Union County Vocational-Technical Schools

Westwood Regional School DistrictWorld Languages CurriculumSpanish 3 CPA i Westwood Regional School DistrictTable of Contents1. Introduction...... 12. District Mission, Vision, and Belief Statements...... 33. Departmental Philosophy...... 44. Course Summary and Course/Grade-level Goals...... 55. Unit Plans...... 6 i Westwood Regional School DistrictIntroductionThe most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning.High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals.The Westwood Regional School District Curriculum Format The Westwood Regional School District will be using a curriculum format that incorporates aspects of several different curriculum development models. When reviewing curriculum documents and the district’s curriculum format, aspects of the “backward-design” model will be found in the way in which unit objectives, assessments, and instructional activities are designed. The curriculum design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.Stage I – Identifying Desired Results: Course goals based upon knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Course goals highlight the big ideas that students will grapple with during the course of the unit. Unit objectives are more granular and should be reflective of best practices, containing the following components:  Specific performance (e.g. to write, to name, to compare and contrast, to debate, to decide, etc.)  Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal entry, etc.)  Conditions (during a cooperative learning activity, after reading the story ______)  Criterion or Standard (e.g. correct to the nearest mile, four out of five correct, list three examples, state two differences, etc.)1 Westwood Regional School DistrictThe Westwood Regional School District Curriculum Format (con’t)Stage II – Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized during an instructional unit, the overall unit assessment should be performance-based and asks students to demonstrate that they have mastered the desired understandings. Ideally, these culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student performance and clearly defined criteria (i.e. rubrics) are provided to all students in advance of starting work on the unit task.Stage III – Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly designed. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices.At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.2 Westwood Regional School DistrictMOTTO“Excellence in Education”MISSION STATEMENTTo provide excellence in education through rich and diverse learning opportunities, enabling students to exercise intelligent control of their future.VISION STATEMENTThe vision of the Westwood Regional School District, serving the diverse communities of the Borough of Westwood and the Township of Washington, is to provide a sound and comprehensive education. This education process will ensure that our students have the knowledge, skills, and experiences which will enable them to make future life choices. It is our long-term goal that each student will use this knowledge, these skills and these experiences to reach his/her potential and thus become an actively contributing, productive member of the global community.BELIEF STATEMENTSWestwood Regional School District Staff believe that: 1. Children are our community’s most valuable asset and we value each individual child. 2. All students have the right to a safe, positive, learning environment where diversity and individuality are respected and appreciated. 3. Each student’s individual learning styles and needs shall be addressed. 4. Students shall be empowered to be productive, organized, responsible, and self-directed individuals. 5. Our school shall inspire pride, accomplishment, and growth in all students. 6. Physical and mental well-being contribute to student success. 7. Students shall be encouraged to become life-long learners. 8. A sound and comprehensive education produces literate individuals who are effective problem solvers, critical thinkers, and users of technology. 9. Our school has a responsibility to instill an awareness and appreciation of the global community and environment. 10. Education is the shared responsibility of the students, faculty, staff, Board of Education, family, community, and government.31 Westwood Regional School DistrictDepartmental PhilosophyThe Westwood Regional School District’s World Languages program strives to instill in ALL students an understanding of the importance and benefits of communicating in a language other than their native tongues, as well as an appreciation, awareness and respect for international cultures, values and perspectives.ALL students are taught to meaningfully communicate orally and in writing in the target language, in order and that they may remain life-long students/users of the language and productive and conscientious global citizens. To this end, classroom instruction places an emphasis on speaking and listening while predominantly utilizing the target language. Content is organized contextually and thematically around authentic, real-world applications in order to maximize student engagement and retention. Assessments focus on all skill areas within tasks which foster collaboration and higher order thinking skills. Technology, as available and appropriate, plays a key role in curriculum, instruction and assessment as both a means to expose students to the target language content and culture; as well as a presentational and communicative tool. 4 Westwood Regional School District5 Westwood Regional School DistrictCourse SummaryIn this course, there is a reinforcement of grammatical structures learned in preceding language levels and further development of fundamental structures as students enter the third level of language. In addition, students are introduced to a more intensive study of the literature and culture of specific countries under study. Appropriate media continue to play a part in stressing all aspects of the “target language.” There is also an increased emphasis on impromptu speaking, reading, writing and greater grammatical accuracy. This course is designed for the student who took Spanish II CP in their previous year of study.Course/Grade-level Goals INTERMEDIATE LOW: Speakers at the Intermediate-Low level are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At the Intermediate-Low level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions. Intermediate-Low speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language but, in spite of frequent