Montclair Public Schools. Spanish Language 5A Curriculum. Grade(s) 9-12

Transcription

1 Montclair High School Spanish Language 5A Curriculum Grade(s) 9-12 Approved by the Montclair Board of Education

2 Table of Contents ACKNOWLEDGEMENTS This revised curriculum is aligned to the New Jersey Core Curriculum content Standards for Spanish that were adopted by the New Jersey Board of Education in The document is intended for use by all Spanish teachers employed by the Montclair Public Schools Introduction: This document explains the curriculum for Spanish: College Prep for the Montclair Public School District. Purpose: The fundamental purpose of this curriculum is to ensure that students receive integrated, coherent learning experiences that contribute towards their personal, academic and professional learning and development. In following this curriculum, students, parents, teachers, guidance counselors and the school district will attain information regarding the course objectives, expectations and pacing. Statement of Philosophy: The purpose of this course is to expose students to the Spanish culture and language through listening, writing, speaking and reading. This class embodies a diversify group of topics from summer vacations, sports, friendship, stereotypes, role of the family, food & desserts, art & music, and technology & media. The students will be involved in both individual and group work. This class will foster communication skills, critical thinking, and break preconceived notions. 2

3 INTRODUCTION The Montclair School District is dedicated to educational excellence for each and every child. In partnership with parents and the community, the schools will maximize academic and artistic achievement, and develop confident students who are accountable for their ongoing learning, who value initiative and diversity, who achieve the requirements of the New Jersey Core Curriculum Content Standards at all grade levels and who are able to contribute meaningfully to the ever-changing global society. The philosophy and vision of the Montclair World Languages curriculum is to expose each student to the joy of understanding the language and culture of other communities. Students will acquire sufficient vocabulary and knowledge of linguistic structures to enable them to communicate with others in an oral and written manner. In addition, students will increase the development of their native language since the acquisition of a second language at an early age contributes to and promotes listening, speaking, reading, and writing skills in general. The Montclair Public School District is committed to seeing that all students develop the necessary skills to support this vision. After completing a strong series of language study, students will be able to: 1. Learn new vocabulary framed in contextual thematic units 2. Use circumlocution to express meaning when they lack vocabulary terms for new ideas 3. Move progressively from acquiring very simple structures of subject and verb to acquiring richer expressions by using adjectives, adverbs, and complements 4. Use background knowledge to build second language fluency by considering themes and topics already seen in their basic classes (mathematics, science, social studies, and language arts) 5. Write and perform stories and mini-plays in the target language 6. Learn the culture and traditions of the native speakers countries at the same time that they are learning the language 7. Read age-appropriate authentic, original material written by natives for natives, as well as familiar texts translated from English 3

4 8. Become better citizens by developing a global concept of the world, respecting cultural differences, and fostering acceptance of peoples from other cultures. STATEMENT OF PHILOSOPHY The advent of technology has made our planet a small, interdependent community in which it now takes only seconds to communicate with others around the world. Along with the immediate access to far off places comes the necessity to engage in meaningful dialog with speakers of many languages. It is our belief that the children of the will be well served by the acquisition of a second or third language. Children who study a second language learn that different cultures exist with legitimate realities that shape who they are, how they live, what they do and why. In addition to the ability to effectively communicate with others around the world, the study of a world language will help children to become flexible thinkers, creative problem-solvers, and human beings who have a better appreciation and understanding of cultural differences and similarities that enrich society. Studies of the brain, and the research of linguists and educators, show that the study of a second language enables children to better understand and utilize their own language. In addition, second language acquisition enhances one s ability to see connections between the various disciplines by incorporating mathematics, language arts literacy, social studies, science, visual and performing arts, and health and physical education into the language classroom. Research further indicates that when language acquisition begins before age eight and continues through the school years, native-like proficiency is attainable (Genessee, 1987, Lipton, 1992, Met, Anderson, Brega, and Rhodes 1983). Therefore, it is our belief as world language educators that the study of a second language should begin as early as kindergarten. The concept of uninterrupted study conforms to the requirements of the NJCCCS. At the age of ten, according to the research of Piaget, Lambert and others, students are in the process of moving from egocentricity to reciprocity, and information is eagerly received. Acquisition of a second language helps children gain insight into the uniqueness of all cultures, and develop the personal skills needed to interact with diverse groups in a global community. Children will be more apt to embrace differences; cultural content is integrated throughout the program, reflects multi-ethnic diversity within language groups, and gives an accurate view of everyday life. The philosophy and goals of the Montclair World Language Curriculum are philosophically aligned with the guiding principles of the NJCCCS for World Languages. The curriculum is designed to reinforce the skills of listening, speaking, reading, and writing presented in a developmentally appropriate manner. The units of study and the activities included are designed to provide a 4

