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					                                            Monroe Township Schools




                                        Curriculum Management System


                                                    Spanish IV
                                                   Grade 11 or 12
                                                    March 2007


* For adoption by all regular education programs                       Board Approved: July 2007
  as specified and for adoption or adaptation by
  all Special Education Programs in accordance
  with Board of Education Policy # 2220.
                                       Table of Contents



Monroe Township Schools Administration and Board of Education Members   Page 3

Acknowledgments                                                         Page 4

District Mission Statement and Goals                                    Page 5

Introduction/Philosophy/Educational Goals                               Pages 6

National and State Standards                                            Page 7

Scope and Sequence                                                      Page 8-9

Goals/Essential Questions/Objectives/Instructional Tools/Activities     Pages 10-36

Benchmarks                                                              Page 37




                                               2
   MONROE TOWNSHIP SCHOOL DISTRICT


                ADMINISTRATION

         Dr. Ralph P. Ferrie, Superintendent
Dr. Christopher H. Tienken, Assistant Superintendent
Dr. Edward Forsthoffer, III, Assistant Superintendent

            BOARD OF EDUCATION

        Ms. Kathy Kolupanowich, President
         Mr. Lew Kaufman, Vice President
              Mr. Marvin Braverman
               Mr. Joseph Homoki
                  Mr. John Leary
                Ms. Kathy Leonard
                Mrs. Rita Ostrager
                 Ms. Amy Speizer
                  Mr. Ira Tessler

       JAMESBURG REPRESENTATIVE

                Ms. Patrice Faraone

            Student Board Members

               Ms. Melissa Bonamici
               Ms. Upsana Natarajan

                          3
                                            Acknowledgments


The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:



Writers Names:       Rosemarie Armstrong

Supervisor Name:     Elizabeth Aaron, Supervisor of World Languages, Language Arts and
                     Media Technology

Technology Staff:    Al Pulsinelli
                     Reggie Washington
                     Bill Wetherill

Secretarial Staff:   Debbie Gialanella
                     Geri Manfre
                     Gail Nemeth




                                                     4
                                  Monroe Township Schools
                                     Mission and Goals

                                                Mission

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

                                                 Goals

To have an environment that is conducive to learning for all individuals.

To have learning opportunities that are challenging and comprehensive in order to stimulate the
intellectual, physical, social and emotional development of the learner.

To procure and manage a variety of resources to meet the needs of all learners.

To have inviting up-to-date, multifunctional facilities that both accommodate the community and are
utilized to maximum potential.

To have a system of communication that will effectively connect all facets of the community with the
Monroe Township School District.

To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a
safe, outstanding, and superior education to all individuals.
                                                    5
                       INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS



                                                                         Philosophy

         The Monroe K-12 School District recognizes the global environment of our world and the subsequent need for world language skills. Spanish IV will be
offered as a world languages option to all high school students in the Monroe K-12 School District who have completed Spanish 1, II, and III and are not on the
honors track. As a planned program of instruction, the course will provide students with an intermediate to advanced level Spanish Language opportunity.
Emphasis will be placed on studying some advanced grammar as well as a continuation of a major exploration of culture including key authors, poets, artists, films,
and music represented by various Hispanic American/Latin American cultures. Students will compare and contrast literature, study it with relation to its impact or
representation of history during its time period, as well as study the social commentary of the culture the work represents. Other facets of the course will include
understanding and communicating work situations, jobs and professions. Students will become familiar with general practices in the work world of Latinos and
make comparisons with other cultures. Students will discuss architecture, environmental issues, government/rights/responsibilities and how these issues differ
among Latino countries. A great emphasis will be placed on reading comprehension, communication (oral and written) of basic comparisons and contrasts,
culture, geography, and some key historic events represented in art. Participation in this course will encourage students to become more versatile citizens of a
global world.

        The primary beliefs of this philosophy are:
                 A person who studies a world language gains empathy and increased tolerance towards others as a result of a broadened worldwide view
                  which comes from learning about other cultures and people.
                 A person who studies a world language gains a better understanding of and appreciation for one’s own native language as well as the
                  increased capacity to learn related world languages.
                 A person who studies a world language benefits from improved critical thinking skills and creativity.
                 A person who studies a world language increases performance in all aspects of learning, especially language acquisition, reading and social
                  studies.
                 A person who studies a world language produces higher ACT and SAT scores.
                 A person who studies a world language is more competitive in the global marketplace.
                 A person who studies a world language and culture examines one’s own personal values as well as civic responsibilities.




                                                                                 6
                                                              Educational Goals
1. To explore the every day uses for the Spanish language as well as the literary uses.
2. To read and appreciate literary works, including short stories, autobiographies, legends, songs and poetry, orally and in writing, and discuss how these
   works relate to life situations as well as enhance the understanding of the cultures they represent. The text invites students to share their personal
   histories with others. Through crafted pre- and post-reading activities and vocabulary work, students are provided with the motivation and means to
   express their own thoughts, experiences, and reflections.
3. To demonstrate competency in the use of spoken Spanish and expand skills to communication about contemporary topics such as careers, history,
   government, the arts and the environment.
4. To compare Spanish-speaking societies to each other as well as to the US culture.
5. To initiate life-long interest in the Spanish language and culture.
6. To engage students in real-life situations in which they can utilize the Spanish Language.
7. To connect grammar with communication and provide practice that includes concrete practice, paired activities, realia-based activities, and open-speaking
   and writing tasks.
8. To engage students in meaningful activities and higher level thinking skills using the Spanish language.
9. Connect Spanish with science, math, history and geography.
10. To discover the numerous locales in which Spanish is spoken and that Spanish is a prevalent language.




                                                                           7
                                       New Jersey State Department of Education
                                         Core Curriculum Content Standards



A note about World Language Standards and Cumulative Progress Indicators.

The New Jersey Core Curriculum Content Standards for World Languages were revised in 2004. The Cumulative Progress Indicators
(CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district
servers. A complete copy of the new Core Curriculum Content Standards for World Languages may also be found at:
http://www.nj.gov/njded/cccs/s7 WL.htm




                                                                 8
                                                                             Spanish IV

                                                                     Scope and Sequence

                                                                              Quarter I
Big Idea: Career                                                                           Big Idea: Career
I. Trabajo y comunidad (Realidades 3) (Work and Community)                                 II. ¿Qué nos traerá el futuro? (What will the future bring us?)
a. After school work; describing a job you had over the summer, review of                  a. Jobs and professions; qualities of a good employee
   preterite/imperfect (Abriendo Paso Gramática - preterite, imperfect,                    b. Future and future of probability
   pluperfect indicative)                                                                  c. Vocabulary: technology, inventions, jobs in the future
b. Creating a job letter of inquiry – formal letter                                        d. Read Rosa – (Abriendo Paso Lectura) by Angel Balzarino
c. Job skills, job interview techniques                                                    e. Future perfect, use of direct and indirect object pronouns
d. Review present perfect, past perfect, pluscuamperfecto, adjetivos,                      f. What impact can we have on our country by knowing Spanish? How does
   pronombres demonstrativos.                                                                  learning another language create global understanding?
e. Volunteer activities; the benefits and importance of volunteer work                     g. Career opportunities for bilingual people.
f. The present perfect subjunctive; demonstrative adjectives and pronouns.                 h. Cajas de carton de Francisco Jiménez describing the
g. Review information/powerpoints on South American countries (government,                    lives of migrant workers (Abriendo Paso Lectura)
   president, current events, lifestyles, literacy rate, top 5 attractions in each         i. reflexive verbs, object pronouns, gustar, compound
   country, social life, famous people, food, culture, religion, holidays/festivals,          prepositions and idiomatic expressions (Gramática)
   geography, climate. Compare and contrast work there and work here.                      j. Read El décimo from Abriendo Paso Lectura and do web
h. What are the major exports/industries of the South American countries?                     activity
   Spain? Central America? Why is this important to us? What goods do they
   import from the U.S.?
i. Who are the famous Latin American artists affecting our world today and
   making contributions? (compare Juanes to Oprah and Bono)
j. Art of Rufino Tamayo and Diego Rivera
      Rivera – belief art should be social commentary and create change in
      thinking.
      Tamayo – the artist should not be a reporter or be a part of the political
      process. Purity of expression.
k. The meaning of work for young people in Latin America
l. Hispanic contributions to American Society