misunderstandings that require repetition or rephrasing, Intermediate-Low speakers can generally be understood by sympathetic interlocutors, particularly by those accustomed to dealing with non-natives. Interpretive Mode: The Interpretive Mode of communication: students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this kind of "one-way" reading or listening include cultural interpretations of printed texts, videos, online texts, movies, radio and television broadcasts, and speeches. Beyond the Novice level, "interpretation" differs from "comprehension" because it implies the ability to read or listen "between the lines" and "beyond the lines." Interpretive Mode Course Goals: By the end of the Spanish/French ____ course students will be able Identify the main idea and most supporting details contained in culturally authentic materials such as books, audio recordings, videos, games, and realia that have been produced for use by native 6 Westwood Regional School District speakers of the target language using electronic information sources such as podcast, video-casts, and websites related to targeted themes. Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions.Demonstrate comprehension of conversations and written information on a variety of topics.Identify the main idea, theme, and most supporting details in readings in readings from age- and level-appropriate books, audio recordings, videos, games, and realia that have been produced for use by native speakers of the target language.Interpersonal Mode: The Interpersonal Mode of communication: Students engage in direct oral and/or written communication with others. Examples of this "two-way" communication include conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, and exchanging personal letters or e-mail messages. For more on the interpersonal mode of communication:Interpersonal Mode Course Goals:-Use digital tools, such as blogs, e-mail, and video-conferencing to participate in short conversations and to exchange information related to targeted themes.-Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities.-Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations.- Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.- Engage in short conversations about personal experiences or events and/or topics studied in other content areas.Presentational Mode: The Presentational Mode of communication: in which students present, orally and/or in writing, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast or video-cast, and writing an article for a newspaper.7 Westwood Regional School DistrictPresentational Mode Course Goals:- Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation (combination of text, audio, still images, video, interactivity and animation) to be shared virtually with a target language audience.- Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.-Use language creatively to respond in writing to a variety of oral or visual prompts.-Compare and contrast age- and level-appropriate, culturally authentic materials such as books, audio recordings, videos, games, and realia that have been produced for use by native speakers of the target language orally or in writing.-Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation. -Summarize requirements for professions/careers that require proficiency in a language other than English based on exploration of the 16 Career Clusters.8 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #1: La geografía, historia, y cultura de España Suggested Time Allotment: 5 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications1. To read and orally discuss 1. Teacher-created vocabulary 7.1.NH.A.1- Recognize 1. Teacher-created exercises 1. “Do Now” activities a reading selection about the and grammar exercises familiar words and phrases, and “Do Nows” geography, history, and understand the main idea, 2. Conversations: students culture of Spain. 2. Teacher-created “Do Now” and infer the meaning of 2. Teacher-created webquest will choose one of four activities some highly contextualized, and power-point teacher-generated topics for 2. To be able to comprehend, unfamiliar spoken or written presentation(s) conversation, and engage in describe and ask/answer 3. Pictionary/Charades game words contained in culturally a 60 second spontaneous questions regarding the with Spain vocabulary authentic materials using 3. SMARTBoard or Media conversation with a partner. geography, history, and electronic information cart with computer, LCD culture of Spain. 4. Textbook reading selection sources related to targeted projector and document 3. Postcard: students will on the geography, history, and themes. reader write a postcard to a friend 3. To be able to describe culture of Spain or family member from a things that they did at one 7.1.NH.A.2- Demonstrate 4. Assignment city in Spain. They will use specific time in the past, 5. Paired Communicative comprehension of a series of sheets/instructions and what they have learned, as using the preterit tense. Activity: students will discuss oral and written directions, rubrics for conversations and well as information that they what they did over summer commands, and requests postcard writing assignment research, to include city- 4. To be able to ask and vacation through appropriate physical specific details in their answer questions using the response. 5. mini dry-erase boards for postcards. preterit tense. 6. Paired Communicative drill activities Activity: students will create 7.1.NH.A.3- Recognize 4. Quiz: teacher-created fill- 5. To write a postcard to a and perform a scripted some common gestures and 6. Buen Viaje 3 textbook in-the-blank vocabulary friend or a family member conversation about a bad cultural practices associated quiz from a city in Spain. experience that they had in a with target culture(s). 7. Quizzes restaurant using stem-changing 5. Quiz: teacher-generated verbs in the preterit 7.1.NH.A.4- Identify people, 8. Test preterit quiz6 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #1: La geografía, historia, y cultura de España Suggested Time Allotment: 5 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications places, objects, and activities9. Computer lab 6. Unit test includes 7. Conversations: students will in daily life based on oral or vocabulary, grammar, and choose one of four teacher- written descriptions. cultural sections about generated topics for Spain conversation, and engage in a 607.1.NH.A.5- Demonstrate second spontaneous comprehension of short conversation with a partner conversations and brief written messages on familiar 8. Jeopardy Review Game: topics. teacher-generated to review for chapter test 7.1.NH.B.2- Give and follow a series of oral and written Modifications directions, commands, and All activities and assessments requests for participating in are modified as appropriate in age-and level-appropriate accordance with students’ IEPs. classroom and cultural For example, length activities. requirements for conversations may be shortened, or students 7.1.NH.B.3- Imitate may be provided with extended appropriate gestures, time for writing assignments. intonation, and common idiomatic expressions of the target culture(s)/language Technology during daily interactions. 