spanish iv - midland park school district

Midland Park Public Schools

Spanish IV Prepared by:

Magdalene Ptak

Superintendent of Schools:

Marie C. Cirasella, Ed.D.

Approved by the Midland Park Board of Education on

January 21, 2020

Born on Date September 2014

Revised Date December 2019


Spanish 4 Honors

Course description:

The underlying format of this course is that of a tour. Through this tour format the students will be exposed in

a more in-depth manner to the geography, history and rich cultures of the vast Spanish-speaking world.

Through their coursework they will continue to expand their use of higher level vocabulary as they acquire a

knowledge base of more advanced grammatical structures while they read, write and discuss topics presented

in class. Newspapers, magazines, online resources, and selected literary works will serve as source material in

conjunction with the basal text. The primary focus of this class is to increase the students’ ability to

communicate in Spanish with ease and confidence as they grow in understanding of the perspectives,

processes and products that represent the unique contribution of Hispanics to world culture.

Suggested Course Sequence:

Unit 1: Espana: 5 weeks

Unit 2: Paises andinos –Ecuador, Peru, Bolivia: 6 weeks

Unit 3: El Cono sur –Argentina, Chile, Paraguay, Uruguay: 6 weeks

Unit 4: La America Central- Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panama : 6 weeks

Unit 5: Mexico: 5 weeks

Unit 6: El Caribe- Cuba, Puerto Rico, Republica Dominicana: 6 weeks

Unit 7: Venezuela y Colombia: 5 weeks

Pre-requisite: Spanish 3


Content area: Spanish

Unit title: Unit 1 Espana

Target course/Grade Level:

Spanish 4 Honors Grade 11

Unit summary: In this chapter, students will learn about the geography, history and

cultures of Spain. They will review nouns, articles and reterite of regular,

stem-changing and irregular verbs.Review number usage. Students will

also read and discuss newspaper articles, poems and a short story from

Spain. At the discretion of the teacher current events, a contemporary

life issue and information relating to other disciplines may be included

for auditrory,reading,writing and speaking practice.

Interdisciplinary connections: Reading NJSLSA.R1 NJSLASA.R2 NJSLSA.W2 NJSLSA.W3 NJSLSA.W6 WHST.9-10.5

Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.

21st Life & Career skills:

9.2.8.B3 : Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career 9.2.8.B6 : Demonstrate understanding of necessary preparation and legal requirements to enter workforce.

LEARNING TARGETS

Standards:

7.1 Communication. All students will be able to communicate in at least

one world language in addition to English. They will use language to

engage in conversation, understand and interpret spoken and written


language, present information, concepts, and ideas while making

connections with other disciplines, and compare the language/culture

studied with their own.

7.2 Culture. All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with

its products and practices.

EVIDENCE OF LEARNING

Summative Assessments

• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Explain in your own words an important historical event • Choose an aspect of Spanish culture that interests you and write about

it explaining your interest • Describe how the geography has influenced life in Spain. • Investigate the Spanish monarchy and describe the process of power

change from one generation to another • Write an essay that describes the cultural diversity of Spain as

evidenced in the architecture of the country.

Formative assessments

• Observation of oral discourse • Discussions • Questioning • Do now/ exit slips • Group / Individual projects • Homework • Auditory practice • Partner practice talking about cultural material from the textbook • Partner practice speaking about daily life topics.

Alternative assessments:

• Oral Presentations • Partner Skit • Group or Individual Project

• Writing assignment

Equipment Needed: Chrome books, CD/media player, Interwrite board, Elmo, Computers

Teacher Resources: Textbook Asi se Dice 4, Audio & Video programs Program. Vocabulary

transparencies. Power point presentations.

YouTube and other cultural video(s) clips.

Quia.com and other online review websites

including our Quizlet classroom. Cultural readings

from text and other sources (articles, emails,

novel,magazines). Travel advertisements

Interesting photos from Spanish speaking


countries.CD/media player. Google

images,Music recordings and clips of

performances and social and historical events.

Conversemos juntos conversation manuel and

En marcha grammar workbook.