                                                                                       9
                                                                           Quarter II
Big Idea: Historical perspectives                                               Big Idea: Historical perspectives
III.¿Mito o realidad? (from Realidades 3 CH 7) Myths or Reality                 IV. Encuentro entre culturas (Ch 8 Realidades) Cultural Encounters
a.  Archeological terms and activities, describing archeological sites          a. Lazarillo de Tormes – review from last year
b.  Gaudi and Barcelona                                                         b. Historical background – timeline in Spanish history
c.  Present and past subjunctive in expressions                                 c. Architecture and history of Spain – Review timeline from Edad Media, Siglo
d.  Myths, legends; ancient beliefs; Precolumbian scientific discoveries           de Oro (Renacimiento), Barroco, and Moderno to give context.
e.  The subjunctive in adverbial clauses                                        d. Influence of religión in the Hispanic World
f. Los naufragios (Alvar Núñez Cabeza de Vaca (Literatura y Arte by             e. El Greco – (El entierro del Conde de Orgaz; El espolio; Vista de Toledo)
   Thomson and Heinle)                                                          f. Poets – Rubén Darío and Sor Juana
g. Cervantes – Don Quijote de la Mancha Writing Project                         g. 20th century revolutionary movements
h. Use of mythology in art – The spinners by Velazquez                          h. Goya and Picasso comparison
i. Imperfect and preterite – regular and irregular verbs                        i. Review of future tense, condicional, and expressions of probability




                                                                               10
                                                                            Quarter III
Big Idea: Relationships                                                           Big Idea: Relationships
V.   Complexity of family relationships                                           VI. Gender roles in Hispanic Society
a.   Pablo Ruiz Picasso: (Thomson Heinle)                                         a. Federico García Lorca – La Casa de Bernarda Alba (video)
b.   Familia de saltimbanques                                                     b. Isabel Allende - Cartas de amor traicionado
c.   Los primeros pasos                                                           d. How the woman is depicted on televisión/movies/print
d.   Madre e hijo                                                                 e. Jorge Luis Borges – Emma Zunz
e.   El árbol de oro, Ana María Matute (Abriendo Pasos)                           f. Reality vs. Fantasy – compare Borges and Allende
f.   Analyzing youth and adolescense:
          No oyes ladrar los perros – Juan Rulfo (Abriendo Pasos)
          Nosotros, no – José Bernardo Adolph (Abriendo Paso)
          Jaque mate en dos jugados – Aisemberg (Abriendo Paso)
          Adolescencia – Vicente Aleixandre (Abriendo Paso, 16)
g.   La viuda de Montiel – Gabriel García Márquez (Abriendo Paso)
h.   Subjunctive in adverbial clauses
i.   Demonstrative adjectives and pronouns
j.   The reciprocal construction (nos and se used as each other and one
     another)
k.   The reflexive for unplanned occurrences


BIG Idea: Symbolism
VII. Through a poet’s eyes . . .
a. Poetic terms – basic: estribillo, símbolo, personificación, tema, tono
b. Pablo Nerudo
c. Antonio Machado
d. José Martí
e. Rubén Dario
f. Garcia Lorca – Romancero Gitano - personification
g. Compare/contrast themes and elements
h. Create your own Cinquain or other genre of poem




                                                                                11
                                                            Quarter IV
Big Idea: Relationships                                          Big Idea: Environment
VIII. El Teatro (Drama)                                          IX. Cuidemos nuestro planeta (Caring for our Planet - Global economy – how
a. El delantal blanco – Sergio Vodanovic (Abriendo Pasos)        we all influence each other and current events.)
b. Elements in a play                                            a. Present subjunctive with conjunctions (mientras, tan pronto como, al menos
c. Emma Zunz by Borges – class drama: act out court scene            que, sin que, para que, etc.)
                                                                     Relative pronouns que, quien, lo que
                                                                 b. The past subjunctive; the past subjunctive with si clauses
                                                                 c. Al Gore’s The Inconvenient Truth – the issue of global warming




                                                                12
                    Curriculum Management System           Big Idea: Career
                    Grade Level/Subject:
                                                           Topic:       Work and Community
                    11 or 12
                    Spanish IV                             Goal 1:       The student will be able to write an essay in Spanish on recent summer employment as well as
Suggested days of




                                                                     conduct an interview of friends on their summer employment. Students will be able to write a
                                                                     letter of application for a job they want discussing the traits they possess to qualify for that job.
                    Objectives / Cluster Concepts /        Essential Questions                                          Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings                             Resources / Learning Activities /
                    (CPI's)                                                                                             Interdisciplinary Activities / Assessment Model
                    The student will be able to:
Sept                CPI's:                                    How do job skills and employment opportunities affect    NOTE: The assessment models provided in this
 –                  7.1 and P-A 1-7 Strands A, B, and          cultures?                                                document are suggestions for the teacher. If the
Oct.                C; 7.2 I-L 1-4 Strands A, B and C )       What is the benefit of bilingual skills?                 teacher chooses to develop his/her own model,
                                                                                                                        it must be of equal or better quality and at the
                                                              How effective can you be if you know a language but      same or higher cognitive levels (as noted in
                    1.1.   Describe a job they had             do not know the culture of that language?                parentheses).
                           over the summer using the
                                                                                                                        Depending upon the needs of the class, the
                           preterite/imperfect tense
                                                           See CPI’s and assessment models for sample conceptual        assessment questions may be answered in the
                           correctly or interview a
                                                           understandings.                                              form of essays, quizzes, mobiles, PowerPoint,
                           student who had a fun job
                                                                                                                        oral reports, booklets, or other formats of
                           over the summer and
                                                                                                                        measurement used by the teacher.
                           describe the job itself and
                           the qualities necessary to do
                           that job well.                                                                               Resources for all activities listed:
                    1.2.   Talk and write about work,                                                                   Abriendo Paso Gramática
                           job searches, employment                                                                     Abriendo Paso Lectura
                           types, sites and skills.
                                                                                                                        Realidades 3
                    1.3.   Discuss personality traits
                                                                                                                        Literatura y Arte Intermediate Spanish (Lynn
                           using detail with adjectives.                                                                                                               th
                                                                                                                        Sandstedt, Ralph Kite, John G. Copeland, 8
                    1.4.   Read and listen to                                                                           Edition, Thomson Heinle)
                           information about
                                                                                                                        Conversación y Repaso (Sandstedt and Kite;
                           emergencies, volunteer
                                                                                                                        Thomson Heinle Ninth Edition)
                           community organizations,
                           and community activism.                                                                      Una Vez Más
                    1.5.   Use haber in the various                                                                     Schaum’s Grammar
                           past tenses with participles.                                                                Spanish Grammy Music sites
                    1.6.   Practice interviewing                                                                        http://clta.net/lessons/Spanish/level3/historia.html
                           techniques.                                                                                  Elenza site has words to songs:
                    1.7.   Demonstrate understanding                                                                    http://formespa.rediris.es/canciones/
                           of present perfect,
                           pluperfect, present perfect
                                                                                               13
                    Curriculum Management System        Big Idea: Career
                    Grade Level/Subject:
                                                        Topic:       Work and Community
                    11 or 12
                    Spanish IV                          Goal 1:       The student will be able to write an essay in Spanish on recent summer employment as well as
Suggested days of




                                                                  conduct an interview of friends on their summer employment. Students will be able to write a
                                                                  letter of application for a job they want discussing the traits they possess to qualify for that job.
                    Objectives / Cluster Concepts /     Essential Questions                                          Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators      Sample Conceptual Understandings                             Resources / Learning Activities /
                    (CPI's)                                                                                          Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                          subjunctive, and
                          demonstrative adjectives
                                                                                                                     Interpersonal (Recall, Comprehension, Application)
                          and pronouns.
                    1.8. Explain their qualifications                                                                   Throw a sponge ball to a student. That student
                          for positions.                                                                                 must take one of the vocabulary words and
                                                                                                                         define it in Spanish. Then he/she throws it to
                    1.9. Analyze the art of Rufino                                                                       another student. Hangman can also be played
                          Tamayo.                                                                                        in one station throughout the week as a way to
                    1.10. Discuss the meaning of                                                                         learn vocabulary.
                          work for young people.                                                                        Students will complete a self-assessment with
                    1.11. Write about a summer job                                                                       adjectives to help them remember skills
                          held in the past using                                                                         previously learned. Then they can create a
                          preterite/imperfect                                                                            personality shield about themselves. (like a
                          appropriately.                                                                                 family name shield)
                                                                                                                        Students will interview a friend regarding a
                                                                                                                         summer job they held this past summer.
                                                                                                                        Teacher says two events that occurred in the
                                                                                                                         past. Student has to combine both sentences
                                                                                                                         using the pluperfect tense with haber.
                                                                                                                        Using the round table technique or the drill
                                                                                                                         partner strategy, have students come up with
                                                                                                                         as many adjectives as they can on their own.
                                                                                                                         Then allow them to use resources such as the
                                                                                                                         dictionary. Create a word wall of “adjetivos
                                                                                                                         fabulosos” as a resource for writing and
                                                                                                                         discussion.
                                                                                                                        Play dice game with imperfect and preterite
                                                                                                                         endings. Red die = verbs; blue die = subject
                                                                                                                         pronouns. Roll the die and conjugate the verb
                                                                                                                         first for preterite, then for imperfect. Have
                                                                                                                         students list reasons why you use each.
                                                                                                                         (Acronym)
                                                                                           14
                    Curriculum Management System      Big Idea: Career
                    Grade Level/Subject:
                                                      Topic:       Work and Community
                    11 or 12
                    Spanish IV                        Goal 1:       The student will be able to write an essay in Spanish on recent summer employment as well as
Suggested days of




