki Mr. John Leary

Ms. Kathy Leonard Mrs. Rita Ostrager Ms. Amy Speizer

Mr. Ira Tessler

BOARD OF EDUCATION

Ms. Patrice Faraone

JAMESBURG REPRESENTATIVE

Ms. Melissa Bonamici Ms. Upsana Natarajan

Student Board Members

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Natasha Carannante Supervisor Name: Elizabeth Aaron, Supervisor of Humanities Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debbie Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Mission

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The Monroe K-12 School District recognizes the global environment of our world and the subsequent need for world language skills. Spanish AP Language will be offered as a world languages option to all high school students in the Monroe K-12 School District who have completed Spanish III H and IV H. As a planned program of instruction, the course will provide students with an advanced level Spanish Language opportunity. Emphasis will be placed on oral and written proficiency, increased aural and reading comprehension skills as well as a review of advanced grammar. Students will become familiar with general practices in the work world, school life, and leisure life of Latinos and make comparisons with other cultures. Participation in this course will encourage students to become more versatile citizens of a global world and will prepare them for future study of World Languages at the college level. The primary beliefs of this philosophy are: A person who studies a world language gains empathy and increased tolerance towards others as a result of a broadened worldwide view which comes from learning about other cultures and people. A person who studies a world language gains a better understanding of and appreciation for one’s own native language as well as the increased capacity to learn related world languages. A person who studies a world language benefits from improved critical thinking skills and creativity. A person who studies a world language increases performance in all aspects of learning, especially language acquisition, reading and social studies. A person who studies a world language produces higher ACT and SAT scores. A person who studies a world language is more competitive in the global marketplace. A person who studies a world language and culture examines one’s own personal values as well as civic responsibilities.

Educational Goals

To explore the every day uses for the Spanish language as well as the literary uses. To read and appreciate literary works, including short stories, autobiographies, legends, songs and poetry, orally and in writing, and discuss how these works relate to life situations as well as enhance the understanding of the cultures they represent. To demonstrate competency in the use of spoken Spanish and expand skills to communication about contemporary topics such as home, health, leisure, sports, education, the environment, tourism, commerce, government and politics, and the arts. To compare Spanish-speaking societies to each other as well as to the US culture. To initiate life-long interest in the Spanish language and culture. To engage students in real-life situations in which they can utilize the Spanish Language. To connect grammar with communication and provide practice that includes concrete practice in real-life situations, paired activities, and open speaking and writing tasks in formal and informal contexts. To engage students in meaningful activities and higher level thinking skills using the Spanish language. Connect Spanish with music, literature and the arts. To discover the numerous accents with which Spanish is spoken around the world.

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New Jersey State Department of Education Core Curriculum Content Standards

The New Jersey Core Curriculum Content Standards for World Languages was revised in 2004. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for World Languages may also be found at:

http://www.nj.gov/njded/cccs/s7_wl.htm

http://www.nj.gov/njded/cccs/s7_wl.htm�

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Spanish AP

Scope and Sequence

Quarter I I. El Hogar a. Trabajo de campo—Rose del Castillo Guilbault Naranjas—Gary Soto b. El Hogar—vocabulary and useful expressions relating to the home, AP exam practice and review c. El Verbo—comprehensive review of the present indicative tense, ser vs. estar, the gerund, the past participle, the passive voice, the imperative

II. La Salud a. Research on-line articles relating to health b. La Salud—vocabulary and useful expressions relating to one’s health, AP exam practice and review c. Tiempos del pasado—comprehensive review of the present perfect, the preterit, the imperfect, the pluscuamperfect tenses of the verb

III. El Medio Ambiente a. Tres poemas Arbol adentro—Octavio Paz Paisaje—Federico Garcia Lorca Meciendo—Gabriela Mistral b. El Medio Ambiente—vocabulary and useful expressions relating to the environment, AP exam practice and review c. Tiempos del futuro y del condicional—comprehensive review of the future and the conditional tenses of the verb

Quarter II IV. El Turismo a. Del Popol Vuh—versión de Jorge Luis Arriola b. Tres mitos latinoamericanos—versión de Douglas Gifford La historia de Quetzalcoatl—mito azteca El casamiento del sol—mito maya Los primeros incas—mito inca c. El Turismo—vocabulary and useful expressions relating to travel, AP exam practice and review d. El Subjuntivo—comprehensive review of the present subjunctive, the present perfect subjunctive, imperfect subjunctive and the pluscuamperfect sujunctive

V. El Ocio a. Research on-line current events relating to leisure and entertainment b. El Ocio—vocabulary and useful expressions relating to leisure activities, AP exam practice and review

c. Los sustantivos y los artículos—comprehensive review of nouns including gender, number, definite and indefinite articles

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Quarter III

VI. Los Deportes a. Research on-line articles relating to current events in sports b. Los Deportes—vocabulary and useful expressions relating to sports, AP exam practice and review

c. Los pronombres—comprehensive review of direct and indirect object pronouns, reflexive pronouns, and pronouns after a preposition

VII. La Educación a. Cajas de cartón—Francisco Jiménez b. La Educación—vocabulary and useful expressions relating to education, AP exam practice and review c. Los posesivos y los demostrativos—comprehensive review of possessives and demonstrative adjectives and pronouns

d. Las palabras interrogativas y exclamativas—comprehensive review of interrogative and exclamatory expressions

VIII. El Comercio a. Una carta a Dios—Gregorio López y Fuentes b. El Comercio—vocabulary and useful expressions relating to professions, business and finance

c. Los pronombres relativos—comprehensive review of relative pronouns d. Los indefinidos and negativos –comprehensive review of indefinite and positive/negative expressions

Quarter IV IX. El Prójimo a. “Lo que sucedió a un mozo que casó con una muchacha de muy mal carácter” El Conde Lucanor—Don Juan Manuel

b. El Prójimo—vocabulary and useful expressions relating to family and friends

c. Los adjetivos, los adverbios, los comparativos y los superlativos—comprehensive review relating to adjectives, adverbs, comparatives and superlatives

X. De Todo Un Poco a. El anillo del general Macías—Josefina Niggli b. De Todo Un Poco—vocabulary and useful expressions relating to government, politics, law enforcement, court proceedings, civil unrest and international conflict

c. Research on-line articles relating to current events in the realm of national or international politics d. Las preposiciones y las conjunciones—comprehensive review of prepositions and conjunctions

e. Más sobre verbos—comprehensive review of verbs like gustar, impersonal verbs, the verb soler, the infinitive as a noun, adjectives and nouns derived from the infinitive, and verbs used in idiomatic expressions f. Presentación grabado por video—Discurso formal de graduación

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Curriculum Management System Grade Level/Subject

Topic: El Hogar

: Spanish AP Language

Goal 1: The students will be able to read with comprehension the autobiographical literary selections Trabajo de campo and Naranjas and to discuss similar experiences from their own lives.

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The students will be able to:

Essential Questions Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

Sept. and Oct.

1.1. Complete all pre-reading and post-reading activities for comprehension.

1.2. Retell story in their own words.

1.3. Discuss similar experiences from their own lives.

1.4. Use the new vocabulary in context for sentence completion.

1.5. Match the new vocabulary words with their corresponding definitions.

1.6. Substitute the new vocabulary for corresponding words and phrases.

1.7. Write original sentences using the new vocabulary.

NJ CCCS Pre-Advanced 7.1 A.1, 4, 6 B.1, 2, 3, 4, 5 C.1, 2, 3 7.2 C. 2

• What are some of the advantages and disadvantages of working in a team?

Give some examples from your own experiences if possible. • Rosie’s mother tells her “Merece la pena esforzarse cuando la recompense

es buena”. Do you agree? • ¡No te rindas! (Don’t give up!) In your opinion, when is it reasonable to quit

something and when is it desirable to persevere? • Has there ever been a time in your life during which you were filled with

great anticipation over an upcoming special event like a first date? Did the final outcome meet your expectations?

