world languages spanish 9-12 novice-high curriculum guide · information describing...

Spanish Novice-High 1 TBOE Board Approved 8/26/2013

TRENTON PUBLIC SCHOOLS

Department of Curriculum and Instruction

108 NORTH CLINTON AVENUE

TRENTON, NEW JERSEY 08609

World Languages – Spanish 9-12

Novice-High

CURRICULUM GUIDE

August 2013


Trenton Public Schools

Curriculum Guide for:

World Languages: Spanish

Proficiency: Novice-High

Pacing Guide

Unit Title Pacing Days

1 ¡Vamos de compras! /Let’s Go Shopping! MP 1 23

2 Costumbres/Traditions MP 2 23

3 ¡Buen viaje! / Have a Nice Trip! MP 3 23

4 ¡Viva el deporte! /Long Live Sports! MP 4 20


Spanish Curriculum

Novice-High 9-12

Unit 1: ¡Vamos de compras/Let’s Go Shopping!


Trenton School District: Spanish Curriculum

CONTENT AREA:

World Languages

PROFICIENCY LEVEL:

Novice-High 9-12

Unit # 1 UNIT NAME: ¡Vamos de compras/Let’s

Go Shopping! (23 days)

STAGE 1 – Desired Results

Enduring Understanding(s):

Awareness of shopping habits in the

Spanish-speaking world

Climate, weather, and culture affect how

people dress

Shopping experiences can be different

yet similar to the shopping habits in the

United States

Essential Questions:

How do weather and seasons affect what I wear?

What articles of clothing and other items are needed for

casual/formal/cultural celebrations?

How is a shopping experience similar/different in the Spanish-speaking?

How do prices and currency compare in the US and Spanish-speaking

countries?

CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)

7.1 .NM.A.1 Recognize familiar spoken or

written words and phrases contained in

culturally authentic materials using electronic

information sources related to targeted themes.

7.1. NM.A.4 Identify familiar people, places,

and objects based on simple oral and/or written

descriptions.

SLO # 1 – Skim and scan culturally authentic audio/video/written text, from

electronic information sources and other sources to identify clothes, weather,

shopping and cultural celebrations.

Can do statements:

I can understand when someone describes what they are wearing

I can recognize the type of clothing needed for certain weather/occasions

I can compare and contrast weather in the United States and Spanish-

speaking countries

7.1 .NM.B.4 Ask and respond to simple

questions, make requests, and express

preferences using memorized words and

phrases.

SLO # 2 - Ask and respond to simple questions related to clothes and weather in the

home and target cultures.


7.1. NM.B.5 Exchange information using

words, phrases, and short sentences practiced in

class on familiar topics or on topics studied in

other content areas.

Can do statements:

I can ask memorized questions (yes/no, either/or, and short response) related to:

a. The type of clothing

b. Weather and how it affects clothing

c. What the dress is for a celebration

I can answer simple questions (yes/no, either/or, and short response) related to:

a. The type of clothing

b. Weather and how it affects clothing

c. What the dress is for a celebration

7.1. NM.C.1 Use basic information at the

word and memorized-phrase level to create a

multimedia-rich presentation on targeted themes

to be shared virtually with a target language

audience.

7.1. NM.C.3 Copy/write words, phrases, or

simple guided texts on familiar topics.

SLO # 3 - Copy and write words and phrases to create a multimedia rich

presentation describing a celebration in the home or target culture.

Can do statements:

I can use words, phrases and memorized sentences to create a multimedia

presentation that provides basic details (e.g. when an event takes place season

/weather, what people do, what people wear, why they celebrate) about a cultural

celebration in my culture or the target culture.

7.1. NM.C.2 Imitate, recite, and/or dramatize

simple poetry, rhymes, songs, and skits.

7.1. NM.C.5 Name and label tangible cultural

products and imitate cultural practices from the

target culture(s).

SLO # 4 - Dramatize an authentic skit associated with shopping for a cultural

celebration.

Can do statements: I can perform a skit in the target language about shopping for a special occasion

without using any memory crutches.


CONCEPTS

WHAT DO STUDENTS NEED TO KNOW?

SKILLS

WHAT DO STUDENTS NEED TO BE ABLE TO DO?

Clothing

a. adjectives to describe clothing

b. size related vocabulary

Types of stores

Weather, express temperature Celsius vs. Fahrenheit

Seasons

Names of authentic holidays/celebration

Activities associated with planning , shopping, attending,

and participating in celebrations

Structures needed to:

o Ask and answer questions related to weather

o Ask and answer questions related to clothing and

preferences

o Ask and answer questions related to when

holidays and celebrations occur

o Describe shopping experiences

o Offer and ask for help in a store

o Compare and contrast shopping habits in the

home and target culture

The following items have been previously assessed and are

being recycled in this unit:

How people greet and take leave in a target culture(s)

Pastime activities

Days of the week

Months of the year

Colors

Prices

Structures needed to:

Identify culture-specific shopping habits, as found in

culturally authentic video/audio/written texts.

