WPS - World Language Curriculum K-12

WaterfordPublicSchools

Grades6-12

WorldLanguageCurriculumRevision 2023

REVISION COMMITTEE MEMEBERS

Thefollowingstaffmadesignificantcontributionstothedevelopmentof theWaterfordPublicSchoolsGrade6-12WorldLanguageCurriculum:

AmandaMarchese

ElizabethCaño

SarahChamp

ClaudiaDearborn

AmandaDeojay

AmandaEwoldt

NicholasGiori

SamanthaShea

NathanWheeler

WorldLanguageDepartmentChair

WaterfordHighSchoolSpanishTeacher

WaterfordHighSchoolSpanishTeacher

WaterfordHighSchoolSpanishTeacher

WaterfordHighSchoolSpanishTeacher

ClarkLaneMiddleSchoolFrenchTeacher

WaterfordHighSchoolSpanishTeacher

ClarkLaneMiddleSchoolLatin/SpanishTeacher

WaterfordHighSchoolFrenchTeacher

WaterfordHighSchoolLatin/ASLTeacher

UnitOverview: Inthisunit,studentswilllearnandbeabletorecognizecognatestomake connectionsbetweenEnglishandFrench.Theywilldiscoverthatnounshavegender,for instance,andsomeothernuancesofthelanguage(forexample:accentmarks).Studentswill learnhowtointroducethemselvesandothersandhowtogreetandsaygoodbyeinFrench. Studentswillalsolearnhowtopronouncelettersofthealphabetandhowusefulthatcanbeto pronounceFrenchwords.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

InterpersonalCommunication(novicelow) Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

InterpretiveCommunication(novicelow) Icanidentifymemorizedorfamiliarwords whentheyaresupportedbygesturesor visualsininformationaltexts.

Understandings

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Bodylanguagehelpsconveythe message.

TransferGoals

COMMUNICATION

:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsay it?

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● HowcanIconnectwithpeople(right now)whospeakanotherlanguage?

● HowdoIexpressmyselfinarespectful manner?

● IswhatI’msayingunderstood?

Knowledge Skills(FramedasLearningTargets)

● Beingabletosharesomepersonal informationaboutoneselfinFrench.

● Beingabletousethecorrectregister whenspeakinginFrenchtoothers

● Beingabletorecognizesimilaritiesin wordsinanotherlanguage

● Icanusemyearlyvocabularytoshow thanks,gratitudeandrespect.

● Icangreetsomeoneinthetarget languageandintroducemyself.

● Icanaddressothersusingthecorrect register.

● Icanintroduceanotherpersoninthe targetlanguage.

● Iunderstandwhatcognatesare.

● Icanreadashortstorythatcontains cognatesandgivedetailsaboutthe storyinEnglish.

● Icanidentifyothervocabularyin Frenchbasedoncontext.

● Icanrecognizethesoundsoflettersin French.

● IcanspellusingthealphabetinFrench andknowtheletterswhenawordis spelledtome.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Writtenassessment:writtenout versionofskitpreparedwithclassmate

● Readingbenchmarkwithquestions (baseline)

● Vocabularyquiz:greetings,salutations, andintroductionvocabulary

FormativeAssessment

● Observationoforaldiscourse: introductions,greetings&salutations, aswellasfarewells

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Practicereadingbenchmarkwith questions(cognatesandsimple vocabulary)

● Writtenpracticeofnewvocabularyin theformofadialogue&shortanswer

● Oralquestionsbyteacherandpeers

● Conversationinclasswithpeers

● Quizizz/Blooketforvocabularyreview

STAGE3:LEARNINGPLAN

FirstTopic:KnowledgeofCognates

LearningTargets:

● Icanidentifycognates.

● Icanreadashortstorythatcontains cognatesandgivedetailsaboutthe storyinEnglish.

● Icanidentifyothervocabularyin Frenchbasedoncontext.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● IswhatI’msayingunderstood?

● WhatamItryingtosayandhowdoIsay it?

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● HowdoIexpressmyselfinarespectful manner?

● WhycognatesareimportantinFrenchandbasicuse

● Ashowcaseofvocabularythatstudentsshouldrecognize(basedonthefactthattheyare cognates)intheformofareading

● Practicereadingbenchmarkwithquestions(cognatesandsimplevocabulary)

SecondTopic:Greetings,Salutationsand Introductions

LearningTargets:

● Icanusemyearlyvocabularytoshow thanks,gratitudeandrespect.

● Icangreetsomeoneinthetarget

Estimated#ofLessons:4-6

EssentialQuestions:

● IswhatI’msayingunderstood?

● WhatamItryingtosayandhowdoIsay it?

languageandintroducemyself.

● Icanaddressothersusingthecorrect register.

● Icanintroduceanotherpersoninthe targetlanguage.

LearningActivities:

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● HowcanIconnectwithpeople(right now)whospeakanotherlanguage?

● Practicebasicintroductions(hello,goodbye,howareyou)withpeers,aspracticedwith teacher

● Usingpreparedskitstoengagewithothersintheclass

● Practicereadingbenchmarkwithquestions(cognatesandsimplevocabulary)

● Writtenandoralpracticeofnewvocabularyintheformofadialogue&shortanswer

● Oralquestionsbyteacherandpeers

ThirdTopic:Alphabet

LearningTargets:

● Icanrecognizethesoundsoflettersin French.

● IcanspellusingthealphabetinFrench andknowtheletterswhenawordis spelledtome.

LearningActivities:

● VideoofalphabetsonginFrench

Estimated#ofLessons:1-2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsay it?

● HowcanIconnectwithpeople(right now)whospeakanotherlanguage?

● PracticeofpronunciationoflettersinFrench

● Dictationofspelledwords

CourseName: 6thGradeExploratory(French) Unit2Title: LaGéographieetLaVieFrancophone! Est.#ofLessons: 8-10

UnitOverview: Inthisunit,studentswilllearnaboutthegeographyofFrance,including informationaboutborderingcountries,andthevaryinggeographicalfeatures,forexample.They willalsoresearchParisanditsdistricts.StudentswillthenfocusontheFrancophoneworldand discoverwhereelseFrenchisspokenaroundtheworld.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterculturalCommunication(novice low)

InmyownandotherculturesIcan identifysometypicalpracticesrelated tofamiliareverydaylife.

Understandings

TransferGoals

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld.

RESPONSIBLECITIZENSHIP:

● Demonstrateculturalawarenessbasedon understandingofandrespectforother culturesbothpastandpresent.

EssentialQuestions

● Comparisonofculturalproducts andpracticeswithourown createsopportunitiestobetter understandandappreciateeach cultureanditspeople.

● Eachculturehasunique characteristicsandvalues.

● Howdoesmycommunitycompareand contrasttoafrancophonecommunity?

● HowdoesFrenchhelpusexploretheworld?

● WhatamItryingtosayandhowdoIsayit?

Knowledge Skills(FramedasLearningTargets)

● Primaryandsecondarycolorsin French

● GeographiclandscapeofFrance

● IcanidentifywhereFranceislocatedona map.

● IcannamethecapitalofFranceandsome interestingplacestovisitthere.

● Icancompareandcontrastaspectsofmyown culturetothatofaFrench-speakingcountry.

● Icanidentifyplacesaroundtheworldwhere Frenchisspoken.

● Icanidentifythecolorsofthe flagsof French-speakingcountriesinFrench.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment FormativeAssessment

● Project(s):sharinginformation aboutaFrench-speaking country(slideshow& presentation,inEnglish,toclass)

● Supplementaryprojectbasedon time:exploringoneofthe20 districtsofParis

FirstTopic:GeographyofFrance

LearningTargets:

● CulturalreadingaboutFranceandthe French-speakingworldwithfollow-up questions

● Video&shortanswer(geographicallandscape ofFrance)

● Quizizz/Blooketforreviewofvocabulary, flagsofcountriesfactsspecificallyregarding French-speakingcountrycapitals

STAGE3:LEARNINGPLAN

● IcanrecognizewhereFranceis locatedonamap.

● IcannamethecapitalofFrance andsomeinterestingplacesto visitthere.

● Icancompareandcontrast aspectsofmyowncultureto thatofaFrench-speaking country.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● Howdoesmycommunitycompareand contrasttoafrancophonecommunity?

● HowdoesFrenchhelpusexploretheworld?

● CompleteaculturalreadingaboutFranceandtheFrench-speakingworldwithfollow-up comprehensionquestions

● WatchavideoregardingthegeographicallandscapeofFrance&answerquestionsbased onwhatyouheard

● FillinamapofFranceidentifyingmajorbodiesofwater,citiesincludingcapital,major riversystemsandmountainranges(includingborderingcountries)

SecondTopic:ParisanditsDistricts

LearningTargets:

● IcannamethecapitalofFrance andsomeinterestingplacesto visitthere.

● Icancompareandcontrast aspectsofmyowncultureto thatofaFrench-speaking country.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● Howdoesmycommunitycompareand contrasttoafrancophonecommunity?

● Virtual fieldtriptoParis(slideshow)

● WatchvideooflocationsofdistrictsinParis

● Webquestactivity:highlightingonespecificdistrictinParis/perstudent

● Developingofaslideshowtopresenttoclassregarding1/20districtsinParis

ThirdTopic:TheFrench-speaking World

LearningTargets:

● Icancompareandcontrast aspectsofmyowncultureto thatofaFrench-speaking country.

● Icanidentifyplacesaroundthe worldwhereFrenchisspoken.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● Howdoesmycommunitycompareand contrasttoafrancophonecommunity?

● HowdoesFrenchhelpusexploretheworld?

● VideothatshowcasestheFrench-speakingcountries(referringtomap)

● DevelopingofaninfographicwhichsharesinformationaboutoneoftheFrench-speaking countrieswithclass

● Quizizz/Blooketforreviewofvocabulary, flagsofcountriesfactsspecificallyregarding French-speakingcountrycapitals(digitalresourceforvocabularygames)

FourthTopic:Colors

LearningTargets:

● Icanidentifythecolorsof the flagsofFrench-speaking countriesinFrench.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon’t understandeveryword?

● Identifycolorsofclassroomobjects(orallyandinwrittenform)

● Sudokupuzzle-practicingcolors

● Color flagsofFrench-speakingcountriesbasedonkey(colors)

● Writtenpracticeofsimplesentencesusingcolorvocabularyandcognates

CourseName: 6thGradeExploratory(French) Unit3Title: Allonscélébrer!(Calendar&Holidays) Est.#ofLessons: 8-10

UnitOverview: Inthisunit,studentswilllearncalendarvocabularyspecifictodaysofthemonth, monthsoftheyear,andwilllearnhowtoexpressdatesofbirthforthemselvesandothers.They Grades 6-12

willpracticedatesingeneralandwillalsolearnaboutholidaytraditionsandcelebrationsspecific toFranceandFrench-speakingpeople.Afocusinthisunitwillincludeholiday traditions/celebrations(thatmayhavecomeupthroughoutthetrimester).

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterculturalCommunication(novice low)

InmyownandotherculturesIcan identifysometypicalpracticesrelated tofamiliareverydaylife.

InterpretiveCommunication(novice low)

Icanidentifythegeneraltopicand somebasicinformationinbothvery familiarandeverydaycontextsby recognizingpracticedormemorized words,phrases,andsimplesentencesin textsthatarespoken,written,orsigned.

CulturalComparisons(novicelow)

Icanmakecomparisonsbetweenthe practicesandperspectivesofthe culturestudiedandmyownculture.

Understandings

● Comparisonofculturalproducts andpracticeswithourown createsopportunitiestobetter understandandappreciateeach cultureanditspeople.

● Eachculturehasunique characteristicsandvalues.

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingarounda commontopic/goal. (Interpersonal)

TransferGoals

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld.

RESPONSIBLECITIZENSHIP:

● Demonstrateculturalawarenessbasedon understandingofandrespectforother culturesbothpastandpresent.

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● Howdomytraditionscompareandcontrast tothoseinafrancophonecommunity?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon’t understandeveryword?

● HowdoesFrenchhelpusexploretheworld?

Knowledge Skills(FramedasLearningTargets)

● Numbers0-31inFrench

● Frenchvocabularyfordays, monthsandothercalendar words.

● Holidaysandbirthdaysin French,includingholiday traditionsand/orcelebrationsof theFrench-speakingworld

● Icanrecitenumbers0-31inFrench.

● Icanidentifythedaysoftheweekandmonths oftheyearinFrench.

● IcanrecognizethedifferencesofaFrench calendarcomparedtomyown.

● IcansayandwritedatesinFrench,including mybirthdayandthebirthdaysofothers.

● IcanrecognizedateswhenIhearthemin French.

● Icantalkaboutdifferences(andsimilarities) ofholidaytraditionsand/orcelebrationsinmy

countryandthoseoftheFrench-speaking world(inEnglish).

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment FormativeAssessment

● Writtenassessmentintheform ofaquiz:writingoutdates, answeringshortquestions& listeningcomprehension

● Observationoforaldiscourse:datesand birthdays

● Peer-to-peerinterviews:askingand answeringaboutone’sownbirthdayto practicepronunciation,accuracyof vocabulary

● Writtenpracticeofnewvocabularyinthe formofashortanswer

● Oralquestionsbyteacherandpeers

● Pre-listeningassessment

● Quizizz/Blooketforvocabularyreview

STAGE3:LEARNINGPLAN

FirstTopic:Numbers0-31 Estimated#ofLessons:2-3

LearningTargets:

● Icanrecitenumbers0-31in French.

LearningActivities:

● VideosofnumbersongsinFrench

● BINGO

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon’t understandeveryword?

● Oralpracticeofpronunciationofnumbers

● Blooketforreviewofvocabulary(digitalresourceforvocabularygames)

SecondTopic:CalendarVocabulary Estimated#ofLessons:3-5

LearningTargets:

● Icanidentifythedaysofthe weekandmonthsoftheyearin French.

● Icanrecognizethedifferences ofaFrenchcalendarcompared tomyown.

● Icansayandwritedatesin French,includingmybirthday andthebirthdaysofothers.

● IcanrecognizedateswhenI heartheminFrench.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Culturalreadingaboutwherenamedayscomefrom

● Videosofdaysandmonths-songsinFrench

● Wordsearch/Crosswordpuzzleforvocabularypractice

● Oralpracticeofpronunciationofdays/monthsvocabulary&dates

● Blooketforreviewofvocabulary(digitalresourceforvocabularygames)

● Pairactivitieswithpeers(askingandansweringquestionsusingdays/monthvocabulary)

● Writtenpracticeofdays/dates:taskcardactivity

● ListeningpracticeofdatesinFrench(whichincludesreviewofnumbers)

ThirdTopic:HolidayTraditions& Celebrations

LearningTargets:

● IcanrecognizedateswhenI heartheminFrench.

● Icantalkaboutdifferences(and similarities)ofholidaytraditions and/orcelebrationsinmy countryandthoseofthe French-speakingworld(in English).

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● Howdomytraditionscompareandcontrast tothoseinafrancophonecommunity?

● HowdoesFrenchhelpusexploretheworld?

● Culturalreadingsand/orvideosofholidaytraditions/celebrations:withcomprehension questionsinEnglish

● Blooketforreviewofdatesofholidays(digitalresourceforvocabularygames)

● Craftprojectassociatedwithholidaytradition/celebration(TBDbytrimester)

CourseName:Grade6LatinExploratory

Est.#ofClasses:30

UnitOverview: ThisisanintroductorycourseinwhichstudentswillbeexposedtotheLatinlanguage,Roman cultureandhistory,andgeographyoftheRomanWorldwhilelearningbasicvocabulary,conversationaland comprehensionskills.TheLatinlanguagewillbeembeddedinculturallyrelevantstoriesandmythology.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendings toindicatethefunctionsofwordsratherthan wordorder,asisthecaseforEnglish.

● Thestudyofvocabularyandconventionsof ClassicalLatinisthebasisformanymodern languages.

Knowledge

TransferGoals

Communication

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Skills(FramedasLearningTargets)

● Pronunciation;LettersoftheRomanalphabet; Diphthongs(especially"ae"= eye)

● The PartsofSpeech:EspeciallyNouns,but focusingalsoon3rdpersonVerbs,and PrepositionalPhrases.

● Derivative:AwordthattakesitsrootfromLatin.

● ImportantLatinquestionwords

● TheRomanworldwasadiverseculture, comprisedofpeoplefrommanydifferent backgroundsandgeographicallocations.

● IcananalyzeRomannamingconventionsand constructRomangreetings.

● IcanidentifygeographicalitemswithintheRoman world.

● Icanidentifylandmarksaroundthemajor neighborhoodsofPompeii.

● IcanidentifyanddescribemajorRoman monuments.

● IcanidentifysentencestructureinabasicLatin sentence:subjectsandverbs.

● IcanrecognizebasicLatinwordorder.

● Ican findEnglishcognatesinbasicLatinsentences.

● IcanidentifyandanalyzeLatinrootsinvarious Englishwords.

● IcanderivemeaningfrombasicLatinsentencesina story.

● Key-TextReadingComprehension

● Unittestwithvocabulary,languagestructure, andcultural/historicalcomponents.

● Pairimagestodialogue/phrases

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● Vocabquiz

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

FirstTopic:IntrotoLatinandRomanMonuments

LearningTargets:

● Ican findEnglishcognatesinbasicLatin sentences.

● IcanidentifyandanalyzeLatinrootsin variousEnglishwords.

● Icanidentifylandmarksaroundthemajor neighborhoodsofPompeii.

● IcanidentifyanddescribemajorRoman monuments.

LearningActivities:

● Vocabularygamesforretention

● CulturalquestionsrelatedtoPompeii

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● WhatdoIdowhenIdon’tunderstand?

● ReadingcomprehensiononmajorRomanmonuments

SecondTopic:RomanWorldGeography

Estimated#ofClasses:10

STAGE2:DETERMINEACCEPTABLEEVIDENCE

RelevantLearningTargets:

● Icanidentifysentencestructureinabasic Latinsentence:subjectsandverbs.

● IcanrecognizebasicLatinwordorder.

● Icanidentifygeographicalitemswithinthe Romanworld.

LearningActivities:

● Vocabularygamesforretention

RelevantEssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● CulturalquestionsaboutgeographyofRomanworld

● ReadingcomprehensionpassageofplaceswithintheRomanworld(matchingtable)

ThirdTopic:IntrotoRomanLife

RelevantLearningTargets:

● IcananalyzeRomannamingconventions andconstructRomangreetings.

● IcanderivemeaningfrombasicLatin sentencesinastory.

LearningActivities:

● Vocabularyforshortconversationalpractice

Estimated#ofClasses:10

RelevantEssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Readingcomprehensionquestionsonaboyinatree(Tiberius)

CourseName: 6thGradeExploratory(Spanish) UnitTitle: ¡Bienvenidos!

Est.#ofLessons: 10-11

UnitOverview: Inthisunit,studentswilllearnandbeabletorecognizecognatestomakeconnections betweenEnglishandSpanish.Theywilldiscoverthatnounshavegender,forinstance,andsomeother nuancesofthelanguage(forexample:accentmarks).Studentswilllearnhowtointroducethemselves andothersandhowtogreetandsaygoodbyeinSpanish.Studentswillalsolearnhowtopronounce lettersofthealphabetandhowusefulthatcanbetopronounceSpanishwords.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyofpracticed ormemorizedwords,phrases,andsimple sentencesthroughspoken,written,orsigned language.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases,with thehelpofgesturesorvisuals.

InterpretiveCommunication(novicelow)

Icanidentifymemorizedorfamiliarwordswhen theyaresupportedbygesturesorvisualsin informationaltexts.

Understandings

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheir message.

● Spontaneousandappropriateresponses arevitaltokeepthediscourse flowing aroundacommontopic/goal.

● Bodylanguagehelpsconveythemessage.

TransferGoals

COMMUNICATION

:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● IswhatI’msayingunderstood?

● HowdoIexpressmyselfinarespectful manner?

Knowledge Skills(FramedasLearningTargets)

● Beingabletosharesomepersonal informationaboutoneselfinSpanish.

● Beingabletousethecorrectregister whenspeakinginSpanishtoothers.

● Beingabletorecognizesimilaritiesin wordsinanotherlanguage.

● Icanusemyearlyvocabularytoshowthanks, gratitudeandrespect.

● Icangreetsomeoneinthetargetlanguage andintroducemyself.

● Icanaddressothersusingthecorrect register.

● Icanintroduceanotherpersoninthetarget language.

● Icanidentifycognates.

● Icanreadashortstorythatcontains cognatesandgivedetailsaboutthestoryin

English.

● IcanidentifyothervocabularyinSpanish basedoncontext.

● Icanrecognizethesoundsoflettersin Spanish.

● IcanspellusingthealphabetinSpanishand knowtheletterswhenawordisspelledto me.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Writtenassessment:writtenoutversion ofskitpreparedwithclassmate

● Readingbenchmarkwithquestions (baseline)

● Vocabularyquiz:greetings,salutations, andintroductionvocabulary

FirstTopic:KnowledgeofCognates

LearningTargets:

● Icanidentifycognates.

FormativeAssessment

● Observationoforaldiscourse:introductions, greetings&salutations,aswellasfarewells

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Oralquestionsbyteacherandpeers

● Conversationinclasswithpeers

● Quizizz/Blooketforvocabularyreview

STAGE3:LEARNINGPLAN

● Icanreadashortstorythatcontains cognatesandgivedetailsaboutthestory inEnglish.

● IcanidentifyothervocabularyinSpanish basedoncontext.

LearningActivities:

EssentialQuestions:

● HowdoIexpressmyselfinarespectful manner?

● IswhatI’msayingunderstood?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● WhycognatesareimportantinSpanishandbasicuse

● Ashowcaseofvocabularythatstudentsshouldrecognize(basedonthefactthattheyare cognates)intheformofareading

● Practicereadingbenchmarkwithquestions(cognatesandsimplevocabulary)

SecondTopic:Greetings,Salutationsand Introductions Estimated#ofLessons:4-6

LearningTargets:

● Icanusemyearlyvocabularytoshow thanks,gratitudeandrespect.

● Icangreetsomeoneinthetarget languageandintroducemyself.

● Icanaddressothersusingthecorrect register.

● Icanintroduceanotherpersoninthe targetlanguage.

EssentialQuestions:

● HowcanIusemyearlyvocabularytoshow thanks,gratitude,respect?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

LearningActivities:

● Practicebasicintroductions(hello,goodbye,howareyou)withpeers,aspracticedwithteacher

● Usingpreparedskitstoengagewithothersintheclass

● Practicereadingbenchmarkwithquestions(cognatesandsimplevocabulary)

● Writtenandoralpracticeofnewvocabularyintheformofadialogueandshortanswer

● Oralquestionsbyteacherandpeers

ThirdTopic:Alphabet

LearningTargets:

● Icanrecognizethesoundsoflettersin Spanish.

● IcanspellusingthealphabetinSpanish andknowtheletterswhenawordis spelledtome

LearningActivities:

● VideoofalphabetsongsinSpanish

Estimated#ofLessons:1-2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● PracticeofpronunciationoflettersinSpanish

● Dictationofspelledwords

CourseName:6thGradeExploratory(Spanish)Unit2Title: ¿Dóndesehablaelespañol?Lospaíses hispanohablantes Est.#ofLessons:6-8

UnitOverview: Inthisunit,studentswilllearnspecificallywhichcountrieshaveSpanishastheofficial language.TheywilllearnaboutthelocationofSpanishspeakingcountries,theircapitals,bordering countries,traditionalfood,productsofexportation,etc.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterculturalCommunication(novicelow) InmyownandotherculturesIcanidentifysome typicalpracticesrelatedtofamiliareverydaylife.

TransferGoals

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld.

RESPONSIBLECITIZENSHIP:

● Demonstrateculturalawarenessbasedon understandingofandrespectforother culturesbothpastandpresent.

Understandings EssentialQuestions

● Comparisonofculturalproductsand practiceswithourowncreates opportunitiestobetterunderstandand appreciateeachcultureanditspeople.

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

● Howdoesmycommunitycompareand contrasttoHispaniccommunities?

● HowdoesSpanishhelpusexploretheworld?

● WhatamItryingtosayandhowdoIsayit?

● Eachculturehasuniquecharacteristics andvalues.

Knowledge Skills(FramedasLearningTargets)

● PrimaryandsecondarycolorsinSpanish.

● GeographicallocationofSpanishspeaking countries.

● IcanidentifywhereseveralSpanish speakingcountriesarelocatedonamap.

● IcannamethecapitalofseveralSpanish speakingcountriesandsomeinteresting placestovisitthere.

● Icancompareandcontrastaspectsofmy ownculturetothatofaSpanish-speaking country.

● Icanidentifyplacesaroundtheworldwhere Spanishisspoken.

● Icanidentifythecolorsofthe flagsof Spanish-speakingcountriesinSpanish.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Project:researchingaSpanish-speaking countryandsharinginformationaboutit (slideshow&presentation,inEnglish,to class).

FormativeAssessment

● CulturalvideoabouttheSpanish-speaking worldwithfollow-upquestions

● Readingpracticeusingmanycognatesand keyvocabularytoreviewSpanishspeaking countries,theircapitalsand flags.

● Blooketforreviewofvocabulary, flagsof countriesfactsspecificallyregarding Spanish-speakingcountrycapitals

STAGE3:LEARNINGPLAN

FirstTopic:TheSpanish-SpeakingWorld

LearningTargets:

● IcanidentifywhereseveralSpanish speakingcountriesarelocatedonamap.

● IcannamethecapitalofseveralSpanish speakingcountriesandsomeinteresting placestovisitthere.

● Icancompareandcontrastaspectsofmy ownculturetothatofaSpanish-speaking country.

LearningActivities:

Estimated#ofLessons:5-6

EssentialQuestions:

● Howdoesmycommunitycompareand contrasttoaHispaniccommunity?

● HowdoesSpanishhelpusexploretheworld?

● CulturalvideoabouttheSpanish-speakingworldwithfollow-upcomprehensionquestions

● FillinmapsofEurope,SouthAmericaandNorthAmericaidentifyingSpanishspeakingcountries andtheircapitals.

● DevelopingofaninfographicwhichsharesinformationaboutoneoftheSpanish-speaking countrieswithclass

● Practiceactivitiesforreviewofvocabulary, flagsofcountries,factsspecificallyregarding Spanish-speakingcountrycapitals.

SecondTopic:ColorsandShapes

LearningTargets:

● Icanidentifythecolorsofthe flagsof Spanish-speakingcountriesinSpanish.

● Icanidentifyvocabularyrelatedtoshapes inSpanish.

LearningActivities:

● Video(s)ofcolorssonginSpanish

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● OralPracticeofpronunciationofcolorsandshapesinSpanish

● Identifycolorsofitems(cognates)

● Readingpracticeofdescriptionsof flagswithcoloringandwritingcomprehensionfollowup activities

● Color flagsofSpanish-speakingcountriesbasedonkey(colors)

CourseName:6thGradeExploratory(Spanish)Unit3Title:¡Acelebrar!(Calendar&Holidays) Est.#ofLessons:9-11

UnitOverview: Inthisunit,studentswilllearncalendarvocabularyspecifictodaysofthemonth,months oftheyear,andwilllearnhowtoexpressdatesofbirthforthemselvesandothers.Theywillpractice datesingeneralandwillalsolearnaboutholidaytraditionsandcelebrationsspecifictoSpanishspeaking countriesandHispaniccultures.Afocusinthisunitwillincludeholidaytraditions/celebrationsAl(that mayhavecomeupthroughoutthetrimester).

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

InterculturalCommunication(novicelow)

InmyownandotherculturesIcanidentifysome typicalpracticesrelatedtofamiliareverydaylife.

InterpretiveCommunication(novicelow)

Icanidentifythegeneraltopicand somebasicinformationinbothveryfamiliarand everydaycontextsbyrecognizingpracticedor memorizedwords,phrases,andsimplesentences intextsthatarespoken,written,orsigned.

CulturalComparisons(novicelow)

Icanmakecomparisonsbetweenthepractices andperspectivesoftheculturestudiedandmy ownculture.

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld.

RESPONSIBLECITIZENSHIP:

● Demonstrateculturalawarenessbasedon understandingofandrespectforother culturesbothpastandpresent.

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

Understandings EssentialQuestions

● Comparisonofculturalproductsand practiceswithourowncreates opportunitiestobetterunderstandand appreciateeachcultureanditspeople.

● Eachculturehasuniquecharacteristics andvalues.

● Spontaneousandappropriateresponses

● Howdomytraditionscompareandcontrast tothoseinaSpanishspeakingcommunity?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon’t understandeveryword?

● HowdoesSpanishhelpusexploretheworld?

arevitaltokeepthediscourse flowing aroundacommontopic/goal. (Interpersonal)

Knowledge

● Numbers0-31inSpanish

● Spanishvocabularyfordays,monthsand othercalendarwords.

● HolidaysandbirthdaysinSpanish, includingholidaytraditionsand/or celebrationsoftheSpanish-speaking world

Skills(FramedasLearningTargets)

● Icanrecitenumbers0-31inSpanish.

● Icanidentifythedaysoftheweekand monthsoftheyearinSpanish.

● IcanrecognizethedifferencesofaSpanish calendarcomparedtomyown.

● IcansayandwritedatesinSpanish,including mybirthdayandthebirthdaysofothers.

● IcanrecognizedateswhenIhearthemin Spanish.

● Icantalkaboutdifferences(andsimilarities) ofholidaytraditionsand/orcelebrationsinmy countryandthoseoftheSpanish-speaking world(inEnglish).

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Writtenassessmentintheformofaquiz: writingoutdates,answeringshort questions&listeningcomprehension

FirstTopic:Numbers0-31

LearningTargets:

● Icanrecitenumbers0-31inSpanish.

LearningActivities:

● VideosofnumbersongsinSpanish

● BingoorMatamosca

● Oralpracticeofpronunciationofnumbers

FormativeAssessment

● Observationoforaldiscourse:datesand birthdays

● Peer-to-peerinterviews:askingand answeringaboutone’sownbirthdayto practicepronunciation,accuracyof vocabulary

● Writtenpracticeofnewvocabularyinthe formofashortanswer

● Oralquestionsbyteacherandpeers

● Pre-listeningassessment

● Quizizz/Blooketforvocabularyreview

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon’t understandeveryword?

● Blooketforreviewofvocabulary(digitalresourceforvocabularygames)

SecondTopic:CalendarVocabulary

Estimated#ofLessons:3-5

LearningTargets: EssentialQuestions:

STAGE3:LEARNINGPLAN

● Icanidentifythedaysoftheweekand monthsoftheyearinSpanish.

● Icanrecognizethedifferencesofa Spanishcalendarcomparedtomyown.

● IcansayandwritedatesinSpanish, includingmybirthdayandthebirthdays ofothers.

● IcanrecognizedateswhenIhearthemin Spanish.

LearningActivities:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Culturalreadingaboutwherenamedayscomefrom

● Videosofdaysandmonths-songsinSpanish

● Wordsearch/Crosswordpuzzleforvocabularypractice

● Oralpracticeofpronunciationofdays/monthsvocabulary&dates

● Blooketforreviewofvocabulary(digitalresourceforvocabularygames)

● Pairactivitieswithpeers(askingandansweringquestionsusingdays/monthvocabulary)

● Writtenpracticeofdays/dates:Taskcardactivity

● ListeningpracticeofdatesinSpanish(whichincludesreviewofnumbers)

ThirdTopic:HolidayTraditions&Celebrations Estimated#ofLessons:2-3

LearningTargets:

● IcanrecognizedateswhenIhearthemin Spanish.

● Icantalkaboutdifferences(and similarities)ofholidaytraditionsand/or celebrationsinmycountryandthoseof theSpanish-speakingworld(inEnglish).

LearningActivities:

EssentialQuestions:

● Howdomytraditionscompareandcontrast tothoseinafrancophonecommunity?

● HowdoesSpanishhelpusexploretheworld?

● Culturalreadingsand/orvideosofholidaytraditions/celebrations:withcomprehensionquestions inEnglish

● Blooketforreviewofdatesofholidays(digitalresourceforvocabularygames)

● Craftprojectassociatedwithholidaytradition/celebration(TBDbytrimester)

CourseName:6thGradeExploratory(Spanish)Unit4Title:EstesoyyoEst.#ofLessons:2-4

UnitOverview: Inthisunit,studentswillshowcasewhattheyhavelearnedinthetrimester.Theywill createaslideshowandprepareapresentationtotalkaboutthemselves.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases,with thehelpofgesturesorvisuals.

PresentationalCommunication(novicemid)

Icanintroducemyselfusingpracticedor

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheir message.

● Spontaneousandappropriateresponses arevitaltokeepthediscourse flowing aroundacommontopic/goal.

Knowledge

● Personalinformationaboutoneselfin Spanish

● SayingthedateinSpanish

● ColorsinSpanish

● NumbersinSpanish

● HolidaysinSpanish

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

Skills(FramedasLearningTargets)

● Icanrecitenumbers0-31inSpanish.

● IcansaythedateinSpanish.

● Icantalkaboutpreferencessuchascolors, holidays,numbers.

● Icantalkaboutpreferences/favoritethings.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Oralpresentation:Developaslideshowto shareinformationaboutoneselfin Spanish.Studentswillpresenttotheclass andbeabletoanswerquestions

FormativeAssessment

● N/A

STAGE3:LEARNINGPLAN

FirstTopic:PreparingforPresentationand CreatingSlideshow

LearningTargets:

● Icanrecitenumbers0-31inSpanish.

● IcansaythedateinSpanish.

● Icantalkaboutpreferencessuchas colors,holidays,numbers.

● Icantalkaboutpreferences/favorite things.

LearningActivities:

Estimated#ofLessons:2-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Oralpracticewithpeertopracticepronunciationandreceivefeedbackfrompeer

● Blooketpractice

● Presentingtopeers

CourseName: Grade7:French1 Unit1Title: LeFrançais:EnGénéral Est.#ofLessons: 8-10

UnitOverview: Inthisunit,studentswillreviewsomeofwhattheymayrememberfromthe Exploratoryclass:we’llreviewintroductions,sharingtheirageanddateofbirthaswelltheir favoritecolor,forinstance,allwhiledoingareviewofcognatesandtakingadeeperdiveintothe genderofnounsbylookingatobjectsintheclassroomasexamples.Studentswillalsolearnand practicecommonclassroomphrases.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

PresentationalCommunication(novice low)

Icanpresentinformationonbothvery familiarandeverydaytopicsusingavariety ofpracticedormemorizedwords,phrases, andsimplesentencesthroughspoken, written,orsignedlanguage.

InterpersonalCommunication(novice low)

Icanprovideinformationbyansweringa fewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Effectivecommunicatorsmake linguisticchoicesabouthowto delivertheirmessage.

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingarounda commontopic/goal.

Knowledge

● Personalinformationaboutoneself inFrench.

● Differencebetweenfamiliaryou (tu)andFORMALYou(VOUS)

● Unitvocabulary(reviewvocabulary fromExploratory)

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanusemyearlyvocabularytoshow thanks,gratitudeandrespect.

● Icangreetsomeoneinthetargetlanguage andintroducemyself.

● Icansaymyageintargetlanguage.

● Icanexpressdates,includingmybirthday.

● Iunderstandwhatcognatesare.

● Icanidentifyobjectsintheclassroom.

● Icanidentifythegenderofnounsusingthe properarticleinFrench.

● Icancommunicateneedsandwantsinthe classroom.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Oralpresentation:rehearsed presentationofinteractingwith othersintheclasstoshare greetingsandfarewells

● Readingbenchmarkwithquestions -baseline(cognatesandsimple vocabulary)

FormativeAssessment

● Observationoforaldiscourse: introductions,greetings&salutations,as wellasfarewells

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Writtenassessmenttotriggerprior knowledgeofExploratoryFrench

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

STAGE3:LEARNINGPLAN

FirstTopic:Greetings,Salutationsand Introductions

LearningTargets:

● Icanusemyearlyvocabularyto showthanks,gratitudeandrespect.

● Icangreetsomeoneinthetarget languageandintroducemyself.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practicebasicintroductions(hello,goodbye,howareyou)

● Usingpreparedskitstoengagewithothersintheclass

● WatchvideosnippetstoidentifyhowFrenchpeopleinteractandconnectwithone another

SecondTopic:Cognates

LearningTargets:

● Icanidentifythegenderofnouns usingtheproperarticleinFrench.

● Iunderstandwhatcognatesare

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● WhycognatesareimportantinFrenchandbasicuse

● Practicereadingbenchmarkwithquestions(cognatesandbasiccomprehensionof words)

ThirdTopic:Earlyvocabulary

LearningTargets:

● Icanidentifyobjectsinthe classroom.

● Icanidentifythegenderofnouns usingtheproperarticleinFrench.

● Icancommunicateneedsand wantsintheclassroom.

● Icansaymyageintargetlanguage.

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Icanexpressdates,includingmy birthday.

LearningActivities:

● Usingpreparedskitstoengagewithothersintheclassandtogetfeedbackon pronunciationandpacingofconversation

● Developingofaskittopresenttoclass:wordorderforgreetings,farewell

● PracticeofFrenchvocabularyincontext:written,reading,oral,listening

CourseName: Grade7:French1 Unit2Title: ToutdeMoi (AllaboutMe) Est.#ofLessons: 20-25

UnitOverview: Inthisunit,studentswilltalkaboutthemselvesinmoredetail(personalitytraits) sharinginformationaboutwhatactivitiestheylikeorprefertodoatvarioustimesoftheyear (likesportsorshopping,forinstance)andinvaryingweatherconditions(byseason).Students willalsobeintroducedtofamilymembervocabularyandpossessiveadjectives(singularform) enablingstudentstotalkabouttheirfamilymembers(personalitytraits).

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

PresentationalCommunication(novice low)

Icanpresentinformationonbothvery familiarandeverydaytopicsusinga varietyofpracticedormemorized words,phrases,andsimplesentences throughspoken,written,orsigned language.

InterpersonalCommunication(novice low)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

InterpretiveCommunication(novice low)

Icanidentifymemorizedorfamiliar wordswhentheyaresupportedby gesturesorvisualsininformational texts.

Understandings

● Effectivecommunicatorsmake linguisticchoicesabouthowto delivertheirmessage. (PresentationalCommunication)

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingarounda commontopic/goal. (Interpersonal)

● Bodylanguagehelpsconveythe message.

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Knowledge Skills(FramedasLearningTargets)

● Adjectivesofdescription (personalitytraits)

● Cognates

● Vocabularyrelatedtoactivities thatonelikestodo(ornot)in French

● Quantifierslike beaucoup,unpeu, etc.

● PreferencesinFrenchusing regular-erverbsandnouns

● Verbsintheinfinitiveformsand conjugatingregular-erverbsin Frenchsentences

● Icandescribemypersonalitytraits(using limitedvocabulary,adjectives).

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● IcandiscusspreferencesregardingactivitiesI enjoy(regular-erverbs)

● Icanuse-erverbsinFrenchtosaywhatIlike ordon’tlike(conjugating).

● IcantalkabouttheweatherinFrench.

● Icanrecognizenamesoffamilymembersin French.

● Icandiscussactivities/preferencesofmyself andothers(using-erverbs).

● IcanidentifyhowoftenIdovariousactivities byusingquantifierslike beaucoup,unpeu,etc.

● Icanaskandrespondtopersonalquestions (spontaneously).

● Icanuseresourcesappropriately(online dictionary,etc)tochoosedesiredvocabulary.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment FormativeAssessment

● Writtenassessment-letterto hostfamily

● Quizzes:vocabulary,verb conjugations,question&answer

● Readingbenchmarkwith questions

● ListeningComprehension benchmark

● Observationoforaldiscourse:descriptionsof people’spersonalitiesandpreferences,using -erverbsincontext

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

LearningTargets:

● Icandescribemypersonality traits(usinglimitedvocabulary, adjectives).

● Icanrecognizecognates.

LearningActivities:

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● Viewvideos/photosshowingmeaningsofadjectives

● Posedquestionsfromteacherand/orpeerrequestinginformationaboutpersonality

● Writtenandoralpracticeofadjectives:writtenpracticethatfocusesonsentence structure,spelling,grammar,andgenderandnumberagreementofadjectives

● Bookletforreviewofvocabulary(digitalresourceforvocabularygames)

SecondTopic:Activities&Conjugating Regular-erVerbs

RelevantLearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinits infinitiveform.

● Icanuse-erverbsinFrenchto saywhatIlikeordon’tlike (conjugating).

● Icandiscusspreferences regardingactivitiesIenjoy (regular-erverbs).

● Icanaskandrespondto personalquestions (spontaneously).

● Icanuseresources appropriately(onlinedictionary, etc)tochoosedesired vocabulary.

LearningActivities:

Estimated#ofLessons:8-10

RelevantEssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Usingpreparedskitstoengagewithothersintheclassandtogetfeedbackon pronunciationandpacingofconversation(focus:activitiesvocabulary)

● PracticeofFrenchvocabularyincontext:written,reading,oral,listening

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Presentationwithcollage(activities)

● Surveyofactivitiesofpeers

● Practiceformingsimplesentencesusingavarietyofverbsandlearnedvocabulary

ThirdTopic:FamilyMembers Vocabulary&theVerbpréférer

LearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinits infinitiveform.

● Icandiscusspreferences regardingactivitiesIenjoy (regular-erverbs).

● Icanrecognizenamesoffamily

Estimated#ofLessons:2-3

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

membersinFrench.

● Icandiscuss activities/preferencesofmyself andothers(usingtheverb préféreraswellasotherregular -erverbs).

LearningActivities:

● PracticeofFrenchvocabularyincontext:written,reading,oral,listening

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesusingavarietyofverbsandlearned vocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralform

FourthTopic:Quantifiers

LearningTargets:

● IcanidentifyhowoftenIdo variousactivitiesbyusing quantifierslike beaucoup,unpeu, etc.

● Icandiscuss activities/preferencesofmyself andothers(using-erverbs).

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Writtenandspokenpracticeusingquantifierstospeakaboutactivitiesonedoes

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesusingavarietyofverbsandlearned vocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralform

UnitOverview: Inthisunit,studentswilltalkmoreabouttheirfamily,includingdescriptionsof eachfamilymember’spersonalityusingtheverb être.Studentswilldiscusswheretheylive. Theywillsharewhatactivitiestheydoathome,invarioussituations,includingsomechore vocabulary.Theywillbeabletodescribetheirhomeandwherethingsarelocatedwithintheir homeandmorespecificallyintheirownroom.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

InterpretiveCommunication(novice low)

Icanidentifythegeneraltopicand somebasicinformationinbothvery familiarandeverydaycontextsby recognizingpracticedormemorized words,phrases,andsimplesentencesin textsthatarespoken,written,orsigned.

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

PresentationalCommunication(novice low)

Icanpresentinformationonbothvery familiarandeverydaytopicsusinga varietyofpracticedormemorized words,phrases,andsimplesentences throughspoken,written,orsigned language.

Icancommunicateinformation,make presentations,andexpressmythoughts aboutfamiliartopics,usingsentences andseriesofconnectedsentences throughspoken,written,orsigned language.

InterpersonalCommunication(novice low)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

CulturalComparisons(novicelow) Icanmakecomparisonsbetweenthe practicesandperspectivesofthe culturestudiedandmyownculture.

Understandings

● Effectivecommunicatorsmake linguisticchoicesabouthowto delivertheirmessage. (Presentational Communication)

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingarounda commontopic/goal. (Interpersonal)

● Theexaminationofcultural productsandpracticescreates opportunitiestobetter understandandappreciate anothercultureanditspeople.

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewherethingsarelocated?

● HowdoIdescribewhatIamseeing?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyforpeopleand familymembers,

● Possessiveadjectives(singular

● Icannameanddescribepeopleandfamily members,relationships.

● Icansayhowothersrelatetoeachotherusing

form)inFrench

● Vocabularyforhomeand activitiesonedoesindailylife

possessiveadjectivesandtheirregularverb être.

● Icandescribe(personalitytraits)ofmembers ofmyfamily.

● Icannametheroomsinmyhome

● Icansaywhatactivitiesonedoesaroundthe house.

● Icannameobjects/furnishingsinthehomein French.

● Icanidentifywherevariousactivitiesare doneinmyhouse,forexample: Jeregardela télévisiondanslesalon.

● Icanconjugateregular-erverbstodescribe whatpeopledo.

● Icanuseprepositionstoshowdirectional locationofobjectsaroundmyroom,orinmy house,forexample.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Project:familytree (slideshow/poster& presentation,inFrench,toclass)

● Listeningcomprehensionwith questions

● Readingbenchmarkwith questions

FormativeAssessment

● Vocabularyquizzes

● Observationoforaldiscourse:discussing one’shouseinFrench,descriptionsoffamily members,relationshipsoffamilymembers

● Readashortstorytopracticepronunciation, accuracyofvocabularyandtoinfermeaning ofvocabularybycontext

● Practiceofnewvocabulary:shortquestion& answer,writtenandoralpractice

● Interpretivelistening

● Question&answer:regardingfamily,where onelives,whereonedoesvariousactivitiesin thehome

● Speakingactivities:informationgap, answeringandaskingquestionsaboutfamily

STAGE3:LEARNINGPLAN

FirstTopic:FamilyVocabulary& PossessiveAdjectives(insingular form),aswellastheirregularverb être.

LearningTargets:

● Icannameanddescribepeople andfamilymembers, relationships

● Icansayhowothersrelateto eachotherusingpossessive adjectivesandtheirregularverb être.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Identifyandpracticewithfamilyvocabulary.

● Writtenandspokenpracticeusingarticlesandpossessiveadjectives(agreementof):in speakingandinwriting.

● Respondingtoquestionsaboutone’sfamily,inmostlysimplesentences,usingpossessive adjectives.

SecondTopic:PersonalityTraits(more adjectives)todescribefamilymembers

LearningTargets:

● Icannameanddescribepeople andfamilymembers, relationships

● Icansayhowothersrelateto eachotherusingpossessive adjectivesandtheirregularverb être.

● Icandescribe(personality traits)ofmembersofmyfamily.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Writtenandspokenpracticeusingadjectivestotalkaboutfamilymembers

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesdescribingfamilymembersusing learnedvocabulary

● Respondingtoquestionsaboutthepersonalitiesofothersinwrittenandoralform

ThirdTopic:VocabularyforRoomsin theHome

LearningTargets:

● Icannametheroomsinmy home.

● Icansaywhatactivitiesone doesaroundthehouse.

● Icanidentifywherevarious activitiesaredoneinmyhouse, forexample: Jeregardela télévisiondanslesalon.

● Icanconjugateregular-erverbs todescribewhatpeopledo.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Practicepronouncing,identifyingandusingnewvocabularytotalkaboutone’shome: writtenandspoken.

● Respondtoopen-endedquestionsaboutwhatonedoesaroundthehouseinvarious rooms.