• Complete pre-reading activities and read text for Trabajo de campo—Nuevas Vistas II textbook pgs. 31-37

• Expand essential vocabulary—Nuevas Vistas II textbook pg. 48D

• Write practice sentences using the new vocabulary

• Reading comprehension and vocabulary quiz—Nuevas Vistas II Assessment Guide

Assessment Models: Interpretive Complete post-reading, comprehension questions and activities—Nuevas Vistas II textbook pg. 38 and workbook pgs. 5-6

Write an autobiographical paragraph describing a similar experience to that of one of our young protagonists for homework. Share the personal experience orally with a partner during class the following day.

Interpersonal

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n Curriculum Management System Grade Level/Subject

Topic: El Hogar


Goal 1: The students will be able to read with comprehension the autobiographical literary selections Trabajo de campo and Naranjas and to discuss similar experiences from their own lives.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Students should be prepared to ask each other follow-up questions. Presentational Scenario: You are looking for a summer job/internship while in college. You have a very important interview scheduled today with a prospective employer. Prepare an appropriate dialogue with a partner. One of you will be the prospective employee and the other will be the employer. Remind students that the tone and register of the interview are important. Have students refer to textbook pgs. 50-51 to review formal and informal tone and register before beginning. Assess using Oral Presentation Rubric.

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Topic: El Hogar


Goal 2: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit the Home.

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:



Sept.and Oct.

2.1. Use new vocabulary in a variety of contexts.

2.2. Sharpen listening and reading comprehension skills.

2.3. Increase language accuracy.

2.4. Improve oral skills with informal and formal speaking tasks.

2.5. Improve writing skills with informal and formal writing tasks.

NJ CCCS Pre-Advanced 7.1 A.1, 4, 6 B.1, 2, 3, 4, 5 C.1, 2 7.2 B. 2

What foods comprise a well-balanced healthy diet? What elements are a must for your dream home? How can you maintain a balance between your desires and reality? How would you begin and end a conversation with a salesclerk who will

be assisting you with your purchase? How would you open and close a formal letter of complaint? How would you open and close a formal speech to a group of peers?

• Expand essential vocabulary by learning useful vocabulary and expressions relating to the home.

• Vocabulary quiz Assessment Models: Interpretive Listening comprehension—Complete short and extended listening comprehension activities—Triángulo capt.1 Reading comprehension—Sharpen skills by completing all reading comprehension selections and accompanying post-reading questions—Triángulo capt.1. Language accuracy— Hone language skills by completing all grammar and vocabulary fill-in comprehension sections.—Triángulo capt.1.

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Topic: El Hogar





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Directed conversation Scenario: You want to buy a recliner for your father for Father’s Day and you go to a furniture store to make your selection. You will participate in a simulated conversation with the sales clerk. Triángulo pg. 20 Informal writing Scenario: You have just left the drycleaners when you realize that your favorite shirt is missing. Write a letter to the owner complaining about the loss and the inconvenience. Triángulo pg.16 Scenario: A classmate passes you a note asking for your advice regarding a party he/she is throwing this weekend. Write a note in response including your advice and instructions on how to prepare your favorite dish. Triángulo pg.16

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Topic: El Hogar





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task: We always hope to live in the home of our dreams. Inevitably, the reality of our circumstances, whether environmental or social, imposes upon us. Citing examples from all three sources, write an essay describing how we must attempt to maintain a balance between our desires and reality in our search for the good life. Triángulo pgs. 17-19 Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Scenario: Imagine that you have to give a formal speech during your graduation ceremony. You have selected the title “The small things in my life have been so great.” Triángulo pgs. 22-23 Assess using Oral Presentation Rubric.

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Topic: El Hogar


Goal 3: Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: present tense, ser vs. estar, the gerund, the past participle, the passive voice, and formal and informal commands.




Sept.and Oct.

3.1. Recognize verbs that have irregular conjugations, stem changes or spelling changes in the present tense.

3.2. Memorize idiomatic expressions relating to the verbs soler, hacer and haber.

3.3. Select the correct verb, ser or estar, when speaking and writing.

3.4. Correctly use the gerund in Spanish in a variety of contexts.

3.5. Use the past participle with the perfect tenses.

3.6. Use the past participle as an adjective with correct noun/adjective agreement.

3.7. List the irregular formal and informal commands.

NJ CCCS Pre-Advanced 7.1 A. 7 B. 4 C. 2

• What verbs are irregular in the present tense? • What verbs have stem changes or spelling changes in the present tense? • What verbs are used most frequently in idiomatic expressions? • What are the uses of ser? In contrast, what are the uses of estar? • How does the use of the gerund in Spanish differ from its use in English? • What past participles are irregular? • How is the past participle used with the perfect tenses? • How is the past participle used as an adjective? • How do you change a sentence from active voice to passive voice? • What verbs are irregular in formal commands? • What verbs are irregular in informal commands?

• Practice with present tense—Una Vez Más capt. 1

• Practice with ser vs. estar—Una Vez Más capt. 1

• Practice with soler, hacer and haber—Una Vez Más capt. 1

• Practice with the gerund in Spanish—Una Vez Más capt. 1

• Practice with the past participle—Una Vez Más capt. 1

• Practice with the passive voice—Una Vez Más capt. 1

• Practice with the imperative—Una Vez Más capt. 1

• Comprehensive chapter 1 test—Una Vez Más Assessment program

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Topic: El Hogar


Goal 3: Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: present tense, ser vs. estar, the gerund, the past participle, the passive voice, and formal and informal commands.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Assessment Models: Interpretive Read a selected text and fill-in the blanks with either a form of ser or estar according to the context. Interpersonal Exchange drafts of formal essay for El Hogar with a partner and peer edit for the correct use of ser vs. estar, the gerund, and the past participle as an adjective. Presentational Students should finish editing and revising their formal essay for El Hogar which they will later share with the class in its final version.

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Topic: La Salud


Goal 4: The student will be able to read with comprehension authentic texts from newspapers, magazines and online sources and discuss current events relating to health and medicine.




Sept. and Oct.

4.1. Read with comprehension articles from authentic news sources in Spanish.

4.2. Learn new thematic vocabulary by making a vocabulary list of unknown words important to understanding the current events news articles.

4.3. Discuss current events relating to the world of healthcare.

4.4. Summarize news articles orally and in writing

NJ CCCS Pre-Advanced 7.1 A.1, 4, 6 B.1, 2, 3, 4, 5 C.1, 2, 3 7.2 A. 3 B. 2

What role does the title of a news article play? What key questions should a news article answer? What is happening currently in the realm of healthcare nationally and

internationally? What new discoveries are improving our health and well being? What are some of the latest diet plans and exercise techniques?

Handouts of recent articles to analyze the who?, what?, where?, when?, how? and why?

Research headlines using authentic sources online:

www.nacion.com/ www.thepaperboy.com www.prensaescrita.com www.elmundo.es/ www.bbcmundo.com www.cnnenespanol.com www.univision.com www.peopleenespanol.com Assessment Models: Interpretive Read authentic texts and write out the answers to each of the following questions: 1. What is the text about? 2. How does the author catch the reader’s attention? 3. What are the main ideas that the author highlights? 4. What is the purpose of the article? 5. On what facts does the

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http://www.thepaperboy.com/�

http://www.prensaescrita.com/�

http://www.elmundo.es/�

http://www.bbcmundo.com/�

http://www.cnnenespanol.com/�

http://www.univision.com/�

http://www.peopleenespanol.com/�

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Topic: La Salud


Goal 4: The student will be able to read with comprehension authentic texts from newspapers, magazines and online sources and discuss current events relating to health and medicine.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model author base his article? Interpersonal Read a news article of personal interest relating to health and medicine and summarize orally for a partner being sure to answer the following questions: 1. What is the text about? 2. What are the main ideas that the author highlights? 3. What is the purpose of the article? 4. On what facts does the author base his article? Presentational Scenario: You have been chosen to write the health section for the local newspaper. Select a topic within the realm of health and medicine to investigate and then write a news article summarizing your findings. All sources must be in the target language and copies of your sources must be turned in with your final article. Share your news article with the class.

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Topic: La Salud


Goal 5: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Health.




Sept. and Oct.







• What natural disasters or emergency situations have appeared most recently in the headlines?

• What are some common illnesses and their remedies? • What illnesses are now preventable with childhood vaccinations? • Describe your last trip to the dentist. • What are some key words and phrases one might use in a medical

emergency?