5 stimulating and enjoyable experience in the target language. The thematic concepts taught follow the natural way in which children acquire their first language through imitation, repetition, and a multi-sensory approach to learning patterns of speech. Learning a second language taps the child s natural developmental ability to imitate native speakers and to enjoy a sense of accomplishment that comes from learning. PROGRAM GOALS ACCORDING TO THEMATIC UNITS Unit 1: The focus of this unit is to use the preterit and the imperfect. Students will write formal and informal assignments using conjugations, subjects and prepositional pronouns. Students will discuss about Cuba. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode). Unit 2: The focus of this unit is to use the pronouns and adjectives properly in oral communication. Students will use the grammar points in an informal and formal assignment. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode). Unit 3: The focus of this unit is to express needs and obligations properly in oral communication. Students will use the expressions in an informal and informal assignment. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode). Unit 4: The focus of this unit is to describe the future in oral communication. Students will use the future tense in an informal and formal assignment. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode). Unit 5: The focus of this unit is to describe the past and use the verb gustar in oral communication. Students will practice the past tense and the verb gustar in an informal and formal assignment. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode) 5

6 Unit 6: The focus of this unit is to use the indefinite and negative words in oral communication. Students will implement the use of the indefinite and negative words in an informal and formal assignment. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode). Unit 7: The focus of this unit is to review grammar in oral communication and in written form, informal and formal. Students will practice for the AP exam. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode) Unit 8: The focus of this unit is to practice vocabulary in oral communication and in written form. Students will practice to take AP exam. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode). Unit 9: The focus of this unit is to practice oral performance. Students will review reading comprehension. write. Students will review listening comprehension. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode) Unit 10: The focus of this unit is to discuss, read and analyze literary works. Students will write analytical compositions related to literary texts. Students will use a variety of literary and critical terminology in oral and written discussions in the target language. Students exercise their language skills (speaking, listening, writing, and reading) through the three modes of communication (Interpretive Mode, Interpersonal Mode, and Presentational Mode) 6

7 GENERAL OVERVIEW Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. (American Council on the Teaching of Foreign Languages-National Standards for Foreign Language Education) The Spanish Programs in the focus on the acquisition of communication skills and cultural knowledge. They encompass the N.J.C.C. Standards, which address the need to prepare all students for an interdependent world. Our program addresses Standard 7.1, All Students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. This standard includes the interpretive, interpersonal and presentational mode of communication. 7

8 SECTION II Course Description Spanish 5AP Language: This course provides advanced students with the opportunity to receive college-level credit. In preparing for the AP Spanish Language Exam, each student will continue to develop and master the four language communication skills of listening, speaking, reading, and writing. Also included in this course are some literary works in preparation for the Spanish Literature AP course. This course will consist of 10 units. Thematic Units for Spanish Literature 5AP Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Narrating and describing the past. Describing our surroundings: Differences and similarities Narrating and describing using the present My activities for the future What do you like? Indefinite and negative words. AP practice. AP practice AP practice Literary works 8