● Practiceconjugatingregular-erverbs,insimplesentencesandwhenansweringoral questions.

FourthTopic:HouseVocabulary (furniture,etc.)

LearningTargets:

Estimated#ofLessons:1-2

EssentialQuestions:

● Icanidentifywherevarious activitiesaredoneinmyhouse, forexample: Jeregardela télévisiondanslesalon.

● Icannameobjects/furniturein thehomeinFrench.

LearningActivities:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practiceidentifying,pronouncingandusingnewvocabulary:writtenandspoken.

● Respondingtoquestionsusingnewvocabulary:writtenandspoken.

● Blooketforreviewofnewvocabulary(digitalresourceforvocabularygames)

FifthTopic:ChoreVocabulary

LearningTargets:

● IcannamechoresthatIdoat home.

● Icanidentifywherevarious choresaredoneinmyhouse,for examples: Jelavelechiendansla salledebain or Jecuisinedansla cuisine.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Practiceidentifying,pronouncingandusingnewvocabulary:writtenandspoken.

● Respondingtoquestionsusingnewvocabulary:writtenandspoken.

● Blooketforreviewofnewvocabulary(digitalresourceforvocabularygames)

● MakechorechartinFrench(withhowoftenyoucompletevariouschores,using previouslylearnedvocabulary)

SixthTopic:PrepositionsofLocation

LearningTargets:

● Icanuseprepositionstoshow directionallocationofobjects aroundmyroom,orinmyhouse, forexample.

LearningActivities:

Estimated#ofLessons:4-6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Drawingofroom:sketchandpracticeinwritingusingprepositionsoflocation.

● Respondingtoopen-endedquestionsregardingthelocationofthingsinthehouse/room.

● Writtenandspokenpracticeusingunitvocabulary.

CourseName: Grade7:French1 Unit4Title: AutourdeMaVille(AroundmyTown)

Est.#ofLessons: 8-10

UnitOverview: Inthisunit,studentswilldescribewhereplacesarelocatedintheirtownand whattheydoatthosevariouslocations.They’lltrytheirhandatgivingandfollowingdirections inFrenchtogofromplacetoplace!

EstablishedGoals(from ACTFL)

PresentationalCommunication (novicemid)

Icanpresentinformationonbothvery familiarandeverydaytopicsusinga varietyofpracticedormemorized words,phrases,andsimplesentences throughspoken,written,orsigned language.

InterpersonalCommunication(novice mid)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

InterpretiveCommunication(novice mid)

Icanidentifymemorizedorfamiliar wordswhentheyaresupportedby gesturesorvisualsininformational texts.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingarounda commontopic/goal.

● Effectivecommunicatorsmake linguisticchoicesabouthowto delivertheirmessage.

● Bodylanguagehelpsconveythe message.

● Navigatingtoalocation requiresaccurateuseof terminologyaswellas understandingtheindividual youaretryingtohelp.

TransferGoals

COMMUNICATION

:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowdoIgetwhereIneedtogo?

● HowdoIgivecleardirectionstoaplace?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyforplacesintown andrelatedactivitiesforwhat onedoesatthoseplaces

● Irregularverb aller (contraction à) toindicatewhereoneisgoing intown

● Givingandfollowingdirections inFrench

● Prepositionsoflocationin

● IcanidentifyplacesintowninFrench.

● IcansaywhatactivitiesIdoateachplacein town.

● Icanusetheirregularverb aller (contractionà) tosharewhereIgointownwithmyfamily,for example.

● Icanuseprepositionsoflocationtodescribe wherethingsareintowninrelationtoothers.

● IcangiveandfollowdirectionsinFrench.

French

● Regular-erverbstodescribe activitiesonedoesthroughout thetownatvariouslocations

● Icanuseregular-erverbsandtheverb aller to describeactivitiesmyfamilyandI(ormy friendsandI,forexample)dothroughoutthe town.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Interpretivebenchmarklisteningcomprehension (followingdirectionsfromplace toplace)

● OralPresentation:rehearsed presentationofinteractingwith othersintheclasstogive directionstoaspecificplaceon amap

● Writingbenchmark(written directionsfromoneplaceto another)

FirstTopic:TownVocabulary

LearningTargets:

FormativeAssessment

● Observationoforaldiscourse

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Writtenpracticeofnewvocabularyinthe formofadirectionsfromoneplacetoanother

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

● Practicelisteningcomprehension

STAGE3:LEARNINGPLAN

● Icanidentifyplacesintownin French.

● IcansaywhatactivitiesIdoat eachplaceintown.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenform:answeringquestionsusingunitvocabulary.

● Respondingtoopen-endedquestionsregardingwhatplacesareandwhatonedoesat saidlocationsintown.

● Blooketforpracticeofvocabulary(digitalresourceforvocabularygames)

SecondTopic:IrregularVerb aller

LearningTargets:

● Icanusetheirregularverb aller (contractionà) tosharewhereI gointownwithmyfamily,for example.

● Icanidentifyplacesintownin French.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Song(aller):forpronunciationpracticeofverbinallitsforms

● Writtenpracticeofconjugatedverb aller through fill-intheblankpuzzles,Sudoku,etc.

● Practiceinwrittenandspokenformregardingplacesintown.

ThirdTopic:Formsofthe Contractionà

LearningTargets:

● Icanusetheirregularverb aller (contractionà) tosharewhereI gointownwithmyfamily,for example.

● Icanidentifyplacesintownin French.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinspokenform:answeringquestionsusingtheverb aller plusthecorrectform ofthecontraction à todescribeplacestheyaregoingto.

● Writtenpracticeofconjugatedverb aller andformsofthe contractionà through fill-inthe blankpuzzles,closeactivity,questionstoanswerinFrench,etc.

FourthTopic:Prepositions (DirectionalVocabulary)

LearningTargets:

● Icanuseprepositionsof locationtodescribewhere thingsareintowninrelationto others.

● Icangiveandfollowdirections inFrench.

● Icanidentifyplacesintownin French.

● Icanusetheirregularverb aller (contractionà) tosharewhereI gointownwithmyfamily,for example.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowdoIgetwhereIneedtogo?

● HowdoIgivecleardirectionstoaplace?

● Practiceinwrittenandspokenform:answeringquestionsaboutwhereoneisgoingand howtogetthere(directions).

● Respondingtoopen-endedquestionsregardingwhereplacesarelocatedintown.

● Mapactivity:followingdirectionsfromplacetoplace(listeningcomponent,written portionwherestudentswritetheirownsetofdirections,andanoralcomponentwhere theyaregivingdirectionstoothers)

UnitOverview: Inthisunit,studentswillimaginewhatlifewouldlooklikeasamiddleschooler inParis!Theywillchooseclassesinschoolandparticipateinschoolactivities,aswellascompare Grades 6-12 World Language Curriculum 33

theirdailyschoolscheduletothatofatypicalFrenchstudent.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

CulturalComparison(novicelow)

Icanmakecomparisonsbetweenthe practicesandperspectivesofthe culturestudiedandmyownculture.

InterpersonalCommunication(novice mid)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

Icanexpresssomebasicneeds,using practicedormemorizedwordsand phrases,withthehelpofgesturesor visuals.

Icanexpressbasicpreferencesor feelings,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

InterpretiveCommunication(novice mid)

Icanidentifymemorizedorfamiliar wordswhentheyaresupportedby gesturesorvisualsininformational texts.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingarounda commontopic/goal. (Interpersonal)

● Effectivecommunicatorsmake linguisticchoicesabouthowto delivertheirmessage. (Presentational Communication)

● Theexaminationofcultural productsandpracticescreates opportunitiestobetter understandandappreciate anothercultureanditspeople.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● SubjectvocabularyinFrench

● Theirregularverb avoir

● Adjectivesofdescription

● Regular-erverbsinFrench

● Ordinalnumbers

● Tellingtime(&othertime indicators)

● Numbers0-60inFrench

● IcanidentifyclassroomsubjectsinFrench.

● Icantalkaboutmyclasses,usingtheirregular verb avoir, andtheclassesofothersinthe Presenttense.

● Icandescribeclasses&givepreferences aboutclasses/subjectsthatIhave.

● Icananswerquestionsaboutmyclass scheduleandthescheduleofothers.

● Icanuseordinalnumberstotelltheorderof classesonaschedule.

● Icantelltimeusingnumbers0-60(&use othertimeindicators)todescribeatwhattime events/classestakeplace.

● Icancompareandcontrastmyownschedule tothatofastudentinFrance.

● Listeningcomprehension benchmark

● Project:schedule (slideshow/poster,written& oralpresentation,inFrench,to class)

● Vocabularyquizzes

● Observationoforaldiscourse:discussing one’sschoolschedule,thetimesofone’s classes,teachers,forexample

● Readashortstorytopracticepronunciation, accuracyofvocabularyandtoinfermeaning ofvocabularybycontext

● Practiceofnewvocabulary:shortquestion& answer,writtenandoralpracticeregarding classschedule

● Interpretivelistening:listeningtoastudent describehisschoolschedule

● Question&answer:teacher-student, peer-to-peerregardingtimesofclasses, schedules,forexample

● Journalentries:responsetoquestionabout favoritesubject,classes,forexample

● Speakingactivities:informationgap, answeringandaskingquestions

STAGE3:LEARNINGPLAN

LearningTargets:

● Icanidentifyclassroom subjectsinFrench.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● Practiceidentifying,pronouncingandusingunitvocabulary;matchingwordtopicture, Grades

STAGE2:DETERMINEACCEPTABLEEVIDENCE

forinstance.

● Practiceofnewvocabulary:shortquestionandanswer,writtenandoralpractice

● Journalingaboutclassschedule

● Presentationofcoursescheduletoclass

● Oralpracticewithpeertopracticepronunciationandreceivefeedbackfrompeer

SecondTopic:IrregularVerb avoir

LearningTargets:

● Icanidentifyclassroomsubjects inFrench.

● Icantalkaboutmyclasses,using theirregularverb avoir, andthe classesofothersinthePresent tense.

● Icandescribeclasses&give preferencesabout classes/subjectsthatIhave.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● Practiceinwrittenandspokenform:answeringquestionsaboutclassestaken.

● Writtenandspokenpracticeusingvocabularyincontext.

● Respondingtoopen-endedquestionsregardingone’sschedule.

● Practiceinwrittenandspokenformregardingdescriptionsofclasses.

ThirdTopic:TellingTime Estimated#ofLessons:4-6

LearningTargets:

● Icantelltimeusingnumbers 0-60(&useothertime indicators)todescribeatwhat timeevents/classestakeplace.

● Icanuseordinalnumberstotell theorderofclassesona schedule.

● Icandescribeclasses&give preferencesabout classes/subjectsthatIhave.

● Icananswerquestionsabout myclassscheduleandthe scheduleofothers.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● Practicetellingtimeusingrelatedvocabulary(numbers,etc.).

● Practiceaskingandansweringquestionsrelatedtotime:Aquelleheure…,forinstance.

● Respondingtoquestionsinwritingandaloudusingnewvocabulary.

● BINGOwithnumbersforpractice

● Usingclockstotelltime

FourthTopic:Schoolsinthe Francophoneworld

LearningTargets:

● Icancompareandcontrastmy

Estimated#ofLessons:1-2

EssentialQuestions:

● HowdoesFrenchhelpmeexploretheworld?

ownscheduletothatofa studentinFrance.

LearningActivities:

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● CulturalReadingaboutSchoolsinFrance,withdialogue&questionsinclass

● Video-Frenchstudentdiscusseshisownschedule,studentsanswerquestionsbasedon whattheyhear

● Conversationinclassaboutculturaldifferencesobservedinsharedschedule

CourseName:Grade7Latin1UnitTitle:Unit1IntrotoLatinandtheRomansEst.#ofClasses:30

UnitOverview: ThegoaloftheunitistoacclimatethebeginningLatinstudenttothenewlanguagewhile enteringathematicunitofstudy.Highlightsofthisunitincludesteppingbackintimefollowingthestepsof youngRomanteenagersteachingthestudentshowtointeractwith"OperationLapis"usingsomebasic comprehensibleinputstrategies.Studentsalsowillutilizeapronunciationguide,understandingofcognatesand derivatives.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendings toindicatethefunctionsofwordsratherthan wordorder,asisthecaseforEnglish.

● Thestudyofvocabularyandconventionsof ClassicalLatinisthebasisformanymodern languages.

Knowledge

● Pronunciation;LettersoftheRomanalphabet; Diphthongs(especially"ae"= eye)

● The PartsofSpeech:EspeciallyNouns,but focusingalsoon3rdpersonVerbs,and PrepositionalPhrases.

● Derivative:AwordthattakesitsrootfromLatin.

● ImportantLatinquestionwords

● TheRomanRepublicwasadiverseculture, comprisedofpeoplefrommanydifferent backgroundsandgeographicallocations.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Skills(FramedasLearningTargets)

● IcananalyzeRomannamingconventionsand constructRomangreetings.

● IcanidentifygeographicalitemswithintheRoman world.

● Icananalyzeandevaluate LuciusCaeciliusIucundus

● Icanexaminethelay-outoftheRomanhouse.

● Icanidentifylandmarksaroundthemajor neighborhoodsofPompeii.

● Icanidentify,describe,andusecustomsofRoman dining.

● IcanidentifysentencestructureinabasicLatin

sentence:subjects,directobjects,andverbs.

● IcanrecognizebasicLatinwordorder.

● Ican findEnglishcognatesinbasicLatinsentences.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension

● Thetextsarechangedbasedontopicand levelofcomplexity.

● Unittestwithvocabulary,language structure,andcultural/historical components.

● GoogleFormReadingSummaryforChoose YourOwnPathstories.

FirstTopic:IntrotoLatinandtheRomans

LearningTargets:

FormativeAssessment

● Pairimagestodialogue/phrases

● Dictatio

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● Vocabquiz

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

Estimated#ofClasses:15

EssentialQuestions:

● Icanidentifygeographicalitemswithinthe Romanworld.

● Icanidentifylandmarksaroundthemajor neighborhoodsofPompeii.

● Ican findEnglishcognatesinbasicLatin sentences.

LearningActivities:

AttunementExercises

● HowcanIuseLatintobetterunderstandEnglish?

● WhatdoIdowhenIdon’tunderstand?

● Vocabularypractice-Blooketgames,bananagrams,verbainveniens(wordsearch)

● Grammaticalpractice- fillintheblanks,buildyourownsentences,picturepromptsmatching

● CulturalquestionsaboutPompeiilandmarksandCaecilius.

● ReadingcomprehensionquestionsrelatedtostoriesofRomangeographyandPompeii.

SecondTopic:MeetingaRomanFamily

LearningTargets:

● Icanidentifysentencestructureinabasic Latinsentence:subjects,directobjects,and verbs.

● IcanrecognizebasicLatinwordorder.

LearningActivities:

AttunementExercises

Estimated#ofClasses:15

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Vocabularypractice-(Blooketgames,bananagrams,albatabellacompetition=whiteboards).

● GrammaticalPractice- fillintheblanks,buildyourownsentences,picturepromptsmatching

● RespondingtostorypromptsinLatin

CourseName:Grade7Latin1UnitTitle:Unit2RomanLivingandFamilyBeliefs Est.#ofClasses:30

UnitOverview: StudentswillparticipateinthestoryofTitanomachyasanintroductiontoRomanMythology.In doingso,studentsgainperspectivesonRomanfamilybeliefsandvalues,priortoenteringaRomanhouse.Once insidethehouse,studentswillobservetheimportanceofRomans’beliefsreflectedindecorationsanddesign.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendings toindicatethefunctionsofwordsratherthan wordorder,asisthecaseforEnglish.

● MuchoftheRomans’identityistiedintotheir mythologyandoraltraditions.

● Thestudyofvocabularyandconventionsof ClassicalLatinisthebasisformanymodern languages.

Knowledge

● The PartsofSpeech:

nouns

1stand2ndpersonsingularformsof verbs

● UnderstandoralpoetryinregardstoHomer andHesiodforCreationMyth.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Skills(FramedasLearningTargets)

● IcansummarizeanddescribeCreationMythand theGreekinfluenceonRomanidentity.

● IcansummarizeanddescribetheTitanomachyand successionmyth.

● Icansummarizeandevaluatethefunctionsofthe OlympianGods.

● EvaluatethesignificanceofRomanLiterature andpatronage.

● IcanidentifyanddescribeRomanwritingmaterials.

● IcanidentifyroomsinaRomanhouseandtheir function.

● IcanidentifyLatinprepositions.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension

● Thetextsarechangedbasedontopicand levelofcomplexity.

● PandoraReadingStoryboard(benchmark assessment)

● Unittestwithvocabulary,language structure,andcultural/historical components.

● Project:BuildingaRomanvillaineithera physicalorelectronicmedium.

FirstTopic:TheRomanHouse

LearningTargets:

FormativeAssessment

● Pairimagestodialogue/phrases

● Dictatio

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● Vocabquiz

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

● IcanidentifyanddescribeRomanwriting materials.

● IcanidentifyroomsinaRomanhouseand theirfunction.

● IcanidentifyLatinprepositions.

LearningActivities:

● MatchingforroomsinaRomanhouse

Estimated#ofClasses:15

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Grammaticalattunementexercisesforverbformsmatchingtheirnominativesubject

● CulturalQuestionsrelatedtoaRomanhouseandRomanwritingmaterials

● ReadingComprehensiononCaeciliusandRomanpatronagesystem

SecondTopic:IntrotoRomanMythology

LearningTargets:

● IcansummarizeanddescribeCreationMyth andtheGreekinfluenceonRomanidentity.

● Icansummarizeanddescribethe Titanomachyandsuccessionmyth.

● Icansummarizeandevaluatethefunctions oftheOlympianGods.

Estimated#ofClasses:15

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Whatdoesthesourceortextsay?Whatdoesit

LearningActivities:

● SlapvocabularygameforRomangodsvsGreeknames

mean?

● GrammaticalPractice-sentencebuildinginLatinfromtablechoicewords

● OlympianGodsHyperdoc

● ReadingComprehensiononTitanomachy

● RoleplayasaTitanorOlympianattheTitanomachy-respondtostorypromptinLatinwithGoogle slidesstoryboard

CourseName:Grade7Latin1UnitTitle:Unit3ImperialRome Est.#ofClasses:30

UnitOverview: Inthisunit,studentsdelveintothepoliticsofimperialRomeanddiscussdifferentviewpointsof Romanswithregardtovariousemperors.TheywillthendiscusstheusesandpurposeofvariousforainAncient Romeandwhatanencounterwithmerchantswouldlooklike.Inparticular,theywillbestudyingtheForumof HerculesanditsconnectiontoTroy.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthatare spoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpretingand analyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendingsto indicatethefunctionsofwordsratherthanword order,asisthecaseforEnglish.

● MuchoftheRomans’identityistiedintotheir mythologyandoraltraditions.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Differenthistorical figuresofancientRomehold varyingperspectivesonemperorsandthe politicalsceneasawhole.

Knowledge

● RomanNumerals

● TransitionfromemperorVespasiantohisson Titusbroughtaboutdifferingviewpointsofthe empire

● BackgroundonHerculesandhisinteractionswith earlyTroy

● Importanceandgenerallocationoftheforumin AncientRome

● Howwillknowinganotherlanguagehelpmeexplore myinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

Skills(FramedasLearningTargets)

● IcanrecognizeLatinnumbers1-10.

● IcancharacterizeearlyimperialRomeandher customs,aswellasdifferingviewpointsonthe empire.

● IcanevaluateearlymythsabouttheTrojans,e.g. LaomedonandHercules.

● IcandesignroutesaroundPompeiiandnavigate throughtheForum.

● Icansummarizeanduseknowledgeaboutthe Forumandmerchantstointeractwiththem.

● Icanidentifypluralsubjectsand3rdpersonverbsin thepresent,perfect,andimperfecttenses.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension

● Thetextsarechangedbasedontopicand levelofcomplexity.

● Unittestwithvocabulary,languagestructure, andcultural/historicalcomponents.

● Project:Presentationonselectlaborsof HerculesusingLatinsentencesfromthetext

FormativeAssessment

● Pairimagestodialogue/phrases

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● Vocabquiz

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

FirstTopic:IntroductiontoImperialRomanPolitics Estimated#ofClasses:10

LearningTargets:

● IcancharacterizeearlyimperialRomeand hercustoms,aswellasdifferingviewpoints ontheempire.

LearningActivities:

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● BlooketvocabularyreviewgameonRomanpoliticsandpeople

● Romannumeralmatching

● CulturalQuestionsaboutVespasianandhissonTitus

SecondTopic:HerculesLabors&ConnectiontoTroy Estimated#ofClasses:10

RelevantLearningTargets:

● IcanevaluateearlymythsabouttheTrojans, e.g.LaomedonandHercules.

● IcanrecognizeLatinnumbers1-10.

LearningActivities:

● VocabularyrelayonHercules’labors

● Grammaticalpracticebuildingsentences

● CulturalQuestionsonLaomedonandTroy

RelevantEssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● ReadingComprehensionforLaomedonofTroy’sbackground-TrojanWallstoryboard

ThirdTopic:BusinessintheForum

LearningTargets:

● IcandesignroutesaroundPompeiiand navigatethroughtheForum.

● Icansummarizeanduseknowledgeaboutthe Forumandmerchantstointeractwiththem.

● IcanrecognizeLatinnumbers1-10.

LearningActivities:

● Jenganumbervocabularygame

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● CulturalQuestionsrelatedtobuyingitemsinatheforum

● ReadingComprehensionquestionsforPompeiistreetsstory

● Pompeiigraffitimatchinggame

CourseName: Grade7:Spanish1 Unit1Title: Elespañol:EnGeneral Est.#ofLessons: 10-12

UnitOverview: Inthisunit,studentswillreviewsomeofwhattheymayrememberfromtheExploratory class:we’llreviewintroductions,sharingtheirageanddateofbirthaswelltheirfavoritecolor,forinstance, allwhiledoingareviewofcognatesandtakingadeeperdiveintothegenderofnounsbylookingatobjects intheclassroomasexamples.Studentswillalsolearnandpracticecommonclassroomphrases.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.

Knowledge

● Personalinformationaboutoneselfin Spanish.

● Differencebetweenfamiliaryou(tú)and formalyou(usted)

● Unitvocabulary(reviewvocabularyfrom Exploratory)

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanusemyearlyvocabularytoshow thanks,gratitudeandrespect.

● Icangreetsomeoneinthetargetlanguage andintroducemyself.

● Icansaymyageintargetlanguage.

● Icanexpressdates,includingmybirthday.

● Iunderstandwhatcognatesare.

● Icanidentifyobjectsintheclassroom.

● Icanidentifythegenderofnounsusingthe properdefinitearticleinSpanish.

● Icancommunicateneedsandwantsinthe classroom.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Oralpresentation:rehearsedpresentationof interactingwithothersintheclasstoshare greetingsandfarewells

FormativeAssessment

● Observationoforaldiscourse: introductions,greetings&salutations,as wellasfarewells

● Readingbenchmarkwithquestions-baseline (cognatesandsimplevocabulary)

● Banner-Todosobremi

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Writtenassessmenttotriggerprior knowledgeofExploratorySpanish

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

STAGE3:LEARNINGPLAN

FirstTopic:Greetings,Salutationsand Introductions

RelevantLearningTargets:

● Icanusemyearlyvocabularytoshowthanks, gratitudeandrespect.

● Icangreetsomeoneinthetargetlanguage andintroducemyself.

LearningActivities:

Estimated#ofLessons:1-2

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practicebasicintroductions(hello,goodbye,howareyou)

● Usingpreparedskitstoengagewithothersintheclass

● WatchvideosnippetstoidentifyhowHispanicpeopleinteractandconnectwithoneanother

SecondTopic:Cognates

RelevantLearningTargets:

● Icanidentifythegenderofnounsusingthe properarticleinSpanish.

● Iunderstandwhatcognatesare

LearningActivities:

Estimated#ofLessons:1-2

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● WhycognatesareimportantinSpanishandbasicuse

● Practicereadingbenchmarkwithquestions(cognatesandbasiccomprehensionofwords)

ThirdTopic:EarlyVocabulary

RelevantLearningTargets:

● Icanidentifyobjectsintheclassroom.

● Icanidentifythegenderofnounsusingthe properarticleinSpanish.

● Icancommunicateneedsandwantsinthe classroom.

● Icansaymyageintargetlanguage.

● Icanexpressdates,includingmybirthday.

LearningActivities:

Estimated#ofLessons:3-4

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Usingpreparedskitstoengagewithothersintheclassandtogetfeedbackonpronunciationand pacingofconversation

● Developingofaskittopresenttoclass:wordorderforgreetings,introductionsandfarewells

● PracticeofSpanishvocabularyincontext:written,reading,oral,listening

FourthTopic:AllAboutMe

RelevantLearningTargets:

● Icansaymyageintargetlanguage.

Estimated#ofLessons:3-4

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Icanexpressdates,includingmybirthday.

LearningActivities:

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Developingabanner‘Todosobremi’tosharepersonalinformationandpreferencesinthetarget language.

CourseName: Grade7:Spanish1 Unit2Title: ¿Quétegustahacer?/Whatdoyouliketodo?

Est.#ofLessons: 10-12

UnitOverview: Inthisunit,studentswilltakeanotherlookat"themselves"inSpanish,thistimepaying specialattentiontotheactivitiestheylikeordisliketodoatvarioustimesoftheyearandinvarying weatherconditionsand/orseasons.Studentswillalsoexpresspreferencesofactivities.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

CommunicationPresentational(novicelow)

Icanpresentinformationonbothvery familiarandeverydaytopicsusinga varietyofpracticedormemorizedwords, phrases,andsimplesentencesthrough spoken,written,orsignedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicelow)

Icanexpressmylikesanddislikes usingpracticedormemorizedwords andphrases,withthehelpofgesturesor visuals.

InterpretiveCommunication(novicelow)

Icanidentifymemorizedorfamiliarwordswhen theyaresupportedbygesturesorvisualsin informationaltexts.

Understandings

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Bodylanguagehelpsconveythemessage.

Knowledge

● Cognates

● Vocabularyrelatedtoactivitiesthatone likestodo(ornot)inSpanish

● Quantifierslike mucho,unpoco,etc.

● PreferencesinSpanishtheexpressions me gustamás…(que…)

● Verbsintheinfinitiveform

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● Icandiscusspreferencesregardingactivities Ienjoy (no)megusta…

● IcantalkabouttheweatherinSpanish.

● Icandiscussactivities/preferencesofmyself andothers(usingme/te/le gustamás…que…).

● IcanidentifyhowmuchIlikecertain activitiesbyusingquantifierslike mucho,un poco,etc.

● Icanaskandrespondtopersonalquestions (spontaneously).

● Icanuseresourcesappropriately(online dictionary,etc)tochoosedesiredvocabulary.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Quizzes:vocabulary,question&answer

● Readingbenchmarkwithquestions

● ListeningComprehension

● Observationoforaldiscourse:descriptions ofpeople’spreferences,using(no)me/te/le gusta…

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooket(websitestoreviewthrough games)forvocabularypracticeandreview

● Videointerpretationandcomprehension activity https://www.youtube.com/watch?v=6ZTOUuMU87M&t=17s

● Readingofshorttexts-paragraphsand conversations

LearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● Icanusetheexpression megusta… tosay whatactivitiesIliketodo. EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow)

STAGE3:LEARNINGPLAN

● Icandiscusspreferencesregardingactivities Ipreferusing megustamás…que…

● Icanaskandrespondtopersonalquestions (spontaneously).

● Icanuseresourcesappropriately(online dictionary,etc)tochoosedesiredvocabulary.

● Icananswerthequestions¿Quetegusta hacer?-Whatdoyouliketodo?,¿Tegusta …?-Doyouliketo…?,and¿Quétegustamás …o…?-Whatdoyoulikebetter…or…? whospeakanotherlanguage?

LearningActivities:

● Practicevocabularythroughmatchingactivities,readingcomprehension.

● PracticeofSpanishvocabularyincontext:written,reading,oral,listening

● Meaningandspellingpractice-varietyofwebsites

● Shortreadings

● Surveyofactivitiesofpeers

SecondTopic:DescribingwhatActivitiesIDislike andNegationWords

LearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● IcandiscussactivitiesIandothersliketodo usingnome/te/legusta…

● Icanusenegationwordssuchas no,para nada,ni…ni…

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingif Idon'tunderstandeveryword?

● PracticeofSpanishvocabularyincontext:written,reading,oral,listening

● Practiceformingsimpleandmorecomplexsentencesusingavarietyoflearnedvocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralformincorporatingnegationexpressions

● Clozeactivities(paragraphsandconversations)

ThirdTopic:ExpressingAgreementandQuantifiers Estimated#ofLessons:2-3

LearningTargets:

● IcanidentifyhowoftenIdovarious activitiesbyusingquantifierslike mucho,un poco,etc.

● Icandiscussactivities/preferencesofmyself andothersandusetheexpressions también and tampoco toshowagreement.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Writtenandspokenpracticeusingquantifierstospeakaboutactivitiesonelikestodo

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesusingnegation,agreementexpressionsand learnedvocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralform

● ShortReadings

UnitOverview: Inthisunit,studentswillbeabletodescribetheirpersonalityusingadjectivesof description.Theywillalsobeabletodescribeotherpeople’spersonalitiesbasedonactivitiesthey like/disliketodo.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

InterpretiveCommunication(novicelow)

Icanidentifymemorizedorfamiliar wordswhentheyaresupportedby gesturesorvisualsininformationaltexts.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Bodylanguagehelpsconveythemessage.

Knowledge

● Adjectivesofdescription(personalitytraits)

● Cognates

● Vocabularyrelatedtoactivitiesthatone likestodo(ornot)inSpanish

● Quantifierslike muy,unpoco,avecesetc.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● IcanidentifyadjectivesthatImayuseinthe targetlanguagetodescribemyselfand/or others.

● Icandescribemypersonalitytraitsandalso thepersonalityofother(singularforms).

● Icanidentifyvocabularyrelatedtoactivities inordertodescribepeople'spersonalities.

● Icanrecognizecognates.

● Icanusedefiniteandindefinitearticlesin ordertoformsentencesthatdescribemy personalityandthepersonalityofothers.

● WrittenAssessment-DiamondPoem

● ReadingBenchmarkwithquestions (baseline)

● ListeningComprehension

● Observationoforaldiscourse:descriptions ofpeople’spersonalitiesandpreferences, usingtheverbserinthesingularforms(soy, eres,es).

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

STAGE3:LEARNINGPLAN

FirstTopic:Adjectives(personalitytraits)

LearningTargets:

● Icandescribemypersonalitytraits(using limitedvocabulary,adjectives).

● Icanrecognizecognates.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● Viewvideos/photosshowingmeaningsofadjectives

● Posedquestionsfromteacherand/orpeerrequestinginformationaboutpersonality

● Bookletforreviewofvocabulary

SecondTopic:GenderAgreementofAdjectives andArticles

LearningTargets:

● IcanidentifyadjectivesthatImayuseinthe targetlanguagetodescribemyselfand/or others.

● Icandescribemypersonalitytraitsandalso thepersonalityofother(singularforms).

● Icanusedefiniteandindefinitearticlesin ordertoformsentencesthatdescribemy personalityandthepersonalityofothers.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● Writtenandoralpracticeofadjectives,writtenpracticethatfocusesonsentencestructure,spelling, grammarandgenderandnumberagreementofadjectives

● ReadingshorttextsdescribingotherpeoplepersonalitywisesuchasEncuentralafoto

ThirdTopic:WordOrder

LearningTargets:

● IcanidentifyadjectivesthatImayuseinthe targetlanguagetodescribemyselfand/or others.

● Icandescribemypersonalitytraitsandalso thepersonalityofother(singularforms).

● Icanusedefiniteandindefinitearticlesin ordertoformsentencesthatdescribemy personalityandthepersonalityofothers.

Estimated#ofLessons:1-2

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

LearningActivities:

● Videos/tutorials

● Blooketpractice

● Writtenandoralpracticefocusingonwordorder-Unscramblesentences(envelopes)

CourseName: Grade7:Spanish1 Unit4Title: Mifamiliayyo/MyfamilyandI Est.#ofLessons:9-10

UnitOverview: Inthisunit,studentswilltalkabouttheirfamilybydescribingfamilymembers’ personalities,theirage,andpersonality.Studentswilldescribehowotherfamilymembersrelatetothem andtoeachother.Studentswillalsobeabletodescribewhatpeopledousing-arverbsinthesingular forms.Inthisunit,studentswilllearnaboutfamilyinSpanishspeakingcountriesandtheRoyalFamilyof Spain.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

CulturalComparisons(novicelow)

Icanmakecomparisonsbetweenthepracticesand perspectivesoftheculturestudiedandmyown culture.

InterpretiveCommunication(novicelow)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Adjectivesofdescription

● Cognates

● Vocabularyrelatedtofamilymembers,and relationshipstodescribehowothersrelate tooneselfand/oramongeachotherina family.

● Vocabularyrelatedtoageandpersonality descriptions.

● Usingpossessiveadjectives(mi/mis,tu/tus, su/sus)

● Verbsintheinfinitiveformsandconjugating -arverbs

● Icanrecognizecognates

● Icanrecognizeaverbinitsinfinitiveform.

● Icandiscussactivitiesthatothersdoby using-arverbsinthesingularforms.

● IcanidentifyfamilyvocabularythatImay useinthetargetlanguage.

● Icanidentifywaystodescribehowpeople relatetoeachotherinafamily.

● Icanidentifywordstodescribeafamily member'spersonality,andtheirage.

● Icancompareandcontrastculturalpractices withmyown.

● Icanusepossessiveadjectivestodescribe howpeoplerelatetooneanother.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Readingcomprehension:LaFamiliaRealde España.(Students filloutthefamilytree withdetailedinformationabouteachperson, name,age,relationshiptoaspecificmember

● MiFamilia-Project(slideshowandoral presentation,inSpanish,toclass)

FormativeAssessment

● Observationoforaldiscourse:descriptions ofpeople’spersonalities,activitiestheydo using-arverbsincontext

● Writtenpracticeofnewvocabularyinthe formofshortanswer

● Questionsandanswers,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

● Video-vocabularyintroduction-Edpuzzle

STAGE3:LEARNINGPLAN

FirstTopic:Activities,SingularPronounsand ConjugatingVerbs

LearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● Icandiscussactivitiesthatothersdoby using-arverbsinthesingularforms.

LearningActivities:

● Videos/songstoremember-arverbsendings.

● Conjugationgames

● Readingshorttextthatuse-arverbsincontext

Estimated#ofLessons:3-4

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Blooket/kahoot/Quizizzpractice(digitalresourcesforvocabularygames)

SecondTopic:FamilyMembersVocabulary

LearningTargets:

● Icanrecognizecognates.

● IcanidentifyfamilyvocabularythatImay useinthetargetlanguage.

● Icanidentifywaystodescribehowpeople relatetoeachotherinafamily.

● Icanidentifywordstodescribeafamily

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

member'spersonality,andtheirage.

● Icancompareandcontrastculturalpractices withmyown.

● Icanusepossessiveadjectivestodescribe howpeoplerelatetooneanother.

LearningActivities:

● PracticeofSpanishvocabularyincontext:written,reading,oral,listening

● Blooket/Quizizzforvocabularyreview(digitalresourcesforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesusingavarietyof-arverbsandlearned vocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralform

● ReadingaboutLaFamiliaRealdeEspaña-andcompletingafamilytreewithfollowupquestions

CourseName: Grade7:Spanish1 Unit5Title: MidíaenlaEscuela Est.#ofLessons: 16-18

UnitOverview: Inthisunit,studentswillexplorethelifeofstudentsinSpanishspeakingcountries.They willbeabletodescribewhatitisliketobeamiddleschoolstudent,includingspecificcourses,activitiesand teachersforeachoftheirclasses.Theywillbeabletoexpresspreferencesaboutclassesand/oractivities. Studentswillbeabletocompareandcontrasttheirmiddleschoolschedulesandexperiencewiththoseof studentsinSpanishspeakingcountries.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

CulturalComparison(novicelow)

Icanmakecomparisonsbetweenthepracticesand perspectivesoftheculturestudiedandmyown culture.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Icanexpresssomebasicneeds,using practicedormemorizedwordsand phrases,withthehelpofgesturesor visuals.

Icanexpressbasicpreferencesorfeelings,using practicedormemorizedwordsandphrases,withthe helpofgesturesorvisual

InterpretiveCommunication

Icanidentifymemorizedorfamiliar wordswhentheyaresupportedby gesturesorvisualsininformationaltexts.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING; RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

● Demonstrateculturalawarenessbased onunderstandingofandrespectfor otherculturesbothpastandpresent

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What

commontopic/goal.(Interpersonal)

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople

Knowledge

● SubjectvocabularyinSpanish

● Adjectivesofdescription

● Regular-arverbstodescribewhatpeopledo

● Ordinalnumbers(1st-10th)inSpanish

● Tellingtime(&othertimeindicators)to describeatwhattimeeventstakeplace and/orcurrenttime

● Numbers(0-60)inspanish

doesitmean?

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Skills(FramedasLearningTargets)

● Icanidentifycognates.

● Icanuseordinalnumberstodescribethe orderofthings/events.

● IcanidentifyclassroomsubjectsinSpanish.

● Icandescribeclassesandgivepreferences aboutclasses/subjectsthatIhave.

● Icandescribewhatactivitiespeopledoin differentschoolclassesusingregular-ar verbs.

● Icananswerquestionsaboutmyclass scheduleandthescheduleofothers.

● Icanuseordinalnumberstotelltheorderof classesonaschedule.

● Icantelltimeusingnumbers0-60(&use othertimeindicators)todescribeatwhat timeevents/classestakeplace.

● Icancompareandcontrastmyownschedule andschooldaytothatofastudentinSpanish speakingcountries.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Readingbenchmark

● Project:schedule(slideshow/poster,written andoralpresentation,inSpanish,toclass)

FormativeAssessment

● Observationoforaldiscourse:discussing one’sschoolschedule,thetimesofone’s classes,teachers,forexample

● Vocabularyquizzes

● Observationoforaldiscourse

● Readashortstorytopracticepronunciation, accuracyofvocabularyandtoinfermeaning ofvocabularybycontext

● Practiceofnewvocabulary:shortquestion& answer,writtenandoralpractice

● Interpretivelistening:Listeningtostudents describetheirschoolscheduleandopinion aboutclasses

● Speakingactivities:informationgap, answeringandaskingquestions

● Icantelltimeusingnumbers0-60anduse othertimeindicatorstodescribeatwhat timeevents/classestakeplace.

● Icanuseordinalnumberstotelltheorderof classesonaschedule.

● Icandescribeclassesandgivepreferences aboutclasses/subjectsthatIhave.

● Icananswerquestionsaboutmyclass scheduleandthescheduleofothers.

LearningActivities:

● Usingclockstotelltime

● BINGOwithnumbersforpractice

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● Practicetellingtimeusingrelatedvocabulary(numbers,etc.).

● Practiceaskingandansweringquestionsrelatedtotime:¿Aquéhoraeslaclasede…?,forinstance.

● Respondingtoquestionsinwritingandaloudusingnewvocabulary.

● Competingascheduledbasedoninformationgiveninatextandaudio

LearningTargets:

● Icanuseordinalnumberstodescribethe orderofthings/events.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Practiceinwrittenandspokenform:answeringquestionsaboutactivitiespeopledoinclass.

● Listeningcomprehension.

● Blooketpractice

ThirdTopic:SchoolSubjectVocabulary

LearningTargets:

● Icanidentifycognates.

● IcanidentifyclassroomsubjectsinSpanish.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● Practiceidentifying,pronouncingandusingunitvocabulary;matchingwordtopicture,forinstance.

● Blooket/Quizizzpractice

FourthTopic:-arVerbsRelatedtoSchoolActivities Estimated#ofLessons:3-4

LearningTargets:

● Icanidentifycognates.

● Icandescribewhatactivitiespeopledoin differentschoolclassesusingregular-ar verbs.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● Practiceinwrittenandspokenform:answeringquestionsaboutactivitiespeopledoinclass.

● Respondingtoopen-endedquestionsregardingactivitiesinclass.

● Listeningcomprehension

FourthTopic:SchoolsinSpanishSpeaking Countries

LearningTargets:

Estimated#ofLessons:1-2

EssentialQuestions:

● Icancompareandcontrastmyownschedule andschooldaytothatofastudentinSpanish speakingcountries.

LearningActivities:

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● CulturalvideoaboutthelifeofastudentinCostaRica:listeningcomprehension

● Webquest:SchoolsindifferentSpanishspeakingcountries.

CourseName: Grade7:Spanish1

Unit6Title: ¿Dóndeestánlascosas?/Whereisit? Est.#ofLessons: 10-12

UnitOverview: Inthisunit,studentswillexchangeinformationaboutclasses,classroomsandtheir bedroom.Theywillbeabletodescribewheresomethingorsomeoneislocated.Theywillalsocompare perspectivestowardsschool,uniformsandotherpracticesinSpanishspeakingcountries.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterpretiveCommunication(novicelow)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesofconnectedsentences throughspoken,written,orsignedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit? IswhatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribewherethingsare located?

understandandappreciateanotherculture anditspeople.

Knowledge Skills(FramedasLearningTargets)

● Vocabularyforclassroomandbedroom objects

● Theirregularverb estar

● Prepositionsoflocation

● Adjectivestodescribeobjectsincluding colors

● Icannameobjects/furnishingsinthe classroomorinmybedroominSpanish.

● Icandescribethequantityofitemsina classroomorinmybedroombedroomusing theexpression hay andthenumbersin Spanish.

● Icanuseprepositionstoshowdirectional locationofobjectsaroundtheclassroomor inmybedroom,forexample.

● Icanusetheverb estar todescribethe locationofobjectsandpeople.

● Icanusethecontraction del.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Readingcomprehension:cutandpasteitems inclassroom

● Listeningcomprehensionwithfollowup questions

● Project:Designyourownbedroomor classroom(posterpaperdrawing)and presentationinSpanishtotheclass.

FormativeAssessment

● Observationoforaldiscourse:discussing locationofschoolsuppliesinourclassroom

● Practiceofnewvocabulary:shortquestion andanswer,writtenandoralpractice

● Interpretivelistening

● Speakingactivities:informationgap, answeringandaskingquestionsabout locationofobjectsbasedonpicturesor placesintheclassroom

STAGE3:LEARNINGPLAN

FirstTopic:SchoolsSuppliesandFurnishing Vocabulary

LearningTargets:

● Icannameobjects/furnishingsinthe classroomorinmybedroominSpanish.

● Icandescribethequantityofitemsina classroomorinmybedroombedroomusing theexpression hay andthenumbersin Spanish.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit? IswhatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● Identifyandpracticewithschoolsuppliesandfurnishingsvocabulary:Bingo,matamoscas,Blooket set,etc.(digitalresourceforvocabularygames)

● Writtenandspokenpracticeusingnumbersandthepluralsofnouns:inspeakingandinwriting.

SecondTopic:PrepositionsofLocationandthe Verb estar

LearningTargets:

● Icanuseprepositionstoshowdirectional locationofobjectsaroundtheclassroomor

Estimated#ofLessons:6-7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit? IswhatI’msayingunderstood?

inmybedroom,forexample.

● Icanusetheverb estar todescribethe locationofobjectsandpeople.

● Icanusethecontraction del.

LearningActivities:

● WhatdoIdowhenIdon’tunderstand?

● Respondingtoopen-endedquestionsregardingthelocationofthingsintheclassroomorpicturesof bedrooms..

● Writtenandspokenpracticeusingunitvocabulary.

● Readingdescriptionoflocationofobjectsinaclassroomandcuttingandpastingitemsintheir locationbasedondescription.

● Drawingofroom:sketchandpracticeinwritingusingprepositionsoflocation.

CourseName: Grade7:Spanish1

UnitOverview: Inthisunit,studentswillbeabletoexpresstheirlikesanddislikesaboutavarietyoffoods, anddrinks.Theywillbeabletoexchangeinformationaboutfoodanddrinkpreferences.Theywillalso exploremealsthatstudentsinSpanishspeakingcountrieshaveforbreakfastand/orlunch. Inthisunit,studentswillalsoexplorewhatfoodsanddrinksaretypicalincertainSpanishspeaking countriesandbeabletocomparethemwiththeirownfoodchoices.Inaddition,studentswilllearn expressionstoorderatarestaurantorinacaféanddiscusstheirlikesanddislikesofvariousfoods/drinks.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

CulturalComparison(novicelow)

Icanmakecomparisonsbetweenthepracticesand perspectivesoftheculturestudiedandmyown culture.

InterpretiveCommunication(novicelow)

Icanidentifymemorizedorfamiliarwordswhen theyaresupportedbygesturesorvisualsin informationaltexts.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)The examinationofculturalproductsand practicescreatesopportunitiestobetter

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING; RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELFDIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● HowdoesSpanishhelpmeexplorethe world?

understandandappreciateanotherculture anditspeople.

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople.

Knowledge

● Foodanddrinkvocabulary

● Describingwhatoneeatsanddrinksfor breakfastandlunch

● Identifyingdifferenttypesoffoodand/or restaurants

● Usingregularverbslike: comer,beberand compartir todiscussfoodsandmeal preferences

● Comparingeatinghabitswiththosein Spanishspeakingcountries.

● Formalvs.informalsituationsinspeaking

Skills(FramedasLearningTargets)

● IcanidentifyfoodsanddrinksinSpanish.

● Icanidentifyvocabularytohelpduringa visittoarestaurantinthetargetlanguage.

● Icanidentifywaystodescribetheauthentic foodsofSpanishspeakingcountries.

● Icansharewhatfoodsmyfamilyenjoys.

● Icanuseregular-er,-irverbstodescribe whatpeopleeat,drinkorshare.

● Icanidentifyexpressionsappropriatefor interactingwithpeopleatarestaurant.

● IcanorderoffamenuinaSpanish-speaking countryinaculturallyappropriateandpolite manner.

● IcanidentifyvocabularytodescribehowI feelaboutcertainfoodsordrinks.

● Icanusethetargetlanguageto communicatefoodpreferences.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Writtenassessment:writtenoutversionof skitpreparedwithclassmate

● Readingbenchmarkwithquestions

● Vocabulary/grammarquiz:foodvocabulary and/orverbconjugations

● Benchmarklisteningactivity

FormativeAssessment

● Observationoforaldiscourse:food preferences,orderingatarestaurant

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary (scenefromrestaurant)

● Practicereadingbenchmarkwithquestions thatincludecognatesandotherfoodrelated vocabulary

● Writtenpracticeofnewvocabularyinthe formofaansweringquestionsregarding preferencesandshortanswer

● Oralquestionsbyteacherandpeers:food preferences/choices

● Conversationinclasswithpeers:food preferences

● Quizizz/Blooketforvocabularyreview

STAGE3:LEARNINGPLAN

FirstTopic:FoodandDrinkVocabularyandRegular -er,-irVerbs

RelevantLearningTargets:

● IcanidentifyfoodsanddrinksinSpanish.