• Expand essential vocabulary by learning useful vocabulary and expressions relating to health.

• Vocabulary quiz Assessment Models: Interpretive Listening comprehension—Complete short and extended listening comprehension activities—Triángulo capt.2 Reading comprehension—Sharpen skills by completing all reading comprehension selections and accompanying post-reading questions—Triángulo capt.2 Language accuracy— Hone language skills by completing all grammar and vocabulary fill-in comprehension sections.—Triángulo capt.2

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Topic: La Salud





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Directed conversation Scenario: You have to call the hospital because your best friend has just been seriously injured in an accident. You will participate in a simulated conversation with the nurse who answers your emergency call. Triángulo pg. 43 Informal writing Scenario: You just received an email from a friend telling you that he/she is thinking about accepting a summer job at a gym. He/she asks your advice as to the best way to get in shape. Respond to the email giving your advice regarding diet and exercise. Triángulo pg.40 Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task:

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Topic: La Salud





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model In your opinion, is there a relationship between the physical and the emotional in order to have a healthy life? Write an essay describing the importance of maintaining a healthy balance between these two facets of the human body for optimal health. Triángulo pgs. 41-42 Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Scenario: You have to defend your reason for smoking or not smoking to your family. Prepare your defense based on the outside sources provided. Triángulo pgs. 46-47 Assess using Oral Presentation Rubric.

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Topic: La Salud


Goal 6: Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: present perfect, preterit, imperfect and pluscuamperfect verb tenses.




Sept.and Oct.

6.1. Recognize verbs that have irregular conjugations, stem changes or spelling changes in the preterit tense.

6.2. List the uses of the preterit. 6.3. List the uses of the

imperfect. 6.4. Select the correct verb

tense, imperfect vs. preterit, when speaking and writing about the past according to the given context.

6.5. List the irregular past participles used in the perfect tenses.

6.6. Draw a timeline demonstrating the correlation between the present perfect, preterit, imperfect and pluscuamperfect in Spanish.


• What verbs are irregular in the preterit tense? • What verbs have stem changes or spelling changes in the preterit tense? • What are the uses of imperfect? • What are the uses of the preterite? • When forming the perfect tenses, what past participles are irregular? • How do you change a sentence from active voice to passive voice no

matter what verb tense is being used? • How can all of these past tenses be chronologically differentiated on a time

line?

• Practice with present perfect tense—Una Vez Más capt. 2

• Practice with imperfect vs. preterite—Una Vez Más capt. 2

• Practice with the pluscuamperfect—Una Vez Más capt. 2

• Practice with the passive voice—Una Vez Más capt. 2


Assessment Models: Interpretive Read a selected text and fill-in the blanks with either a form of the imperfect or the preterite according to the context. Interpersonal Exchange drafts of formal essay for La Salud with a partner and peer edit for the correct use of imperfect vs. preterit and the perfect tenses.

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Topic: La Salud


Goal 6: Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: present perfect, preterit, imperfect and pluscuamperfect verb tenses.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Presentational Students should finish editing and revising their formal essay for La Salud which they will then share with the class in its final version.

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Topic: El Medio Ambiente


Goal 7: The students will be able to read with comprehension and analyze the following poems related to the natural world and the environment: Árbol adentro, Paisaje and Meciendo.




Nov. 7.1. Complete all pre-reading and post-reading activities for comprehension

7.2. Match the new vocabulary words with their corresponding definitions

7.3. Substitute the new vocabulary for corresponding words and phrases

7.4. Write original sentences using the new vocabulary

7.5. Find examples of simile, metaphor, personification, hyperbole and hyperbaton in the selected poetry.

7.6. Write an original poem about nature including some of these literary devices.

NJ CCCS Pre-Advanced 7.1 A.1, 4, 6 B.1, 2, 3, 4, 5 C.1, 2, 3

• Why is nature such a rich fountain of inspiration among poets? • What ideas or impressions of nature is each of these poets trying to

communicate? • The contemplation of nature impacts people in different ways. How does it

usually affect you? • Can you recall an experience when you were especially moved by an

encounter with nature? • What are some examples of simile, metaphor, personification, hyperbole,

and hyperbaton found in these poems?

Complete pre-reading activities and read text for Árbol adentro, Paisaje and Meciendo--Nuevas Vistas II textbook pgs. 156-159. Reading comprehension and vocabulary quiz—Nuevas Vistas II Assessment Guide Assessment Models: Interpretive Read along to a dramatic reading of these poems on tape with text pgs. 157-159. Complete post-reading comprehension questions and activities—Nuevas Vistas II pg. 160 and workbook pgs. 47-48. Interpersonal Have students share their original poems about something in nature with a partner or with the class as a dramatic reading.

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Goal 7: The students will be able to read with comprehension and analyze the following poems related to the natural world and the environment: Árbol adentro, Paisaje and Meciendo.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Presentational Have students write an original poem about something in nature, using some of the rhetorical devices discussed in class. Refer to literary elements found on pgs. 169-172 Nuevas Vistas textbook. Scenario: You have been hired as an architect. Give a brief presentation on the ideal community using props, video or Power Point to enhance their presentation. Consider the following questions: Where would the ideal community be located? Where would people live in relation to their work places, schools, community centers? Would some areas be left natural? Assess using Oral Presentation Rubrice.

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Goal 8: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit the Environment.




Nov. 8.1. Use new vocabulary in a variety of contexts.






• What natural disasters or emergency situations have appeared most recently in the headlines?

• If you were planning a camping trip, what items would you be sure to bring along? What activities would be on your list of fun things to do?

• What are some professions closely tied to the outdoors and the environment?

• What do you and your family do to help protect the environment? ex. recycling, carpooling, energy conservation, volunteer work, etc…

• Expand essential vocabulary by learning useful vocabulary and expressions relating to the environment.


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Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Directed conversation Scenario: You have just witnessed an oil spill near your house and you rush to call the National Environmental Protection Agency. You will participate in a simulated conversation with the representative who answers your urgent call. Triángulo pg. 69 Informal writing Scenario: You have decided that you would like to adopt a new puppy. Fill out the adoption form found on page 65 of Triángulo and briefly describe why you want to adopt and why you would be the ideal owner. Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task:

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Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Discuss the conflict between man’s desire to enjoy the great outdoors and the harmful effects of too much exposure to the heat and sun. Offer various possibilities as to how to resolve this problem. Triángulo pgs. 66-67 Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Scenario: You are going to give a radio speech covering the effects of garbage on people in the community. Compare and contrast the different points of view found in the printed and audio sources provided. Triángulo pgs. 71-73 Assess using Oral Presentation Rubric.

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Goal 9: Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: the future, future perfect, conditional and conditional perfect verb tenses.




Nov. 9.1. Memorize verbs that have irregular stems in the future and the conditional tenses.

9.2. List the uses of the future tense in Spanish.

9.3. List the uses of the conditional tense in Spanish.

9.4. Select the correct verb tense, future or conditional, when speaking and writing according to the given context.

9.5. Express what he/she would do in a given hypothetical situation.


• What are the special uses of the future tense? • What are the special uses of the conditional tense? • How can you differentiate between the use of the future and the conditional

in a given context? • How does the discussion of hypothetical situations differ in English and

Spanish?

• Practice with the future tense—Una Vez Más capt. 3

• Practice with the future perfect—Una Vez Más capt. 3

• Practice with the conditional—Una Vez Más capt. 3

• Practice with the conditional perfect—Una Vez Más capt. 3


Assessment Models: Interpretive Read a selected text and fill-in the blanks with either a form of the future or the conditional according to the context. Interpersonal Exchange drafts of formal essay for El Medio Ambiente with a partner and peer edit for the correct use of the future and the conditional tenses.

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Goal 9: Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: the future, future perfect, conditional and conditional perfect verb tenses.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Presentational Students should present their radio speeches on the effects of refuse to the class being sure to include some creative uses of the future and the conditional tenses.

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Topic: El Turismo


Goal 10: The students will be able to read with comprehension and discuss several pre-Columbian myths and legends of the Maya, Aztec and Inca cultures.




