Spanish Curriculum

Grade 8: Unit Three

Title: The Arts and the Entertainment

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Course Description Philosophy

Paterson Public Schools is committed to seeing that all students progress and develop the required skills to support second language acquisition. At the completion of a strong series of course studies, students will be able to: ● Demonstrate knowledge of vocabulary pertaining to thematic unit contexts ● Express thoughts and ideas on a variety of topics ● Move progressively from simple sentence structures to a more complex use of verbs, adjectives, adverbs, richer expressions, etc… ● Rely on background knowledge to develop fluency in the second language related to their daily lives, families, and communities ● Compose short dialogues, stories and narratives on a variety of topics ● Describe the products, practices and perspectives of the target culture ● Read, listen, and understand age-appropriate authentic materials presented by natives for natives, as well as familiar materials translated from English into the target language ● Become global citizens, understanding and respecting cultural differences, and promoting acceptance of all people from all cultures

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Overview The Spanish Program at Paterson Public Schools will focus on acquiring communication skills and cultural exposure. It is divided into four units of study and encompasses the N.J.C.C.C. Standards for World Languages that address the need to prepare all students for an interdependent world.

The World Languages units for Grade 8 consist of the following four thematic units of study:

Unit 1: Cyber World Unit 2: Let's go shopping! Unit 3: Entertainment world Unit 4: The arts

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Pacing Chart – Unit 3

# Student Learning Objective CCSS 9 weeks

1 Identify and describe the various art and ● 7.1.NM.IPRET.4: entertainment forms orally and in writing. 7.1.NM.IPERS.4:

2 Identify and discuss music styles and genres orally ● 7.1.NH.IPRET.2: and in writing. ● 7.1.NH.PRSNT.4: 3 Identify and describe dance styles orally and in ● 7.1.NM.PRSNT.5: writing. ● 7.1.NM.IPERS.5

Identify and describe various movie genres and the 4 ● 7.1.NM.PRSNT.3 roles of actors in the film industry orally and in writing. ● 7.1.NM.IPRET.2

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Effective Pedagogical Routines/Instructional Strategies Collaborative problem solving Word Study Drills Writing to learn Flash Cards Making thinking visible Interviews Note-taking Role Playing Rereading & rewriting Diagrams, charts and graphs Establishing text-based norms for discussions & writing Storytelling Establishing metacognitive reflection & articulation as a regular pattern Coaching in learning Reading partners Quick writes Visuals Pair/trio Sharing Reading Aloud Turn and Talk Model (I Do), Prompt (We Do), Check (You Do) Charting Mind Mapping Gallery Walks Trackers Whole class discussions Multiple Response Strategies Modeling Choral reading Reader’s/Writer’s Notebooks Conferencing

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Computer Science and Design Thinking Standards 8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

⮚ Technology Operations and Concepts € Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

⮚ Creativity and Innovation € Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

⮚ Communication and Collaboration € Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.

⮚ Digital Citizenship € Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

⮚ Research and Information Literacy € Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

⮚ Critical Thinking, Problem Solving, Decision Making € Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.

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Career Readiness, Life Literacies and Key Skills Standards: 9.1.8.CP.1,9.1.8.FB.6,9.1.8.PB.1

● 9.1.8.CP.1: Compare prices for the same goods or services. Example: Students can compare and contrast prices for shows on Broadway vs Off Broadway. Students can compare and contrast various prices for sources of entertainment (movies, dinner, plays)

● 9.1.8.FP.6: Compare and contrast advertising messages to understand what they are trying to accomplish. Example: Students can watch several commercials and identify, compare and contrast different advertising techniques. Students can use google video to create an advertisement video.

● 9.1.8.PB.1: Predict future expenses or opportunities that should be included in the budget planning process. Example: Students plan a mock vacation outside the United States and using what they have learned about finance they should create a budget. Students need to include elements of foreing currency exchange.