1. Student taught vocabulary 7.1.NH.B.4- Ask and lessons using power-point 7 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #1: La geografía, historia, y cultura de España Suggested Time Allotment: 5 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications presentations respond to questions, make 2. Teacher-created webquest on requests, and express information about Spain preferences in various social situations. 3. Postcard: students will write a postcard to a friend or family 7.1.NH.C.2 – Create and member from a city in Spain. present brief messages, They will use what they have poems, rhymes, songs, short learned, as well as information plays, or role plays using that they research, to include familiar vocabulary orally or city-specific details in their in writing. postcards. 7.1.NH.C.3 – Describe in writing people and things from the home and school environment.7.1.NH.C.5- Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.8 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #2: De viaje Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications1. To read about and orally Activities 7.1.NH.A.1- Recognize 1. Teacher-created exercises 1. “Do Now” activities discuss a conversation 1. Teacher-created vocabulary familiar words and and “Do Nows” pertaining to travel. and grammar exercises phrases, understand the 2. Communicative Activity: main idea, and infer the 2. SMARTBoard or Media cart In groups of 2 to 4, students 2. To read about and orally 2. Teacher-created “Do Now” meaning of some highly with computer, LCD projector will create and perform a discuss two authentic activities contextualized, unfamiliar and document reader scripted conversation about newspaper articles spoken or written words a past trip that one/some/all pertaining to travel and 3. Textbook reading selections; contained in culturally 3. Teacher-created assignment of them took using the immigration. Un viaje a España, Trenes que authentic materials using sheets/instructions and rubrics preterit tense and travel no necesitan conductor, y electronic information for conversations and writing vocabulary. The final 3. To point things out using Mueren cinco inmigrantes al sources related to targeted assignment product will be filmed with demonstrative pronouns. naufragar en Tarifa la patera themes. props, etc., and viewed in en la que viajaban 4. mini dry-erase boards for class. 4. To express ownership 7.1.NH.A.2- Demonstrate drill activities using possessive adjectives. 4. Simón Dice: Students will comprehension of a series 3. Newspaper Article: direct one another to obtain of oral and written 5. Buen Viaje 3 textbook Students will complete an 5. To discuss a past trip that objects that are near, far, and directions, commands, and in-class writing assessment, they took. very far away requests through 6. Vocabulary quiz in which they will have one appropriate physical class period to write a 6. To write a 5. Paired Communicative response. 9. Computer lab newspaper article, either (fictional/creative) Activity: Students will conduct based on a current event or newspaper article in the interviews with one another 7.1.NH.A.3- Recognize completely fictional. They past tense, using Spain using possessive adjectives some common gestures will use the preterit tense, as and travel vocabulary. and cultural practices well as a minimum of 10 6. Newspaper Article: Students associated with target vocabulary words from will complete an in-class culture(s). units 1 and/or 2. They will 6 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #2: De viaje Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications writing assessment, in which be assessed according to a they will 7.1.NH.A.4- Identify teacher-created rubric, and have one class period to write a people, places, objects, and the assessment will count as newspaper article, either based activities in daily life a test grade. on a current event or completely based on oral or written fictional. They will use the descriptions. 4. Quiz: teacher-created fill- preterit tense, as well as a in-the-blank vocabulary minimum of 10 vocabulary 7.1.NH.A.5- Demonstrate quiz words from units 1 and/or 2. comprehension of short They will be assessed according conversations and brief to a teacher-created rubric, and written messages on the assessment will count as a familiar topics. test grade. 7.1.NH.B.2- Give and Modifications follow a series of oral and All activities and assessments written directions, are modified as appropriate in commands, and requests accordance with students’ IEPs. for participating in age-and For the in-class writing level-appropriate assignment, students will be classroom and cultural able to use dictionaries and activities. preterit charts if necessary. They may also have extended 7.1.NH.B.3- Imitate time to complete assignments. appropriate gestures, intonation, and common Technology idiomatic expressions of 7 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #2: De viaje Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications the target 1. Student taught vocabulary culture(s)/language during lessons using power-point daily interactions. presentations 2. Communicative Activity: In 7.1.NH.B.4- Ask and groups of 2 to 4, students will respond to questions, make create and perform a scripted requests, and express conversation about a past trip preferences in various that one/some/all of them took social situations. using the preterit tense and travel vocabulary. The final 7.1.NH.C.2 – Create and product will be filmed with present brief messages, props, etc., and viewed in class. poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing.7.1.NH.C.3 – Describe in writing people and things from the home and school environment.7.1.NH.C.5- Tell or write about cultural products associated with the target culture(s), and simulate 8 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #2: De viaje Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications common cultural practices.9 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #3: ¿Qué pasa en el mundo? Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications1. To be able to discuss the Activities 7.1.NH.A.1- Recognize 1. Realidades 3 textbook for 1. “Do Now” activities different types of media, 1. Teacher-created vocabulary familiar words and phrases, vocabulary ideas and one's reading habits, and and grammar exercises understand the main idea, activities 2. Weather forecast. Using preferences. and infer the meaning of powerpoint, students will 2. Teacher-created “Do Now” some highly contextualized, 2. Teacher-created exercises present a 5 day forecast 2. To be able to skim and activities unfamiliar spoken or written and “Do Nows” discussing past, current, and scan authentic electronic or words contained in culturally future conditions in a print newspapers/magazines 3. Skim and scanning activities authentic materials using 3. Teacher-created webquest Spanish-speaking city. to find topics of interest. looking for TV programs and electronic information and electronic newspaper movie timetables sources related to targeted http://www.impre.com/eldiar 3. Quiz: teacher-created fill- 3. To be able to describe themes. iony/ in-the-blank vocabulary things that they did at one 5. Paired Communicative quiz specific time in the past, Activity: ¿Por qué no? Students 7.1.NH.A.2- Demonstrate 4. SMARTBoard or Media using the preterit tense will give weather related comprehension of a series of cart with computer, LCD 4. Quiz: teacher-generated (irregular preterit emphasis). excuses from picture prompts as oral and written directions, projector and document grammar quiz (imperfect) to why they didn't do a certain commands, and requests reader 4. To be able to describe activity. (preterit and imperfect) through appropriate physical habitual actions in the past. response. 5. Assignment 6. Paired Communicative sheets/instructions and 5. To be able to make Activity: ¿Dónde estabas? 7.1.NH.A.3- Recognize rubrics for weather forecast descriptions in the past. Students will explain where some common gestures and (weather, physical they were when a certain event cultural practices associated 6. mini dry-erase boards for characteristics, time, etc.) happened. (preterit and with target culture(s). drill activities imperfect) 6. To be able to give a 7.1.NH.A.4- Identify people, 7. dice and board game for weather report discussing 7. Flyswatter game. places, objects, and activitiesdrill activities6 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #3: ¿Qué pasa en el mundo? Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications past, current, and future Modifications in daily life based on oral or 8. Quizzes (vocabulary, conditions in a Spanish- written descriptions. imperfect formation, preterit speaking city. All activities and assessments vs. imperfect tenses) are modified as appropriate in 7.1.NH.A.5- Demonstrate 7. To be able to ask and accordance with students’ IEPs. comprehension of short 9. Computer lab answer questions using the For example, length conversations and brief imperfect and preterit tenses requirements for conversations written messages on familiar 10. in the same sentence. may be shortened, or students topics. http://conjuguemos.com/hom may be provided with extended e/docs/php/list.php? time for writing assignments. 7.1.NH.A.6- Identify the type=fillin&division=gramm main idea and other ar&language=spanish (#29 or significant ideas in readings 30) Technology from age-and level- appropriate, culturally 11. Two flyswatters 1. Student taught vocabulary authentic materials. lessons using power-point presentations. 7.1.NH. B.1- Use digital tools to exchange basic 2. Teacher-created webquest information by recombining looking for information in a memorized words, phrases, Spanish newspaper from New and sentences on topics York related to self and targeted 3. Weather forecast. Students themes. will research a 5 day forecast for a Spanish-speaking city and 7.1.NH.B.2- Give and follow then describe the past, current, a series of oral and written and future conditions during this7 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #3: ¿Qué pasa en el mundo? Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications time period. directions, commands, and requests for participating in 4. various web sites for age-and level-appropriate grammar drills classroom and cultural activities.7.1.NH.B.3- Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.7.1.NH.B.4- Ask and respond to questions, make requests, and express preferences in various social situations.7.1.NH.C.1 – Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich presentation to be shared virtually with a 8 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #3: ¿Qué pasa en el mundo? Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications target language audience.7.1.NH.C.2 – Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing.7.1.NH.C.3 – Describe in writing people and things from the home and school environment.7.1.NH.C.4- Tell or retell stories from age-and level- appropriate, culturally authentic materials orally or in writing.7.1.NH.C.5- Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. 9 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #3: ¿Qué pasa en el mundo? Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications10 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #4: ¿Qué ocurrió? Suggested Time Allotment: 6 weeksInstructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications1. To be able to describe Activities 7.1.NH.A.1- Recognize 1. Realidades 3 textbook for 1. “Do Now” activities things that they did at one 1. Teacher-created vocabulary familiar words and phrases, vocabulary ideas and specific time in the past, and grammar exercises understand the main idea, activities 2. Quiz: teacher-created fill- using the preterit tense. and infer the meaning of in-the-blank vocabulary 2. Teacher-created “Do Now” some highly contextualized, 2. Teacher-created exercises quiz 2. To be able to describe activities unfamiliar spoken or written and “Do Nows” habitual actions in the past. words contained in culturally 3. Quiz: teacher-generated 3. Create original sentences authentic materials using 3. Buen Viaje level 3 grammar quizzes (preterit 3. To be able to make using vocabulary words. electronic information textbook (Chapter 2) for vs. imperfect) descriptions in the past. sources related to targeted vocabulary ideas (weather, physical 4. Guided writing: Tú eres el themes. 