LESSON PLANS

Lesson # Lesson name : Espana Time frame(hours/days)

1 Learn vocabulary needed to learn about the geography, history, and culture of Spain

10 days

2 Number review, past tense review

Ongoing throughout the chapter

3 Conversation with a partner 10 days

4 Read and discuss a newspaper article about Spain

2 class days

5 Read a poem by a Spanish author

3 class days

6 Read and discuss a short story by a Spanish author 3 class days

7 Students report on a current event relating to Spain 1 class day

8 Developing reading comprehension skills 2 class days

9 Contemporary life issue or interdisciplinary topic 5 class days

Chapter review 1class day

9 Chapter 1 test 1 class days

10 Oral testing: Interpersonal speaking 2 class days

Teacher notes:

CURRICULUM DEVELOPMENT RESOURCES/TECHNOLOGY

Chrome books

YouTube

Quizlet.com

Click links below to access additional resources used

to design this unit: Quia Interactive Online Student

Edition found at quia.com

Quick pass .com

Studyspanish.com


ACCOMODATIONS

Special Education Students/504

1.implement student’s IEP 2.use planning agenda 3.use peer partners for practice

English Language Learners

1.allow use of bilingual dictionary 2.allow additional time for writing 3.use buddy system as a resource for various types of information

At-Risk Students

1.offer extra help as needed 2.check notebook for accuracy and completeness 3.allow peer editing before submission of assignments

Gifted and Talented Students

1.processing a greater volume of any given print material 2.give option for independent work on language projects of choice 3.encourage larger volume of material to be produced

CAREER READINESS PRACTICES

CRP1: Act as a responsible citizen CRP2: Apply appropriate academic and technical skills CRP4:Communicate clearly and effectively and with reason CRP5:Consider the environmental, social and economic inpacts of decisions. CRP6:Demonstrate creativity and innovation CRP7:Employ valid and reliable research strategies CRP8:Utilize critical thinking to make sense of problems and persevere in solving them CRP9:Model integrity, ethical leadership CRP10:Plan education and career paths aligned to personal goals. CRP11:Use technology to enhance productivity CRP12:Work productively in teams while using cultural competence

UDL GUIDELINES

UDL GUIDELINES: PRESENTATION METHODS:

Present information through multiple media

Provide background knowledge

Offer alternatives for visual information


Offer alternatives for auditory information

Clarify vocabulary

UDL GUIDELINES: ACTION AND EXPRESSION METHODS

Optimize access to tools and technologies

Use multiple media for communication

Guide appropriate goal-setting

Support planning and strategy development

Vary the methods for response

UDL GUIDELINES: ENGAGEMENT METHODS

Optimize individual choice and autonomy

Minimize threats and distractions

Foster collaboration and community

Increase feedback

Develop self-assessment and reflection

CPI# Cumulative Progress Indicator (CPI)

7.1NH.A.1 Recognize familiar words and phrases, understand the main idea, infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes,

7.1.NH.A.5 Demonstrate comprehension of short spoken or written conversations and brief written messages on familiar topics.

7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture / language during daily interactions.

7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.

7.1.NH.C.3 Describe in writing people and things from home and school environment.

7.2.NH.B.3 Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture and make comparisons with the U.S.

Standards: ACTFL Standards

Standard 1: Communication: Communicate in languages other than English.

Standard 2: Cultures: Gain knowledge and understanding of other cultures.

Standard 3: Connections: Connect with other disciplines and acquire information.

Standard 4: Comparisons: Develop insight into the nature of language and culture.

Standard 5: Communities: Participate in multilingual communities at home and around the world.

CPI# Staement

Standard 1.1 Students engage in conversation about the connection between geography and all aspects of life.

Standard2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.

Standard 3.2 Students acquire information and recognize the different viewpoints that are available through the foreign language and its culture.

Standard 4.1 Students understand the nature of language through comparisons of the language studied and their own.


Technology standards:

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property

8.1.8.F.1 Explore a local issue by using digital tools to collect and analyze data to identify a solution and make an informed decision.

8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, life long learning and career needs.

Unit Essential Questions

What role does geography play in the history of a people?

How does geography effect aspects of culture and life in a country?

How do modern monarchies function with respect to a change in power?

How is Spain a good example of the blending of cultures in centuries past to create what we know as the

modern nation?

Unit Enduring Understandings

By focusing on the geography of Spain and that of our own nation this chapter invites students to

understand that geography plays an important role in the development of a nation.

People choose to organize their lives and govern themselves in different manners but they must

attempt to accomplish the same goals on a daily individual basis and on a societal level as a nation.

Unit Learning Targets

Students will…

Learn about the geography of Spain and the impact it has had on the history, development and culture of the

nation.