                                                                conduct an interview of friends on their summer employment. Students will be able to write a
                                                                letter of application for a job they want discussing the traits they possess to qualify for that job.
                    Objectives / Cluster Concepts /   Essential Questions                                          Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings                             Resources / Learning Activities /
                    (CPI's)                                                                                        Interdisciplinary Activities / Assessment Model
                    The student will be able to:



                                                                                                                   Interpretive (Comprehension, Application)
                                                                                                                      Write up an essay about your summer work
                                                                                                                       using preterite/imperfect tense or write up work
                                                                                                                       done by a friend over the summer. State what
                                                                                                                       the job was, what it entailed, the qualifications
                                                                                                                       needed to do it well, and what you liked/disliked
                                                                                                                       about it. What were the main things you
                                                                                                                       learned by working?
                                                                                                                      Possible scenario: Students will go on the web
                                                                                                                       and look for job advertisements in newspapers
                                                                                                                       around the world as well as internet sites. The
                                                                                                                       student will select one of the ads and create a
                                                                                                                       formal letter of introduction listing specific
                                                                                                                       information about the job such as hours, pay,
                                                                                                                       and why he/she would qualify for that position.
                                                                                                                      Using transparencies and audio CDs, present
                                                                                                                       the vocabulary of the chapter. Then have
                                                                                                                       volunteers do this each day as the Do Now to
                                                                                                                       elicit class response and review vocabulary
                                                                                                                       each day.

                                                                                                                   Presentational (Comprehension, Application)
                                                                                                                      Students will create a poster introducing their
                                                                                                                       friend, the summer job they held, and the
                                                                                                                       qualities that friend had to do the job well. This
                                                                                                                       will serve as our ice-breaker for the class at the
                                                                                                                       beginning of the year.
                                                                                                                      Display student personality shield in room.

                                                                                         15
                    Curriculum Management System      Big Idea: Career
                    Grade Level/Subject:
                                                      Topic:       Work and Community
                    11 or 12
                    Spanish IV                        Goal 1:       The student will be able to write an essay in Spanish on recent summer employment as well as
Suggested days of




                                                                conduct an interview of friends on their summer employment. Students will be able to write a
                                                                letter of application for a job they want discussing the traits they possess to qualify for that job.
                    Objectives / Cluster Concepts /   Essential Questions                                          Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings                             Resources / Learning Activities /
                    (CPI's)                                                                                        Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                       Have them up for back to school night.
                                                                                                                      Assessment: Any of the above scenarios will
                                                                                                                       be graded on a rubric using a format from
                                                                                                                       ACTFL or from the college board.




                                                                                         16
                    Curriculum Management System            Big Idea: Career and global economy
                    Grade Level/Subject:
                                                            Topic:       Work and Community
                    11 or 12
Suggested days of




                    Spanish IV                              Goal 2:      The student will be able to create a powerpoint presentation in the target language comparing
                                                                      Latin American countries with regard to lifestyle, industry, major exports, schooling, careers,
                                                                      social issues and events affecting the global economy.
Instruction




                    Objectives / Cluster Concepts /         Essential Questions                                           Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators          Sample Conceptual Understandings                              Resources / Learning Activities /
                    (CPI's)                                                                                               Interdisciplinary Activities / Assessment Model
                    The student will be able to:
Oct.                CPI's:                                     How do lifestyles, geography, climate, political events   Interpersonal (Recall, Comprensión, Application )
                    7.1 and 7.2                                 and history affect the economy of a country?                 Students will work in groups to review internet
                    P-A 3-7 Strand A; P-A 1-6 Strand           What global economic and cultural impact do                   sites using the web data bases in the media
                    B; P-A 1-4 Strand C                         Hispanic/Latino countries have on the United States?          center and search for information on a
                                                               How are these countries changing our landscape and            particular country with relation to its geography,
                                                                the way in which we conduct business?                         climate, political events, and history, major
                    2.1.   Read and analyze a poem                                                                            exports/industries.
                           by Antonio Machado.                 How is the economic/political environment depicted in
                                                                art/music/culture?                                           Students will practice pre-reading strategies
                    2.2.   Write about the                                                                                    and read articles/stories and translate them
                           contributions of the Spanish-                                                                      together. A jigsaw can be used for this.
                           speaking community in the        See CPI’s and assessment models for sample conceptual
                           United States.                                                                                    Give 5 words to student A and 5 words to
                                                            understandings.                                                   student B. A needs to describe her word
                    2.3.   Explain community gardens                                                                          (circumlocution) Ex: waterbed. She must
                           in Latin America. How do                                                                           describe it without using the word water or the
                           they differ from the U.S.?                                                                         word bed. B needs to guess the word. Then
                    2.4.   Explain teenage                                                                                    vice versa.
                           employment in Latin
                           America.
                                                                                                                          Interpretive (Comprensión, Application)
                    2.5.   Read and discuss the
                           issues concerning migrant                                                                         Read “He andado muchos caminos” de Antonio
                           workers here in the U.S.                                                                           Machado. Use pre-reading strategies and have
                                                                                                                              class tell me what they think the poem is about.
                    2.6.   Compare countries with
                                                                                                                              Answer comprehension questions.
                           regard to industries,
                           schooling, exports, lifestyles                                                                    Analyze the Diego Rivera mural and how it
                           and cultures and create                                                                            represents work (the one in the Detroit Institute
                           powerpoints presenting this                                                                        of Arts.) How is art used as a social
                           information.                                                                                       commentary/protest?
                    2.7.   Compare the English                                                                               Using transparencies and audio CDs, present
                           counterpart to the Spanish                                                                         the vocabulary of the chapter. Then have
                           pluperfect subjunctive as                                                                          volunteers do this each day as the Do Now to
                           well as present perfect                                                                            elicit class response and review vocabulary
                                                                                               17
                    Curriculum Management System          Big Idea: Career and global economy
                    Grade Level/Subject:
                                                          Topic:       Work and Community
                    11 or 12
Suggested days of



                    Spanish IV                            Goal 2:      The student will be able to create a powerpoint presentation in the target language comparing
                                                                    Latin American countries with regard to lifestyle, industry, major exports, schooling, careers,
                                                                    social issues and events affecting the global economy.
Instruction




                    Objectives / Cluster Concepts /       Essential Questions                                        Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators        Sample Conceptual Understandings                           Resources / Learning Activities /
                    (CPI's)                                                                                          Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                          subjunctive.                                                                                   each day.
                    2.8. Analyze                                                                                        Read Cajas de Cartón by Francisco Jiménez.
                          songs/murals/paintings or                                                                      Students can do a story scavenger hunt. Have
                          efforts being made in the                                                                      students research some of the issues around
                          music/artistic community                                                                       immigration. Why do citizens from other
                          that are social                                                                                countries come to the U.S. to work? If you went
                          commentaries on our world                                                                      to another country, what habits/customs do we
                          or on political/social events                                                                  have that could be perceived differently there?
                          of the time.                                                                                   What attitudes/behaviors would you have to
                                                                                                                         change? What do people from other cultures
                                                                                                                         have to change/adapt to when working in the
                                                                                                                         U.S.? Teacher can use the four corners
                                                                                                                         technique first to determine student opinions on
                                                                                                                         these issues (strongly agree, agree, strongly
                                                                                                                         disagree, disagree)
                                                                                                                        Have students analyze songs of famous
                                                                                                                         Hispanics that reflect social protest.
                                                                                                                        Have students write five sentences in the
                                                                                                                         present perfect tense about the actions of five
                                                                                                                         different people in Latin American countries
                                                                                                                         during this past week. Vary the subject each
                                                                                                                         time. Put the answer on a separate index card.
                                                                                                                         Class will guess. Then later in the week, add a
                                                                                                                         fact about what previously happened using the
                                                                                                                         pluscuamperfecto. (Había ____)

                                                                                                                     Presentational (Comprensión, Application,
                                                                                                                     Evaluation)
                                                                                                                        Have students partner and choose three
                                                                                                                         objects to refer to. Pairs take turns giving
                                                                                                                         demonstrations using the demonstrative
                                                                                                                         pronouns. They place objects around the room,
                                                                                            18
                    Curriculum Management System      Big Idea: Career and global economy
                    Grade Level/Subject:
                                                      Topic:       Work and Community
                    11 or 12
Suggested days of



                    Spanish IV                        Goal 2:      The student will be able to create a powerpoint presentation in the target language comparing
                                                                Latin American countries with regard to lifestyle, industry, major exports, schooling, careers,
                                                                social issues and events affecting the global economy.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Sample Conceptual Understandings                           Resources / Learning Activities /
                    (CPI's)                                                                                      Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                     stand at opposite ends and make sentences.
                                                                                                                    Possible scenario: You are holding a debate
                                                                                                                     regarding the immigration issues representing
                                                                                                                     both sides of the situation. Students must back
                                                                                                                     up their opinions with information gathered
                                                                                                                     throughout this chapter. (Four corners
                                                                                                                     technique can be used here.) A rubric will be
                                                                                                                     used for oral proficiency based on ACTFL
                                                                                                                     standards.
                                                                                                                    Have students select a song from a Latin
                                                                                                                     American artist that represents social
                                                                                                                     commentary. What do they think it means?
                                                                                                                     Teach the class the song.
                                                                                                                    Students will create a power point presentation
                                                                                                                     about the country they have searched and
                                                                                                                     present it to the class.