Identify types of stores in target culture as found in

culturally authentic video/audio/written texts.

Identify articles of clothing as found in culturally authentic

video/audio/written texts related to celebrations.

Ask memorized questions related to clothing/weather.

Answer simple questions related to clothing/weather.

Ask memorized questions related to celebrations in the

home and target cultures.

Answer simple questions related to celebrations in the home

and target cultures.

Express likes, dislikes, and preferences related to

clothes/weather/celebrations

Perform a culturally authentic song/poem /skit associated

with a particular target culture celebration.

Create an invitation related to a target culture celebration.


o Express likes and dislikes

o State preferences

o Compare

o Describe

Grammar

How to express what to wear with llevar, llevar

puesto, tener puesto, vestirse, ponerse

Me queda (n)

Introduce cuesta/cuestan, demonstrative adjective

Interrogatives

Recycle AR/ER/IR in the Present Tense

Stage 2: Assessment Evidence

Formative Assessments:

Summative Assessments:

Daily written/verbal check-ins

Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket

Common Unit Assessment at end of each Unit – Required

Performance Task (See Below) - Required

Oral/written exams (Mid Marking Period)

Projects

Portfolios


Stage 3: Strategies:

Students use the target language in the three modes of communication to explore how people shop for clothes according to weather and life events. They compare weather /shopping practices in the home and target culture. Students understand that their celebrations in

some ways are similar to and different from that of students in the target culture. (Assessment of the interpretive mode may be in English;

however, the text is always in the target language.)

Interpretive:

They interpret authentic written and video/audio texts related to clothes/weather/celebrations (invitations, posters,

radio/television/newspaper/advertisements).

Watch a weather report from the news and complete interpretive task (e.g. write a paragraph about what to wear based on

the weather report, create a chart comparing the weather home and in a Spanish-speaking country)

Listen to audio recordings about weather, seasons, and clothes, and answer comprehension questions.

Read and interpret on-line articles about fashion

Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates and teacher in which they ask and answer questions related to

clothes/ weather/ celebrations in the home and target cultures

Performance Assessment Task: Interpersonal

The “Quinceañera” is an elaborate 15th birthday party celebrated by females in many Latin American countries. You have been

invited to your friend’s Quinceañera and need to buy appropriate clothing for the event. Let’s go shopping!

Select the store where you will shop

Tell the clerk what clothing items and colors you want

Give your size

Ask for prices and sales

Decide which clothes will be appropriate and state why.

Use flyers, magazines, etc. to make a visual presentation of the selection. Another student or the teacher can play the clerk.

Scoring Criteria: See Appendix for appropriate rubric.


Role-play with a partner-shopping scene according to weather conditions/season.

Engage in information gap activities about weather conditions and clothing

Engage in memory games to describe someone’s clothes

Presentational:

They use lists, chunks of language, and memorized phrases to compare clothes/weather/celebrations in the home and target culture.

Present and impromptu weather forecast that includes current weather conditions, temperatures, and necessary clothing

Create and present comparison of clothing prices/sizes home and in the target culture

Create and present a power point to compare a celebration at home and in the target language using the unit vocabulary.

Differentiation Strategies:

Tiered Activities (leveled reading)

Flexible grouping based on ability/interest level

Interest-based options (product/process choice)

Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)

Technology integration

Suggested Resources:

Textbook Avancemos 1

Best Practices Teacher Guide

Online Textbook : Classzone:

http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1

325882433

Rosetta Stone

https://trentonchs.rosettastoneclassroom.com/en-US/

List of useful websites for world language teachers

http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea

chers%20and%20Students.pdf

Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries

Literature: Novels, short stories, fables, legends, poems

Department of Education suggested assessment rubrics

http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf



http://webmail.trenton.k12.nj.us/exchweb/bin/redir.asp?URL=https://trentonchs.rosettastoneclassroom.com/en-US/

http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Teachers%20and%20Students.pdf



Spanish Novice-High 10

TBOE Board Approved 8/26/2013

Spanish Curriculum

Novice-High 9-12

Unit 2: Costumbres /Traditions




CONTENT AREA:

World Languages

PROFICIENCY LEVEL:

Novice-High 9-12

Unit # 2 UNIT NAME: Costumbres / Traditions /

(23 days)


Enduring Understanding:

Who I am is a combination of many

factors.

Community affects who I am and how I

develop.

A country’s geography contributes to the

habits and cultures of its people.


How do I describe others and myself?

How does geography influence our daily lives?

How are traditions important?

What resources in my community shape my future?


7.1. NH.A.5 Demonstrate comprehension of

short conversations and brief written messages

on familiar topics

SLO # 1 – Read brief written messages, listen to short conversations, or view

information describing personal/physical characteristics of self and others, likes

and dislikes, personal interests and pastime activities based on cultural contexts.

Can do statements:

I can understand some ideas in simple texts that contain information about

personal and physical traits.

I can use simple phrases to express likes/dislikes.

I can express preferences related to pastime activities.

I can handle short social interactions using phrases and simple sentences.