Dec. 10.1. Complete all pre-reading and post-reading activities for comprehension

10.2. Match the new vocabulary words with their corresponding definitions

10.3. Substitute the new vocabulary for corresponding words and phrases

10.4. Write original sentences using the new vocabulary

10.5. Find examples of great works of art inspired by ancient myths from various cultures.

10.6. Compare and contrast myths from different cultures. (ex. creation myths)

NJ CCCS Pre-Advanced 7.1 A.1, 4, 5, 6 B.1, 2, 3, 4, 5 C.1, 2, 3, 4

• How does the creation myth of the Maya Quíche found in the sacred Popol Vuh compare with the Biblical account of creation?

• What do many creation stories have in common? • What do the myths studied here reveal to us about the ancient Maya, Aztec

and Inca cultures?

Watch video clip depicting the Popol Vuh creation story.—Nuevas Vistas II video series collection 5 Complete pre-reading activities and read text Tres Mitos Latinoamericanos--Nuevas Vistas II textbook pgs. 318-327. Reading comprehension and vocabulary quiz—Nuevas Vistas II Assessment Guide Assessment Models: Interpretive Discuss follow-up questions to Popol Vuh video clip and complete the video guide activities.—Nuevas Vistas II video guide pgs. 38 & 42. Complete post-reading comprehension questions and activities for Tres Mitos Latinoamericanos —Nuevas Vistas II pg. 328 and workbook pgs. 91-92.

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Topic: El Turismo


Goal 10: The students will be able to read with comprehension and discuss several pre-Columbian myths and legends of the Maya, Aztec and Inca cultures.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Ask students to think about the different traditions or customs that they practice in their families and cultures. Do some traditions have their roots in other cultures? If so, where do these traditions come from, and how does the practice of them differ here in the U.S. from those in the country of origin? Do students feel that these traditions are still important? Why or why not? Students should discuss their findings and opinions with a partner and then present to the class in a 1-2 minute presentation. Presentational Myths from many cultures have been profoundly influential in inspiring great works of art such as paintings, sculpture and musical compositions. Have students find two highly acclaimed works of art that are based on myths. Have students then share their findings with the class in the form of a Power Point presentation and a retelling of the myths in their own words.

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Topic: El Turimso


Goal 11: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Tourism.




Dec. 11.1. Use new vocabulary in a variety of contexts.






If you could travel anywhere, where would you go and why? What is your preferred method of travel and why? How does international travel differ from travel within the U.S.? What are some of the benefits and pleasures of traveling? What are some common concerns while traveling?

Expand essential vocabulary by learning useful vocabulary and expressions relating to tourism and travel.

Vocabulary quiz Assessment Models: Interpretive Listening comprehension—Complete short and extended listening comprehension activities—Triángulo capt.4 Reading comprehension—Sharpen skills by completing all reading comprehension selections and accompanying post-reading questions—Triángulo capt.4 Language accuracy— Hone language skills by completing all grammar and vocabulary fill-in comprehension sections.—Triángulo capt.4

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Topic: El Turimso





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Directed conversation Scenario: You enter a travel agency to ask for information regarding airline tickets to Chile. You will participate in a simulated conversation with a senior travel agent. Triángulo pg. 94 Informal writing Scenario: You are concerned over the misuse of large vehicles like SUVs for local transportation. Write a letter to the editor of your local newspaper expressing your concern. Relate your ideas to the community in which you live. Triángulo pg. 91 Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task:

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Topic: El Turimso





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model According to these printed and audio sources, tourism is a double-edged sword. On the one hand, you have the interests of the tourists and on the other hand the interests of the host country. Discuss this supposed conflict and suggest a possible solution. Triángulo pgs. 92-93 Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Scenario: As a result of a project you did for Spanish class, you have been invited to give a presentation to a club of local businessmen and women. Based on a travel video depicting Niagra Falls and on an article on the Iguazú Falls in Argentina, you will select one of these places to promote as the “Destination of the Month”. Triángulo pgs. 97-98 Assess using Oral Presentation Rubric.

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Topic: El Turismo


Goal 12: Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: the present subjunctive, the present perfect subjunctive, the imperfect subjunctive and the pluscuamperfect subjunctive verb tenses.




Dec. 12.1. List and exemplify the various uses of the subjunctive in noun clauses.

12.2. Explain how the use of conditional conjunctions and temporal conjunctions can affect the use of the subjunctive in adverbial clauses differently.

12.3. Illustrate with a graph the tenses in the main clause that correspond with the present subjunctive and the tenses that correspond with the imperfect subjunctive.

12.4. Read a selected text and fill-in the blanks with any verb tense studied thus far according to the context.


• What are the uses of the subjunctive in noun clauses? • What are the uses of the subjunctive in adverbial clauses? • How do conditional conjunctions and temporal conjunctions affect the use

of the subjunctive in adverbial clauses? • What are the uses of the subjunctive in relative (adjective) clauses? • What are some of the other uses of the subjunctive? • When do you use the present perfect subjunctive? • How do you differentiate between the use of the present subjunctive and

the imperfect subjunctive? What tenses in the main clause correspond with each?

• Practice with the present subjunctive tense—Una Vez Más capt. 4

• Practice with the present perfect subjunctive—Una Vez Más capt. 4

• Practice with the imperfect subjunctive—Una Vez Más capt. 4

• Practice with the pluscuamperfect subjunctive—Una Vez Más capt. 4


Assessment Models: Interpretive Read a selected text and fill-in the blanks with any verb tense studied thus far according to the context. Interpersonal Exchange drafts of formal essay for El Turismo with a partner and peer edit for the correct use of the indicative vs. the subjunctive tenses.

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Topic: El Turismo


Goal 12: Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: the present subjunctive, the present perfect subjunctive, the imperfect subjunctive and the pluscuamperfect subjunctive verb tenses.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Presentational Students should present their “Destination of the Month” speech to the class being sure to include some creative uses of the subjunctive verb tenses.

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Topic: El Ocio


Goal 13: The student will be able to read with comprehension authentic texts from newspapers, magazines and online sources and to discuss current events relating to entertainment and leisure.




Jan. 13.1. Read with comprehension articles from authentic news sources in Spanish.


13.3. Discuss current events relating to the world of entertainment.



• What are some of this week’s headlines in the realm of entertainment? • What stars have recieved the most press coverage lately? Why? • What movies are blockbuster hits right now? • What are the most popular shows on TV this season? • What do you like to do during your free time?

• Handouts of recent articles to analyze the who?, what?, where?, when?, how? and why?

• Research headlines using authentic sources online:

www.nacion.com/ www.thepaperboy.com www.prensaescrita.com www.elmundo.es/ www.bbcmundo.com www.cnnenespanol.com www.univision.com www.peopleenespanol.com Assessment Models: Interpretive Read authentic texts and write out the answers to each of the following questions: 1. What is the text about? 2. How does the author catch the reader’s attention? 3. What are the main ideas that the author highlights? 4. What is the purpose of the article? 5. On what facts does the author base his article?









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Topic: El Ocio


Goal 13: The student will be able to read with comprehension authentic texts from newspapers, magazines and online sources and to discuss current events relating to entertainment and leisure.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Read a news article of personal interest relating to entertainment and leisure and summarize orally for a partner being sure to answer the following questions: 1. What is the text about? 2. What are the main ideas that the author highlights? 3. What is the purpose of the article? 4. On what facts does the author base his article? Presentational Scenario: You have been selected to write the entertainment section for the school newspaper. Select a topic within the realm of leisure and entertainment to investigate and then write a news article summarizing your findings. All sources must be in the target language and copies of your sources must be turned in with your final article. Share your news article with the class.

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Topic: El Ocio


Goal 14: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Leisure.




Jan. 14.1. Use new vocabulary in a variety of contexts.






• What do you like to do during your free time? • What are some leisure activities that you might do with your best friend? • What are some leisure activities that you might do with your family? • Why are the arts important in one’s education? • How would you describe going to the movies to an exchange student who

has never been to a movie theater in the U.S.? • How would you describe a Broadway show to an exchange student who

has never been to a show on Broadway? • How would you describe a concert to an exchange student who has never

been to a concert here in the U.S.? • What are the benefits and dangers of the high tech world in which we live?