9 Pacing Guide UNIT 1: Narrating and Describing the Past Learning Goal NJCCCS & CPI 7.1 Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Essential Question How do we narrate and describe the past? Listening Speaking Reading Writing Skills Key Content Use the preterit and imperfect correctly. Write an informal and formal assignment using conjugations, subject and prepositional pronouns. *Discuss about Cuba. *Use students samples on AP Central. Assessment: (Formative and Summative) *Vocabulary Quiz. Oral performance. Writing assignments including essay. Rubrics: See below Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a differentiated instructional environment based on students readiness, interests, and learning profiles. Readiness refers to the 9

10 Graded reading comprehension. Graded listening comprehension. Cultural discussions. skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and informal assessments throughout the whole school year by providing entry points, learning checks, and outcomes that are tailored to students different needs will be completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned knowledge. Spanish 5AP students will use more level 5 vocabulary and structures that are framed in ten contextual units. 10

11 Resources: Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez AP Spanish Preparing for the Language Examination by José M. Díaz. Instructional Strategies / Best practices: Classroom discussions and practices. Individual, pair and group readings approach. Dramatizations. Translations and Vocabulary lists. Homework. Internet /Web search. Literary response and analysis. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build each other s proficiency. Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. Students will research social topics. 11

12 SUPPLEMENTARY INSTRUCTIONAL MATERIAL: Practice a variety of writing strategies 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María T. Vázquez-Mauricio Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo TV station or Univisión Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. 12

13 TV station or Amor 93.1 Radio station or Yahoo en español National Spanish Exam UNIT 2: Describing Our Surroundings: Differences and Similarities Learning Goal NJCCCS & CPI 7.1 Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Essential Question How do we narrate and describe using the Present? Listening Speaking Skills Key Content Use the pronouns and adjectives properly in oral communication. 13

14 Reading Writing Assessment: (Formative and Summative) *Vocabulary Quiz. Oral performance. Writing assignments including essay. Graded reading comprehension. Graded listening comprehension. Cultural discussions. Rubrics: See below Use these grammar points in an informal and formal assignment Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a differentiated instructional environment based on students readiness, interests, and learning profiles. Readiness refers to the skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and informal assessments throughout the whole school year by providing entry points, learning checks, and outcomes that are 14

15 tailored to students different needs will be completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned knowledge. Spanish 5AP students will use more level 5 vocabulary and structures that are framed in ten contextual units. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build each other s proficiency. 15

16 Resources: Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez AP Spanish Preparing for the Language Examination by José M. Díaz. SUPPLEMENTARY INSTRUCTIONAL MATERIAL: 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María T. Vázquez-Mauricio Montclair High School Instructional Strategies / Best practices: Classroom discussions and practices. Individual, pair and group readings approach Dramatizations. Translations and Vocabulary lists. Homework. Internet /Web search. Literary response and analysis. Practice a variety of writing strategies Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. Students will research social topics. 16

17 Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo TV station or Univisión TV station or Amor 93.1 Radio station or Yahoo en español National Spanish Exam Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. 17

18 UNIT 3: Narrating and Describing Using the Present Learning Goal NJCCCS & CPI 7.1 Listening Speaking Reading Writing Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Skills Essential Question How do we use vocabulary to help with proficiency in language? Key Content Express needs and obligations properly in oral communication. Use the expressions in an informal and formal assignment Assessment: (Formative and Summative) *Vocabulary Quiz. Oral performance. Writing assignments including essay. Graded reading comprehension. Graded listening comprehension. Cultural discussions. Rubrics: See below Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a differentiated instructional environment based on students readiness, interests, and learning profiles. Readiness refers to the skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will 18

19 motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and informal assessments throughout the whole school year by providing entry points, learning checks, and outcomes that are tailored to students different needs will be completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned knowledge. Spanish 5AP students will use more level 5 vocabulary and structures that are framed in ten contextual units. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 19

20 Resources: Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez AP Spanish Preparing for the Language Examination by José M. Díaz. SUPPLEMENTARY INSTRUCTIONAL MATERIAL: Instructional Strategies / Best practices: Classroom discussions and practices. Individual, pair and group readings approach. Dramatizations. Translations and Vocabulary lists. Homework. Internet /Web search. Literary response and analysis. Practice a variety of writing strategies. and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build each other s proficiency. Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. Students will research social topics. 20