● Icanidentifyvocabularytohelpduringa

Estimated#ofLessons:2-3

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

visittoarestaurantinthetargetlanguage.

● IcanidentifyvocabularytodescribehowI feelaboutcertainfoodsordrinks.

● Icanusethetargetlanguageto communicatefoodpreferences.

LearningActivities:

● WhatdoIdoifI’mnotunderstood?

● Listwhatfoodsanddrinkstheschoolcafeteriaoffersonthedaywehaveclass

● Questionandanswer(vocabularypractice):foodpreferences

● Readamenu:pronunciation,accuracyofvocabularyandtoinfermeaningofvocabularybycontext, questionstofollowinSpanish

● Practiceofnewvocabulary:shortquestionandanswer,writtenandoralpractice

● Interpretivelistening

SecondTopic:DescribingWhatPeopleEat,Drink orShare

RelevantLearningTargets:

● Icansharewhatfoodsmyfamilyenjoys.

● Icanuseregular-er,-irverbstodescribe whatpeopleeat,drinkorshare.

LearningActivities:

Estimated#ofLessons:5-6

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Videosofsongstohelprememberregular-erand-irverbendings

● Readingcomprehension:Encuentralafoto

● Mipersonadecomidaproject:studentscreateapersonusingfooditemsasbodyparts

● Readingshorttextwithfollowupquestionsaboutwhatfoodsanddrinksaretypicalincertain Spanishspeakingcountries

● Listeningcomprehension:peopletalkingaboutfoodanddrinktheyconsumeforbreakfastand/or lunch

● VideosandpicturesoffoodanddrinkthatstudentsinSpanishspeakingcountrieshavefor breakfastand/orlunch.

ThirdTopic:OrderingOffaMenu

RelevantLearningTargets:

● Icanuseregular-er,-irverbstodescribe whatpeopleeat,drinkorshare.

● Icanidentifyexpressionsappropriatefor interactingwithpeopleatarestaurant.

● IcanorderoffamenuinaSpanish-speaking countryinaculturallyappropriateandpolite manner.

● IcanidentifyvocabularytodescribehowI feelaboutcertainfoodsordrinks.

● Icanusethetargetlanguageto communicatefoodpreferences.

LearningActivities:

Estimated#ofLessons:5-6

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● HowdoesSpanishhelpmeexplorethe world?

● Practiceinwrittenandspokenform:expressingfoodchoices.

● Simulation:orderingfromamenuinSpanish

● Skitwithpeerspracticinginwrittenandspokenform:orderingfromamenu.

CourseName: Grade8:French1 Unit1Title: C’estMoi (Thisisme) Est.#ofLessons: 13-15

UnitOverview: Inthis firstunitof8thgrade,studentswillrefreshhowtospeakanduseFrenchby thoroughlydescribingthemselvesandothersusingnewadjectivesofdescription,theverb être and avoir andgivingmorecleardescriptionsoftheirownandothersphysicalappearances.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

PresentationalCommunication(novicemid)

Icanintroducemyselfusingpracticedor memorizedwordsandphrases,withthehelp ofgesturesorvisuals.

Icannameveryfamiliarpeople,places,and objectsusingpracticedormemorizedwords andphrases,withthehelpofgesturesor visuals.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Bodylanguagehelpsconveythe message

Knowledge

● Adjectivesofphysicaldescriptionand somebodyparts(nose,mouth,head, face,hair)

● Cognates

● Theirregularverbs être&avoir

● Unitvocabulary(reviewvocabulary from7thgrade)

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icandescribemyselfandothersusinga varietyofadjectivesofphysicaldescription andbodypartsinFrench.

● Icanrecognizecognates.

● Icanusetheirregularverb être todescribe myselfandothers.

● Icanaskandrespondtopersonalquestions

(spontaneously).

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Interpretivebenchmark-listening comprehension

● Readingbenchmark

● Oralpresentationsupportedbyvisuals wherestudentsgiveinsightintowho theyare(physicalandpersonality descriptions,likesanddislikes,etc.)

FirstTopic:Adjectives(Physical Characteristics)

LearningTargets:

FormativeAssessment

● Observationoforaldiscourse

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

● Vocabularyquizzes

STAGE3:LEARNINGPLAN

Estimated#ofLessons:3-5

EssentialQuestions:

● Icandescribemyselfandothersusing avarietyofadjectivesofphysical description

● Icanrecognizecognates.

LearningActivities:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Readingcomprehension:readashortstoryforvocabularypractice,recognitionofcognates (seewhattheyremember-baseline)

● Describingvariouspeopleusingnewadjectivesinwrittenandinspokenform.

● Writtenandoralpracticeofadjectives(physicaldescription):watchingvideoclipsand describingthepersontheysee.

● Bookletforreviewofvocabulary(digitalresourceforvocabularygames)

SecondTopic:IrregularVerbs être&avoir Estimated#ofLessons:3-4

LearningTargets:

● Icanusetheirregularverbs être& avoir todescribemyselfandothers.

● Icanaskandrespondtopersonal questions(spontaneously).

LearningActivities:

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practicewrittenandoralexamplesusingtheirregularverbs être

● Writtenpracticeofconjugatedverbs être&avoir through fill-intheblankpuzzles,closeactivity, Sudoku,etc.

● Blooketforreviewofverbconjugation(digitalresourceforvocabularygames)

● Verbsong(conjugation)topractice(hear)pronunciationoftheirregularverbsinallforms.

ThirdTopic:BasicBodyParts&Other DescriptiveVocabulary

LearningTargets:

● Icandescribemyselfandothersusing basicbodypartsvocabularyinFrench.

● Icanaskandrespondtopersonal questions(spontaneously).

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practicewrittenandoralexamplesusingtheirregularverbs être&avoir

● Describingpicturesofvariouspeopleusingstudiedvocabulary.

● Blooketforreviewofallphysicaldescriptionvocabulary(digitalresourceforvocabulary games)

● Self-portraits:describingselfandothersusingunitvocabularyinsentencesandaloud(orally).

● GuessWhogamewithpartners. CourseName:

UnitOverview: Inthisunit,studentswilldiscoverwhatfoodsanddrinksaretypicalforFrenchpeople andbeabletocomparetheirownfoodchoicesatmealstothoseofaFrench-speakingperson.They willshowofftheirskillsatorderinginacafélikearealParisianandholduptheirendofthe conversationastheydiscusstheirlikesanddislikesofvariousfoods/drinks.Studentswillalsodiscuss waysinwhichshoppingforfoodsisdifferentinFrance.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

CulturalComparison(novicelow)

Icanmakecomparisonsbetweenthepractices andperspectivesoftheculturestudiedand myownculture.

InterpretiveCommunication(novicemid)

Icanidentifymemorizedorfamiliarwords whentheyaresupportedbygesturesor visualsininformationaltexts.

TransferGoals

COMMUNICATION:

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

InterpersonalCommunication(novicemid) Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Theexaminationofculturalproducts andpracticescreatesopportunitiesto betterunderstandandappreciate anothercultureanditspeople.

Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingtherearemultiple waysofviewingtheworld

SELF-DIRECTION:

Perseverethroughchallengesbasedonfeedbackand commitmenttobeingunderstood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● Foodanddrinkvocabulary

● Typesofcuisine/restaurants

● Irregularverbslike: prendre,vouloir, boire and-gerverbconjugation (manger), avoir (avoir expressions: avoir soif&avoirfaim)todiscussfoodsand mealpreferences

● ShoppingcustomsinFrance

● Formalvs.informalsituationsin speaking

● Conjugatingregular-irverbsinthe presenttense

● Icanidentifywhatoneeatsanddrinksin French.

● Icanusethe partitivede expressionwithfood.

● IcanorderoffamenuinaFrench-speaking countryinaculturallyappropriate&polite manner.

● Icanrequestsomethingtoeatusing appropriatevocabularyandbodylanguage.

● Icanusethetargetlanguagetocommunicate foodpreferences.

● Icantalkaboutthequalityofthefood(using adjectivesandtheverb être).

● Icantalkaboutshoppingexperiencesin anothercountry.

● Icansharewhatfoodsmyfamilyenjoys.

● Icancomparefoodchoicesatcultural celebrations/eventstothoseofaFrench person.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Writtenassessment:writtenout

FormativeAssessment

● Observationoforaldiscourse:food

versionofskitpreparedwith classmate

● Readingbenchmarkwithquestions

● Vocabulary/grammarquiz:food vocabularyand/orverbconjugations

● Listeningbenchmark:listenandtake noteofwhatpeopleare eating/orderingatarestaurant preferences,whereoneshopsforvarious itemstoeat,orderingatarestaurant(video)

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary(scene fromrestaurant)

● Practicereadingbenchmarkwithquestions (cognatesandotherfoodrelatedvocabulary)

● Writtenpracticeofnewvocabularyinthe formofaansweringquestionsregarding preferences&shortanswer

● Oralquestionsbyteacherandpeers:food preferences/choices

● Conversationinclasswithpeers:food preferences

● Quizizz

LearningTargets:

● Icanidentifywhatoneeatsanddrinks inFrench.

● Icansharewhatfoodsmyfamily enjoys.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Journalingaboutdailyfoodchoices,writtenform

● Question&Answer(vocabularypractice):foodpreferences

● Role-playscenefromrestaurant:ordering

● Readamenu:pronunciation,accuracyofvocabularyandtoinfermeaningofvocabularyby context,questionstofollowinFrench

● Practiceofnewvocabulary:shortquestion&answer,writtenandoralpractice

● Interpretivelistening:

● Question&answer:teacher-student,peer-to-peer(interviews)inFrench

● Postertoshowfoodpreferences

● Blooketforreviewofallfoodvocabulary(digitalresourceforvocabularygames)

SecondTopic:OrderingOffaMenu

LearningTargets:

● Icanusethe partitivede expression withfood.

● Icanorderoffamenuina French-speakingcountryina culturallyappropriate&politemanner.

● Icanrequestsomethingtoeat.

● Icanusethetargetlanguageto communicatefoodpreferences.

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

STAGE3:LEARNINGPLAN

LearningActivities:

● Practiceinwrittenandspokenform:expressingfoodchoices.

● Simulation:orderingfromamenu

● Skitwithpeerspracticinginwrittenandspokenform:orderingfromamenu.

ThirdTopic:QualityofFood/Preferences Estimated#ofLessons:3-4

LearningTargets:

● Icantalkaboutthequalityofthefood (usingadjectivesandtheverb être).

● Icansharewhatfoodsmyfamily enjoys.

● Icansharehealthyfoodchoices.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Practiceinwrittenandinspokenform:answeringquestionsaboutfoodpreferences.

● Respondingtoopen-endedquestionsaboutfoodpreferences.

● Peer-topeer:sharingsimplesentencesaboutfoodchoicesinfamilies.

● Makingafoodchartofhealthyvs.unhealthyfoodsthatoneeats.

FourthTopic:ShoppinginFranceforFoods Estimated#ofLessons:3-4

LearningTargets:

● Icantalkaboutshoppingexperiences inanothercountry.

● Icansharewhatfoodsmyfamily enjoys.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Posedquestionsfromtheteacherrequestinginformationaboutshopping/foodchoices.

● PracticewritingFrenchsentences(sentencestructure,spelling,verbconjugation,wordorder).

FifthTopic:Holiday/TraditionalFoodsin France Estimated#ofLessons:2-3

LearningTargets:

● Icancomparefoodchoicesatcultural celebrations/eventstothoseofa Frenchperson.

LearningActivities:

● Culturalreading:traditionalfoods

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Viewphotos/videosshowingauthenticFrenchfoods

● Readingtextsandderivinginformationusingcontextualcluesandpriorknowledge(cognates,

forexample).

CourseName: Grade8:French1

Est.#ofLessons: 14-16

Unit3Title: RestonsOccupés!(StayBusy!)

UnitOverview: Inthisunit,studentswilldiscusswhattheydotokeepbusy! Dotheyplaysports?Knit? Prefertostayhome? Theywillsharewhatleisureactivitiesandsportstheydoatvarioustimesofthe year,aswellaslookatwaysFrenchstudentskeepbusyintheirfreetime!

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterpersonalCommunication(novicemid) Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Icanexpresssomebasicneeds,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

PresentationalCommunication(novicemid) Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Bodylanguagehelpsconveythe message.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● Sportsandleisureactivityvocabulary

● Icanidentifyvarioussports/activitiesin

● Irregularverbslike: faire,dormir and sortir(partir&servir)

● Conjugationsofregular-erverbs,as wellastheverb préférer

● Leisureactivitiesenjoyedbystudents inFrance

● Reviewofweatherconditions French.

● IcandiscusssportsandhobbiesIenjoy.

● Icandiscusssportsandactivitiesenjoyedby others.

● IcandiscusswhenIparticipateinvarious sports/activities(seasonallyandinvarious weatherconditions).

● Icanusethetargetlanguagetocommunicate preferencesaboutsports/hobbies.

● Icantalkaboutsportsandhobbiesofstudents myageinanothercountry.

● Icancomparesports/hobbyintereststothose ofaFrenchperson.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Readingbenchmarkwithquestions.

● Oralpresentation:ineachseason,tell mewhatyoudoinFrench.

FormativeAssessment

● Observationoforaldiscourse:sports preferences,whatonedoesforfun(video)

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary (French-speakingstudentssharinginterests onweekendsandafterschool)

● Writtenpracticeofnewvocabularyinthe formofansweringquestionsregarding preferences&shortanswer (Aimes-tulefoot? Joues-tuaubasket?Fais-tudelavoile?Etc.)

● Oralquestionsbyteacherandpeers:activity preferences/choices

● Journalingdailyactivitiesafterschool

● Conversationinclasswithpeers:whatyoulike todoafterschool,onweekends,withfriends, inPE(preferences)

● Quizizz

STAGE3:LEARNINGPLAN

FirstTopic:LeisureActivityVocabulary Estimated#ofLessons:3-4

LearningTargets:

● Icanidentifyvarioussports/activities inFrench.

● IcandiscusssportsandhobbiesI enjoy.

● Icandiscusssportsandactivities enjoyedbyothers.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Vocabularyrecognitionactivities:matchingpicturestowords,drawingforpractice,etc.

● Practiceinwrittenandinspokenform:answeringquestionsaboutsports/hobbies

● Respondingtoopen-endedquestionsaboutactivities/sports.

● Peer-topeer:sharingsimplesentencesaboutsports/hobbiesoneenjoys/prefers.

● Blooketforreviewofallsports/hobbyvocabulary(digitalresourceforvocabularygames)

SecondTopic:IrregularVerbs faire(dormir, sortir and partir&servir)

LearningTargets:

● Icanidentifyvarioussports/activities inFrench.

● IcandiscusssportsandhobbiesI enjoy.

● Icandiscusssportsandactivities enjoyedbyothers.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Writtenpracticeofconjugatedverbs(MadMinutepracticeofirregulars)

● Practiceinwrittenandinspokenform:answeringquestionsaboutsports/hobbies

● Respondingtoopen-endedquestionsaboutactivities/sports.

● Peer-topeer:sharingsimplesentencesaboutsports/hobbiesoneenjoys/prefers.

● Listeningpractice:checkactivitiesyouhearonelikes

ThirdTopic:ReviewofWeatherandCalendar Vocabulary

LearningTargets:

● IcandiscusswhenIparticipatein varioussports/activities(seasonally andinvariousweatherconditions).

● Icanusethetargetlanguageto communicatepreferencesabout sports/hobbies.

LearningActivities:

● Speakingpractice:peertopeerinterview

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Fill-ingridwithsports/activitiesbasedonweathershown

● Oralandwrittenpracticeaskingandansweringquestionsaboutsports/activities

● Fill-intheblankswithsports/hobbyvocabularybasedonscenariosprovided

● Blooketforreviewofallcalendar&weatherexpressionvocabulary(digitalresourcefor vocabularygames)

FourthTopic:Sports&HobbiesEnjoyedby FrenchStudents

LearningTargets:

● Icantalkaboutsportsandhobbiesof studentsmyageinanothercountry.

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● Icancomparesports/hobbyinterests tothoseofaFrenchperson.

LearningActivities:

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● EdPuzzlevideo~ fill-insbasedontypicalstudent/dailyactivitiesafterschool

● Charttocompareyouractivities/sportstothoseofFrench-speakingstudent

CourseName: Grade8:French1

Est.#ofLessons: 18-20

Unit4Title: AllonsVoyager!(Let’sTravel!)

UnitOverview: Inthisunit,studentswillprepareforatripabroadtoFrance!Studentswillbe preparingforafantasticvacationaroundthecountryandwillneedtothinkaboutandplanwherethey aregoing,howtheywillgetfromplacetoplaceandwhattheyshouldpackforthisfantastictrip, includingwhatthingstheywilldowhilevacationing.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Icanexpresssomebasicneeds,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

PresentationalCommunication(novicemid)

Icanpresentinformationonbothvery familiarandeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● HowdoIdecidewhatclothestowearona givendayorforaspecificsituation?

● HowdoeswhereIliveinfluencewhatIdofor fun?

● HowdoIselectanduseinformationto supportmyideas?

● WhatamItryingtosayandhowdoIsayit?

● Bodylanguagehelpsconveythe message.

● Navigatingtoalocationrequires accurateuseofterminology.

Knowledge

● GeographicVocabularyrelatedto destinationsonemayvisit: aubordde lamer,àlacampagne,etc.

● Irregularverbs aller & prendre to indicatewhereoneisgoingandhow onewillgetthere

● VocabularyforModesof transportation,togetaroundtown(en vélo,àpied,envoiture,enbus)

● Regular-erverbstodescribeactivities onedoesonvacation

● Regular-reverbstodiscussactivities

● Clothingvocabulary

Skills(FramedasLearningTargets)

● IcanidentifywhereIamgoingtotravelin French.

● IcansaywhatactivitiesIdo.

● Icanidentifytransportationoptionstoget aroundtown(envélo,àpied,envoiture,enbus).

● Icanuseregular-erverbsandtheverb aller to describeactivitiesmyfamilyandI(ormy friendsandI,forexample)dowhileon vacation.

● Icanusetheirregularverb prendre andother regular-reverbsinthePresenttense.

● Icandescribemyjourneyfromoneplaceto anotherinFrench(usingmodesof transportation)

● IcandescribewhatIamwearing,aswellas whatothersarewearing.

● Icandescribewhattowearinvarious situations(atawedding,atthebeach,for example).

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Oralpresentation:developand presenta“lookbook”(livefashion show,forexample)forthevacation destinationbasedontimeofyear, locationandactivitiesOROral presentation:developandpresenta slideshowsharingwhereandhowyou willtravelaroundFrance.

FormativeAssessment

● Observationoforaldiscourse

● Quizizz/Blooketforvocabularypractice& review

● Practicelisteningcomprehension

● Vocabularyquizzes:unitvocabularyon clothingitems

● Journaling(whatstudentsarewearingona dailybasis)

● Conversationswithpeersdescribingwhat theyarewearing

● Question&Answer:scenariosbasedon location,weather,situation(peer-to-peer, teachertostudent)

STAGE3:LEARNINGPLAN

LearningTargets:

● IcanidentifywhereIintendtotravel inFrench:onthecoast,inthe countryside,etc.

● IcanidentifythemaincitiesinFrance: Nice,Paris,Bordeaux,Tours,Lyon,for example.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenform:answeringquestionsusingunitvocabulary.

● Respondingtoopen-endedquestionsregardingwhatplacesareandwhatonedoesatsaid locationsintown.

● Mapactivity:identifyingmajorcitiesinFrance

SecondTopic:ModesofTransportation Vocabulary

LearningTargets:

● Icanidentifyvariousmodesof transportationinFrench.

● Icanusetheproperpreposition beforeeachmodeoftransportation.

● Icanidentifythevariousmodesof transportationusedinFrance.

LearningActivities:

● EdPuzzlevideo:modesoftransportation

● Matchingactivitywithnewvocabulary

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenformregardingvariousmodesoftransportation.

● ShortreadingselectionthathighlightsmodesoftransportationinParis,forexample.

● Blooketforreviewofmodesoftransportationvocabulary(digitalresourceforvocabulary games)

ThirdTopic:IrregularVerb prendre and ConjugatingRegular-reVerbs

LearningTargets:

● Icanusetheirregularverb prendre to sharewhatmodesoftransportationI takeinmyowntownandonatrip.

● Icanconjugateregular-reverbsto describeactivitiesIdo.

● Icanuseavarietyofprepositionslike en,dans,à.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinspokenform:answeringquestionsusingtheverb prendre plusthecorrectto describewhatmodeoftransportonetakes.

● Writtenpracticeofconjugatedverb prendre through fill-intheblankpuzzleorcrossword puzzle,closeactivity,questionstoanswerinFrench,etc.

● Writtenpracticeofprepositions

● Songforendingsofregular-reverbs(-reverbsong)

FourthTopic:ClothingVocabulary

LearningTargets:

● IcanidentifywhatIamwearingin French.

● Icandescribewhatothersarewearing usingnewvocabulary.

● Icanchooseclothingbasedon weatherconditionsfortravel.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenform:answeringquestionsaboutwhereoneisgoingandwhat onewillwear.

● Respondingtoopen-endedquestionsregardingclothingoneiswearing.

● Writtenpractice:writingwhatonewearsatspecificeventsorinspecificcircumstances.

● VALISEsong:reviewofvocabularyinFrench(studentsdrawwhattheyhearisbeingpackedin thesuitcase)

● Blooketforreviewofallclothingvocabulary(digitalresourceforvocabularygames)

FifthTopic:TransportationVocabulary Estimated#ofLessons:2-3

LearningTargets:

● Icanidentifytransportationoptionsto getaroundtown(envélo,àpied,en voiture,enbus)

● Icanusetheirregularverb prendre and otherregular-reverbsinthePresent tense.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenform:answeringquestionsusingunitvocabularytodescribe howonegoesfromplacetoplace(modesoftransportation).

● Respondingtoopen-endedquestionsregardinghowtogetfromplacetoplaceinwrittenand oralform.

● Conjugationpracticeofnewverbsintheformof fill-ins,questionstoanswerinFrench,and songsofconjugations(topracticepronunciationofnewverbs).

CourseName: Grade8:French1 Unit5Title: L’étéetlavieaprèslecollège!(SummerandLifeAfter MiddleSchool) Est.#ofLessons: 8-10

UnitOverview: Inthisunit,studentswilltalkaboutwhattheirplanisaftermiddleschool,including theirsummerplans.Wherearetheygoingtogo?Whataretheygoingtodo?Whatlifelookslike outsideofClarkLane?

EstablishedGoals(from ACTFL)

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Icanexpresssomebasicneeds,usingpracticed ormemorizedwordsandphrases,withthe helpofgesturesorvisuals.

PresentationalCommunication(novicemid)

Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Bodylanguagehelpsconveythe message.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● HowdoIselectandusevocabularytoshare informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

Knowledge Skills(FramedasLearningTargets)

● Reviewofexistingvocabularyand verbs

● Recognizeinfinitives.

● Icanusevocabularyandverbsthroughoutmy twoyearstoexplainwhatIhavebecomemore skillfulatinFrench.

● Icanuse aller plusaninfinitivetoexpress

STAGE1:DESIREDRESULTS

actionsIamgoingtodo(simpleFuture).

● Icanusetheirregularverbs vouloir and pouvoir toexpresswantsandwhatoneisable todo.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

LetterWriting:DearFutureMe.Students respondto2ofthefollowingprompts:

● Whatdoyouwanttobeproudofduring your firstyearofhighschool?

● Wheredoyouseeyourselfafterhigh school? College,job,military

● Whataresomenewhobbiesorskillsyou wanttolearninthefuture?

● Whatisonethingyou’dliketoaccomplish thissummer?

OralPresentation:growthovertimeinthe classbasedonareviewofpreviousprojects andbenchmarks

FormativeAssessment

● Sampleletter;generateideasfromwhatyou read

● Quizzes:verbsintheinfinitiveform

● Conversationswithpeersdescribingwhat theyaregoingtodotomorrow,inthesummer, thisweekend,forexample…practicingwith simpleFuture(aller+aninfinitive)

● Question&Answer:scenariosbasedonfuture activities(peer-to-peer,teachertostudent)

● Quizzes-irregularverbconjugations

STAGE3:LEARNINGPLAN

FirstTopic:ReviewofVerb aller

LearningTargets:

● Icanusevocabularyandverbs throughoutmytwoyearstoexplain whatIhavebecomemoreskillfulatin French.

● Icanuse aller plusaninfinitiveto expressactionsIamgoingtodo(simple Future).

LearningActivities:

● MadMinutepracticeoftheverb aller.

● Fill-inpracticewithirregularverb aller.

● Reviewconjugationwith aller verbsong.

Estimated#ofLessons:1-2

EssentialQuestions:

● HowdoIselectandusevocabularytoshare informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

● Practiceinwrittenandoralform:theverb aller.

SecondTopic:Review: Whatisaninfinitive?

LearningTargets:

● Icanusevocabularyandverbs throughoutmytwoyearstoexplain whatIhavebecomemoreskillfulatin

Estimated#ofLessons:1-2

EssentialQuestions:

● HowdoIselectandusevocabularytoshare informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

French.

● Icanuse aller plusaninfinitiveto expressactionsIamgoingtodo(simple Future).

LearningActivities:

● Blooketforreviewofallverbstodate(digitalresourceforvocabularygames)

● Practiceinwrittenform:identifyinginfinitives

ThirdTopic:ApplyingVocabularytoDescribe FutureGoals Estimated#ofLessons:2-3

LearningTargets:

● Icanusevocabularyandverbs throughoutmytwoyearstoexplain whatIhavebecomemoreskillfulatin French.

● Icanuse aller plusaninfinitiveto expressactionsIamgoingtodo(simple Future).

LearningActivities:

EssentialQuestions:

● HowdoIselectandusevocabularytoshare informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

● Practiceusingtheircourseschedulefortheir9thgradetodescribesimplefuturetense

● GeneratingideasforlettertoMyFutureMe

● Blooketforreviewofallsports/hobbyvocabulary(digitalresourceforvocabularygames)

● Peer-to-peerrevisionsofroughdrafts

FourthTopic:IrregularVerbs vouloir&pouvoir Estimated#ofLessons:2-3

● Icanusetheirregularverbs vouloir and pouvoir toexpresswantsandwhatone isabletodo.

LearningActivities:

EssentialQuestions:

● HowdoIselectandusevocabularytoshare informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

● GeneratingideasforlettertoMyFutureMe

● Blooketforreviewofallsports/hobbyvocabulary(digitalresourceforvocabularygames)

● Peer-to-peerrevisionsofroughdrafts

CourseName:Grade8Latin2UnitTitle:Unit1TheTrojanWarandAeneas

UnitOverview: Inthisunit,studentsdivedeeperintotheTrojanWarandthedesperate flightofAeneasacross theMediterraneanSeawhoultimatelywastheancestoroftheRomanempire.Studentswillanalyzeancient RomanpoetsoftheGoldenAgetobetterunderstandthetraditionsandidentityofthisearlyempire.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthatare spoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpretingand analyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendingsto indicatethefunctionsofwordsratherthanword order,asisthecaseforEnglish.

● MuchoftheRomans’identityistiedintotheir mythologyandoraltraditions.

Knowledge

● RomanNumerals

● PrincipalParts

● TheTrojanwarandhowAeneas fitsintothe historicaltraditionsofRome’sfounding

● HowTrojanWarcarriesoverintoRomanidentity

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpmeexplore myinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

Skills(FramedasLearningTargets)

● IcansummarizeanddescribetheTrojanWar.

● IcanevaluatethecontributionstoRomanliterature byVergil,Horace,Ovid,andCicero.

● IcanexplainhowRomanidentitywasshapedbythe TrojanwarandAeneas’schallenges.

● Aeneas’s flightandchallengeshefacedtolay foundationsforRome

● Englishmeaningofsuperlativeadjectives

● Icanidentifysuperlativeadjectives.

● Icanrecognizenounsintheaccusativeplural.

● Icanidentifyandunderstandthemeaningofaverb’s principalpartsoftheperfectstem.

● Icanidentifytheimperfecttensewithincreased fluency.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension

● FallofTroystory

● Unittestwithvocabulary,languagestructure, andcultural/historicalcomponents.

● Projects:Createapresentationabout differentaspectsoftheTrojanWar

FirstTopic:TheTrojanWar

LearningTargets:

FormativeAssessment

● Pairimagestodialogue/phrases

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● Vocabquiz

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

● IcansummarizeanddescribetheTrojanWar.

● Icanidentifytheimperfecttensewith increased fluency.

LearningActivities:

● TrojanWartimelineGalleryWalk

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● Grammaticalpracticeonsentencesusingtheimperfecttense

● CulturalquestionsrelatedtocharactersintheTrojanWar

● ReadingComprehensionquestionsontheAppleofDiscordstory

SecondTopic:RomanLiteratureandAuthors Estimated#ofClasses:10

LearningTargets:

● Icanrecognizenounsintheaccusativeplural.

● Icanidentifyandunderstandthemeaningofa verb’sprincipalpartsoftheperfectstem.

● IcanevaluatethecontributionstoRoman literaturebyVergil,Horace,Ovid,andCicero.

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

LearningActivities:

● Slapgameofaccusativepluralwordsandtheirmeaning

● Buildingperfecttenseverbsfrompresentforms(usingprincipalparts)

● CulturalQuestionsregardingtheworksandsignificanceofRomanwriters(mostlyunderMaecenas)

● ReadingComprehensionquestionsabouttheTrojanWar

ThirdTopic:FlightofAeneas

LearningTargets:

● Icanidentifysuperlativeadjectives.

● IcanexplainhowRomanidentitywasshaped bytheTrojanwarandAeneas’schallenges.

LearningActivities: AttunementExercises

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● Blooketvocabularygameonsuperlativeadjectives

● Aeneas’travelsoutlineaftertheTrojanWar

CourseName:Grade8Latin2

Est.#ofClasses:30

UnitTitle:Unit2TotheRomanTownofHerculaneum

UnitOverview: Inthisunit,studentswilllearnaboutanotherverysignificantRomantownnearPompeii: Herculaneum.Theimportanceofthetowncomesfromtheextensivearchaeological findingsfoundthereinterms ofinscriptions,art,andthedailylifeofAncientRomans.Studentswillgettoknowthe“palaestra”,orgym,andthe generallayoutoftheancienttownandwhyitwasstructuredinthatway.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthatare spoken,written,orsigned.

TransferGoals

Communication

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● MuchoftheRomans’identityistiedintotheir mythologyandoraltraditions.

● UrbanplanninginAncientRomehasa significancetothefunctionofthestructure.

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanothercultureand itspeople.

understandingofandrespectforothercultures bothpastandpresent Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpmeexplore myinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

Knowledge Skills(FramedasLearningTargets)

● WhenLatinwasinscribedintobuildings,there werenospacesorpunctuation

● TheRomanhistorianLivytendstoblendhistory andmythinhisfamouswork“FromtheFounding oftheCity”

● Englishmeaningofcomparativeadjectives

● Icanidentifyandunderstandthedativesingularas theindirectobject.

● Icanidentifypersonalpronounsinthedative.

● Icanclassifycomparativeadjectives.

● Icanidentifyandcompose1stand2ndpersonplural endings.

● IcandescribetheimportanceoftheRoman“gens”, orlargefamilyname.

● IcanidentifythelayoutofaRomantown.

● IcanevaluatethesignificanceofHerculaneumand itsfate.

● Icansummarizeanddescribetheregionof Campania.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Key-TextReadingComprehensionabout SinistrusandMarcus

● Latincompositionstoryusingdativenouns

● Unittestwithvocabulary,languagestructure,

● Fillinatextthatpromptsforwordsinthecorrect form.

● Vocabquiz

● ReadingComprehensionActivities

andcultural/historicalcomponents.

FirstTopic:TheRomanGens

LearningTargets:

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

● Icanidentifyandunderstandthedative singularastheindirectobject.

● IcandescribetheimportanceoftheRoman “gens”,orlargefamilyname.

LearningActivities:

● Dativesingularformmatchinginvocabulary

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● GrammaticalsentencepracticewithattunementexercisesusingtheDativecase

● ReadingcomprehensiononMarcus’“gens”

SecondTopic:InscriptionsinHerculaneum

LearningTargets:

● Icanidentifypersonalpronounsinthedative.

● IcanevaluatesignificanceofHerculaneum anditsfate.

● Icansummarizeanddescribetheregionof Campania.

LearningActivities:

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● GuidedvideoquestionsonHerculaneumdocumentary

● BlooketgameonpersonalpronounsintheDativecase

ThirdTopic:UrbanPlanningofHerculaneum Estimated#ofClasses:10

LearningTargets:

● IcandesignaroutearoundHerculaneum

● Icanidentifyandcompose1stand2nd personpluralendings

● Icanclassifycomparativeadjectives

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

LearningActivities: AttunementExercises

● Sentencebuildingcompositionwith1stand2ndpersonpluralverbs

● CulturalquestionsaboutthecitylayoutofHerculaneum

● Pre-readingcomparativeadjectiveclassificationinstory

CourseName:Grade8Latin2UnitTitle:Unit3StrugglesofRome

UnitOverview: Inthisunit,studentsexploresomecommonprofessionsandpoliticalofficesinAncientRome, whichisanotheraspectofRomandailylife.Romeasacivilizationwasdefinedbythestrugglesitendured.From thePunicWars,whicharealludedtointherelationshipbetweenAeneasandDidointheAeneid,tothecurrent strugglebetweenthedifferentpoliticalfactions,theOptimatesandthePopulares,totheeruptionofMt. Vesuvius,Romanidentitywascontinuallyimpactedoverthecenturies.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthatare spoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● TheidentityofancientRomansistiedtooral historiesoftheirbeginningswhichareamixof factand fiction.

● Romanmythologyholdsaplaceintheiridentity andvalues.

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanothercultureand itspeople.

TransferGoals

Communication

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpmeexplore myinterests?

Knowledge

● Aeneasandhisjourneytotheunderworld

● Overviewofthe “cursushonorum” inAncient Rome

● StancesofthePopularesandOptimatesin Romanpoliticsandthestrugglebetweenthem

● EffectsthattheeruptionofMt.Vesuviushadon theRomanworldandourcurrentknowledgeof it

● Whatdoesthesourceortextsay?Whatdoesit mean?

Skills(FramedasLearningTargets)

● IcanrecognizenounsintheDativeplural.

● Icanidentifytheimperfecttenseformsofverbsin allpersonswithgreater fluency.

● Icanidentifytheperfecttenseformsofverbsinall personswithgreater fluency.

● Icananalyzetheformationandviewpointsofthe OptimatesandPopulares.

● IcanevaluatethesignificanceofAeneasandhis journey,aswellashiscontributiontoRoman identity.

● IcandescribetheroleofaPraetor.

● Icansummarize,describe,anduseRoman occupations.

● IcansummarizeRome’srelationshipwithCarthage, andhowitisreflectedintherelationshipofAeneas andDido.

● IcananalyzethedestructionofPompeii,andthe significanceofPlinytheElderandPlinytheYounger.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension

● Unittestwithvocabulary,languagestructure, andcultural/historicalcomponents.

FormativeAssessment

● Fillinatextthatpromptsforwordsinthecorrect form.

● Vocabquiz

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

FirstTopic:RomanProfessions Estimated#ofClasses:10

LearningTargets:

● IcanrecognizenounsintheDativeplural.

● IcandescribetheroleofaPraetor.

● Icansummarize,describe,anduseRoman occupations.

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Whatdoesthesourceortextsay?Whatdoesit

LearningActivities:

● Slapgameofaccusativepluralwordsandtheirmeaning

mean?

● Buildingperfecttenseverbsfrompresentforms(usingprincipalparts)

● CulturalQuestionsregardingtheworksandsignificanceofRomanwriters(mostlyunderMaecenas)

● ReadingComprehensionquestionsaboutSinistrusandCaecilius

SecondTopic:DidoandAeneas

LearningTargets:

● Icanidentifytheimperfecttenseformsof verbsinallpersonswithgreater fluency.

● IcansummarizeRome’srelationshipwith Carthage,andhowitisreflectedinthe relationshipofAeneasandDido.

● IcanevaluatethesignificanceofAeneasand hisjourney,aswellashiscontributionto Romanidentity.

LearningActivities:

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● MatchingsentencestopicturesforstoryofDidoandAeneas

● CulturalquestionsrelatedtoPunicWars

● ReadingcomprehensiononAeneas’foundingofItaly(DeathofTurnus)

ThirdTopic:TheEruptionofMt.Vesuvius Estimated#ofClasses:10

LearningTargets:

● Icanidentifytheperfecttenseformsofverbs inallpersonswithgreater fluency.

● IcananalyzethedestructionofPompeii,and thesignificanceofPlinytheElderandPliny theYounger.

● Icananalyzetheformationandviewpointsof theOptimatesandPopulares.

LearningActivities:

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● GrammaticalPractice-sentencebuildinginLatinfromtablechoicewords

● Blooketpracticeonperfecttenseverbforms

● RomanSocialClassHyperdoc

● ReadingcomprehensiononPlinytheElderauthenticletterabouttheeruption

● RoleplayasaPompeiiancitizentryingto fleethecityasVesuviuserupts-respondtostorypromptin LatinwithGoogleslidesstoryboard

CourseName:

UnitOverview: Inthis firstunitof8thgrade,studentswillrefreshhowtospeakanduseSpanishby thoroughlydescribingthemselvesandothersusingnewadjectivesofdescription,givingmoreclear descriptionsoftheirownpersonalityandphysicalappearance,describingtheirfamilyaswellaspreferences ingeneral.Studentswillalsoreviewimportantgrammarpointssuchasregularverbconjugationsinthe presentindicative.

STAGE1:DESIREDRESULTS

EstablishedGoals TransferGoals

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicemid)

Icanintroducemyselfusingpracticedormemorized wordsandphrases,withthehelpofgesturesor visuals.

Icannameveryfamiliarpeople,places,andobjects usingpracticedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Bodylanguagehelpsconveythemessage.

Knowledge

● Regularverbconjugationsinthepresent indicative.

● Adjectivestodescribepersonalityand physicalappearance

● Cognates

● Unitvocabulary(reviewvocabularyfrom7th grade)

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icandescribemyselfandothersusinga varietyofadjectivesrelatedtopersonality andphysicaldescriptions.

● Icanrecognizecognates.

● Icanusetheirregularverbs ser and tener in thesingularformstodescribemyselfand otherspersonality,appearanceandage.

● Icanuseregular-ar,-erand-irverbsto describewhatpeopledo.

● Icanaskandrespondtopersonalquestions (spontaneously).

● IcanuseregularverbstodescribewhatI andothersdo.

● Icancommunicateeffectivelywithcorrect

usageofgrammarpointssuchasregular-ar, -erand-irverbsinpresentindicative.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Interpretivebenchmark-listening comprehension

● Readingbenchmark

● Writtenassessment:Banner Todosobre (Allabout___)tosharepersonalinformation suchasphysicalandpersonalitydescriptions, abriefdescriptionoftheirfamily, preferences,age,etc.)

FirstTopic:GrammarPoints

LearningTargets:

FormativeAssessment

● Observationoforaldiscourse

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooket(websitestoreview throughgames)forvocabularypractice& review

● Vocabularyquizzes

STAGE3:LEARNINGPLAN

● Icancommunicateeffectivelywithcorrect usageofgrammarpointssuchasregular-ar, -erand-irverbsinpresentindicative.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● Activitiesorgamestopracticeverbconjugationssuchaswhiteboards,magicsix,battleship,board races.activitiestopracticeconjugations.

● Listeningcomprehensionactivitytorecognizewhodoestheactionbasedonverbendings.

SecondTopic:Adjectives(PhysicalCharacteristics)

LearningTargets:

● Icandescribemyselfandothersusinga varietyofadjectivesrelatedtopersonality andphysicaldescriptions.

● Icanrecognizecognates.

● Icancommunicateeffectivelywithcorrect usageofgrammarpointssuchasregular-ar, -erand-irverbsinpresentindicative.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Readingcomprehension:readashortstoryforvocabularypractice,recognitionofcognates(see whattheyremember-baseline)

● Describingvariouspeopleusingnewadjectivesinwrittenandinspokenform.

● Writtenandoralpracticeofadjectives(physicaldescription):lookingatpicturesanddescribingthe persontheysee.

● Blooketforreviewofvocabulary

ThirdTopic:IrregularVerbs ser and tener, and Numbers

LearningTargets:

● Icanusetheirregularverbs ser and tener in thesingularformstodescribemyselfand otherspersonality,appearanceandage.

Estimated#ofLessons:2-3

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● Icanaskandrespondtopersonalquestions (spontaneously).

● Icanrecognizecognates.

LearningActivities:

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practicewrittenandoralexamplesusingtheirregularverbs ser and tener

● Writtenpracticeoftheconjugatedirregularverbs ser and tener, andnumbersthrough fill-inthe blankpuzzles,closeactivity,mazes,etc.

● Blooketforreviewofverbconjugationandnumbers(digitalresourceforvocabularygames)

CourseName: Grade8:Spanish1 Unit2Title: ¿Quéhacesparamantenerlasalud?- Whatdoyoudoto maintainyourhealth? Est.#ofLessons: 20-22

UnitOverview: Inthisunit,studentswillbeabletoexpresstheirlikesanddislikesaboutavarietyof activitiesinthetargetlanguage.Studentswillexploreafewhealtharticles(infographicsandtexts).They willlaterreflectonwhatitmeanstobeahealthyadolescentbycreatingtheirownsuggestionsforahealthy lifestyle.Studentswillalsobeabletoexpressopinionsaboutfoodchoicesandhealth.Inaddition,students willlearnabouttraditionalfoods/mealsandcelebrationsinsomeoftheSpanishspeakingcountries.They willalsodiscusswaysinwhichshoppingforfoodsisdifferentinSpanishspeakingcountries.

STAGE1:DESIREDRESULTS

EstablishedGoals

CulturalComparison(novicemid)

Icanmakecomparisonsbetweenthepracticesand perspectivesoftheculturestudiedandmyown culture.

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicemid)

Icanexpressmylikesanddislikes usingpracticedormemorizedwords andphrases,withthehelpofgesturesor visuals.

InterpretiveCommunication(novicemid)

Icanidentifymemorizedorfamiliarwordswhen theyaresupportedbygesturesorvisualsin informationaltexts.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING; RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld RESPONSIBLECITIZENSHIP:

● Demonstrateculturalawarenessbased onunderstandingofandrespectfor otherculturesbothpastandpresent

COMMUNICATION;CRITICALTHINKING;SELF DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

commontopic/goal.(Interpersonal).

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication).

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople.

Knowledge

● Foodanddrinkvocabularyrelatedtodinner meals.

● Usingregularverbssuchas: practicar, comprar, comer,beber,deber,compartir, among others.

● Usingirregularverbssuchas: preferir,querer, hacer.

● Theverbs gustar and encantarintheplural forms.

● Genderagreement.

● Pluralsofarticles,nounsandadjectives.

● Theverb ser andallitsforms.

● IdentifyingtraditionalmealsofsomeSpanish speakingcountries.

● WhatdoIdoifI’mnotunderstood?

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Skills(FramedasLearningTargets)

● Icanidentifycognates.

● Icanusefoodanddrinkvocabularyasit relatestodinnerandactivitiestomaintaina healthylifestyle.

● Icandescribefood/drinkpreferencesaswell asactivity/exercisepreferencesinorderto liveahealthylifestyle.

● Icanusethepluralformsof gustar and encantar toexpressloves,likes,anddislikes.

● Icanuseregular-ar,-erand-irinthepresent tensetodescribewhatpeopledo.

● IcanusetheverbSERandadjective agreementtoprovideopinionsaboutfood anddrinkitems.

● Icanrecognizeaverbinitsinfinitiveform.

● Icanuseexpressionsinthetargetlanguage togivesuggestionsofactivitiesand/or respondtocommentsusingtheverb ‘deber’ andaverbintheinfinitiveform.

● Icanidentifywaystodescribetheauthentic foodsofthecity/country.

● Icanusethetargetlanguagetorespondto suggestionsabouthealthylifestyle.

● Icanusethetargetlanguagetogivemy opinionaboutactivitiesrelatedtoahealthy lifestyle.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Readingbenchmarkwithquestions

● Vocabulary/grammarquiz:foodvocabulary and/orverbconjugations

● Benchmarklistening:Edpuzzle‘Tipspara mantenerlasalud’

FormativeAssessment

● Observationoforaldiscourse:food preferences,whereoneshopsforvarious itemstoeat

● Practicereadingbenchmarkwithquestions (cognatesandotherfoodrelatedvocabulary)

● Writtenpracticeofnewvocabularyinthe formofaansweringquestionsregarding preferencesandshortanswer

● Oralquestionsbyteacherandpeers: activities/exercisepreferences

● Quizizz/Blooketforvocabularyreview

STAGE3:LEARNINGPLAN

FirstTopic:DinnerFood/Drinkvocabularyand DescribingWhatpeopleEat/DrinkforDinner

LearningTargets:

● Icanusefoodanddrinkvocabularyasit relatestodinnerandactivitiestomaintaina healthylifestyle.

● Icanidentifywaystodescribetheauthentic foodsofthecity/country.

● Icandescribefood/drinkpreferencesaswell asactivity/exercisepreferencesinorderto liveahealthylifestyle.

● Icanidentifycognates.

● Icanuseregular-ar,-erand-irinthepresent tensetodescribewhatpeopledo.

LearningActivities:

Estimated#ofLessons:5-6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Oralquestionbyteacherandpeers:foodpreferences

● Blooket,bingo,matamosca/manoton(vocabularyrecognitiongames),adivinanzas/cluesfor vocabularypractice

● Interpretivelistening:Video:Peopledescribingwhattheyeatfordinner-andfollowupquestions

● Practiceofnewvocabulary:shortquestion&answer,writtenandoralpractice

SecondTopic:MakingSuggestions

LearningActivities:

Estimated#ofLessons:6-8

● Readingcomprehension:ElMate(ArgentinaandLionelMessi)andLaTomatina(Valencia-Spain)

● Unscramblingsentencesactivity(wordsinenvelopes)topracticewordorder/sentencestructure

● Listeningcomprehension:Listeningtopeoplemakingsuggestionsaboutactivitiestoliveahealthy lifestyle

● Writtenpractice:respondingtoopinionsandmakingsuggestionsaboutactivitiesandfood/drinks recommendedforahealthylifestyle

● Speakingpracticethroughquestionandanswer:teacher-student,peertopeerinterviewsinSpanish

ThirdTopic:IrregularVerbSERandPluralForms

LearningTargets:

● Icanidentifycognates

● Icanusefoodanddrinkvocabularyasit

● IcanusetheverbSERandadjective agreementtoprovideopinionsaboutfood anddrinkitems

● Icanidentifywaystodescribetheauthentic foodsofthecity/country.