4. Role-play conversations. characteristics, time, etc.) narrador. In pairs, students will 4. SMARTBoard or Media ¡Has sido la víctima de un create all the background details 7.1.NH.A.2- Demonstrate cart with computer, LCD crimen! Students will write 4. To be able to ask and of a story from guided questions comprehension of a series of projector and document and orally role-play an answer questions using the (the imperfect) and then finish oral and written directions, reader interview between a police imperfect and preterit tenses the story using completed commands, and requests officer and a victim/witness in the same sentence. actions (the preterit). through appropriate physical 5. Assignment in the police station. response. sheets/instructions and 5. To be able to use two 5. Charades. Students will act rubrics for news report 5. Las noticias. different past tenses in the out sentences to demonstrate 2 7.1.NH.A.3- Recognize Students will create a news same sentence to express ongoing, simultaneous actions, some common gestures and 6. mini dry-erase boards for report interviews on topics simultaneous actions, an interrupted action, and a cultural practices associated drill activities such as the activities of interrupted actions or a series of completed actions. (the with target culture(s). Westwood High School, series of completed actions use of the preterit and imperfect 7. dice and plastic bags sports, entertainment, and in a chronological sequence. with mientras, cuando, and y). 7.1.NH.A.4- Identify people, filled with time expressions written, edited, and 6 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #4: ¿Qué ocurrió? Suggested Time Allotment: 6 weeksInstructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications6. To be able to synthesize Students will determine what places, objects, and activitiesfor drill activities (preterit vs.videotaped./or weather that the two different past tenses tenses are needed and then write in daily life based on oral or imperfect time expressions) will be to narrate stories. the sentence in Spanish. written descriptions. 8. Quizzes (vocabulary, 7. To be able to role-play 6. Guided writing. Narrate 7.1.NH.A.5- Demonstrate preterit vs. imperfect tenses) the reporting of a crime. stories in the past from given comprehension of short phrases and other context clues. conversations and brief 9. Computer lab 8. To be able to present an written messages on familiar interview in a live news 7. Flyswatter game. topics. 10. Two flyswatters broadcast. 8. Written dialogue: La 7.1.NH.A.6- Identify the denuncia de un crimen. main idea and other Students will write and orally significant ideas in readings role-play an interview between afrom age-and level- police officer and a appropriate, culturally victim/witness in the police authentic materials. station. 7.1.NH. B.1- Use digital tools to exchange basic Modifications information by recombining memorized words, phrases, All activities and assessments and sentences on topics are modified as appropriate in related to self and targeted accordance with students’ IEPs. themes. For example, length requirements for conversations 7.1.NH.B.2- Give and follow7 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #4: ¿Qué ocurrió? Suggested Time Allotment: 6 weeksInstructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications may be shortened, or students a series of oral and written may be provided with extended directions, commands, and time for writing assignments. requests for participating in age-and level-appropriate Technology classroom and cultural activities. 1. Student taught vocabulary lessons using power-point 7.1.NH.B.3- Imitate presentations. appropriate gestures, intonation, and common 2. Las noticias. Students will idiomatic expressions of the create a news report interviews target culture(s)/language on topics such as the activities during daily interactions. of Westwood High School, sports, entertainment, and/or 7.1.NH.B.4- Ask and weather that will be written, respond to questions, make edited, and videotaped. requests, and express preferences in various social situations.7.1.NH.C.1 – Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich presentation8 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #4: ¿Qué ocurrió? Suggested Time Allotment: 6 weeksInstructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications to be shared virtually with a target language audience.7.1.NH.C.2 – Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing.7.1.NH.C.3 – Describe in writing people and things from the home and school environment.7.1.NH.C.4- Tell or retell stories from age-and level- appropriate, culturally authentic materials orally or in writing.7.1.NH.C.5- Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.9 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #5 ¿Qué haces para mantener la salud? Suggested Time Allotment: 4 weeksInstructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications1. To be able to discuss and Activities 7.1.NH.A.1- Recognize 1. Realidades 3 textbook for 1. “Do Now” activities write about health, nutrition, 1. Student Taught Vocabulary familiar words and phrases, vocabulary ideas and and physical ailments. Presentations understand the main idea, activities 2. Student Taught and infer the meaning of Vocabulary Questions. Half 2. To be able to skim and 2. Teacher-created “Do Now” some highly contextualized, 2. Teacher-created exercises of this quiz grade consists of scan authentic electronic or activities unfamiliar spoken or written and “Do Nows” the presentation of one or print newspapers/magazines words contained in culturally two words to the class, to find topics of interest. 3. Mini-Poster. Students will authentic materials using 3. Interactive Flash averaged with a notebook create a visual of a tener electronic information WebQuest quiz taken at the end of the 3. To be able to tell others expression, or a representation sources related to targeted presentations. what to do, using formal of one of the uses of ser or estar.themes. 4. SMARTBoard or Media commands. cart with computer, LCD 2. “Una Carta de Excusa.” 