21 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María T. Vázquez-Mauricio Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo TV station or Univisión TV station or Amor 93.1 Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. 21

22 Radio station or Yahoo en español National Spanish Exam UNIT 4: My activities for the future. Learning Goal NJCCCS & CPI 7.1 Listening Speaking Reading Writing Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Skills Essential Question How can we narrate and describe the future? Key Content Describe the future in oral communication. Use the future tense in an informal and formal assignment Assessment: (Formative and Summative) *Vocabulary Quiz. Oral performance. Writing assignments including Rubrics: See below Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a differentiated instructional environment based on students readiness, interests, and 22

23 essay. Graded reading comprehension. Graded listening comprehension. Cultural discussions. learning profiles. Readiness refers to the skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and informal assessments throughout the whole school year by providing entry points, learning checks, and outcomes that are tailored to students different needs will be completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned knowledge. Spanish 5AP students will use more level 5 vocabulary and structures that 23

24 Resources: 1. Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins 2. Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez 3. AP Spanish Preparing for the Language Examination by José M. Instructional Strategies / Best practices: Classroom discussions and practices. Individual, pair and group readings approach Dramatizations. Translations and Vocabulary lists. Homework. Internet /Web search. are framed in ten contextual units. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build each other s proficiency. Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. Students will research social topics. 24

25 Díaz. SUPPLEMENTARY INSTRUCTIONAL MATERIAL: Literary response and analysis. Practice a variety of writing strategies 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María T. Vázquez-Mauricio Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo TV station or Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. 25

26 Univisión TV station or Amor 93.1 Radio station or Yahoo en español National Spanish Exam UNIT 5: What do you like? Learning Goal NJCCCS & CPI 7.1 Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Essential Question How is gustar and verbs like gustar used? Listening Speaking Reading Writing Skills Key Content Describe the past and use the verb gustar in oral communication. Practice their usage in an informal and formal assignment. Assessment: (Formative and Summative) *Vocabulary Quiz. Rubrics: See below Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a 26

27 Oral performance. Writing assignments including essay. Graded reading comprehension. Graded listening comprehension. Cultural discussions. differentiated instructional environment based on students readiness, interests, and learning profiles. Readiness refers to the skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and informal assessments throughout the whole school year by providing entry points, learning checks, and outcomes that are tailored to students different needs will be completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned 27

28 Resources: Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez Instructional Strategies / Best practices: Classroom discussions and practices. Individual, pair and group readings approach Dramatizations. Translations and Vocabulary lists. knowledge. Spanish 5AP students will use more level 5 vocabulary and structures that are framed in ten contextual units. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build each other s proficiency. Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. Students will research social topics. 28

29 AP Spanish Preparing for the Language Examination by José M. Díaz. SUPPLEMENTARY INSTRUCTIONAL MATERIAL: Homework. Internet /Web search. Literary response and analysis. Practice a variety of writing strategies. 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María T. Vázquez-Mauricio Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. 29

30 TV station or Univisión TV station or Amor 93.1 Radio station or Yahoo en español National Spanish Exam UNIT 6: Indefinite and negative words. Learning Goal NJCCCS & CPI 7.1 Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Skills Essential Question How is a vocabulary list used to help with proficiency in language? Key Content 30

31 Listening Speaking Reading Writing Assessment: (Formative and Summative) *Vocabulary Quiz. Oral performance. Writing assignments including essay. Graded reading comprehension. Graded listening comprehension. Cultural discussions. Rubrics: See below Use the indefinite and negative words in oral communication. Implement their usage in an informal and formal assignment. Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a differentiated instructional environment based on students readiness, interests, and learning profiles. Readiness refers to the skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and informal assessments throughout the whole 31

