Montville Township Public Schools Office of Curriculum & Instruction

MONTVILLE TOWNSHIP PUBLIC SCHOOLS OFFICE OF CURRICULUM & INSTRUCTION

Advanced Spanish Culture A

Grades 11-12

Prerequisite: Spanish III

Credits: 5

ABSTRACT

This is an advanced course designed for students who wish to continue their studies in Spanish language and culture. Students will investigate and examine Spanish art, literature, cuisine, history and music to gain new perspectives of Spanish society that will enhance their participation in a global society. Students will use their Spanish language proficiency to investigate and examine works of Spanish culture past and present. This course will prepare students for postsecondary Spanish study as it will be conducted in Spanish and students will be expected to use Spanish as their language of communication. Advanced Spanish Culture A and Advanced Spanish Culture B may be taken in non sequential order over two years.

BOE Approved 06/19/2018

MONTVILLE TOWNSHIP PUBLIC SCHOOLS

Unit of Study: Geography/Weather of Spain Work/School/ Family Life/Food in Art/Music/Literature/History of Spain (Timeframe) 6 weeks Spain 6 weeks 6 weeks STAGE 1: Desired Results Established Goals: World Language Standards World Language Standards World Language Standards NJSLS: 7.1.IL.A.1-8 7.1.IL.A.1-8 7.1.IL.A.1-8 (Standards that are only 7.1.IL.B.1-5 7.1.IL.B.1-5 7.1.IL.B.1-5 applicable to the unit; 7.1.IL.C.1-6 7.1.IL.C.1-6 7.1.IL.C.1-6 include technology and st 21 century standards) Educational Technology Educational Technology Educational Technology 8.1.12.A2 8.1.12.A.2 8.1.12.A2 8.1.12.B2 8.1.12.B.2 8.1.12.B2 8.1.12.E.1 8.1.12.E.1 8.1.12.E.1

21 st Century Life & Careers 21 st Century Life & Careers 21 st Century Life & Careers 9.3.HT TT.1-2 9.1.12.F.3, 9.1.12.F.5 9.1.12.F.3 - 9.3.HT-TT.11-12 9.3.HT-TT.1, 9.3.HT-TT.2 9.3.HT TT.12 -

Career Ready Practices Career Ready Practices Career Ready Practices CRP4 CRP12 CRP4, CRP12 CRP4 CRP12 Enduring ● Each region speaks a different ● Practices for procuring and ● Well-known Spanish artists can be Understandings: dialect due to location and preparing food are directly recognized by the distinct (What big ideas will history. reflected in the nation’s culture. characteristics of their works. students know?) ● Popular modes of transportation ● The daily routines for school ● The lyrics of songs, works of art may vary depending on the city and work schedules differ in and literature frequently reflect or town. Spain in accordance with important social issues of the time. ● Weather and climate have a mealtime schedules. ● Regional dances are fundamental significant impact on culture. ● The climate and geography of a expressions of cultural identity. country or region can influence the daily diet. Essential Questions: 1. To what extent have the 1. How do differences between 1. How do the characteristics of an (What questions are geography and climate schools in the United States and artist’s paintings reflect cultural open-ended, debatable, contributed to the unique schools in Spain reflect the perspectives and practices in his or global and spark characteristics of each region in values of each society? her culture? critical thinking?) Spain? 2. How does cuisine reflect the products, practices and MONTVILLE TOWNSHIP PUBLIC SCHOOLS 2. Why does each region speak with perspectives of Spanish 2. How is society influenced by a different dialect? culture? music, literature and art and vice 3. How has the geographical layout 3. What role does family play in versa? of Spain affected the Spanish culture? 3. What does it mean for a piece of development of Spanish 4. To what extent do meals and literature to be a classic? civilization and culture? mealtimes differ from those in the United States? STAGE 2: Evidence Assessment & Formative Assessments Formative Assessments Formative Assessments Evidence: ● Quizzes/tests ● Quizzes/tests ● Quizzes/tests (Through what ● Analyzing variety of student work ● Analyzing variety of student ● Analyzing variety of student work authentic performance ● Strategic Questioning work ● Strategic Questioning tasks will students ● Classroom Polls ● Strategic Questioning ● Classroom Polls demonstrate the desired ● Exit/Admin Tickets ● Classroom Polls ● Exit/Admin Tickets understandings?) ● Class participation/ discussions ● Exit/Admin Tickets ● Class participation/ discussions (By what criteria will ● Daily communication activities ● Class participation/ discussions ● Daily communication activities via performances of via the 3 modes of ● Daily communication activities the 3 modes of communication understanding be communication via the 3 modes of ● Online mini-assessments judged?) ● Online mini-assessments communication ○ Socrative, Kahoot, ○ Socrative, Kahoot, ● Online mini-assessments Quizziz, VHL etc. Quizziz, VHL etc. ○ Socrative, Kahoot, ● Partner activities ● Partner activities Quizziz, VHL etc. ● Individual/group response ● Individual/group response ● Partner activities ● Individual/group response Summative Summative ● Final interpersonal or speaking ● Final interpersonal or speaking Summative presentations presentations ● Final interpersonal or speaking ● Tests/quizzes ● Tests/quizzes presentations ● Research papers ● Research papers ● Tests/quizzes ● End-of unit projects or assignments ● End-of unit projects or ● Research papers ● Culminating communicative assignments ● End-of unit projects or activity ● Culminating communicative assignments ● Portfolio (multiple formats) activity ● Culminating communicative ● Completion of ● Portfolio (multiple formats) activity Intermediate-Low/Mid “Can-Do” ● Completion of ● Portfolio (multiple formats) statements for interpersonal Intermediate-Low/Mid “Can-Do” speaking, presentational speaking, MONTVILLE TOWNSHIP PUBLIC SCHOOLS