7.1.NH.A.2

Demonstrate comprehension of a series of oral

and written directions, commands, and requests

through appropriate physical response.

SLO # 2 - Use physical response to identify classroom routines and oral directions

based on authentic school schedules and activities at home and in the target

culture(s).

Can do statements:

I can talk with someone about something I learned in school.

I can understand when someone describes his/her school schedule.

I can understand when someone describes his/her daily routine.

I can understand a short announcement relating a change in my school/work

schedule.

I can understand classroom instructions when someone uses gestures or

repetition.

I can identify people, places, and objects in my school.

I can express preferences related to school subjects and activities.

7.1. NH.B.1 Use digital tools to exchange

basic information by recombining memorized

words, phrases, and sentences on topics related

to self and targeted themes.

7.1 .NH.B.4 Ask and respond to questions,

make requests, and express preferences in

various social situations.

SLO # 3 - Participate in online and face-to-face discussions with classmates to

exchange information in a culturally appropriate way regarding family and home

life.

Can do statements:

I can exchange information about myself, my family, and familiar things

using words, phrases and expressions

I can determine who does which chores in the household

I can ask/answer questions related family and home

I can list family members and describe their traits

I can name rooms and list household items in each room.

7.1 .NH.B.4 Ask and respond to questions,



SLO # 4 – Use memorized words and phrases to ask and respond to questions

associated with food products, preferences, and practices.

Can do statements:

I can exchange information with someone about setting the table.



I can describe my favorite meal and list the main ingredients.

I can read a menu and order a meal.

I can state my favorite foods, drinks, and those I don’t like.

I can classify food groups.

7.1. NM.B.5 Exchange information using

words, phrases, and short sentences practiced in

class on familiar topics or on topics studied in

other content areas.

SLO # 5 – Create a multimedia rich presentation recombining most/all reviewed

themes to include presentation of self and family, school and home life, food and

fashion, likes and dislikes, favorite pastimes, celebrations and weather.

Can do statements:

I can describe experiences, events, plans and a variety of aspects of my

personal life in a simple narrative.

I can make a simple factual presentation experiences, events, plans and a

variety of aspects of my personal life in a simple narrative.

CONCEPTS

WHAT DO STUDENTS NEED TO KNOW? SKILLS


Physical and personal information

Expressions of likes/dislikes

Pastime activities

School schedules and activities

School furniture and supplies

Family members

Names of rooms and household items

Household chores

Names of common foods and drinks

Adjectives to describe quantity, price…

Expressions needed to order food and express opinion

Names and description of clothing

Expressions related to shopping

Holidays/Celebrations

Seasons and weather

Review Novice Mid Grammar Topics

Describe self and others using oral and written text

Demonstrate understanding of school vocabulary including

schedules, commands, and preferences related to the school

environment

Identify and describe family members, home, and chores

Engage in conversation related to food preferences/likes and

dislikes, products, and practices

Identify articles of clothing, shopping habits

Discuss seasons and celebrations in culturally authentic

context.



Adjective and noun agreement

Subject-verb agreement

AR/ER/IR Present Tense

Irregular verbs

Articles

Interrogative Words

Command forms

Contraction al and del

Prepositions and conjunctions

Possessive adjectives

Demonstrative adjectives

Stage 2 Assessment Evidence:

Formative Assessments: Summative Assessments:


Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket


Performance Task (See Below)- Required


Projects

Portfolios

Performance Assessment Task: (Presentational)

Latin American countries have celebrations that are different from what is celebrated in this country. An example is

the “Quinceañera” which is an elaborate 15th birthday party celebrated by females. Create and present a PowerPoint

comparing a celebration at home and in the target language using the unit vocabulary.

Scoring Criteria: See Appendix for appropriate rubric



Stage 3 - Strategies:

Students use the target language in the three modes of communication to recycle knowledge about descriptions of self and others, how

preferences relate to community and cultural activities, school experiences, families, and homes similar and different from that of students

in the home and target culture. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)

Interpretive:

Interpret authentic written and video/audio texts such as blogs, community bulletin boards, advertisements that focus on the unit topics.

Read dialogues and answer questions

Engage and practice in audio/video activities

Cultural reading comprehension

Interpersonal:

They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language community, in

which they ask and answer questions related to about descriptions of self and others , how preferences relate to community and cultural

activities, school experiences, families, and homes similar and different from that of students in the home and target culture.

Interact in paired dialogues

A/B activities

Interviews, role-plays, blogs

Communicate with the teacher and classmates in the target language

Respond to questions in the target language

Presentational:

They use sentence level discourse to describe themes to include presentation of self and family, school and home life, food and fashion,

likes and dislikes, favorite pastimes, celebrations and weather. They compare and contrast cultural practices that occur in the home and

target culture.

Create and present a multimedia project that demonstrates mastery of the reviewed topics.














325882433

Rosetta Stone

















Spanish Curriculum

Novice-High 9-12

Unit 3: ¡Buen viaje!/Have a Nice Trip!