32 school year by providing entry points, learning checks, and outcomes that are tailored to students different needs will be completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned knowledge. Spanish 5AP students will use more level 5 vocabulary and structures that are framed in ten contextual units. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build each other s proficiency. 32

33 Resources: Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez AP Spanish Preparing for the Language Examination by José M. Díaz. SUPPLEMENTARY INSTRUCTIONAL MATERIAL: 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María Instructional Strategies / Best practices: Classroom discussions and practices. Individual, pair and group readings approach Dramatizations. Translations and Vocabulary lists. Homework. Internet /Web search. Literary response and analysis. Practice a variety of writing strategies Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. Students will research social topics. Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes 33

34 T. Vázquez-Mauricio 1. Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo TV station or Univisión TV station or Amor 93.1 Radio station or Yahoo en español National Spanish Exam (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. 34

35 UNIT 7: AP practice Learning Goal NJCCCS & CPI 7.1 Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Essential Question How are current events used to improve oral skills? Listening Speaking Reading Writing Skills Key Content Review grammar previously covered using it in oral communication and in written form, informal and formal. Practice to take the AP exam. Assessment: (Formative and Summative) *Vocabulary Quiz. Oral performance. Writing assignments including essay. Graded reading comprehension. Graded listening comprehension. Cultural discussions. Rubrics: See below Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a differentiated instructional environment based on students readiness, interests, and learning profiles. Readiness refers to the skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All 35

36 units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and informal assessments throughout the whole school year by providing entry points, learning checks, and outcomes that are tailored to students different needs will be completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned knowledge. Spanish 5AP students will use more level 5 vocabulary and structures that are framed in ten contextual units. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, 36

37 and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build each other s proficiency. Resources: Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez AP Spanish Preparing for the Language Examination by José M. Díaz. SUPPLEMENTARY INSTRUCTIONAL MATERIAL: 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Instructional Strategies / Best practices: Classroom discussions and practices. Individual, pair and group readings approach Dramatizations. Translations and Vocabulary lists. Homework. Internet /Web search. Literary response and analysis. Practice a variety of writing strategies Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. Students will research social topics. 37

38 Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María T. Vázquez-Mauricio Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo TV station or Univisión TV station or Amor 93.1 Radio station or Yahoo en español Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. 38

39 National Spanish Exam UNIT 8: AP practice Learning Goal NJCCCS & CPI 7.1 Listening Speaking Reading Writing Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Skills Essential Question How do we use vocabulary to help with proficiency in language? Key Content Review grammar previously covered using it in oral communication and in written form, informal and formal. Practice to take the AP exam. Assessment: (Formative and Summative) *Vocabulary Quiz. Oral performance. Rubrics: See below Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a differentiated instructional environment 39

40 Writing assignments including essay. Graded reading comprehension. Graded listening comprehension. Cultural discussions. based on students readiness, interests, and learning profiles. Readiness refers to the skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and informal assessments throughout the whole school year by providing entry points, learning checks, and outcomes that are tailored to students different needs will be completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned knowledge. Spanish 5AP students will use 40

41 more level 5 vocabulary and structures that are framed in ten contextual units. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build each other s proficiency. Resources: Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez Instructional Strategies / Best practices: Review grammar previously covered using it in oral communication and in written form, informal and formal. Practice to take the AP exam. Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. 41

42 AP Spanish Preparing for the Language Examination by José M. Díaz. Students will research social topics. SUPPLEMENTARY INSTRUCTIONAL MATERIAL: 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María T. Vázquez-Mauricio Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. 42

43 TV station or Univisión TV station or Amor 93.1 Radio station or Yahoo en español National Spanish Exam UNIT 9: AP practice Learning Goal NJCCCS & CPI 7.1 Listening Speaking Reading Writing Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Skills Essential Question How do you practice for taking the AP exam? Key Content Practice for the AP Exam Practice oral performance Practice writing assignments including essay Review reading comprehension Review listening comprehension 43