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Culturally Relevant Pedagogy Examples Relationships: Curriculum: Instructional Delivery: ● Learn about your students’ individual ● Incorporate student- centered stories, ● Establish an interactive dialogue to engage cultures. vocabulary and examples. all students. ● Adapt your teaching to the way your ● Incorporate relatable aspects of students’ ● Continuously interact with students and students learn lives. provide frequent feedback. ● Develop a connection with challenging ● Create lessons that connect the content to ● Use frequent questioning as a means to students your students’ culture and daily lives. keep students involved. ● Communicate and work with ● Incorporate instructional materials that ● Intentionally address visual, tactile, and parents/guardians on a regular basis (email relate to a variety of cultural experiences. auditory learners. distribution, newsletter, phone calls, notes, ● Incorporate lessons that challenge ● Present relatable real world problems from meetings, etc.) dominant viewpoints. various viewpoint. Provide student with opportunity to engage ● with text that highlights authors, speakers, characters or content that reflect students lived experiences (mirror) or provide a window into the lived experience of people whose identities differ from students. ● Bring in guest speakers. ● Use learning stations that utilize a range of materials. ● Use Media that positively depicts a range of cultures.

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SEL Competency Examples Content Specific Activity & Approach to SEL

✔ Self-Awareness Example practices that address Self- Use age appropriate text or videos such as biographies, Awareness: autobiographies, , American and Multicultural literature, Self-Management • Clearly state classroom rules vignettes, short scenarios, current and world wide events Social-Awareness • Provide students with specific feedback to promote self-awareness. Relationship Skills regarding academics and behavior ● Teachers can take this time to introduce the reason and practices of social distancing. Responsible Decision-Making • Offer different ways to demonstrate ● Teachers provide and review syllabi which outline and understanding review classroom rules, routines, and procedures. • Create opportunities for students to self- ● Teachers should include Social Distancing regulations advocate as part of the expected conduct. • Check for student understanding / feelings ● Consequences for inappropriate behavior are discussed about performance with the students. Teachers must demonstrate • Check for emotional wellbeing flexibility with their students as they get acclimated • Facilitate understanding of student strengths to the new norm. and challenges ● Students are considered stakeholders in the creation of classroom rules, routines, and procedures. The teachers and students design a framework to maximize student learning time. ● For example, teachers provide and review rubrics for Accountable Talk both virtual and in person. ● Promote the use of dialectical journals on days that the students are engaged in virtual learning. The students work collaboratively to develop which supports self-regulation and a responsibility for staying on task. ● Establish best practices to have students remain on task when they are engaged in virtual learning

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SEL Competency Examples Content Specific Activity & Approach to SEL

Self-Awareness Example practices that address Self- Use age appropriate text or videos such as biographies, ✔ Self-Management Management: autobiographies, , American and Multicultural literature, vignettes, short scenarios, current and world wide events Social-Awareness • Encourage students to take pride/ownership to promote self-management. Relationship Skills in work and behavior ● Use current events to understand the need to Responsible Decision-Making • Encourage students to reflect and adapt to engage in social distancing. ● Ask the students to assist in creating classroom classroom situations rules and practices that support Social • Assist students with being ready in the Distancing. classroom ● Discuss rules and routines that promote healthy • Assist students with managing their own virtual learning. emotional states ● Teachers can encourage students to be cognizant of their own feelings when faced with difficult situations and develop strategies for self- management. ● The teachers can ask students to reflect on their inner conflict when dealing with situations that yield anxiety and fear. ● Additionally, the students can be asked to put themselves into the situation of any one of the people/characters that they have read about. ● They can reflect on the emotional state of the character/person or situation ● Students can engage in conversations with regards to personal preference and ways to express them to their peers. . Self-Awareness Example practices that address Social- Use age appropriate text or videos such as biographies, Self-Management Awareness: autobiographies, , American and Multicultural literature, ✔ Social-Awareness • Encourage students to reflect on the vignettes, short scenarios, current and world wide events perspective of others to promote social- awareness. Relationship Skills • Assign appropriate groups

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SEL Competency Examples Content Specific Activity & Approach to SEL

Responsible Decision-Making • Help students to think about social strengths ● Everyday activities can be used to teach students • Provide specific feedback on social skills about the importance of traditions, history, and • Model positive social awareness through culture. (Unit 1 Connections) ● Create a list of personal preference for a given metacognition activities topic (Example nutrition, career choices, political views, music, schooling virtual vs in-person) ● Students can compare various media platforms to examine their overall safety. ● Students can research the effect of virtual interaction vs in-person interactions. ● Students can come up with ways to combat cyberbullying.. ● Students can explore the effect of social distancing on their relationships with both peers and family members. ● Students can research the social and racial impact of the Coronavirus. ● Students can identify best practices as a society that we need focus on to protect those that are vulnerable to Covid. ● Students can define what it looks like to support those that have been affected by Covid. ● Explore the effect of elder Isolation and the impact on one's own family.

