Township Of Union Public Schools

TOWNSHIP OF UNION PUBLIC SCHOOLS

Spanish V Curriculum Guide 2012 Re-adopted June 2014 Board Members

Francis “Ray” Perkins, President

Versie McNeil, Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar TOWNSHIP OF UNION PUBLIC SCHOOLS Administration

District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Secondary Curriculum ……………………………….………………………….…………………… Dr. Noreen Lishak

Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Bridget Jackson

Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12……...... …………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago Curriculum Committee Academic Area

Elizabeth Fernández

Jesus Castañeda Table of Contents

Title Page Page 1

Board Members 2

Administration 3

Department Supervisors 4

Curriculum Committee 5

Table of Content 6

District Mission/Philosophy Statement 7

District Goals 8

Course Description 9

Recommended Texts 9

Course Proficiencies 10

Curriculum Units 11- 25

Appendix: New Jersey Core Curriculum Content Standards 26 Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community. Statement of District Goals

 Develop reading, writing, speaking, listening, and mathematical skills.  Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.  Acquire and use the skills and habits involved in critical and constructive thinking.  Develop a code of behavior based on moral and ethical principals.  Work with others cooperatively.  Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.  Acquire a knowledge and understanding of the physical and biological sciences.  Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.  Appreciate and understand literature, art, music, and other cultural activities.  Develop an understanding of the historical and cultural heritage.  Develop a concern for the proper use and/or preservation of natural resources.  Develop basic skills in sports and other forms of recreation. Course Description

The Spanish V course is a thematic introduction to literature, art and culture of the Hispanic world as well as a review and refinement of previously learned grammar and vocabulary. Instructional content reflects a variety of topics such as origins, development and evolution of the Spanish language, leisure time activities, family relationships, customs and beliefs, the urban versus rural environment, communication, Spain and Latin America in the 21st Century, the world of work, a multicultural society, gender roles and stereotypes, education, revolutionary movements and the Hispanic presence in the United States. Short contemporary literature, film, poetry, current newspaper/magazine articles, other non-technical writings in addition to the textbook will also be studied. Discussions in the target language will perfect students’ pronunciation and communication skills. Since some students who elect this course may wish to take the AP exam upon completion, students will engage in some activities that speak to the AP Spanish test. Practice in organizing thoughts in order to speak on tapes, write compositions and take timed practice tests may be infused into the curriculum.

Recommended Textbooks

Reflejos Course Proficiencies Students will be able to… Semester I Semester II  Name and define folkloric instruments used in  Define and apply vocabulary dealing with the Spanish music environment and ecology  Discuss the history and origin of folkloric instruments  Assess ways to better the environment and significance in Spanish music  Discuss the serious concerns effecting the ozone  Define and use the vocabulary of the instruments layer used in the Latino world  Create an advertisement for a product that will help  Describe “El Corrido Mejicano” its importance and the environment beginnings  Utilize the future tense in original and applied  Create and apply the present subjunctive with noun sentences and adjective clauses  Using the conditional tense discuss what could be  Use demonstrative adjectives and pronouns done to minimize pollution  Analyze and critique Diego Rivera’s “Baile en  Employ the use of diminutive and augmentative Tehuantepec” and other selected works forms  Discuss Gabriela Mistral’s biography  Recite and analyze select proverbs  Analyze and critique select poems by Gabriela  Analyze and critique “Paisaje de San Antonio” by Mistral, Federico García Lorca; and Nicolás Guillén José Antonio Velásquez  Evaluate the significance of poems  Compare and contrast the five poems by Claribel  Synthesize the three works Alegria, Dida Aguirre García, Lily Flores Palomino,  Describe Hispanic foods and their origins Antonio Machado and Porfirio Menenses Lazón  Relate Hispanic foods to their individual countries  Identify the “Pueblos Indígenas”  Explain the importance of the “paella valenciana” in  Locate the origins of the three great indigenous Spain empires  Construct and use the imperative affirmatively and  Compare and contrast the Mayan, Inca and Aztec negatively cultures using given vocabulary  Define and use vocabulary related to food  Evaluate the “Yanomamos” culture preparation  Formulate and apply the present progressive tense  Discuss the Mayan society and their agriculture  Apply and differentiate all the indicative perfect  Form original sentences using the affirmative and tenses negative expressions  Identify and construct sentences using the simple  Construct sentences using transitional expressions and compound prepositions  Recite and analyze select proverbs  Describe and critique works by the “moche” culture  Discuss the artists biography and works by Ginés  Synthesize the works discussed by Raúl Carimán Parra and José Agustín Arrieta Bustamante, Victor Montejo, Pablo Neruda and  Read and relate “Un sándwich de arroz” by Sandra Marjorie Agosin Cisneros personally Curriculum Units