                                                                                        19
                    Curriculum Management System           Big Idea: Career
                    Grade Level/Subject:
                                                           Topic:       What will the future bring us?
                    11 or 12
Suggested days of




                    Spanish IV                             Goal 3:      The student will be able to create a scrapbook about 5 friends and the jobs they will most likely
                                                                     have. They will present one friend and his/her qualifications for that job in the target language.
Instruction




                    Objectives / Cluster Concepts /        Essential Questions                                          Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators                                                                      Resources / Learning Activities /
                    (CPI's) The student will be able                                                                    Interdisciplinary Activities / Assessment Model
                    to:
Nov.                CPI's:                                    How does bilingualism enhance job opportunities?         Interpersonal (Recall, Comprensión, Application )
                    7.1 I-L 3-7 Strand A; I-L 1-6 Strand      What careers/job opportunities would benefit from           Have class form groups to discuss articles in
                    B; 7.2 I-L B1-5; C1-3                      bilingualism?                                                the Civilización y Cultura book from the chapter
                                                              How do current events, technology and the global             Aspectos económicos de Hispanoamérica
                    3.1.   Be able to use the future           economy affect future job possibilities/careers?            Students will form reading groups and read
                           and conditional tenses with                                                                      Rosa and El décimo (Abriendo Paso Lectura)
                           probability.                                                                                     together out loud helping each other through
                                                           See CPI’s and assessment models for sample conceptual            the stories. Literature circles can be used for
                    3.2.   Appropriately use the
                                                           understandings.                                                  these stories.
                           indirect and direct object
                           pronouns in sentences                                                                           Using Realidades 3, have students listen to
                    3.3.   Demonstrate competency in                                                                        audio CDs and match photos on page 254 to
                           use of future perfect tense.                                                                     the CD description. Read interviews aloud to
                                                                                                                            each other to practice pronunciation.
                    3.4.   Compare and contrast El
                           décimo by Emilia Pardo                                                                          Possible scenario: Students will brainstorm a
                           Bazán and Rosa by Ángel                                                                          list of businesses where Spanish would be a
                           Balzarino.                                                                                       valuable asset. Divide the class into groups
                                                                                                                            and have them research how they could
                    3.5.   Compare Balzarino’s fiction
                                                                                                                            request information about possible employment
                           story with Gustavo Adolfo
                                                                                                                            opportunities. They may contact some of these
                           Bécquer’s poem
                                                                                                                            possibilities to gain more information: airlines,
                    3.6.   Compare and contrast                                                                             travel agencies, FBI, CIA, radio and television,
                           paintings by Diego Rivera                                                                        court/judicial system, local police, immigration,
                           as well as analyze those                                                                         customs, passport office, film industry (los tres
                           paintings for theme, mood,                                                                       amigos of the Oscar nominations in
                           symbolism.                                                                                       2006/2007), etc.
                    3.7.   Master the difference                                                                           Students create sentences that use items from
                           between saber and conocer.                                                                       at least two of the categories in the
                    3.8.   Compare the use of the                                                                           Vocabulario.
                           impersonal se to the English                                                                    Students create a list of professions and come
                           passive voice and                                                                                up with definitions in Spanish for those
                           demonstrate understanding                                                                        professions. They can put them on separate
                                                                                             20
                    Curriculum Management System           Big Idea: Career
                    Grade Level/Subject:
                                                           Topic:       What will the future bring us?
                    11 or 12
Suggested days of



                    Spanish IV                             Goal 3:      The student will be able to create a scrapbook about 5 friends and the jobs they will most likely
                                                                     have. They will present one friend and his/her qualifications for that job in the target language.
Instruction




                    Objectives / Cluster Concepts /        Essential Questions                                          Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators                                                                      Resources / Learning Activities /
                    (CPI's) The student will be able                                                                    Interdisciplinary Activities / Assessment Model
                    to:
                            by using it through writing                                                                     cards and then play concentration the next day
                            and oral presentations.                                                                         to match the definition with the profession.
                    3.9.    Compare distance                                                                               Have students work together to find out
                            education in Puerto Rico                                                                        information on the international baccalaureate
                            and in the United States.                                                                       program and internships in Washington, DC.
                    3.10.   Discuss key facts about                                                                        Speakers can be brought in to speak to the
                            Spanish youth.                                                                                  class about bilingual opportunities or careers.
                    3.11.   Discuss key facts about                                                                        Classroom teacher can work with guidance to
                            Spanish Architecture.                                                                           have a booth at the career fair for bilingual
                    3.12.   Discuss key facts about use                                                                     positions/careers.
                            of the internet and
                            television.                                                                                 Interpretive (Comprensión, Application )
                    3.13.   Explain the changing roles
                                                                                                                           Read and analyze El Décimo (Abriendo Paso
                            of Mexican television.
                                                                                                                            Lectura)
                    3.14.   Describing strategies for
                                                                                                                           Read and analyze Rosa (Abriendo Paso
                            obtaining employment and
                                                                                                                            Lectura) Excerpt is also in Realidades 3 page
                            keeping up with employment
                                                                                                                            284-286.
                            trends.
                    3.15.   Discuss distance education                                                                     Students can do the web page projects for both
                            and attending universities                                                                      the above stories. (Abriendo Paso site on
                            abroad.                                                                                         http://www.PHSchool.com on web)
                    3.16.   Read and summarize the                                                                         Have class view the Works of Diego Rivera
                            points about the                                                                                (paintings Florecimiento de la Revolución, El
                            International Baccalaureate                                                                     triunfo de la Revolución, Escuela al aire libre.
                            program and internships in                                                                      How does Rivera reflect the work world? What
                            Washington, DC.                                                                                 are the symbols? What is the tone of the work?
                                                                                                                            How does he create mood?
                    3.17.   Will organize their thoughts
                            using graphic organizers                                                                       Students will use graphic organizers and
                            and compare and contrast                                                                        practice organizing thoughts and comparing two
                            one period of time to                                                                           periods of time in written form using the
                            another in written form.                                                                        strategies on page 282 in Realidades 3.


                                                                                             21
                    Curriculum Management System       Big Idea: Career
                    Grade Level/Subject:
                                                       Topic:       What will the future bring us?
                    11 or 12
Suggested days of



                    Spanish IV                         Goal 3:      The student will be able to create a scrapbook about 5 friends and the jobs they will most likely
                                                                 have. They will present one friend and his/her qualifications for that job in the target language.
Instruction




                    Objectives / Cluster Concepts /    Essential Questions                                          Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators                                                                  Resources / Learning Activities /
                    (CPI's) The student will be able                                                                Interdisciplinary Activities / Assessment Model
                    to:


                                                                                                                    Presentational (Comprensión, Application,
                                                                                                                    Evaluation )
                                                                                                                       Possible scenario: Students will create a
                                                                                                                        scrapbook featuring 5 friends and the jobs they
                                                                                                                        will most likely have. They will create an essay
                                                                                                                        about one friend and state his or her
                                                                                                                        qualifications for that job. Then they must
                                                                                                                        present their scrapbook and tell about this
                                                                                                                        friend without using notes. They must state
                                                                                                                        their reason for choosing this profession for the
                                                                                                                        friend, the qualifications of the friend for the job
                                                                                                                        and have a visual. ACTFL rubrics will be used
                                                                                                                        for writing and oral proficiency.