44 Discuss Cultural topics Assessment: (Formative and Summative) *Vocabulary Quiz. Oral performance. Writing assignments including essay. Graded reading comprehension. Graded listening comprehension. Cultural discussions. Rubrics: See below Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a differentiated instructional environment based on students readiness, interests, and learning profiles. Readiness refers to the skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and informal assessments throughout the whole school year by providing entry points, learning checks, and outcomes that are tailored to students different needs will be 44

45 completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned knowledge. Spanish 5AP students will use more level 5 vocabulary and structures that are framed in ten contextual units. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build each other s proficiency. 45

46 Resources: Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez AP Spanish Preparing for the Language Examination by José M. Díaz. SUPPLEMENTARY INSTRUCTIONAL MATERIAL: 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María T. Vázquez-Mauricio Montclair High School Instructional Strategies / Best practices: Classroom discussions and practices. Individual, pair and group readings approach Dramatizations. Translations and Vocabulary lists. Homework. Internet /Web search. Literary response and analysis. Practice a variety of writing strategies. Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. Students will research social topics. 46

47 Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo TV station or Univisión TV station or Amor 93.1 Radio station or Yahoo en español National Spanish Exam Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. UNIT 10: Literary works Learning Goal NJCCCS & CPI 7.1 Enduring Understanding AP exam requires the use of the four basic skills in Spanish. Essential Question What are the themes in the works being read? 47

48 Listening Speaking Reading Writing Skills Montclair High School Key Content Discuss, read and analyze literary works from: Luis de Góngora y Argote, Federico García Lorca, José Martí, and Isabel Allende Assessment: (Formative and Summative) *Vocabulary Quiz. Oral performance. Writing assignments including essay. Graded reading comprehension. Graded listening comprehension. Cultural discussions. Rubrics: See below Key Criteria for Differentiation: Spanish courses at Montclair High School are taught at various levels in a differentiated instructional environment based on students readiness, interests, and learning profiles. Readiness refers to the skill level and background knowledge of the student. Interests refer to topics that students may want to explore or that will motivate students. Interest level can include material relevant to the content area as well as outside interests of the student. Students learning profiles refer to various learning styles: visual, auditory, tactile, or kinesthetic learning styles. All units and units will incorporate different types of activities that revolve around the three modes (interpersonal, interpretive, and presentational) and will work to enhance all students linguistic capacity. Students grouping preferences and environmental preferences are also included in the differentiation. Formal and 48

49 informal assessments throughout the whole school year by providing entry points, learning checks, and outcomes that are tailored to students different needs will be completed to determine student readiness, interest level, and to identify students learning styles and environmental preferences. Spanish 5AP is a continuation of the study of Spanish 4 but requiring the use of previously learned knowledge. Spanish 5AP students will use more level 5 vocabulary and structures that are framed in ten contextual units. Students will use background knowledge to build fluency by reconsidering some themes and topics already taught in level 4 and adding new material and vocabulary. They will write and perform stories and mini plays in the target language. There will be an increased emphasis on communicative skills in the three modes of communication: interpretive, interpersonal, and presentational. Grammar enhances students ability to communicate in a greater ranger than they were able to do at the previous level. Learning will include more sophisticated real-life social situations and is further enriched with cross-cultural activities. Students will be encouraged work in teams to help build 49

50 each other s proficiency. Resources: Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez AP Spanish Preparing for the Language Examination by José M. Díaz. SUPPLEMENTARY INSTRUCTIONAL MATERIAL: 5 Steps to A 5 (Files will be E- mailed to students in Word Document) Encuentros maravillosos gramática a través de la literatura by Abby Kanter Schaum s Outlines Spanish Vocabulary Second Edition by Conrad J. Schmitt Street Spanish by David Burke (Contains humorous dialogues with idiomatic expressions) Instructional Strategies / Best practices: Classroom discussions and practices. Individual, pair and group readings approach Dramatizations. Translations and Vocabulary lists. Homework. Internet /Web search. Literary response and analysis. Practice a variety of writing strategies Enrichment Students will make group presentations. Do spontaneous role plays. Students will write a journal with AP style essays. Students will research social topics. 50