CONTENT AREA:

World Languages

PROFICIENCY LEVEL:

Novice-High 9-12

Unit # 3 UNIT NAME: ¡Buen viaje /Have a Nice

Trip!/(23 days)



Documentation and an itinerary are

necessary for travel

There are steps that must be taken before

you travel

There are different rationales for using

specific means of transportation

It is important to know how to give and

follow directions


How would you plan a trip (domestic/international)?

How is travel similar/different home and abroad?

What factors affect your choice of transportation?


7.1. NH.A.1 Recognize familiar words and

phrases, understand the main idea, and infer the

meaning of some highly contextualized,

unfamiliar spoken or written words contained in



SLO # 1 – Recognize familiar words and phrases, understand the main idea, and

infer the meaning of spoken or written words as found in culturally authentic

materials from electronic information sources related to aspects of traveling (types

of transportation, type of documentation needed, planning, details about travel

destination

Can do statements:

When reading short texts or listening to a video clip dealing with travel I can:

a. Identify key words and phrases.

b. Understand the main idea.

c. Figure out the meaning of a few unfamiliar words when they are defined in

the target language or when an example is given.



d. Determine which travel factors are similar and different in the United States

and the countries where Spanish is spoken.

7.1. NH.A.2 Demonstrate comprehension of a

series of oral and written directions, commands,

and requests through appropriate physical

response

SLO # 2 - Demonstrate comprehension of a series of oral and written directions,

commands, and requests to know how to get around

Can do statements:

I can use a map to get to a destination.

I can ask for directions.

I can follow oral and written directions

7.1. NH.A.6 Identify the main idea and other

significant ideas in readings from age- and

level-appropriate, culturally authentic materials.

SLO # 3 - Identify the main idea and other significant ideas in readings from age-

and level-appropriate, culturally authentic materials that discuss travel destinations

and practices.

Can do statements:

I can identify the main idea in short articles/videos dealing with travel.

I can identify the significant ideas in short articles/videos dealing with

travel.

7.1.NH.B.1 Use digital tools to exchange basic

information by recombining memorized words,

phrases, and sentences on topics related to self

and targeted themes

7.1. NH.B.4 Ask and respond to questions,



7.1 .NH.B.5 Converse on a variety of familiar

topics and/or topics studied in other content

areas.

SLO # 4 - Participate in an online / face-to-face discussion with members of the

target culture/ classmates to exchange information regarding details of a planned

trip.

Can do statements:

I can use digital tools and face-to-face communication to ask questions

about:

a. means of transportation

b. itineraries

c. locations/destinations

d. planning activities

I can use digital tools and face-to-face communication to answer questions



about:

a. means of transportation

b. itineraries

c. locations/destinations

d. planning activities

I can ask for clarification when I don’t understand something (e.g. where is

the gate, where is the platform, where to find…...)

7.1 .NH.C.1 Recombine basic information at

the word and sentence level related to self and

targeted themes to create a multimedia-rich

presentation to be shared virtually with a target

language audience.

SLO #5- Recombine previously studied materials to create a multimedia-rich

presentation about a dream trip to a Spanish-speaking destination.

Can do statements:

I can create a multi-media presentation in which I recombine words,

phrases, and sentences to tell what I have learned about planning and taking

a trip

CONCEPTS


SKILLS


Travel preparation

Items needed for traveling

Names of places, objects, and personal at the airport/train

station

Travel activities

Airport/Train Station related activities

Popular travel destinations

Structures necessary to ask for and give directions

Expressions needed to state opinion

Grammar

Prepositions with countries and cities

Direct object pronouns

Past of Regular

Irregular Past Tense (ir, ser, hacer, ver, dar)

Express what they have done on past vacations

Express what they want to do on future vacations

Investigate different options for vacationing

Identify steps for travel home/abroad

Give advice/opinion

Get information

Make purchases/transactions

Compare different means of transportation

Make choices

Retell highlights from past events

Plan travel arrangements to different destinations



The verbs quedar and estar to give location

Command forms to give directions

Review future with Ir

Stage 2: Assessment Evidence



Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket




Projects

Portfolios

Performance Assessment Task: (Presentational)

You won $2500.00 dollars to spend on a trip to a Spanish-speaking destination, present a plan on how you would spend your

money (buy tickets, hotel reservations, food budget, and sites to visit…)





Students use the target language in the three modes of communication to explore how a travel destination affects travel planning and

preparation. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)

Interpretive:

Students interpret authentic written and video/audio texts found in electronic information sources and other sources that deal with travel and

means of transportation.

Read authentic airplane/train tickets/ itineraries and complete interpretive task

Visit and read about an authentic vacation destination to plan a trip and make a reservation

Research requirements for obtaining passport/travel visa

Post a blog about a past vacation in a Spanish-speaking country

Interpersonal:

They engage in short, unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language

community in which they talk about travel plans, means of transportation, and steps that they might take to get to their dest ination.

Ask and answer questions related to travel.

Role-play a passenger/airport personal skit.

Role-play a scene where you are lost and ask for directions.