● Icanusethetargetlanguagetogivemy opinionaboutactivitiesrelatedtoahealthy lifestyle

LearningActivities:

Estimated#ofLessons:6-8

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● VideosofsongstopracticealltheformsoftheirregularverbSER

● Writtenpracticeofpluralforms

● Blooketsetforpluralformspractice(digitalresourceforvocabularygames)

● Buscafrasestopracticeagreementandpluralforms

● Readingandactivities“Leerrores”inwhichstudentsread,recognizeerrorsandmakecorrections thenanswerquestionsaboutthetext

UnitOverview: Inthisunit,studentswillbeabletoexchangeinformationaboutplacestheygotooutsideof school,describehowoftentheygoandwhatactivitiestheydothere.Studentswillbeabletoask informationandsimplequestionsaboutafterschoolactivitiesandroutines.Inthisunit,studentswill exploreafterschoolactivitiesthatteenagersdoinSpanishspeakingcountries.

STAGE1:DESIREDRESULTS

EstablishedGoals TransferGoals

InterpersonalCommunication:(novicemid) Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicemid) Icannameveryfamiliarpeople, places,andobjectsusingpracticedor memorizedwordsandphrases,withthe helpofgesturesorvisuals.

InterpretiveCommunication(novicemid) Icanidentifymemorizedorfamiliarwordswhen theyaresupportedbygesturesorvisualsin informationaltexts.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Onecanuselanguageskillstopursue personalinterestsandbroadenhis/her opportunities.

Knowledge

● Vocabularyforplacesandleisureactivities todescribewhatpeopledoatthoseplaces.

● Theirregularverb ir todescribewhere peoplego.

● Thecontraction al.

● Interrogativewordssuchas: ¿Qué?¿Cómo?¿Quién?¿Con quién?¿Dónde?¿Cuántos/ Cuántas?¿Adónde?¿Dedónde?¿Cuál?¿Por qué?¿Cuándo? toaskinformationquestions.

● Askingsimplequestions.

● Respondingtobothinformationandsimple questions.

COMMUNICATION:

● Produceclearandcoherentstatements throughattentiontodetail(e.g.,purpose, task,audience,appropriatevocabulary, sentencestructure).

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood.

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

Skills(FramedasLearningTargets)

● Icanrecognizecognates.

● IcanidentifyplacesinSpanish.

● Icanidentifyvocabularyrelatedleisure activities.

● IcanuseregularverbstodescribewhatIand othersdoatdifferentplaces.

● IcansayhowoftenIdothoseactivities.

● Icanusetheirregularverb ir andthe preposition a and/orthecontraction al to sharewhereIgoinmyfreetimewithmy familyorfriends,forexample.

● IcansayhowIgettodifferentplacesusing theexpressions encarro,apie,enbicicleta,etc.

● Timeandtimeexpressionssuchas enla tarde,enlanoche,amongothers.

● Daysoftheweek.

● IcantellwhenIgotoaspecificplace.

● Icanaskandanswerinformationquestions usingavarietyofinterrogativewords.

● Icanaskandanswersimplequestions.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● OralPresentation:rehearsedpresentation ofinteractingwithothersintheclass,toask andanswerinformationandsimple questionsaboutactivitiesonedoesinthe freetime.

● Readingbenchmark.

● Interpretivelisteningcomprehensionand followupquestions.

FormativeAssessment

● Observationoforaldiscourse

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogueandshortanswer

● Shortquestionandanswer,writtenandoral practice

● Quizizz/Blooketforvocabularyreview

● Vocabularyquizzes

● Practicelisteningcomprehension

STAGE3:LEARNINGPLAN

FirstTopic:PlacesandLeisureActivities Vocabulary

LearningTargets:

● Icanrecognizecognates.

● IcanidentifyplacesinSpanish.

● Icanidentifyvocabularyrelatedleisure activities.

● IcanuseregularverbstodescribewhatIand othersdoatdifferentplaces.

LearningActivities:

Estimated#ofLessons:5-6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceidentifying,pronouncingandusingunitvocabulary;matchingword/phrasetopicture, maze,forinstance

● Readingcomprehension-Adivinanzas-Cluesandconversationsofpeoplediscussingwheretheygo intheirfreetime

● Speakingpractice:peertopeerinterviews

● Listeningandreadingactivity-SongNuquibyChocQuibtownandcomprehensionactivities

SecondTopic:Irregularverb ir,Preposition a and thecontraction al

LearningTargets:

● Icanusetheirregularverb ir andthe preposition a and/orthecontraction al to sharewhereIgoinmyfreetimewithmy familyorfriends,forexample.

● IcansayhowIgettodifferentplacesusing theexpressions encarro,apie,enbicicleta,etc.

● IcantellwhenIgotoaspecificplace (specificdaysand/ortimeoftheday)

Estimated#ofLessons:8-10

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

LearningActivities:

● Videosofsongstopracticetheformstheoftheverb ir

● RespondingtoopenendedquestionsregardingplacesIgotoinmyfreetime

● Writtenandspokenpracticeusingthedaysoftheweekandtimesofthedaytodescribewhen peoplegotospecificplacesandhowtheygetthere

● Readingcomprehension‘Unestudiantedeintercambio’:shorttextandfollowupquestions

ThirdTopic:InformationandSimpleQuestions

LearningTargets:

● Icanaskandanswerinformationquestions usingavarietyofinterrogativewords.

● Icanaskandanswersimplequestions.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Videosofsongstopracticeinterrogativewordsandtheirmeanings

● Oralandwrittenpracticeaskingandansweringtoinformationandsimplequestions (teacher-studentandpeertopeerinterviews)

● Listeningcomprehensionactivities

● Listeningcomprehension:Song‘Millones’byCamiloandcomprehensionactivities

Est.#ofLessons: 24-25

UnitOverview: Inthisunit,studentswillbeabletoextendinvitations,aswellasacceptand/ordecline invitations.Studentswillbeabletoexchangeinformationaboutfutureplansanddescribewhatsportsthey play.StudentswillexplorewhatleisureactivitiesandsportsteenagersdoinSpanishspeakingcountries.

STAGE1:DESIREDRESULTS

InterpersonalCommunication(novicemid)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

Icanexpresssomebasicneeds,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicemid)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure).

RESEARCHANDUNDERSTANDING; RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld.

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood.

Understandings EssentialQuestions

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople.

● Onecanuselanguageskillstopursue personalinterestsandbroadenhis/her opportunities.

Knowledge

● Sportsandotherleisureactivities vocabulary.

● Theirregularverb ir.

● Verbsintheinfinitiveform.

● Interrogativewordstoextendinvitations.

● Theexpressions‘me/tegustaría’+infinitive.

● Theirregularverb‘estar’.

● Feelingsvocabulary.

● Theirregularverbs jugar, tener,querer.

● Theverb ir+a+infinitive -toindicateone andothersaregoingtodointhenearfuture.

● Tellingtime.

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanidentifycognates.

● IcanidentifysportsinSpanishandother leisureactivities.

● Icanusetheexpressions‘me/tegustaría’+ infinitive toextendandrespondtosimple invitations.

● Icanusetheirregularverbs jugar, tener, querer todescribeactivitiesandsportsI havetodoorplay,andactivitiesorthingsI want.

● Icanaskquestionsusingavarietyof interrogativewordstoextendinvitations.

● Icanasksimplequestions.

● Icanrespondtoinformationandsimple questionstoacceptordeclineinvitations.

● Icanusetheverb‘estar’toexplainhowIfeel oratemporaryconditionandelaborate whendeclininginvitations.

● Icandescribethespecifictimeaneventis goingtohappen.

● IcandescribeactivitiesIamgoingtodoor eventsthataregoingtohappeninthenear futurebyusingtheirregularverb ir+a+ infinitive.

● Icanusethetargetlanguagetoextendor respondtoinvitations.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Writtenassessment-textmessages extendinginvitations,acceptingand declininginvitationsexplainingwhyonecan’t attend.

● Quizzes:vocabulary,verbconjugations, questionandanswer

● ListeningComprehension:Conversation betweentwopeopledescribingweekend

FormativeAssessment

● Observationoforaldiscourse:descriptionof sportsandleisureactivitiespeopledo

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogueandshortanswer

plans,invitationsandresponsesto invitations.

● Shortquestionandanswer,writtenandoral practice

● Quizizz/Blooketforvocabularypracticeand review

STAGE3:LEARNINGPLAN

FirstTopic:SportsandotherLeisureActivities Vocabulary

LearningTargets:

● Icanidentifycognates.

● Icanidentifysportsandleisureactivitiesin Spanish.

● Icanusetheexpressions‘me/tegustaría’+ infinitive toextendandrespondtosimple invitations.

LearningActivities:

Estimated#ofLessons:5-6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Activitiestopracticethemeaningofthenewvocabularyinwriting,pronunciationandmeaningsuch as:bingo,crosswords,pictureinterpretation,blooketsets,etc.

● Lainvitación-SenorWoolyvideoandcomprehensionactivitiesthatincludelistening,readingand writingpractice.

● Readings“Deportesenlospaísesquehablanespañol”andcomprehensionactivities(questions, translations,truefalse)

SecondTopic:Expressions‘me/tegustaría’+ infinitive; TimeanEventisGoingtoHappen; RespondingtoInvitations

LearningTargets:

● Icanidentifycognates.

● Icanidentifysportsandotherleisure activitiesinSpanish.

● Icanusetheexpressions‘me/tegustaría’+ infinitive toextendandrespondtosimple invitations.

● Icanaskquestionsusingavarietyof interrogativewordstoextendinvitations.

● Icanasksimplequestions.

● Icanrespondtoinformationandsimple questionstoacceptordeclineinvitations.

● Icanusetheverb‘estar’toexplainhowIfeel oratemporaryconditionandelaborate whendeclininginvitations.

● Icandescribethespecifictimeaneventis goingtohappen.

LearningActivities:

Estimated#ofLessons:6-7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Vocabularyrecognitionactivitiessuchasmagicsquare,matchingpicturestowords,blooketsets, etc.

● Writtenandspokenpracticeusinginformationandsimplequestiontoextendandrespondto invitations

● Developingaskittopresenttoclass:Conversationinvitingeachothertodocertainactivities, practiceacceptinginvitationsanddeclininginvitationsexplainingwhytheycan’tattend

ThirdTopic: ir+a+infinitive

LearningTargets:

● Icanidentifycognates.

● IcanidentifysportsinSpanishandother leisureactivities.

● IcandescribeactivitiesIamgoingtodoor eventsthataregoingtohappeninthenear futurebyusingtheirregularverb ir+a+ infinitive.

LearningActivities:

Estimated#ofLessons:6-7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Edpuzzleactivity:DonaAngelawhoisafamouspersonwhodescribeswhatsheisgoingtodoasshe preparesamealorgoesthroughherdailylife

● Writtenandoralpracticeofactivitiesoneisgoingtodofocusingonsentencestructure

● Peertopeerinterviewsaboutplansfortheweekendanddecidingononeactivitytodotogether

● Usingpreparedskitstoengagewithothersintheclass

FourthTopic:Stem-ChangingVerbs

LearningTargets:

● Icanusetheirregularverbs jugar, tener, querer todescribeactivitiesandsportsI havetodoorplay,andactivitiesorthingsI want.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● Videosofsongstopracticetheappropriateuseofstemchangingverbs

● Blooketsets,manoton,matchingactivitiestopracticemeaningsandconjugationsoftheverbs jugar, tener and querer

● Posedquestionsfromteacherand/orpeersrequestinginformationaboutsportsoneplays, activitiesonehastoorwantstodo

● Writtenandreadingpracticeofstemchangingverbsincontextsuchasshortparagraphsabout sportspeopleplayandactivitiestheyhavetodoorwanttodo

● Readings“ElbéisbolenlaRepúblicaDominicana”andcomprehensionactivities.

● Mysterypicture(googlesheets)-Jugar(asstudentstypethecorrectformsof jugar tocomplete sentences,correctphrasesortranslate,apictureisrevealed)

CourseName: Grade8:Spanish1 Unit5Title: UnViaje PlanningaTrip Est.#ofLessons: 5-6

UnitOverview: InthisunitstudentswillplanatriptoaSpanishspeakingcountryinwhichtheywill researchinformationaboutahotel/placetostay,restaurantstheywillvisit,amustseeplaceorthinginthe countryandotherrelevantinformation.Throughoutthisunitstudentswillrevisitmanystructuresand expressionslearnedinpreviousunitsandwillincorporateafewnewexpressionstodescribetheirplan.

STAGE1:DESIREDRESULTS

EstablishedGoals TransferGoals

InterpersonalCommunication(novicemid) Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g.,

gesturesorvisuals.

Icanexpresssomebasicneeds,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicemid)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople

Knowledge

● Geographicallocations

● Travelvocabulary(transportation)

● Theirregularverb ir+a+infinitive todiscuss whereoneisgoingandtheactivitiesoneis goingtodowhiletraveling

● Clothingvocabulary:whatoneiswearing andwhatotherswearinavarietyof situations,includinginvariousweather conditions

● LeisureActivitiesvocabulary

● Regular-ar,-erand-irverbsconjugatedand intheirinfinitiveforms

● Calendarexpressions

● Tellingtime

● Weatherexpressions

purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoesSpanishhelpmeexplorethe world?

Skills(FramedasLearningTargets)

● Icanrecognizecognates.

● Icanidentifyvocabularyrelatedtotraveling.

● IcandescribewhatIamgoingtoeatand drink.

● IcandescribeactivitiesIamgoingtodoat specificplacesduringatrip.

● Icanusetheirregularverb ir+a+infinitive to talkaboutevents/activitiesthataregoingto takeplaceinthenearfuture. STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Oralpresentation:developandpresenta slideshowtoshareplansforthetripwiththe class.Thisinvolvesaslideshowtohelp duringthepresentation

● Journaling/takingnotesastheyresearchthe countryandtheactivitiestheycandothere, placestheyplantovisit,etc.

● Observationoforaldiscourse:practicing theirskittosharetheirplanswiththeclass

LearningTargets:

● Icanrecognizecognates.

● Icanidentifyvocabularyrelatedtotraveling.

● IcandescribewhatIamgoingtoeatand drink.

● IcandescribeactivitiesIamgoingtodoat specificplacesduringatrip.

● Icanusetheirregularverb ir+a+infinitive to talkaboutevents/activitiesthataregoingto takeplaceinthenearfuture.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoesSpanishhelpmeexplorethe world?

● Practiceofnewvocabulary:shortquestionandanswer,writtenandoralpractice

● Journalingaboutresearch,writtenform

● Developingofslideshowthatincludescompletesentencesdescribingtheirplansandpicturesof placesinthecountry

● Oralpracticewithpeertopracticepronunciationandreceivefeedbackfrompeer

CourseName: French1 Unit1Title: LeFrançais:EnGénéral Est.#ofLessons: 8-10

UnitOverview: Inthisunit,studentswillreviewsomeofwhattheymayrememberfromthe Exploratoryclass:we’llreviewintroductions,sharingtheirageanddateofbirthaswelltheirfavorite color,forinstance,allwhiledoingareviewofcognatesandtakingadeeperdiveintothegenderof nounsbylookingatobjectsintheclassroomasexamples.Studentswillalsolearnandpracticecommon classroomphrases.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyofpracticed ormemorizedwords,phrases,andsimple sentencesthroughspoken,written,orsigned language.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases,with thehelpofgesturesorvisuals.

Understandings

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheir message.

● Spontaneousandappropriateresponses arevitaltokeepthediscourse flowing aroundacommontopic/goal.

Knowledge

● Personalinformationaboutoneselfin French.

● Differencebetweenfamiliaryou(tu)and FORMALYou(VOUS)

● Unitvocabulary(reviewvocabularyfrom Exploratory)

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanusemyearlyvocabularytoshow thanks,gratitudeandrespect.

● Icangreetsomeoneinthetargetlanguage andintroducemyself.

● Icansaymyageintargetlanguage.

● Icanexpressdates,includingmybirthday.

● Iunderstandwhatcognatesare.

● Icanidentifyobjectsintheclassroom.

● Icanidentifythegenderofnounsusingthe properarticleinFrench.

● Icancommunicateneedsandwantsinthe

classroom.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Oralpresentation:rehearsed presentationofinteractingwithothersin theclasstosharegreetingsandfarewells

● Readingbenchmarkwithquestionsbaseline(cognatesandsimplevocabulary)

FormativeAssessment

● Observationoforaldiscourse: introductions,greetings&salutations,as wellasfarewells

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Writtenassessmenttotriggerprior knowledgeofExploratoryFrench

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

STAGE3:LEARNINGPLAN

FirstTopic:Greetings,Salutationsand Introductions

LearningTargets:

● Icanusemyearlyvocabularytoshow thanks,gratitudeandrespect.

● Icangreetsomeoneinthetarget languageandintroducemyself.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practicebasicintroductions(hello,goodbye,howareyou)

● Usingpreparedskitstoengagewithothersintheclass

● WatchvideosnippetstoidentifyhowFrenchpeopleinteractandconnectwithoneanother

SecondTopic:Cognates

LearningTargets:

● Icanidentifythegenderofnounsusing theproperarticleinFrench.

● Iunderstandwhatcognatesare.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifI don'tunderstandeveryword?

● WhycognatesareimportantinFrenchandbasicuse

● Practicereadingbenchmarkwithquestions(cognatesandbasiccomprehensionofwords)

ThirdTopic:EarlyVocabulary

LearningTargets:

● Icanidentifyobjectsintheclassroom.

● Icanidentifythegenderofnounsusing

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifI

theproperarticleinFrench.

● Icancommunicateneedsandwantsinthe classroom.

● Icansaymyageintargetlanguage.

● Icanexpressdates,includingmybirthday.

LearningActivities:

don'tunderstandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Usingpreparedskitstoengagewithothersintheclassandtogetfeedbackonpronunciation andpacingofconversation

● Developingofaskittopresenttoclass:wordorderforgreetings,farewell

● PracticeofFrenchvocabularyincontext:written,reading,oral,listening

UnitOverview: Inthisunit,studentswilltalkaboutthemselvesinmoredetail(personalitytraits) sharinginformationaboutwhatactivitiestheylikeorprefertodoatvarioustimesoftheyear(like sportsorshopping,forinstance)andinvaryingweatherconditions(byseason).Studentswillalsobe introducedtofamilymembervocabularyandpossessiveadjectives(singularform)enablingstudentsto talkabouttheirfamilymembers(personalitytraits).

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

InterpretiveCommunication(novicelow)

Icanidentifymemorizedorfamiliarwords whentheyaresupportedbygesturesor visualsininformationaltexts.

Understandings

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't

CourseName: French1 Unit2Title: ToutdeMoi (AllaboutMe) Est.#ofLessons: 20-25

Communication)

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Bodylanguagehelpsconveythe message.

understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Knowledge Skills(FramedasLearningTargets)

● Adjectivesofdescription(personality traits)

● Cognates

● Vocabularyrelatedtoactivitiesthat onelikestodo(ornot)inFrench

● Quantifierslike beaucoup,unpeu,etc.

● PreferencesinFrenchusingregular-er verbsandnouns

● Verbsintheinfinitiveformsand conjugatingregular-erverbsinFrench sentences

● Icandescribemypersonalitytraits(using limitedvocabulary,adjectives).

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● IcandiscusspreferencesregardingactivitiesI enjoy(regular-erverbs)

● Icanuse-erverbsinFrenchtosaywhatIlike ordon’tlike(conjugating).

● IcantalkabouttheweatherinFrench.

● Icanrecognizenamesoffamilymembersin French.

● Icandiscussactivities/preferencesofmyself andothers(using-erverbs).

● IcanidentifyhowoftenIdovariousactivities byusingquantifierslike beaucoup,unpeu,etc.

● Icanaskandrespondtopersonalquestions (spontaneously).

● Icanuseresourcesappropriately(online dictionary,etc)tochoosedesiredvocabulary.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

● Writtenassessment-lettertohost family

● Quizzes:vocabulary,verb conjugations,question&answer

● Readingbenchmarkwithquestions

● ListeningComprehensionbenchmark

● Observationoforaldiscourse:descriptionsof people’spersonalitiesandpreferences,using -erverbsincontext

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

STAGE3:LEARNINGPLAN

FirstTopic:Adjectives(PersonalityTraits)

LearningTargets:

● Icandescribemypersonalitytraits (usinglimitedvocabulary,adjectives).

● Icanrecognizecognates.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● Viewvideos/photosshowingmeaningsofadjectives

● Posedquestionsfromteacherand/orpeerrequestinginformationaboutpersonality

● Writtenandoralpracticeofadjectives:writtenpracticethatfocusesonsentencestructure, spelling,grammar,andgenderandnumberagreementofadjectives

● Bookletforreviewofvocabulary(digitalresourceforvocabularygames)

SecondTopic:Activities&Conjugating Regular-erVerbs

LearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitive form.

● Icanuse-erverbsinFrenchtosay whatIlikeordon’tlike(conjugating).

● Icandiscusspreferencesregarding activitiesIenjoy(regular-erverbs).

● Icanaskandrespondtopersonal questions(spontaneously).

● Icanuseresourcesappropriately (onlinedictionary,etc)tochoose desiredvocabulary.

LearningActivities:

Estimated#ofLessons:8-10

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Usingpreparedskitstoengagewithothersintheclassandtogetfeedbackonpronunciation andpacingofconversation(focus:activitiesvocabulary)

● PracticeofFrenchvocabularyincontext:written,reading,oral,listening

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Presentationwithcollage(activities)

● Surveyofactivitiesofpeers

● Practiceformingsimplesentencesusingavarietyofverbsandlearnedvocabulary

ThirdTopic:FamilyMembersVocabulary& theVerbpréférer

LearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitive form.

Estimated#ofLessons:2-3

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't

● Icandiscusspreferencesregarding activitiesIenjoy(regular-erverbs).

● Icanrecognizenamesoffamily membersinFrench.

● Icandiscussactivities/preferencesof myselfandothers(usingtheverb préféreraswellasotherregular-er verbs). understandeveryword?

LearningActivities:

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● PracticeofFrenchvocabularyincontext:written,reading,oral,listening

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesusingavarietyofverbsandlearned vocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralform

LearningTargets:

● IcanidentifyhowoftenIdovarious activitiesbyusingquantifierslike beaucoup,unpeu,etc.

● Icandiscussactivities/preferencesof myselfandothers(using-erverbs).

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Writtenandspokenpracticeusingquantifierstospeakaboutactivitiesonedoes

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesusingavarietyofverbsandlearned vocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralform

UnitOverview: Inthisunit,studentswilltalkmoreabouttheirfamily,includingdescriptionsofeach familymember’spersonalityusingtheverb être.Studentswilldiscusswheretheylive.Theywillshare whatactivitiestheydoathome,invarioussituations,includingsomechorevocabulary.Theywillbe abletodescribetheirhomeandwherethingsarelocatedwithintheirhomeandmorespecificallyin theirownroom.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

InterpretiveCommunication(novicelow)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g.,

contextsbyrecognizingpracticedor memorizedwords,phrases,andsimple sentencesintextsthatarespoken,written,or signed.

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

Icancommunicateinformation,make presentations,andexpressmythoughtsabout familiartopics,usingsentencesandseriesof connectedsentencesthroughspoken,written, orsignedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

CulturalComparisons(novicelow)

Icanmakecomparisonsbetweenthepractices andperspectivesoftheculturestudiedandmy ownculture.

Understandings

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Theexaminationofculturalproducts andpracticescreatesopportunitiesto betterunderstandandappreciate anothercultureanditspeople.

purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewherethingsarelocated?

● HowdoIdescribewhatIamseeing?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyforpeopleandfamily members,

● Possessiveadjectives(singularform)in

● Icannameanddescribepeopleandfamily members,relationships.

● Icansayhowothersrelatetoeachotherusing

French

● Vocabularyforhomeandactivitiesone doesindailylife possessiveadjectivesandtheirregularverb être

● Icandescribe(personalitytraits)ofmembers ofmyfamily.

● Icannametheroomsinmyhome

● Icansaywhatactivitiesonedoesaroundthe house.

● Icannameobjects/furnishingsinthehomein French.

● Icanidentifywherevariousactivitiesare doneinmyhouse,forexample: Jeregardela télévisiondanslesalon.

● Icanconjugateregular-erverbstodescribe whatpeopledo.

● Icanuseprepositionstoshowdirectional locationofobjectsaroundmyroom,orinmy house,forexample.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Project:familytree(slideshow/poster &presentation,inFrench,toclass)

● Listeningcomprehensionwith questions

● Readingbenchmarkwithquestions

FirstTopic:FamilyVocabulary&Possessive Adjectives(insingularform),aswellasthe irregularverb être.

LearningTargets:

● Icannameanddescribepeopleand familymembers,relationships

● Icansayhowothersrelatetoeach otherusingpossessiveadjectivesand

FormativeAssessment

● Vocabularyquizzes

● Observationoforaldiscourse:discussing one’shouseinFrench,descriptionsoffamily members,relationshipsoffamilymembers

● Readashortstorytopracticepronunciation, accuracyofvocabularyandtoinfermeaning ofvocabularybycontext

● Practiceofnewvocabulary:shortquestion& answer,writtenandoralpractice

● Interpretivelistening

● Question&answer:regardingfamily,where onelives,whereonedoesvariousactivitiesin thehome

● Speakingactivities:informationgap, answeringandaskingquestionsaboutfamily

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow)

STAGE3:LEARNINGPLAN

theirregularverb être. whospeakanotherlanguage?

LearningActivities:

● Identifyandpracticewithfamilyvocabulary.

● Writtenandspokenpracticeusingarticlesandpossessiveadjectives(agreementof):in speakingandinwriting.

● Respondingtoquestionsaboutone’sfamily,inmostlysimplesentences,usingpossessive adjectives.

SecondTopic:PersonalityTraits(more adjectives)todescribefamilymembers

LearningTargets:

● Icannameanddescribepeopleand familymembers,relationships

● Icansayhowothersrelatetoeach otherusingpossessiveadjectivesand theirregularverb être.

● Icandescribe(personalitytraits)of membersofmyfamily.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Writtenandspokenpracticeusingadjectivestotalkaboutfamilymembers

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesdescribingfamilymembersusinglearned vocabulary

● Respondingtoquestionsaboutthepersonalitiesofothersinwrittenandoralform

ThirdTopic:VocabularyforRoomsinthe Home

LearningTargets:

● Icannametheroomsinmyhome.

● Icansaywhatactivitiesonedoes aroundthehouse.

● Icanidentifywherevariousactivities aredoneinmyhouse,forexample: Je regardelatélévisiondanslesalon.

● Icanconjugateregular-erverbsto describewhatpeopledo.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Practicepronouncing,identifyingandusingnewvocabularytotalkaboutone’shome:written andspoken.

● Respondtoopen-endedquestionsaboutwhatonedoesaroundthehouseinvariousrooms.

● Practiceconjugatingregular-erverbs,insimplesentencesandwhenansweringoralquestions.

FourthTopic:HouseVocabulary(furniture, etc.)

Estimated#ofLessons:1-2

LearningTargets:

● Icanidentifywherevariousactivities aredoneinmyhouse,forexample: Je regardelatélévisiondanslesalon.

● Icannameobjects/furnitureinthe homeinFrench.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practiceidentifying,pronouncingandusingnewvocabulary:writtenandspoken.

● Respondingtoquestionsusingnewvocabulary:writtenandspoken.

● Blooketforreviewofnewvocabulary(digitalresourceforvocabularygames)

FifthTopic:ChoreVocabulary Estimated#ofLessons:1-2

LearningTargets:

● IcannamechoresthatIdoathome.

● Icanidentifywherevariouschoresare doneinmyhouse,forexamples: Jelave lechiendanslasalledebain or Jecuisine danslacuisine.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Practiceidentifying,pronouncingandusingnewvocabulary:writtenandspoken.

● Respondingtoquestionsusingnewvocabulary:writtenandspoken.

● Blooketforreviewofnewvocabulary(digitalresourceforvocabularygames)

● MakechorechartinFrench(withhowoftenyoucompletevariouschores,usingpreviously learnedvocabulary)

SixthTopic:PrepositionsofLocation Estimated#ofLessons:4-6

LearningTargets:

● Icanuseprepositionstoshow directionallocationofobjectsaround myroom,orinmyhouse,forexample.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Drawingofroom:sketchandpracticeinwritingusingprepositionsoflocation.

● Respondingtoopen-endedquestionsregardingthelocationofthingsinthehouse/room.

● Writtenandspokenpracticeusingunitvocabulary.

UnitOverview: Inthisunit,studentswilldescribewhereplacesarelocatedintheirtownandwhat theydoatthosevariouslocations.They’lltrytheirhandatgivingandfollowingdirectionsinFrenchto gofromplacetoplace!

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

PresentationalCommunication(novicemid)

Icanpresentinformationonbothvery familiarandeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

InterpretiveCommunication(novicemid)

Icanidentifymemorizedorfamiliarwords whentheyaresupportedbygesturesor visualsininformationaltexts.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.

● Bodylanguagehelpsconveythe message.

● Navigatingtoalocationrequires accurateuseofterminologyaswellas understandingtheindividualyouare tryingtohelp.

TransferGoals

COMMUNICATION

:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowdoIgetwhereIneedtogo?

● HowdoIgivecleardirectionstoaplace?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyforplacesintownand relatedactivitiesforwhatonedoesat thoseplaces

● Irregularverb aller (contractionà) to indicatewhereoneisgoingintown

● Givingandfollowingdirectionsin French

● PrepositionsoflocationinFrench

● Regular-erverbstodescribeactivities

● IcanidentifyplacesintowninFrench.

● IcansaywhatactivitiesIdoateachplacein town.

● Icanusetheirregularverb aller (contractionà) tosharewhereIgointownwithmyfamily,for example.

● Icanuseprepositionsoflocationtodescribe wherethingsareintowninrelationtoothers.

● IcangiveandfollowdirectionsinFrench.

onedoesthroughoutthetownat variouslocations

● Icanuseregular-erverbsandtheverb aller to describeactivitiesmyfamilyandI(ormy friendsandI,forexample)dothroughoutthe town.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Interpretivebenchmark-listening comprehension(followingdirections fromplacetoplace)

● OralPresentation:rehearsed presentationofinteractingwithothers intheclasstogivedirectionstoa specificplaceonamap

● Writingbenchmark(writtendirections fromoneplacetoanother)

FirstTopic:TownVocabulary

LearningTargets:

FormativeAssessment

● Observationoforaldiscourse

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Writtenpracticeofnewvocabularyinthe formofadirectionsfromoneplacetoanother

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

● Practicelisteningcomprehension

STAGE3:LEARNINGPLAN

● IcanidentifyplacesintowninFrench.

● IcansaywhatactivitiesIdoateach placeintown.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenform:answeringquestionsusingunitvocabulary.

● Respondingtoopen-endedquestionsregardingwhatplacesareandwhatonedoesatsaid locationsintown.

● Blooketforpracticeofvocabulary(digitalresourceforvocabularygames)

SecondTopic:IrregularVerb aller

LearningTargets:

● Icanusetheirregularverb aller (contractionà) tosharewhereIgoin townwithmyfamily,forexample.

● IcanidentifyplacesintowninFrench.

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't

understandeveryword?

LearningActivities:

● Song(aller):forpronunciationpracticeofverbinallitsforms

● Writtenpracticeofconjugatedverb aller through fill-intheblankpuzzles,Sudoku,etc.

● Practiceinwrittenandspokenformregardingplacesintown.

ThirdTopic:Formsofthe Contractionà

LearningTargets:

● Icanusetheirregularverb aller (contractionà) tosharewhereIgoin townwithmyfamily,forexample.

● IcanidentifyplacesintowninFrench.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinspokenform:answeringquestionsusingtheverb aller plusthecorrectformofthe contraction à todescribeplacestheyaregoingto.

● Writtenpracticeofconjugatedverb aller andformsofthe contractionà through fill-intheblank puzzles,closeactivity,questionstoanswerinFrench,etc.

FourthTopic:Prepositions(Directional Vocabulary)

LearningTargets:

● Icanuseprepositionsoflocationto describewherethingsareintownin relationtoothers.

● Icangiveandfollowdirectionsin French.

● IcanidentifyplacesintowninFrench.

● Icanusetheirregularverb aller (contractionà) tosharewhereIgoin townwithmyfamily,forexample.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowdoIgetwhereIneedtogo?

● HowdoIgivecleardirectionstoaplace?

● Practiceinwrittenandspokenform:answeringquestionsaboutwhereoneisgoingandhowto getthere(directions).

● Respondingtoopen-endedquestionsregardingwhereplacesarelocatedintown.

● Mapactivity:followingdirectionsfromplacetoplace(listeningcomponent,writtenportion wherestudentswritetheirownsetofdirections,andanoralcomponentwheretheyaregiving directionstoothers)

CourseName: French1 Unit5Title: Àl’école (AtSchool) Est.#ofLessons: 15-20

UnitOverview: Inthisunit,studentswillimaginewhatlifewouldlooklikeasamiddleschoolerin Paris!Theywillchooseclassesinschoolandparticipateinschoolactivities,aswellascomparetheir dailyschoolscheduletothatofatypicalFrenchstudent.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

CulturalComparison(novicelow)

Icanmakecomparisonsbetweenthepractices andperspectivesoftheculturestudiedand myownculture.

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Icanexpresssomebasicneeds,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Icanexpressbasicpreferencesorfeelings, usingpracticedormemorizedwordsand phrases,withthehelpofgesturesorvisuals.

InterpretiveCommunication(novicemid)

Icanidentifymemorizedorfamiliarwords whentheyaresupportedbygesturesor visualsininformationaltexts.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Theexaminationofculturalproducts andpracticescreatesopportunitiesto betterunderstandandappreciate anothercultureanditspeople.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● SubjectvocabularyinFrench

● Theirregularverb avoir

● Adjectivesofdescription

● Regular-erverbsinFrench

● Ordinalnumbers

● Tellingtime(&othertimeindicators)

● Numbers0-60inFrench

● IcanidentifyclassroomsubjectsinFrench.

● Icantalkaboutmyclasses,usingtheirregular verb avoir, andtheclassesofothersinthe Presenttense.

● Icandescribeclasses&givepreferences aboutclasses/subjectsthatIhave.

● Icananswerquestionsaboutmyclass scheduleandthescheduleofothers.

● Icanuseordinalnumberstotelltheorderof classesonaschedule.

● Icantelltimeusingnumbers0-60(&use othertimeindicators)todescribeatwhattime events/classestakeplace.

● Icancompareandcontrastmyownschedule tothatofastudentinFrance.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Listeningcomprehensionbenchmark

● Project:schedule(slideshow/poster, written&oralpresentation,inFrench, toclass)

FormativeAssessment

● Vocabularyquizzes

● Observationoforaldiscourse:discussing one’sschoolschedule,thetimesofone’s classes,teachers,forexample

● Readashortstorytopracticepronunciation, accuracyofvocabularyandtoinfermeaning ofvocabularybycontext

● Practiceofnewvocabulary:shortquestion& answer,writtenandoralpracticeregarding classschedule

● Interpretivelistening:listeningtoastudent describehisschoolschedule

● Question&answer:teacher-student, peer-to-peerregardingtimesofclasses, schedules,forexample

● Journalentries:responsetoquestionabout favoritesubject,classes,forexample

● Speakingactivities:informationgap, answeringandaskingquestions

STAGE3:LEARNINGPLAN

French.

LearningActivities:

● Whatdoesthesourceortextsay?Whatdoes itmean?

● Practiceidentifying,pronouncingandusingunitvocabulary;matchingwordtopicture,for instance.

● Practiceofnewvocabulary:shortquestionandanswer,writtenandoralpractice

● Journalingaboutclassschedule

● Presentationofcoursescheduletoclass

● Oralpracticewithpeertopracticepronunciationandreceivefeedbackfrompeer

SecondTopic:IrregularVerb avoir

LearningTargets:

● Icanidentifyclassroomsubjectsin French.

● Icantalkaboutmyclasses,usingthe irregularverb avoir, andtheclassesof othersinthePresenttense.

● Icandescribeclasses&give preferencesaboutclasses/subjects thatIhave.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● Practiceinwrittenandspokenform:answeringquestionsaboutclassestaken.

● Writtenandspokenpracticeusingvocabularyincontext.

● Respondingtoopen-endedquestionsregardingone’sschedule.

● Practiceinwrittenandspokenformregardingdescriptionsofclasses.

ThirdTopic:TellingTime

LearningTargets:

● Icantelltimeusingnumbers0-60(& useothertimeindicators)todescribe atwhattimeevents/classestakeplace.

● Icanuseordinalnumberstotellthe orderofclassesonaschedule.

● Icandescribeclasses&give preferencesaboutclasses/subjects thatIhave.

● Icananswerquestionsaboutmyclass scheduleandthescheduleofothers.

LearningActivities:

Estimated#ofLessons:4-6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● Practicetellingtimeusingrelatedvocabulary(numbers,etc.).

● Practiceaskingandansweringquestionsrelatedtotime:Aquelleheure…,forinstance.

● Respondingtoquestionsinwritingandaloudusingnewvocabulary.

● BINGOwithnumbersforpractice

● Usingclockstotelltime

FourthTopic:SchoolsintheFrancophone world

LearningTargets:

● Icancompareandcontrastmyown scheduletothatofastudentinFrance.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● CulturalReadingaboutSchoolsinFrance,withdialogue&questionsinclass

● Video-Frenchstudentdiscusseshisownschedule,studentsanswerquestionsbasedonwhat theyhear

● Conversationinclassaboutculturaldifferencesobservedinsharedschedule

UnitOverview: Inthis firstunitof8thgrade,studentswillrefreshhowtospeakanduseFrenchby thoroughlydescribingthemselvesandothersusingnewadjectivesofdescription,theverb être and avoir andgivingmorecleardescriptionsoftheirownandothersphysicalappearances.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterpersonalCommunication(novicemid) Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

PresentationalCommunication(novicemid)

Icanintroducemyselfusingpracticedor memorizedwordsandphrases,withthehelp ofgesturesorvisuals.

Icannameveryfamiliarpeople,places,and objectsusingpracticedormemorizedwords andphrases,withthehelpofgesturesor visuals.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Effectivecommunicatorsmake

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

CourseName: French1 Unit6Title: C’estMoi (Thisisme) Est.#ofLessons: 13-15

linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Bodylanguagehelpsconveythe message

Knowledge

● Adjectivesofphysicaldescriptionand somebodyparts(nose,mouth,head, face,hair)

● Cognates

● Theirregularverbs être&avoir

● Unitvocabulary(reviewvocabulary from7thgrade)

SummativeAssessment

● Interpretivebenchmark-listening comprehension

● Readingbenchmark

● Oralpresentationsupportedby visualswherestudentsgiveinsight intowhotheyare(physicaland personalitydescriptions,likesand dislikes,etc.)

FirstTopic:Adjectives(Physical Characteristics)

LearningTargets:

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icandescribemyselfandothersusinga varietyofadjectivesofphysicaldescription andbodypartsinFrench.

● Icanrecognizecognates.

● Icanusetheirregularverb être todescribe myselfandothers.

● Icanaskandrespondtopersonalquestions (spontaneously).

FormativeAssessment

● Observationoforaldiscourse

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

● Vocabularyquizzes

STAGE3:LEARNINGPLAN

Estimated#ofLessons:3-5

EssentialQuestions:

● Icandescribemyselfandothersusing avarietyofadjectivesofphysical description

● Icanrecognizecognates.

LearningActivities:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Readingcomprehension:readashortstoryforvocabularypractice,recognitionofcognates (seewhattheyremember-baseline)

● Describingvariouspeopleusingnewadjectivesinwrittenandinspokenform.

● Writtenandoralpracticeofadjectives(physicaldescription):watchingvideoclipsand

describingthepersontheysee.

● Bookletforreviewofvocabulary(digitalresourceforvocabularygames)

SecondTopic:IrregularVerbs être&avoir

LearningTargets:

● Icanusetheirregularverbs être& avoir todescribemyselfandothers.

● Icanaskandrespondtopersonal questions(spontaneously).

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practicewrittenandoralexamplesusingtheirregularverbs être

● Writtenpracticeofconjugatedverbs être&avoir through fill-intheblankpuzzles,closeactivity, Sudoku,etc.

● Blooketforreviewofverbconjugation(digitalresourceforvocabularygames)

● Verbsong(conjugation)topractice(hear)pronunciationoftheirregularverbsinallforms.

ThirdTopic:(some)Bodyparts&other descriptivevocabulary

RelevantLearningTargets:

● Icandescribemyselfandothersusing (some)bodypartsvocabularyin French.

● Icanaskandrespondtopersonal questions(spontaneously).

LearningActivities:

Estimated#ofLessons:4-5

RelevantEssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practicewrittenandoralexamplesusingtheirregularverbs être&avoir

● Describingpicturesofvariouspeopleusingstudiedvocabulary.

● Blooketforreviewofallphysicaldescriptionvocabulary(digitalresourceforvocabulary games)

● Self-portraits:describingselfandothersusingunitvocabularyinsentencesandaloud(orally).

● GuessWhogamewithpartners.

UnitOverview: Inthisunit,studentswilldiscoverwhatfoodsanddrinksaretypicalforFrenchpeople andbeabletocomparetheirownfoodchoicesatmealstothoseofaFrench-speakingperson.They willshowofftheirskillsatorderinginacafélikearealParisianandholduptheirendofthe

conversationastheydiscusstheirlikesanddislikesofvariousfoods/drinks.Studentswillalsodiscuss waysinwhichshoppingforfoodsisdifferentinFrance.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

CulturalComparison(novicelow)

Icanmakecomparisonsbetweenthe practicesandperspectivesoftheculture studiedandmyownculture.

InterpretiveCommunication(novicemid)

Icanidentifymemorizedorfamiliarwords whentheyaresupportedbygesturesor visualsininformationaltexts.

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Theexaminationofculturalproducts andpracticescreatesopportunitiesto betterunderstandandappreciate anothercultureanditspeople.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● Foodanddrinkvocabulary

● Typesofcuisine/restaurants

● Irregularverbslike: prendre,vouloir, boire and-gerverbconjugation (manger), avoir (avoir expressions: avoir soif&avoirfaim)todiscussfoodsand mealpreferences

● ShoppingcustomsinFrance

● Icanidentifywhatoneeatsanddrinksin French.

● Icanusethe partitivede expressionwithfood.

● IcanorderoffamenuinaFrench-speaking countryinaculturallyappropriate&polite manner.

● Icanrequestsomethingtoeatusing appropriatevocabularyandbodylanguage.

● Formalvs.informalsituationsin speaking

● Conjugatingregular-irverbsinthe presenttense

● Icanusethetargetlanguagetocommunicate foodpreferences.

● Icantalkaboutthequalityofthefood(using adjectivesandtheverb être).

● Icantalkaboutshoppingexperiencesin anothercountry.

● Icansharewhatfoodsmyfamilyenjoys.

● Icancomparefoodchoicesatcultural celebrations/eventstothoseofaFrench person.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Writtenassessment:writtenout versionofskitpreparedwith classmate

● Readingbenchmarkwithquestions

● Vocabulary/grammarquiz:food vocabularyand/orverbconjugations

● Listeningbenchmark:listenandtake noteofwhatpeopleare eating/orderingatarestaurant

FirstTopic:Food/DrinkVocabulary

RelevantLearningTargets:

FormativeAssessment

● Observationoforaldiscourse:food preferences,whereoneshopsforvarious itemstoeat,orderingatarestaurant(video)

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary(scene fromrestaurant)

● Practicereadingbenchmarkwithquestions (cognatesandotherfoodrelatedvocabulary)

● Writtenpracticeofnewvocabularyinthe formofaansweringquestionsregarding preferences&shortanswer

● Oralquestionsbyteacherandpeers:food preferences/choices

● Conversationinclasswithpeers:food preferences

● Quizizz

STAGE3:LEARNINGPLAN

● Icanidentifywhatoneeatsanddrinks inFrench.

● Icansharewhatfoodsmyfamily enjoys.

LearningActivities:

Estimated#ofLessons:2-3

RelevantEssentialQuestions(fromStage1):

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Journalingaboutdailyfoodchoices,writtenform

● Question&Answer(vocabularypractice):foodpreferences

● Role-playscenefromrestaurant:ordering

● Readamenu:pronunciation,accuracyofvocabularyandtoinfermeaningofvocabularyby context,questionstofollowinFrench

● Practiceofnewvocabulary:shortquestion&answer,writtenandoralpractice

● Interpretivelistening:

● Question&answer:teacher-student,peer-to-peer(interviews)inFrench

● Postertoshowfoodpreferences

● Blooketforreviewofallfoodvocabulary(digitalresourceforvocabularygames)

SecondTopic:OrderingOffaMenu

LearningTargets:

● Icanusethe partitivede expression withfood.

● Icanorderoffamenuina French-speakingcountryina culturallyappropriate&polite manner.

● Icanrequestsomethingtoeat.

● Icanusethetargetlanguageto communicatefoodpreferences.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Practiceinwrittenandspokenform:expressingfoodchoices.

● Simulation:orderingfromamenu

● Skitwithpeerspracticinginwrittenandspokenform:orderingfromamenu.

ThirdTopic:QualityofFood/Preferences Estimated#ofLessons:3-4

LearningTargets:

● Icantalkaboutthequalityofthefood (usingadjectivesandtheverb être).

● Icansharewhatfoodsmyfamily enjoys.

● Icansharehealthyfoodchoices.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Practiceinwrittenandinspokenform:answeringquestionsaboutfoodpreferences.

● Respondingtoopen-endedquestionsaboutfoodpreferences.

● Peer-topeer:sharingsimplesentencesaboutfoodchoicesinfamilies.

● Makingafoodchartofhealthyvs.unhealthyfoodsthatoneeats.

FourthTopic:ShoppinginFranceforfoods Estimated#ofLessons:3-4

LearningTargets:

● Icantalkaboutshoppingexperiences inanothercountry.

● Icansharewhatfoodsmyfamily enjoys.

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

LearningActivities:

● Posedquestionsfromtheteacherrequestinginformationaboutshopping/foodchoices.

● PracticewritingFrenchsentences(sentencestructure,spelling,verbconjugation,wordorder).

FifthTopic:Holiday/TraditionalFoodsin France

LearningTargets:

● Icancomparefoodchoicesatcultural celebrations/eventstothoseofa Frenchperson.