• Expand essential vocabulary by learning useful vocabulary and expressions relating to entertainment and leisure.


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Topic: El Ocio





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Directed conversation Scenario: You want to study Latin dance to be a contestant on a popular reality show. You are particularly interested in the tango. Enter the dance studio and participate in a simulated conversation with a professional dancer. Triángulo pg. 118 Informal writing Scenario: A film entitled Tartas y budines just premiered. The movie highlights the importance and the joys of culinary delights. You are a movie critic for your school paper. Write a review of this new film. Triángulo pg. 114

Scenario: The world today is mobile and faster than ever with the cell phone and the wireless Internet. It also allows

Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task:

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Topic: El Ocio





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model us to step into the lives of others with Reality TV shows and chats online. Using the points of view expressed in your printed and audio sources, write an editorial on the dangers vs. the benefits of this high-tech world we live in. Triángulo pgs. 115-116 Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Scenario: Your school district wants to eliminate classes relating to the culinary arts and music. You can see the importance of these subjects for today and the future. You are going to defend your position at the next school board meeting being sure to include information from the sources provided. Triángulo pgs. 120-121 Assess using Oral Presentation Rubric.

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Topic: El Ocio


Goal 15: Students will review for mastery the following noun related concepts in order to improve their language skills on all areas of the AP exam: gender and number, definite articles and indefinite articles.




Jan. 15.1. List examples for each word ending that indicates a feminine noun.

15.2. List examples for each word ending that indicates a masculine noun.

15.3. List common exceptions to these rules.

15.4. List and exemplify the uses of the definite article in Spanish.

15.5. List and exemplify the uses of the indefinite article in Spanish.

15.6. Describe how to make nouns plural depending on their original endings.


• What word endings indicate a feminine noun? • What word endings indicate a masculine noun? • What are the most frequent exceptions to these rules? • How does the use of the definite article in Spanish compare and contrast

with its use in English? • How does the use of the indefinite article in Spanish compare and contrast

with its use in English? • How do you make nouns of various endings plural?

• Practice with feminine noun endings—Una Vez Más capt. 5

• Practice with masculine noun endings—Una Vez Más capt. 5

• Practice with exceptions to the rules—Una Vez Más capt. 5

• Practice with definite articles—Una Vez Más capt. 5

• Practice with indefinite rules—Una Vez Más capt. 5

• Practice with making nouns plural—Una Vez Más capt. 5


Assessment Models: Interpretive Read a selected text and fill-in the blanks with either the definite or the indefinite article.

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Topic: El Ocio


Goal 15: Students will review for mastery the following noun related concepts in order to improve their language skills on all areas of the AP exam: gender and number, definite articles and indefinite articles.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Exchange drafts of formal essay for El Ocio with a partner and peer edit for noun/article agreement. Presentational Scenario: Students have been asked to present their defense of the arts to the “school board” being sure to include the correct use of the definite and the indefinite articles.

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Topic: Los Deportes


Goal 16: The student will be able to read with comprehension authentic texts from newspapers, magazines and online sources and to discuss current events relating to sports.




Feb. and Mar.

16.1. Read with comprehension articles from authentic news sources in Spanish.


16.3. Discuss current events relating to the world of sports.



• What are some of this week’s headlines in the world of sports? • Who is your all-time favorite athlete? Why? • How does watching a soccer game broadcast in Spanish differ from viewing

a game in English? • Which team is your favorite to win the next World Cup? Why? • Which team is your favorite to win the Super Bowl this year? Why?

• Handouts of recent articles to analyze to analyze the who?, what?, where?, when?, how? and why?

• Research headlines using authentic sources online:

www.nacion.com/ www.thepaperboy.com www.prensaescrita.com www.elmundo.es/ www.bbcmundo.com www.cnnenespanol.com www.univision.com www.peopleenespanol.com Assessment Models: Interpretive Read authentic texts and write out the answers to each of the following questions: 1. What is the text about? 2. How does the author catch the reader’s attention? 3. What are the main ideas that the author highlights? 4. What is the purpose of the article? 5. On what facts does the author base his article?









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Topic: Los Deportes


Goal 16: The student will be able to read with comprehension authentic texts from newspapers, magazines and online sources and to discuss current events relating to sports.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Read a news article of personal interest relating to the world of sports and summarize orally for a partner being sure to answer the following questions: 1. What is the text about? 2. What are the main ideas that the author highlights? 3. What is the purpose of the article? 4. On what facts does the author base his article? Presentational Select a topic within the realm of sports to investigate and then write a news article summarizing your findings. All sources must be in the target language and copies of your sources must be turned in with your final article. Share your news article with the class.

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Topic: Los Deportes


Goal 17: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Sports.




Feb. and Mar.







• Describe a game or match of your favorite sport to an exchange student who has never experienced the sport?

• Which sports do you enjoy playing the most? The least? Why? • Which sports do you enjoy watching the most? The least? Why? • What do you do to stay in shape? • Before a big game or match, what do you do to prepare yourself? • Have you or your team ever won an important award in competition?

Describe the experience. • What qualities are to be admired in someone we look up to? • What are the benefits and rewards of volunteer work?

• Expand essential vocabulary by learning useful vocabulary and expressions relating sports.


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Topic: Los Deportes





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Directed conversation Scenario: You arrive home to a message on your answering machine giving you the opportunity to meet a sports super star. You will participate in a simulated conversation in which you return the call and are put on the line with your all-time favorite player. Triángulo pg. 145 Informal writing Scenario: Write a fan letter to your all-time favorite player expressing your admiration for his/her accomplishments and explaining the influence that he/she has had on your life. Triángulo pg. 141 Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task:

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Topic: Los Deportes





Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Scenario: The passion and enthusiasm generated by sports can be a double-edged sword. The conduct of soccer fans serves as an example. Imagine that you have to give a speech to a group of soccer fans on how to appropriately express their enthusiasm during a game. Triángulo pgs. 142 Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Scenario: You want to give a speech during a class meeting at your school. You want your school to sponsor the Special Olympics that are going to take place in your town with donations of both time and money by students and teachers alike. Triángulo pgs. 146-147 Assess using Oral Presentation Rubric.

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Topic: Los Deportes


Goal 18: Students will review for mastery the following noun related concepts in order to improve their language skills on all areas of the AP exam: direct object pronouns, indirect object pronouns, reflexive pronouns and nouns following prepositions.




Feb. and Mar.

18.1. Identify the direct object noun in a sentence.

18.2. Replace the direct object noun with a pronoun.

18.3. Identify the indirect object noun in a sentence.

18.4. Replace the indirect object noun with a pronoun.

18.5. Correctly use the reflexive pronouns in a variety of contexts and verb tenses.

18.6. Replace a noun with a tonic pronoun after a preposition.


• What is a direct object? • How do you replace a direct object noun with a pronoun in Spanish? • What is an indirect object? • How do you replace an indirect object noun with a pronoun in Spanish? • How does the placement of direct and indirect object pronouns in Spanish

differ from their placement in English? • What are some examples of verbs and contexts that require a reflexive verb

and pronoun?

• Practice with direct object pronouns—Una Vez Más capt. 6

• Practice with indirect object pronouns—Una Vez Más capt. 6

• Practice with reflexive verbs and pronouns— Una Vez Más capt. 6

• Practice with pronouns after prepositions— Una Vez Más capt. 6


Assessment Models: Interpretive Rewrite a paragraph substituting the direct and indirect object noun with pronouns whenever possible to avoid redundancy. Interpersonal Exchange drafts of formal essay for Los Deportes with a partner and peer edit for correct use of reflexive verbs and all pronouns.

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Topic: Los Deportes


Goal 18: Students will review for mastery the following noun related concepts in order to improve their language skills on all areas of the AP exam: direct object pronouns, indirect object pronouns, reflexive pronouns and nouns following prepositions.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Presentational Students should present their speech in support of the Special Olympics to the class being sure to demonstrate oral proficiency by using direct and indirect object pronouns correctly.

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Topic: La Educación


Goal 19: The students will be able to read with comprehension the literary selection Cajas de cartón and to discuss similar experiences from their own lives.




Feb. and Mar.