Review numbers

Review nouns and articles as needed

Review the preterite tense as needed

Read newspaper or magazine articles related to Spain

Read a poem or short story from Spain

Read about and discuss a current event, interdisciplinary tpic or contemporary life issue related to Spain

View and discuss videos that present aspects of Spanish culture

Converse with a classmate inSpanish everyday

UNIT OVERVIEW



Unit title: Unit 2 Paises andinos




cultures of the Andean countries of Ecuador, Peru and Bolivia. Students

will review the present and past perfect tenses. Students will also read

and discuss newspaper articles, poems and a short story from the

Andean region. At the discretion of the teacher current events, a

contemporary life issue and information relating to other disciplines may

be included for auditory ,reading, writing and speaking practice.





LEARNING TARGETS

Standards:












• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Explain in your own words an important historical event • Investigate who discovered Machu Picchu . • Describe how the geography has influenced life in Ecuador, mainly the

volcanic environment.

• Write an essay that describes the layout and activities of Mach Picchu.














Interesting photos from the Andean

region.CD/media player. Google images,Music

recordings and clips of performances and social


and historical events. Conversemos juntos

conversation manuel and En marcha grammar

workbook.

LESSON PLANS

Lesson # Lesson name : Andean countries Time frame(hours/days)

1 Learn vocabulary needed to learn about the geography, history, and cultures of Ecuador, Bolivia and Peru.

10 days

2 Review the present perfect tense and learn the past perfect



4 Read and discuss a newspaper article about the Andean region

3 class days

5 Read a poem by an author from this region

3 class days

6 Read and discuss a short story 2 class days

7 Students report on a current event relating to the Andean nations

2 class day






Teacher notes:


Chrome books

YouTube

Quizlet.com




Quick pass .com


Studyspanish.com

ACCOMODATIONS





At-Risk Students







UDL GUIDELINES






Clarify vocabulary











Increase feedback















CPI# Statement

Standard 1.2 Students will understand and interpret the influence of natural phenomena on daily life.


Standard 3.1 Students will reinforce their knowledge of volcanoes as they read about Tungurahua in Ecuador



Standard5.1 Students will take their language use beyond the classroom by listening to newscasts or reading articles from the Andean region.






How have the indigenous peoples of the Andean region reacted to the colonial Spaniards and modern

society?

How has the volitle nature of the Andes been both a benefit and a challenge to the people of this

region?


Recognize the different elements of different cultures that have blended in the Andean region.

Traditional and modern societies pass on knowledge and skills.

Humans live in all types of natural environments and must sustain daily life by using what nature

provides and dealing with acts of nature as they occur.


Students will…

Learn about the geography of Ecuador, Peru and Bolivia

Explain various elements of Incan society

Review the present and past perfect tenses

Read newspaper or magazine articles related to the Andean region

Read a poem or short story from this region

Read about and discuss a current event, interdisciplinary tpic or contemporary life issue related to this area of

South America


View and discuss videos that present aspects of culture in these nations

Understand the connection between geography, natural occurrences and life in the Andes.

Include study and discussion of at least one topic from another discipline that relates to the Andes

View videos that depct aspects of Andean culture

Converse with a classmate in Spanish everyday

UNIT OVERVIEW


Unit title: Unit 3 El Cono Sur




cultures of Chile, Argentina, Paraguay, Uruguay. Students will learn and

practice many prepositions in Spanish. Students will learn and practice

the uses of Para and Por.






LEARNING TARGETS

Standards:











• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Explain in your own words an important historical event • Choose an aspect of culture from the Southern Cone that interests you

and write about it explaining.















Interesting photos from the Southern Cone

.CD/media player. Google images,Music




workbook.

LESSON PLANS

Lesson # Lesson name : El Cono Sur Time frame(hours/days)

1 Learn vocabulary needed to learn about the geography, history, and culture of the Southern Cone.

6 days Ongoing throughtout the chapter

2 Preposition practice


Por and Para practice 8 days


4 Read and discuss a newspaper article about the Southern Cone

2 class days

5 Read a poem

2 class days


7 Students report on a current event relating to the Southern Cone

1 class day






Teacher notes:


Chrome books

YouTube

Quizlet.com





Quick pass .com

Studyspanish.com

ACCOMODATIONS





At-Risk Students







UDL GUIDELINES






Clarify vocabulary











Increase feedback















CPI# Statement

Standard 1.3 Students will present information related to current events in the Southern Cone


Standard2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of those who pursue a gaucho lifestyle

Standard 3.1 Students further reinforce knowledge of nature by studying beautiful natural environments of this region


Standard 5.1 Students use Spanish in class for personal as well as class content related communications

Standard 5.2 Students shoe evidence of becoming life-long learners by using Spanish and the cultures associated with it for personal enrichment by studying about the tango as a music and dance form.