Unit 4: Cantos y Bailes Unit 6: El Medio Ambiente y La Ecología

Unit 5: Sabores y Colores Unit 7: Pasado y Presente Pacing Guide

Content Number of Days

Unit 4: Cantos y Bailes September – Mid November (10 weeks)

Unit 5: Sabores y Colores Mid November - January (10 weeks)

Unit 6: El Medio Ambiente y La Ecología February – Mid April (10 weeks)

Unit 7: Pasado y Presente Mid April – Mid June (8 weeks) Unit 4; Vocabulary

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)

 Class work  What types of  Explain sounds and  Read articles, listen instruments are used describe each and watch videos on  Homework in Spanish folkloric folkloric instrument folkloric instruments music?  Quiz

 What is the origin of  Label each  Use maps, video clips  Participation these folkloric instrument to its and research internet  Dialogues instruments? matching country  Listening comp.  What is the history of  Talk about the  Listen to variety of the salsa music? mixture of music that Latino music  Dictation creates “salsa”  Video clips  What are the different  Explain which types  Debate and defend types of Latino of Latino music you your preference of  Performance based music? prefer to listen to Latino music assessments

 Who are some of the  Name your favorite  Create power  Oral presentations contemporary Latino Latino artist point/poster of  Test artists? favorite artist and incorporate music Unit 4: Grammar

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)

 When is the  Create sentences that  Create dialogue  Class work subjunctive used? request, express expressing doubt and or hope/desire to attend  Homework  How is the emotions Latino concert  Quiz subjunctive formed?  Explain steps for  Design a step by step appropriate chart  Participation  What are some conjugation  Watch and point out expressions that  Use impersonal the specific  Dialogues require the expressions expressions  Listening comp. subjunctive?  Dictation

 What is the  Express location of a  Illustrate a chart with  Video clips demonstrative subject in relationship demonstrative  Performance based adjectives’ function? to speaker/listener adjectives assessments

 What are the  List and define  Label each  Oral presentations demonstrative demonstrative demonstrative adjectives in adjectives adjective and  Test Spanish? translate

Unit 4: Art and Literature

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  What is the theme of  Describe the work of  Compare and  Class work “Baile en art using vocabulary contrast 2 works of Tehuantepec”? Diego Rivera  Homework  Discuss facts about  Quiz  Who was Gabriela the life of Gabriela  Research Gabriela Mistral? Mistral Mistral  Participation

 What is the  Identify what  Relate how the  Dialogues significance of “La impacted the life of Spanish Civil War  Listening comp. Guitarra” and its Garcia Lorca effected Garcia Lorca author? in a composition  Dictation  Express how the  What influenced the African and Cuban  Illustrate an image  Video clips poem “Sensemaya”? cultures influenced combining the two  Performance based the poem cultures assessments

 Oral presentations

 Test Unit 5: Vocabulary

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  Class work  What are some  Generate a chart  Using the internet common Hispanic indicating the typical research Latino  Homework foods and which Latin foods and the countries and their  Quiz countries are they native countries native foods most prevalent?  Participation