LearningActivities:

● Culturalreading:traditionalfoods

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Viewphotos/videosshowingauthenticFrenchfoods

● Readingtextsandderivinginformationusingcontextualcluesandpriorknowledge(cognates, forexample).

CourseName: French1 Unit8Title: RestonsOccupés!(StayBusy!)

UnitOverview: Inthisunit,studentswilldiscusswhattheydotokeepbusy! Dotheyplaysports?Knit? Prefertostayhome? Theywillsharewhatleisureactivitiesandsportstheydoatvarioustimesofthe year,aswellaslookatwaysFrenchstudentskeepbusyintheirfreetime!

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Icanexpresssomebasicneeds,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

PresentationalCommunication(novicemid)

Icanpresentinformationonbothvery familiarandeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Effectivecommunicatorsmake linguisticchoicesabouthowtodeliver theirmessage.(Presentational Communication)

● Bodylanguagehelpsconveythe message.

EssentialQuestions

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● Sportsandleisureactivityvocabulary

● Irregularverbslike: faire,dormir and sortir(partir&servir)

● Conjugationsofregular-erverbs,as wellastheverb préférer

● Leisureactivitiesenjoyedbystudents inFrance

● Reviewofweatherconditions

● Icanidentifyvarioussports/activitiesin French.

● IcandiscusssportsandhobbiesIenjoy.

● Icandiscusssportsandactivitiesenjoyedby others.

● IcandiscusswhenIparticipateinvarious sports/activities(seasonallyandinvarious weatherconditions).

● Icanusethetargetlanguagetocommunicate preferencesaboutsports/hobbies.

● Icantalkaboutsportsandhobbiesofstudents myageinanothercountry.

● Icancomparesports/hobbyintereststothose ofaFrenchperson.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Readingbenchmarkwithquestions.

● Oralpresentation:ineachseason,tell mewhatyoudoinFrench.

FormativeAssessment

● Observationoforaldiscourse:sports preferences,whatonedoesforfun(video)

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary (French-speakingstudentssharinginterests onweekendsandafterschool)

● Writtenpracticeofnewvocabularyinthe formofansweringquestionsregarding preferences&shortanswer (Aimes-tulefoot? Joues-tuaubasket?Fais-tudelavoile?Etc.)

● Oralquestionsbyteacherandpeers:activity preferences/choices

● Journalingdailyactivitiesafterschool

● Conversationinclasswithpeers:whatyoulike todoafterschool,onweekends,withfriends, inPE(preferences)

● Quizizz

STAGE3:LEARNINGPLAN

FirstTopic:LeisureActivityVocabulary (sports&hobbies)

RelevantLearningTargets:

● Icanidentifyvarioussports/activities inFrench.

● IcandiscusssportsandhobbiesI enjoy.

● Icandiscusssportsandactivities enjoyedbyothers.

LearningActivities:

Estimated#ofLessons:3-4

RelevantEssentialQuestions(fromStage1):

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Vocabularyrecognitionactivities:matchingpicturestowords,drawingforpractice,etc.

● Practiceinwrittenandinspokenform:answeringquestionsaboutsports/hobbies

● Respondingtoopen-endedquestionsaboutactivities/sports.

● Peer-topeer:sharingsimplesentencesaboutsports/hobbiesoneenjoys/prefers.

● Blooketforreviewofallsports/hobbyvocabulary(digitalresourceforvocabularygames)

SecondTopic:IrregularVerbs faire(dormir, sortir and partir&servir)

LearningTargets:

● Icanidentifyvarioussports/activities inFrench.

● IcandiscusssportsandhobbiesI enjoy.

● Icandiscusssportsandactivities enjoyedbyothers.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Writtenpracticeofconjugatedverbs(MadMinutepracticeofirregulars)

● Practiceinwrittenandinspokenform:answeringquestionsaboutsports/hobbies

● Respondingtoopen-endedquestionsaboutactivities/sports.

● Peer-topeer:sharingsimplesentencesaboutsports/hobbiesoneenjoys/prefers.

● Listeningpractice:checkactivitiesyouhearonelikes

ThirdTopic:ReviewofWeatherand CalendarVocabulary

LearningTargets:

● IcandiscusswhenIparticipatein varioussports/activities(seasonally

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

andinvariousweatherconditions).

● Icanusethetargetlanguageto communicatepreferencesabout sports/hobbies.

LearningActivities:

● Speakingpractice:peertopeerinterview

● WhatdoIdoifI’mnotunderstood?

● Fill-ingridwithsports/activitiesbasedonweathershown

● Oralandwrittenpracticeaskingandansweringquestionsaboutsports/activities

● Fill-intheblankswithsports/hobbyvocabularybasedonscenariosprovided

● Blooketforreviewofallcalendar&weatherexpressionvocabulary(digitalresourcefor vocabularygames)

FourthTopic:Sports&Hobbiesenjoyedby Frenchstudents

LearningTargets:

● Icantalkaboutsportsandhobbiesof studentsmyageinanothercountry.

● Icancomparesports/hobbyinterests tothoseofaFrenchperson.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesFrenchhelpmeexploretheworld?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● EdPuzzlevideo~ fill-insbasedontypicalstudent/dailyactivitiesafterschool

● Charttocompareyouractivities/sportstothoseofFrench-speakingstudent

UnitOverview: Inthisunit,studentswillprepareforatripabroadtoFrance!Studentswillbe preparingforafantasticvacationaroundthecountryandwillneedtothinkaboutandplanwhere theyaregoing,howtheywillgetfromplacetoplaceandwhattheyshouldpackforthisfantastictrip, includingwhatthingstheywilldowhilevacationing.

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics, usingpracticedormemorizedwordsand phrases,withthehelpofgesturesorvisuals.

Icanexpresssomebasicneeds,using practicedormemorizedwordsandphrases,

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure) RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

withthehelpofgesturesorvisuals.

PresentationalCommunication(novicemid) Icanpresentinformationonbothvery familiarandeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

Understandings

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.

● Effectivecommunicatorsmake linguisticchoicesabouthowto delivertheirmessage.

● Bodylanguagehelpsconveythe message.

● Navigatingtoalocationrequires accurateuseofterminology.

Knowledge

● GeographicVocabularyrelatedto destinationsonemayvisit: aubordde lamer,àlacampagne,etc.

● Irregularverbs aller & prendre to indicatewhereoneisgoingandhow onewillgetthere

● VocabularyforModesof transportation,togetaroundtown (envélo,àpied,envoiture,enbus)

● Regular-erverbstodescribe activitiesonedoesonvacation

● Regular-reverbstodiscussactivities

● Clothingvocabulary

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● HowdoIdecidewhatclothestowearona givendayorforaspecificsituation?

● HowdoeswhereIliveinfluencewhatIdofor fun?

● HowdoIselectanduseinformationto supportmyideas?

● WhatamItryingtosayandhowdoIsayit?

Skills(FramedasLearningTargets)

● IcanidentifywhereIamgoingtotravelin French.

● IcansaywhatactivitiesIdo

● IcansayhowIgetfromplacetoplaceintown (envélo,àpied,envoiture,enbus)

● Icanuseregular-erverbsandtheverb aller to describeactivitiesmyfamilyandI(ormy friendsandI,forexample)dowhileon vacation.

● Icanusetheirregularverb prendre andother regular-reverbsinthePresenttense.

● Icandescribemyjourneyfromoneplaceto anotherinFrench(usingmodesof transportation)

● IcandescribewhatIamwearing,aswellas whatothersarewearing.

● Icandescribewhattowearinvarious situations(atawedding,atthebeach,for example).

● Oralpresentation:developand presenta“lookbook”(livefashion show,forexample)forthevacation destinationbasedontimeofyear, locationandactivitiesOROral presentation:developandpresenta slideshowsharingwhereandhowyou willtravelaroundFrance.

● Observationoforaldiscourse

● Quizizz/Blooketforvocabularypractice& review

● Practicelisteningcomprehension

● Vocabularyquizzes:unitvocabularyon clothingitems

● Journaling(whatstudentsarewearingona dailybasis)

● Conversationswithpeersdescribingwhat theyarewearing

● Question&Answer:scenariosbasedon location,weather,situation(peer-to-peer, teachertostudent)

STAGE3:LEARNINGPLAN

FirstTopic:CountryResearchand GeographicVocabulary

LearningTargets:

● IcanidentifywhereIintendtotravel inFrench:onthecoast,inthe countryside,etc.

● IcanidentifythemaincitiesinFrance: Nice,Paris,Bordeaux,Tours,Lyon,for example.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenform:answeringquestionsusingunitvocabulary.

● Respondingtoopen-endedquestionsregardingwhatplacesareandwhatonedoesatsaid locationsintown.

● Mapactivity:identifyingmajorcitiesinFrance

SecondTopic:ModesofTransportation Vocabulary

LearningTargets:

● Icanidentifyvariousmodesof transportationinFrench.

● Icanusetheproperpreposition beforeeachmodeoftransportation.

● Icanidentifythevariousmodesof transportationusedinFrance.

LearningActivities:

● EdPuzzlevideo:modesoftransportation

● Matchingactivitywithnewvocabulary

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenformregardingvariousmodesoftransportation.

● ShortreadingselectionthathighlightsmodesoftransportationinParis,forexample.

● Blooketforreviewofmodesoftransportationvocabulary(digitalresourceforvocabulary games)

ThirdTopic:IrregularVerb prendreand conjugatingregular-reverbs

LearningTargets:

● Icanusetheirregularverb prendre to sharewhatmodesoftransportationI takeinmyowntownandonatrip.

● Icanconjugateregular-reverbsto describeactivitiesIdo.

● Icanuseavarietyofprepositionslike en,dans,à.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinspokenform:answeringquestionsusingtheverb prendre plusthecorrectto describewhatmodeoftransportonetakes.

● Writtenpracticeofconjugatedverb prendre through fill-intheblankpuzzleorcrossword puzzle,closeactivity,questionstoanswerinFrench,etc.

● Writtenpracticeofprepositions

● Songforendingsofregular-reverbs(-reverbsong)

FourthTopic:ClothingVocabulary

LearningTargets:

● IcanidentifywhatIamwearingin French.

● Icandescribewhatothersare wearingusingnewvocabulary.

● Icanchooseclothingbasedon weatherconditionsfortravel.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenform:answeringquestionsaboutwhereoneisgoingandwhat onewillwear.

● Respondingtoopen-endedquestionsregardingclothingoneiswearing.

● Writtenpractice:writingwhatonewearsatspecificeventsorinspecificcircumstances.

● VALISEsong:reviewofvocabularyinFrench(studentsdrawwhattheyhearisbeingpackedin thesuitcase)

● Blooketforreviewofallclothingvocabulary(digitalresourceforvocabularygames)

FifthTopic:TransportationVocabulary

Estimated#ofLessons:2-3

LearningTargets:

● Icanidentifytransportationoptions togetaroundtown(envélo,àpied,en voiture,enbus)

● Icanusetheirregularverb prendre andotherregular-reverbsinthe Presenttense.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?Whatdoes itmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceinwrittenandspokenform:answeringquestionsusingunitvocabularytodescribe howonegoesfromplacetoplace(modesoftransportation).

● Respondingtoopen-endedquestionsregardinghowtogetfromplacetoplaceinwrittenand oralform.

● Conjugationpracticeofnewverbsintheformof fill-ins,questionstoanswerinFrench,and songsofconjugations(topracticepronunciationofnewverbs).

CourseName: French1 Unit10Title: Etaprès?(What’snext?) Est.#ofLessons: 8-10

UnitOverview: Inthisunit,studentswilltalkaboutwhattheirplanisafterthisschoolyear,including theirsummerplans.Wherearetheygoingtogo?Whataretheygoingtodo?Whattheplanmaybe fornextschoolyear?

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics, usingpracticedormemorizedwordsand phrases,withthehelpofgesturesorvisuals.

Icanexpresssomebasicneeds,using practicedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

PresentationalCommunication(novicemid)

Icanpresentinformationonbothvery familiarandeverydaytopicsusingavarietyof practicedormemorizedwords,phrases,and simplesentencesthroughspoken,written,or signedlanguage.

Understandings

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● Spontaneousandappropriate responsesarevitaltokeepthe discourse flowingaroundacommon topic/goal.(Interpersonal)

● Effectivecommunicatorsmake linguisticchoicesabouthowto delivertheirmessage.(Presentational Communication)

● Bodylanguagehelpsconveythe message.

● HowdoIselectandusevocabularytoshare informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

Knowledge Skills(FramedasLearningTargets)

● Reviewofexistingvocabularyand verbs

● Recognizeinfinitives.

● Icanusevocabularyandverbsthroughoutmy twoyearstoexplainwhatIhavebecomemore skillfulatinFrench.

● Icanuse aller plusaninfinitivetoexpress actionsIamgoingtodo(simpleFuture).

● Icanusetheirregularverbs vouloir and pouvoir toexpresswantsandwhatoneisable todo.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

LetterWriting:DearFutureMe.Students respondto2ofthefollowingprompts:

● Whatdoyouwanttobeproudofduring your firstyearofhighschool?

● Wheredoyouseeyourselfafterhigh school? College,job,military

● Whataresomenewhobbiesorskillsyou wanttolearninthefuture?

● Whatisonethingyou’dliketoaccomplish thissummer?

OralPresentation:growthovertimeinthe classbasedonareviewofpreviousprojects andbenchmarks

● Sampleletter;generateideasfromwhatyou read

● Quizzes:verbsintheinfinitiveform

● Conversationswithpeersdescribingwhat theyaregoingtodotomorrow,inthesummer, thisweekend,forexample…practicingwith simpleFuture(aller+aninfinitive)

● Question&Answer:scenariosbasedonfuture activities(peer-to-peer,teachertostudent)

● Quizzes-irregularverbconjugations

STAGE3:LEARNINGPLAN

FirstTopic:Reviewoftheverb aller Estimated#ofLessons:1-2

LearningTargets:

● Icanusevocabularyandverbs throughoutmytwoyearstoexplain whatIhavebecomemoreskillfulatin

EssentialQuestions:

● HowdoIselectandusevocabularytoshare informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

French.

● Icanuse aller plusaninfinitiveto expressactionsIamgoingtodo (simpleFuture).

LearningActivities:

● MadMinutepracticeoftheverb aller

● Fill-inpracticewithirregularverb aller.

● Reviewconjugationwith aller verbsong.

● Practiceinwrittenandoralform:theverb aller

SecondTopic:Review: Whatisaninfinitive?

LearningTargets:

● Icanusevocabularyandverbs throughoutmytwoyearstoexplain whatIhavebecomemoreskillfulatin French.

● Icanuse aller plusaninfinitiveto expressactionsIamgoingtodo (simpleFuture).

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● HowdoIselectandusevocabularytoshare informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

● Blooketforreviewofallverbstodate(digitalresourceforvocabularygames)

● Practiceinwrittenform:identifyinginfinitives

ThirdTopic:ApplyingVocabularyto DescribeFutureGoals

LearningTargets:

● Icanusevocabularyandverbs throughoutmytwoyearstoexplain whatIhavebecomemoreskillfulatin French.

● Icanuse aller plusaninfinitiveto expressactionsIamgoingtodo (simpleFuture).

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● HowdoIselectandusevocabularytoshare informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

● Practiceusingtheircourseschedulefortheir10thgradetodescribesimplefuturetense

● GeneratingideasforlettertoMyFutureMe

● Blooketforreviewofallsports/hobbyvocabulary(digitalresourceforvocabularygames)

● Peer-to-peerrevisionsofroughdrafts

FourthTopic:IrregularVerbs vouloir& pouvoir

● Icanusetheirregularverbs vouloir and pouvoir toexpresswantsand

Estimated#ofLessons:2-3

EssentialQuestions:

● HowdoIselectandusevocabularytoshare

whatoneisabletodo. informationaboutmyself?

● WhatamItryingtosayandhowdoIsayit?

LearningActivities:

● GeneratingideasforlettertoMyFutureMe

● Blooketforreviewofallsports/hobbyvocabulary(digitalresourceforvocabularygames)

● Peer-to-peerrevisionsofroughdrafts

CourseName:French2Advanced

UnitTitle:1-JemepresenteEst.#ofLessons:8-11

UnitOverview: Inthisunit,studentswillbrieflyreviewandmasterthecontentlearntinFrench1,topresent themselvesindetailtotheirclassmatesinthesummativeunitproject.Theywilldemonstratean understandingofbasicFrenchgrammar&pronunciationrules,aswellashowtoexpressanddescribe themselvesandthoseclosetothemindetailviawrittenandoralcommunicativeactivities.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpersonalCommunication(novicemid)

Ican expressmyownpreferencesorfeelingsand reacttothoseofothers,usingamixtureofpracticed ormemorizedwords,phrases,simplesentencesand questions.

InterpretiveCommunication(novicemid)

Ican identifysomebasicfactsfrommemorizedor familiarwordsandphraseswhentheyare supportedbygesturesorvisualsin fictionaltexts.

Understandings

● Eachculturehasuniquecharacteristicsand values.

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

Knowledge

● Review:

○ Presenttense-er,-irand-reverbs

○ Presenttenseirregularverbs(aller, faire,avoir,être,vouloir,pouvoir, prendre,dormir,partir,sortir,-ger verbs)

○ Futurproche(nearfuture)-aller+ infinitive

○ Detailedadjectivesandtheir agreementrulestodescribeoneself andothers

○ Definiteandindefinitearticles

○ Subjectpronounsandpeople vocabulary

○ Negationusingne…pas

TransferGoals

● COMMUNICATION:Communicate effectivelyinthetargetlanguageinavariety ofsituations(e.g.,purpose,task,audience)

● SELF-DIRECTION: Perseverethrough challengesbasedonfeedbackand commitmenttobeingunderstood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanpresentbasicinformationaboutmyself incompletesentencesinthetargetlanguage.

● Icanuseavarietyofadjectivesandagree themtothesubjectinwritingandspeaking.

● Icanuseavarietyofverbs(suchaspreferer, aimer,detester)todescribemypreferences andlikes/dislikes.

● Icanusenegationinwrittenandspoken communication(ne…pas).

● Icanelaborateandprovidesupportingdetail astowhyIlike/dislikecertainthingsor activities.

● HowdoIidentifythegenderandnumberofa subjectandadjustmygrammaraccordingly?

● HowdoIindicate‘possession’?

○ Simpleinterrogatives(question words)

○ Numbers(0-1000)

● Dates&Time(24hrclock)

● BANGSAdjectives(setofadjectivesthat comebeforethenoun)andtheirrules

● Commonverbphrasesandsentence structures(expressingpreferences,likes, dislikes)

● Icanpresentinformationaboutimportant peopleinmylife.

● Icanidentifyanddescribeindetailthe preferencesofmyfamilyandfriends.

● Icanuseavarietyofarticlesandpossessive adjectives.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Jemepresenteposter(visuals,photos, imagesthatrepresentstudent)

● PresentationalWriting:Jemepresente essay

● Oralpresentationsummarizingessay

● BenchmarkAssessment:Presentational Writing-ReadingComprehension

● BenchmarkAssessment:Interpretive Listening-Video/Audiowithwritten summary

● BenchmarkAssessment:Interpersonal Writing-EmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:HowDoWeIntroduceAndPresent BasicInformationAboutOurselves?

LearningTargets:

● Icanpresentbasicinformationaboutmyself incompletesentencesinthetarget language.

LearningActivities:

FormativeAssessment

● Scriptandpracticeconversations

● Replyingtobasicopen-endedquestionsorally andthroughwriting

● Understandingtextusingcircumlocution, priorknowledgeandcontextclues

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● Posedquestionsfromteacherand/orpeersrequestingbasicinformation(name,age,birthday,etc.)

● Brainstormofmaterialneededtoproperlyprovidethisinformation(verbs/conjugations,vocabulary, partsofspeech,etc.)

● PronunciationandrulesofsyntaxintheFrench

SecondTopic:HowDoWeDescribeOurselvesAnd OthersUsingAdjectivesOfPhysicalDescription AndPersonality?

Estimated#ofLessons: 2-3

STAGE3:LEARNINGPLAN

LearningTargets:

● Icanuseavarietyofadjectivesandagree themtothesubjectinwritingandspeaking.

LearningActivities:

EssentialQuestions:

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Posedquestionsfromteacherand/orpeersrequestinginformationaboutpersonality/appearance

● Descriptionsofoneselfandothersinwritingandspeaking

● Readingtextsandderivinginformationusingcontextclues,circumlocutionandpriorknowledge

● Practicewritingsentencesdescribingothersinphotos/videos,focusingonsentencestructure, spelling,grammar,andgenderandnumberagreement

● Decidinghowtodescribeoneselfphysicallyandpersonality-wiseinpresentingoneselftoothers

ThirdTopic:HowDoWeExpressOurPreferences, LikesAndDislikesInWrittenAndSpoken Communication?

LearningTargets:

● Icanuseavarietyofverbs(suchaspreferer, aimer,detester)todescribemypreferences andlikes/dislikes.

● Icanusenegationinwrittenandspoken communication(ne…pas).

● Icanelaborateandprovidesupporting detailastowhyIlike/dislikecertainthings oractivities.

● HowdoIidentifythegenderandnumberof asubjectandadjustmygrammar accordingly?

● HowdoIindicate‘possession’?

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practiceformingsimpleandcomplexsentencesusingavarietyofverbsandincorporatingtransition words.

● Listeningtoaudio/videorecordingsandderivingmeaningusingcontextclues,priorknowledgeand circumlocutiontothensummarizeinone’sownwords.

● Reviewofkeyvocabularywordsandpracticeusingthemwitharticlesandpossessiveadjectivesin writingandspeaking.

FourthTopic:HowDoIDescribeImportantPeople AndRelationshipsInMyLife?

LearningTargets:

● Icanpresentinformationaboutimportant peopleinmylife.

● Icanidentifyanddescribeindetailthe preferencesofmyfamilyandfriends.

● Icanuseavarietyofarticlesandpossessive

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

adjectives.

LearningActivities:

● Identifyandpracticewithfamilyandpeoplevocabulary

● Writtenandspokenpracticeusingarticlesandpossessiveadjectivesandtheiragreementinwriting andspeaking

● Respondingtoquestionsaboutoneselfandothersindetail,usingcompound/complexsentences.

CourseName:French2Advanced

UnitOverview:

Inthisunit,studentswillexploredifferenttypesofhomesandthehomelivesofpeopleintheirown communityandinfrancophonecommunitiesaroundtheworld.Studentswilldiscussdifferenttypesof homesandtheareasandobjectswithinthem,differentchoresandresponsibilitiesaroundthehomeand activitiesandpastimesonedoesthere.Studentswillreflectontheirowndailyroutines,andresearchand discovertheculturalnormsandhabitsoffrancophoneadolescentstheirownageandtheirlivesonadaily basis.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpretiveCommunication(novicemid) Icanidentifysomebasicfactsfrommemorizedor familiarwordsandphraseswhentheyare supportedby gesturesorvisualsininformationaltexts.

Understandings

TransferGoals

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP: Gainknowledgeaboutglobalcultures andfosterrespectforotherculturesrealizingthere aremultiplewaysofviewingtheworld

RESPONSIBLECITIZENSHIP:Demonstratecultural awarenessbasedonunderstandingofandrespectfor otherculturesbothpastperfectandpresent

EssentialQuestions

● Comparisonofculturalproductsand practiceswithourowncreates opportunitiestobetterunderstandand appreciateeachcultureanditspeople.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● Indirectobjectpronounsyanden

● Vocabularyrelatedtothehome,routines, choresanddailylife

● Expressingdatesandtime

● Usingtransitionwordsandtimeindicators toindicateprogression

● Basicinformationabouttheperspectives, productsandpracticesofadayinthelifeof afrancophoneadolescent

● Icandescribeatypicaldayinmylife,including routines,activitiesandeventsthattakeplace andatwhattimes.

● Icandifferentiatebetweenreflexiveand non-reflexiveverbs

● Icanreadandinterprettextsinthetarget languageusingbackgroundknowledge, contextcluesandcircumlocution.

● Icanlistentoandinterpretaudios/videosin thetargetlanguageusingbackground knowledge,contextcluesandcircumlocution

● Icandescribeatypicaldayinmylife,including routines,activitiesandeventsthattakeplace andatwhattimes.

● Icanuseavarietyofregular,irregularand reflexiveverbsinmywritingandspeaking.

● Icanuseindirectobjectpronounsinmy writingandspeakingtosoundmorelikea nativespeaker.

● Icanformulateavarietyofopenandclosed questionsrequestingfurtherinformation.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● PresentationalWriting:MaRoutine Quotidienne(MyDailyRoutine)

● Quiz(zes)on:reflexiveverbs,presenttense irregulars,indirectobjectpronounsyand en,datesandtime.

● BenchmarkAssessment:Presentational Writing-ReadingComprehension

FormativeAssessment

● Scriptandpracticeconversations

● Replyingtobasicopen-endedquestionsorally andthroughwriting

● Understandingtextandaudio/video recordingsusingcircumlocution,prior knowledgeandcontextclues

● BenchmarkAssessment:Interpretive Listening-Video/Audiowithwritten summary

● BenchmarkAssessment:Interpersonal Writing-EmailResponse

● BenchmarkAssessment:Presentational Speaking

STAGE3:LEARNINGPLAN

FirstTopic:Intro.ToUnitVocabularyAndReflexive Verbs

LearningTargets:

● Icandescribeatypicaldayinmylife, includingroutines,activitiesandevents thattakeplaceandatwhattimes.

● Icandifferentiatebetweenreflexiveand non-reflexiveverbs

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Practiceidentifying,pronouncingandusingunitvocabularyinwritingandspeaking

● Identifyingandusingavarietyofreflexiveandnon-reflexiveverbsinwritingandspeaking

● Respondingtoopen-endedquestionsregardingone’sownhabitsandroutines

● Writtenandspokenpracticeusingreflexiveverbsincontextwithareasofthehomethat correspond.

SecondTopic:ChoresAndActivitiesAroundThe Home,IrregularVerbsDormir,Nettoyer,Partir, Sortir

LearningTargets:

● Icanreadandinterprettextsinthetarget languageusingbackgroundknowledge, contextcluesandcircumlocution.

● Icanlistentoandinterpretaudios/videosin thetargetlanguageusingbackground .knowledge,contextcluesand circumlocution

● Icandescribeatypicaldayinmylife, includingroutines,activitiesandevents thattakeplaceandatwhattimes.

● Icanuseavarietyofregular,irregularand reflexiveverbsinmywritingandspeaking.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtoexpressandhowdoIdo so?

● HowdoIexpressanddescribeatypicaldayas anadolescentinmycommunity?Ofan adolescentinafrancophonecommunity?

● Howdoesoneidentifyareflexivevsnon reflexiveverb?

● Howdoirregularverbsdifferfromregular?

● Practiceidentifying,pronouncingandusingunitvocabularyinwritingandspeaking

● Identifyingandusingavarietyofreflexiveandnon-reflexiveverbsinwritingandspeaking

● Respondingtoopen-endedquestionsregardingone’sactivitiesandresponsibilitiesaroundthe home.

● Writtenandspokenpracticeusingunitvocabularyincontextwithareasofthehomethat correspond.

ThirdTopic:IndirectObjectPronounsYAndEn

LearningTargets:

● Icanuseindirectobjectpronounsinmy writingandspeakingtosoundmorelikea nativespeaker.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhatdoIdowhenIdon’tunderstand?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Writingsimpleandcompoundsentencesusingindirectobjectpronouns

● Respondingtoopen-endedquestionsregardingone’sactivitiesandresponsibilitiesaroundthe home

● Writtenandspokenpracticeusingunitvocabularyincontextwithareasofthehomethat correspond

● Practiceidentifying,pronouncingandusingindirectobjectpronounsinwritingandspeaking

FourthTopic:AskingAndAnsweringQuestions AndIdentifyingTime

LearningTargets:

● Icanuseindirectobjectpronounsinmy writingandspeakingtosoundmorelikea nativespeaker.

● Icanreadandinterprettextsinthetarget languageusingbackgroundknowledge, contextcluesandcircumlocution.

● Icanlistentoandinterpretaudios/videosin thetargetlanguageusingbackground knowledge,contextcluesand circumlocution.

● Icandescribeatypicaldayinmylife, includingroutines,activitiesandevents thattakeplaceandatwhattimes.

● Icanformulateavarietyofopenandclosed questionsrequestingfurtherinformation.

LearningActivities:

● Practicetellingtimeusinga24hourclock

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Practiceformulatingquestionsinwritingandspeakingusingest-cequeandinterrogatives (Who/withwhom)what,where,when,why,how,howmuch/many)

● Simulatedconversationswithpeersrespondingtoavarietyofopen-endedquestionsandproviding detailedresponses.

CourseName:French2AdvancedUnitTitle:3-EnVilleEst.#ofLessons:11-14

UnitOverview:

Inthisunit,studentswillcontinuetofocusontheirdailylives,nowoutsideofthehome.Studentswill identifyanddiscussdifferentplacesaroundtheircommunitiesandfrancophonecommunitiesaroundthe world,distinguishingsimilaritiesanddifferencesbetween.Studentswillroleplayreal-lifescenariosasking forandgivingdirections(usingtheimperative)astheynavigatearoundanunfamiliarplace,utilizing differentmodesoftransportationavailable.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

InterpersonalCommunication(novicehigh)

Ican requestandprovideinformationbyasking andansweringpracticedandsomeoriginal questionsonfamiliarandeverydaytopics,using simplesentencesmostofthetime.

PresentationalCommunication(novicehigh)

Ican.Presentpersonalinformationaboutmylife andactivities,usingsimplesentencesmostofthe time.

Understandings

● Comparisonofculturalproductsand practiceswithourowncreates opportunitiestobetterunderstandand appreciateeachcultureanditspeople.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP: Gainknowledgeaboutglobalcultures andfosterrespectforotherculturesrealizingthere aremultiplewaysofviewingtheworld

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION: Makeconnectionswithother disciplinesthroughtheuseofauthenticresourcesand relevantissues

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Knowledge Skills(FramedasLearningTargets)

● Indirectobjectpronounsy,en,lui&leur

● Unitvocabulary:Places(inatown/city)

● Unitvocabulary:geographicallocations (theworld,acountry,etc.)andlandforms(a mountain,alake,etc.)

● Unitvocabulary:Modesoftransportation

● Icanidentifydifferentplacesandlandmarks aroundacommunity,andwhatonedoes there.

● Icanidentifydifferentplacesandlandmarks aroundacommunity,andwhatonedoes there.

● NearFuturetense(FuturProche)

● Directionsvocabularyandprepositionsof location(on,nextto,under,etc)

● ImperativeMood-givingorders/commands

● Icanexpresswhatisgoingto/willtakeplacein thenearfuture.

● Icandescribealocationusingprepositions.

● HowdoIexpressfutureactionsorevents?

● Icanuseavarietyofindirectobjectpronouns inmywrittenandspokencommunication.

● Icangiveandunderstanddirectionstotravel fromoneplacetoanotherusingthe imperative.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● DirectionsdeMaVilleProject&City Drawing*

● Quiz(zes)on:imperative,presenttense irregulars,indirectobjectpronounsy,en,lui andleur,directions,futurproche,unit vocabulary,prepositions

● BenchmarkAssessment:Presentational Writing-ReadingComprehension

● BenchmarkAssessment:Interpretive Listening-Video/Audiowithwritten summary

● BenchmarkAssessment:Interpersonal Writing-EmailResponse

● BenchmarkAssessment:Presentational Speaking

*Studentsdesignanddrawtheirown‘town’and thenwritedirectionsusingtheimperativeand prepositionsforanotherstudenttousetorecreate thetownexactlyasis.

FormativeAssessment

● Scriptandpracticeconversations

● Givingandunderstandingwrittenandspoken orders,commandsanddirections

● Understandingtextandaudio/video recordingsusingcircumlocution,prior knowledgeandcontextclues

● Practiceformingandcommunicatinginthe presentandfuturproche(nearfuture)verb tenses

● Incorporatingobjectpronounsintowritten andspokencommunication

● Utilizingunitvocabularyinwrittenand spokencontexts

STAGE3:LEARNINGPLAN

FirstTopic:UnitVocabulary-Geography,ModesOf TransportationAndPlaces

LearningTargets:

● Icanidentifydifferentplacesand landmarksaroundacommunity,andwhat onedoesthere.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● Replyingtoopen-endedquestionsusingunitvocabulary

● Connectingunitvocabularywithplacesinone’sowncommunity

● Describingthemodesoftransportationusedinone’sowncommunity

● Investigatingandexploringfrancophonecommunitiesgeography,transportandplacesusing authentictexts,audiosandvisuals

SecondTopic:FuturProche,DirectionsVocabulary AndPrepositions

LearningTargets:

● Icanidentifydifferentplacesand landmarksaroundacommunity,andwhat onedoesthere.

● Icanexpresswhatisgoingto/willtake placeinthenearfuture.

● Icandescribealocationusingprepositions.

● HowdoIexpressfutureactionsorevents?

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practiceexpressingwhatonewilldo/isgoingtodointhefuturethroughwritingandspeaking

● Followingdirectionsgivenorallyorthroughtext

● Usingprepositionsinavarietyofcontextsthroughwritingandspeaking

● Reflectingonprepositionsandtheirrulesofplacement,agreementanduse.

● Identifyingthemodesoftransportationoneusesintheircommunityandcomparingthatwitha francophonecommunity

ThirdTopic:ImperativeAndIndirectObject PronounsLui&Leur

LearningTargets:

● Icanuseavarietyofindirectobject pronounsinmywrittenandspoken communication.

● Icangiveandunderstanddirectionsto travelfromoneplacetoanotherusingthe imperative.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Givingdirectionsfromoneplacetoanotherortodescribeaspecificlocationusingtheimperative andprepositionsinwrittenandspokencommunication

● Respondingtoopen-endedquestionsusingindirectobjectpronouns

● Followingdirectionstorecreatethe‘town’ofapeer

CourseName:French2AdvancedUnitTitle:4-ParisEst.#ofLessons:14-20

UnitOverview:

Inthisunit,studentswilldelveintothehistoryofFranceanditscapitalcity,Paris.Theywilllearnabout important figures,eventsandlocationsfromFrance’shistoryandofthepresentday.France’scultureisat theheartoftheentireunit,andstudentsexploremanyaspectsofthisculture,andcompareandcontrastit withtheirown.Studentswilllearnhowtousethepastperfect(lepassecompose)anduseittorecount historicalfactsandeventsfromFrance’shistory.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

PresentationalCommunication(novicehigh)

Ican presentonfamiliarandeverydaytopicsusing simplesentencesmostofthetime.

InterpretiveCommunication(novicemid)

Ican identifysomebasicfactsfrommemorizedor familiarwordsandphraseswhentheyare supportedbygesturesorvisualsininformational texts.

Understandings

● Comparisonofculturalproductsand practiceswithourowncreates opportunitiestobetterunderstandand appreciateeachcultureanditspeople.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

TransferGoals

SELF-DIRECTION: Perseverethroughchallenges basedonfeedbackandcommitmenttobeing understood

CRITICALTHINKING:

Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● UnitVocabularyaboutthelayoutofthecity ofParisandimportanthistoricaleventsand figures

● Celebratedmonumentsandlandmarksin andaroundParis

● Keyhistoricaleventsand figuresthat greatlyimpactedFrance

● Numbers-years,dates,ordinals

● Pastperfect-withhelpingverbsavoirand etre

● Memorizationofthe17verbsthattake Etreasauxiliaryverbinpastperfect

● Icanidentifyimportantpeople,placesand eventsfromFrance’shistory.

● IcancompareandcontrastaspectsofFrench historyandculturewithmyown.

● Icanusecardinalandordinalnumbers.

● Icandiscussanddescribepastactionsand events

● Icanidentifywhentouseavoirvsetreasthe auxiliaryverbinthepastperfect

● Icandiscusspastactionsandeventsinthe targetlanguage.

SummativeAssessment FormativeAssessment

● PresentationalSpeaking:Parisian Monument

● Quiz(zes):Unitvocabulary,numbers,past perfectwithavoir,pastperfectwithetre

● Culturequiz:ImportantFrenchhistorical figures,placesandeventsandtheirimpacts

● BenchmarkAssessment:Presentational Writing-ReadingComprehension

● BenchmarkAssessment:Interpretive Listening-Video/Audiowithwritten summary

● BenchmarkAssessment:Interpersonal Writing-EmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:UnitVocabulary, Monuments/Landmarks,Numbers

LearningTargets:

● Understandingtextandaudio/video recordingsusingcircumlocution,prior knowledgeandcontextclues

● Practiceformingsentencesand communicatinginthepastperfect

● Describingkeyhistoricalpeopleandevents andtheirimpactonFrance,itspeopleandits culture

● Usingordinalandcardinalnumbersina varietyofcontexts,forex.Statingtheyear somethinghappened

STAGE3:LEARNINGPLAN

Estimated#ofLessons:6-8

EssentialQuestions:

● Icanidentifyimportantpeople,placesand eventsfromFrance’shistory.

● Icancompareandcontrastaspectsof Frenchhistoryandculturewithmyown.

● Icanusecardinalandordinalnumbers.

● Howarenumbersstructuredandusedin French?

● HowdoIuseordinalnumbersinFrench?

LearningActivities:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Practicingusingnewvocabularyinwrittenandspokencommunication

● ComparingthecultureofPariswiththatofone’sown

● UsingordinalnumberstodescribethelayoutofParisandwherethingsarelocated

● UsingwrittenandspokentextstodelvedeeperintothehistoryandimportanceofParisian monuments/landmarksandhowtheycametobe

SecondTopic:HistoricalFiguresAndIntro.ToPast Perfect

LearningTargets:

● Icanidentifyimportantpeople,placesand eventsfromFrance’shistory.

● Icandiscussanddescribepastactionsand

Estimated#ofLessons:4-6

EssentialQuestions:

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture

events. compareandcontrastwithmyown?

LearningActivities:

● IndividualresearchandrecordinginformationonhistoricFrench

● DerivinginformationfromwrittenandspokentextsabouthistoricFrenchpeople

● Practiceformingthepastperfectusingtheauxiliaryverbavoirinbothwritingandspeaking

● Identifyingandrememberingtrendsinregularandirregularpastparticiples

ThirdTopic:PastPerfectWithAuxiliaryVerbEtre Estimated#ofLessons:4-6

LearningTargets:

● Icandiscussanddescribepastactionsand events

● Icanidentifywhentouseavoirvsetreas theauxiliaryverbinthepastperfect

● Icancompareandcontrastaspectsof Frenchhistoryandculturewithmyown

● HowdoIdiscusspastactionsandeventsin thetargetlanguage?

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Practicerecognizingthedifferentwaystoformthepastperfectandincorporatingtheminto communication

● Usingthepastperfecttodescribeindetaileventsand figuresfromFrance’shistory

● Describingpasteventsusingdates(days,months,year)

● IdentifyingsimilaritiesanddifferencesbetweenFrance’shistoryandthatofmyowncommunity

UnitOverview:

Inthisunit,studentswillincorporateallofthecontenttheylearnedthroughouttheyeartoplana‘vacation’ toafrancophonecountryoftheirchoice.Theywillcompleteanoralpresentationattheendoftheunit wheretheydescribetheirtrip,usingboththepastperfectandimperfectverbtenses.Studentswilldelve deeplyintothecultureofdifferentfrancophonecountriesaroundtheworldandlearnabouttheirnorms, people,traditions,geographyandmore.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

InterpersonalCommunication(novicehigh)

Ican requestandprovideinformationbyasking andansweringpracticedandsomeoriginal questionsonfamiliarandeverydaytopics,using simplesentencesmostofthetime.

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP:Gainknowledgeaboutglobalcultures andfosterrespectforotherculturesrealizingthere aremultiplewaysofviewingtheworld

PresentationalCommunication(novicehigh)

Ican expressmypreferencesonfamiliarand everydaytopicsofinterest,usingsimplesentences mostofthetime.

SELF-DIRECTION:Perseverethroughchallenges basedonfeedbackandcommitmenttobeing understood

Understandings EssentialQuestions

● Comparisonofculturalproductsand practiceswithourowncreates opportunitiestobetterunderstandand appreciateeachcultureanditspeople.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

Knowledge

● Imperfecttense

● PastperfectvsImperfecttenses

● Unitvocabulary-travel,packing,activities, schedule

● Timeindicators(usedtodeterminewhich pasttensetouse)

● Culturalnormsandaspectsoffrancophone communities

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanformdetailedsentencesusingthe imperfecttense.

● Icandescribethepastusingtheimperfectand pastperfecttensescorrectly.

● Icandescribeaspectsofafrancophone community’scultureandhowitaffectsmy experienceonmytrip.

● Icandescribemydailyschedulewhileona trip.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Quiz(zes)Imperfectandpastperfect tenses,unitvocabulary

● BenchmarkAssessment:Interpersonal Writing-EmailResponse-CartePostaleMesVacances(postcard-Myvacation)

● BenchmarkAssessment:Presentational Speaking-MesVacances(Myvacation)

● BenchmarkAssessment:Presentational Writing-ReadingComprehension

● BenchmarkAssessment:Interpretive Listening-Video/Audiowithwritten summary

FormativeAssessment

● Understandingtextandaudio/video recordingsusingcircumlocution,prior knowledgeandcontextclues

● Practiceformingsentencesand communicatinginthepastperfectand imperfecttenses

● Researchinganddiscoveringhowtourismina francophonecountryanditsimpactonits peopleanditsculture

● Usingunitvocabularyandthepasttensesto describeallaspectsofplanningforand executingatriptoaforeignfrancophone

STAGE3:LEARNINGPLAN

FirstTopic:UnitVocabularyAndImperfect

LearningTargets:

● Icanformdetailedsentencesusingthe imperfecttense.

● Icandescribethepastusingtheimperfect andpastperfecttensescorrectly.

LearningActivities:

Estimated#ofLessons:4-6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● Replytoopen-endedquestionsusingunitvocabulary

● Discussingwhatitemstopackforavacationbasedonwhereonegoesandtheactivitiesplanner

● Practiceformulatingsentencesintheimperfecttenseandunderstandingwhenitisnecessary

SecondTopic:ImperfectVsThePastPerfect

LearningTargets:

● Icanformdetailedsentencesusingthe imperfecttense.

● Icandescribethepastusingtheimperfect andpastperfecttensescorrectly.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatdoIdowhenIdon’tunderstand?

● Recountingastoryusingboththeimperfectandpastperfecttenses

● Respondingtoandposingquestionsusingthepasttenses

● Practicerecognizingthedifferentwaystoformthepastperfectorimparfait(imperfect)and incorporatingthemintomywrittenandspokencommunication

ThirdTopic:PlanningAVacationToAFrancophone Country(ScaffoldedProject)

LearningTargets:

● Icandescribethepastusingtheimperfect andpastperfecttensescorrectly.

● Icandescribeaspectsofafrancophone community’scultureandhowitaffectsmy experienceonmytrip.

● Icandescribemydailyschedulewhileona trip.

LearningActivities:

Estimated#ofLessons:5-6

EssentialQuestions:

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Researchingplacestovisitinafrancophonecountrytogoonvacationandcollectallnecessary informationtoplanatrip

● Identifyingculturalnormsandtraditionsinthecommunity(ies)beingtraveledto

● Creatinganoutlineofdailyactivitieswhileonvacation-placestogo,thingstodo,wheretoeat,

wheretostay, flight/travelinformation,etc.**

**Teacherwillbelookingforstudentstoincorporatecontentandskillslearnedfromtheentireyearforthis summativeassessment.

CourseName:French3HonorsUnitTitle:RetourDesVacances(ReturnFromVacation)Est.#of Lessons:10

UnitOverview:

Inthisunit,studentswillbrieflyreviewandmasterthecontentlearnedinFrench2.Theywillreviewallgrammar, vocabularyandskillslearnedandendwithasummativeassessmentpresentationinwhichtheyretellastoryfrom vacation(realorimaginary)totheclass.TheywilldemonstrateanunderstandingofFrenchgrammar&pronunciation rulesaswellashowtoexpressanddescribethemselvesandothersinavarietyoftensesindetailviawrittenandoral communication.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveCommunication(intermediatelow)

Ican identifythetopicandrelatedinformationfrom simplesentencesinshortinformationaltexts.

InterpersonalCommunication(intermediatelow)

Ican requestandprovideinformationinconversations onfamiliartopicsbycreatingsimplesentencesand askingappropriatefollow-upquestions.

TransferGoals

● COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience)

● RESPONSIBLECITIZENSHIP: Demonstrate culturalawarenessbasedonunderstandingofand respectforotherculturesbothpastandpresent, appropriatevocabulary,sentencestructure)

Understandings EssentialQuestions

● Eachculturehasuniquecharacteristicsand values.

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● HowdoIdescribeandpresentmyself,others, experiencesoreventstoothers?

● HowdoesexpressingmyselfinFrenchdifferfrom expressingmyselfinEnglish/mynativelanguage?

● HowdoIusedifferentverbtensestodescribe past,currentorfutureevents?

Knowledge Skills(FramedasLearningTargets)

● Review:

○ Presenttenseregularandirregular verbs

○ FuturProche(nearfuture)tense

○ PasseCompose(Pastperfect)

○ Imparfait(Imperfect)

○ Adjectiveagreement&BANGS

○ French2vocabulary

○ Negation

○ Simpleinterrogatives(questionwords)

○ Numbers

○ DatesandTime(bothofdayandwhen actionsoreventstookplace)

● Complexsentenceswithuseoftransitionwords

● Icandescribedifferenteventsfromthepastand duringmysummervacation.

● Icancomprehendandaskfollowupquestionsto peersaboutwhattheyshare.

● Icandescribemypreferences,likesanddislikesin thetargetlanguageandbeabletosupportmy reasoning.

● Icanidentifythedifferencebetweenthepast, presentandnearfuturetensesinmyspeakingand writing.

● Icanidentifydifferentgendersandnumbersof wordsinFrenchandadjustmygrammar accordingly.

● Icanreadandinterpretspokenandwrittentexts atthenovice-intermediatelevel.

● Icanmaintainaconversationaboutfamiliartopics inthetargetlanguage.

● HowdoIusedifferentverbtensestodescribe past,currentorfutureevents?

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● PresentationalWriting:MesVacances

● PresentationalSpeaking:Resumedemes Vacances

● BenchmarkAssessment:Presentational Speaking

● BenchmarkAssessment:PresentationalWriting -ReadingComprehension

● BenchmarkAssessment:InterpretiveListeningVideo/Audiowithwrittensummary

● BenchmarkAssessment:InterpersonalWritingEmailResponse

FormativeAssessment

● Scriptandpracticeconversations

● Replyingtoopen-endedquestionsorallyand throughwriting

● Understandingtextsusingcircumlocution,prior knowledgeandcontextclues

● Speakingandwritinginavarietyoftensesbased onthesituationrequired

STAGE3:LEARNINGPLAN

FirstTopic:RevisionGrammaticale(GrammarReview)

LearningTargets:

● Icandescribedifferenteventsfromthepastand duringmysummervacation.