Self-Awareness Example practices that address Use age appropriate text or videos such as biographies, Self-Management Relationship Skills: autobiographies, , American and Multicultural literature, Social-Awareness • Engage families and community members vignettes, short scenarios, current and world wide events to promote Relationship ✔ Relationship Skills • Model effective questioning and responding to students • Plan for project-based learning 15 | Page UNIT 3

SEL Competency Examples Content Specific Activity & Approach to SEL

Responsible Decision-Making • Assist students with discovering individual ● Using teacher selected text/videos students should strengths engage in Accountable Talk discussion that will • Model and promote respecting differences help develop their communication skills. ● Students can explore age appropriate scenarios • Model and promote active listening that lead to discussion on appropriate responses. • Help students develop communication skills ● Have activities like my/turn to promote listening • Demonstrate value for a diversity of opinions skills ● Before engaging the students in project based learning. model, promote active listening skills and respecting difference ● When planning project based learning, students should have an active role in selecting their roles. ● Teachers should encourage healthy debates using both informal (in class discussion) or formal structure using team Debates Cross-Examination debates, Lincoln Debate, Spontaneous argumentation. Within their discussion’s students will model and promote respecting differing opinions and viewpoints from their classmates. Additionally, using IFL routines and procedures, students will model effective questioning techniques and respond appropriately to their peers. Teachers provide and review syllabi which outline and review classroom rules, routines, and procedure

Self-Awareness Example practices that address Responsible Use age appropriate text or videos such as biographies, Self-Management Decision-Making: autobiographies, , American and Multicultural literature, Social-Awareness • Support collaborative decision making for vignettes, short scenarios, current and world wide events Relationship Skills academics and behavior to promote Responsible Decision Making.

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SEL Competency Examples Content Specific Activity & Approach to SEL

✔ Responsible Decision-Making • Foster student-centered discipline ● Teachers will foster student leadership within the • Assist students in step-by-step conflict classroom by engaging students in age resolution process appropriate scenarios in which the students are faced with decision making. (peer-pressure, • Foster student independence conflict resolution) • Model fair and appropriate decision making ● “The Problem-Solving Box.” Invite students to • Teach good citizenship anonymously write down and submit any problem or issues they might be having in school. Teachers can draw one of the items from the box and read it aloud. Then have the class as a group figure out the ideal way the student can address the issue and hopefully solve it. ● Articulate differences and connections as it relates to everyday social interactions ● Identify emotions behind actions discuss how some students respond differently in the same situation ● Brainstorm different approaches or solutions to a task. This can be done with the individual students or in a whole group setting ● Explore possible consequences and severity of consequences as it relates lack decisions making ● Model and articulate decision-making process. The teacher can present a scenario and have the students respond individually or in group. Compare and contrast the different responses. ● Self-reflect on past experiences and if warranted how could the students respond differently. ● Using age appropriate text or scenarios simulate or role play a task ● Identify Responsible decision making as it relates to social meeting and virtual situations

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SEL Competency Examples Content Specific Activity & Approach to SEL

Students will be responsible for their behavior as well as their peers. For example, IFL best practices require teachers and students to establish classroom norms and values when participating in classroom activities such as gallery walks, turn and talks, etc.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General Processing Comprehension Recall

● Extra time for assigned tasks ● Extra Response time ● Precise step-by-step directions ● Teacher-made checklist

● Adjust length of assignment ● Have students verbalize steps ● Short manageable tasks ● Use visual graphic organizers