51 Abriendo Paso Lectura by José M. Díaz, Mary A. Mosley and María T. Vázquez-Mauricio Sources for authentic listening activities: CNN en español TeleFutura TV station or Telemundo TV station or Univisión TV station or Amor 93.1 Radio station or Yahoo en español National Spanish Exam Key Criteria for Identifying Student Needs. Student portfolios, teacher observations, communication in the three modes (interpersonal, interpretive, and presentational) will be the primary criteria to identify student needs. Poor attendance, failure to keep a complete and current portfolio with all work and homework, and poor execution on communicative tasks will be key indicators of their performance. 51

52 Pacing Guide Month New Jersey Core Curriculum Content Standards Enduring Understandings / Essential Questions September 7.1 *How do we narrate and describe the past? *How do we use nouns and articles? *How do we describe our surroundings? *How are the subject and prepositional pronouns used? *How are current events used to improve oral skills? Instructional Objectives/ Skills * Use the preterit and imperfect correctly. * Write an informal and formal assignment using these conjugations and properly using the subject and prepositional pronouns. *Discuss about Cuba. *Use students samples on AP Central. Suggested Activities * Classroom discussions and practices. *Individual, pair and group readings approach *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search *Literary response and analysis. *Practice a variety of writing strategies District Programs/Supplementa l Resources *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the Language Examination by José M. Díaz *Teachers created online activities: *Authentic materials and video/audio clips. *Teacher made worksheets Assessments *Vocabulary Quiz. *Oral performance. *Writing assignments including essay. *Graded reading comprehension. *Graded listening comprehension. * Cultural discussions. 52

53 October 7.1 *How do we narrate and describe using the Present? *How do we use the object pronouns? *How are object pronouns used? *How is a vocabulary list used to help with proficiency in language? *How are current events used to improve oral skills? * Use the pronouns and adjectives properly in oral communication. *Use these grammar points in an informal and formal assignment.. * Classroom discussions and practices. *Individual, pair and group readings approach *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search. *Literary response and analysis. *Practice a variety of writing strategies *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the Language Examination by José M. Díaz *Teachers created online activities: *Authentic materials and video/audio clips. *Teacher made worksheets *Vocabulary Quiz *Oral performance. *Writing assignments including essay. *Graded reading comprehension. *Graded listening comprehension. *Diagnostic AP test November 7.1 *How can we expressing needs and obligations? *How are relative pronouns used? * Express needs and obligations properly in oral communication. * Use the expressions in an informal and formal assignment. * Classroom discussions and practices. *Individual, pair and group readings approach *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres *Vocabulary Quiz. *Oral performance. *Writing assignments 53

54 *How do we use vocabulary to help with proficiency in language? *How do we use current events to improve oral skills? *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search. *Literary response and analysis. *Practice a variety of writing strategies de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the Language Examination by José M. Díaz *Teachers created online activities: *Authentic materials and video/audio clips. *Teacher made worksheets including essay. *Graded reading comprehension. *Graded listening comprehension. *Cultural discussion December 7.1 *How can we narrate and describe the future? *How do we use interrogatives and exclamations? *How is a vocabulary list used to help with proficiency in language? *How are current * Describe the future in oral communication. * Use these in an informal and formal assignment * Classroom discussions and practices. *Individual, pair and group readings approach *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search. *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the *Vocabulary Quiz. *Oral performance. *Writing assignments including essay. *Graded reading comprehension. *Graded listening comprehension. 54

55 events used to improve oral skills? *Literary response and analysis. *Practice a variety of writing strategies Language Examination by José M. Díaz *Teachers created online activities: *Authentic materials and video/audio clips. *Teacher made worksheets *Cultural discussion January 7.1 *How do we narrate and describing the past? *How is gustar and verbs like gustar used? *How do we use vocabulary to help with proficiency in language? *How are current events used to improve oral skills? * Describe the past and use the verb gustar in oral communication. *Practice their usage in an informal and formal assignment. * Classroom discussions and practices. *Individual, pair and group readings approach *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search. *Literary response and analysis. *Practice a variety of writing strategies *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the Language Examination by José M. Díaz *Teachers created online activities: *Vocabulary Quiz. *Oral performance. *Writing assignments including essay. *Graded reading comprehension. *Graded listening comprehension. *Cultural discussion 55

