FAIR LAWN, NJ SPANISH 4 CP CURRICULUM

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1 FAIR LAWN, NJ SPANISH 4 CP CURRICULUM Created: 2011 Juan Carlos López Maria Requena Erica Shoemaker

2 I. Statement of Purpose The primary goal of Spanish 4CP is to guide students as they continue to acquire linguistic proficiency and cultural sensitivity. By interweaving language and culture, the level 4CP curriculum seeks to broaden students communication skills while at the same time deepening their appreciation of other cultures. Students begin to explore societal themes that challenge their own perspectives and practices. Use of the target language becomes less sheltered as students express opinions and draw inferences in the target language. II. Introduction This course is composed of five thematic units. Each unit is anchored by an essential question. A cumulative goal is set to benchmark the development of linguistic proficiency. Instructional procedures, techniques and methods will be differentiated, interactive and authentic. The students will be exposed to and will explore a variety of informational text and electronic sources. They will apply technology in some of the following ways: conducting research, composing thoughts, sorting and organizing information, developing presentations and following web quests. Assessment will be on-going and will include performance-based tasks, reading comprehension and writing samples that further demonstrate and confirm the acquisition of language skills. III. Philosophy and Rationale: The ability to communicate is at the heart of knowing another language. Communication can be characterized in many different ways. The approach used within the New Jersey and national standards is to recognize three communicative modes that place primary emphasis on the context and purpose of the communication. The three modes are: The interpretive mode: Students understand and interpret within the appropriate cultural context spoken and written communication. Examples of one way reading or listening includes but are not limited to the cultural interpretation of texts, movies, radio and television broadcasts and speeches. Interpretation differs from comprehension because it implies the ability to read or listen between the lines. The interpersonal mode. Students engage in direct oral and/or written communication. Examples involving two way interactive communication are conversing face-to-face or exchanging personal letters or messages.

3 The presentational mode. Students present through oral and/or written communications information, concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. Examples of this one to many mode of communication are making a presentation to a group or writing an article for the school newspaper. IV. Characteristics of Intermediate-Low Learners: Intermediate-low level speakers are characterized by the ability to respond to simple questions on the most common features of everyday life. They can use language to satisfy a very limited number of immediate needs. They are able to convey minimal meaning to interlocutors experienced with dealing with foreigners by using isolated words, lists of words, memorized phrases and some personalized recombinations of words and phrases. Intermediate-low level speakers are characterized by the ability to: 1. Create with the language combining and recombining learned material to provide personal information 2. Speak in sentences on a variety of familiar topics 3. Ask questions 4. Initiate, sustain and conclude a simple social or transactional task 5. Be generally understood by those accustomed to dealing with non native speakers V. Procedures, Techniques and Methods: A. Student-related: Students engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions. Students understand and interpret written and spoken language on a variety of topics Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics Students demonstrate an understanding of the relationship between the practices and the perspectives of the culture studied. Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Students reinforce and further their knowledge of other disciplines through the foreign language Students demonstrate an understanding of the nature of language through a comparison of the language being studied and their own. Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own

4 Students use the language both within and beyond the schools setting Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment B. Teacher-related: Prepare students to engage in spontaneous conversation requires a number of instructional strategies to help with the development of communication tactics. Some strategies that the teacher might use include: Begin with warm-up activities that lower the affective filter and provide students with thinking time Equip students with pre-thinking exercises or graphic organizers to activate the thought process Wean students gradually from using a written script or notes in their oral communications Provide multiple opportunities for students to practice thinking on their feet without the pressure of being evaluated constantly Provide periodic opportunities for students to share their work with audiences other than the teacher and receive feedback from them.

5 Spanish IV CP Curriculum Themes I. Art of Spain and Latin America II. Fame III. Traveling Adventures IV. Legends V. Family & Tradition

6 Scope and Sequence I. Art of Spain and Latin America Essential question: 1. How can art be used to convey the artist s messages? A. Materials 1. article about a famous artist 2. youtube video about a famous artist 3. images of various art 4. images of various artists 5. Avancemos 4 B. Objectives 1. Identify the artist by way of the style used in a given work of art 2. Designate items in a given painting through use of the words: background, foreground, on the right, etc. 3. Express preferences about art 4. Ask others about their preferences 5. Describe the medium used in various paintings 6. Associate art styles with featured artists 7. Set each style in its historical context 8. Explain how select paintings were used to express political protest or social commentary 9. Compare and contrast selections from Spain and Latin America, from early periods to more recent ones 10. Read and discuss an article about a famous artist C. Vocabulary 1. art mediums & types 2. art styles 3. art terminology and location words 4. terms related to surrealism D. Grammar 1. ser vs. estar 2. adjectives and their agreement 3. expressions of like/dislike (gustar & similar verbs) E. Activities and Assessments 1. create an original work of art in the style of a studied artist 2. have an exhibition of student work in which the others provide feedback 3. write a paragraph comparing and contrasting different styles of art 4. explain the motivation of select paintings F. Cultural Connections