19.4. Write a paragraph describing a similar experience from their own lives.





NJ CCCS Pre-Advanced 7.1 A.1, 4, 5, 6 B.1, 2, 3, 4, 5 C.1, 2, 3

• How is my life similar to the experiences of the main character in this story? • What do you know about the migrant workers of today in the U.S.? Include

in your discussion topics such as salary, education, living and working conditions, and quality of life.

• What areas of our economy are most dependent upon migrant workers? • What is currently happening in the news and in the world of politics relating

to legal and illegal immigration? • What laws been passed recently that help improve the quality of life of the

migrant worker?

• Complete pre-reading activities and read text for Cajas de cartón—Nuevas Vistas II textbook pgs. 252-259

• Expand essential vocabulary—Nuevas Vistas II textbook pg. 270-271



Assessment Models: Interpretive Complete post-reading, comprehension questions and activities—Nuevas Vistas II textbook pg. 260 and workbook pgs. 69-70

Work with a partner to compare what you know about the topic of migrant workers and then search the Internet for more facts and information on topics such as salary, quality of life, education, and economic

Interpersonal

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Goal 19: The students will be able to read with comprehension the literary selection Cajas de cartón and to discuss similar experiences from their own lives.



Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model impact. Present your findings to the class using graphs or other visual aids to help present the material. Presentational Ask students to consider how Cajas de cartón would be different if it were told by the other characters. Have them choose a different character and write a one-page episode from his or her point of view. Once students have finished their final drafts, have volunteers read episodes representative of each of the other characters in the story. Assess using Oral and Written Assessment Rubrics.

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Goal 20: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Education.




Feb. and Mar.







• What makes an excellent education? • What challenges do students with disabilities face and how might they

overcome them? • What subjects are your favorites in school? Least favorite? Why? • What are some words and phrases used to describe a good student? A bad

student? • What are some words and phrases used to describe a good teacher or

professor? • What are some phrases used to describe the thought processes involved in

higher education? • What are some words with multiple definitions according to the context? • What are some common synonyms related to the classroom and

education?



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Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Interpersonal Directed conversation Scenario: You have called your favorite professor to ask him/her for a letter of recommendation for a summer program. You will participate in a simulated conversation with your professor. Triángulo pg. 170 Informal writing Scenario: You’re the President, and you want your daughter to attend a private school without having to worry about security or privacy. Write a formal letter to the dean of the school of your choice explaining the situation and including some suggestions. Triángulo pg. 166

There is much debate over the best way to educate children. Being sure to cite examples and comments from all three

Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task:

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Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model sources, write an essay on how to best educate students. Also be sure to include your own thoughts on same-sex versus mixed learning environments. Triángulo pgs. 167-168 Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Scenario: You are competing with the debate team at a state competition. Imagine that you have to debate the problem of learning disabilities in today’s educational system. Be sure to include the points of view found in each of your given sources. Triángulo pgs. 172

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n Curriculum Management System Subject/Grade Level:


Spanish AP Language

Goal 21: Students will review for mastery the following concepts in order to improve their language skills on all areas of the AP exam: possessive adjectives and pronouns, demonstrative adjectives and pronouns, interrogatives and exclamatory expressions.




Feb. and Mar.

21.1. Select the correct possessive adjective or pronoun according to the context.

21.2. Select the correct demonstrative adjective or pronoun according to the context.

21.3. Differentiate between este, ese, and aquel.

21.4. List the interrogative words and differentiate between their various uses.

21.5. List the common exclamatory expressions and differentiate between their various uses.


• What are the short-form possessive adjectives, and when does one use them?

• What are the long-form possessive adjectives, and when does one use them?

• How do the possessive pronouns differ from the possessive adjectives?

• When do you use the demonstrative adjectives and pronouns corresponding with este, ese, and aquel?

• What are the most frequently used interrogative expressions?

• What are the most frequently used exclamatory expressions?

• Practice with possessive adjectives and pronouns—Una Vez Más capt. 7

• Practice with demonstrative adjectives and pronouns—Una Vez Más capt. 7

• Practice with interrogatives— Una Vez Más capt. 8

• Practice with exclamatory expressions— Una Vez Más capt.. 8

• Comprehensive chapter 7 & 8 tests—Una Vez Más Assessment program

Assessment Models: Interpretive Fill-in the blanks with the correct possessive adjectives or pronouns according to the context. Fill-in the blanks with the correct demonstrative adjectives or pronouns according to the context. Interpersonal Exchange drafts of formal essay for La Educación with a partner and peer edit for correct use of possessive and demonstrative adjectives and pronouns. Presentational Students should present their formal debate speech on learning disabilities to the class being sure to demonstrate oral proficiency by using possessives and demonstratives correctly.

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Curriculum Management System Subject/Grade Level:

Topic: El Comercio

Spanish AP Language

Goal 22: The students will be able to read with comprehension the literary selection Una Carta a Dios and to discuss similar experiences from their own lives.




April 22.1. Complete all pre-reading and post-reading activities for comprehension.








• How is my life similar to the experiences of the main character of this story?

• What are some examples of ironic situations from everyday life? (Just like surprises in real life, irony can be light and amusing, or it can be dark and unpleasant in tone.)

• What are some examples of recent natural disasters that have greatly impacted people’s lives?

• What have you (and others) done to reach out to these victims in their time of need?

• Complete pre-reading activities and read text for Una Carta a Dios—Nuevas Vistas II textbook pgs. 100-105

• Expand essential vocabulary—Nuevas Vistas II textbook pg. 116 C



Assessment Models: Interpretive Complete post-reading, comprehension questions and activities—Nuevas Vistas II textbook pg. 106 and workbook pgs. 27-28 Interpersonal Working with a partner, write an imaginary telephone conversation between the Postmaster and Lencho. Use one of the following situations: Scenario: Lencho calls the Postmaster to accuse him of being a thief. The Postmaster calls Lencho to explain how the money was collected.

• Once the above dialogues are completed, have students present their telephone conversations to the class as a dramatic reading.

Presentational

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Topic: El Comercio

Spanish AP Language

Goal 23: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Commerce.




April 23.1. Use new vocabulary in a variety of contexts.






• What career would you like to pursue after graduating from high school or college?

• How important are saving and investing to your future? • What are some important terms related to

accumulating wealth, managing personal finances and investing in the Stock Market?

• What are some important terms related to large companies and trade unions?


• Vocabulary quiz Assessment Models: Interpretive Listening comprehension—Complete short and extended listening comprehension activities—Triángulo capt.8 Reading comprehension—Sharpen skills by completing all reading comprehension selections and accompanying post-reading questions—Triángulo capt.8 Language accuracy— Hone language skills by completing all grammar and vocabulary fill-in comprehension sections.—Triángulo capt.8 Interpersonal Directed conversation Scenario: you have received a message from your credit card company notifying you of a suspicious charge credited to your account. Return the call and discuss the charge with the operator who answers your call. Triángulo pg. 193

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Topic: El Comercio

Spanish AP Language

Goal 23: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Commerce.




Informal writing Scenario: You’re traveling in a small village in Guatemala. You have just returned from the open-air market where you bought a pair of huaraches. Write a postcard to a friend back home describing the experience of bartering in the marketplace. Triángulo pg. 189 Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task: Comment on why you believe that the debate over economic globalization is or is not important to the future of Latin-American countries. Be sure to include information from all of your given sources. Triángulo pgs. 190-191 Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Imagine that you have to give a formal presentation to your Spanish class on the importance of cultural products. Compare the points of view found in each of your given sources and then offer a possible solution. Triángulo pgs. 194-195

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Topic: El Comercio

Spanish AP Language

Goal 24: Students will review for mastery the following concepts in order to improve their language skills on all areas of the AP exam: relative pronouns, indefinite and negative expressions.




April 24.1. Select the correct relative pronoun according to the context.

24.2. List the positive expressions and differentiate between their various uses.

24.3. List the negative expressions and differentiate between their various uses.

24.4. Explain the use of negatives in Spanish as compared to the use of negatives in English.


• According to what context should each of the relative pronouns be used?

• What are the most frequently used positive expressions?

• What are their corresponding negative expressions? • How does the use of negatives in Spanish differ from

the use of negatives in English?