How do people dedicated to cattle raising live on the South American continent?

How is the gaucho lifestyle similar or different to the cowboy lifestyle of the Great Plains?

How varied is the geography of the Southern cone?

How and where did the music and dance form known as the tango begin?


People in the Southern cone who have lived a lifestyle related to cattle have similarities to the American

cowboy.

The South American continent offers the world some of the most breathtaking natural places of many different

types.

The tango was an outgrowth of the multicultural urban communities of Buenos Aires.


Students will…

Learn about the geography of the Southern Cone

Use prepositions correctly


Use Para and Por correctly

Understand the various historical and cultural events that have shaped the Southern Cone region

Read newspaper or magazine articles related to this area

Read a poem or short story from the Southern Cone

Read about and discuss a current event, interdisciplinary topic or contemporary life issue related to Chile,

Argentina, Uruguay, and Paraguay

View and discuss videos that present aspects of culture from the Southern Cone

UNIT OVERVIEW


Unit title: Unit 4 La America Central




cultures of Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, And

Panama. They will review demonstrative and possessive adjectives and

learn the pronoun forms. They will review and expand their knowledge

of the subjunctive.






LEARNING TARGETS

Standards:











• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Explain in your own words an eco activity that can be practiced in this

area of the world. • Choose an aspect of culture from Central America that interests you

and write about it .















Interesting photos from Central America

.CD/media player. Google images,Music




workbook.

LESSON PLANS


1 Learn vocabulary needed to learn about the geography, history, and culture of Central America,

6 days Ongoing throughout the chapter

2 Possessive adjective and pronoun practice.

3 days

Demonstrative adjectives and pronouns 2 days


4 Read and discuss a newspaper article about Central America

2 class days

5 Read a poem by Ruben Dario

2 class days


7 Students report on a current event relating to Central America

2 class day


9 Contemporary life issue or interdisciplinary topic 1 class day

9 Chapter review 1class day



Teacher notes:


Chrome books


YouTube

Quizlet.com




Quick pass .com

Studyspanish.com

ACCOMODATIONS





At-Risk Students







UDL GUIDELINES






Clarify vocabulary











Increase feedback















CPI# Staement

Standard 2.2 Students demonstrate an understanding of life in a Spanish colony by studying the Spanish colonial architecture of Antigua, Guatemala


Standard3.1 Students reinforce and further their knowledge of other disciplibes through the study of Spanish as it relates to nature and the wealth of biodiversity in Central America.

Standard 3.2 Students acquire information and recognize the different viewpoint that exists in Costa Rica regarding education and military spending.







How were Spanish colonial cities and Mayan cities constructed?

How are molas and other traditional crafts produced and what purpose dio they serve in society?

Why should the small Central American nations be of importance to the rest of the world?


People construct the communities in which they live in different ways but the physical structures must

always meet the needs of the people living in them. The structures reflect environment and cultural

attributes.

Crafts are products without modern manufacturing techniques and ful fill 4 basic purposes in a society.

A great amount of the wealth of the natural world comes from Central America.

Even small nations can offer the world alternative viewpoints and problem solving techniques that are

unique and effective.


Students will…

Learn about the geography , history and cultures of Central America.

Gain knowledge about Antigua , Guatemala, a fine example of Spanish colonial architecture.

Learn about the Mayan city of Tikal, Guatemala


Discuss the viewpoint regarding education and military spending and how the two ideas are connected in Costa

Rica.

Review and practice possessive adjectives and pronouns

Review and practice demonstrative adjectives and pronouns

Read newspaper or magazine articles related to Central America

Read some literary selections from Central America

Research and discuss the extremely abundant biodiversity in Central America

Read about and discuss a current event, interdisciplinary tpic or contemporary life issue related to Central

America

View and discuss videos that present aspects of Central American culture

Expand knowledge and use of the subjunctive


UNIT OVERVIEW


Unit title: Unit 5 Mexico




cultures of Mexico. Students will exp[and their knowledge of the

subjunctive mood.






LEARNING TARGETS

Standards:











• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Research a point of interest in Mexico and tell a classmate about it in

an interview format, • Write about the unique aspects of Mexican cooking. • Describe in one’s own words how Mexican muralists used their art

form to record history and culture and used it as a tool of instruction • Give orally the bio of an influential Mexican















Interesting photos from the Mexico .CD/media

player. Google images,Music recordings and

clips of performances and social and historical

events. Conversemos juntos conversation

manuel and En marcha grammar workbook.