statements for interpersonal ● Completion of presentational writing, interpretive speaking, presentational speaking, Intermediate-Low/Mid listening, and interpretive reading. presentational writing, “Can-Do” statements for interpretive listening, and interpersonal speaking, Benchmarks interpretive reading. presentational speaking, ● Departmental benchmark given at presentational writing, the end of MP1 and MP3 Benchmarks interpretive listening, and ● Departmental benchmark given at interpretive reading. Alternative Assessments the end of MP1 and MP3 ● Picture-prompted writing/speaking Benchmarks activities Alternative Assessments ● Departmental benchmark given ● Interpretive, interpersonal and ● Picture-prompted at the end of MP1 and MP3 presentational activities assessed writing/speaking activities through use of rubrics ● Interpretive, interpersonal and Alternative Assessments ● Gallery walks of student work or presentational activities assessed ● Picture-prompted performance through use of rubrics writing/speaking activities ● Assessments of 3 modes of ● Gallery walks of student work or ● Interpretive, interpersonal and communication via student choice performance presentational activities boards ● Assessments of 3 modes of assessed through use of rubrics ● Student assessment through communication via student choice ● Gallery walks of student work authentic interpretive, interpersonal boards or performance and presentational activities ● Student assessment through ● Assessments of 3 modes of ● Creative extension projects authentic interpretive, communication via student ● Student-designed assessment interpersonal and presentational choice boards activities activities ● Student assessment through ● Portfolios ● Creative extension projects authentic interpretive, ● Student-designed assessment interpersonal and presentational activities activities ● Portfolios ● Creative extension projects ● Student-designed assessment activities ● Portfolios STAGE 3: Learning Plan Learning Interpretive: Interpretive: Interpretive: Activities/Content: MONTVILLE TOWNSHIP PUBLIC SCHOOLS (What is the core 1. Look at a map and listen or 1. Decide which foods come from 1. Participate in an art class in which content of this unit? read directions to determine which Spanish region by they are instructed on how to paint What performance the start or end destination. discerning which resources are tasks/ activities will a famous piece of art to their 2. Complete a scavenger hunt available. students do? What skills liking. finding information about 2. Complete a webquest will students know?ñ) 2. Arrange in chronological order major Spanish cities on google delineating what foods are the styles of Spanish art. maps. eaten when in a typical day in 3. Watch a video and read an Spain. 3. Make and confirm predictions article to create a T chart of the 3. Compare and contrast the about how the video will portray positives and negatives to schedule and type of meals in the song after listening to a song. living in the city and Spain and in the United States. 4. Compare Spanish songs to their countryside. 4. Analyze authentic historical contexts. 4. Listen to an authentic dialogue advertisements from grocery between Spanish speakers stores and answer questions Interpersonal: from Galicia and Cataluña and about elements included in the 1. Circulate the classroom as if it interpret basic information. ad. were an art gallery and discuss each piece of art with a partner. Interpersonal: Interpersonal: 2. With a partner, discuss the artist of 1. Give a partner directions from 1. Role-play a scene from a given pieces based on the point A to point B on a simple restaurant with a partner, characteristics. Justify your choice map of a Spanish city. ordering and serving food. using characteristics and facts you 2. Complete an information gap 2. Pairs give and follow steps of a know about the artist. activity asking and telling the recipe using authentic food 3. Working in pairs, discuss the weather in different cities in resources. differences between two Spain. 3. Create a skit that invites a different painting by the same 3. Participate in an information gap classmate out to dinner, while artist. activity asking and telling where providing restaurant choices. 4. Students will discuss and evaluate particular places and landmarks 4. Engage in rapid fire questions information about personal music are located in Spain. about describing food and and dance preferences. 4. Create brochures for a specific culturally authentic plates using 5. Explain to other group members region and highlight the main pictures through an “inside (jigsaw) the identifying elements of attractions there along with outside” circle activity. songs and dances. important facts about it.