Discuss activities and advantages of different vacation spots

Sequence the steps of travel with a partner

Presentational:

They use sentence-level discourse to provide information about a trip in a multimedia presentation.

Create a map and help a partner get from one place to another by giving specific directions in the target language.

You won 2500 dollars to spend on a trip to a Spanish-speaking destination, present a plan on how you would spend your

money (buy tickets, hotel reservations, food budget, and sites to visit…)














325882433

Rosetta Stone

















Spanish Curriculum

Novice-High 9-12

Unit 4:¡Viva el deporte!/Long Live Sports!




CONTENT AREA:

World Languages

PROFICIENCY LEVEL:

Novice-High 9-12

Unit # 4 UNIT NAME: Viva el deporte / Long

Live Sports (20 days)



Activities enrich people’s lives.

Geography and culture determine

popular sports and activities.

Sports bring people together in spite of

their geographical and cultural

differences.


What role does after school activities play in contributing to a balanced life?

What similarities and differences are there in the activities that students have

access to after school in the USA and in Spanish-speaking countries?

How do sports bring people globally together?


7.1. NH.A.1 Recognize familiar words and

phrases, understand the main idea, and infer the

meaning of some highly contextualized,

unfamiliar spoken or written words contained in



7.1. NH.A.6 Identify the main idea and other

significant ideas in readings from age- and

level-appropriate, culturally authentic materials.

SLO # 1 – Identify words/phrases, key points, and main idea(s) in target language

age- and level-appropriate culturally authentic materials dealing with popular sports

competitions and events, equipment, and other activities.

Can do statements:

I can understand the main idea and some details announced during a sports

event.

I can identify major events and competitions in popular sports at home and

in Spanish- speaking countries

I can listen to a sports commentator and understand the highlights of a game

I can understand specific information regarding sports scores, rules, and

equipment.

I can follow multi-step instructions on how to play a sport.



7.1. NH.A.4 Identify people, places, object,

and activities in daily life based on oral or

written description.

SLO # 2 - Identify academic and social activities offered inside and outside of

school as found in culturally authentic oral and written texts.

Can do statements:

I can read a sports schedule

I can follow a culturally authentic sports blog

I can identify and describe my favorite sport/athlete

I can understand sport related expressions

I can retell the highlights of a game

7.1. NH.B.1 Use digital tools to exchange

basic information by recombining memorized

words, phrases, and sentences on topics related

to self and targeted themes.

7.1 NH.B.4 Ask and respond to questions,



SLO # 3 - Ask and respond to questions about the role of sports and other activities

by recombining words/phrases using digital tools and face-to-face communication

in the target.

Can do statements:

I can talk with someone about my favorite extracurricular activities and

sports

I can express reactions in highly familiar situations such as at a sporting

event

I can initiate a conversation about sports I can exchange views and opinions

about my favorite sports team and how they are doing this year



7.1. NH.C.2 Create and present brief messages,

poems, rhymes, songs, short plays or role plays

using familiar vocabulary orally or in writing

7.1. NH.C.3 Describe in writing people and

things from the home and school environment

SLO # 4 - Produce written texts and oral presentations to describe different global

sports figures, sports events, and competitions in the home and target culture.

Can do statements:

I can describe my favorite athlete in terms of appearance, personality, and

accomplishments

I can describe a global competition in terms of location, teams, rules…

I can express opinions about school teams

7.1. NH.C.2 Create and present brief

messages, poems, rhymes, songs, short plays or

role-plays using familiar vocabulary orally or in

writing.

7.1. NH.C.5 Tell or write about cultural

products associated with the target culture(s),

and simulate common cultural practices.

SLO #5- Compare and contrast the role and attitudes of sports fans/athletes in

different sports and in different cultures.

Can do statements:

I can compare popular sports home with Spanish-speaking countries

Create a brochure about your schools sports/teams

I can compare extracurricular activities available to students at home and in

Spanish-speaking countries

CONCEPTS


SKILLS


Sports

Sports events/competitions

Sports equipment

Extracurricular activities

Expressions of opinion and emotion

Actions associated with sports

Structures necessary to describe people and events

Cultural practices related to sports

Recycle numbers, time, seasons and weather

Grammar

Action verbs associated with sports

Recognize previously learned words and phrases and

determine the meaning of contextualized culturally

authentic materials related to the world of sports

Identify school activities of students in the target culture(s)

as found in culturally authentic materials.

Identify the key elements associated with different sports as

found in culturally authentic material from the target

culture.

Ask questions related to sports with classmates and others

using digital tools and face-to-face communication.



Ir+a + infinitive

Present Tense

Past Tense Regular and Irregular verbs

Adverbs ( activamente, lentamente, rápidamente )

Demonstrative adjectives

Answer questions related to sports with classmates and

others using digital tools and face-to-face communication.

Ask questions about preferences and opinions related to the

sports.

Answer questions about preferences and opinions related to

the sports.

Describe orally and in writing athletes, events, and

equipment associated with sports

Compare and contrast the importance of sports at home and

in the Spanish-speaking world.