● Timeline with due dates for ● Repeat, clarify or reword ● Brief and concrete directions ● Reference resources to reports and projects directions promote independence ● Provide immediate feedback ● Communication system ● Mini-breaks between tasks ● Visual and verbal reminders between home and school ● Small group instruction ● Provide lecture notes/outline ● Provide a warning for ● Graphic organizers transitions ● Emphasize multi-sensory learning ● Reading partners

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

● Computer/whiteboard ● Extended time ● Consistent daily structured ● Individual daily planner routine ● Tape recorder ● Study guides ● Display a written agenda ● Simple and clear classroom ● Spell-checker ● Shortened tests rules ● Note-taking assistance Audio-taped books Read directions aloud Color code materials ● ● ● Frequent feedback ●

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Interdisciplinary Connections • 2.2.8.LF.3: Explore by leading self and others to experience and participate in different cultures' physical fitness

activities.

• 6.1.12.HistoryCA.14.a: Analyze campaign speeches and debates and other sources to determine the extent to which

presidential candidates’ rhetoric was inclusive, expansive, stereotypical or biased

• 1.2.12prof.Cr3b: Refine and modify media artworks, emphasizing aesthetic quality and intentionally accentuating

stylistic elements to reflect an understanding of personal goals and preferences.

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Enrichment

Accommodate Based on Students’ Individual Needs: Strategies ● Adaptation of Material and Requirements

● Elevated text complexity

● Additional Projects

● Independent Student Options

● Projects Completed Individually or with Partners

● Tiered / Multileveled Activities

● Learning Centers

● Individual Response Board

● Open-ended Activities

● Circumlocution Strategies

● Picture Similarity Description

● R.A.F.T

● Opportunities to sustain discourse

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Assessments

Suggested Formative/Summative Classroom Assessments ● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● Integrated Performance Assessment

● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

● Projects, Portfolio, Presentations, Prezi, Gallery Walks, Padlet

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

● Photo, Video, Song Analysis

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog; Makebeliefscomix to create a comic strip

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Enduring Understanding: ➢ The arts serve multiple functions: enlightenment, education, and entertainment. ➢ Every artist has a style and every artistic period has a style. ➢ Music is a universal language. ➢ History and culture influence music and entertainment. ➢ Dance moves can be expressed through traditional and non-traditional styles. ➢ We learn about others and honor the world in which they live through art ➢ A movie contains a story, visuals, and music.

➢ The role of an actor is to translate an engaging and a believable portrayal of the written character onto screen.

Grade: 8 Unit: Three Topic: The Arts and the Entertainment

New Jersey Core Curriculum Content Standards (NJCCCS): 7.1.NM.A.1, 7.1.NM.A.3, 7.1.NM.A.4 , 7.1.NM.A.5, 7.1.NM/B.2, 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.C.2, 7.1.NM.C.4 ACTFL Modes of Communication: ● Interpersonal ● Interpretive ● Presentational

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NJDOE Student Essential Questions Sample Activities Resources Cultural Practices, Learning Objective Products, and Perspectives Reading Comprehension ¡Avancemos! 1 Pablo Picasso, one of the SLO # 1 ● What is Students read the text on pp 234- Lectura Cultural 20th Century's greatest Identify and describe the entertainment? 235. In pairs, students discuss and El fin de semana en artists, portrayed various art and ● What is art? respond to guided questions. España y Chile traditional Spanish entertainment forms orally ● Does art define Teacher will play the CD followed Textbook: pp 234-235 themes in his work. He and in writing. culture or does by whole group discussion of the CD 4: Track 21 made a sketch of fictional Standard: 7.1.NM.B.3 culture define art? text. characters Don Quijote ● What are the core ¡Avancemos! 1 and Sancho Panza exactly Imitate appropriate Entertainment Centers Comparación Cultural 350 years after Cervantes elements of Realism, gestures and intonation of Set up entertainment centers Los retratos wrote his famous novel the target culture/ Symbolism and around the classroom and provide Textbook: p. 176 Don Quijote de la language during greetings, Surrealism? each center with images of various Mancha. leave-takings, and daily art and entertainment forms. Instrumentos de Puerto interactions. Students will rotate from center to Rico y Perú Standard:7.1.NM.B.2 center and take turns describing Textbook: p. 182 Frida Kahlo was a the images and using vocabulary Mexican painter, who has Give and follow simple to answer questions. Pinturas de España y achieved great oral and written directions, Chile international popularity. commands, and requests Journal Textbook: p. 236 She painted using vibrant when participating in age- Write a journal entry describing colors in a style that was appropriate classroom and your favorite form of art: music, Arte textil de Ecuador y influenced by indigenous cultural activities. movies, dance, or theatre. Explain Panamá cultures of Mexico as how you feel about that particular Textbook: p. 290-291 well as by European Standard: 7.1.NM.A.4 form of art and provide reasons. influences that include Identify familiar people, Read aloud your entry to a partner. El arte representativo Realism, Symbolism, and places, and objects based Textbook: p. 314 Surrealism.