● Icanidentifythedifferencebetweenthepast, presentandnearfuturetensesinmyspeaking andwriting.

● Icanidentifydifferentgendersandnumbersof wordsinFrenchandadjustmygrammar accordingly.

● Icanmaintainaconversationaboutfamiliar topicsinthetargetlanguage.

● HowdoIusedifferentverbtensestodescribe past,currentorfutureevents?

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoesexpressingmyselfinFrenchdifferfrom expressingmyselfinEnglish/mynativelanguage?

● Practicewritingandspeakinginthepresent,past,imperfectandnearfuturetenses.

● Exploringlearntvocabulary,payingattentiontogenderandnumberandhowtoagreearticlesandadjectives accordingly.

SecondTopic:CommentS’Exprimer?(HowDoIExpress Myself?)

LearningTargets:

● Icandescribedifferenteventsfromthepastand duringmysummervacation.

● Icancomprehendandaskfollowupquestions topeersaboutwhattheyshare.

● Icandescribemypreferences,likesanddislikes inthetargetlanguageandbeabletosupportmy

Estimated#ofLessons:3

EssentialQuestions:

● HowdoIdescribeandpresentmyself,others, experiencesoreventstoothers?

● HowdoesexpressingmyselfinFrenchdifferfrom expressingmyselfinEnglish/mynativelanguage?

● HowdoIusedifferentverbtensestodescribe past,currentorfutureevents?

reasoning

● HowdoIusedifferentverbtensestodescribe past,currentorfutureevents?

LearningActivities:

● Posingopenandclosedendedquestionsinwritingandspeakingduringclassactivities,emailresponsesand interpersonalconversations

● Describingpasteventswithafocusonaccuratelydifferentiatingbetweentheuseoftheimperfectandpast perfecttenses.

ThirdTopic:MesVacances(MyVacation)

LearningTargets:

● Icandescribedifferenteventsfromthepastand duringmysummervacation

● Icanunderstandandaskfollowupquestionsto peersaboutwhattheyshare.

● Icanmaintainaconversationaboutfamiliar topicsinthetargetlanguage.

● HowdoIusedifferentverbtensestodescribe past,currentorfutureevents?

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● HowdoIdescribeandpresentmyself,others, experiencesoreventstoothers?

● HowdoesexpressingmyselfinFrenchdifferfrom expressingmyselfinEnglish/mynativelanguage?

● Roughand finaldraftofexperience/memoryfromsummervacation(canberealormadeup)

● Oralpresentationrecountinganexperience/memoryfromsummervacation(withoutscript)

● Posingquestionstopeersabouttheiroralpresentationatitsconclusion

● Listeningtoandrespondingindetailtoquestionsfrompeersorally

CourseName:FrenchLevel3HonorsUnitTitle:MonEnfance(MyChildhood)Est.#ofLessons:20

UnitOverview:

Inthisunit,studentswill…thinkbackandexploretheirownchildhoodsaswellasthelivesofchildreninfrancophone countriesaroundtheworld.Studentswilldiscussandreflectontheirownexperiencesandpreferencesaschildren,as wellascompareandcontrastthemselvesaschildrentotheyoungadulttheyarenow.

STAGE1:DESIREDRESULTS

InterpretiveCommunication(intermediatelow)

Ican identifythemainideainshortconversations.

PresentationalCommunication(intermediatelow)

Ican expressmypreferencesonfamiliarandeveryday topicsofinterestandexplainwhyIfeelthatway,using simplesentences.

Understandings

● Comparisonofculturalproductsandpractices withourowncreatesopportunitiestobetter understandandappreciateeachcultureandits people.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

Knowledge

● Unitvocabulary-childhoodactivitiesand pastimes

● Pastperfect

● Imperfect

● Pluperfect

● Childhoodactivities,preferencesandpastimes

● Objectpronouns-y,en,lui,leur,le,la,les

● Culturalnormsandpracticeswithchildren livinginfrancophonecountries

SELF-DIRECTION: Perseverethroughchallengesbasedon feedbackandcommitmenttobeingunderstood

CRITICALTHINKING: Analyzeinformationinthetarget languagetodrawconclusions,synthesizeideas,and/or recognizepatternsaboutcultureandlanguage

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION: Makeconnectionswithother disciplinesthroughtheuseofauthenticresourcesand relevantissues

EssentialQuestions

● Whatexperiences,eventsandinteractionsshaped mychildhoodandhowIgrewup?

● Howdochildhoodnormsandpracticesinmy communitycomparetothoseofchildrenin francophonecommunitiesaroundtheworld?

● HowdoIdrawinferencesandmeaningfrommore advancedaudioandwrittentexts?

● HowdoImakecomparisonsbetweenmyownlife, experiencesandcommunitywiththoseofothers?

Skills(FramedasLearningTargets)

● Icanusethreedifferentpasttensestoaccurately describeorrecountpastactionsorevents.

● HowdoIdiscussspecificactionsoreventsinthe pastanddemonstratetheorderinwhichthey occurred?

● Icanincorporateavarietyofvocabularywords, termsandverbstodescribemychildhood.

● Icanutilizeobjectpronounstocommunicatemore effectivelyinmywritingandspeaking

● Icanusepriorknowledge,contextcluesand circumlocutiontoderivemeaningfrommore

advancedaudioandwrittentexts.

● Icandescribekeyeventsandexperiencesfrommy ownchildhood.

● Icancompareandcontrasttheexperiencesof childreninmycommunitywiththosein francophonecommunitiesaroundtheworld.

● Icanrequestmoreinformationonavarietyof topicsbyposingopenandclosedquestionsinboth writingandspeaking.

● HowdoIdiscussspecificactionsoreventsinthe pastanddemonstratetheorderinwhichthey occurred?

● Culturalcomparison-Livesofchildreninmy communityandinfrancophonecommunities worldwide

● Quiz(zes):Unitvocabulary,thepasttenses, objectpronouns

● BenchmarkAssessment:Presentational Speaking--QuoideNeuf?(Showandtellwith childhoodobject)

● BenchmarkAssessment:PresentationalWriting -ReadingComprehension--QuoideNeuf? Essay

● BenchmarkAssessment:InterpretiveListeningVideo/Audiowithwrittensummary

● BenchmarkAssessment:InterpersonalWritingEmailResponse--Writtenresponseto francophoneyouth

● PresentationalWriting-Children’sstory

● Authenticaudio/video/writtentextswithmultiple choicecomprehensionquestions

● Practiceformingsentencesandcommunicatingin thepasttensesthroughwritingandspeaking

● Describingone'sownchildhoodindetail

● Researchingandcompilinginformationtobe sharedwiththeclassonchildhoodsofyouthfrom francophonecountriesaroundtheworld

● Comparingone'sownchildhoodandexperiences withthatofafrancophoneyouth

● Sketch(Skit) L’Adolescence

● MonAmi(e)Imaginaire Drawingandbrieforal presentationtotheclass

STAGE3:LEARNINGPLAN

FirstTopic:LesTempsauPasséEtLeVocabulaire(Past TensesAndUnitVocabulary)

LearningTargets:

● Icanusethreedifferentpasttensesto accuratelydescribeorrecountpastactionsor events.

● Icanincorporateavarietyofvocabularywords, termsandverbstodescribemychildhood.

● Icandescribekeyeventsandexperiencesfrom myownchildhood.

● HowdoIdiscussspecificactionsoreventsinthe pastanddemonstratetheorderinwhichthey occurred?

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Whatexperiences,eventsandinteractionsshaped mychildhoodandhowIgrewup?

● HowdoIdrawinferencesandmeaningfrommore advancedaudioandwrittentexts?

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Practiceusingthethreepasttensestodescribepastactionsandevents,aswellaspersonalexperiences

● QuoideNeufpresentationalspeakingandwritingwithchildhoodobject

● Practiceandgamesusingunitvocabularyincontext

● Readingcomprehension-Writtentextwithcomprehensionquestionswithextensions

SecondTopic:LesPronomsd’ObjetAndMonAmi(e) Imaginaire(ObjectPronounsAndMyImaginaryFriend)

LearningTargets:

● Icanusethreedifferentpasttensesto accuratelydescribeorrecountpastactionsor events.

● Icanincorporateavarietyofunitvocabulary words,termsandverbstodescribemy childhood.

● Icanutilizeobjectpronounstocommunicate moreeffectivelyinmywritingandspeaking.

● Icanrequestmoreinformationonavarietyof topicsbyposingopenandclosedquestionsin bothwritingandspeaking.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Whatexperiences,eventsandinteractionsshaped mychildhoodandhowIgrewup?

● Howdochildhoodnormsandpracticesinmy communitycomparetothoseofchildrenin francophonecommunitiesaroundtheworld?

● Practiceusingavarietyofobjectpronounsinwrittenandoralcommunication

● Sketch-MonAmi(e)Imaginaire

● PresentationalSpeaking-MonAmi(e)Imaginaire

● Posingandansweringquestionstoandfrompeersandtheteacheraboutpastexperiences,memoriesand one’sAmi(e)Imaginaire

● InterpretiveListening&PresentationalWriting-AudioSummary

ThirdTopic:L’Argot(Slang)AndSketch(Skit)

LearningTargets:

● Icanusethreedifferentpasttensesto accuratelydescribeorrecountpastactionsor events.

● Icanincorporateavarietyofvocabularywords, termsandverbstodescribemychildhood.

● Icanutilizeobjectpronounstocommunicate moreeffectivelyinmywritingandspeaking.

● Icanrequestmoreinformationonavarietyof topicsbyposingopenandclosedquestionsin bothwritingandspeaking.

● HowdoIincorporateobjectpronounsintomy writingandspeakingtocommunicatemorelike anativespeaker?

● HowdoIformopenandclosedquestionsinmy writingandspeaking?

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIdrawinferencesandmeaningfrommore advancedaudioandwrittentexts?

● L’argot(slang)vocabularyandpracticeincorporatingitintoourwrittenandspokencommunication

● Skit-L’Adolescence(examples.Playingwithafriend, fightwithafriend,birthdayparty,etc.)

● Practiceformingquestionsinwrittenandspokencommunication

● InterpersonalWriting-Emailresponse

FourthTopic:L’EnfanceFrancophonie(ChildhoodInA FrancophoneCountry)

LearningTargets:

● Icanincorporateavarietyofvocabularywords, termsandverbstodescribemychildhood.

● Icanusepriorknowledge,contextcluesand circumlocutiontoderivemeaningfrommore advancedaudioandwrittentexts.

● Icandescribekeyeventsandexperiencesfrom myownchildhood.

● Icancompareandcontrasttheexperiencesof childreninmycommunitywiththosein francophonecommunitiesaroundtheworld.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Whatexperiences,eventsandinteractionsshaped mychildhoodandhowIgrewup?

● Howdochildhoodnormsandpracticesinmy communitycomparetothoseofchildrenin francophonecommunitiesaroundtheworld?

● HowdoIdrawinferencesandmeaningfrommore advancedaudioandwrittentexts?

● HowdoImakecomparisonsbetweenmyownlife, experiencesandcommunitywiththoseofothers?

● Researchonnorms,practicesandculturalexperiencesofchildreninfrancophonecountriesaroundtheworld

● Notescomparingandcontrastingone’sownchildhoodwiththatofotherchildreninfrancophonecommunities

● PresentationalSpeaking-CulturalComparison → L'Adolescence

● InterpersonalSpeaking-Followupquestionstopeerpresentersafterculturalcomparisons

FourthTopic:UnLivrePourEnfants(AChildren’sStory) Estimated#ofLessons:4

LearningTargets:

● Icanusethreedifferentpasttensesto accuratelydescribeorrecountpastactionsor events.

● Icanincorporateavarietyofvocabularywords, termsandverbstodescribemychildhood.

● Icanutilizeobjectpronounstocommunicate moreeffectivelyinmywritingandspeaking.

LearningActivities:

● PresentationalWriting-Shortstoryforchildren

● Drawings/imagestogoalongwithshortstory

EssentialQuestions:

● HowdoIdrawinferencesandmeaningfrommore advancedaudioandwrittentexts?

● PresentationalSpeaking-Shortstorytogroupofpeers

CourseName:FrenchLevel3HonorsUnitTitle:L’AvenirEtLesMétiers(TheFutureandCareers)Est.#of Lessons:20

UnitOverview:

Inthisunit,studentswill…exploretheworkforceandthelivesandresponsibilitiesofadultsintheirowncommunity andaroundtheworldupon finishingtheirstudies.Studentswilllearnandusethesimplefuturetenseandthe conditionalmoodtoexpresstheirhopes,desiresandgoalsforthefuture.

EstablishedGoals(fromACTFL)

InterpretiveCommunication(intermediatelow)

Ican identifythetopicandrelatedinformationfrom simplesentencesinshortinformationaltexts.

InterpersonalCommunication(intermediatelow)

Ican express,askabout,andreactwithsomedetailsto preferences,feelings,oropinionsonfamiliartopics,by creatingsimplesentencesandaskingappropriate follow-upquestions.

PresentationalCommunication(intermediatelow)

Ican presentonfamiliarandeverydaytopics,using simplesentences.

Understandings

● Comparisonofculturalproductsandpractices withourowncreatesopportunitiestobetter understandandappreciateeachcultureandits people.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

Knowledge

● Unitvocabularyoncareersandtheworkforce

● Pastperfect,imperfect,pluperfect

● Simplefuture

● Conditional

● Objectpronouns

● Posingandrespondingtoopenandclosed questions

● Personalexpressions

● Formalvstheinformalregisterandwheneachis appropriate

● UnitVocabulary-professions,passions, interests,responsibilities,workplaces

● Educationsystems,experiencesandavailability incommunitiesaroundtheworld

● Objectpronouns-me,te,nous,vous+ previouslylearned

● Siclauses

TransferGoals

● COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience)

● SELF-DIRECTION: Perseverethroughchallenges basedonfeedbackandcommitmenttobeing understood

● CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesize ideas,and/orrecognizepatternsaboutcultureand language

EssentialQuestions

● Whatarethenewobstacles,responsibilitiesand freedomsencountereduponreachingadulthood?

● Whendoesonebecomeanadultintheeyesof theircommunity?

● Howdoesoneconductthemselfanddealwith challengesinaprofessionalmanner?

● Howdoesone’sprofession,education,experiences andskillsaffecttheirwayoflife?

Skills(FramedasLearningTargets)

● Icanuseavarietyofverbtensesinmywrittenand spokencommunication.

● Icanusetheconditionalmoodtoexpress possibilities,desiresandhypotheticals.

● Icanincorporateobjectpronounsintomy communicationtoavoidrepetition.

● Icanrequestfurtherinformationthroughforming openandclosedquestionsonavarietyoftopics.

● Icandescribemyself,mystrengths,weaknesses andinterestsinaprofessionalsetting.

● Icanidentifymanyprofessionsandtheskillsand responsibilitiestheyrequire.

● Icandiscusstheimpactthataccesstoeducation hasonobtainingajobaroundtheglobe.

● Icanuseif…thenclausestoexpresslikelyor unlikelysituations.

● BenchmarkAssessment:InterpersonalWriting -Email:LettredeMotivation&Curriculum Vitae

● InterpersonalSpeaking-Entretiend’embauche (JobInterview)

● Quiz(zes)-Unitvocabulary,simplefuture, conditional,objectpronouns

● BenchmarkAssessment:Presentational Speaking-Resume:MonJobdeReve

● BenchmarkAssessment:PresentationalWriting -ReadingComprehension

● BenchmarkAssessment:InterpretiveListeningVideo/Audiowithwrittensummary

● PresentationalWriting-MonJobdeReve

● Practiceformingandrespondingtoopenand closedquestionsregardingaspirations,goals, futureplansandcareerinterests

● Incorporatingobjectpronounsintowrittenand spokencommunication

● Identifyingtherequirements,expectationsand responsibilitiesofdifferentcareers

● Explainingtheroleofeducationinobtainingajob intheworkforceindifferentcommunities

● Demonstratingprofessionalismandformalityin appropriatesituations,ex.Jobinterview

STAGE3:LEARNINGPLAN

FirstTopic:VocabulaireEtLeFuturSimple(Unit VocabularyAndTheSimpleFuture)

LearningTargets:

● Icanuseavarietyofverbtensesinmywritten andspokencommunication.

● Icanidentifymanyprofessionsandtheskills andresponsibilitiestheyrequire.

LearningActivities:

Estimated#ofLessons:4

RelevantEssentialQuestions(fromStage1):

● Whatarethenewobstacles,responsibilitiesand freedomsencountereduponreachingadulthood?

● Practiceusingunitvocabularyandtermsinwrittenandspokencommunication

● Identifyingdifferentskills,responsibilitiesandknowledgeneededindifferentprofessionsanddescribingtheir importance

● Communicatinginwritingandspeakingusingthesimplefuturetense

SecondTopic:LesPronomsObjetsEtLeConditionnel (ObjectPronounsAndTheConditionalMood)

LearningTargets:

● Icanuseavarietyofverbtensesinmywritten andspokencommunication.

● Icanusetheconditionalmoodtoexpress possibilities,desiresandhypotheticals.

● Icanincorporateobjectpronounsintomy communicationtoavoidrepetition.

● Icanuseif…thenclausestoexpresslikelyor unlikelysituations.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdoesoneconductthemselfanddealwith challengesinaprofessionalmanner?

● Howdoesone’sprofession,education,experiences andskillsaffecttheirwayoflife?

● Exploringeducationalopportunitiesinone’sowncommunityandinfrancophonecommunities

● InterpretiveReading-Articleoneducationwithcomprehensionquestions

● Practiceusingobjectpronounsinwrittenandspokencommunication

● Usingthesimplefutureandconditionaltodiscussfutureplans,desires,possibilitiesandopportunities

● Expressinglikelyandunlikelypossibilitiesusingif…thenclauses

● PresentationalWriting-MetierdeReve

● PresentationalSpeaking-MetierdeReve

ThirdTopic:LesResponsabilitesProfessionnelles (ProfessionalResponsibilities)

LearningTargets:

● Icanuseavarietyofverbtensesinmywritten andspokencommunication.

● Icanusetheconditionalmoodtoexpress possibilities,desiresandhypotheticals.

● Icanrequestfurtherinformationthrough formingopenandclosedquestionsonavariety oftopics.

● Icandescribemyself,mystrengths,weaknesses andinterestsinaprofessionalsetting.

● Icanidentifymanyprofessionsandtheskills andresponsibilitiestheyrequire.

● Icanuseif…thenclausestoexpresslikelyor unlikelysituations.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Whendoesonebecomeanadultintheeyesof theircommunity?

● Practiceusingtheformalregisterinprofessionalsettings

● Expressingone’sstrengthsandweaknesses,competenciesandabilities

● InterpretiveReading:JobPostingsanddescriptions

● PresentationalWriting:CurriculumVitae

● InterpersonalWriting:Email-Lettredemotivation

FourthTopic:Entretiend’Embauche(JobInterview)

LearningTargets:

● Icanuseavarietyofverbtensesinmywritten andspokencommunication.

● Icanusetheconditionalmoodtoexpress possibilities,desiresandhypotheticals.

● Icanincorporateobjectpronounsintomy communicationtoavoidrepetition.

● Icanrequestfurtherinformationthrough formingopenandclosedquestionsonavariety oftopics.

● Icandescribemyself,mystrengths,weaknesses andinterestsinaprofessionalsetting.

● Icanuseif…thenclausestoexpresslikelyor unlikelysituations.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● Howdoesoneconductthemselfanddealwith challengesinaprofessionalmanner?

● Howdoesone’sprofession,education,experiences andskillsaffecttheirwayoflife?

● InterpretiveListening-AudioSummaryofVideo-FrenchWorkforceinModernDay

● InterpersonalSpeaking-Entretiend’Embauche(JobInterview)

● Practiceexpressinginterestinapositionandexplainingwhyoneistherightcandidateforthejob

● Respondinginspeakingandwritingtoavarietyofauthenticandvariedquestionsinaprofessionalinterview setting

FifthTopic:ComparaisonCulturelle(Cultural Comparison)

LearningTargets:

Estimated#ofLessons:4

EssentialQuestions:

● Icanuseavarietyofverbtensesinmywritten andspokencommunication.

● Icanusetheconditionalmoodtoexpress possibilities,desiresandhypotheticals.

● Icanincorporateobjectpronounsintomy communicationtoavoidrepetition.

● Icanidentifymanyprofessionsandtheskills andresponsibilitiestheyrequire.

● Icandiscusstheimpactthataccesstoeducation hasonobtainingajobaroundtheglobe.

● Icanuseif…thenclausestoexpresslikelyor unlikelysituations.

LearningActivities:

● Whatarethenewobstacles,responsibilitiesand freedomsencountereduponreachingadulthood?

● Whendoesonebecomeanadultintheeyesof theircommunity?

● Howdoesoneconductthemselfanddealwith challengesinaprofessionalmanner?

● Howdoesone’sprofession,education,experiences andskillsaffecttheirwayoflife?

● Researchintoone’sowncommunityandafrancophonecommunityonthetopic(s)of:education,jobs& professions,salaries,workplaceculture,etc.

● PresentationalSpeaking:CulturalComparison-Popularjobsinmycommunityvs.afrancophonecommunity

● InterpersonalSpeaking:Followupquestionsforpeerpresentersafterculturalcomparisonpresentation

UnitOverview:

Inthisunit,studentswill…Explorethestateofmental,physical&emotionalhealth,nutritionandaccesstomedical careintheirowncommunityandinfrancophonecommunitiesaroundtheglobe.Studentswillresearchandgather informationtodrawtheirownconclusionsastowhatbeinghealthymeans,whatobstaclesandchallengesfacepeople aroundtheglobe,andmore.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

InterpersonalCommunication(intermediatelow)

Ican express,askabout,andreactwithsomedetailsto preferences,feelings,oropinionsonfamiliartopics,by creatingsimplesentencesandaskingappropriate follow-upquestions.

PresentationalCommunication(intermediatelow)

Ican.Presentpersonalinformationaboutmylife, activitiesandevents,usingsimplesentences.

InterpretiveCommunication(intermediatelow)

Ican identifythemainideainshortconversations.

Understandings

● Comparisonofculturalproductsandpractices withourowncreatesopportunitiestobetter understandandappreciateeachcultureandits people.

● Effectivecommunicatorsmakelinguistic

● RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP: Gainknowledge aboutglobalculturesandfosterrespectforother culturesrealizingtherearemultiplewaysof viewingtheworld

● SELF-DIRECTION: Perseverethroughchallenges basedonfeedbackandcommitmenttobeing understood

EssentialQuestions

● Whatdoesitmeantobephysically,emotionally, mentallyhealthyorunhealthy?

● Howdotheideals,beliefsandpracticesofhealth andwellnessdifferincommunities?

● Whataresomecurrentglobalhealthchallenges

choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople. andhowdotheyaffectus?

● Howdoesone’shomelife,geographicallocation, communityandupbringingaffecttheirhealthand wellbeing?

Knowledge Skills(FramedasLearningTargets)

● UnitVocabulary-bodyparts,illnesses,diseases, injuries,health, fitness,nutrition

● Pasttenses-pastperfect,imperfect,pluperfect

● SimpleFuture,Conditional

● Subjunctive

● ObjectPronouns

● Challengesfacingdifferentagegroups,cultures, communities

● Icanuseavarietyofverbtensesinmywrittenand spokencommunication.

● Icanusethesubjunctiveandconditionalmoodsin mywrittenandspokencommunication.

● Icanidentifydifferentpartsofthebody,injuries andillnesses.

● Icanidentifytraitsofhealthyvsunhealthyhabits.

● Icansuggestwaystohelpsomeoneachievebetter healthand/orgethelp.

● Icanresearchandgatherinformationonhealth challengesfacingcommunitiesaroundtheglobe.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Quiz(zes)-Subjunctive,objectpronouns,unit vocabulary

● BenchmarkAssessment:InterpersonalWritingEmailResponse-GlobalChallenge

● BenchmarkAssessment:Presentational Speaking-CulturalComparison

● BenchmarkAssessment:Presentational Writing-PersuasiveEssay-Health

● BenchmarkAssessment:InterpretiveListeningVideo/Audiowithwrittensummary

FormativeAssessment

● Incorporatingunitvocabularyintowritingand speaking

● Expressingwants,needs,desires,probabilities,etc. usingthesubjunctivemood.

● Researchingandgatheringinformationonglobal healthinfrancophonecommunities

● Reflectingonone’sownhealthandchoicesand identifyingpositiveandnegativehabits

STAGE3:LEARNINGPLAN

FirstTopic:LaBonneSanté(GoodHealth)&Le Subjonctif(TheSubjunctive)

LearningTargets:

● Icanuseavarietyofverbtensesinmywritten andspokencommunication.

● Icanusethesubjunctiveandconditionalmoods inmywrittenandspokencommunication.

● Icansuggestwaystohelpsomeoneachieve betterhealthand/orgethelp

LearningActivities:

Estimated#ofLessons:7

EssentialQuestions:

● Whatdoesitmeantobephysically,emotionally, mentallyhealthyorunhealthy?

● Practicewithunitvocabularyinwrittenandspokencommunication

● Describingone’sownhabitsandpracticestostayhealthy,andwhytheyareimportanttoyou

● Suggestingandgivingadvicetoothersaboutwaystoimprovehealthorordersonwhattodo

● Discussingwithpeerswhatmakesushappyandfeelingourbest.Hobbies,pastimes,nutrition

SecondTopic:LaMauvaiseSantéEtLesMaladies(Poor HealthAndIllnesses)

LearningTargets:

● Icanuseavarietyofverbtensesinmywritten andspokencommunication.

● Icanusethesubjunctiveandconditionalmoods inmywrittenandspokencommunication.

● Icanidentifydifferentpartsofthebody, injuriesandillnesses.

● Icanidentifytraitsofhealthyvsunhealthy habits.

● Icansuggestwaystohelpsomeoneachieve betterhealthand/orgethelp.

LearningActivities:

Estimated#ofLessons:7

EssentialQuestions:

● Whatdoesitmeantobephysically,emotionally, mentallyhealthyorunhealthy?

● Howdotheideals,beliefsandpracticesofhealth andwellnessdifferincommunities?

● Unitvocabulary-incorporatingitintoourwrittenandspokencommunicationanddiscussions

● Practiceidentifyingunhealthypracticesandsupportingreasoningwithdetailsandexamples

● Discussingdifferentinjuriesandillnesses,theircausesandeffects,andwhatonecando(ifanything)toavoid them

● Identifyingdifferenttypesof‘health’(ex.Social,emotional,mental…etc)anddescribingtheirimportanceand howtheyaffectoneself

● Discussingailments,illnesses,problems,andstressorsthatfaceadolescentsintheircommunityandaround theworld,identifyingtheircausesandgivingsuggestionsforpossiblewaystoaidorsolvethosefacingthem

● Sketch-LaMauvaiseSanté(PoorHealth)

● Débat-LaSantédesAdolescents(AdolescentHealth)

ThirdTopic:LaSanteGlobale(GlobalHealth)

LearningTargets:

● Icanuseavarietyofverbtensesinmywritten andspokencommunication.

● Icanusethesubjunctiveandconditionalmoods inmywrittenandspokencommunication.

● Icanresearchandgatherinformationonhealth challengesfacingcommunitiesaroundthe globe.

LearningActivities:

Estimated#ofLessons:6

EssentialQuestions:

● Whataresomecurrentglobalhealthchallenges andhowdotheyaffectus?

● Howdoesone’shomelife,geographicallocation, communityandupbringingaffecttheirhealthand wellbeing?

● Researchingandgatheringinformationtoassessandanalyzeregardingdifferenthealthandwellness practicesinone’sownandfrancophonecommunitiesaroundtheworld

● Researchingandgatheringinformationtoassessandanalyzeregardingdifferenthealthandwellness challengesandissuesinone’sownandfrancophonecommunitiesaroundtheworld

● Comparingandcontrastinghealthandwellnessinone’sowncommunitywithfrancophonecommunities aroundtheworld

● CulturalComparisonpresentation

UnitOverview:

Inthisunit,studentswillanalyzeandexploretheworldoftechnology,takingalookatcurrentinventionsand creations,aswellasassessthewaythattechnologyaffectsone’sdaytodaylife.Studentswillalsoresearchandexplore theusage,impactofandaccesstotechnologyintheirowncommunityaswellasinfrancophonecommunitiesaround theglobe.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpretiveCommunication(intermediatelow)

Ican identifythetopicandrelatedinformationfrom simplesentencesinshort fictionaltexts.

InterpersonalCommunication(intermediatelow)

Ican express,askabout,andreactwithsomedetailsto preferences,feelings,oropinionsonfamiliartopics,by creatingsimplesentencesandaskingappropriate follow-upquestions.

PresentationalCommunication(intermediatelow)

Ican.Presentpersonalinformationaboutmylife, activitiesandevents,usingsimplesentences.

Understandings

● Comparisonofculturalproductsandpractices withourowncreatesopportunitiestobetter understandandappreciateeachcultureandits people.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

Knowledge

● UnitVocabulary:technology,inventions, education

● Verbtenses:present,pastperfect,imperfect, pluperfect,simplefuture

● Verbmoods:conditional,subjunctive

● Objectpronouns

● Adverbs

TransferGoals

SELF-DIRECTION: Perseverethroughchallengesbasedon feedbackandcommitmenttobeingunderstood

CRITICALTHINKING:Analyzeinformationinthetarget languagetodrawconclusions,synthesizeideas,and/or recognizepatternsaboutcultureandlanguage

SELF-DIRECTION,CRITICALTHINKING,

COMMUNICATION: Makeconnectionswithother disciplinesthroughtheuseofauthenticresourcesand relevantissues

EssentialQuestions

● HowdoIusetechnologyinmydailylifeandhow doesitaffectme?

● Whatarethebenefitsanddisadvantagesof technologyanditsomnipresence?

● Howcanmoderntechnologyhavebothpositive andnegativeeffectsonpeople,culture,healthand politics?

Skills(FramedasLearningTargets)

● Icandiscusspast,currentandfutureinventions andformsoftechnology.

● Icandescribemyowntechnologyuseand compareitwithothersinmyownandin francophonecommunities.

● Icanidentifyanddiscusspositiveandnegative effectsoftechnologyonone’shealth,life, relationshipsandmore.

● Icanmakepredictionsforthefutureoftechnology andhowitwillaffecttheglobeandtheglobal community.

● Icanincorporateadverbsintomywrittenand spokencommunicationtoenhancemylanguage skills.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Quiz(zes)-vocabulary,verbtenses/moods, adverbs

● InterpersonalSpeaking:Debateonwhetheror notwomenexperienceequalityinthe workforce

● BenchmarkAssessment:InterpersonalWritingEmailtoapotentialemployer

● BenchmarkAssessment:InterpretiveReading → CurriculumVitae

● BenchmarkAssessment:InterpretiveListening → MonJobdeReve

FormativeAssessment

● Maintainingthetargetlanguagewhen communicatinginwritingandspeaking

● Practiceusingdifferentverbtensesandmoods

● Posingopenandclosedendedquestions,and respondingtothemwithpeersandteacherin conversationalform

● PresentationalSpeaking:InventionInutile

STAGE3:LEARNINGPLAN

FirstTopic:VocabulaireDeLaTechnologie(Unit VocabularyAndTechnology)

LearningTargets:

● Icandiscusspastandcurrentinventionsand formsoftechnology.

● Icandescribemyowntechnologyuseand compareitwithothersinmyownandin francophonecommunities.

● Icanidentifyanddiscusspositiveandnegative effectsoftechnologyonone’shealth,life, relationshipsandmore.

LearningActivities:

Estimated#ofLessons:10

EssentialQuestions:

● HowdoIusetechnologyinmydailylifeandhow doesitaffectme?

● Practicewithunitvocabularyinwrittenandspokencommunication

● Researching,readingandformingopinionsoncurrentnewsarticlesabouttechnologyanditseffecton differenttypesofhealth

● Reflectingonmyowntechnologyuseanditsimpactsonmylife

● BenchmarkAssessment:InterpretiveListening-AudioSummary

SecondTopic:LesAdverbesEtLesAvancements Technologiques(AdverbsAndTechnological Advancements)

LearningTargets:

● Icanidentifyanddiscusspositiveandnegative effectsoftechnologyonone’shealth,life, relationshipsandmore.

● Icanmakepredictionsforthefutureof technologyandhowitwillaffecttheglobeand theglobalcommunity.

● Icanincorporateadverbsintomywrittenand spokencommunicationtoenhancemylanguage skills

Estimated#ofLessons:10

EssentialQuestions:

● Whatarethebenefitsanddisadvantagesof technologyanditsomnipresence?

● Howcanmoderntechnologyhavebothpositive andnegativeeffectsonpeople,culture,healthand politics?

LearningActivities:

● Practiceincorporatingadverbsintowrittenandspokencommunication

● InterpersonalWriting-Email → OpiniononCloningwrittentoCloninglab

● PresentationalSpeaking-CulturalComparison → theProsandConsofTechnologyinEverydayLife

● InterpretiveReading-ArticleQuestions → L’AvenirdelaTechnologie(TheFutureofTechnology)

CourseName:French4HonorsUnitTitle:RetourdesVacancesEst.#ofLessons:9

UnitOverview:

Inthisunit,studentswillreviewcontentandrefreshtheirlanguageskills.Studentswilldiscusseventsfromsummer break,aswellastheircurrentlivesandtheirgoalsforthenewschoolyear.Studentswillpracticecommunicatingin writingandspeakinginavarietyoftenses,withfocusongrammar,syntax,pronunciationandculturalaspectsofthe languageandcountriesstudied.Studentswillalsofocusonmaintainingthetargetlanguageduringclassdaily.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpretiveCommunication(intermediatelow)

Ican identifythemainideainshortconversations.

InterpersonalCommunication(intermediatelow)

Ican express,askabout,andreactwithsomedetailsto preferences,feelings,oropinionsonfamiliartopics,by creatingsimplesentencesandaskingappropriate follow-upquestions.

PresentationalCommunication(intermediatelow)

Ican expressmypreferencesonfamiliarandeveryday topicsofinterestandexplainwhyIfeelthatway,using simplesentences.

Understandings

● Comparisonofculturalproductsandpractices withourowncreatesopportunitiestobetter understandandappreciateeachcultureandits people.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople

TransferGoals

● CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesize ideas,and/orrecognizepatternsaboutcultureand language

● SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION: Makeconnectionswithother disciplinesthroughtheuseofauthenticresources andrelevantissues

EssentialQuestions

● HowdoIcommunicateinavarietyoftensesand moodsinthetargetlanguage?

● HowdoIconversewithothersandformquestions inthetargetlanguage?

● Whatgrammarandpronunciationrulesdiffer betweenFrenchandmyownnativelanguage?

● HowdoIstillsuccessfullycommunicateanidea whenIdon'tknowcertainwordsorterms?

Knowledge Skills(FramedasLearningTargets)

● UnitVocabularyonvacations,freetimeand hobbies

● Verbtensesandmoods:present,pastperfect, imperfect,pluperfect,simplefuture,condition, subjunctive

● Partsofspeech

● Frenchgrammarandsyntaxrules

● Formulatingopenandclosedquestions

● Icancommunicateinavarietyofverbtensesand moodsinwrittenandspokencontexts.

● Icanusecircumlocution,priorknowledgeand resourcestocommunicateauthenticallyinmyown words.

● Icanmakepredictionsandexpressmyplansfor thefuture.

● Icandemonstrateaknowledgeofsyntaxandparts

ofspeech.

● Icanmaintainthetargetlanguagewhen communicatingwithothers

● Icanrecountpastexperiences.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Entryexam--grammarandvocabulary

● PresentationalSpeaking-MesVacancesetMes Projetsdel’Avenir

● BenchmarkAssessment:InterpersonalWritingEmailResponse--Writtenresponseto francophoneyouth

● BenchmarkAssessment:PresentationalWriting -ReadingComprehension

● BenchmarkAssessment:InterpretiveListeningVideo/Audiowithwrittensummary

FirstTopic:Grammaire(Grammar)

LearningTargets:

FormativeAssessment

● Communicatinginthetargetlanguageinthe classroom

● Formulatingandrespondingtoavarietyof questionsindetail

● Discussionofpast,presentandfutureinwritten andspokencommunication

STAGE3:LEARNINGPLAN

● Icancommunicateinavarietyofverbtenses andmoodsinwrittenandspokencontexts.

● Icanusecircumlocution,priorknowledgeand resourcestocommunicateauthenticallyinmy ownwords.

● Icanmakepredictionsandexpressmyplansfor thefuture.

● Icandemonstrateaknowledgeofsyntaxand partsofspeech.

● Icanmaintainthetargetlanguageinmy interpersonalwritingandspeaking

● Icanrecountpastexperiences?

LearningActivities:

● Interpersonalconversationsinthetargetlanguage

● Writtenandspokengrammarpractice

● PresentationalWriting:MesVacances

Estimated#ofLessons:9

EssentialQuestions:

● HowdoIcommunicateinavarietyoftensesand moodsinthetargetlanguage?

● HowdoIconversewithothersandformquestions inthetargetlanguage?

● Whatgrammarandpronunciationrulesdiffer betweenFrenchandmyownnativelanguage?

● HowdoIstillsuccessfullycommunicateanidea whenIdon'tknowcertainwordsorterms?

● PresentationalSpeaking:RésumédeMesVacancesetMesProjetsdel’Avenir

● InterpersonalSpeaking:Responsetofollowupquestions

CourseName:French4HonorsUnitTitle:L'AmitiéetL’AmourEst.#ofLessons:27

UnitOverview:

Inthisunit,studentswillexploretheirrelationshipswithothersanddiscusswhatmakesuphealthyrelationshipsand habits.Studentswillresearchandcollectinformationontherelationshipsofotheradolescentsinfrancophone

countriesaroundtheworld,andcompareandcontrastthisinformationwiththeirownexperiencesandcommunity.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

PresentationalCommunication(intermediatelow)

Ican presentonfamiliarandeverydaytopics,using simplesentences.

InterpersonalCommunication(intermediatelow)

Ican express,askabout,andreactwithsomedetailsto preferences,feelings,oropinionsonfamiliartopics,by creatingsimplesentencesandaskingappropriate follow-upquestions.

InterpretiveCommunication(intermediatelow)

Ican identifythemainideainshortconversations.

Understandings

● Comparisonofculturalproductsandpractices withourowncreatesopportunitiestobetter understandandappreciateeachcultureandits people.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

TransferGoals

● SELF-DIRECTION: Perseverethroughchallenges basedonfeedbackandcommitmenttobeing understood

● RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP: Gainknowledge aboutglobalculturesandfosterrespectforother culturesrealizingtherearemultiplewaysof viewingtheworld

EssentialQuestions

● Whatrelationshipsinmylifeareimportanttome andhowdotheycomparetooneanother?

● Whatdoesahealthyvsunhealthyrelationshiplook like?

● HowdoIremainrespectfulandopen-minded whendiscoveringnewculturesandnormsthatI amunfamiliaroruncomfortablewith?

● HowdotherelationshipsofFrenchadolescents compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● UnitVocabulary:family,friends,romance, pastimes,preferences

● SiClauses

● FrenchTeenagerSlang

● PastConditional

● PastSubjunctive

● PresentationalWriting:Essay-MonPartenaire Ideal(e)

● Icandiscussrelationshipsandpeopleinmylifeand thedifferentaspectsandrolesofeach.

● Icandescribemyidealpartnerincreativedetailin writtenandspokencommunication.

● Icanidentifysignsofhealthyandunhealthy relationships.

● Icanofferadviceandsuggestionstomyselfand otherswithsupportingreasoningandexamples.

● Icananalyzechallengingwrittenandaudiotexts usingcircumlocution,priorknowledgeandcontext clues.

● Icanusethesubjunctiveandconditionalmoodsin thepast.

InterpersonalSpeaking:SpeedDating

InterpersonalSpeaking:Skit

● PresentationalSpeaking:Resume-Mon PartenaireIdeal(e)

● PresentationalSpeaking:CulturalComparison

● InterpersonalSpeaking:SpeedDating

● BenchmarkAssessment:InterpersonalWritingEmailaMartin

● BenchmarkAssessment:PresentationalWriting -AudioSummary

● BenchmarkAssessment:PresentationalWriting -ReadingComprehensionQuestions

● Quiz(zes):Vocabulary,grammar

FirstTopic:L’Amitie(Friendship)

LearningTargets:

● Classroomdiscussions

● Vocabularywrittenandspokenpractice,games

● Vocabularydefinitions

STAGE3:LEARNINGPLAN

● Icandiscussrelationshipsandpeopleinmylife andthedifferentaspectsandrolesofeach.

● Icandescribemyidealpartnerincreativedetail inwrittenandspokencommunication.

● Icanofferadviceandsuggestionstomyselfand otherswithsupportingreasoningandexamples.

● Icananalyzechallengingwrittenandaudio textsusingcircumlocution,priorknowledgeand contextclues.

● Icanusethesubjunctiveandconditionalmoods inthepast.

LearningActivities:

● Writingandspeakingpracticewithunitvocabulary

Estimated#ofLessons:9

EssentialQuestions:

● Whatrelationshipsinmylifeareimportanttome andhowdotheycomparetooneanother?

● Whatdoesahealthyvsunhealthyrelationshiplook like?

● Interpersonaldiscussionswithpartnersandsmallgroupsaboutfriendship

● Multiplechoiceactivities-Listeningandreadingcomprehension

● InterpersonalWriting-EmailResponse

● Interpersonal/PresentationalSpeaking-Skit

SecondTopic:LaFamille(Family)

LearningTargets:

● Icandiscussrelationshipsandpeopleinmylife andthedifferentaspectsandrolesofeach.

● Icanofferadviceandsuggestionstomyselfand otherswithsupportingreasonsandexamples.

● Icananalyzechallengingwrittenandaudio textsusingcircumlocution,priorknowledgeand contextclues.

● Icanusethesubjunctiveandconditionalmoods inthepast.

LearningActivities:

Estimated#ofLessons:9

EssentialQuestions:

● Whatrelationshipsinmylifeareimportanttome andhowdotheycomparetooneanother?

● HowdoIremainrespectfulandopen-minded whendiscoveringnewculturesandnormsthatI amunfamiliaroruncomfortablewith?

● Researchanddiscussionsondifferenttypesoffamilies

● Researchintothedifferentnormsandcustomsinourownandinfrancophonecommunities

● ListeningComprehension:AudioSummary

● ReadingComprehension:ArticleQuestions

● InterpersonalWriting:EmailResponse

ThirdTopic:L’Amour(Love)

LearningTargets:

● Icandiscussrelationshipsandpeopleinmylife andthedifferentaspectsandrolesofeach.

● Icandescribemyidealpartnerincreativedetail inwrittenandspokencommunication.

● Icanidentifysignsofhealthyandunhealthy relationships.

● Icanofferadviceandsuggestionstomyselfand otherswithsupportingreasoningandexamples.

● Icananalyzechallengingwrittenandaudio textsusingcircumlocution,priorknowledgeand contextclues.

● Icanusethesubjunctiveandconditionalmoods inthepast.

LearningActivities:

Estimated#ofLessons:9

EssentialQuestions:

● HowdoIremainrespectfulandopen-minded whendiscoveringnewculturesandnormsthatI amunfamiliaroruncomfortablewith?

● HowdotherelationshipsofFrenchadolescents compareandcontrastwithmyown?

● PresentationalSpeaking:CulturalComparison → L’Amour

● PresentationalSpeaking:MonPartenaireIdeal(e)

● PresentationalWriting:5ParagraphEssay → MonPartenaireIdeal(e)

● Frenchteenslangandterms

● Interpersonal/PresentationalSpeaking:SpeedDating

● Researchandanalyzingthepresenceof‘l’amour’ingrainedintoFrenchculture → suchasin film,musicandart, andhowitcompareswiththepresenceinourowncommunity

● Film-FrenchRomantic-Comedy

● PresentationalWriting-Filmsummary

CourseName:French4HonorsUnitTitle:LePetitPrinceEst.#ofLessons:27

UnitOverview:

Inthisunit,studentswilldiscoveranimportantpieceofFrenchculture,artandhistorythroughreadingthenovelLe PetitPrince.Studentswilllearnandapplynewskillsnecessarytoanalyzeandinterpretdifficulttextthroughusing theirpriorknowledge,contextcluesandcircumlocution.Studentswillalsolearnandpracticeusingthesimplepast,a tensemostoftenusedinformaladdressandolderliterarytexts.

STAGE1:DESIREDRESULTS

InterpretiveCommunication(intermediatelow)

Ican identifythetopicandrelatedinformationfrom simplesentencesinshort fictionaltexts.

InterpretiveCommunication(intermediatelow)

Ican identifythemainideainshortconversations.

● CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesize ideas,and/orrecognizepatternsaboutcultureand language

● SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION: Makeconnectionswithother

PresentationalCommunication(intermediatelow)

Ican expressmypreferencesonfamiliarandeveryday topicsofinterestandexplainwhyIfeelthatway,using simplesentences.

disciplinesthroughtheuseofauthenticresources andrelevantissues

Understandings EssentialQuestions

● Comparisonofculturalproductsandpractices withourowncreatesopportunitiestobetter understandandappreciateeachcultureandits people.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople.

Knowledge

● Unitvocabulary-KeyvocabularyfromLePetit Princenovel

● Literarytechniquestoaidincomprehensionusingcircumlocution,contextclues,synonyms andpriorknowledge

● Simplepast

● Quiz(zes)-Simplepast,unitvocabulary,themes andlessons,chapterquizzes

● PresentationalSpeaking-CulturalComparison -Children’snovels

● BenchmarkAssessment:InterpersonalWritingEmailResponse,lettertotheauthorofLePetit Prince,SaintExupery

● BenchmarkAssessment:PresentationalWriting -ReadingComprehension- Studentsreada chapterontheirownthenrewritethechapterin theirownwordsinthetargetlanguagetopresent orallytotheclass.

● BenchmarkAssessment:InterpretiveListeningVideo/Audiowithwrittensummary. Studentswill interprettherewrittenchaptersofLePetitPrince writtenbytheirpeers.

● HowdothethemesofLePetitPrincegiveinsight intoFrenchhistoryandculture?

● HowdoIdecipheranddrawmeaningfromdifficult texts?

● HowdoIdescribeandsummarizecontentinmy ownwords?

● HowdoesaFrenchnovelandchildren’sstory compareandcontrastwiththoseinmy community?

Skills(FramedasLearningTargets)

● Icanreadmoredifficulttextsandderivemeaning fromthem.

● IcandiscussaFrenchtextandmyunderstanding andconclusionsaboutthecontentinthetarget language.