                                                                                         22
                    Curriculum Management System          Big Idea: Historical Perspectives
                    Grade Level/Subject:
                                                          Topic:       Myths or Reality
                    Grade 11 or 12
                    Spanish IV                            Goal 4:      The student will be able to create their own creative short story and show they have mastered
Suggested days of




                                                                    the following verb concepts: mood, present subjunctive in noun and adverbial clauses.
                    Objectives / Cluster Concepts /       Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                       Resources / Learning Activities /
Instruction




                    Cumulative Progress Indicators        Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activities / Assessment Model


                    The student will be able to:
Dec.                CPI's:                                   What are the three moods in Spanish?                     Interpersonal (Recall, Comprensión, Application )
 –                  7.1A I-L 1,2 P-A 2-7; 7.1B P-A 1-6       In what contexts do we use the indicative mood?             Students will divide into three groups. One
Jan.                7.1C 1-4                                                                                               group represents the Aztecs, one the Incas and
                                                             In what contexts do we use the subjuctive mood?
                    7.2A I-L 1; 7.2B 1-5; 7.2C 1-2                                                                         one the Mayas. Each group will read articles
                                                             What are the four main uses of the subjunctive in noun       on their civilization and we will use the jigsaw
                                                              clauses?                                                     technique to teach the class about their
                    4.1.   Read, comprehend and              What adverbial clauses require the subjunctive at all        civilization. They can use photos from the
                           summarize articles on the          times and what adverbial clauses require the                 internet. We will also view videos on these
                           Aztecs, Incas, Mayas               subjunctive only sometimes?                                  civilizations to better understand them. (Chile’s
                           (Thomson Heinle                                                                                 Easter Islands; Peru Machu Picchu; Mexico
                           Civilización y Cultura)           What are the elements of a good story?
                                                                                                                           Aztec remains)
                    4.2.   Read and analyze Los              What is the difference between myths, legends, fables
                                                              and folktales?                                              Students will work with vocabulary from this
                           naufragios by Álvar Nuñez                                                                       chapter and verbs to put the corrective
                           Cabeza de Vaca. (Thomson                                                                        subjunctive endings with the verbs and subject
                           Heinle)                        See CPI’s and assessment models for sample conceptual            pronouns.
                    4.3.   Write and discuss the art of   understandings.                                                 Do Nows will practice subjunctive exercises,
                           the Aztecs, Incas and                                                                           memory games with use, Schaum Grammar
                           Mayas                                                                                           exercises
                    4.4.   Write and present
                           information orally about
                           Miguel Cervantes and Don                                                                    Interpretive (Comprensión, Application )
                           Quijote de la Mancha                                                                           Students will take a picture walk of several
                    4.5.   Compare pero and sino (but                                                                      picture books based on folktales from Latin
                           and but rather)                                                                                 America/Central America. Students will
                                                                                                                           complete a graphic organizer for story
                    4.6.   Use the subjunctive –
                                                                                                                           elements. Each book will be a different center
                           present indicative; with
                                                                                                                           and students will rotate through the centers for
                           adverbial clauses; moods;
                                                                                                                           a week completing a story element graphic
                           with noun clauses; with
                                                                                                                           organizer.
                           uncertainty/doubt
                                                                                                                          After reading Don Quijote de la Mancha
                    4.7.   Students will show
                                                                                                                           adventures, students will create their own
                                                                                            23
                    Curriculum Management System          Big Idea: Historical Perspectives
                    Grade Level/Subject:
                                                          Topic:       Myths or Reality
                    Grade 11 or 12
                    Spanish IV                            Goal 4:      The student will be able to create their own creative short story and show they have mastered
Suggested days of




                                                                    the following verb concepts: mood, present subjunctive in noun and adverbial clauses.
                    Objectives / Cluster Concepts /       Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                     Resources / Learning Activities /
Instruction




                    Cumulative Progress Indicators        Sample Conceptual Understandings
                    (CPI's)                                                                                          Interdisciplinary Activities / Assessment Model


                    The student will be able to:
                          understanding of                                                                               versions of his exploits. Each student will have
                          imperfect/preterite tense for                                                                  custody of Don Quijote for two to three days
                          regular and irregular verbs                                                                    and be given a disposable camera. They are to
                          and reflexive verbs.                                                                           create a chapter for our new class volume.
                                                                                                                         They are to hand in a rough draft of the
                                                                                                                         adventure on the day they pass Don Quijote to
                                                                                                                         the next person. When everyone has had a
                                                                                                                         chance to do the rough draft, we will have
                                                                                                                         computer lab time to edit and polish a final
                                                                                                                         version including the photos in the work.
                                                                                                                        Scenario: You are Don Quijote and will create
                                                                                                                         a “help wanted” ad looking for a squire. It
                                                                                                                         should contain a brief description and the
                                                                                                                         qualities of the applicant. Then you are to write
                                                                                                                         Sancho Panza’s reply to the ad. In this letter he
                                                                                                                         should state his qualifications and the reasons
                                                                                                                         why he should be considered the best
                                                                                                                         candidate for the advertised position.

                                                                                                                     Presentational (Comprensión, Application )
                                                                                                                        Students will create their own short story using
                                                                                                                         the story elements we studied as well as the
                                                                                                                         subjunctive.
                                                                                                                        Posible scenario: Alter reading Ricardo
                                                                                                                         Palma’s La Camisa de Margarita or El abanico
                                                                                                                         by Riva Palacios, you and your team will plan
                                                                                                                         the wedding of Margarita and create a store
                                                                                                                         about it OR read Cartas de amor traicionado by
                                                                                                                         Isabel Allende (Abriendo Paso Lecturas) and
                                                                                                                         students can plan the wedding, create the
                                                                                                                         announcement, and create the divorce decree!

                                                                                            24
                    Curriculum Management System      Big Idea: Historical Perspectives
                    Grade Level/Subject:
                                                      Topic:       Myths or Reality
                    Grade 11 or 12
                    Spanish IV                        Goal 4:      The student will be able to create their own creative short story and show they have mastered
Suggested days of




                                                                the following verb concepts: mood, present subjunctive in noun and adverbial clauses.
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resources / Learning Activities /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activities / Assessment Model


                    The student will be able to:
                                                                                                                    A third option is to get a register showing
                                                                                                                     checking account transactions and have the
                                                                                                                     students create a story based on these
                                                                                                                     transactions.




                                                                                        25
                    Curriculum Management System            Big Idea: Historical Perspectives
                    Grade Level/Subject:
                                                            Topic:       Cultural Encounters
                    Grade 11 or 12
                                                            Goal 5:      The student will be able to create a timeline and discuss the influences of main events from
Suggested days of




                    Spanish IV                                                             th
                                                                      Middle ages to the 20 century in Spain. Then they will create an autobiography in the target
                                                                      language telling how their own cultural background has influenced them.
                    Objectives / Cluster Concepts /         Essential Questions                                         Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators          Sample Conceptual Understandings                            Resources / Learning Activities /
                    (CPI's)                                                                                             Interdisciplinary Activities / Assessment Model
                    The student will be able to:
Feb.                CPI's:                                     How did the invaders of Spain influence its culture?    Interpersonal
                    7.1 A P-A 3-7; B P-A 1-5                   What were the major contributions Spain provided in        Have students look over the time line in
                    7.2 A P-A 1-4, B I-L 5, P-A 1,2; C I-       the Middle Ages, Renaissance, and Modern age?               Realidades (p.344 and 345). Do a KWL to
                    L1-2                                       Why do we use the imperfect subjunctive?                    determine what they know about the Middle
                                                                                                                            Ages, Renaissance and Baroque periods.
                                                               How did religion influence the cultures of the
                    5.1.   Tell me the major points in          Hispanic/Latino countries?                                 Cube game: get three cubes. Cube 1 has six
                           each major period of Spain’s                                                                     infinites including some irregular verbs, cube 2
                                                               How did Goya influence Picasso?                             has six expressions that use the subjunctive;
                           history.
                                                               How are key events immortalized in art?                     cube 3 has subject pronouns. Have students
                    5.2.   Use the imperfect                                                                                roll the cubes and provide a sentence
                           subjunctive in sentences            What influence do painters have with regard to the
                                                                politics and social issues of the time?                     combining information on the three cubes.
                           relating to history.
                    5.3.   Conduct research to learn
                           about historical periods in      See CPI’s and assessment models for sample conceptual       Interpretive (Recall, Comprensión, Application )
                           time.                            understandings.                                                Students will learn about this period with an
                    5.4.   Read and comprehend                                                                              internet investigation using the website:
                           articles about influences of                                                                     http://clta.net/lessons/spanish/level3/historia.ht
                           Spain’s conquerors                                                                               ml and
                           throughout time.                                                                                 http://www.red2000.com/spain/primer/1hist.html
                    5.5.   Create a visual that                                                                            Students will view a video on the history of
                           demonstrates understanding                                                                       Spain and take notes. Using the above two
                           of key events in Spain’s                                                                         sources, they will create an outline as a study
                           history.                                                                                         guide about these periods in time. We will then
                                                                                                                            do a round table on each period of time and
                    5.6.   Discuss the fusion of
                                                                                                                            students will add one point to the list for each
                           cultures throughout Spain’s
                                                                                                                            period.
                           history as seen through art,
                           culture and architecture.                                                                       Students will listen to an audio CD about
                                                                                                                            Sevilla, Toledo and Barcelona (Realidades 3)
                    5.7.   Write about the fusion of
                                                                                                                            and note the influences on each major city.
                           cultures on their own life in
                           an autobiography.                                                                               Using transparencies in one station, students
                                                                                                                            can read a paragraph on Toledo and fill in the
                                                                                               26
                    Curriculum Management System         Big Idea: Historical Perspectives
                    Grade Level/Subject:
                                                         Topic:       Cultural Encounters
                    Grade 11 or 12
                                                         Goal 5:      The student will be able to create a timeline and discuss the influences of main events from
Suggested days of



