Spanish Curriculum Grade 8: Unit Three Title: The Arts and the Entertainment 1 | Page UNIT 3 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 2 | Page UNIT 3 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 3 | Page UNIT 3 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 4 | Page UNIT 3 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 5 | Page UNIT 3 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. 6 | Page UNIT 3 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. 7 | Page UNIT 3 8 | Page UNIT 3 9 | Page UNIT 3 10 | Page UNIT 3 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. 11 | Page UNIT 3 12 | Page UNIT 3 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 13 | Page UNIT 3 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