La artista y su estilo 24 | Page UNIT 3

NJDOE Student Essential Questions Sample Activities Resources Cultural Practices, Learning Objective Products, and Perspectives on simple oral and/or Textbook: p. 332 written descriptions El puerto de La Boca Textbook: p. 386

Student Artists should be encouraged to bring their art to share with the whole group.

Compare and Contrast ¡Avancemos! 1 Visitors to , SLO # 2 ● How is personal taste Compare and contrast two musical Comparación Cultural can enjoy a Identify and discuss music for music developed? genres from Spain and Latin El Festival del Merengue show at one of Seville's styles and genres orally ● What factors America. Write a summary of Textbook: p. 33 many theater boats. and in writing. determine the similarities and differences While the dancers between the two. Share with a Tito Puente - Oye como perform with amazing Standard: 7.1.NM.C.4 development of a partner. va - live performance accuracy, grace, and Present information from style of music? https://www.youtube.com/ passion, their movements age- and level-appropriate, ● How does music Song watch?v=zZQh4IL7unM are enhanced by the culturally authentic affect our lives? Play the video of Tito Puente's guitar playing and materials orally or in "Oye Como Va". Distribute cloze Lyrics singing of the musicians. writing. lyrics of the song and play it again https://play.google.com/m Standard: 7.1.NM.A.3 for students to fill in the missing usic/preview/Tac3w274ev Tito Puente also known Recognize a few common words. Discuss the meaning and 7snsq3et6dsnpjfay?lyrics= as el Rey del Timbal was gestures and cultural significance of the song. 1&utm_source=google&u an American mambo practices associated with tm_medium=search&utm musician and Latin jazz the target culture(s). _campaign=lyrics&pcamp composer. He was the Compose your Lyrics aignid=kp-lyrics son of native Puerto 25 | Page UNIT 3

NJDOE Student Essential Questions Sample Activities Resources Cultural Practices, Learning Objective Products, and Perspectives Compose your own song's lyrics Student musicians Ricans living in New Standard: 7.1.NM.C.2 about music and how it makes you should be encouraged to York City's Spanish feel. Make sure to give your song share their talent and Harlem community. He Imitate, recite, and/or a title. Share with a partner. Or, play a musical piece for has been called the King dramatize simple poetry, students may take an existing song the whole group. of Latin Music. rhymes, songs, and skits. and change the lyrics to Spanish.

Lectura Cultural ¡Avancemos! 1 Flamenco is an art form SLO # 3 ● What is dance? Students read independently Lectura Cultural native to the Spanish Identify and describe ● How do I express Lectura Cultural on "Bailes Bailes folklóricos de regions of , dance styles orally and in myself through folklóricos de Ecuador y Panamá". Ecuador y Panamá Extremadura and Murcia. writing. dance? In pairs, students discuss the text Textbook: pp 288-289 It includes cante Standard: 7.1.NM.A.4 and respond to guided questions. CD 5: Track 21 (singing) toque (guitar Identify familiar people, ● What aspects of Share responses in a whole group playing), baile (dance), places, and objects based culture are revealed discussion. jaleo (vocalizations), on simple oral and/or through dance? Sevillanas flamencas palmas (handclapping) written descriptions Pair Discussions (Saura), Merche and pitos (finger ● What dances are of In pairs, students ask and respond Esmeralda, Manolo snapping). Hispanic or Spanish about their favorite dance style. Sanlúcar- Flamenco Standard:7.1.NM.B.4 origin? Pairs report back to the whole video is a style of music group. https://www.youtube.com/ in 2/4 or 4/4 time that Ask and respond to simple watch?v=9DWlngNFIdY originated among the questions, make requests, European immigrant and express preferences populations using memorized words of Argentina and and phrases. Flamenco Uruguay. It is 26 | Page UNIT 3