Stage 2: ASSESSMENT EVIDENCE



Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket




Projects

Portfolios




Students use the target language in the three modes of communication to explore sports and extracurricular activities home and target

culture(s) by comparing and contrasting sports in both cultures. (Assessment of the interpretive mode may be in English; however, the

text is always in the target language.)

Interpretive: They interpret authentic written and video/audio texts such as sports websites, blogs, sports articles, and commentaries

that focus on sports.

Read a culturally authentic sports article and answer questions

Read a biography about an athlete in a Spanish-speaking country

Write a story/blog to describe a recent game you watched

Locate an online sport schedule to identify time, place, date of an upcoming sports competition in the target culture.

Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target

language community, in which they ask and answer questions related to sports and extracurricular activities.

Interact in paired dialogues, A/B activities, interviews, role-play and blogs to discuss sports

Ask/Respond to questions about favorite sports/athletes

Interview a classmate about their favorite extracurricular activities

Presentational: They use sentence level discourse to compare and contrast sports in both cultures while exploring the cultural norms

Performance Assessment Task:

1. Write a story/blog to describe a recent game you watched (Interpretive)

2. Create a brochure for Spanish-speaking students coming to your high school telling them about the school sports and

extracurricular activities available. (Presentational)




and practices associated with playing/following a sport.

Create a brochure for Spanish-speaking students coming to your high school telling them about the school sports and

extracurricular activities available.

Create and present a power-point about a famous athlete in the target language












325882433

Rosetta Stone

















Appendix A

Assessments/Strategies/Resources:

1. Ads/Commercials/Videos – Go to www.youtube.com. Search for ecotourism in the target language. Select videos that contain

visuals and text that will assist students in understanding the message. Be sure to view all the videos from start to finish before

sharing them with the class.*

2. Brochures – To find brochures that contain lists and visual support do a target-language search for “vacation package”, “tourist

office”, “places of interest”, or “tourism activities” in a specific city or country. An example can be found at

http://www.acentorural.com/turismoactivo/turismo_activo_deporte_aventura_naturaleza_andalucia.asp. There is an interactive

map.*

3. Exit Ticket - Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before

students leave, they have to hand you a “ticket” filled out with an answer to a question, a solution to a problem, or a response to

what they’ve learned. Exit Tickets help you assess if students have “caught what you taught” and plan for the next lesson or unit of

instruction.

4. Google Earth – This web resource allows you to travel around the world. To download it, go to http://earth.google.com/. In order to

provide students with authentic experiences, the language settings can be changed. Make changes in the program by clicking on

“Tools”, then “Options” and finally “General”. Click on “Language” and select the language of your choice. *

5. Magic Box – Place authentic materials/props such as art books, souvenirs, tickets to events, menus, etc. and introduce each item as a

means to provide a cultural setting and motivation. As a student selects an item from the box, hold it up and tell students what it

represents. For example, if a student selects a ticket to a museum, describe it and tell where it is from, how much admission is, and

what type of items can be found in the museum. Ask students questions related to item and tie it to their own cultural background. *

6. Map/Travel Guide – Using a map of the target language country, students will answer questions about tourist attractions,

restaurants, and hotels. *

http://www.youtube.com/

http://www.acentorural.com/turismoactivo/turismo_activo_deporte_aventura_naturaleza_andalucia.asp

http://earth.google.com/



7. PowerPoint – A PowerPoint presentation can be an effective way to introduce students to new vocabulary and authentic images.

Once the concepts are introduced, the teacher may incorporate authentic materials and questioning techniques to check for

understanding and reinforcement.

8. Role-Play – It provides opportunities for students in small groups to assume different roles or create skits. In order to maximize

language production during a role-play, brainstorm as a class: words, phrases, questions and statements you might hear during the

role-play.

9. 3-2-1 Reflection Strategy – 3 things you found out, 2 things you learned, 1 question you still have. There are different variations

on-line for this activity.

10. Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a

question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question;

and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and

engage students in comprehending the reading material.

11. TPR Storytelling – Total Physical Response – This is an effective strategy to make language understandable to novice students. Go

to World Language Curriculum page for the “Three Steps of TPR Storytelling”.

12. Two Stars and a Wish – This strategy lets students reflect on their own and each other’s work. Two Stars = two things that are

good about a piece of work. One Wish = one thing that can be improved and made better.

13. Visuals – Incorporate authentic images in the form of prints or a PowerPoint slide show to introduce/reinforce the vocabulary by

using word strips and questioning techniques.

14. Weather Maps – Use the image tab search “forecast” in a target language search engine to locate weather maps. Use the maps to

check for understanding while providing additional input in the target language. Spiral questions by starting with yes/no, either/or

and short responses. Sample questions: Is it cloudy in the center of Spain? What is the weather like in southern Spain?*

(*Adapted from World Languages Standard in Action – NJDOE)



Appendix B

Common Core State Standards

The Common Core State Standards for English Language Arts (ELA) and Literacy lay out a vision of what it means to be a literate

person in the twenty-first century, describing the skills and understandings students are expected to demonstrate which have wide

applicability outside the classroom or workplace. The expectations are described in the ELA Anchor standards across four strands:

Reading, Writing, Speaking and Listening, and Language. These four strands are represented in the National Standards for Learning

Languages three modes of communication (interpersonal, interpretive, and presentational) and the level of proficiency demonstrated.