5. Communicative Activity: 7.1.NH.A.2- Demonstrate projector and document Students will write a letter 4. To be able to distinguish Given a situation students will comprehension of a series of reader to the teacher exaggerating between ser and estar, and give a classmate advice, using oral and written directions, various physical ailments. use each correctly. commands. commands, and requests 5. Assignment through appropriate physical sheets/instructions and 3. Tener expressions 5. To be able to use tener 6. “Citas Rapidas” response. rubrics for writing and writing assessment. expressions. communicative activity. Each speaking assessments. Students will choose 3 student will receive a question 7.1.NH.A.3- Recognize different tener expressions some common gestures and 6. To be able to correctly and collect data from at least 10 6. mini dry-erase boards for and write 3-4 well- cultural practices associated place and use direct and other classmates, to be used in a drill activities developed sentences for with target culture(s). indirect object pronouns in written assignment and class each. multiple tenses. discussion. 7. dice and board game for 7.1.NH.A.4- Identify people, drill activities 4. Quiz: teacher-generated 6 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #5 ¿Qué haces para mantener la salud? Suggested Time Allotment: 4 weeksInstructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications7. Numbered Heads together places, objects, and activities grammar quiz (mandatos) game. in daily life based on oral or 8. Quizzes (vocabulary, written descriptions. imperfect formation, preterit 5. Oral Asessment: 8. Semantic Map. Graphic vs. imperfect tenses) Impromptu Speaking organizer to connect newly 7.1.NH.A.5- Demonstrate Situations. Students are learned health/nutrition comprehension of short 9. Computer lab given four possible vocabulary to words learned in conversations and brief scenarios in advance. The Spanish 1 and 2. written messages on familiar 10. Internet based activities day of the assessment, they topics. from 123teachme.com, will be given a partner (or 9. Mini white-board drills with quia.com, and select a partner randomly, direct and indirect object 7.1.NH.A.6- Identify the spanishdaddy.com depending on the class) and pronouns. main idea and other five minutes to plan a 1 significant ideas in readings 11. Windsurf reading from minute conversation. 10. Paired Communicative from age-and level- Buen Viaje 3. Activity. Students will answer appropriate, culturally questions from a partner using authentic materials. direct and indirect object pronouns. 7.1.NH. B.1- Use digital tools to exchange basic information by recombining Modifications memorized words, phrases, and sentences on topics All activities and assessments related to self and targeted are modified as appropriate in themes. accordance with students’ IEPs. 7.1.NH.B.2- Give and follow7 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #5 ¿Qué haces para mantener la salud? Suggested Time Allotment: 4 weeksInstructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments ModificationsFor example, length a series of oral and written requirements for conversations directions, commands, and may be shortened, or students requests for participating in may be provided with extended age-and level-appropriate time for writing assignments. classroom and cultural activities.Technology 7.1.NH.B.3- Imitate appropriate gestures, 1. Student taught vocabulary intonation, and common lessons using power-point idiomatic expressions of the presentations. target culture(s)/language during daily interactions. 2. Nutrition Webquest aimed at Spanish-speaking elementary 7.1.NH.B.4- Ask and students. Students will use the respond to questions, make interactive flash website to requests, and express create a meal plan, drag and preferences in various social drop food items onto a space in situations. the food pyramid, and given pictures and situations, create a 7.1.NH.C.1 – Recombine solution. basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich presentation8 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #5 ¿Qué haces para mantener la salud? Suggested Time Allotment: 4 weeksInstructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications to be shared virtually with a target language audience.7.1.NH.C.2 – Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing.7.1.NH.C.3 – Describe in writing people and things from the home and school environment.7.1.NH.C.4- Tell or retell stories from age-and level- appropriate, culturally authentic materials orally or in writing.7.1.NH.C.5- Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.9 Westwood Regional School District10 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #6 ¿Cómo te pones en forma? Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications1. To be able to discuss and Activities 7.1.NH.A.1- Recognize 1. Realidades 3 textbook for 1. “Do Now” activities write about health, nutrition, 1. ¿Cuánto sabes tú? Pre-unit familiar words and phrases, vocabulary ideas and and physical fitness. assessment of fitness/nutrition understand the main idea, activities 2. Student Taught knowledge and infer the meaning of Vocabulary Questions. Half 2. To be able to skim and some highly contextualized, 2. Teacher-created exercises of this quiz grade consists of scan authentic electronic or 2. Student Taught Vocabulary unfamiliar spoken or written and “Do Nows” the presentation of one or print newspapers/magazines Presentations words contained in culturally two words to the class, to find topics of interest. authentic materials using 3. SMARTBoard or Media averaged with a notebook 3. Teacher-created “Do Now” electronic information cart with computer, LCD quiz taken at the end of the 3. To be able to tell others activities sources related to targeted projector and document presentations. what to do, using formal themes. reader commands. 4. Teacher-created vocabulary 3. Video project or powerpoint to review new 7.1.NH.A.2- Demonstrate 4. Assignment infomercial. Students will 4. To be able to give advice, words. comprehension of a series of sheets/instructions and select one of the following recommendations, and oral and written directions, rubrics topics: a nutritionist suggestions using the present 5. Communicative Activity: commands, and requests teaching their client, an subjunctive. Given a situation students will through appropriate physical 5. mini dry-erase boards for expert teaching a sport to a give a classmate advice, using response. drill activities newcomer, or a group 5. To be able to express the subjunctive. fitness instructor/personal 7.1.NH.A.3- Recognize uncertainty and doubt using 6. dice and board game for trainer teaching a group of some common gestures and the present subjunctive. 6. Numbered Heads together drill activities students. game. cultural practices associated with target culture(s). 7. Quizzes 4. Quiz: teacher-generated 7. Mini white-board drills with grammar quiz (subjunctive) 7.1.NH.A.4- Identify people, commands and subjunctive. 