• Practice with relative pronouns— Una Vez Más capt. 9 • Practice with positive and negative

expressions— Una Vez Más capt.. 10

• Comprehensive chapter 9 & 10 tests—Una Vez Más Assessment program

Assessment Models: Interpretive Fill-in the blanks with the correct relative pronoun according to the context. Fill-in the blanks with the correct positive or negative expression according to the context. Interpersonal Exchange drafts of formal essay for El Comercio with a partner and peer edit for correct use of negative expressions. Presentational Students should present their speech on cultural products to the class being sure to demonstrate oral proficiency using relative pronouns and positive/negative expressions.

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Topic: El Prójimo

Spanish AP Language

Goal 25: The students will be able to read with comprehension the literary selection Lo que sucedió a un mozo que casó con una muchacha de muy mal carácter and to discuss similar experiences from their own lives.




April 25.1. Complete all pre-reading and post-reading activities for comprehension.








• How do people in your community find spouses? • Would you like it if your parents arranged a marriage

for you? • Why is it so important to establish your reputation and

authority immediately? Later is too late! • Which play by Shakespeare has a similar plot? (The

Taming of the Shrew) • Compare and contrast the two works.

• Complete pre-reading activities and read text for Lo que sucedió a un mozo que casó con una muchacha de muy mal carácter —Nuevas Vistas II textbook pgs. 74-78

• Expand essential vocabulary—Nuevas Vistas II textbook



Assessment Models: Interpretive Complete post-reading, comprehension questions and activities—Nuevas Vistas II textbook pg. 79, Teacher’s Resource binder pgs. 38-39 Interpersonal Since few students may be able to relate to being married, have them discuss how people establish their reputations and authority within other contexts, for example, a parent with a young child, a boss with an employee, or a teacher with his/her students. Have students get into small groups and rewrite the story and change it to a new context. Presentational Have students act out their new stories in front of the class.

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Topic: El Prójimo

Spanish AP Language

Goal 26: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Family and Friends.




April 26.1. Use new vocabulary in a variety of contexts.





NJ CCCS Pre-Advanced 7.1 A.1, 4, 6 B.1, 2, 3, 4, 5 C.1, 2 7.2 B. 2, 3

• What adjectives would you use to describe your family and friends?

• What are examples of important celebrations throughout one’s life?

• What are some expressions used to show love and affection?

• What are some expressions used to show respect and admiration?

• What are some expressions used to show friendship and understanding?


• Vocabulary quiz Assessment Models: Interpretive Listening comprehension—Complete short and extended listening comprehension activities—Triángulo capt.9 Reading comprehension—Sharpen skills by completing all reading comprehension selections and accompanying post-reading questions—Triángulo capt.9 Language accuracy— Hone language skills by completing all grammar and vocabulary fill-in comprehension sections.—Triángulo capt.9 Interpersonal Directed conversation Scenario: Your parents have given you a new puppy. You want to pick out the perfect name so you leave a message for your best friend Victoria asking for her help. You will participate in a directed conversation with Victoria when she returns your call. Triángulo pg. 216

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Topic: El Prójimo

Spanish AP Language

Goal 26: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Family and Friends.




Informal writing Scenario: A friend always says and does things that rub you the wrong way. Write him/her an email describing some of the things that have been bothering you and giving some suggestions to resolve the problem. Triángulo pg. 212 Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task: Scenario: Your cousin is planning her wedding and has asked you for your help. The bride comes from a very traditional family but the groom comes from a more modern family uninterested in following age-old customs. In an essay, discuss the tension between these two opposing points of view and offer some ideas for peaceful resolution. Triángulo pgs. 213-214 Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Scenario: There is an exhibit on Spanish decorative fans at your local art museum. You have to give a presentation at your school on the exhibit. It’s important that the presentation capture the interest of your audience and include information from both of your sources. Triángulo pgs. 217

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Topic: El Prójimo

Spanish AP Language

Goal 27: Students will review for mastery the following concepts in order to improve their language skills on all areas of the AP exam: adjectives, adverbs, comparatives and superlatives.




April 27.1. Correctly place adjectives in a given sentence according to the context.

27.2. Make adjectives agree with their corresponding nouns according to gender and number.

27.3. Use adjectives that change in meaning correctly according to the context.

27.4. Change adjectives into adverbs.

27.5. Compare and contrast people, places, things or ideas.

27.6. Correctly use the relative and the absolute superlatives.


• Which adjectives usually go before the noun in Spanish?

• Which adjectives usually go after the noun in Spanish? • Which adjectives change in meaning according to their

placement before or after the noun? • Which adjectives are shortened when placed before a

masculine singular noun? • What other adjectives change in form according to their

use? • How can an adjective be changed into an adverb? • What are some common adverbs of mode? place?

time? quantity? affirmation? negation? doubt? sequential order of time and place?

• How do you compare and contrast in Spanish using the comparative?

• How do you form the relative superlative in Spanish? The absolute superlative?

• Practice with adjectives—Una Vez Más capt.. 11

• Practice with adverbs—Una Vez Más capt. 11 • Practice with comparatives—Una Vez Más 11 • Practice with superlatives—Una Vez Más 11 • Comprehensive chapter 11 test—Una Vez Más

Assessment program Assessment Models: Interpretive Fill-in the blanks with the correct form of the adjective according to the context. Fill-in the blanks with the correct form of the adverb according to the context. Interpersonal Exchange drafts of formal essay for El Prójimo with a partner and peer edit for the correct use of adjectives and for noun/adjective agreement. Presentational Students should present their speech on Spanish decorative fans being sure to demonstrate oral proficiency using comparative and superlative expressions.

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Topic: De Todo Un Poco

Spanish AP Language

Goal 28: The students will be able to read with comprehension the literary selection El anillo del general Macías and to discuss similar experiences from their own lives.




May and June









• What values and principles are most important to you? • How have you been tested or challenged in your own

life? • Elaborate on the historical setting for the play. (The

Mexican Revolution)

• Complete pre-reading activities and read text for El anillo del general Macías—Nuevas Vistas II textbook pgs. 224-241

• Expand essential vocabulary—Nuevas Vistas II textbook pgs.269-270



Assessment Models: Interpretive Complete post-reading, comprehension questions and activities—Nuevas Vistas II textbook pg. 242 and workbook pgs. 67-68 Interpersonal Scenario: Have pairs of students write a dialogue in which Raquel is allowed to talk to her husband before he is put to death by the firing squad. What do they think she would say to him and how do they think General Macías would react to her decision? Presentational Have pairs of students do a dramatic presentation of their dialogues for the class. Assess using Oral Presentation and Writing Rubrics.

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Spanish AP Language

Goal 29: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit A Little Bit of Everything which includes topics such as government, politics, controversial issues, war, civil unrest, court proceedings, etc.




May and June






NJ CCCS Pre-Advanced 7.1 A.1, 4, 5, 6 B.1, 2, 3, 4, 5 C.1, 2 7.2 B. 2

• What are some of the headlines this week in the realm of government and politics nationally? Internationally?

• What acts of civil unrest or war are in the headlines this week? Describe the events in your own words.

• Share with the class other current events from recent headlines.

• How would you describe a trial to someone who has never witnessed such a thing?

• What qualities make a strong elected leader? • What criteria would you use when voting?


• Vocabulary quiz Assessment Models: Interpretive Listening comprehension—Complete short and extended listening comprehension activities—Triángulo capt.10 Reading comprehension—Sharpen skills by completing all reading comprehension selections and accompanying post-reading questions—Triángulo capt.10 Language accuracy— Hone language skills by completing all grammar and vocabulary fill-in comprehension sections.—Triángulo capt.10 Interpersonal Directed conversation Scenario: You have received a call from Sr. Jorge Embuste, candidate for mayor of your town/city. You don’t know him personally, but you have heard his name before. The politician wants to speak with someone your age. You will participate in a directed conversation with the candidate sharing and defending your ideas and opinions. Triángulo pg. 243

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Spanish AP Language

Goal 29: The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit A Little Bit of Everything which includes topics such as government, politics, controversial issues, war, civil unrest, court proceedings, etc.