LESSON PLANS

Lesson # Lesson name : Mexico Time frame(hours/days)

1 Learn vocabulary needed to learn about the geography, history, and culture of Mexico.

6 days Ongoing throughout the chapter

2 Subjunctive practice practice



4 Read and discuss a newspaper article about Mexico

2 class days

5 Read a poem

2 class days


7 Students report on a current event relating to the 1 class day






Teacher notes:



Chrome books

YouTube

Quizlet.com




Quick pass .com

Studyspanish.com

ACCOMODATIONS





At-Risk Students





CRP1: Act as a responsible citizen CRP2: Apply appropriate academic and technical skills CRP4:Communicate clearly and effectively and with reason CRP5:Consider the environmental, social and economic inpacts of decisions. CRP6:Demonstrate creativity and innovation CRP7:Employ valid and reliable research strategies CRP8:Utilize critical thinking to make sense of problems and persevere in solving them CRP9:Model integrity, ethical leadership


CRP10:Plan education and career paths aligned to personal goals. CRP11:Use technology to enhance productivity CRP12:Work productively in teams while using cultural competence

UDL GUIDELINES






Clarify vocabulary











Increase feedback
















CPI# Staement

Standard 1.1 Students engage in conversation about places in Mexico by using an interview format.

Standard2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture. Mexican muralist’s art and the passing on of history and indigenous culture.

Standard 3.1 Students will connect to the fine, performing, and culinary arts asthey study about painting , music, dance and cooking.

Standard 4.1 Students understand the nature of language through comparisons of the language studied and their own as they acquire more knowledge and use with greatr accuracy the subjunctive.






Why is Mexico such a popular tourist destination?

How does Mexican cooking reflect both its Spanish and New World roots?

Why would UNESCO cite Mexican cooking as part of the immaterial Patrimony of Humanity making it

noteworthy of study?


As the largest Spanish-speaking country Mexico offers a great vasriety of landscapes and activities for

tourists.

Mexican cooking is a unique blend of Spanish and various cultures as evidenced in its culinary products

and it reflects the cooperative communal nature of the activity in daily life.



Students will…

Learn about the geography , history and culture of Mexico

Expand their knowledge and usage of the subjunctive

Learn about Mexican art, music and dance

Learn about the uniqueness of Mexican cooking

Read newspaper or magazine articles related to Mexico

Read a poem or short story from Mexico

Read about and discuss a current event, interdisciplinary topic or contemporary life issue related to Mexico

View and discuss videos that present aspects of Mexican culture


UNIT OVERVIEW


Unit title: Unit 6 El Caribe




cultures of the Spanish-speaking Caribbean, Cuba, Puerto Rico, and the

Dominican Republic. They will also continue to work with the subjunctive

including the present perfect subjunctive,


Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.



LEARNING TARGETS

Standards:

7.11 Communication. All students will be able to communicate in at

least one world language in addition to English. They will use language

to engage in conversation, understand and interpret spoken and

written language, present information, concepts, and ideas while

making connections with other disciplines, and compare the

language/culture studied with their own.





• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Read about a historic preservation project in Puerto Rico. Research the

concept of historic preservation and find a recent or current project to report on.

• Discuss pirate lore of the Caribbean. • Read about and view a video about the finding of a treasure ship.














novel ,magazines). Travel advertisements

Interesting photos from the countries of Cuba,

Puerto Rico and the Dominican Republic

.CD/media player. Google images ,Music




workbook.

LESSON PLANS


1 Learn vocabulary needed to learn about the geography, history, and culture of the Caribbean countries.

8 8 days 9 Ongoing throughout

chapter 10

2 Continued subjunctive practice, present perfect subjunctive.



4 Read and discuss a newspaper article about a historic preservation project in Puerto Rico.

2 class days

5 Read a poem by Nicolas Guillen

2 class days


7 Students report on a current event relating to the Caribbean

1 class day


9 Contemporary life issue , interdisciplinary topic or current event

2 class days





Teacher notes:


Chrome books

YouTube

Quizlet.com




Quick pass .com

Studyspanish.com

ACCOMODATIONS





At-Risk Students







UDL GUIDELINES






Clarify vocabulary











Increase feedback
















CPI# Staement

Standard 1.2 Students understand and interpret written language as they practice writing emails about topic related to Cuba, Puerto Rico, and the Dominican Republic.