Presentational: Presentational: Presentational: MONTVILLE TOWNSHIP PUBLIC SCHOOLS

1. Create a vacation itinerary 1. Using props, act out how to set 1. Create a poster advertising a traveling to various cities in the table and describe proper performance of a popular Spanish Spain. etiquette. music group. 2. Create a live weather report of a 2. Make a how-to video of a 2. Dramatize different characters in a Spanish city and create the Spanish recipe. song; act out what's happening in forecast for the week. Inform 3. Create a sales pitch presentation real time, and make a music video viewers on what to expect and to feature a concept for a new to share with the class. what to wear. restaurant highlighting a 3. Demonstrate and explain how to 3. Recreate a map of Spain, regional Spanish cuisine. dance a type of song (flamenco, labeling a given region and 4. Become a critic and write a etc). describing weather/geography of detailed review to a restaurant 4. Create a song with lyrics in the that particular area. that you have visited within the style of a theme or era. 4. Create a powerpoint or google last 30 days. 5. Mimic the artistic style of one of slide presentation on the the Spanish masters and create different types of Spanish your own work that expresses a dialects spoken and explain why key moment in your life. there are various dialects. 6. Create a presentation that categorizes the art, music and literature of Spain based on the historical period. Resources: -https://www.google.com/maps/d/u/0/vie - http://www.red2000.com/spain/ - http://www.elvientoflamenco.com/ wer?dg=feature&msa=0&mid=1V3A0d- 1g-map.html lyrics.htm LdsyWWHrmdXhKEFxpkmaY&ll=40.01 - http://www.spain.info/es/consul - http://spanish4teachers.org/hispani 3382115340754%2C-1.69189449999998 tas/gastronomia/recetas.html cculture/ 94&z=6) - https://williamsonci.files.wordp - http://www.red2000.com/spain/fla -https://www.youtube.com/watch?v=W0t- ress.com/2017/09/spain-food-w menco/1index.html AC07XAg eb.pdf - https://www.thespruceeats.com/ meals-and-the-culture-of-spain- 3083066 - http://spanishsabores.com/2015 /06/17/spain-dining-guide-when -are-spanish-mealtimes/

MONTVILLE TOWNSHIP PUBLIC SCHOOLS Interdisciplinary 21st Century and Life Skills 21st Century and Life Skills Social Studies Connections: (e.g. ● 9.3.HT TT.1 Apply information ● 9.3.HT TT.7 Customize travel ● 6.1.12.A.16.a Examine the impact of writing, literacy, math, - - about time zones, seasons and with diverse transportation, media and technology on political science, history, 21st domestic and international maps lodging, cruise and food options. and social issues in a global society century life and careers, to create or enhance travel. ○ Geography (sourcing of ○ Aesthetics (art criticism, technology) ○ Math (converting ingredients) historical influences on currencies) ○ Sociology (eating modern songs) ○ History (labeling of practices) & Gastronomy ○ History (context of artistic Spanish map) (cuisine) movements in regards to ○ Geography & historical events) Meteorology ELA Speaking and Listening ○ Sociology (social issues ● NJSLSA.SL1. Prepare for and reflected in song lyrics) ELA Speaking and Listening participate effectively in a range ● NJSLSA.SL1. Prepare for and of conversations and ELA Speaking and Listening participate effectively in a range collaborations with diverse ● NJSLSA.SL1. Prepare for and of conversations and partners, building on others’ participate effectively in a range of collaborations with diverse ideas and expressing their own conversations and collaborations partners, building on others’ ideas clearly and persuasively. with diverse partners, building on and expressing their own clearly others’ ideas and expressing their and persuasively. College and Career Ready Practices own clearly and persuasively. ● CRP4. Communicate clearly College and Career Ready Practices and effectively and with reason. College and Career Ready Practices ● CRP4. Communicate clearly and ● CRP11. Use technology to ● CRP4. Communicate clearly and effectively and with reason. enhance productivity. effectively and with reason. ● CRP11. Use technology to ● CRP12. Work productively in ● CRP11. Use technology to enhance enhance productivity. teams while using cultural productivity. ● CRP12. Work productively in global competence. ● CRP12. Work productively in teams while using cultural global teams while using cultural global competence. competence.