The Common Core strands of Reading, Writing, Speaking and Listening are captured in the standards for learning languages’ goal

area of Communication.

Interpersonal (speaking + listening or writing + reading)

Interpretive (reading, listening, viewing)

Presentational (writing, speaking, visually representing)

The Common Core Strand of Language is described for language learners through proficiency levels that outline three key

benchmarks achieved in world language programs given sufficient instruction over time:

Novice (beginning level)

Intermediate

Advanced

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing

or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.



Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze

how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under

investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the

information while avoiding plagiarism.

9. Draw evidence from literary and or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards

for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,

and style are appropriate to task, purpose, and audience.



5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style

and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word

parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Adapted from the Alignment of the National Standards for Learning Languages with the Common Core State Standards: Performance Expectations,

www.actfl.org (June 21, 2013)

Please visit the Trenton Public Schools Curriculum World Language Website to view or download the complete document.

http://www.actfl.org/



Appendix C

Rubrics

Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at http://flenj.org/CAPS?page=parent

Novice Interpersonal Rubric

Exceeds Expectations Meets Expectations

Does Not Meet Expectations

Is the student understood?

(Comprehensibility)

The student is understood without

difficulty.

The student is understood

with occasional difficulty.

The student is understood

only with much

difficulty.

Does the student understand?

(Comprehension)

The student understands without

difficulty.

The student understands but

sometimes needs repetition

or restatement.

Most of the time, the

student does not

understand.

How well does the student use

language? (Vocabulary Use & Language

Control)

The student uses simple sentences that

may contain some errors but they do not impede communication.

The student attempts to create.

The student recognizes and uses

vocabulary with ease.

The student mostly corrects

with memorized language. The student makes more

mistakes when trying to

create language.

The student recognizes and

uses most of the vocabulary

correctly.

The student

communicates at the word level. Errors

impede communication.

The student knows a

limited number of words

/ phrases.

How well can the student keep the

conversation going?

(Communication Strategies)

The student can express the need for repetition and/or clarification

The student uses memorized chunks of language to:

-Ask for repetition

-State lack of understanding

The student cannot keep the conversation going.

http://flenj.org/CAPS?page=parent




Novice Interpretive Rubric

Exceeds Expectations Meets Expectations Does Not Meet Expectations

Can student understand

what he/she heard or

read? (Comprehension)

Answers are relevant and accurate and show that student understood

what was heard or read.

Most of the answers are relevant and accurate and show that, for the most

part, the student understood what was

heard or read.

Answers are irrelevant and/or inaccurate and show that student

really didn’t understand what was

heard or read.

What strategies does the

student use to make

meaning of what was said

or read?

(Communication

Strategies)

Accurately identifies vocabulary

words that have already been taught,

and can figure out new words based

on the context of what was heard or read.

Accurately identify most vocabulary

words that have been taught.

Cannot accurately identify many

vocabulary words that have been

taught

Can student identify the

main idea?

Student can identify the main idea.

Student cannot identify the main

idea.

If there is a message

beyond the literal one, can

student understand it?

(Interpretation)

Student can sometimes

successfully interpret

between the lines

when necessary

Student attempts to interpret between the lines when necessary.

Student cannot interpret between the lines.




Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at


Novice Presentational Rubric Speaking

Exceeds expectations

Meets Expectations


Can the audience understand

the student? (Comprehensibility)

The audience understands the

student without difficulty even though the student may have

some hesitation when

speaking.

The audience generally

understands student. The student may have some

hesitations or unnatural pauses

when speaking.

The student is not clearly understood.

There are frequent hesitations and many unnatural pauses.

How well does the student use

the language?

(Language Control & Vocabulary Use)

The student can use memorized language but as the

student begins to create

(produce simple sentences) with the language, more errors

appear.

Presentation is rich in appropriate vocabulary.

The student is mostly correct using memorized language.

Student accurately uses vocabulary that has been taught.

The student is correct only at the word level.

Vocabulary is limited and/or repetitive.

How well does the student

capture and maintains

audience’s attention?

(Impact)

Student uses gestures, visuals

and tone of voice to maintain the audience’s attention.

Student uses some gestures and

visuals to maintain the audience’s attention.

Student makes no effort to maintain

the audience’s attention.

How well does student

organize the presentation?


The presentation has a

beginning, middle, and end.

Main ideas are supported with

examples.

The presentation has a

beginning, middle, and end.

Student presents information

randomly.




Novice Presentational Rubric: Writing

Exceeds Expectations

Meets Expectations


Is the written message

understandable? (Comprehensibility)

The reader understands without

difficulty.

The reader understands


The reader does not clearly

understand.


use the language?

(Language Control &

Vocabulary Use)

Student is mostly correct when

producing simple sentences and

makes errors when creating with the language.