                    Spanish IV                                                          th
                                                                   Middle ages to the 20 century in Spain. Then they will create an autobiography in the target
                                                                   language telling how their own cultural background has influenced them.
                    Objectives / Cluster Concepts /      Essential Questions                                         Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators       Sample Conceptual Understandings                            Resources / Learning Activities /
                    (CPI's)                                                                                          Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                    5.8.  Students will analyze El                                                                       blanks of the cloze activity. (p. 348 Realidades
                          Greco and reflect on the                                                                       3)
                          time period of his works.                                                                     Have students do a jigsaw and expert groups
                    5.9. Students will analyze Lo                                                                        will read articles from Civilización y cultura
                          Fatal by Rubén Darío and                                                                       (Thomson Heinle) on la cultura romana; cultura
                          Sonetos by Sor Juana.                                                                          visigoda, cultura árabe, and los idiomas de
                                                                                                                         España. Then they will teach their article to
                    5.10. Students will compare and
                                                                                                                         their home base group. Have a summary at the
                          contrast Goya and Picasso
                                                                                                                         end to ensure everyone has correct information.
                          through their paintings “Los
                          fusilamientos del 3 de Mayo
                          de 1808 and Guernica.                                                                      Presentational (Comprensión, Application )
                                                                                                                        Create a poster representing the various time
                                                                                                                         periods and the art, and captions of major
                                                                                                                         points under each.
                                                                                                                        Students will read Fama by Borges and create
                                                                                                                         their own timeline in their life telling about the
                                                                                                                         cultural influences that they have in their lives.
                                                                                                                         What has happened in their life to make them
                                                                                                                         who they are?. Use the strategies from
                                                                                                                         Realidades 3 p. 374/375 and grade their essay
                                                                                                                         on a rubric.
                                                                                                                        Take a current event and draw your own
                                                                                                                         “Guernica”. Express your feelings about that
                                                                                                                         event through art and write an essay explaining
                                                                                                                         your symbolism, theme, tone.
                                                                                                                        Possible scenario: You will create a one minute
                                                                                                                         commercial for The History Channel. You can
                                                                                                                         use any of the main events we have studied or
                                                                                                                         you can do an autobiography on your own
                                                                                                                         cultural background.


                                                                                            27
                    Curriculum Management System           Big Idea: Relationships
                    Grade Level/Subject:
                                                           Topic:       Complexity of family relationships
                    11 or 12
                                                           Goal 6:      The student will be able to explore the complexity of family relationships through art, poetry
Suggested days of



                    Spanish IV
                                                                     and fiction and analyze what the author/painter is trying to express in the context of the social and
                                                                     political issues of the time period.
                    Objectives / Cluster Concepts /        Essential Questions                                           Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings                              Resources / Learning Activities /
                    (CPI's)                                                                                              Interdisciplinary Activities / Assessment Model
                    The student will be able to:
Mar.                CPI's Addressed:                          What universal themes do you discover from one time       Interpersonal (Recall, Comprensión, Application )
                    7.1A I-L1,2, P-A 3-7; 7.1B P-A 3-6;        period to another when analyzing paintings and               Review adverbial clauses that use the
                    7.1C P-A1-4                                literature?                                                   subjunctive: antes de que; cuando, después de
                    7.2A P-A 1-4; 7.2B P-A 1-5; 7.2C I-       What causes children to become delinquent?                    que, en cuanto, hasta que, mientras (que), para
                    L 1-3                                     What are the challenges facing family units?                  cuando, tan pronto como. Have students play
                                                                                                                             cube game with clauses on one cube, subject
                                                              How is youth and age portrayed in literature throughout       pronouns on another, and infinitive verbs on the
                    6.1.   Use imperfect and                   time?                                                         third. Make sentences with the three cubes
                           pluperfect subjunctive as          How does Picasso depict the family in his paintings           using the subjunctive in the imperfect tense as
                           appropriate for expressions         Familia de saltimbanques, Los primeros pasos, and             well as pluperfect.
                           in adverbial clauses.               Madre y hijo?                                                Have students visit the website:
                    6.2.   Use the reflexive for              How much time is devoted to family life?                      www.thomsonedu.com/spanish and do practice
                           unplanned occurrences                                                                             exercises with subjunctive.
                                                              What pastimes and hobbies do youths have around the
                    6.3.   Use demonstrative                   world?                                                       Students can act out the vocabulary (charades)
                           adjectives and pronouns                                                                           or play pictionary.
                                                              How do video games/computers/technology affect the
                    6.4.   Review the reciprocal
                                                               short-term and long-term activities of students today?       Have students complete activities in
                           construction (each other, or
                                                              What role does social status play in a child’s                Conversación y repaso for reciprocal
                           one another with nos and
                                                               upbringing?                                                   construction as well as unplanned reflexives,
                           se)
                                                                                                                             demonstrative adjectives and pronouns, and do
                    6.5.   Read and analyze No oyes           How important are their friends and how do they               a paired strategy (coach, mentee) to check
                           ladrar los perros by Juan           choose them?                                                  work.
                           Rulfo (Abriendo Paso) and          What are parents’ responsibilities and obligations and       With a partner express your opinions about
                           compare it to Nosotros, no          what are limits to parents’ responsibilities and              certain themes presented in Conversación y
                           by José Bernardo Adolph             obligations?                                                  Repaso (p. 199)
                           and Jaque mate en dos
                                                              What external factors help mold a child’s character?
                           jugadas by Asemberg.
                                                              What are alternative methods to deal with children who    Interpretive
                    6.6.   Express their opinions and
                                                               choose a life of crime?
                           justify the opinions based on                                                                    Students can jigsaw with the articles in
                           experiences, articles, and                                                                        Civilización y cultura – Aspectos de la familia.
                           research. (They must note       See CPI’s or assessment models for sample conceptual             Have students visit www.PHSchool.com to do
                           their sources.)                 understandings.                                                   web activities with Abriendo Paso stories.

                                                                                              28
                    Curriculum Management System      Big Idea: Relationships
                    Grade Level/Subject:
                                                      Topic:       Complexity of family relationships
                    11 or 12
                                                      Goal 6:      The student will be able to explore the complexity of family relationships through art, poetry
Suggested days of



                    Spanish IV
                                                                and fiction and analyze what the author/painter is trying to express in the context of the social and
                                                                political issues of the time period.
                    Objectives / Cluster Concepts /   Essential Questions                                          Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings                             Resources / Learning Activities /
                    (CPI's)                                                                                        Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                      In small groups or pairs, students make a list of
                                                                                                                       adjectives that describe the children and their
                                                                                                                       surroundings in El arbol de oro. They must
                                                                                                                       defend their opinions about the relationship
                                                                                                                       between the children in the story with the direct
                                                                                                                       information from the reading. Class will do an
                                                                                                                       antonym and synonym activity with vocabulary
                                                                                                                       words.
                                                                                                                      Have students identify the part of speech of
                                                                                                                       vocabulary words and note that the part of
                                                                                                                       speech helps in determining the meanings of
                                                                                                                       words.
                                                                                                                      Use four corners technique to discuss student
                                                                                                                       opinion on the death penalty.
                                                                                                                      Use four corner technique to discuss society’s
                                                                                                                       view of the elderly (Nosotros, no) or have
                                                                                                                       students act out situations with elderly people.
                                                                                                                       What are the stereotypes?