7 1. Familiarization with major styles of art and select works of each style G. Cummulative Linguistic Goal 1. Can the student express five things about a given selection of art, provide and support their opinion about the work? H. Standards 1. Interpretive 7.1.IL.A.1, 2, Interpersonal 7.1.IL.B Presentational 7.1.IL.C.1 5 II. Fame Essential Questions: What is fame? What makes a person famous? A. Materials 1. article about a famous person 2. computer lab for individual student research B. Objectives: the student will be able to 1. distinguish between lasting and temporary characteristics about a person 2. provide an accurate description of others touching on two dimensions: physical characteristics and personality traits 3. decide whether or not they would like to be famous and why, if they would like to be famous explain how C. Vocabulary 1. terms pertaining to personality traits 2. terms pertaining to physical description D. Grammar 1. preterite vs. imperfect E. Culture 1. cross cultural values 2. Hispanic celebrities F. Activities and Assessments 1. Prepare vignettes on famous people 2. Students summarize their own claim to fame 3. design headlines about famous people and their activities 4. create a timeline of a famous person s life G. Cummulative linguistic goal 1. Can the student talk about a stage, screen or musical star with sentence variety? H. Standards 1. Interpretive 7.1.IL.A.1, 2, Interpersonal 7.1.IL.B Presentational 7.1.IL.C.1 5 III. Traveling Adventures

8 Essential Question: How do I plan a trip? How do I prepare for my next vacation? A. Materials 1. travel brochures 2. computer lab for research 3. video clips of different travel destinations 4. Avancemos 4 B. Objectives: The student will be able to 1. plan a trip 2. ask for information about a hotel, flight, or other transportation 3. use words and expressions related to travel 4. check in and out of a hotel 5. ask for things they may need when at a hotel 6. describe the steps involved in planning a trip 7. describe places they have visited on vacation and what they did 8. compare and contrast a past vacation with an ideal vacation C. Vocabulary 1. travel planning terms 2. terms related to being a tourist 3. airport check-in and boarding 4. terms related to a hotel stay 5. vacation activity vocabulary D. Grammar 1. review of preterite tense 2. present perfect 3. future tenses 4. conditional tense E. Culture 1. The importance of air travel around the world 2. information about travel destinations in the Spanish speaking world 3. the influence of geography on travel F. Activities and Assessments 1. recount the story of a past vacation 2. role-play of a travel agent and tourist planning a trip 3. travel brochure 4. choose their next travel destination and explain their choice G. Cummulative Linguistic Goal 1. Can the student convey their needs accurately enough to be understood and arrive safely back at home after an enjoyable vacation?

9 H. Standards 1. Interpretive 7.1.IL.A.1, 2, Interpersonal 7.1.IL.B Presentational 7.1.IL.C.1 5 IV. Legends Essential Question: How do you explain various legends? How have legends influenced culture and how has culture influenced legends? A. Materials 1. various legends from Spanish-speaking countries 2. video-clips depicting legends B. Objectives: the student will be able to 1. communicate in writing and speaking about legends 2. comprehend Spanish legends 3. create an original legend C. Vocabulary 1. terms related to legends D. Grammar 1. present subjunctive 2. commands E. Culture 1. legends from various Spanish-speaking countries F. Activities and Assessments 1. write an original legend 2. research and present on the history of a legend 3. create an alternative ending to a legend 4. re-enact the story of a legend 5. illustrate the legend 6. create a storyboard for a legend G. Cummulative linguistic goal 1. Can the student recount a legend they have studied and explain its origin? H. Standards 1. Interpretive 7.1.IL.A.1, 2, Interpersonal 7.1.IL.B Presentational 7.1.IL.C.1 5 V. Family & Tradition Essential Question: Why are traditions important to a family? How are family values changing? A. Materials 1. La camisa de Margarita by Ricardo Palma

10 2. video clips of celebrations in Latin America B. Objectives: the student will be able to 1. compare Hispanic traditions to those of their own family 2. understand the origins of various traditions 3. Analyze various family relationships 4. Compare/contrast roles of family 5. Compare/contrast differences in roles, family structure and values in American vs. Hispanic society 6. Demonstrate understanding of the story La camisa de Margarita C. Vocabulary 1. terms related to family members 2. terms related to holidays 3. terms related to values 4. terms taken from La camisa de Margarita D. Grammar 1. direct and indirect object pronouns 2. imperfect subjunctive E. Culture 1. comparison between Hispanic families and those in the US 2. traditions in various parts of the Spanish-speaking world F. Activities and Assessments 1. Research a Spanish cultural tradition or celebration and compare and contrast it with a similar American tradition or celebration 2. Provide a written description of they celebrate different holidays or special occasions with their family G. Cummulative linguistic goal 1. Can the student recount their family s celebration of a special occasion and compare and contrast that celebration with a similar one in a Spanish speaking country? H. Standards 1. Interpretive 7.1.IL.A.1, 2, Interpersonal 7.1.IL.B Presentational 7.1.IL.C.1 5