 Why is the Latino  Analyze the  Create a map  Dialogues cuisine so varied? geography of Latino indicating the crops  Listening comp. countries native to specific  What three cultures  Identify the cultural Latino countries  Dictation influenced the mix that influenced  Read article on the ingredients of the the paella valenciana origins of the paella  Video clips paella?  Performance based assessments  What are some foods  Categorize foods,  Demonstrate a and utensils used in measurements and Spanish recipe step  Oral presentations Latino cooking? utensils by step  What are the main  Investigate through  Test ingredients in Mayan  Explain the main the internet and food? ingredients of Mayan readings the Mayan food cuisine

 Unit 5:Grammar

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  Class work  How is the Imperative  Formulate the  Watch power point of formed? construction of the formation of the  Homework Imperative Imperative  Quiz  What are some affirmative  List and define the  Create a chart of the  Participation expressions? Affirmative affirmatives/negatives Expressions and their  Dialogues  What are some uses/translations  Listening comp. negative  Create original expressions? responses negatively  Dictation

 What words help to  Utilize transitional  Rewrite and combine  Video clips connect two phrases? words personally sentences using  Performance based transitional words assessments

 Test Unit 5: Art and Literature

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  Class work  What proverbs use  Retell the proverbs  Apply proverbs in role food to teach a moral that refer to food playing dialogues  Homework lesson?  Quiz

 Who is Gines Parra?  Identify a cubist artist  Watch video clips of  Participation in Spanish art the life and works of Gines Parra and take  Dialogues  Who is José  Name a notes  Listening comp. AgustínArrieta? “costumbrista” artist  Read and answer of Mexico questions about the  Dictation life and work of José Agustín Arrieta  Video clips  Who was Sandra  Discuss facts about  Research the life of  Performance based Cisneros? the life of Sandra Sandra Cisneros and assessments Cisneros write a composition expressing how “Un  Oral presentations Sandwich de arroz” relates to her life  Test Unit 6: Vocabulary

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  Class work  What are some  Talk about pollution  Watch and listen to concerns with our using vocabulary reports on the effects  Homework environment? of pollution on our  Quiz environment  Participation  What are some  Explain some  Develop a dangers affecting dangerous affecting composition  Dialogues ecology? ecology explaining the  Listening comp. dangers affecting ecology  Dictation  What can you do to  Describe solutions to  Debate ways to correct problems with better the improve our  Video clips the environment? environment environment  Performance based assessments  What are some serious problems with  Identify  Create an  Oral presentations the ozone layer and concerns/solutions advertisement for a some possible with the ozone layer product or solution to  Test solutions? help protect the ozone layer Unit 6: Grammar

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  When is the future  Create sentences that  Create a dialogue  Class work tense used? express actions that expressing what you will occur will do to help the  Homework environment  Quiz

 When is the  Develop phrases  Design a poster  Participation conditional tense expressing what suggesting what used? could be done could be done to  Dialogues improve the  Listening comp. environment  Dictation  How are the future  Explain the steps for  Correct erroneous and conditional the appropriate posters displayed  Video clips tenses formed? conjugations for the using the smart board  Performance based future and conditional and explaining the assessments tenses formation of both the future and conditional  Oral presentations

 When are diminutives  Identify words that  Label objects in the  Test and augmentatives express an room with appropriate used? increase/decrease in diminutives or size or volume and augmentatives positive and negative value judgements Unit 6: Art and Literature

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  Class work  What is the moral  Explain the  Relate how the lesson of the significance of proverb could apply  Homework proverb? proverb to your own personal  Quiz life through personal experiences in an oral  Participation speech  Dialogues What is the main Describe the art work Compare and     Listening comp. theme in José by José Antonio contrast Velásquez’s Antonio Velásquez’s Velásquez using the work with that of an  Dictation “Paisaje de San vocabulary from this American artist that Antonio”? chapter uses nature as it’s  Video clips theme in his works  Performance based assessments  What common theme  Identify the common  Synthesize the do all five poems theme in all five themes in these five  Oral presentations share? poems by Alegría, poems in a Aguirre García, composition  Test Flores Palomino, Machado and Menenses Lazón