                                                                                                                   Presentational (Comprensión, Application,
                                                                                                                   Synthesis)
                                                                                                                      Scenario: Your team has been hired to create
                                                                                                                       a book jacket. You will research the life,
                                                                                                                       themes, and influences of Ana María Matute or
                                                                                                                       one of the other authors studied. (Teacher will
                                                                                                                       assign the authors by group.) Each group is
                                                                                                                       responsible for teaching the class about the
                                                                                                                       assigned author.
                                                                                                                      Students create other possible endings to the
                                                                                                                       stories.
                                                                                                                      Students write paragraphs explaining the plot of
                                                                                         29
                    Curriculum Management System      Big Idea: Relationships
                    Grade Level/Subject:
                                                      Topic:       Complexity of family relationships
                    11 or 12
                                                      Goal 6:      The student will be able to explore the complexity of family relationships through art, poetry
Suggested days of



                    Spanish IV
                                                                and fiction and analyze what the author/painter is trying to express in the context of the social and
                                                                political issues of the time period.
                    Objectives / Cluster Concepts /   Essential Questions                                          Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings                             Resources / Learning Activities /
                    (CPI's)                                                                                        Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                       the story from three different perspectives.
                                                                                                                       Students share their paragraphs with the class
                                                                                                                       and invite reactions.
                                                                                                                      Scenario: Students will act out an episode of
                                                                                                                       Dr. Phil and share stories of family
                                                                                                                       reconciliation and the techniques that led to the
                                                                                                                       reconciliation. This can also be done in cartoon
                                                                                                                       strip format.
                                                                                                                      Scenario: Have one group of students act as
                                                                                                                       the detective, another a reporter, and a third the
                                                                                                                       criminal. Create a dialogue based on the story.
                                                                                                                      In groups of two, students prepare a possible
                                                                                                                       dialogue between Guillermo and Matilde in
                                                                                                                       Jaque Mate . . .The student reporter works with
                                                                                                                       the local TV station. The reporter is “on the
                                                                                                                       spot” with interview questions and a summary
                                                                                                                       of the breaking story. The evening news
                                                                                                                       program on the local TV station presents the
                                                                                                                       story of the murder. The program includes the
                                                                                                                       news achor’s summary, the on-the-scene
                                                                                                                       reporter, the interview in the studio with the
                                                                                                                       chief of police, and the station manager’s or a
                                                                                                                       concerned citizen’s editorial on what kind of
                                                                                                                       statement this murder makes about society.




                                                                                         30
                    Curriculum Management System           Big Idea: Relationships
                    Grade Level/Subject:
                                                           Topic:       Gender roles in Hispanic Society
                    11 or 12
Suggested days of




                    Spanish IV                             Goal 7:      The student will be able to read, analyze, discuss and write in Spanish how the woman is
                                                                     depicted in society through literature, film, television and music.
Instruction




                    Objectives / Cluster Concepts /        Essential Questions                                        Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators         Sample Conceptual Understandings                           Resources / Learning Activities /
                    (CPI's)                                                                                           Interdisciplinary Activities / Assessment Model
                    The student will be able to:
April               CPI's Addressed:                          How are the gender roles defined in literature over    Interpersonal (Comprensión)
                    7.1A P-A 3-7; 7.1B P-A 1-6; 7.1C           time?                                                     Have students read in pairs:
                    3,4                                       How has the woman been depicted in Hispanic society        Los nombres hispánicos
                    7.2A P-A 1-4; 7.2B P-A 1-5; 7.2C I-        in literature? Film? Television? and music?
                                                                                                                          La sociedad patriarchal
                    L 1-3                                     How do we communicate mood in Spanish                      Las mujeres en la literatura hispánica
                                                               (subjunctive)?
                                                                                                                          Las mujeres en la política (all from Civilización
                    7.1.   Read poems and fiction to                                                                      y cultura (Thomson Heinle)
                           summarize plot, characters,     See CPI’s and assessment models for sample conceptual
                           and themes.                                                                                    Answer comprehension and discussion
                                                           understandings.                                                questions.
                    7.2.   Research and view
                           programs, commercials, and
                           film and make notes on how                                                                 Interpretive (Recall, Comprensión, Application )
                           women are portrayed.                                                                          Put students in heterogeneous ability groups
                    7.3.   Compare and contrast                                                                           Have them begin the reading in Abriendo Paso
                           gender roles throughout                                                                        by Isabel Allende, Cartas de amor traicionado.
                           time.                                                                                          Prior to reading, discuss a bit about Allende’s
                    7.4.   Compare and contrast the                                                                       life. Students can conduct a web research on
                           writing of Isabel Allende and                                                                  her. After reading the story, have students
                           Borges.                                                                                        complete the web activity with
                                                                                                                          PHSchool.com/foreign_languages/abriendo_pa
                    7.5.   Converse with the                                                                              so/2001/activities/act12.html. This website
                           subjunctive mood of regular                                                                    compares employment, professional
                           and irregular verbs and the                                                                    certificates, schooling, types of jobs, years in
                           subjunctive after tal vez,                                                                     school etc. Have students summarize the
                           acaso, and quizás and ojala                                                                    results of the statistics.
                           que.
                                                                                                                         Discuss stereotypes. Compare social roles in
                    7.6.   Practice more with el cual
                                                                                                                          Hispanic countries to ours. View commercials
                           and el que, uses of que,                                                                       and magazines in our country and then in
                           quien, lo cual, lo que and
                                                                                                                          Latina, Hispanic stations, Sabado Gigante, etc.
                           cuyo(a,os, as) relative
                           pronouns.                                                                                      Have students use a Venn Diagram to
                                                                                                                          compare. Work with organizing their thoughts
                                                                                             31
                    Curriculum Management System      Big Idea: Relationships
                    Grade Level/Subject:
                                                      Topic:       Gender roles in Hispanic Society
                    11 or 12
Suggested days of



                    Spanish IV                        Goal 7:      The student will be able to read, analyze, discuss and write in Spanish how the woman is
                                                                depicted in society through literature, film, television and music.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Sample Conceptual Understandings                           Resources / Learning Activities /
                    (CPI's)                                                                                      Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                    7.7.   Practice more with                                                                        through an essay.
                           commands.                                                                                 Scenario: Students will read through
                    7.8.   Debate on controversial                                                                   intercambios in Conversación y Repaso.
                           issues and express both                                                                   Teacher will assign one controversial topic to
                           sides of the argument.                                                                    each group. The group will have to create an
                                                                                                                     argument for their answer and defend it. Cite
                                                                                                                     any sources they know.

                                                                                                                     How is the woman depicted in Babel, Volver, or
                                                                                                                     other Oscar nominated movies?
                                                                                                                     View web pages/interview of Penelope Cruz,
                                                                                                                     Selma Hayak, Christina Aguilera, Jennifer
                                                                                                                     Lopez. What can we say about these women?

                                                                                                                     View transparencies or photos from Diego
                                                                                                                     Rodríguez de Silva y Velázquez. (La vieja
                                                                                                                     cocinera (1618); Las meninas (1656); Esopo
                                                                                                                     (1647-1640)

                                                                                                                     Students will view La Casa de Bernarda Alba
                                                                                                                     on DVD. They will complete a graphic
                                                                                                                     organizer indicating the story elements
                                                                                                                     (characters, setting, plot, climax, conclusión,
                                                                                                                     symbolism, themes). How is Bernarda Alba
                                                                                                                     portrayed? What do you think Federico Garcia
                                                                                                                     Lorca was trying to communicate about
                                                                                                                     relationships?




                                                                                        32
                    Curriculum Management System      Big Idea: Relationships
                    Grade Level/Subject:
                                                      Topic:       Gender roles in Hispanic Society
                    11 or 12
Suggested days of



                    Spanish IV                        Goal 7:      The student will be able to read, analyze, discuss and write in Spanish how the woman is
                                                                depicted in society through literature, film, television and music.
Instruction




                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators    Sample Conceptual Understandings                           Resources / Learning Activities /
                    (CPI's)                                                                                      Interdisciplinary Activities / Assessment Model
                    The student will be able to:
                                                                                                                 Presentational (Evaluation)
                                                                                                                    Have one group debate another on the
                                                                                                                    controversial issues they have been working on
                                                                                                                    OR one class against another. It may be fun to
                                                                                                                    work with the AP literature class on this.




