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City of Burlington Public School District Curriculum

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City of Burlington Public School District Curriculum CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM Spanish I Grades 9-12 Exprésate Revision Date: 7/20/2020 Submitted by: AmyLyn Kuzyk-Smith 1 Table of Contents: Course Overview 3 Pacing Chart 5 Unit #1 Overview At-a-Glance 9 Unit #1 Targeted Instructional Planning to Address Central Unit Standards 13 Unit #2 Overview At-a-Glance 17 Unit #2 Targeted Instructional Planning to Address Central Unit Standards 21 Unit #3 Overview At-a-Glance 25 Unit #3 Targeted Instructional Planning to Address Central Unit Standards 29 Unit #4 Overview At-a-Glance 33 Unit #4 Targeted Instructional Planning to Address Central Unit Standards 37 Unit #5 Overview At-a-Glance 40 Unit #5 Targeted Instructional Planning to Address Central Unit Standards 44 Unit #6 Overview At-a-Glance 48 Unit #6 Targeted Instructional Planning to Address Central Unit Standards 52 Unit #7 Overview At-a-Glance 56 Unit #7 Targeted Instructional Planning to Address Central Unit Standards 60 Unit #8 Overview At-a-Glance 64 Unit #8 Targeted Instructional Planning to Address Central Unit Standards 68 Unit #9 Overview At-a-Glance 72 Unit #9 Targeted Instructional Planning to Address Central Unit Standards 76 Unit #10 Overview At-a-Glance 81 Unit #10 Targeted Instructional Planning to Address Central Unit Standards 85 2 Course Overview In this course, students will recognize familiar spoken and written words and phrases contained in culturally authentic materials such as songs, poems, advertisements, news sources and other media using electronic information sources related to targeted themes including immigration and discrimination, climate change and the environment, and technology in their world. Emphasis is placed on comprehension of simple, oral and written directions, commands and requests through appropriate physical response. Using memorized words and phrases students will be able to create original responses based on personal preferences, opinions and experiences. The student will be familiar with a few common gestures and cultural practices associated with the target culture and the differences between them across the globe. They will identify familiar people, places, objects and activities in daily life based on oral and written descriptions. They will be able to compare and contrast these items with those found in the target culture. In order to reinforce the spoken language, students will demonstrate comprehension of brief oral and written messages through physical, written and oral responses. They will be able to identify main ideas, author intent, and other significant thoughts in readings and authentic materials. New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic borders. Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally literate and possess the attributes reflected in the mission and vision for world languages education that follow: Mission: The study of another language and culture enables individuals, whether functioning as citizens or workers, to communicate face-to-face and by virtual means in appropriate ways with people from diverse cultures. Vision: An education in world languages fosters a population that: • Communicates in more than one language with the levels of language proficiency that are required to function in a variety of occupations and careers in the contemporary workplace. • Exhibits attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance cross-cultural communication. • Values language learning as a global literacy as well as for its long-term worth in fostering personal, work-related, and/or financial success in our increasingly interconnected world. The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure that students will be prepared for college and career opportunities following high school graduation. 3 Primary Resource(s) Textbooks Title: Exprésate: Spanish 1 Publisher: Holt, Rinehart and Winston Copyright: 2008 Supplemental Materials: Go.hrw.com (online text resource) Cassell’s English/Spanish Dictionary Internet Media Center Other appropriate supplemental materials /resources at individual teacher’s discretion 4 Pacing Chart Unit # & Title Pacing (must equal 165 days for full- year or 83 days for half-year course) Benchmarking Marking Period 1: Week 1 Unit 1: 1 day 1 A – Geocultura - España: The students will acquire an understanding of the history, geography and culture of Spain by using maps, texts and discussion. (1 lesson). Specific Marking Period 1: Weeks 1-4 topics include the impact of Christopher Columbus on our society today and current 17 days conflicts that affect both sides. 1 B - ¡Empecemos!: The students will learn to ask someone’s name and how someone is; introduce someone; say where they and others are from; give phone numbers, the time, the date, and the day; and spell words and give e-mail addresses and create conversations via texting format. (16 lessons). Unit 2: Marking Period 1: Weeks 5 - 8 2 A - Geocultura: Puerto Rico: The students will acquire an understanding of the history, 17 days geography and culture of Puerto Rico by using maps, texts and discussion. Investigation and discussion of the advantages and disadvantages of Puerto Rico breaking away as a Commonwealth and becoming an independent country. Students will discuss the impact of natural disasters on the economy and the relationship with the United States (1 lesson). 2 B – A Conocernos: The students will learn to describe people; ask someone’s age and birthday, ask and respond about what they and others like and explain why. Students will learn, compare and contrast Quinceañera to the American Sweet Sixteen celebration and how it affects transgender individuals (16 lessons). Unit 3: Marking Periods 1 and 2: Weeks 3 A – Geocultura - Texas: The students will acquire an understanding of the history, 9-12 geography and culture of Texas by using maps, texts and discussion. Students will learn 17 days about the impact of immigration and undocumented individuals on families and impact on the local economy and culture (1 lesson). 3 B - ¿Qué te gusta hacer?: The students will learn to talk about what they and others like to do; explain the difference in the use of verbs compared to nouns; talk about what they 5 want to do; compare regular verb conjugation to shoe/boot verb conjugations; and talk about everyday activities using correct descriptions of time and frequency. (16 lessons). Unit 4: Marking Period 2: Weeks 13 - 16 4 A - Geocultura: Costa Rica: The students will acquire an understanding of the history, 17 days geography and culture of Costa Rica by using maps, texts and discussion. Students will investigate and discuss the importance of tourism and the impact of natural disasters on the economy (1 lesson). 4 B – La Vida Escolar: The students will learn to say what they have and need; talk about classes and subjects; talk about plans (sports, extracurricular activities and pastimes); and invite someone to do something. (16 lessons). Unit 5: Marking Period 2: Weeks 14 - 18 5 A – Geocultura - Chile: The students will acquire an understanding of the history, 17 days geography and culture of Chile by using maps, texts and discussion. Students will link the impact of geography has on the economy and demographics throughout the country (1 lesson). 5 B - En casa de la familia: The students will learn to describe people and family relationships; compare family structures of Spanish-speaking countries to those in the United States; talk about where they and others live (including different types of communities); and ask about responsibilities. Students will share with each other and compare/contrast as a class as well as compare responsibilities of students in Spanish- speaking countries (16 lessons). Benchmarking 1 day Unit 6: Marking Period 3: Weeks 19 - 22 6 A – Geocultura - México: The students will acquire an understanding of the history, 17 days geography and culture of Mexico by using maps, texts and discussion. Students will investigate the impact of changes in immigration laws (DACA) and the effect it has on first generation Americans in comparison with their Mexican born parents (1 lesson). 6 B - ¡A comer!: The students will learn to comment on food (likes/dislikes, tasting new foods and describing taste and texture); take an order and make polite requests; talk about meals; and offer help and give instructions. Students will compare mealtimes in the United 6 States with Spanish-speaking countries and how the impact of American culture has changed traditions (16 lessons). Unit 7: Marking Period 3: Weeks 23 - 26 7 A – Geocultura - Argentina: The students will acquire an understanding of the history, 16 days geography and culture of Argentina by using maps, texts and discussion.
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