Differentiation: (What Special Education Special Education Special Education type of differentiated ● Modify activities and assessments ● Modify activities and ● Modify activities and assessments instruction will be used as per individual students’ IEPs assessments as per individual as per individual students’ IEPs for ELL, SP.ED. and ● Learning style adaptation students’ IEPs ● Learning style adaptation G&T students?) ● Scaffolding ● Learning style adaptation ● Scaffolding MONTVILLE TOWNSHIP PUBLIC SCHOOLS

● Tiered lessons ● Scaffolding ● Tiered lessons ● Graphic organizers ● Tiered lessons ● Graphic organizers ● Modify time requirements ● Graphic organizers ● Modify time requirements ● Modify assessment type, length ● Modify time requirements ● Modify assessment type, length an/ an/ or format ● Modify assessment type, length or format ● Modify lesson pacing and/or an/ or format ● Modify lesson pacing and/or structure ● Modify lesson pacing and/or structure ● Study guides structure ● Study guides ● Reduced choice on assessments ● Study guides ● Reduced choice on assessments ● Word banks ● Reduced choice on assessments ● Word banks ● Word banks English Language Learners English Language Learners ● Sheltered Instruction Observation English Language Learners ● Sheltered Instruction Observation Protocol (SIOP) - instructional ● Sheltered Instruction Protocol (SIOP) - instructional model that helps teachers plan and Observation Protocol (SIOP) - model that helps teachers plan and deliver lessons that allow English instructional model that helps deliver lessons that allow English learners to acquire academic teachers plan and deliver learners to acquire academic knowledge as they develop lessons that allow English knowledge as they develop English English language proficiency learners to acquire academic language proficiency ● Provide leveled or guided reading knowledge as they develop ● Provide leveled or guided reading ● Provide regular and/or picture English language proficiency ● Provide regular and/or picture dictionaries ● Provide leveled or guided dictionaries ● Couple new vocabulary with reading ● Couple new vocabulary with visual visual references ● Provide regular and/or picture references ● Provide extended time dictionaries ● Provide extended time ● Teacher Modeling ● Couple new vocabulary with ● Teacher Modeling visual references ● Simplify written and verbal ● Simplify written and verbal instructions ● Provide extended time instructions ● Use teaching strategies and ● Teacher Modeling ● Use teaching strategies and

learning resources that that make ● Simplify written and verbal learning resources that that make content comprehensible instructions content comprehensible ● Cultural responsiveness ● Use teaching strategies and ● Cultural responsiveness ● Total Physical Response (TPR) - learning resources that that ● Total Physical Response (TPR) - direct action to internalize new make content comprehensible direct action to internalize new language learning concepts ● Cultural responsiveness language learning concepts

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Students “At Risk” (BSI) ● Total Physical Response (TPR) Students “At Risk” (BSI) ● Multimedia presentations - direct action to internalize new ● Multimedia presentations ● Tiered lessons language learning concepts ● Tiered lessons ● Grouped or “chunked” ● Grouped or “chunked” assignments assignments Students “At Risk” (BSI) ● Learning style adaptation ● Learning style adaptation ● Multimedia presentations ● Guided reading ● Guided reading ● Tiered lessons ● Graphic organizers ● Graphic organizers ● Grouped or “chunked” ● Word banks ● Word banks assignments ● Study guides ● Study guides ● Learning style adaptation ● Modeling ● Modeling ● Guided reading ● Manipulatives ● Manipulatives ● Graphic organizers ● Scaffolding ● Scaffolding ● Word banks ● Use of visuals ● Use of visuals ● Study guides ● Modeling G & T G & T ● Manipulatives ● Learning style adaptation ● Learning style adaptation ● Scaffolding ● Tiered lessons or accelerated ● Tiered lessons or accelerated ● Use of visuals choice work choice work ● Project-based learning ● Project-based learning G & T ● Modified assignments (more ● Modified assignments (more ● Learning style adaptation application and higher level application and higher level ● Tiered lessons or accelerated thinking tasks – less thinking tasks – less choice work comprehension) comprehension) ● Project-based learning ● Compact curriculum ● Compact curriculum ● Modified assignments (more ● Independent projects ● Independent projects application and higher level ● Interest centers ● Interest centers thinking tasks – less ● Interest groups ● Interest groups comprehension) ● Flexible skills grouping ● Flexible skills grouping ● Compact curriculum ● Learning centers ● Learning centers ● Independent projects ● High-level questions ● High-level questions ● Interest centers ● Contracts/management plans ● Contracts/management plans ● Interest groups ● Choice activities ● Choice activities ● Flexible skills grouping ● Learning centers 504 Plans 504 Plans ● High-level questions ● Modify activities and assessments ● Contracts/management plans as per individual students’ 504 MONTVILLE TOWNSHIP PUBLIC SCHOOLS

● Modify activities and assessments ● Choice activities ● Preferential seating as per individual students’ 504 ● Extended time on tests and ● Preferential seating 504 Plans assignments ● Extended time on tests and ● Modify activities and ● Reduced homework or classwork assignments assessments as per individual ● Verbal, visual, or technology aids ● Reduced homework or classwork students’ 504 ● Modified textbooks or audio-video ● Verbal, visual, or technology aids ● Preferential seating materials. ● Modified textbooks or ● Extended time on tests and ● Modeling audio-video materials. assignments ● Modeling ● Reduced homework or classwork ● Verbal, visual, or technology aids ● Modified textbooks or audio-video materials. ● Modeling