                                                                                        33
                    Curriculum Management System         Big Idea: Symbolism
                    Grade Level/Subject:
                                                         Topic:       Poesía (Poetry)
                    Grade 11 or 12
                                                         Goal 8:      The student will be able to analyze poetry and create their own poem in the target language
Suggested days of




                    Spanish 4
                                                                   based on a style of one poet that we study.
                    Objectives / Cluster Concepts /      Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                     Resources / Learning Activities /
Instruction




                    Cumulative Progress Indicators       Sample Conceptual Understandings
                    (CPI's)                                                                                          Interdisciplinary Activities / Assessment Model
                    The student will be able to:

April               CPI's Addressed:                        What are the universal themes of these poets?           Interpersonal (Comprehension, Analysis)
and                 7.1C P-A 1-3;                            Pablo Neruda                                               Students will read several poems in the poetry
May                                                                                                                      chapter of Abriendo Paso. They will analyze
                    7.2A P-A 1-4; 7.2B P-A 1-5               Gustavo Adolfo Bécquer
                                                                                                                         the theme based on the time period of the
                                                             Antonio Machado
                                                                                                                         poem and explain how the theme in the poem
                    8.1.   Compare and contrast              Federico García Lorca                                       exemplified “the sign of the times.”
                           poets.                            José Martí
                    8.2.   Analyze a poem for its            Rubén Darío                                             Interpretive (Comprensión)
                           symbolism and themes.
                    8.3.   Recite poetry.                                                                               Students will visit the website for Abriendo Paso
                                                         See CPI’s and assessment models for simple conceptual           and explore the lives of the authors. Then they
                    8.4.   Determine how a poet’s life   understandings.                                                 will go back to their original analysis and see if
                           events are reflected in the                                                                   their predictions were correct.
                           poem.
                    8.5.   Determine if the poem is a
                           social, political, economic                                                               Presentational (Application)
                           commentary.                                                                                  Students will create a cinquain.
                    8.6.   Create their own poem – try                                                                  Students will create their own poem and put
                           to get it published in                                                                        music to it. The class will try to guess what the
                           Albricias or the school                                                                       symbolism is and theme.
                           paper.                                                                                       We will submit poems for publication.
                                                                                                                        Scenario: A 60’s poetry café
                                                                                                                         You are a poet from the 60’s. In the style of
                                                                                                                         that time period, recite a poem you created.
                                                                                                                         You can recite it with a selected Latin-american
                                                                                                                         beat of a Latino musician.




                                                                                           34
                    Curriculum Management System          Big Idea: Relationships
                    Grade Level/Subject:
                                                          Topic:       Drama
                    Grade 11 or 12
Suggested days of




                    Spanish IV                            Goal 9:      The student will be able to read a play in Spanish, act out the roles, and conduct an
                                                                    investigation in the target language.
                    Objectives / Cluster Concepts /       Essential Questions                                          Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators        Sample Conceptual Understandings                             Resources / Learning Activities /
                    (CPI's)                                                                                            Interdisciplinary Activities / Assessment Model
                    The student will be able to:
May                 CPI's Addressed:                         How does the drama compare to other types of             Interpersonal (Comprensión, Application )
                    7.1A P-A3-7; 7.1B P-A 3-5; 7.1C           genres? What is similar? What is different?                 Have students read the play, Emma Zunz in
                    P-A1-4                                   What are the major elements in a drama?                      small groups.
                    7.2A I-L1, P-A 2-4; 7.2B P-A 1-5;        What are some universal themes the authors try to           They will choose roles in the drama and act it
                    7.2C P-A1-2                               convey?                                                      out.

                    9.1.   Read and comprehend a          See CPI’s and assessment models for sample conceptual        Interpretive (Recall, Comprensión, Application)
                           play by Borges and one by
                                                          understandings.                                                 What are the relationships between the
                           Sergio Vodanovic.
                                                                                                                           characters? Have students analyze the drama
                    9.2.   Describe elements in a                                                                          in terms of theme, character analysis, time
                           drama.                                                                                          period, author’s life, historical events.
                    9.3.   Act out parts in a drama                                                                       Use graphic organizers as you move through
                    9.4.   Analyze the themes and                                                                          the scenes to help with understanding.
                           interrelationships among the
                           characters.
                                                                                                                       Presentational (Recall, Comprensión, Application,
                    9.5.   Compare and contrast                                                                        Evaluation )
                           characters.
                                                                                                                          Scenario: You will create a court scene in
                                                                                                                           response to the drama Emma Zunz. You can
                                                                                                                           be a reporters, a commentator on the evening
                                                                                                                           news, a member of the jury, the defense
                                                                                                                           attorney, the prosecuting attorney, or be the
                                                                                                                           judge. Each of your classmates will have one of
                                                                                                                           the parts. What does the class think the
                                                                                                                           outcome should be in this case? Defend the
                                                                                                                           outcome and explain why it is more appropriate
                                                                                                                           than other possible outcomes.




                                                                                            35
                    Curriculum Management System        Big Idea: Environment
                    Grade Level/Subject:
                                                        Topic:     Caring for our planet – Global Economy
                    11 or 12
                                                        Goal 10: The student will be able to speak in the target language about environmental concerns in their
Suggested days of




                    Spanish IV
                                                               community and understand cultural perspectives on dealing with conservation and the
                                                               environment.
                    Objectives / Cluster Concepts /     Essential Questions                                       Instructional Tools / Materials / Technology /
Instruction




                    Cumulative Progress Indicators      Sample Conceptual Understandings                          Resources / Learning Activities /
                    (CPI's)                                                                                       Interdisciplinary Activities / Assessment Model
                    The student will be able to:
June                CPI's Addressed:                       How do the economies of the Latino/Hispanic nations   Interpersonal (Recall, Comprensión, Application )
                    7.1A P-A 3-7; 7.1B P-A2-6; 7.1C         affect us?                                               Make two identical decks of cards with the new
                    P-A 1-4                                How do our policies affect them?                          vocabulary words on index cards. Play “Hot
                    7.2A P-A 1-4; 7.2B P-A 1-5; 7.2C       What are the repercussions of global warming?             Seat” password. Divide the class into two
                    P-A1,2                                                                                            teams. One student from each team sits in the
                                                           What are some things we can do today to help the          front of the classroom. Hand a vocabulary card
                                                            environment?                                              to the first students on both teams. Have them
                    10.1. Compare Latin American           Why do I use the subjunctive?                             give their “Hot Seat” teammate a one-word clue
                          environments and recycling                                                                  to get them to say the new vocabulary word.
                          problems and programs to                                                                    Alternate teams and pass the word down the
                          those in the United States.   See CPI’s and assessment models for sample conceptual
                                                                                                                      rows until ten clues have been given or one of
                    10.2. Read and listen to            understandings.                                               the “Hot Seat” students guesses the word.
                          information about                                                                          Read the info boxes in chapter 9 of Realidades
                          environmental issues and                                                                    and do the comprehension exercises with it.
                          endangered species.
                    10.3. Write and present
                          information orally about                                                                Interpretive (Comprensión, Análisis, Evaluation)
                          environmental issues and                                                                   Have students bring in current events articles
                          endangered species.                                                                         talking about what the social, political and
                    10.4. Talk about regions and                                                                      economic issues are in the countries we have
                          weather.                                                                                    studied. How do they relate to us?
                    10.5. Interpret Latin American                                                                   Students can watch Al Gore’s, An Inconvenient
                          perspectives and practices.                                                                 Truth in teams of Pro and Con. Each team
                                                                                                                      must make notes for their argument.
                    10.6. Present subjunctive with
                          adverbial phrases
                                                                                                                  Presentational (Comprensión, Análisis, Evaluation)
                                                                                                                     Scenario: You are part of a group of scientists
                                                                                                                      who have recently met in Geneva regarding
                                                                                                                      Global Warming. You must debate in
                                                                                                                      favor/against the points made in the movie, An
                                                                                                                      Inconvenient Truth, by Al Gore.
                                                                                         36
                                                       Spanish IV

                                               COURSE BENCHMARKS



The student will be able to:
1. Create an essay and application for employment citing their qualifications for the position.
2. Compare and contrast the work environments among the various Hispanic American countries and explain their
   similarities and major differences.
3. Demonstrate understanding of grammar structures such as the present and past perfect tense, the subjunctive with all its
   tenses/uses, past participles, demonstrative adjectives, preterite and imperfect, future and conditional tenses.
4. Analyze art, music, and dance by various artists and explain the theme, symbolism, and relevance to the time period and
   events which influenced the artist.
5. Read, comprehend, discuss and analyze a poem for its symbolism, tone, style, and relevance to time periods and events.
6. Discuss culturally authentic selections listened to, read, or viewed to demonstrate insights gained into the practices and
   perspectives of the authors and the society in which they lived.
7. Write an essay or create a power point presentation comparing Latin American countries with regard to lifestyle, industry,
   major exports, schooling, careers, social issues and events affecting the global economy.
8. Create their own short story demonstrating ability to use the subjunctive.
9. Create their own poem and poem analysis.
10. Analyze selected authentic literature from various Hispanic/Latin American countries and discuss how the work relates
   to the time period (Middle ages to 20th century) with reference to the social, economic, and political events of the time.
11. Read authentic literature and discuss/write/debate the gender roles of the society described. Students will compare and
   contrast these roles with our roles today.
12. Interpret Latin American practices and perspectives on the environment, family issues, gender roles, careers, and
   lifestyles.
13. Act out a play by a 20th century playwright demonstrating understanding of the language, tonality, and characterization.
14. Compare and contrast authors within a time period and among time periods.




                                                             37

				
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