The writing is rich in appropriate

vocabulary.

Student is mostly correct

when using memorized

language.

Vocabulary reveals basic

information.

Student is correct only at the

word level.

Vocabulary is limited and/or

repetitive.


capture and maintain the


(Impact)

The writing is engaging and

shows effort to appeal to the audience’s interest.

Student makes some effort

to maintain reader’s attention.

Student makes no effort to

maintain reader’s attention.


organize the presentation?


Main ideas are supported with examples.

Writing has a beginning, middle,

and end.

Writing has a beginning, middle, and end.

Information is presented randomly.




Student Novice Interpersonal Rubric


Meets Expectations


Does the teacher

understand me? (Comprehensibility)

The teacher understands me

without difficulty.




only with much difficulty.

Do I understand the

teacher? (Comprehension)

I understand the teacher

without difficulty.

I understand the teacher but

sometimes I need repetition or

restatement.

Most of the time I don’t

understand the teacher

How well do I use the

Spanish language?

(Vocabulary Use & Language

Control)

I am mostly correct when

producing simple sentences.

I attempt to create.

I recognize and use

vocabulary with ease.

I am mostly correct with

memorized language. I am less correct when I try to create

language.

I recognize and use most of the

vocabulary correctly.

I can only communicate at the

word level.

I use a limited number of words

/ phrases.

How well do I keep the

conversation going?


I begin to recombine some memorized language to ask for

repetition and/or clarification

I use memorized chunks of language to:

-Ask for repetition

-State that I don’t understand

I cannot keep the conversation going.




Student Novice Interpretive Rubric

Exceeds Expectations Meets Expectations Does Not Meet Expectations

Can I understand what I heard

or read? (Comprehension)

My answers are relevant and

accurate and show that I understood what I heard or read.

Most of my answers are relevant and

accurate and show that, for the most part, I understood what I heard or

read.

My answers are irrelevant and/or

inaccurate and show that I really didn’t understand what I heard or

read.

What strategies do I use to

help me understand what I

heard or read?


I accurately identify vocabulary words that I have already been

taught, and I can figure out new

words based on the context of what I heard or read.

I accurately identify most vocabulary words that I have already been

taught

I cannot accurately identify many vocabulary words that I have

already been taught

Can I identify the main

idea?

I can identify the main idea

I cannot identify the main idea

If there is a message beyond

the literal one, can I

understand it?

(Interpretation)

I can sometimes successfully interpret between the lines when

necessary

I attempt to interpret between the lines when necessary

I cannot interpret between the lines.





Student Novice Presentational Rubric Speaking

Exceeds expectations Meets Expectations Does Not Meet Expectations

Can the audience understand me?

(Comprehensibility)

The audience understands me without difficulty even though I may have some hesitation when I speak.

The audience generally understands me. I may have some hesitations or unnatural pauses when I speak.

I am not clearly understood. I have frequent hesitations and many unnatural pauses.

How well do I use the language?

(Language Control & Vocabulary Use)

I am correct with memorized language but as I begin to create (produce simple sentences) with the language, I have difficulty being correct.

My presentation is rich in appropriate vocabulary.

I am mostly correct with memorized language.

I accurately use vocabulary that I have been taught.

I am correct only at the word level.

My vocabulary is limited and/or repetitive.

How well do I capture and maintain my audience’s attention?

(Impact)

I use gestures, visuals and tone of voice to maintain my audience’s attention.

I use some gestures and visuals to maintain my audience’s attention.

I make no effort to maintain my audience’s attention.

How well do I organize the

presentation?


My presentation has a beginning, middle, and end. My main ideas are supported with examples.

My presentation has a beginning, middle, and end.

I present information randomly.




Student: Novice Presentational Rubric Writing


Meets Expectations


Do we understand you?

(Comprehensibility)

The reader understands me without

difficulty.

The reader understands me


The reader does not clearly

understand me.

How well do I use the

language?

(Language Control &

Vocabulary Use)

I am mostly correct when producing simple sentences and make errors

when creating with the language.

My writing is rich in appropriate vocabulary.

I am mostly correct with memorized language.

My vocabulary reveals basic

information.

I am correct only at the word level.

My vocabulary is limited and/or

repetitive.

How well do I capture

and maintain my


(Impact)

My writing is engaging and shows

effort to appeal to the audience’s

interest.

I make some effort to maintain

reader’s attention.

I make no effort to maintain

reader’s attention.

How well do I organize

the presentation?

(Communication

Strategies)

My main ideas are supported with examples.

My writing has a beginning, middle, and end.

I present information randomly.




Appendix D

Websites

http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)

http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance

Descriptors)

http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklists)

http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)

http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance

Descriptors)

http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklist)

http://flenj.org/CAPS?page=parent (Rubrics)

http://www.state.nj.us/education/aps/cccs/wl/

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf

http://actflproficiencyguidelines2012.org/

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/

http://www.state.nj.us/education/aps/cccs/wl/

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf

http://actflproficiencyguidelines2012.org/

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/


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