56 *Authentic materials and video/audio clips. *Teacher made worksheets February 7.1 *How are indefinite and negative words used? *How can we use numbers properly? *How is a vocabulary list used to help with proficiency in language? *How are current events used to improve oral skills? Students will be able use the indefinite and negative words in oral communication. They will be able to implement their usage in an informal and formal assignment. * Classroom discussions and practices. *Individual, pair and group readings approach *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search. *Literary response and analysis. *Practice a variety of writing strategies *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the Language Examination by José M. Díaz *Teachers created online activities: *Authentic materials and video/audio clips. *Teacher made worksheets *Vocabulary Quiz. *Oral performance. *Writing assignments including essay. *Graded reading comprehension. *Graded listening comprehension. *Cultural discussion 56

57 March 7.1 *How do we use vocabulary to help with proficiency in language? *How are current events used to improve oral skills? * Review grammar previously covered using it in oral communication and in written form, informal and formal. * Practice to take the AP exam. * Classroom discussions and practices. *Individual, pair and group readings approach *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search. *Literary response and analysis. *Practice a variety of writing strategies *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the Language Examination by José M. Díaz *Teachers created online activities: *Authentic materials and video/audio clips. *Teacher made worksheets *Vocabulary Quiz. *Oral performance. *Writing assignments including essay. *Graded reading comprehension. *Graded listening comprehension. *Cultural discussion April 7.1 *How do we use vocabulary to help with proficiency in language? *How are current *Review grammar previously covered using it in oral communication and in written form, informal and formal. * Classroom discussions and practices. *Individual, pair and group readings approach *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres *Vocabulary Quiz. *Oral performance. *Writing assignments 57

58 events used to improve oral skills? * Practice to take the AP exam. *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search. *Literary response and analysis. *Practice a variety of writing strategies de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the Language Examination by José M. Díaz *Teachers created online activities: *Authentic materials and video/audio clips. *Teacher made worksheets including essay. *Graded reading comprehension. *Graded listening comprehension. *Cultural discussion May 7.1 What are the steps to practice reading comprehension? How do you organize an essay?////////////////. Practice for the AP Exam Practice oral performance Practice writing assignments including essay Review reading comprehension Practice listening comprehension * Classroom discussions and practices. *Individual, pair and group readings approach *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search. *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the *Vocabulary Quiz. *Oral performance. *Writing assignments including essay. *Graded reading comprehension. *Graded listening comprehension. 58

59 Discuss Cultural topics *Literary response and analysis. *Practice a variety of writing strategies Language Examination by José M. Díaz *Teachers created online activities: *Authentic materials and video/audio clips. *Teacher made worksheets *Cultural discussion June 7.1 *What are the themes in the works being read? *How do we analyze the works read? *How do we develop a discussion on the works read? *How are current events used to improve oral skills? * Discuss, read and analyze literary works from: Luis de Góngora y Argote, Federico García Lorca, José Martí, and Isabel Allende * Classroom discussions and practices. *Individual, pair and group readings approach *Dramatizations. *Translations and Vocabulary lists. *Homework. *Internet /Web search. *Literary response and analysis. *Practice a variety of writing *Abriendo Paso Gramática by José M. Díaz, María F. Nadel and Stephen J. Collins *Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez *AP Spanish Preparing for the Language Examination by José M. Díaz *Teachers created online activities: *Vocabulary Quiz. *Oral performance. *Writing assignments including essay. *Graded reading comprehension. *Graded listening comprehension. *Cultural discussion Final Exam 59

60 strategies *Authentic materials and video/audio clips. *Teacher made worksheets 60

61 Common Rubrics 61

62 62

63 63

64 64