8. Computer lab places, objects, and activities 5. Unit test6 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #6 ¿Cómo te pones en forma? Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications8. “Citas Rapidas” in daily life based on oral or 9. Internet based activities communicative activity. written descriptions. from studyspanish.com, 6. Integrated Performance Students will ask and answer 123teachme.com, quia.com, Assessment. (modified from questions about fitness and 7.1.NH.A.5- Demonstrate and spanishdaddy.com Realidades 3) health habits comprehension of short a. Students will take notes conversations and brief 10. Reading selection: 6 from a youtube video on 9. Fitness profile of a classmate written messages on familiar physical activities and the stress. with recommendations. topics. calories they burn. b. Students will then Students will obtain this interview 3 different information from the “Citas 7.1.NH.A.6- Identify the 11. youtube video on stress classmates about what Rapidas” activity. main idea and other causes stress in their lives significant ideas in readings and what they do to 10. Sentence strips. In groups, from age-and level- alleviate it. students will receive an appropriate, culturally c. In a blog, students will envelope with five sentences in authentic materials. restate what their classmates the subjunctive, cut into pieces. said about stress. They will need to assemble all 7.1.NH. B.1- Use digital five sentences so that they make tools to exchange basic sense and are grammatically information by recombining accurate. memorized words, phrases, and sentences on topics 11. IPA on stress related to self and targeted themes. a. Students will take notes from a youtube video on stress. 7.1.NH.B.2- Give and follow b. Students will then interview a series of oral and written 7 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #6 ¿Cómo te pones en forma? Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications3 different classmates about directions, commands, and what causes stress in their lives requests for participating in and what they do to alleviate it. age-and level-appropriate c. In a blog, students will classroom and cultural restate what their classmates activities. said about stress. 7.1.NH.B.3- Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.7.1.NH.B.4- Ask and respond to questions, make requests, and express preferences in various social situations.7.1.NH.C.1 – Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich presentation to be shared virtually with a 8 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #6 ¿Cómo te pones en forma? Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications target language audience.7.1.NH.C.2 – Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing.7.1.NH.C.3 – Describe in writing people and things from the home and school environment.7.1.NH.C.4- Tell or retell stories from age-and level- appropriate, culturally authentic materials orally or in writing.7.1.NH.C.5- Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices9 Westwood Regional School District10 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #7: Las Universidades Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications1. To read and orally discuss Activities 7.1.NH.A.2- Demonstrate 1. Teacher-created exercises 1. “Do Now” activities a reading selection 1. Teacher-created vocabulary comprehension of a series of and “Do Nows” pertaining to leaving home and grammar exercises oral and written directions, 2. Conversations: students to live on campus as a commands, and requests 2. SMARTBoard or Media will conduct mock college student 2. Teacher-created “Do Now” through appropriate physical cart with computer, LCD interviews for college activities response. projector and document admissions 2. To be able to write about reader and orally discuss what 3. Pictionary/Charades game 7.1.NH.A.3- Recognize 3. Conversations: students students are looking for in a with college vocabulary some common gestures and 3. Assignment will try to convince their college, and what colleges cultural practices associated sheets/instructions and parents to permit them to are looking for in their 4. Paired Communicative with target culture(s). rubrics for conversations and live in a college dormitory. students Activity: students will discuss in-class writing assignment what they are looking for in a 7.1.NH.A.4- Identify people, 4. In-Class Essay: students 3. To be able to write about college, and what colleges are places, objects, and activities4. Buen Viaje 3 textbook will compare the pros and and orally discuss the pros looking for in their students in daily life based on oral or page 148-149 “Cuando hay cons of living on campus as and cons of living on written descriptions. que dejar el hogar” reading a college student, as well as campus as a college student 5. Paired Communicative selection each student’s plan for after vs. staying at home and Activity: students will discuss 7.1.NH.A.5- Demonstrate high school graduation commuting to college. the pros and cons of living on comprehension of short 5. Quizzes campus as a college student conversations and brief 5. Quiz: teacher-generated 4. To be able to express written messages on familiar 6. Computer lab grammar quiz (present wishes, desires, and talk 6. Textbook reading selection topics. subjunctive) about things that may or may on leaving home in order to live not happen using the present on campus as a college student 7.1.NH.A.6- Identify the 6. Test (vocabulary, present subjunctive tense main idea and other subjunctive forms, pros and 11 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #7: Las Universidades Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications7. Paired Communicative significant ideas in readings cons of living in a college 5. To write an in-class essay Activity: students will conduct from age-and level- dorm.) comparing the pros and cons mock interviews for college appropriate, culturally of living on campus as a admissions authentic materials. college student, as well as each student’s plan for after Modifications 7.1.NH.B.2- Give and follow high school graduation a series of oral and written Activity: students will All activities and assessments directions, commands, and conduct mock interviews for are modified as appropriate in requests for participating in college admissions accordance with students’ IEPs. age-and level-appropriate For example, length classroom and cultural requirements for conversations activities. may be shortened, or students may be provided with extended 7.1.NH.B.3- Imitate time for writing