● Icanidentifyrecurringthemes,metaphorsand analogiespresentedintexts.

● IcanascertaintrendsandcharacteristicsofFrench literatureandcomparethemtoAmerican literature.

● Icanreadandunderstandthesimplepasttense.

● Discussingthenovelandit’scontent,meaning, lessonsandthemes

● Chaptercomprehensionworksheets

● Analyzingdeepermeaninginthetext

● Comparingandcontrastingthenovelwithones readinone’sownnativelanguage

● Chaptersummary

● Skit

STAGE3:LEARNINGPLAN

FirstTopic:LaLittératureFrançaiseEtLePasséSimple (FrenchLiteratureAndTheSimplePast)

LearningTargets:

● Icanreadmoredifficulttextsandderive meaningfromthem.

● Icanascertaintrendsandcharacteristicsof Frenchliteratureandcomparethemto Americanliterature.

● Icanreadandunderstandthesimplepasttense.

LearningActivities:

Estimated#ofLessons:13

EssentialQuestions:

● HowdothethemesofLePetitPrincegiveinsight intoFrenchhistoryandculture?

● HowdoIdecipheranddrawmeaningfromdifficult texts?

● Backgroundinformationontheauthor,thenovelanditssuccess

● Simplepastpracticeinreading,writingandspeaking

● LessonsonFrenchliteraturethroughouthistory

SecondTopic:RomanFrancais(FrenchNovel)

LearningTargets:

● Icanreadmoredifficulttextsandderive meaningfromthem.

● IcandiscussaFrenchtextandmy understandingandconclusionsaboutthe contentinthetargetlanguage.

● Icanidentifyrecurringthemes,metaphorsand analogiespresentedintexts.

● Icanascertaintrendsandcharacteristicsof Frenchliteratureandcomparethemto Americanliterature.

● Icanreadandunderstandthesimplepasttense.

LearningActivities:

● Independentandgroupreadingofthenovel

Estimated#ofLessons:14

EssentialQuestions:

● HowdoIdescribeandsummarizecontentinmy ownwords?

● HowdoesaFrenchnovelandchildren’sstory compareandcontrastwiththoseinmy community?

● Interpersonaldiscussionsofchapters,theirmeaningandmessages

● Summariesofthenovelinone’sownwords,demonstratinghowoneinterpretedthecontent

● Filmadaptationofthenovelusedtocompareandcontrastwithnovel

CourseName:French4HonorsUnitTitle:L’EsthetiqueEst.#ofLessons:27

UnitOverview:

Inthisunit,studentswilldelveintotheworldofart,anddiscoverallofthedifferentformsthatexist,their characteristicsandpresentation.StudentswilllearnaboutandresearchdifferentartistsfromthroughoutFrench historyinfrancophonecommunitiesaroundtheworld,andcompareandcontrastthosewiththeirownexperiences andexposuresaswellasthehistoryofartintheirowncommunity.Studentswilllearnhowtoanalyzeanddevelop theirownpersonalinferences,opinionsandtakeawaysfromartinmanywaysitcanbepresented.

InterpersonalCommunication(intermediatelow)

Ican express,askabout,andreactwithsomedetailsto preferences,feelings,oropinionsonfamiliartopics,by creatingsimplesentencesandaskingappropriate follow-upquestions.

PresentationalCommunication(intermediatelow)

Ican.Presentpersonalinformationaboutmylife, activitiesandevents,usingsimplesentences.

Understandings

● Comparisonofculturalproductsandpractices withourowncreatesopportunitiestobetter understandandappreciateeachcultureandits people.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalpracticesand opportunitiestobetterunderstandand appreciateanothercultureanditspeople

● SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION: Makeconnectionswithother disciplinesthroughtheuseofauthenticresources andrelevantissues

● COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience)

EssentialQuestions

● Howdoaestheticsandtheroletheyplaydifferin mycommunityfrominFrenchcommunities?

● HowdoIanalyzeaworkofartandderivemyown message,meaningandopinionofit?

● Howhasartchangedthroughouthistoryaround theworld,andwhateventsaffectit?

Knowledge Skills(FramedasLearningTargets)

● Unitvocabulary-lamode,lesartsplastiques,la littérature,lecinéma,lasculpture,lapeinture,la musique

● Artforms,techniques

● ArtmovementsthroughoutFrenchhistory

● ArtistsfromFrance’spastandinpresentday

● Icanidentifyamyriadofdifferentartformsand theircharacteristics,presentation,makeupand more.

● Icandescribedifferentmovementsthroughout art’shistoryandwhathistoricalpeopleandevents influencedthem.

● Icancompareandcontrastdifferentformsofartin francophonecommunitieswiththoseinmyown community.

● Icanderivemyownmeaningandanalyzedifferent formsofart.

● Icanexpressmyselfthroughmyownartpieceand explainthemovementitportraysanditsmeaning.

● Icandefineandsupportmyowndefinitionofwhat constitutesart.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Quiz(zes)-Unitvocabulary,descriptions,art movementsandartists,methods

● PresentationalSpeaking-CulturalComparison

● BenchmarkAssessment:InterpersonalWritingEmailResponse

● BenchmarkAssessment:PresentationalWriting -ReadingComprehension

● BenchmarkAssessment:InterpretiveListening-

FormativeAssessment

● Interpersonaldiscussionsinthetargetlanguage

● Researchondifferentartforms,historyand movements

● Practiceanalyzinganddiscussingworksandforms ofart

● Comparingone’sownexperienceswithand opinionsofartwiththoseofothers

● Creationofone’sown‘workofart’thatalignswith

Video/Audiowithwrittensummary

FirstTopic:LaMode(Fashion)

LearningTargets:

amovement,styleorartiststudied

STAGE3:LEARNINGPLAN

● Icanidentifyamyriadofdifferentartformsand theircharacteristics,presentation,makeupand more.

● Icandescribedifferentmovementsthroughout art’shistoryandwhathistoricalpeopleand eventsinfluencedthem.

● Icancompareandcontrastdifferentformsof artinfrancophonecommunitieswiththosein myowncommunity.

● Icanderivemyownmeaningandanalyze differentformsofart.

● Icandefineandsupportmyowndefinitionof whatconstitutesart.

LearningActivities:

Estimated#ofLessons:6

EssentialQuestions:

● Howdoaestheticsandtheroletheyplaydifferin mycommunityfrominFrenchcommunities?

● HowdoIanalyzeaworkofartandderivemyown message,meaningandopinionofit?

● Howhasartchangedthroughouthistoryaround theworld,andwhateventsaffectit?

● Individualresearchonfashiontrends,rolesandstylesinfrancophonecommunities

● Readingandlisteningtowrittenandaudiotextsaboutdifferentfashiontrendsanddesignersinfrancophone communities

● Comparingandcontrastingone’sownstyleandself-expressionthroughclothingwithadolescentsin francophonecommunities

● Exploringandlearningabouthighfashionvsfastfashion

● Researchingthehistoryoffashioninfrancophonecountries,thepeople,movementsanddesignersthat affectedthem,andhowfashionhaschangedandevolvedthroughtheyears

SecondTopic:LesArtsPlastiques(VisualArt)

LearningTargets:

● Icanidentifyamyriadofdifferentartformsand theircharacteristics,presentation,makeupand more.

● Icandescribedifferentmovementsthroughout art’shistoryandwhathistoricalpeopleand eventsinfluencedthem.

● Icancompareandcontrastdifferentformsof artinfrancophonecommunitieswiththosein myowncommunity.

● Icanderivemyownmeaningandanalyze differentformsofart.

● Icanexpressmyselfthroughmyownartpiece andexplainthemovementitportraysandits meaning.

● Icandefineandsupportmyowndefinitionof whatconstitutesart

LearningActivities:

Estimated#ofLessons:7

EssentialQuestions:

● Howdoaestheticsandtheroletheyplaydifferin mycommunityfrominFrenchcommunities?

● HowdoIanalyzeaworkofartandderivemyown message,meaningandopinionofit?

● Howhasartchangedthroughouthistoryaround theworld,andwhateventsaffectit?

● Researchondifferentformsofvisualart,theirmaterials,characteristicsandstyles

● Researchondifferentvisualartistsandmovementsthroughouthistoryandinpresentday

● Researchonhowdifferentevents,politicalandsocialmovements,etc.influencedvisualartthroughouthistory

● Exploringandidentifyingwhatoneconsiderstruevisualartvs.simplyacreation

● Analyzing,discussinganddrawingconclusionsaboutthemeaningsandmessagesofdifferentvisualart creations

ThirdTopic:LaMusiqueetLaDanse(MusicandDance)

LearningTargets:

● Icanidentifyamyriadofdifferentartformsand theircharacteristics,presentation,makeupand more.

● Icandescribedifferentmovementsthroughout art’shistoryandwhathistoricalpeopleand eventsinfluencedthem.

● Icancompareandcontrastdifferentformsof artinfrancophonecommunitieswiththosein myowncommunity.

● Icanderivemyownmeaningandanalyze differentformsofart.

● Icanexpressmyselfthroughmyownartpiece andexplainthemovementitportraysandits meaning.

● Icandefineandsupportmyowndefinitionof whatconstitutesart.

LearningActivities:

Estimated#ofLessons:7

EssentialQuestions:

● Howdoaestheticsandtheroletheyplaydifferin mycommunityfrominFrenchcommunities?

● HowdoIanalyzeaworkofartandderivemyown message,meaningandopinionofit?

● Howhasartchangedthroughouthistoryaround theworld,andwhateventsaffectit?

● Researchingtherolesofmusicanddanceinfrancophonesocietiesaroundtheworld

● LearningabouttheFrenchballet,lePalaisGarnierinthepastandpresentday

● Discoveringfamous figuresfromthepastandpresentwhogreatlyimpactedmusicanddanceinfrancophone communities

● Comparingandcontrastingtherolesandstylesofdanceandmusicinfrancophonecommunitiestowithin one’sowncommunity

FourthTopic:LeCinema(Cinema)

LearningTargets:

● Icanidentifyamyriadofdifferentartformsand theircharacteristics,presentation,makeupand more.

● Icandescribedifferentmovementsthroughout art’shistoryandwhathistoricalpeopleand eventsinfluencedthem.

● Icancompareandcontrastdifferentformsof artinfrancophonecommunitieswiththosein myowncommunity.

● Icanderivemyownmeaningandanalyze differentformsofart.

● Icanexpressmyselfthroughmyownartpiece andexplainthemovementitportraysandits meaning.

● Icandefineandsupportmyowndefinitionof whatconstitutesart.

Estimated#ofLessons:7

EssentialQuestions:

● Howdoaestheticsandtheroletheyplaydifferin mycommunityfrominFrenchcommunities?

● HowdoIanalyzeaworkofartandderivemyown message,meaningandopinionofit?

● Howhasartchangedthroughouthistoryaround theworld,andwhateventsaffectit?

LearningActivities:

● Researchingandlearningabouttheroleofcinemainfrancophonecommunitiesaroundtheworld

● Comparingandcontrastingcinematographyinfrancophonecountrieswithone'sowncommunity

● Identifyingpopularandculturaltrendsandthemespresentinfrancophone filmandcomparingthemwith one’sowncommunity

● Watchingandanalyzingfrenchcinema

● Researchingthehistoryoffrenchcinemainfrancophonecommunitiesaroundtheworld

CourseName:APFrenchLanguageandCultureUnitTitle:Theme1:LaFamilleEtLa Communauté-FamilyAndCommunityEst.#ofLessons:15

UnitOverview:Inthisunit,studentswilldescribetheirfamilyunitandthoseofaFrenchspeaking community,theresponsibilitiesinthehome,andtheirroles.Continuingtobuildupontheirknowledgeand skills,studentswillreviewpreviouslylearnedconceptsandincreasetheirknowledgewithmorein-depth usesoftheseskills.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveCommunication(intermediatehigh)

Ican usuallyfollowthemainmessageinvarious timeframesinstraightforwardandsometimes descriptive,paragraph-lengthinformationaltexts.

InterpersonalCommunication(intermediatehigh)

Ican interactwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complicationusingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtorelationship,society, citizenshipandcustoms

● Presenttense

● SimpleFuturetense

● ConditionalandSubjunctiveMoods

● PastTenses

● DirectandIndirectObjectPronouns

● Transitionwordsforcomplexsentences

TransferGoals

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribeanexperience?(food, tradition,activity)

Skills(FramedasLearningTargets)

● Icanmakecomparisonsbetweenmyfamily, lifeexperiencesandrelationshipsandthoseof peopleinfrancophonecommunities..

● Icancompareandcontrastcustomsand traditionsoffrancophonepeopleandmyown.

● Icandiscusskeymoments,experiencesand ritesofpassagethroughoutchildhood, adolescenceandadulthood.

● Icanmakecomparisonsbetweenmyfamily, lifeexperiencesandrelationshipsandthoseof peopleinfrancophonecommunities.

● Icandescribewhatoutsideinfluencescan alterandaffectrelationships.

● Icandiscussvariousfamilycustomsacross differentcultures.

● Icanexplainthemakeupofdifferenttypesof families.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:ChildhoodAndAdolescence

LearningTargets:

FormativeAssessment

● Articles/Informationalreadingswith mini-summaries,question/answer.(These articlesarechosenweeklyfromcurrent authenticresourcesfromtheFrench-speaking community)

● Mini-presentationsandrecordingsvia voice-memos

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails/letters

● ArgumentativeEssays

STAGE3:LEARNINGPLAN

● Icanmakecomparisonsbetweenmyfamily, lifeexperiencesandrelationshipsandthose ofpeopleinfrancophonecommunities.

● Icancompareandcontrastcustomsand traditionsoffrancophonepeopleandmy own.

● Icandiscusskeymoments,experiencesand ritesofpassagethroughoutchildhood, adolescenceandadulthood.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● VocabularydevelopmentandidentificationactivitiesforContext1

● InterpretiveReading:L’InstitutDiambars(ThèmesAPFrenchLanguageandCulture)

● Interpersonalwriting:WritinganapplicationtotheInstitutDiambars(ThèmesAPFrenchLanguage andCulture)

● InterpretiveListening:LaJeunesseSolidaire(ThèmesAPFrenchLanguageandCulture)

● PresentationalSpeaking:CulturalComparison-LaSolidarite(ThèmesAPFrenchLanguageand Culture)

SecondTopic:LoveAndFriendship

LearningTargets:

● Icanmakecomparisonsbetweenmyfamily, lifeexperiencesandrelationshipsandthose ofpeopleinfrancophonecommunities.

● Icandescribewhatoutsideinfluencescan alterandaffectrelationships.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIdescribewhatIamseeing?

● HowdoIdescribeanexperience?(food, tradition,activity)

● Vocabularydevelopmentdescribingthedifferentstagesoflifeandwhatisimportantateach,from birthtooldage.

● Practiceusingthepasttenses(imperfect,pastperfectandpluperfect)todescribepastculturaland familialexperiences

● InterpretiveReading:LeFacebook:A-t-ildétruitl'amitié?(APFrenchWorkbook,VHL)

● InterpretiveListening:L’Amitie(APFrenchWorkbook,VHL)

● ArgumentativeEssay:Whatimportancedofriendshipandlovehaveonthewell-beingofaperson, theirfamilyandtheirclosecircle?(APFrenchWorkbook,VHL)

ThirdTopic:SocialRapport

LearningTargets:

● Icandiscussvariousfamilycustomsacross differentcultures.

● Icanexplainthemakeupofdifferenttypes offamilies.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribeanexperience?(food, tradition,activity)

● InterpretiveReading:L'étudiantétranger(ThèmesAPFrenchLanguageandCulture)

○ Comprehensionquestions

○ Classdiscussionofkeycontentfromthearticleandhowitrelatestotheirownpast experiences

● Discussion:Howoldagecanaffectaperson’smental,socialandemotionalwellbeing(APFrench Workbook,VHL)

● InterpretiveListening:Audio-Gentrification(ThèmesAPFrenchLanguageandCulture)

UnitOverview:

Inthisunit,studentswillrelatetothecurrentissueswithscienceandtechnologyandhowstudentsare affectedbytheirmanyusesandapplicationsaroundtheworldandindailylife.Studentswilldescribethe manykindsoftechnologyandhowtheyareused,aswellasthedifferenttypesofscientificresearchthatare happeningintheirowncommunityandaroundtheworld.Continuingtobuildupontheirknowledgeand

skills,studentswillreviewpreviouslylearnedconceptsandincreasetheirknowledgewithmorein-depth usesoftheseskills.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpretiveCommunication(intermediatehigh)

Ican usuallyfollowthemainstoryandactions expressedinvarioustimeframesin paragraph-length fictionaltexts.

InterpersonalCommunication(intermediatehigh)

Ican interactwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complicationusingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

● RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP: Gain knowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

● SELF-DIRECTION: Perseverethrough challengesbasedonfeedbackand commitmenttobeingunderstood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

Knowledge Skills(FramedasLearningTargets)

● Vocabularyrelatedtoscience,technology andmental,emotionalandphysicalhealth

● TheFrenchcomparativeandsuperlative

● Technologicaladvancementsoverthepast 100years

● Predictionsandexpectationsforscience andtechnologyinthefuture

● Prevalenceoftechnologyanditsusein communitiesaroundtheglobe

● Icandiscusspast,modernandfuture technologiesandinventions.

● Icandiscusshowtechnologyaffectstheday todaylifeofmyselfandothers.

● Icanidentifythepositiveandnegativeeffects oftechnologyonthementalandemotional healthofitsusers.

● Icanidentifydifferentscientificinventionsin thetargetlanguage.

● Icandiscusspast,modernandfuture technologiesandinventions.

● Icandescribehowtechnologyhaschanged howwecommunicateandhowwecarryout tasks.

● Icandiscusstheprosandconsoftechnology andprogressandhowitaffectshumanity,

animalsandtheplanet.

● Icanargueforandagainstcontroversial topicssuchasgeneticmodificationusing researchtobackmeup.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/Informationalreadingswith mini-summaries,question/answer.(These articlesarechosenweeklyfromcurrent authenticresourcesfromtheFrench-speaking community)

● Mini-presentationsandrecordingsvia voice-memos

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails/letters

● ArgumentativeEssays

STAGE3:LEARNINGPLAN

FirstTopic:TechnologyAndItsEffectsOnSociety Estimated#ofLessons:5

LearningTargets:

● Icandiscusspast,modernandfuture technologiesandinventions.

● Icandiscusshowtechnologyaffectsthe daytodaylifeofmyselfandothers.

● Icanidentifythepositiveandnegative effectsoftechnologyonthementaland emotionalhealthofitsusers.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

-Vocabularydevelopmentandpractice → utilizationsoftechnology

-InterpretiveReading:Smartphones-Plusonestaccro(ThèmesAPFrenchLanguageandCulture)

-InterpersonalSpeaking:Debate-Dosmartphonesmakelifeeasierormoredifficult?

-InterpretiveListening:Jusqu'oùFacebookpeutallerdansl’intrusion?(ThèmesAPFrenchLanguage andCulture)

-PresentationalWriting:Areyoufororagainstmonth-longbreaksfromsmartphonesand technology?(APFrenchWorkbook,VHL)

SecondTopic:DiscoveriesAndInventions Estimated#ofLessons:5

LearningTargets:

● Icanidentifydifferentscientificinventions inthetargetlanguage.

● Icandiscusspast,modernandfuture technologiesandinventions.

● Icandescribehowtechnologyhaschanged howwecommunicateandhowwecarryout tasks.

LearningActivities:

EssentialQuestions:

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

● Vocabularydevelopment:usingsynonymsandrephrasingtosummarizeandrecountinformationin ourownwords

● InterpretiveReading:UnJeuneCamerounaisInventeleCardiopad(ThèmesAPFrenchLanguageand Culture)

● PresentationalSpeaking:Whatchallengesdothird-worldcountriescomeacrossinregardsto accessingnewtechnology?(APFrenchWorkbook,VHL)

● InterpersonalSpeaking:SharkTankPresentation-MyInvention

ThirdTopic:MoralChoice Estimated#ofLessons:5

LearningTargets:

● Icandiscusstheprosandconsof technologyandprogressandhowitaffects humanity,animalsandtheplanet.

● Icanargueforandagainstcontroversial topicssuchasgeneticmodificationusing researchtobackmeup.

LearningActivities:

EssentialQuestions:

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● VocabularyDevelopment-discussingamoraldilemmawecameacrossanddiscussingourchoice withtheclass

● InterpretiveReading:Clonerl’hommedeneanderthal(ThèmesAPFrenchLanguageandCulture)

● InterpersonalSpeaking:Ethics-personalgainvs.theeffectsonothers. Example:Wecancloneour favoritepetwhopassedaway,butaclonedanimalwillhavemorehealthproblems.

● ResearchandUnderstanding:L’AvisdesNationsUnisConcernantleClonage(ThèmesAPFrench LanguageandCulture)

● InterpersonalWriting:Email → LeClonage(APFrenchWorkbook,VHL)

CourseName:APFrenchLanguageandCultureUnitTitle:Theme3:LesDéfisMondiaux-Global ChallengesEst.#ofLessons:15

UnitOverview: Inthisunit,studentswillrelatetothecurrentglobalchallengesandnaturaldisastersandhowtheyare affectedbythemaswellashowthegovernmentmanagessaidchallengesanddisasters.Studentswill describetheseglobalissuesandnaturaldisastersandthemake-upofthegovernmentintheircommunity andinthoseofFrenchspeakingcommunities.Continuingtobuildupontheirknowledgeandskills,students

willreviewpreviouslylearnedconceptsandincreasetheirknowledgewithmorein-depthusesofthese skills.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(intermediatehigh)

Ican interactwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complicationusingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes.

PresentationalCommunication(intermediate high)

Ican givedetailedpresentationsonavarietyof familiartopicsandsomeconcretetopicsIhave researched,usingafewshortparagraphs,often acrossvarioustimeframes.

TransferGoals

● SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION: Makeconnectionswith otherdisciplinesthroughtheuseofauthentic resourcesandrelevantissues

● RESPONSIBLECITIZENSHIP: Demonstrate culturalawarenessbasedonunderstandingof andrespectforotherculturesbothpastand present,appropriatevocabulary,sentence structure)

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtoscience,the environment,politics,moralsand geography

● TheFrenchsubjunctive

● Explainthedifferenttypesofgovernment

● Importanthistoricaleventssuchasglobal conflictsandwars

● Predictionsandexpectationsforthe resolutionorlackofcertaincurrentissues inthefuture

● Prevalenceofdifferentglobalissuesand thereactionsofcommunitiesaroundthe globe

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

Skills(FramedasLearningTargets)

● Icandescribepublicandpoliticalstructures thatcontributetotheinnovationofan economy.

● Icanexplainhowentrepreneurs financetheir servicesandproductions.

● Icandescribehowthegeographyandthe cultureofacountryinfluenceitseconomy.

● Icandiscussthemeasuresthathuman activitieshaveontheenvironment.

● Icanidentitythegreatestenvironmental challengesofmodernday.

● Icanofferinitiativestoserveassolutionsfor environmentalissues.

● Icandescribeeatinghabitsthathavenegative orpositiveeffectsonhealth.

● Icansuggestwaystocombathealthproblems

linkedtonutrition.

● Icanidentifythefactorsthatinfluence nutritionalhabits.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:Economy

LearningTargets:

FormativeAssessment

● Articles/Informationalreadingswith mini-summaries,question/answer.(These articlesarechosenweeklyfromcurrent authenticresourcesfromtheFrench-speaking community)

● Mini-presentationsandrecordingsvia voice-memos

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails/letters

● ArgumentativeEssays

STAGE3:LEARNINGPLAN

● Icandescribepublicandpoliticalstructures thatcontributetotheinnovationofan economy

● Icanexplainhowentrepreneurs finance theirservicesandproductions

● Icandescribehowthegeographyandthe cultureofacountryinfluenceitseconomy

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● Vocabularydevelopmentdescribingtheeconomyandtheworkforce

● Practicewithgenderandnumbernounagreementofprofessions

● InterpretiveReading:Lecture1.1DesMicrocreditsaBrazzaville(ThèmesAPFrenchLanguageand Culture)

● InterpretiveListening:Audio-Comprendrel’Impactd’uneMauvaiseNouvelle(ThèmesAPFrench LanguageandCulture)

● InterpersonalWriting:Source:UneNouvelleCantine(APFrenchWorkbook,VHL)

● InterpersonalSpeaking:Conversation-Melvin(APFrenchWorkbook,VHL)

SecondTopic:Environment Estimated#ofLessons:5

LearningTargets:

● Icandiscussthemeasuresthathuman activitieshaveontheenvironment.

● Icanidentifythegreatestenvironmental challengesofmodernday.

● Icanofferinitiativestoserveassolutions forenvironmentalissues.

LearningActivities:

EssentialQuestions:

● WhereamItryingtogo(next)?HowdoIget there?

● Vocabularydevelopmentdescribingtheenvironmentandnaturaldisasters

● Practicewithusingtheadjectivalformsofnounsandverbs

● InterpretiveReading:Lecture2.1 → PoursaSurvie,LeVanuatuApprendàS'adapterau ChangementClimatique(ThèmesAPFrenchLanguageandCulture)

● InterpretiveListening:Audio-Maroc:LeRoyaumeSolaire(ThèmesAPFrenchLanguageandCulture)

● InterpersonalWriting:LesDefisMondiaux(APFrenchWorkbook,VHL)

● InterpersonalSpeaking:Conversation-Samira(APFrenchWorkbook,VHL)

ThirdTopic:HealthAndNutrition Estimated#ofLessons:5

LearningTargets:

● Icandescribeeatinghabitsthathave negativeorpositiveeffectsonhealth.

● Icansuggestwaystocombathealth problemslinkedtonutrition.

● Icanidentifythefactorsthatinfluence nutritionalhabits.

LearningActivities:

EssentialQuestions:

● HowdoIdescribewhatIamseeing?

● HowdoIdescribeanexperience?(food, tradition,activity)

● Vocabularydevelopmentdescribingdiets,nutritionandfoodanddrink

● Studyinghowlocalfoodanddrinkchangeincommunitiesbasedontheirgeography

● InterpretiveReading:Lecture3.1 → TestNutrition:Quel(le)Mangeur/MangeuseÊtes-Vous? (ThèmesAPFrenchLanguageandCulture)

● InterpretiveListening:Audio-PrioriteSante(APFrenchWorkbook,VHL)

● InterpersonalWriting:L’alimentationetlaSanté(APFrenchWorkbook,VHL)

● ArgumentativeEssay:L’Economie(APFrenchWorkbook,VHL)

CourseName:APFrenchLanguageandCultureUnitTitle:Theme4:L’Esthetique-Aesthetics Est.#ofLessons:15

UnitOverview:

Inthisunit,studentswilldiscusswhatisfashionableandconsideredbeautifulacrossthedifferentartforms includinginpaintingandsculpture,music,dance,andcinema.Studentswillcomparetheircommunityto thatofFrench-speakingcommunitieswithregardtotheartsandtheroleofthearts..

EstablishedGoals(fromACTFL)

InterpretiveCommunication(intermediatehigh)

Ican usuallyunderstandthemainideaand flowof eventsexpressedinvarioustimeframesin conversationsanddiscussions.

InterpersonalCommunication(intermediatehigh)

Ican explainpreferences,opinions,andemotions andprovideadviceonavarietyoffamiliarand someconcretetopicsthatIhaveresearched,using connectedsentencesthatmaycombinetoform paragraphsandaskingavarietyofquestions,often acrossvarioustimeframes.

TransferGoals

● COMMUNICATION:Communicate effectivelyinthetargetlanguageinavariety ofsituations(e.g.,purpose,task,audience)

● SELF-DIRECTION: Perseverethrough challengesbasedonfeedbackand commitmenttobeingunderstood

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtotheartsandbeauty

● HistoricalArtistsandArtisticMovements

● Subjunctiveandconditionalmoods

● PastPerfecttense

● Imperfecttense

● Pluperfecttense

● Directandindirectobjectpronouns

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribeanexperience?(food, tradition,activity)

Skills(FramedasLearningTargets)

● Icandescribehowbeautyidealsdifferin communitiesaroundtheworld

● Icanidentifyhownormsandcriteriafor beautyhaveandcontinuetochangefromone timeperiodtoanother

● Icandebatetheconceptofbeautyand whetherIbelieveitisinnateoracquired throughimmersioninaculture

● Icandefineculturalheritageanddescribewhy itisimportantforacountry

● Icanexplaintherolestheartsplayineveryday life

● Icanprovideinformationonthedifferent attitudesofcommunitiesaroundtheworld concerningthepreservationoftheircultural heritage

● Icandescribetherolesliteratureservesinthe contemporaryworld

● Icanidentifytheinfluencesaworkofliterary artcanhaveonanindividualandasociety

● Icanpresentconnectionsthatexistbetweena country’sliteraryheritageanditsculturein general

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:Beauty

LearningTargets:

FormativeAssessment

● Articles/Informationalreadingswith mini-summaries,question/answer.(These articlesarechosenweeklyfromcurrent authenticresourcesfromtheFrench-speaking community)

● Mini-presentationsandrecordingsvia voice-memos

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails/letters

● ArgumentativeEssays

STAGE3:LEARNINGPLAN

● Icandescribehowbeautyidealsdifferin communitiesaroundtheworld

● Icanidentifyhownormsandcriteriafor beautyhaveandcontinuetochangefrom onetimeperiodtoanother

● Icandebatetheconceptofbeautyand whetherIbelieveitisinnateoracquired throughimmersioninaculture

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● Vocabularydevelopmentdescribingdifferentaspectsofbeautyinanyform(i.e.physical,mental, spiritual,artistic)

● InterpretiveReading:Lecture1.1 → DeLaGrèceAntiqueÀNosJours(ThèmesAPFrenchLanguage andCulture)

● InterpretiveListening:Audio → CollégiennesEnQuêtedeBeauté(ThèmesAPFrenchLanguageand Culture)

● InterpersonalWriting:UneMarquedeVêtements(APFrenchWorkbook,VHL)

● InterpersonalSpeaking:Conversation → Felix,L’Architecture(APFrenchWorkbook,VHL)

SecondTopic:Heritage

LearningTargets:

● Icandefineculturalheritageanddescribe whyitisimportantforacountry

● Icanexplaintherolestheartsplayin everydaylife

● Icanprovideinformationonthedifferent attitudesofcommunitiesaroundtheworld concerningthepreservationoftheir culturalheritage

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIdescribewhatIamseeing?

● HowdoIdescribeanexperience?(food, tradition,activity)

● Vocabularydevelopmentdescribingheritageandwhatdefinespatriotism

● Practiceexpressingone’sownopinionsandideasandusingpersonalexperiencetosupportthem

● InterpretiveReading:Lecture2.2LesArtsetlePatrimoineauCanada(ThèmesAPFrenchLanguage andCulture)

● InterpretiveListening:Audio → OusmaneSow<<JeSuislePremierNoiral’Academiedes Beaux-Arts>>(ThèmesAPFrenchLanguageandCulture)

● InterpersonalWriting:LePatrimoine(APFrenchWorkbook,VHL)

ThirdTopic:LiteraryArts

LearningTargets:

● Icandescribetherolesliteratureservesin thecontemporaryworld

● Icanidentifytheinfluencesaworkof literaryartcanhaveonanindividualanda society

● Icanpresentconnectionsthatexist betweenacountry’sliteraryheritageand itscultureingeneral

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribeanexperience?(food, tradition,activity)

● Vocabularydevelopmentdescribingthedifferenttypesofliteratureandliterarytechniques

● InterpretiveReading:Lecture3.2MaLangueGrande-Maternelle(ThèmesAPFrenchLanguageand Culture)

● InterpretiveListening:Audio → InterviewAvecMaryseConde(ThèmesAPFrenchLanguageand Culture)

● InterpersonalSpeaking:Conversation → Gabrielle,LesArtsVIsuels(APFrenchWorkbook,VHL)

● ArgumentativeEssay:LesArtsLitteraires(APFrenchWorkbook,VHL)

UnitOverview:

Inthisunit,studentswillexaminehistoricalandmoderndaypersonalandpublicrelationsinordertodiscuss andcompareFrenchandAmericancultures.Studentswillexploreandreflectonhowtheyexpresstheir ownidentityindifferentsituationsaswellashowtheirownlanguage(s)andcultureinfluencetheirpersonal identityandtheidentitiesofothers.Studentswillconverseandstudyhowtheirownidentityhasdeveloped overtimeandcomparethatwiththeidentitiesoftheirpeersandthoseinFrenchcountries.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

PresentationalCommunication(intermediate high)

Ican statemyviewpointonfamiliarorresearched topicsandprovidereasonstosupportit,usinga fewshortparagraphs,oftenacrossvarioustime frames.

InterpretiveCommunication(intermediatehigh)

Ican usuallyunderstandthemainideaand flowof eventsexpressedinvarioustimeframesin conversationsanddiscussions.

● CRITICALTHINKING: Analyzeinformationin thetargetlanguagetodrawconclusions, synthesizeideas,and/orrecognizepatterns aboutcultureandlanguage

● SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION: Makeconnectionswith otherdisciplinesthroughtheuseofauthentic resourcesandrelevantissues

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribeanexperience?(food, tradition,activity)

Knowledge Skills(FramedasLearningTargets)

● Vocabularyrelatedtoidentity,emotions andrelationshipstoselfandothers

● TheFrenchsubjunctive

● If…thenclausesusestheconditionalmood

● Explaindifferenttypesofhealth(i.e. physical,mental,emotional)andhealthy relationships

● Prevalenceofcurrentissuesand discussionsregardingidentityandhowone canorcannotidentify

● Icandescribetheeffectsofracismand alienationonsocietyandindividuals.

● Icanidentifytheadvantages,disadvantages andconsequencesofassimilationintosociety.

● Icanpresentdifferentfactorsthatprevent integrationofimmigrantsandminoritiesinto society.

● Icanexplaintheadvantagesgeneratedbya commonlanguageamongstagroupofnations.

● Icandescribehowthelinguisticidentityofa nationisinfluencedbytheadditionofwords withforeignoriginsinitslanguage.

● Icanestablishrelationshipsbetweenlinguistic andculturalidentities.

● Icanexplainhowregionalornationalidentity isinfluencedbyhistoricalevents.

● Icandescribedifferentwaysinwhichpeople canexpresstheirpatriotism.

● Icanidentifythefactorswhichdetermineand cementnationalidentity.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:AlienationAndAssimilation

LearningTargets:

FormativeAssessment

● Articles/Informationalreadingswith mini-summaries,question/answer.(These articlesarechosenweeklyfromcurrent authenticresourcesfromtheFrench-speaking community)

● Mini-presentationsandrecordingsvia voice-memos

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails/letters

● ArgumentativeEssays

STAGE3:LEARNINGPLAN

● Icandescribetheeffectsofracismand alienationonsocietyandindividuals

● Icanidentifytheadvantages, disadvantagesandconsequencesof assimilationintosociety

● Icanpresentdifferentfactorsthatprevent integrationofimmigrantsandminorities intosociety

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● Vocabularydevelopmentdescribingimmigrantsandthosewhoare‘different’fromusandthenorm inourcommunity

● Practicespeakinginhypotheticalsusingif…thenclauses

● InterpretiveReading:Lecture1.1L’HommeQuiTeRessemble(ThèmesAPFrenchLanguageand Culture)

● InterpretiveListening:Audio → LeRacismeExpliquéàMaFille(ThèmesAPFrenchLanguageand

Culture)

● InterpersonalSpeaking:Dominique-Conversation(APFrenchWorkbook,VHL)

SecondTopic:LinguisticIdentity

LearningTargets:

● Icanexplaintheadvantagesgeneratedbya commonlanguageamongstagroupof nations

● Icandescribehowthelinguisticidentityof anationisinfluencedbytheadditionof wordswithforeignoriginsinitslanguage

● Icanestablishrelationshipsbetween linguisticandculturalidentities

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIdescribewhatIamseeing?

● HowdoIdescribeanexperience?(food, tradition,activity)

● Vocabularydevelopmentdescribinglanguageanditsdifferentuses,aswellasthenamesofdifferent languagesanddialects(Ex.HaitianCreole)

● InterpretiveReading:Lecture2.1L’OrganisationInternationaledelaFrancophonie(ThèmesAP FrenchLanguageandCulture)

● InterpretiveListening:Audio → ExpressionsAutourdelaModeenCôted’Ivoire(ThèmesAPFrench LanguageandCulture)

● InterpersonalWriting:L’IdentiteLinguistique(APFrenchWorkbook,VHL)

● InterpersonalSpeaking:Elodie-ConversationL’IdentiteLinguistique(APFrenchWorkbook,VHL)

ThirdTopic:NationalismAndPatriotism Estimated#ofLessons:5

LearningTargets:

● Icanexplainhowregionalornational identityisinfluencedbyhistoricalevents

● Icandescribedifferentwaysinwhich peoplecanexpresstheirpatriotism

● Icanidentifythefactorswhichdetermine andcementnationalidentity

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribeanexperience?(food, tradition,activity)

● Vocabularydevelopmentdescribingpatriotismandnationalismandhowtheyaredisplayed

● InterpretiveReading:Lecture3.1LaBretagneCeltique(ThèmesAPFrenchLanguageandCulture)

● InterpretiveListening:Audio-LaBatailleduMadeinFrance(ThèmesAPFrenchLanguageandCulture)

● InterpersonalWriting:Email-LesCroyancesetlesSystèmesdeValeurs(APFrenchWorkbook,VHL)

● ArgumentativeEssay:LeNationalismeetlePatriotisme(APFrenchWorkbook,VHL)

UnitOverview:

Inthisunit,studentswillexaminemodernformsofadvertisingandmarketingtothegeneralpublic,more

specificallyinregardstoattractingtouriststodifferentcommunities.Studentswillalsoexploreandreflect ontheirowneducationandfeelingsofpreparednessforthefutureandtheworkforceaftergraduation. StudentswillreflectonthesetopicsinordertothencomparethemwithFrenchculturesandnorms. Studentswillconverseandstudyhowtheirownexperiencesandeducationshavedevelopedovertimeand comparethemwiththeirpeersandthoseinFrancophonecountries,

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

InterpersonalCommunication(intermediatehigh)

Ican interactwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complicationusingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes.

PresentationalCommunication(intermediate

high)

Ican statemyviewpointonfamiliarorresearched topicsandprovidereasonstosupportit,usinga fewshortparagraphs,oftenacrossvarioustime frames.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Differentaspectsofacommunity’sculture andidentitysuchasitsgastronomyand entertainment

● Differenttypesoftourismandwhat attributestoitssuccess

● Comparingusingcomparativeand superlativeexpressions

● Modernadvertisingandmarketing strategies

● Predictionsonthefutureofadvertisingand marketingwithtechnology’sgrowth

● COMMUNICATION:Communicate effectivelyinthetargetlanguageinavariety ofsituations(e.g.,purpose,task,audience)

● RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP: Gain knowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribeanexperience?(food, tradition,activity)

Skills(FramedasLearningTargets)

● Icandefinethemannersinwhichschoolsdo anddonotpreparestudentsforthe workforce.

● Icanidentifythelargestchallengestiedto educationandwork.

● Icandescribethefactorsthatguideyouth towardindependenceandsuccessinthe workforce.

● Icandescribehowacountryexpressesitself throughgastronomy.

● Icanidentifywhatchangessportsfromsimple

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

LearningTargets:

● Icandefinethemannersinwhichschools doanddonotpreparestudentsforthe workforce.

● Icanidentifythelargestchallengestiedto educationandwork.

● Icandescribethefactorsthatguideyouth towardindependenceandsuccessinthe workforce.

entertainmentforsomeoneintosomething more.

● Icanexplainhowentertainmentsources revealtheculturalpreferencesofa community.

● Icandiscusshowtravelinginfluencesourway ofseeingtheworld.

● Icandescribehowoneassessesthesuccessof atrip.

● Icandescribethewaysinwhichthehistorical, geographicalandecologicalaspectsofa regioninfluencetourism.

FormativeAssessment

● Articles/Informationalreadingswith mini-summaries,question/answer.(These articlesarechosenweeklyfromcurrent authenticresourcesfromtheFrench-speaking community)

● Mini-presentationsandrecordingsvia voice-memos

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails/letters

● ArgumentativeEssays

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood? LearningActivities:

STAGE2:DETERMINEACCEPTABLEEVIDENCE

STAGE3:LEARNINGPLAN

● Vocabularydevelopmentdescribingschoolsandthedifferenttypesofeducation

● Vocabularydevelopmentdescribingdifferentjobsandprofessionsandtheworkforce

● InterpretiveReading:Lecture1.1JuniorsIndependants(ThèmesAPFrenchLanguageandCulture)

● InterpretiveListening:Audio → VacancesdeNoel(ThèmesAPFrenchLanguageandCulture)

● InterpersonalWriting:Email → L’EducationetleMondeduTravail(APFrenchWorkbook,VHL)

● InterpersonalSpeaking:Conversation → Ousmane(APFrenchWorkbook,VHL)

SecondTopic:LifeAndTravel

LearningTargets:

● Icandescribehowacountryexpresses itselfthroughgastronomy

● Icanidentifywhatchangessportsfrom simpleentertainmentforsomeoneinto somethingmore

● Icanexplainhowentertainmentsources revealtheculturalpreferencesofa community

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● Vocabularydevelopmentdescribingthedifferentaspectsofacommunityanditsculture

● Vocabularydevelopmentwithculturalfoods,sports,pasttimesandformsofentertainmentin differentcommunities

● InterpretiveReading:Lecture2.1Recette:GumboauPouletetàl'Andouille(ThèmesAPFrench LanguageandCulture)

● InterpretiveListening:Audio-Les10PlusGrosClichésFrançais(ThèmesAPFrenchLanguageand Culture)

● InterpersonalWriting:EmailLesVoyages(APFrenchWorkbook,VHL)

● InterpersonalSpeaking:Conversation-Camille,LesVoyages(APFrenchWorkbook,VHL)

ThirdTopic:MarketingAndAdvertising

LearningTargets:

● Icandiscusshowtravelinginfluencesour wayofseeingtheworld

● Icandescribehowoneassessesthesuccess ofatrip

● Icandescribethewaysinwhichthe historical,geographicalandecological aspectsofaregioninfluencetourism

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribeanexperience?(food, tradition,activity)

● Vocabularydevelopmentdescribingtheworldofmarketingandadvertising

● Vocabularydevelopmentdescribingtourismandwhatattractstouriststocertainplacesmorethan others

● InterpretiveReading:Lecture4.1LesProspectusPublicitairesenFrance(ThèmesAPFrenchLanguage andCulture)

● InterpretiveListening:Audio → PublicitéetEnvironnement(ThèmesAPFrenchLanguageandCulture)

● ArgumentativeEssay:L'ÉducationetleMondeduTravail(ThèmesAPFrenchLanguageandCulture)

CourseName:Latin1UnitTitle:Unit1IntrotoLatinandtheRomans

UnitOverview: ThegoaloftheunitistoacclimatethebeginningLatinstudenttothenewlanguagewhile enteringathematicunitofstudy.Highlightsofthisunitincludesteppingbackintimefollowingthestepsof youngRomanteenagersteachingthestudentshowtointeractwith"OperationLapis"usingsomebasic comprehensibleinputstrategies.Studentsalsowillutilizeapronunciationguide,understandingofcognatesand derivatives.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendings toindicatethefunctionsofwordsratherthan wordorder,asisthecaseforEnglish.

● Thestudyofvocabularyandconventionsof ClassicalLatinisthebasisformanymodern languages.

Knowledge

● Pronunciation;LettersoftheRomanalphabet; Diphthongs(especially"ae"= eye)

● The PartsofSpeech:EspeciallyNouns,but focusingalsoon3rdpersonVerbs,and PrepositionalPhrases.

● Derivative:AwordthattakesitsrootfromLatin.

● ImportantLatinquestionwords

● TheRomanRepublicwasadiverseculture, comprisedofpeoplefrommanydifferent backgroundsandgeographicallocations.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Skills(FramedasLearningTargets)

● IcananalyzeRomannamingconventionsand constructRomangreetings.

● IcanidentifygeographicalitemswithintheRoman world.

● Icananalyzeandevaluate LuciusCaeciliusIucundus

● Icanexaminethelay-outoftheRomanhouse.

● Icanidentifylandmarksaroundthemajor neighborhoodsofPompeii.

● Icanidentify,describe,andusecustomsofRoman dining.

● IcanidentifysentencestructureinabasicLatin

sentence:subjects,directobjects,andverbs.

● IcanrecognizebasicLatinwordorder.

● Ican findEnglishcognatesinbasicLatinsentences.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension

● Thetextsarechangedbasedontopicand levelofcomplexity.

● Unitassessmentwithvocabulary,language structure,andcultural/historical components.

● GoogleFormReadingSummaryforChoose YourOwnPathstories.

FirstTopic:IntrotoLatinandtheRomans

LearningTargets:

FormativeAssessment

● Pairimagestodialogue/phrases

● Dictatio

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

Estimated#ofClasses:10

EssentialQuestions:

● Icanidentifygeographicalitemswithinthe Romanworld.

● Icanidentifylandmarksaroundthemajor neighborhoodsofPompeii.

● Ican findEnglishcognatesinbasicLatin sentences.

LearningActivities:

AttunementExercises

● HowcanIuseLatintobetterunderstandEnglish?

● WhatdoIdowhenIdon’tunderstand?

● Vocabularypractice-Blooketgames,bananagrams,verbainveniens(wordsearch)

● Grammaticalpractice- fillintheblanks,buildyourownsentences,picturepromptsmatching

● CulturalquestionsaboutPompeiilandmarksandCaecilius.

● ReadingcomprehensionquestionsrelatedtostoriesofRomangeographyandPompeii.

SecondTopic:MeetingaRomanFamily

RelevantLearningTargets:

● Icanidentifysentencestructureinabasic Latinsentence:subjects,directobjects,and verbs.

● IcanrecognizebasicLatinwordorder.

LearningActivities:

AttunementExercises

Estimated#ofClasses:10

RelevantEssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Vocabularypractice-(Blooketgames,bananagrams,albatabellacompetition=whiteboards).

● GrammaticalPractice- fillintheblanks,buildyourownsentences,picturepromptsmatching

● RespondingtostorypromptsinLatin

CourseName:Latin1:

UnitTitle:Unit2RomanLivingandFamilyBeliefs

Est.#ofClasses:20

UnitOverview: StudentswillparticipateinthestoryofTitanomachyasanintroductiontoRomanMythology.In doingso,studentsgainperspectivesonRomanfamilybeliefsandvalues,priortoenteringaRomanhouse.Once insidethehouse,studentswillobservetheimportanceofRomans’beliefsreflectedindecorationsanddesign.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendings toindicatethefunctionsofwordsratherthan wordorder,asisthecaseforEnglish.