NJDOE Student Essential Questions Sample Activities Resources Cultural Practices, Learning Objective Products, and Perspectives Students watch two separate Sevillanas De Carlos traditionally played on a videos on Flamenco. Students will Saura - Actuales - video solo guitar, guitar duo, or Standard: 7.1.NM.C.2 compare and contrast the two https://www.youtube.com/ an ensemble, known as Imitate, recite, and/or videos describing similarities and watch?v=3VljOe_DxsA& the orquesta típica, dramatize simple poetry, differences. They will take notes ebc=ANyPxKrWBHGv4F which includes at least rhymes, songs, and skits. on the elements of traditional Pftqxhschb4e- two violins, flute, piano, flamenco dancing. K0krDbIXyEn- double bass, and at least PZoD397wpzksNsFeDazI two bandoneóns. Tango zMjYSXwqzu4_- may be purely Baile Folklórico LKIyYNYoiq0DjjS_q16l instrumental or may Students will view a video clip on CivZdQ include a vocalist. the folkloric ballet of Mexico. In a gap activity with one taking the Tango dance derives role of the dry cleaner and the Student dancers should from the Cuban habanera, other taking the role of a dancer, be encouraged to the Argentine milonga they will decide on the cost of dry demonstrate a style of and candombe, and is cleaning the complete costumes of dance they have said to contain elements a pair of dancers. perfected. from the African community in Buenos Aires. It is influenced both by ancient African rhythms and the music of Europe.

SLO # 4 Journal Quizlet Flashcards - The American Latino ● What are the various Write a journal entry about your Movie Genres Media Arts Award, genres of film and favorite movie genre and explain or ALMA Award is an 27 | Page UNIT 3

NJDOE Student Essential Questions Sample Activities Resources Cultural Practices, Learning Objective Products, and Perspectives Identify and describe what contributes to the reason for your preference. https://quizlet.com/57103 award highlighting the various movie genres and preferences? Read aloud to a partner. 326/spanish-types-of- best American Latino the roles of actors in the movies-flash-cards/ contributions to music, film industry orally and in Spanish Actors television, and film. The writing. Assign actors/actresses of Spanish award promotes fair and Standard: 7.1.NM.B.3 origin to students. Each student List of Famous accurate portrayals of will research their celebrity and Hispanic/Latinos Latinos. In Spanish the Imitate appropriate present the information in the http://www.imdb.com/list/ word alma means soul. gestures and intonation of target language to the whole ls000020393/ the target culture(s)/ group. language during greetings, leave-takings, and daily Centers (follow up from Images/Pictures from interactions. previous activity) the Web or Magazines Standard: 7.1.NM.A.1 Create centers and provide images of Spanish celebrities. Students La misma luna - movie Recognize familiar spoken will rotate and describe the various http://www.veoh.com/wat or written words and people per center and specify the ch/v43273193hBMXgztR phrases contained in type of work they are famous for Teachers: Plan ahead on culturally authentic i.e. comedy, action, science- the segments and create a materials using electronic fiction. vocabulary list information sources related to targeted themes. Movie Recap/ Journal This film tells the story of Standard: 7.1.NM.A.5 Show students 15 minutes Carlos, a young boy living segments of the movie "La misma in Mexico with his Demonstrate luna" on multiple days. At the end grandmother. When his comprehension of brief of each segment, allow students to grandmother dies, he oral and written messages write in their journal a recap of crosses the border to find using age- and level- what happened. Students also enter his mother who is working 28 | Page UNIT 3

NJDOE Student Essential Questions Sample Activities Resources Cultural Practices, Learning Objective Products, and Perspectives appropriate, culturally cultural similarities and in the United States. This authentic materials on differences for both the US and is a heartwarming film of familiar topics. Mexico. Conduct a whole group love, family and discussion. courage. PG13

Standard: 7.1.NM.B.2 Movie Poster Give and follow simple Students design an original movie oral and written directions, poster for an imaginary movie. commands, and requests The poster should include the title when participating in age- of the film with images, the main appropriate classroom and characters and one or two slogans cultural activities. by familiar movie reviewers.