Standard 3.1 Students further their knowledge of map reading skills by studyin about the capital cities of Habana, Santo Domingo, and San Juan and create a brochure about one of them that includes a walking tour.

Standard 3.2 Students acquire information and recognize the distinctive viewpointsexist between the U.S. and Cuba.







What is the official relationship between the U.S. and Cuba, the Dominican republic and Puerto Rico?

How do people express their pride in their racial and ethnic background?

How do people preserve those cultural products that link modern society with the past?


Our relationships with other countries change over time for various reasons.


Spanish speaking countries have multiracial and multiethnic individuals and their racial and ethnic ties

are expressed in the arts they produce.

Preservation of historic sites is important to people of all countries.


Students will…

Learn about the geography of Cuba, the Dominican Republic and Puerto Rico.

Review and practice of the subjunctive mood.

Read newspaper or magazine articles related to the Caribbean.

Read a poem or short story from the Caribbean.

Read about and discuss a current event, interdisciplinary topic or contemporary life issue related to the a

historic preservation both intentional and unintentional.rea.

Read about and discuss

View and discuss videos that present aspects of Caribbean culture.


UNIT OVERVIEW


Unit title: Unit 7 Colombia y Venezuela




cultures of Colombia and Venezuela. Students will continue the study of

the subjunctive mood.

Interdisciplinary connections: Reading NJSLSA.R1 NJSLASA.R2 NJSLSA.W2 NJSLSA.W3

Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences.


NJSLSA.W6 WHST.9-10.5

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.



LEARNING TARGETS

Standards:

10.1 Communication. All students will be able to communicate in at

least one world language in addition to English. They will use language

to engage in conversation, understand and interpret spoken and

written language, present information, concepts, and ideas while

making connections with other disciplines, and compare the

language/culture studied with their own.





• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Research a topic of personal interest and create a PPT presentation

and share with the class. • Take a final exam


• Observation of oral discourse • Discussions • Questioning • Do now/ exit slips • Group / Individual projects


• Homework • Circumlocution game • Auditory practice • Partner practice talking about cultural material from the textbook • Partner practice speaking about daily life topics.












Interesting photos from Colombia and

Venezuela .CD/media player. Google images,

Music recordings and clips of performances

and social and historical events. Conversemos

juntos conversation manuel and En marcha

grammar workbook.

LESSON PLANS

Lesson # Lesson name : Colombia -Venezuela Time frame(hours/days)

1 Learn vocabulary needed to learn about the geography, history, and cultures of Colombia and Venezuela.

8 days

2 Subjunctive practice



4 Read and discuss a newspaper article about the Southern Cone

2 class days

5 Read a poem

2 class days


7 Students report on a current event relating to Colombia and Venezuela

1 class day






10 Oral testing: Interpersonal speaking 1 class day

11 Individual research project 3 days

Teacher notes:


Chrome books

YouTube

Quizlet.com




Quick pass .com

Studyspanish.com

ACCOMODATIONS





At-Risk Students







UDL GUIDELINES






Clarify vocabulary











Increase feedback
















CPI# Staement

Standard 1.1 Students engage in conversation about the connection between geography and all aspects of life.

Standard2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture related to gold in Colombia and petroleum in Venezuela

Standard 3.1 Students reinforce an understanding of literature as they focus on the literary genre of “magical realism” and Nobel Prize winning author Gabriel Garcia Marquez

Standard 3.2 Students acquire information and recognize the different viewpoints that are available through the foreign language and its culture.


Standards 1.3,5.2 Students present information, concepts and ideas about a topic of personal interest related to a country or area of the Spanish- speaking world






What role does geography play in the history of a people?

How does geography effect aspects of culture and life in a country?

How has gold effected the history and culture of Colombia? (legend of El Dorado)


How is the history of Venezuela quite different from the other Spanish-speaking countries? How has

money and the important commodity of petroleum played their roles in the development and now

recent decline of the nation?


Both the indigenous people of Colombia and the Spanish understood the value of gold which was

reflected in its use in their societies.

Diversification in products and exports is important to a country’s econmy.


Students will…

Learn about the geography , history and cultures of Venezuela and Colombia.

Continued review and expansion of the practice of the subjunctive.

Read newspaper or magazine articles related to Venezuela and Colombia.

Read a poem or short story from this region.

Learn about a literary genre that came out of this area in Latin America and had great world impact.

Read about and discuss a current event, interdisciplinary topic or contemporary life issue related to Colombia

and Venezuela

View and discuss videos that present aspects of the cultures of this region


spanish iv - midland park school district

Documents