Informal writing Scenario: An older friend has written you asking for advice on how to select the best candidates before going to vote. Respond via email offering your recommendations. Triángulo pg. 239 Presentational Formal essay based on 3 outside sources. Read printed material, listen to audio material and then complete the following task: Write an essay discussing the ethical and moral advantages and disadvantages of using security cameras in public places. Be sure to include the opposing points of view found in each of your sources. Formal presentation based on outside sources. Read printed materials, listen to audio material and then complete the following task: Scenario: You have been invited to give a presentation to the curriculum committee at your high school. They have asked you to speak about your experience with the AP curriculum. Be sure to include the points of view presented in your given sources as well as your own opinion. Triángulo pgs. 245 Assess using Oral Presentation Rubric.

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Spanish AP Language

Goal 30: Students will review for mastery the following concepts in order to improve their language skills on all areas of the AP exam: prepositions and conjunctions.




May and June

30.1. Select the correct preposition according to the context.

30.2. Identify which verbs must be accompanied by a preposition and select the corresponding preposition.

30.3. Select the correct coordinating conjunction according to the context.

30.4. Select the correct subordinating conjunction according to the context.


• What do each of the most commonly used prepositions express?

• What are some prepositional phrases used as prepositions?

• Give examples of verbs that must be accompanied by the prepositions a, de, con, por, para, y en.

• What are some examples of expressions that include prepositions?

• What are some examples of coordinating conjunctions? • What are some examples of subordinating

conjunctions? • In what contexts should the various subordinating

conjunctions be used? • What are some examples of expressions that include

conjunctions?

• Practice with prepositions—Una Vez Más capt.. 12

• Practice with conjunctions—Una Vez Más capt. 12


Assessment Models: Interpretive Fill-in the blanks with the correct preposition according to the context. Fill-in the blanks with the correct conjunction according to the context. Interpersonal Exchange drafts of formal essay for De Todo Un Poco with a partner and peer edit for the correct use of prepositions and conjunctions. Presentational Students should present their speech on the AP curriculum being sure to demonstrate oral proficiency using prepositions and conjunctions.

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Spanish AP Language

Goal 31: Students will review the following verb-related concepts in order to improve their language skills on the AP exam: verbs like gustar, impersonal verbs, the verb soler, the infinitive as a noun, adjectives and nouns derived from the infinitive, and verbs used in idiomatic expressions.




May and June

31.1. Recognize and correctly use other verbs like gustar.

31.2. Properly use defective verbs to describe the weather.

31.3. Use soler to describe what one usually does/used to do.

31.4. Use infinitives as nouns in a sentence.

31.5. Turn infinitives into nouns and adjectives.

31.6. Use idiomatic verbal expressions correctly in a given context.


• What are other verbs like gustar which must be used with the indirect object pronoun?

• What is different about defective or impersonal verbs? • In which tenses can the verb soler be used? • How does the use of the infinitive in Spanish differ from

its use in English? • How can one form adjectives and nouns from the

infinitive? • What are some examples of idiomatic expressions that

include the following verbs: tener, dar, hacer, poner(se) & echar(se).

• Practice with verbs like gustar—Una Vez Más capt. 13

• Practice with impersonal verbs—Una Vez Más capt. 13

• Practice with the verb soler—Una Vez Más capt. 13

• Practice using the infinitive as a noun—Una Vez Más capt. 13

• Practice using adjectives and nouns derived from the infinitive—Una Vez Más capt. 13

• Practice with verbs used in idiomatic expressions—Una Vez Más capt. 13


Assessment Models: Interpretive Fill-in the blanks with the correct idiomatic expression according to the context of the sentence. Interpersonal Exchange drafts of formal graduation speech with a partner and proof-read for the correct use of all verbs. Presentational Students should present their graduation speeches being sure to demonstrate oral proficiency by including verb-related idiomatic expressions. (See following scenario.)

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Topic: La Graduación

Spanish AP Language

Goal 32: The student will be able to reflect upon his/her high school years and give a formal graduation speech.




May and June

32.1 Give a polished formal speech demonstrating both oral proficiency and fluency.

• What have been the highs and the lows of your Monroe experience?

• What are some of your favorite memories? • As you continue to pursue your educational and career

goals, what words of encouragement do you have for your classmates?

Assessment Models: Presentational Scenario: Imagine you have been selected by your peers to give this year’s commencement speech at graduation. Reflecting upon your years at Monroe High School and looking ahead towards the future, what would you say to your classmates? You will give a 10 minute formal speech to the class which will also be taped for posterity.

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Spanish AP

COURSE BENCHMARKS

1. The students will be able to read with comprehension the autobiographical literary selections Trabajo de campo and Naranjas and to discuss similar

experiences from their own lives. 2. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit The Home. 3. Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: present tense, ser vs.

estar, the gerund, the past participle, the passive voice, and formal and informal commands. 4. The student will be able to read with comprehension authentic texts from newspapers, magazines and online sources and to discuss current events relating to

health and medicine. 5. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Health. 6. Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: present perfect,

preterit, imperfect and pluscuamperfect verb tenses. 7. The students will be able to read with comprehension and analyze the following poems related to the natural world and the environment: Árbol adentro,

Paisaje and Meciendo. 8. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit The Environment. 9. Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: the future, future

perfect, conditional and conditional perfect verb tenses. 10. The students will be able to read with comprehension and discuss several pre-Columbian myths and legends of the Maya, Aztec and Inca cultures. 11. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Tourism. 12. Students will review for mastery the following verb related concepts in order to improve their language skills on all areas of the AP exam: the present

subjunctive, the present perfect subjunctive, the imperfect subjunctive and the pluscuamperfect subjunctive verb tenses. 13. The student will be able to read with comprehension authentic texts from newspapers, magazines and online sources and to discuss current events relating to

entertainment and leisure. 14. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Leisure. 15. Students will review for mastery the following noun related concepts in order to improve their language skills on all areas of the AP exam: gender and number,

definite articles and indefinite articles. 16. The student will be able to read with comprehension authentic texts from newspapers, magazines and online sources and to discuss current events relating to

sports. 17. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Sports. 18. Students will review for mastery the following noun related concepts in order to improve their language skills on all areas of the AP exam: direct object

pronouns, indirect object pronouns, reflexive pronouns and nouns following prepositions. 19. The students will be able to read with comprehension the literary selection Cajas de cartón and to discuss similar experiences from their own lives. 20. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Education.

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21. Students will review for mastery the following concepts in order to improve their language skills on all areas of the AP exam: possessive adjectives and pronouns, demonstrative adjectives and pronouns, interrogatives and exclamatory expressions.

22. The students will be able to read with comprehension the literary selection Una Carta a Dios and to discuss similar experiences from their own lives. 23. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Commerce. 24. Students will review for mastery the following concepts in order to improve their language skills on all areas of the AP exam: relative pronouns, indefinite and

negative expressions. 25. The students will be able to read with comprehension the literary selection Lo que sucedió a un mozo que casó con una muchacha de muy mal carácter and

to discuss similar experiences from their own lives. 26. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit Family and Friends. 27. Students will review for mastery the following concepts in order to improve their language skills on all areas of the AP exam: adjectives, adverbs, comparatives

and superlatives. 28. The students will be able to read with comprehension the literary selection El anillo del general Macías and to discuss similar experiences from their own lives. 29. The students will be able to improve their language skills by practicing AP exam type tasks revolving around the vocabulary unit A Little Bit of Everything which

includes topics such as government, politics, controversial issues, civil court, war, etc… 30. Students will review for mastery the following concepts in order to improve their language skills on all areas of the AP exam: prepositions and conjunctions. 31. Students will review the following verb-related concepts in order to improve their language skills on the AP exam: verbs like gustar, impersonal verbs, the verb

soler, the infinitive as a noun, adjectives and nouns derived from the infinitive, and verbs used in idiomatic expressions. 32. The student will be able to reflect upon his/her high school years and give a formal commencement speech.

Documents

€¦ · MONROE TOWNSHIP SCHOOL DISTRICT . Dr. Ralph P. Ferrie, Superintendent Dr. Christopher H. Tienken, Assistant Superintendent Dr. Edward Forsthoffer, III, Assistant