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Unit 3 Vocabulary Unidad 3: Vocabulario : The Arts and the Entertainment

Art/ Los artes Vocabulary/Vocabulario Genres/Género Adjectives/ Los adjetivos El cine El actor/ la actriz Película de terror Fuerte El teatro El cantante/ la cantante Película de acción Grande La música El cantautor/ la cantautora Un drama Pequeño/ Pequeña El baile El bailarín/ la bailarina Una comedia Bajo/ Baja El baile folklórico El bailaor/ la bailaora de flamenco Ciencia ficción Débil La pintura La artista Romántica Gordo/ Gorda El concierto El director/ la directora Animado Flaco/ Flaca La película El pintor/ la pintora Misterio Corto/ Corta La escultura El escultor/ la escultora La música rock Largo/ Larga La poesía El escritor/ la escritora La música clásica Triste El poema El poeta/ la poeta La música folklórica Feliz La novela La novelista La música pop Tranquilo/ Tranquila La obra de teatro La cineasta La música rap Contento/ Contenta La danza El conductor La música hip-hop Mal/ Malo/ Mala La letra La diversión La música country Talentoso/ Talentosa La melodía El espectáculo El jazz Simpático/ Simpática Arte textil El sentimiento La ópera Guapo/ Guapa El aplauso Bachata Famoso/ Famosa Merengue Cubierto/ Cubierta Reggaetón Abierto/ Abierta Salsa Cumbia Tango Mambo Flamenco Rumba

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Samba Paso Doble Disco Directions/Direcciones Activities/Actividades Verbs/Los verbos Other words and phrases

Cantar Ser A través de... Bailar Ir Dicho Escribir Ver Todavía Pintar Estar Hay que Hacer teatro Gustar Si Hacer cine Hacer ¡Qué lástima! Componer música Haber El fin de semana Mirar la televisión Poder Ver la película Tener Actuar Ver Realizar Bailar Cantar Llegar Comprar Escuchar Divertirse

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Unit 3 Grammar

This Unit will focus on the following grammatical concepts: ● Direct and Indirect object pronouns ● Reflexive verbs ● Present tense of irregular verbs – ser, estar, poder, ver, ir ● Present tense of Gustar + infinitive ● Present tense of verbs + infinitive ● Past tense ● Masculine and feminine adjectives ● Colors ● Prepositions of location ● Comparatives and superlatives ● Possessive adjectives ● Interrogative adjectives ● Question forms ● Command forms ● Negative and indefinite expressions

Hablar Leer Prescribir Ver Divertirse Yo hablo Yo leo Yo prescribo Yo veo Yo me divierto Tú hablas Tú lees Tú prescribes Tú ves Tú te diviertes Él/ella habla Él/ella lee Él/ella prescribe Él/ella ve Él/ella se divierte Nosotros hablamos Nosotros leemos Nosotros prescribimos Nosotros vemos Nosotros nos divertimos Vosotros habláis Vosotros leéis Vosotros prescribís Vosotros veis Vosotros os divertís 32 | Page UNIT 3

Ellos/ellas hablan Ellos/ellas lean Ellos/ellas prescriben Ellos/ellas ven Ellos/ellas se divierten

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Unit Project (Choose 1)

Project (Suggested) Project (Suggested) 1. Create a video tutorial on how to dance any style of your choice. The 2. Select an art form of your choice: music, dance, painting, movies or explanation and steps must be in Spanish. Play the video presentation to theater and create a Power Point Presentation about your favorite the whole group and provide them with a rubric to assess their peers. artist. Include birth date and place, real name (full name), profession, titles, family life, current country or state in which they reside. Include images, pictures, and video clips. Present to the whole group.

RUBRIC REQUIRED RUBRIC REQUIRED

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