assignments. appropriate gestures, intonation, and common idiomatic expressions of the Technology target culture(s)/language 1. Student taught vocabulary during daily interactions. lessons using power-point presentations 7.1.NH.B.4- Ask and respond to questions, make requests, and express preferences in various social situations.12 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #7: Las Universidades Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications7.1.NH.B.5- converse on a variety of familiar topics and/or topics studied in other content areas.7.1.NH.C.2 – Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing.7.1.NH.C.3 – Describe in writing people and things from the home and school environment.7.1.NH.C.4- Tell or retell stories from age-and level- appropriate, culturally authentic materials orally or in writing.13 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #8: Las profesiones Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications1. To discuss students’ Activities 7.1.NH.A.1- Recognize 1. Teacher-created exercises 1. “Do Now” activities current job responsibilities, 1. Teacher-created vocabulary familiar words and phrases, and “Do Nows” typical student job and grammar exercises understand the main idea, 2. Communicative Activity: responsibilities in the United and infer the meaning of 2. SMARTBoard or Media In groups of 2 to 4, students States and compare/contrast 2. Teacher-created “Do Now” some highly contextualized, cart with computer, LCD will create and perform a them with those of teenagers activities unfamiliar spoken or written projector and document scripted conversation about in Spanish-speaking words contained in culturallyreader a job interview gone wrong. countries. 3. Paired Communicative authentic materials using The final product will be Activity: students will read a electronic information 3. Teacher-created filmed with props, etc., and 2. To describe what type of series of classified ads, choose a sources related to targeted assignment viewed in class person he/she is, interests, job for which they would like to themes. sheets/instructions and and preferences for career apply, and conduct a mock rubrics for conversations and 3. Paired Communicative choices. interview in class with a partner 7.1.NH.A.2- Demonstrate video project Activity: students will read comprehension of a series of a series of classified ads, 3. To read and orally discuss Modifications oral and written directions, 4. Realidades 3 textbook for choose a job for which they different types of careers and commands, and requests reading selections and would like to apply, and fields of study. All activities and assessments through appropriate physical activities conduct a mock interview in are modified as appropriate in response. class with a partner 4. To be able to discuss the accordance with students’ IEPs. 5. Navegando 3 textbook for parts of a resume and For the in-class writing 7.1.NH.A.3- Recognize reading selections and 4. Teacher-created webquest compare/contrast them with assignment, students will be some common gestures and activities a resume in Spain. able to use dictionaries and cultural practices associated 5. Quiz: teacher-created fill- preterit charts if necessary. with target culture(s). 6. Computer lab in-the-blank grammar quiz 5. To conduct a webquest in They may also have extended (future tense) order to obtain information time to complete assignments. 7.1.NH.A.4- Identify people, 7. Teacher-created webquest14 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #8: Las profesiones Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications on various careers according places, objects, and activities to individual interests, Technology in daily life based on oral or 8. Quiz (future tense) salaries that one could obtain written descriptions. in three separate careers, and 1. Student taught vocabulary the cost of living in three lessons using power-point 7.1.NH.A.5- Demonstrate different counties of New presentations comprehension of short Jersey. conversations and brief 2. Teacher-created webquest: written messages on familiar 6. To discuss things that will Students will answer questions topics. happen using the future based on their interests, and the tense. website will provide them with 7.1.NH.A.6- Identify the several career options. Students main idea and other 7. To create a video of a job will choose three of the career significant ideas in readings interview gone wrong. options and obtain information from age-and level- about salary, necessary appropriate, culturally education, and other details. authentic materials. Students will then continue on to three different counties in 7.1.NH. B.1- Use digital New Jersey, where they will get tools to exchange basic a sense of the cost of living for information by recombining each county, and determine memorized words, phrases, whether or not their chosen and sentences on topics career will provide them with related to self and targeted their desired lifestyle. themes. www.ncrctv.com 7.1.NH.B.2- Give and follow15 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #8: Las profesiones Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications3. Communicative Activity: In a series of oral and written groups of 2 to 4, students will directions, commands, and create and perform a scripted requests for participating in conversation about a job age-and level-appropriate interview gone wrong. The classroom and cultural final product will be filmed withactivities. props, etc., and viewed in class. 7.1.NH.B.3- Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.7.1.NH.B.4- Ask and respond to questions, make requests, and express preferences in various social situations.7.1.NH.B.5- converse on a variety of familiar topics and/or topics studied in other content areas.7.1.NH.C.1 – Recombine 16 Westwood Regional School DistrictCurricular Unit Plan Course: Spanish 3 CPA Unit # and Title: Unit #8: Las profesiones Suggested Time Allotment: 4 weeks Instructional Activities and Questions and Objectives Applicable CPI Resources and Materials Assessments Modifications basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich presentation to be shared virtually with a target language audience.7.1.NH.C.2 – Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing.7.1.NH.C.3 – Describe in writing people and things from the home and school environment.7.1.NH.C.4- Tell or retell stories from age-and level- appropriate, culturally authentic materials orally or in writing.17 Westwood Regional School District18

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