Unit of Study: Politics & The Economy of Spain Traditions/Pastimes/Sports/Leisure Time Famous Places and Travel in Spain (Timeframe) 6 weeks in Spain 6 weeks 6 weeks STAGE 1: Desired Results Established Goals: World Language Standards World Language Standards World Language Standards NJSLS: 7.1.IL.A.1-8 7.1.IL.A.1-8 7.1.IL.A.1-8 (Standards that are 7.1.IL.B.1-5 7.1.IL.B.1-5 7.1.IL.B.1-5 only applicable to the 7.1.IL.C.1-6 7.1.IL.C.1-6 7.1.IL.C.1-6 unit; include technology and 21st Educational Technology Educational Technology Educational Technology century standards) 8.1.12.A2 8.1.12.A2 8.1.12.A.2 8.1.12.B2 8.1.12.B2 8.1.12.B.2 8.1.12.E.1 8.1.12.E.1 8.1.12.E.1

21 st Century Life & Careers 21 st Century Life & Careers 21 st Century Life & Careers 9.1.12.F.3 9.1.12.F.3 9.1.12.F.3 9.3.HT TT.2 9.1.12.F.5 9.1.12.F.5 - MONTVILLE TOWNSHIP PUBLIC SCHOOLS 9.3.HT TT.7 9.1.12.C.4 9.1.12.C.4 -

Career Ready Practices Career Ready Practices Career Ready Practices CRP4, CRP12 CRP4, CRP12 CRP4, CRP12 Enduring ● An individual’s personal style and ● Sports and pastimes vary from ● The language of a region plays a Understandings: products they choose can be country to country. vital role in influencing its (What big ideas will reflective of their personality. ● Many Spanish traditions often culture. students know?) ● Style and cost of clothing and developed due to religious, ● Travel and tourism within a transportation are affected by historical, economic or country can be driven by regional, generational and geographical reasons. climate, geography, history, and socio-economic differences that ● Traditions and holidays have access to transportation. exist in Spain. created a cohesive social fabric ● The concept of vacation and ● Clashing of Spanish regions have for communities throughout travel varies among different caused separation in Spain. Spain. cultures. ● A country’s political landscape ● The history of famous places in can affect and be reflected in the a country creates cultural economy. uniqueness. Essential Questions: 1. How do sports, fashion, and 1. How do Spanish sports and 1. How can one learn to see things (What questions are brands reflect the products, national pastimes reflect the from another culture’s point of open-ended, debatable, practices and perspectives of country’s history and culture? view? global and spark Spanish culture? 2. How do Spanish traditions differ 2. To what extent can travel help to critical thinking?) 2. How are style and cost affected from those of people living in promote a greater understanding by regional, generational and America? and appreciation of other socio-economic differences that 3. To what extent have Spanish cultures? exist in Spain? traditions changed over the years? 3. How can travel help people learn 3. To what extent are politics and more about their own cultures, the economy affected by one beliefs and traditions? another? STAGE 2: Evidence MONTVILLE TOWNSHIP PUBLIC SCHOOLS

Assessment & Formative Assessments Formative Assessments Formative Assessments Evidence: ● Quizzes/tests ● Quizzes/tests ● Quizzes/tests (Through what ● Analyzing variety of student work ● Analyzing variety of student work ● Analyzing variety of student authentic performance ● Strategic Questioning ● Strategic Questioning work tasks will students ● Classroom Polls ● Classroom Polls ● Strategic Questioning demonstrate the desired ● Exit/Admin Tickets ● Exit/Admin Tickets ● Classroom Polls understandings?) ● Class participation/ discussions ● Class participation/ discussions ● Exit/Admin Tickets (By what criteria will ● Daily communication activities ● Daily communication activities ● Class participation/ discussions performances of via the 3 modes of communication via the 3 modes of communication ● Daily communication activities understanding be ● Online mini-assessments ● Online mini-assessments via the 3 modes of judged?) ○ Socrative, Kahoot, ○ Socrative, Kahoot, communication Quizziz, VHL etc. Quizziz, VHL etc. ● Online mini-assessments ● Partner activities ● Partner activities ○ Socrative, Kahoot, ● Individual/group response ● Individual/group response Quizziz, VHL etc. ● Partner activities Summative Summative ● Individual/group response ● Final interpersonal or speaking ● Final interpersonal or speaking presentations presentations Summative ● Tests/quizzes ● Tests/quizzes ● Final interpersonal or speaking ● Research papers ● Research papers presentations ● End-of unit projects or ● End-of unit projects or ● Tests/quizzes assignments assignments ● Research papers ● Culminating communicative ● Culminating communicative ● End-of unit projects or activity activity assignments ● Portfolio (multiple formats) ● Portfolio (multiple formats) ● Culminating communicative ● Completion of ● Completion of activity Intermediate-Low/Mid “Can-Do” Intermediate-Low/Mid “Can-Do” ● Portfolio (multiple formats) statements for interpersonal statements for interpersonal ● Completion of speaking, presentational speaking, speaking, presentational speaking, Intermediate-Low/Mid presentational writing, interpretive presentational writing, interpretive “Can-Do” statements for listening, and interpretive reading. listening, and interpretive reading. interpersonal speaking, presentational speaking, Benchmarks Benchmarks presentational writing, ● Departmental benchmark given at ● Departmental benchmark given at interpretive listening, and the end of MP1 and MP3 the end of MP1 and MP3 interpretive reading.