Unit 7: Vocabulary

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  Class work  What are the three  Describe the Mayan,  Research the 3 great main indigenous Aztec and Inca indigenous cultures of  Homework cultures of Latino cultures Latino America  Quiz America?  Participation  Where did the Mayas,  Label each  Illustrate a map Incas and Aztecs Indigenous group with highlighting the  Dialogues live? the countries they countries that each  Listening comp. come from indigenous group came from  Dictation

 What did these  Explain the  Debate which culture  Video clips civilizations have in similarities of these 3 was superior by  Performance based common? cultures using the synthesizing assessments chapter vocabulary  Oral presentations  What are some of the  Talk about the  Watch video clip of customs of the customs of the the Yanomamos  Test Yanomamos culture? Yanomamos culture culture

Unit 7: Grammar

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  Class work  When is the Present  Create sentences that  Watch news clip and Progressive used? emphasize actions in use present  Homework progress progressive to narrate  Quiz actions  How is the present  Explain steps to form  Participation progressive formed? the present  Design a step by step progressive chart  Dialogues  Listening comp.  What is the present  Describe recent past  Create a dialogue perfect used for? actions and describe expressing recent  Dictation or inquire about life past actions with a experiences classmate  Video clips  What is the use of  Performance based prepositions?  Express how assessments prepositions join two  Using Actividad 11, p. or more parts of a 190, describe the  Oral presentations sentence and position of the objects establish a Gloria has and where  Test relationship between they are using them compound prepositions Unit 7: Art and Literature

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  Class work  Who was the moche  Describe the  Create a power point culture? civilization that lived of some of the  Homework in the northern coast handiworks of the  Quiz of Peru approximately moche culture its 2000 years ago importance  Participation

 What did  Express how nature  Dialogues Illustrate a poster of Bustamente, Montejo, Bustamante, Montejo,   Listening comp. Neruda and Agosia Neruda and Agosía all the common all commonly write elements that  Dictation about in their poems influenced the four discussed? poets discussed  Video clips

 Performance based assessments

 Test New Jersey Core Curriculum Content Standards Acedemic Area New Jersey Scoring Rubric In Scoring, consider the grid of written Inadequate Adequate Superior language Command Limited Command Partial Command Command Strong Command Command Score 1 2 3 4 5 6 Content & Organiza-  May lack  May lack opening  May lack  Generally has  Opening and  Opening and tion opening and/or and/or closing opening and/or opening and/or closing closing (see below) closing closing closing .  Minimal  Attempts to focus  Usually has  Single focus  Single focus  Single, distinct response to topic;  May drift or shift single focus  Sense of unity focus uncertain focus focus and coherence  Unified and  Key ideas coherent developed  Well-developed .  No planning  Attempts  Some lapses or  Ideas loosely  Logical  Logical evident; organization flaws in connected progression of progression of disorganized  Few, if any, organization  Transition ideas ideas transitions between  May lack some evident  Moderately  Fluent, cohesive ideas transitions between fluent  Composi- ideas  Attempts tional risks compositional successful risks .  Details random,  Details lack  Repetitious  Uneven  Details  Details effective, inappropriate, or elaboration, i.e., details development of appropriate and vivid, explicit, barely apparent highlight paper  Several details varied and/or pertinent unelaborated details Usage  No apparent  Numerous errors  Errors/ patterns  Some errors that  Few errors  Very few, if any, (see below) control of errors may be do not interfere errors  Severe/ evident with meaning numerous errors Sentence Construc-  Assortment of  Excessive  Little variety in  Some errors that  Few errors  Very few, if any, tion incomplete and/or monotony/ same syntax do not interfere errors (see below) incorrect structure  Some errors with meaning sentences  Numerous errors Mechanics  Errors so severe  Numerous serious  Patterns of  No consistent  Few errors  Very few, if any, (see below) they detract from errors errors evident pattern of errors errors meaning  Some errors that do not interfere with meaning New Jersey Core Curriculum Content Standards For World Languages

http://www.state.nj.us/education/cccs/2004/s3_lal.pdf

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.