MONTVILLE TOWNSHIP PUBLIC SCHOOLS

Alternative Assessments Alternative Assessments Benchmarks ● Picture-prompted ● Picture-prompted writing/speaking ● Departmental benchmark given writing/speaking activities activities at the end of MP1 and MP3 ● Interpretive, interpersonal and ● Interpretive, interpersonal and presentational activities assessed presentational activities assessed Alternative Assessments through use of rubrics through use of rubrics ● Picture-prompted ● Gallery walks of student work or ● Gallery walks of student work or writing/speaking activities performance performance ● Interpretive, interpersonal and ● Assessments of 3 modes of ● Assessments of 3 modes of presentational activities assessed communication via student choice communication via student choice through use of rubrics boards boards ● Gallery walks of student work or ● Student assessment through ● Student assessment through performance authentic interpretive, authentic interpretive, ● Assessments of 3 modes of interpersonal and presentational interpersonal and presentational communication via student activities activities choice boards ● Creative extension projects ● Creative extension projects ● Student assessment through ● Student-designed assessment ● Student-designed assessment authentic interpretive, activities activities interpersonal and presentational ● Portfolios ● Portfolios activities ● Creative extension projects ● Student-designed assessment activities ● Portfolios STAGE 3: Learning Plan Learning Interpretive: Interpretive: Interpretive: Activities/Content: 1. Compare data about exports in 1. Listen to authentic conversations (What is the core 1. Listen to a radio announcement the EU from Spain and from content of this unit? about an event and identify key by Spaniards and demonstrate China. Discuss the new trend What performance information therein. comprehension of colloquial favorable to China and identify tasks/ activities will 2. Paraphrase reasons presented in a terms. reasons for it and compare this students do? What video as to why soccer is 2. Identify stereotypes in videos of data to the import/ export trends skills will students important to Spanish culture. different scenarios. of the USA. know?) 3. Based on information from a 2. Working in pairs, read an article 3. Listen to a travel agent give ideas video on sports in Spain, abou 4t different vacation spots. about the current status of the highlight 5 facts you found Spanish economy. Discuss topics interesting. MONTVILLE TOWNSHIP PUBLIC SCHOOLS

such as the status of research in 4. Infer how sports and national Make a list of the top 2-3 Spain, the current social and pastimes reflect Spanish culture features of each location. economic problems that affect based on an infographic. 4. Cite specific details from Spanish society, structure and 5. Read short authentic messages authentic conversations regarding management of Spanish about the celebration and outline the independence of the Basque companies presented in the the characteristics of the Spanish country and Cataluña. article. holiday. 3. Listen to four radio commercials for Spanish products. Match each Interpersonal: Interpersonal: commercial with the picture that 1. Debate the ethics of bullfighting. 1. Based on a travel video, have a correctly represents it. 2. Argue and justify which is the conversation with a partner to 4. Read and answer questions of most important sport in the United decide the best place to go in how politics and soccer interplay States and in Spain. Spain for a relaxing vacation. in Spain. 3. Share and ask for information on 2. Role play conversations using Spanish pastimes in an pronunciation and vocabulary Interpersonal: information gap activity. from Andalucia, Pais Vasco and 1. Students engage in a debate on 4. Respond to an email from a Cataluña. the opportunity of buying Spanish friend and describe the 3. Conduct and email exchange counterfeit products. differences between American and with a friend explaining where 2. Compare and contrast as a class Spanish pastimes. you are in Spain and answer their the influx of immigrants in Spain 5. In pairs, discuss the traditions questions regarding your plans with the influx of immigrants in associated with the Spanish for each day.. the United States. holiday and a similar American 4. Working in pairs, conduct a 3. In pairs, discuss the reasons why holiday. conversation between a ticket there has been a clashing of agent and a traveler where the regions in Spain. Presentational: traveler needs to buy tickets for 3 4. Give a 3 to 4 minute opinion on 1. Narrate a Spanish soccer game different events (shows, why do you think pais vasco using relevant vocabulary. transportation, tours, etc.). wants to leave Spain or have 2. Investigate and explain a popular murdered politicians. sport in Spain through a Presentational: presentation. 1. Create presentations for Presentational: 3. Create a video contrasting student tourists planning to visit a 1. Design a presentation advertising life in Spain and student life in the specific region of Spain. the new Seat. United States. 2. Give a weather report for a 4. Create and present an ad to go to a particular region of Spain. sporting event in Spain. MONTVILLE TOWNSHIP PUBLIC SCHOOLS

2. Investigate and explain why there 5. Choose a Spanish holiday 3. Explain the significance of a has been a division of cities in create a presentation explaining famous landmark to Spain. the reason behind the classmates. 3. Prepare arguments for a class celebration and the traditions. 4. Create a video journal of a debate about whether Cataluña pilgrimage on the Camino de should be separated from Spain. Santiago. 4. Create a brochure about the 5. Create a personalized Google benefits that Spaniards will map of famous places and receive if Spain is unified and ask their locations with a for their support to unify it. corresponding key for directions. Resources: -https://www.aljazeera.com/indepth/featur - https://www.linkedin.com/pulse/s - http://www.red2000.com/spain/1 es/game-politics-football-interplay-spain- ports-hobbies-spain-james-edward g-map.html 180403172920861.html -harrison - http://unaclaseconclase.blogspot. -https://study.com/academy/lesson/spanis - http://www.red2000.com/spain/tor com/2013/03/picasso-vs-dali-un- h-vocabulary-terms-politics-government.h os/1index.html poco-de-cultura-en.html tml - http://www.spain-madrid.com/gen - http://www.red2000.com/spain/b eral/sports.htm arcelon/1phgau.html - http://brockport.k12.ny.us/webpag - https://www.thelocal.es/2016080 es/esolis/spanish7.cfm?subpage=2 5/spanish-stereotypes-siesta-fla 0912 menco-bullfighting-spain-cliches - https://www.georgiastandards.org/ Frameworks/GSO%20Framework s/Spanish%20Level%20III%20Un it%205%20Leisure%20Camping %20and%20Sports%20Plan.pdf - https://www.frhsd.com/cms/lib/NJ 01912687/Centricity/Domain/19/ Spanish%20III.pdf Interdisciplinary 21st Century Life and Careers Social Studies 21st Century Life and Careers Connections: (e.g. ● 9.1.8.E.6 Compare the value of ● 6.2.12.D.6.a Assess the role of ● 9.3.HT TT.7 Customize travel - writing, literacy, math, goods or services from different increased personal and business with diverse transportation, science, history, 21st sellers when purchasing large electronic communications in lodging, cruise and food options. century life and quantities and small quantities. creating a “global” culture, and ○ Geography (Influence of careers, technology) evaluate the impact on traditional regions on politics) cultures and values. ○ Sociology (stereotypes) MONTVILLE TOWNSHIP PUBLIC SCHOOLS ○ Math & Economics ○ History (Context and (currency & popular origins of pastimes such ELA Speaking and Listening imports and exports) as bullfighting) ● NJSLSA.SL1. Prepare for and ○ History & Political ○ Aesthetics (Fashion participate effectively in a range Science (political parties, influence of sports and of conversations and the Royal Family, pastimes) collaborations with diverse governmental partners, building on others’ organization) ELA Speaking and Listening ideas and expressing their own ○ Consumer Science ● NJSLSA.SL1. Prepare for and clearly and persuasively. (Fashion, Transportation) participate effectively in a range ● NJSLSA.SL6. Adapt speech to a ELA Speaking and Listening of conversations and variety of contexts and ● NJSLSA.SL1. Prepare for and collaborations with diverse communicative tasks, participate effectively in a range partners, building on others’ ideas demonstrating command of of conversations and and expressing their own clearly formal English when indicated collaborations with diverse and persuasively. or appropriate. partners, building on others’ ideas and expressing their own clearly College and Career Ready Practices Technology and persuasively. ● CRP4. Communicate clearly and ● 8.1.8.A.1 Demonstrate effectively and with reason. knowledge of a real world College and Career Ready Practices ● CRP11. Use technology to problem using digital tools. ● CRP4. Communicate clearly and enhance productivity. effectively and with reason. ● CRP12. Work productively in College and Career Ready Practices ● CRP11. Use technology to teams while using cultural global ● CRP4. Communicate clearly and enhance productivity. competence. effectively and with reason. ● CRP12. Work productively in ● CRP11. Use technology to teams while using cultural global enhance productivity. competence. ● CRP12. Work productively in teams while using cultural global competence.

Differentiation: (What Special Education Special Education Special Education type of differentiated ● Modify activities and assessments ● Modify activities and assessments ● Modify activities and instruction will be used as per individual students’ IEPs as per individual students’ IEPs assessments as per individual for ELL, SP.ED. and ● Learning style adaptation ● Learning style adaptation students’ IEPs G&T students?) ● Scaffolding ● Scaffolding ● Learning style adaptation ● Tiered lessons ● Tiered lessons ● Scaffolding MONTVILLE TOWNSHIP PUBLIC SCHOOLS

● Graphic organizers ● Graphic organizers ● Tiered lessons ● Modify time requirements ● Modify time requirements ● Graphic organizers ● Modify assessment type, length ● Modify assessment type, length ● Modify time requirements an/ or format an/ or format ● Modify assessment type, length ● Modify lesson pacing and/or ● Modify lesson pacing and/or an/ or format structure structure ● Modify lesson pacing and/or ● Study guides ● Study guides structure ● Reduced choice on assessments ● Reduced choice on assessments ● Study guides ● Word banks ● Word banks ● Reduced choice on assessments ● Word banks English Language Learners English Language Learners ● Sheltered Instruction Observation ● Sheltered Instruction Observation English Language Learners Protocol (SIOP) - instructional Protocol (SIOP) - instructional ● Sheltered Instruction model that helps teachers plan and model that helps teachers plan and Observation Protocol (SIOP) - deliver lessons that allow English deliver lessons that allow English instructional model that helps learners to acquire academic learners to acquire academic teachers plan and deliver lessons knowledge as they develop knowledge as they develop that allow English learners to English language proficiency English language proficiency acquire academic knowledge as ● Provide leveled or guided reading ● Provide leveled or guided reading they develop English language ● Provide regular and/or picture ● Provide regular and/or picture proficiency dictionaries dictionaries ● Provide leveled or guided ● Couple new vocabulary with ● Couple new vocabulary with reading visual references visual references ● Provide regular and/or picture ● Provide extended time ● Provide extended time dictionaries ● Teacher Modeling ● Teacher Modeling ● Couple new vocabulary with visual references ● Simplify written and verbal ● Simplify written and verbal instructions instructions ● Provide extended time ● Use teaching strategies and ● Use teaching strategies and ● Teacher Modeling

learning resources that that make learning resources that that make ● Simplify written and verbal content comprehensible content comprehensible instructions ● Cultural responsiveness ● Cultural responsiveness ● Use teaching strategies and ● Total Physical Response (TPR) - ● Total Physical Response (TPR) - learning resources that that make direct action to internalize new direct action to internalize new content comprehensible language learning concepts language learning concepts ● Cultural responsiveness

Students “At Risk” (BSI) Students “At Risk” (BSI) MONTVILLE TOWNSHIP PUBLIC SCHOOLS

● Multimedia presentations ● Multimedia presentations ● Total Physical Response (TPR) - ● Tiered lessons ● Tiered lessons direct action to internalize new ● Grouped or “chunked” ● Grouped or “chunked” language learning concepts assignments assignments ● Learning style adaptation ● Learning style adaptation Students “At Risk” (BSI) ● Guided reading ● Guided reading ● Multimedia presentations ● Graphic organizers ● Graphic organizers ● Tiered lessons ● Word banks ● Word banks ● Grouped or “chunked” ● Study guides ● Study guides assignments ● Modeling ● Modeling ● Learning style adaptation ● Manipulatives ● Manipulatives ● Guided reading ● Scaffolding ● Scaffolding ● Graphic organizers ● Use of visuals ● Use of visuals ● Word banks ● Study guides G & T G & T ● Modeling ● Learning style adaptation ● Learning style adaptation ● Manipulatives ● Tiered lessons or accelerated ● Tiered lessons or accelerated ● Scaffolding choice work choice work ● Use of visuals ● Project-based learning ● Project-based learning ● Modified assignments (more ● Modified assignments (more G & T application and higher level application and higher level ● Learning style adaptation thinking tasks – less thinking tasks – less ● Tiered lessons or accelerated comprehension) comprehension) choice work ● Compact curriculum ● Compact curriculum ● Project-based learning ● Independent projects ● Independent projects ● Modified assignments (more ● Interest centers ● Interest centers application and higher level ● Interest groups ● Interest groups thinking tasks – less ● Flexible skills grouping ● Flexible skills grouping comprehension) ● Learning centers ● Learning centers ● Compact curriculum ● High-level questions ● High-level questions ● Independent projects ● Contracts/management plans ● Contracts/management plans ● Interest centers ● Choice activities ● Choice activities ● Interest groups ● Flexible skills grouping 504 Plans 504 Plans ● Learning centers ● Modify activities and assessments ● Modify activities and assessments ● High-level questions as per individual students’ 504 as per individual students’ 504 ● Contracts/management plans MONTVILLE TOWNSHIP PUBLIC SCHOOLS

● Preferential seating ● Preferential seating ● Choice activities ● Extended time on tests and ● Extended time on tests and assignments assignments 504 Plans ● Reduced homework or classwork ● Reduced homework or classwork ● Modify activities and ● Verbal, visual, or technology aids ● Verbal, visual, or technology aids assessments as per individual ● Modified textbooks or audio-video ● Modified textbooks or audio-video students’ 504 materials. materials. ● Preferential seating ● Modeling ● Modeling ● Extended time on tests and assignments ● Reduced homework or classwork ● Verbal, visual, or technology aids ● Modified textbooks or audio-video materials. ● Modeling