● MuchoftheRomans’identityistiedintotheir mythologyandoraltraditions.

● Thestudyofvocabularyandconventionsof ClassicalLatinisthebasisformanymodern languages.

Knowledge

● The PartsofSpeech:

○ nouns

○ 1stand2ndpersonsingularformsof verbs

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Skills(FramedasLearningTargets)

● IcansummarizeanddescribeCreationMythand theGreekinfluenceonRomanidentity.

● IcansummarizeanddescribetheTitanomachyand successionmyth.

● UnderstandoralpoetryinregardstoHomer andHesiodforCreationMyth.

● EvaluatethesignificanceofRomanLiterature andpatronage.

● Icansummarizeandevaluatethefunctionsofthe OlympianGods.

● IcanidentifyanddescribeRomanwritingmaterials.

● IcanidentifyroomsinaRomanhouseandtheir function.

● IcanidentifyLatinprepositions.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension

● Thetextsarechangedbasedontopicand levelofcomplexity.

● PandoraReadingStoryboard(benchmark assessment)

● Project:BuildingaRomanvillaineithera physicalorelectronicmedium.

FirstTopic:TheRomanHouse

RelevantLearningTargets:

FormativeAssessment

● Pairimagestodialogue/phrases

● Dictatio

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

● IcanidentifyanddescribeRomanwriting materials.

● IcanidentifyroomsinaRomanhouseand theirfunction.

● IcanidentifyLatinprepositions.

LearningActivities:

● MatchingforroomsinaRomanhouse

Estimated#ofClasses:10

RelevantEssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Grammaticalattunementexercisesforverbformsmatchingtheirnominativesubject

● CulturalQuestionsrelatedtoaRomanhouseandRomanwritingmaterials

● ReadingComprehensiononCaeciliusandRomanpatronagesystem

SecondTopic:IntrotoRomanMythology

LearningTargets:

● IcansummarizeanddescribeCreationMyth andtheGreekinfluenceonRomanidentity.

● Icansummarizeanddescribethe Titanomachyandsuccessionmyth.

● Icansummarizeandevaluatethefunctions oftheOlympianGods.

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Whatdoesthesourceortextsay?Whatdoesit mean?

LearningActivities:

● SlapvocabularygameforRomangodsvsGreeknames

● GrammaticalPractice-sentencebuildinginLatinfromtablechoicewords

● OlympianGodsHyperdoc

● ReadingComprehensiononTitanomachy

● RoleplayasaTitanorOlympianattheTitanomachy-respondtostorypromptinLatinwithGoogle slidesstoryboard

CourseName:Latin1UnitTitle:Unit3ImperialRome

Est.#ofClasses:30

UnitOverview: Inthisunit,studentsdelveintothepoliticsofimperialRomeanddiscussdifferentviewpointsof Romanswithregardtovariousemperors.TheywillthendiscusstheusesandpurposeofvariousforainAncient Romeandwhatanencounterwithmerchantswouldlooklike.Inparticular,theywillbestudyingtheForumof HerculesanditsconnectiontoTroy.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthatare spoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpretingand analyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendingsto indicatethefunctionsofwordsratherthanword order,asisthecaseforEnglish.

● MuchoftheRomans’identityistiedintotheir mythologyandoraltraditions.

● Differenthistorical figuresofancientRomehold

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpmeexplore

varyingperspectivesonemperorsandthe politicalsceneasawhole. myinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

Knowledge

● RomanNumerals

● TransitionfromemperorVespasiantohisson Titusbroughtaboutdifferingviewpointsofthe empire

● BackgroundonHerculesandhisinteractionswith earlyTroy

● Importanceandgenerallocationoftheforumin AncientRome

Skills(FramedasLearningTargets)

● IcanrecognizeLatinnumbers1-10.

● IcancharacterizeearlyimperialRomeandher customs,aswellasdifferingviewpointsonthe empire.

● IcanevaluateearlymythsabouttheTrojans,e.g. LaomedonandHercules.

● IcandesignroutesaroundPompeiiandnavigate throughtheForum.

● Icansummarizeanduseknowledgeaboutthe Forumandmerchantstointeractwiththem.

● Icanidentifypluralsubjectsand3rdpersonverbsin thepresent,perfect,andimperfecttenses.

● Key-TextReadingComprehension Thetextsarechangedbasedontopicandlevelof complexity.

Project:

● PresentationonselectlaborsofHerculesusing Latinsentencesfromthetext

● Pairimagestodialogue/phrases

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

FirstTopic:IntroductiontoImperialRomanPolitics Estimated#ofClasses:10

LearningTargets:

● IcancharacterizeearlyimperialRomeand hercustoms,aswellasdifferingviewpoints ontheempire.

LearningActivities:

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● BlooketvocabularyreviewgameonRomanpoliticsandpeople

● Romannumeralmatching

● CulturalQuestionsaboutVespasianandhissonTitus

SecondTopic:HerculesLabors&ConnectiontoTroy Estimated#ofClasses:10

LearningTargets:

● IcanevaluateearlymythsabouttheTrojans, e.g.LaomedonandHercules.

● IcanrecognizeLatinnumbers1-10.

LearningActivities:

● VocabularyrelayonHercules’labors

● Grammaticalpracticebuildingsentences

● CulturalQuestionsonLaomedonandTroy

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● ReadingComprehensionforLaomedonofTroy’sbackground-TrojanWallstoryboard

ThirdTopic:BusinessintheForum

LearningTargets:

● IcandesignroutesaroundPompeiiand navigatethroughtheForum.

● Icansummarizeanduseknowledgeaboutthe Forumandmerchantstointeractwiththem.

● IcanrecognizeLatinnumbers1-10.

LearningActivities:

● Jenganumbervocabularygame

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● CulturalQuestionsrelatedtobuyingitemsinatheforum

● ReadingComprehensionquestionsforPompeiistreetsstory

● Pompeiigraffitimatchinggame

CourseName:Latin1:UnitTitle:Unit4TheTrojanWarandAeneas

Est.#ofClasses:30

UnitOverview: Inthisunit,studentsdivedeeperintotheTrojanWarandthedesperate flightofAeneasacross theMediterraneanSeawhoultimatelywastheancestoroftheRomanempire.Studentswillanalyzeancient RomanpoetsoftheGoldenAgetobetterunderstandthetraditionsandidentityofthisearlyempire.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL) TransferGoals

InterpretiveMode(Novice) Communication

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthatare spoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpretingand analyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendingsto indicatethefunctionsofwordsratherthanword order,asisthecaseforEnglish.

● MuchoftheRomans’identityistiedintotheir mythologyandoraltraditions.

Knowledge

● RomanNumerals

● PrincipalParts

● TheTrojanwarandhowAeneas fitsintothe historicaltraditionsofRome’sfounding

● HowTrojanWarcarriesoverintoRomanidentity

● Aeneas’s flightandchallengeshefacedtolay foundationsforRome

● Englishmeaningofsuperlativeadjectives

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure) ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpmeexplore myinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

Skills(FramedasLearningTargets)

● IcansummarizeanddescribetheTrojanWar.

● IcanevaluatethecontributionstoRomanliterature byVergil,Horace,Ovid,andCicero.

● IcanexplainhowRomanidentitywasshapedbythe TrojanwarandAeneas’schallenges.

● Icanidentifysuperlativeadjectives.

● Icanrecognizenounsintheaccusativeplural.

● Icanidentifyandunderstandthemeaningofaverb’s principalpartsoftheperfectstem.

● Icanidentifytheimperfecttensewithincreased fluency.

● Key-TextReadingComprehension

● Pairimagestodialogue/phrases

● FallofTroystory(Benchmarkassessment)

● Projects:

● Studentswillcreateapresentationabout differentaspectsoftheTrojanWar

FirstTopic:TheTrojanWar

LearningTargets:

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

● IcansummarizeanddescribetheTrojanWar.

● Icanidentifytheimperfecttensewith increased fluency.

LearningActivities:

● TrojanWartimelineGalleryWalk

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● Grammaticalpracticeonsentencesusingtheimperfecttense

● CulturalquestionsrelatedtocharactersintheTrojanWar

● ReadingComprehensionquestionsontheAppleofDiscordstory

SecondTopic:RomanLiteratureandAuthors Estimated#ofClasses:10

LearningTargets:

● Icanrecognizenounsintheaccusativeplural.

● Icanidentifyandunderstandthemeaningofa verb’sprincipalpartsoftheperfectstem.

● IcanevaluatethecontributionstoRoman literaturebyVergil,Horace,Ovid,andCicero.

LearningActivities:

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● Slapgameofaccusativepluralwordsandtheirmeaning

● Buildingperfecttenseverbsfrompresentforms(usingprincipalparts)

● CulturalQuestionsregardingtheworksandsignificanceofRomanwriters(mostlyunderMaecenas)

● ReadingComprehensionquestionsabouttheTrojanWar

ThirdTopic:FlightofAeneas

Estimated#ofClasses:10

RelevantLearningTargets:

● Icanidentifysuperlativeadjectives.

● IcanexplainhowRomanidentitywasshaped bytheTrojanwarandAeneas’schallenges.

LearningActivities: AttunementExercises

RelevantEssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● Blooketvocabularygameonsuperlativeadjectives

● Aeneas’travelsoutlineaftertheTrojanWar

UnitOverview: Inthisunit,studentswilllearnaboutanotherverysignificantRomantownnearPompeii: Herculaneum.Theimportanceofthetowncomesfromtheextensivearchaeological findingsfoundthereinterms ofinscriptions,art,andthedailylifeofAncientRomans.Studentswillgettoknowthe“palaestra”,orgym,andthe generallayoutoftheancienttownandwhyitwasstructuredinthatway.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthatare spoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

Understandings EssentialQuestions

● MuchoftheRomans’identityistiedintotheir ● HowcanIuseLatintobetterunderstandEnglish?

mythologyandoraltraditions.

● UrbanplanninginAncientRomehasa significancetothefunctionofthestructure.

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanothercultureand itspeople.

Knowledge

● WhenLatinwasinscribedintobuildings,there werenospacesorpunctuation

● TheRomanhistorianLivytendstoblendhistory andmythinhisfamouswork“FromtheFounding oftheCity”

● Englishmeaningofcomparativeadjectives

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpmeexplore myinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

Skills(FramedasLearningTargets)

● Icanidentifyandunderstandthedativesingularas theindirectobject

● Icanidentifypersonalpronounsinthedative

● Icanclassifycomparativeadjectives

● Icanidentifyandcompose1stand2ndpersonplural endings

● IcandescribetheimportanceoftheRoman“gens”, orlargefamilyname

● IcanidentifythelayoutofaRomantown

● IcanevaluatethesignificanceofHerculaneumand itsfate.

● Icansummarizeanddescribetheregionof Campania

● Key-TextReadingComprehensionabout SinistrusandMarcus

● Latincompositionstoryusingdativenouns

LearningTargets:

● Icanidentifyandunderstandthedative singularastheindirectobject.

● IcandescribetheimportanceoftheRoman “gens”,orlargefamilyname.

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● ReadingComprehensionActivities

● ListeningComprehensionActivities

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

LearningActivities:

● Dativesingularformmatchinginvocabulary

● GrammaticalsentencepracticewithattunementexercisesusingtheDativecase

● ReadingcomprehensiononMarcus’“gens”

SecondTopic:InscriptionsinHerculaneum Estimated#ofClasses:10

LearningTargets:

● Icanidentifypersonalpronounsinthedative.

● Icanevaluatethesignificanceof Herculaneumanditsfate.

● Icansummarizeanddescribetheregionof Campania.

LearningActivities:

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● GuidedvideoquestionsonHerculaneumdocumentary

● BlooketgameonpersonalpronounsintheDativecase

ThirdTopic:UrbanPlanningofHerculaneum Estimated#ofClasses:10

LearningTargets:

● IcandesignaroutearoundHerculaneum.

● Icanidentifyandcompose1stand2nd personpluralendings.

● Icanclassifycomparativeadjectives.

LearningActivities: AttunementExercises

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Sentencebuildingcompositionwith1stand2ndpersonpluralverbs

● CulturalquestionsaboutthecitylayoutofHerculaneum

● Pre-readingcomparativeadjectiveclassificationinstory

CourseName:Latin1UnitTitle:Unit6StrugglesofRome Est.#ofClasses:30

UnitOverview: Inthisunit,studentsexploresomecommonprofessionsandpoliticalofficesinAncientRome, whichisanotheraspectofRomandailylife.Romeasacivilizationwasdefinedbythestrugglesitendured.From thePunicWars,whicharealludedtointherelationshipbetweenAeneasandDidointheAeneid,tothecurrent strugglebetweenthedifferentpoliticalfactions,theOptimatesandthePopulares,totheeruptionofMt.

Vesuvius,Romanidentitywascontinuallyimpactedoverthecenturies.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthatare spoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● TheidentityofancientRomansistiedtooral historiesoftheirbeginningswhichareamixof factand fiction.

● Romanmythologyholdsaplaceintheiridentity andvalues.

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanothercultureand itspeople.

Knowledge

● Aeneasandhisjourneytotheunderworld

● Overviewofthe “cursushonorum” inAncient Rome

● StancesofthePopularesandOptimatesin Romanpoliticsandthestrugglebetweenthem

● EffectsthattheeruptionofMt.Vesuviushadon theRomanworldandourcurrentknowledgeof it

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown,and fromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpmeexplore myinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

Skills(FramedasLearningTargets)

● IcanrecognizenounsintheDativeplural.

● Icanidentifytheimperfecttenseformsofverbsin allpersonswithgreater fluency.

● Icanidentifytheperfecttenseformsofverbsinall personswithgreater fluency.

● Icananalyzetheformationandviewpointsofthe OptimatesandPopulares.

● IcanevaluatethesignificanceofAeneasandhis

journey,aswellashiscontributiontoRoman identity.

● IcandescribetheroleofaPraetor.

● Icansummarize,describe,anduseRoman occupations.

● IcansummarizeRome’srelationshipwithCarthage, andhowitisreflectedintherelationshipofAeneas andDido.

● IcananalyzethedestructionofPompeii,andthe significanceofPlinytheElderandPlinytheYounger.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension(Vesuvius Eruption)

● PresentationonAeneasandDido

FirstTopic:RomanProfessions

LearningTargets:

FormativeAssessment

● Studentswill fillinatextthatpromptsforwordsin thecorrectform.

● ReadingComprehensionActivities

● ListeningComprehensionActivities

STAGE3:LEARNINGPLAN

● IcanrecognizenounsintheDativeplural.

● IcandescribetheroleofaPraetor.

● Icansummarize,describe,anduseRoman occupations.

LearningActivities:

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● Slapgameofaccusativepluralwordsandtheirmeaning

● Buildingperfecttenseverbsfrompresentforms(usingprincipalparts)

● CulturalQuestionsregardingtheworksandsignificanceofRomanwriters(mostlyunderMaecenas)

● ReadingComprehensionquestionsaboutSinistrusandCaecilius

SecondTopic:DidoandAeneas

LearningTargets:

● Icanidentifytheimperfecttenseformsof verbsinallpersonswithgreater fluency.

● IcansummarizeRome’srelationshipwith

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

Carthage,andhowitisreflectedinthe relationshipofAeneasandDido.

● IcanevaluatethesignificanceofAeneasand hisjourney,aswellashiscontributionto Romanidentity.

LearningActivities:

● Howareotherculturesdifferentfrommyown, andfromeachother?

● WhatisthefunctionofMythologyinAncient Cultures?

● Howwillknowinganotherlanguagehelpme exploremyinterests?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● MatchingsentencestopicturesforstoryofDidoandAeneas

● CulturalquestionsrelatedtoPunicWars

● ReadingcomprehensiononAeneas’foundingofItaly(DeathofTurnus)

ThirdTopic:TheEruptionofMt.Vesuvius

LearningTargets:

● Icanidentifytheperfecttenseformsofverbs inallpersonswithgreater fluency.

● IcananalyzethedestructionofPompeii,and thesignificanceofPlinytheElderandPliny theYounger.

● Icananalyzetheformationandviewpointsof theOptimatesandPopulares.

LearningActivities:

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howareotherculturesdifferentfrommyown, andfromeachother?

● Whatdoesthesourceortextsay?Whatdoesit mean?

● GrammaticalPractice-sentencebuildinginLatinfromtablechoicewords

● Blooketpracticeonperfecttenseverbforms

● RomanSocialClassHyperdoc

● ReadingcomprehensiononPlinytheElderauthenticletterabouttheeruption

● RoleplayasaPompeiiancitizentryingto fleethecityasVesuviuserupts-respondtostorypromptin LatinwithGoogleslidesstoryboard

CourseName:Latin2:TheExpansionoftheEmpire&RomanizationUnitTitle:Unit1Brittania Est.#ofClasses:16

UnitOverview: Inthis firstunitofLatinII,studentswillgetreacquaintedwiththestructureandvocabulary coveredinLatinI,whilealsointroducingthenewestregionofRomanoccupation: Britannia.Theywillread variedtextsaboutwarstodiscoverhowRomeexacteditsrulethroughthegovernors/tribalkings,everydaylife, andmythologyincludingthefoundingofRome.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL) TransferGoals

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,and simplesentencesthroughspoken,written,orsigned language.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendings toindicatethefunctionsofwordsratherthan wordorder,asisthecaseforEnglish.

● Thestudyofvocabularyandconventionsof ClassicalLatinisthebasisformanymodern languages.

Knowledge

● Insomelanguages,adjectivesagreewiththe noun.

● Romansborrowedmanythingsincluding philosophiesfromtheGreeks.

● Arelativepronounisusedtoconnectaclauseor

Communication

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Skills(FramedasLearningTargets)

● Icansummarize,describe,andusecustomsof RomanSlavery.

● IcansummarizeanddescribeRomanBritain.

● Icanevaluateaccountsregardingthefoundingof RomeanddiscusssignificancetoRomanidentity.

phrasetoanounorpronoun.Theclause modifiesordescribesthenoun.

● TheRomanworldwasadiverseculture, comprisedofpeoplefrommanydifferent backgroundsandgeographicallocations.

● IcansummarizePlato'sCave.

● IcandiscussthesignificanceofRomanBritain, includingthepoliticalclimateandclientkings.

● Icansummarizeanddescribetheendofthe MonarchyandthebeginningoftheRepublic.

● IcanidentifythestoriesofLucretiaandBrutus.

● Icandescribethesignificanceofliterature,suchas Horace'sOdesandVergil'sAeneidtoRoman identity.

● Icancomparesuchliteraturetopredecessorslike Homer'sOdyssey.

● Icanidentifypointsofviewandconflictsbetween OptimatesandPopulares.

● Icanwritesentenceswithadjectives.

● Icanidentifywordsthatindicatequestions (specificallyyes/noquestions).

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Key-TextReadingComprehension(benchmark assessment)

● HistoricalTextComprehension

● Finish/changetheendinginLatinComposition

● Story/mythretelling

● Dictatio

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingkey-texts

● Grammaticalunderstandinginattunementexercises

● Grammaticalunderstandingandmasterythrough collectionofwordforms

STAGE3:LEARNINGPLAN

FirstTopic:RomanSlavery&TribesofBrittania Estimated#ofClasses:8

LearningTargets:

● Icansummarize,describe,andusecustoms ofRomanSlavery.

● IcansummarizeanddescribeRomanBritain.

● Icanevaluateaccountsregardingthe foundingofRomeanddiscusssignificanceto Romanidentity.

● IcansummarizePlato'sCave.

● IcandiscussthesignificanceofRoman Britain,includingthepoliticalclimateand clientkings.

● Icansummarizeanddescribetheendofthe MonarchyandthebeginningoftheRepublic.

LearningActivities:

● PlacetribesonRomanBritainmap

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● WhatdoIdowhenIdon’tunderstand?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● GrammaticalPractice

● CulturalquestionsregardingRomanSlavery

○ Documentaryguidedquestions

● Readingcomprehensionaboutthe7kingsofRome

● Plato’sAllegoryoftheCavesocraticseminar

SecondTopic:PoliticalTensions&History

LearningTargets:

● IcanidentifythestoriesofLucretiaand Brutus.

● Icandescribethesignificanceofliterature, suchasHorace'sOdesandVergil'sAeneidto Romanidentity.

● Icancomparesuchliteratureto predecessorslikeHomer'sOdyssey.

● Icanidentifypointsofviewandconflicts betweenOptimatesandPopulares.

● Icanwritesentenceswithadjectives.

● Icanidentifywordsthatindicatequestions (specificallyyes/noquestions).

LearningActivities:

Estimated#ofClasses:8

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Creatingtimelinesordiagrams,toillustratethetransitionfrommonarchytorepublic

● Matchtheadjectivetoitsnoungrammaticaactivity

● ReadingcomprehensionquestionsorstoryboardofLucretiaandBrutus

CourseName:Latin2:TheExpansionoftheEmpire&Romanization

UnitTitle:Unit2Aegyptus(Egypt)&NorthAfrica

Est.#ofClasses:12

UnitOverview: Inthisunit,studentswilltraveltoAncientAlexandria.Inthe1stCenturyCE,Alexandriawas oneofthecentralhubsofalltrade,commerce,andcivilization.Alexandriawouldneverhaveattainedthislevel ofmulticulturalismhaditnotbeenforAlexandertheGreat.BybringingwarthroughtheAncientWorld, Alexandermixedupsocieties,languages,religions,andcultures.StudentswillstudythemajorwarsofRome, keepinginmindthepositiveandnegativeaspectsofwar,aspeoplelikeJuliusCaesarandAugustusoftenfeltthe pressuretoliveintheshadowofAlexandertheGreat.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

TransferGoals

Communication

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,and simplesentencesthroughspoken,written,orsigned language.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendings toindicatethefunctionsofwordsratherthan wordorder,asisthecaseforEnglish.

● Thestudyofvocabularyandconventionsof ClassicalLatinisthebasisformanymodern languages.

understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Knowledge Skills(FramedasLearningTargets)

● Participles(Englishusage)

● Demonstrativepronouns(Englishusage)

● NorthAfricanGeography

● “Carthagodelendaest" -Carthagemustbe destroyed

● TheRomanworldwasadiverseculture, comprisedofpeoplefrommanydifferent backgroundsandgeographicallocations.

● Icansummarizeanddescribethesignificanceof RomanEgypt.

● IcanevaluatetheimportanceofAlexandria.

● Icandescribeandevaluatethecircumstances. aroundtheFirstPunicWar,aswellasitsimportance toRomanidentity.

● Icandescribeandevaluatethecircumstances aroundtheSecondPunicWar,aswellasits importancetoRomanidentity.

● Icandescribeandsummarizetheimportanceofthe LibraryofAlexandria.

● IcansummarizeanduseconventionsofRoman educationandlearning.

● IcanidentifyandevaluatetheGracchi,theirlives, andlegacies.

● IcanidentifyandevaluateMariusandSulla,their lives,andlegacies.

● Icandescribeandevaluatethecircumstances aroundtheThirdPunicWar,aswellasits importancetoRomanidentity.

● Icanidentifyverbsthattakeacomplementary infinitive.

● Icanconstructsentenceswithverbsthattake

infinitives.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension(benchmark assessment)

● HistoricalTextComprehension

● Finish/changetheendinginLatinComposition

● Story/mythretelling

● PresentamajorcharacterfromthePunicWars

● SentenceCompositionbasedonanimage

FormativeAssessment

● Pairimagestodialogue/phrases

● Dictatio

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingkey-texts

● Grammaticalunderstandinginattunementexercises

● Grammaticalunderstandingandmasterythrough collectionofwordforms

● 1/3/7writingactivity

STAGE3:LEARNINGPLAN

FirstTopic:IntrotoRomanEgypt&Alexandria

LearningTargets:

● Icansummarizeanddescribethe significanceofRomanEgypt.

● IcanevaluatetheimportanceofAlexandria.

● Icandescribeandsummarizethe importanceoftheLibraryofAlexandria.

● Icansummarizeanduseconventionsof Romaneducationandlearning.

● Icanidentifyverbsthattakea complementaryinfinitive.

● Icanconstructsentenceswithverbsthat takeinfinitives.

LearningActivities:

● Vocabularycollectionofnewforms

Estimated#ofClasses:6

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● WhatdoIdowhenIdon’tunderstand?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● GrammaticalPracticesentences findingtheinfinitive“helping”verbs

● CulturalQuestionsregardingAlexandria

● ReadingComprehensionofEuphorbusandTiberiusescapefromPompeiitoEgypt

SecondTopic:NorthAfrican&PunicWars

LearningTargets:

● Icandescribeandevaluatethe circumstancesaroundtheFirstPunicWar, aswellasitsimportancetoRomanidentity.

● Icandescribeandevaluatethe circumstancesaroundtheSecondPunic War,aswellasitsimportancetoRoman identity.

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● IcanidentifyandevaluatetheGracchi,their lives,andlegacies.

● IcanidentifyandevaluateMariusandSulla, theirlives,andlegacies.

● Icandescribeandevaluatethe circumstancesaroundtheThirdPunicWar, aswellasitsimportancetoRomanidentity.

LearningActivities: AttunementExercises

● Vocabularycollectionofnewformsthroughslapgame

● CulturalquestionsrelatedtoGracchibrothers

● StoryboardcreationofMariusvsSullastory

● PunicWarcharacteranalysis/project

CourseName:Latin2:TheExpansionoftheEmpire&Romanization

UnitOverview: Inthisunit,studentswillcontinuetotravelthroughthelivesofyoungRomansthroughout Brittania-interactingwithaprovincialgovernortobetterunderstandtherelationshipofregionsbeingaddedto theEmpire.Theirstorieswillstarttoincludemoreadvancedsentencestructuresandforms,describingthe continualstrugglesbackinthecity.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Novice)

Inmyownandothercultures,Icanidentifyproducts andpracticestohelpmeunderstandperspectives.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendings toindicatethefunctionsofwordsratherthan wordorder,asisthecaseforEnglish.

● Thestudyofvocabularyandconventionsof ClassicalLatinisthebasisformanymodern languages.

● Theconceptof“Romanization,”whichisusedto describethesubmissionofaconqueredsociety andlandtotheformsoforganizationdesiredby Rome,isdifficulttochartthroughthehistoryof theEmpire.

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Knowledge Skills(FramedasLearningTargets)

● Thesubjunctiveverbmoodhasmanyfunctions inLatin

● Adjectivesvsadverbs

● Activevspassivevoice(verbs)

● Continuationofparticiples

● Icanidentifyandsummarizethelegendofthe foundingofBritain.

● Icanidentifypresentandperfectparticiplesin sentences.

● Icanevaluatethesignificanceofthe“Romanization” oflandsconqueredbytheRomans.

● Icanidentifyadverbsintexts&matchthemtotheir verb.

● Icananalyzethecircumstancessurroundingthe Judeo-Romanwarandhowtheyaffectedboth viewpointsofRomansandviewpointsabout Romans.

● Icansummarizetheconcernsofthetribes surroundingRomanBritain.

● Icansummarizefeaturesofthelivesofwomenin theEarlyRomanEmpire.

● IcandebateviewpointsaboutRomeandthe Romansthroughtheconstructionofanargument basedintextualanalysis.

● Icanidentify cumclauses insentences.

● IcanevaluatethesignificanceoftheGracchiand theircontributionstoRomanpolitics.

● IcanevaluateandanalyzetheeffectsMarius,Sulla, andtheirrivalryhadontheRomanrepublic.

● IcanevaluateandanalyzethesituationinBritain andtheBritons’viewpointsabouttheRomansand viceversa.

● Icanidentify&comprehendpassiveverbsintexts.

● Icansummarizethemaineventsofthestruggle betweentheOptimatesandthePopulares,

especiallythedefiningmomentsinthestruggles betweenMariusandSulla.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension(benchmark assessment)

● HistoricalTextComprehension

● Finish/changetheendinginLatinComposition

● Story/mythretelling

● SentenceCompositionbasedonanimage

FirstTopic:Provinces&Leadership

LearningTargets:

FormativeAssessment

● Pairimagestodialogue/phrases

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingkey-texts

● Grammaticalunderstandinginattunementexercises

● Grammaticalunderstandingandmasterythrough collectionofwordforms

● 1/3/7writingactivity

STAGE3:LEARNINGPLAN

● Icanidentifyandsummarizethelegendof thefoundingofBritain.

● Icanidentifypresentandperfectparticiples insentences.

● Icanevaluatethesignificanceofthe “Romanization”oflandsconqueredbythe Romans.

● Icanidentifyadverbsintextsandmatch themtotheirverb.

● Icananalyzethecircumstancessurrounding theJudeo-Romanwarandhowtheyaffected bothviewpointsofRomansandviewpoints aboutRomans.

● Icansummarizetheconcernsofthetribes surroundingRomanBritain.

LearningActivities:

● Vocabularycollectionofnewforms

Estimated#ofClasses:12

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● WhatdoIdowhenIdon’tunderstand?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● GrammaticalPracticewithsentencesusingpresentandperfectparticiples

● Mapping“Romanization”timeline

● ReadingComprehensionofTacitus “LifeofAgricola”

● Blooketparticiplereviewgame

SecondTopic:ImpactofWomenintheEarly Empire

LearningTargets:

● Summarizefeaturesofthelivesofwomenin

Estimated#ofClasses:6

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

theEarlyRomanEmpire

● ArguedifferentviewpointsaboutRomeand theRomansthroughtheconstructionofan argumentbasedintextualanalysis

● Identify cumclauses insentences.

● EvaluatethesignificanceoftheGracchiand theircontributionstoRomanpolitics

LearningActivities:

● GuessWhogameofWomenintheRomanEmpire

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● MatchthequotetothecharacterintheLapisstoryline(analyzingviewpointsofRomansand non-Romans)

● Highlightthe cumclause andwriteoutthesentence'smeaning.

● Gracchibrothersdebate/socraticseminar

ThirdTopic:Political&MilitaryTensions(Civil Wars) Estimated#ofClasses:12

LearningTargets:

● Icanevaluateandanalyzetheeffects Marius,Sulla,andtheirrivalryhadonthe Romanrepublic.

● Icanevaluateandanalyzethesituationin BritainandtheBritons’viewpointsabout theRomansandviceversa.

● Icansummarizethemaineventsofthe strugglebetweentheOptimatesandthe Populares,especiallythedefiningmoments inthestrugglesbetweenMariusandSulla.

● Icanidentifyandcomprehendpassiveverbs intexts.

LearningActivities:

● Findanddefinethepassiveverbsinthestory

● CulturalquestionsregardingMariusvsSulla

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Readingcomprehensionquestions-SalviusagainstAgricolaasgovernorofBritain

CourseName:Latin2:TheExpansionoftheEmpire&Romanization

UnitTitle:Maecenas’sLegacy&theViewpointsoftheGoldenAgeEst.#ofClasses:24

UnitOverview: Inthisunit,ouryoungRomancharacterswillreachtheendofOperationLapis.Studentswill readLatinwithmore fluencyandunderstandingandtheywillhopefullyrecognizewhytheirlearningwas important,andhowtheycanuseittohelpbuildtheircommunities,withaClassicalbackground. TheywillinteractwiththemajorplayersthatbroughtRomefromaRepublictoanEmpire:Caesar,Augustus, Maecenas,andotherstogivethemanintroductiontoreadingmoreauthentictextsasabasisofhistorical viewpoints.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Intermediate)

Icanunderstandthemainideaandsomepiecesof informationonfamiliartopicsfromsentencesand seriesofconnectedsentenceswithintextsthatare spoken,written,orsigned.

PresentationalMode(Novice)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Intermediate)

InmyownandotherculturesIcanmake comparisonsbetweenproductsandpracticesto helpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Latinisaninflectedlanguagethatusesendings toindicatethefunctionsofwordsratherthan wordorder,asisthecaseforEnglish.

● Thestudyofvocabularyandconventionsof ClassicalLatinisthebasisformanymodern languages.

● Itisimportanttobalanceauthentictextsfrom bothsideswhenitcomestotheexpansionofthe Empireaswellasthosefromdifferentsocial classes.

Knowledge

● Continuationofthesubjunctive

● Romandatesandthecalendarformat

● Whatisa diminutive (inEnglish)?

● Authentictextsareavailablebasedbothon survivabilityaswellasviewpointsofthetime period.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure) Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld CriticalThinking

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Skills(FramedasLearningTargets)

● IcansummarizeOvid’sliteratureandRoman viewpointsofOvid.

● IcanevaluatetheimportanceofJuliusCaesarand hisCivilWar,startingwiththecrossingofthe Rubicon.

● IcanevaluatetheimportanceoftheFirst Triumvirateanddiscussitsfate.

● Icanevaluateandanalyzetheimportanceof CleopatratotheRomanRepublicandtheCivilWars.

● Icansummarizethemaineventsofthelifeof AgricolainaLatinstory.

● Icanevaluateandanalyzetheimportanceofthe BattleofActiumanditsaftermath.

● IcansummarizetheimportanceoftheResGestae.

● Icansummarizethewritingsandviewpointsof VergilandevaluatehisimportancetoRoman culture.

● Icanidentifyablativeabsolutephrasesanduse theminasentence.

● Icanwritesentenceswithpassiveverbs.

● Icanidentifyperfectinfinitivesintexts.

● Icanevaluatetheimportanceofandanalyzethe PisonianConspiracy.

● IcanevaluateMaecenas’politicalinfluenceinRome

● IcanevaluatetheimportanceofNerototheEmpire, especiallytheGreatFire.

● Icanrecognizeandusedeponentverbs.

● Icanrecognizediminutives.

● Icanidentifyclausesusing ut/ne .

● IcansummarizetheprocessofRomanelectionsand theirimportancetotheEmpire.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Key-TextReadingComprehension(benchmark assessment)

● HistoricalTextComprehension

● Finish/changetheendinginLatinComposition

● Story/mythretellingfromanotherperspective (Cleopatra/Dido)

● Ovid’sDatingadviceattheCircusMaximus (moderndaycomparison)

FormativeAssessment

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingkey-texts

● Grammaticalunderstandinginattunementexercises

● Grammaticalunderstandingandmasterythrough collectionofwordforms

STAGE3:LEARNINGPLAN

FirstTopic:TheFirstTriumvirate&Cleopatra Estimated#ofClasses:8

LearningTargets:

● IcanevaluatetheimportanceofJulius CaesarandhisCivilWar,startingwiththe crossingoftheRubicon.

● IcanevaluatetheimportanceoftheFirst Triumvirateanddiscussitsfate.

● Icanevaluateandanalyzetheimportanceof CleopatratotheRomanRepublicandthe CivilWars.

● Icansummarizethemaineventsofthelife ofAgricolainaLatinstory.

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● WhatdoIdowhenIdon’tunderstand?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Icanevaluateandanalyzetheimportanceof theBattleofActiumanditsaftermath.

LearningActivities:

● ChartingCaesar’stravelsfromRubicontoRome

● CulturalQuestionsabouttheBattleofActiumandCleopatra ○ Documentaryguide

● ReadingComprehensiononAgricolainBritain(Read&Draw)

SecondTopic:Ovid’s CarmenetError

RelevantLearningTargets:

● IcansummarizeOvid’sliteratureandRoman viewpointsofOvid.

● Icanidentifyandsummarizetheimportance oftheCircusMaximusandOvid’sviewpoint onit.

● IcanevaluatetheimportanceofNerotothe Empire,especiallytheGreatFire

● Icanrecognizeandusedeponentverbs.

LearningActivities:

Estimated#ofClasses:4

RelevantEssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● CulturalquestionsonCircusMaximusandNero’sGreatFire

● FindandDefinedeponentverbsinastory

● Ovid’s5starreviews(hotornot)game

● Ovidsocraticseminaronwhyhewentintoexile

ThirdTopic:Vergil&Augustus(RebuildingRome) Estimated#ofClasses:12

LearningTargets:

● Icanrecognizediminutives.

● Icanidentifyclausesusing ut/ne.

● IcansummarizetheprocessofRoman electionsandtheirimportancetothe Empire.

● IcansummarizetheimportanceoftheRes Gestae.

● Icansummarizethewritingsandviewpoints ofVergilandevaluatehisimportanceto Romanculture.

● Icanidentifyablativeabsolutephrasesand usetheminasentence.

● Icanwritesentenceswithpassiveverbs

● Icanidentifyperfectinfinitivesintexts.

● Icanevaluatetheimportanceofandanalyze thePisonianConspiracy.

● IcanevaluateMaecenas’politicalinfluence inRome.

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

LearningActivities:

● Blooketvocabularygameforpassivevsactiveverbforms

● Spotthedifferences(LapisinscriptionvsResGestae)

● CulturalbackgroundhyperdoconVergilandhisworks

● Findanddefineablativeabsolutephrasesinsentences

● Researchandteachtheclass-Pisonianconspiracytheories

CourseName:HonorsLatin3-The3C’s

UnitTitle:Unit1CaesarEst.#ofClasses:30

UnitOverview: Inthisunit,studentsbegintheirintroductiontoreadingauthenticprosefromsomeofthemost influentialwritersofthelateRomanRepublic.WestartwithoneofthemostfamousRomans-JuliusCaesar (100-44BCE). Veni,Vidi,Scripsi -Icame,Isaw,Iwrote.Thisisanadaptationofthefamousphrase, "Veni,Vidi, Vici" (Icame,Isaw,Iconquered)-studentswillbelaunchedintoapreviewofCaesar's deBellō Gallicō (CommentariesabouttheGallicWar)focusingonpassagesheusedtoinformandpersuadetheSenatorsbackin Rometogivethemtheirsupportforleadership,whilealsocreatingaperspectiveofnon-Romans,andreaching landsuntouchedbyanyRomanbeforehim.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Intermediate)

Icanunderstandthemainideaandsomepiecesof informationonfamiliartopicsfromsentencesand seriesofconnectedsentenceswithintextsthatare spoken,written,orsigned.

PresentationalMode(Intermediate)

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesofconnectedsentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Intermediate)

InmyownandotherculturesIcanmake comparisonsbetweenproductsandpracticesto helpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptable.

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Authentictextsprovideaculturalawareness andperspectiveofthewriter’sviewsofboth Romansandnon-Romans.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Whatmotiveswouldanauthorhavetoprovidea firsthandaccountofwar?

● Inwhatwaysdotheauthorsportraythevarious non-Romanpeoplesthatappearintheworks?What criteriadotheyusetoevaluatethesegroups?

● HowdoesCaesar’schoiceofgenreandstyleallow

Knowledge

● TheGaulsweretheinhabitantsofmodernday FrancewithwhomtheRomanhadhada troubledpast.

● Chunkasectionoftexttobetterprocessit (readingstrategy)

● Introductiontorhetoricaldevicesinliterature

forsubtleevasionofblamewhenthingsgocontrary tohisplans?

Skills(FramedasLearningTargets)

● IcandiscussthemajorplayersinthelateRepublican periodandtheleadershipqualitiestheydisplayed.

● IcananalyzeJuliusCaesar’sroleinthe first TriumvirateandtheRomanRepublic.

● IcanidentifytheconsequencesforJuliusCaesar crossingtheRubiconbothforhimandtheRoman Republic.

● IcansummarizetheRoman’sinteractionwith foreigners,specificallyCaesar’sdescriptionofthe Druids.

● Icanidentifyplacesmentionedinthetextonamap andcomparetheancientborderswiththeirmodern borders.

● IcanidentifyanaphorainaLatinpassageand discusshowtheauthorusesitforemphasis.

● Icanidentifyrhetoricalquestionsanddiscusshow theauthorusesittostrengthenhisargument.

● Icanidentifyandcomprehendsentencesthat containconditionalclauses,bothindicativeand subjunctive.

● Icandistinguishtheuseof cum whenusedwiththe indicativemood,thesubjunctivemood,andasa preposition.

● IcansummarizethetribesofBritainandhowthey interactedwitheachother.

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● HistoricalTextComprehension

● Finish/changetheendinginLatinComposition

● Story/mythretelling

● SentenceCompositionbasedonanimage

● Druidschoolcomparison

● Pairimagestodialogue/phrases

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

● Grammaticalunderstandinginattunement exercises

● 1/3/7writingactivity

LearningTargets:

● Icanidentifyplacesmentionedinthetexton amapandcomparetheancientborderswith theirmodernborders.

● IcanidentifyanaphorainaLatinpassage anddiscusshowtheauthorusesitfor emphasis.

● Icandiscussthemajorplayersinthelate Republicanperiodandtheleadership qualitiestheydisplayed.

● IcananalyzeJuliusCaesar’sroleinthe first TriumvirateandtheRomanRepublic.

LearningActivities:

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● WhatdoIdowhenIdon’tunderstand?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Whatmotiveswouldanauthorhavetoprovidea firsthandaccountofwar?

● Inwhatwaysdotheauthorsportraythevarious non-Romanpeoplesthatappearintheworks? Whatcriteriadotheyusetoevaluatethese groups?

● HowdoesCaesar’schoiceofgenreandstyle allowforsubtleevasionofblamewhenthingsgo contrarytohisplans?

● Readingcomprehensionquestionsfrom deBelloGallico

● MappingGallictribes

● Read&Drawforcertainpassageswithmoreimagery

● Storyboardmatchingtosentencesfrompassage

SecondTopic:Druids

LearningTargets:

● Icanidentifyandcomprehendsentences thatcontainconditionalclauses,both indicativeandsubjunctive.

● Icandistinguishtheuseofcumwhenused withtheindicativemood,thesubjunctive mood,andasapreposition.

● IcanidentifytheconsequencesforJulius CaesarcrossingtheRubiconbothforhim andtheRomanRepublic.

● IcansummarizetheRoman’sinteraction withforeigners,specificallyCaesar’s descriptionoftheDruids.

● Icanidentifyrhetoricalquestionsand discusshowtheauthorusesittostrengthen hisargument.

● Icanidentifyplacesmentionedinthetexton amapandcomparetheancientborderswith theirmodernborders.

LearningActivities:

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Inwhatwaysdotheauthorsportraythevarious non-Romanpeoplesthatappearintheworks? Whatcriteriadotheyusetoevaluatethese groups?

● HowdoesCaesar’schoiceofgenreandstyle allowforsubtleevasionofblamewhenthingsgo contrarytohisplans?

● Readingcomprehensionquestionsfrom deBelloGallico

● Read&Drawforcertainpassageswithmoreimagery

● SocraticSeminarofDruids’religiouspractices

● Storyboardmatchingtosentencesfrompassage

ThirdTopic:Britons

LearningTargets:

● Icanidentifyandcomprehendsentences thatcontainconditionalclauses,both indicativeandsubjunctive.

● Icandistinguishtheuseofcumwhenused withtheindicativemood,thesubjunctive mood,andasapreposition.

● Icanidentifyplacesmentionedinthetexton amapandcomparetheancientborderswith theirmodernborders.

● IcansummarizethetribesofBritainand howtheyinteractedwitheachother.

LearningActivities:

AttunementExercises

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Whatmotiveswouldanauthorhavetoprovidea firsthandaccountofwar?

● Inwhatwaysdotheauthorsportraythevarious non-Romanpeoplesthatappearintheworks? Whatcriteriadotheyusetoevaluatethese groups?

● HowdoesCaesar’schoiceofgenreandstyle allowforsubtleevasionofblamewhenthingsgo contrarytohisplans?

● Readingcomprehensionquestionsfrom deBelloGallico

● Read&Drawforcertainpassages

● MappingofBrittaniaandCaesar’slanding

CourseName:HonorsLatin3

UnitTitle:CiceroEst.#ofClasses:30

UnitOverview: Inthisunit,studentscontinuetheirintroductiontoproseofthelateRomanRepublic.The RomanoratorandstatesmanCicero(106-43BCE)andthepoetCatullus(ca.84-54BCE)wereclose contemporariesifnotacquaintances.ThisunitentailsareadingofCicero'sfamousspeechforCaeliusRufus (delivered56BCE),inwhichhedefendshisclientagainstPubliusClodiusPulcher,thebrotherofClodia,the womanoftenidentifiedasCatullus''Lesbia'.Studentswillexplorethevariousintellectual,cultural,andpolitical contextsoflateRepublicansociety,aswellasthemethodsthatmodernscholarsusetostudyRomanliterature andhistory.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Intermediate)

Icanunderstandthemainideaandsomepiecesof informationonfamiliartopicsfromsentencesand seriesofconnectedsentenceswithintextsthatare spoken,written,orsigned.

TransferGoals

Communication

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon

PresentationalMode(Intermediate)

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesof connectedsentencesthroughspoken,written,or signedlanguage.

CulturalInvestigation(Intermediate)

InmyownandotherculturesIcanmake comparisonsbetweenproductsandpracticesto helpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptable

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Authentictextsprovideaculturalawareness andperspectiveofthewriter’sviewsofboth Romansandnon-Romans.

understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

EssentialQuestions

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● WhatdoIdowhenIdon’tunderstand?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

Knowledge Skills(FramedasLearningTargets)

● Rhetoricintheancientworld

● Continuationofrhetoricaldevicesinliterature

●

● IcananalyzethestyleofLatinliteratureto comprehendcontent.

● IcananswerquestionsinLatinorEnglishto demonstrateunderstandingofLatinliteratureby authors(ProCaelio).

● IcanexplainthesignificanceofRomanauthorsand theirwork.

● IcaninvestigatetheancientRomanworldthrough readingLatinliterature.

● Icancomparetheactionsandcharactertraitsof figuresinRomanliteraturetoactionsandcharacter traitsof figuresinotherperiodsofhistoryand literature.

● IcananalyzeRomanvaluesandperspectivesin literature.

● Icanidentifythestructureofanoration(rhetoric).

● Icanreadandcomprehendauthenticsentences and/orpassagesfromlateRomanRepublic literature.

● IcansummarizeCicero’slife,family,andlegalcareer.

● Icandiscusstheideaofcivilwardrawing conclusionsfrombothancientandmoderncontexts.

● Icanidentifyanddiscusstheenduringhistorical legacyof:Catilinarianconspiracy, BellumCivilie, Clodius,Milo,PlinytheElder,andPlinytheYounger.

● Icandrawparallelsbetweenthe cursushonorum and theAmericanpoliticalsystem.

● Icanidentifyhyperbatonanddiscusshowthe authorusesittostrengthenhisargument.

● Icanidentifyandcomprehendalltypesof subjunctiveclauses.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● HistoricalTextComprehension

● Finish/changetheendinginLatinComposition

● Story/mythretelling

● SentenceCompositionbasedonanimage

FirstTopic:CicerovsCaesar

LearningTargets:

● Pairimagestodialogue/phrases

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

● Grammaticalunderstandinginattunement exercises

● 1/3/7writingactivity

STAGE3:LEARNINGPLAN

● Comparetheactionsandcharactertraitsof figuresinRomanliteraturetoactionsand charactertraitsof figuresinotherperiodsof historyandliterature

● AnalyzeRomanvaluesandperspectivesin literature

● Identifythestructureofanoration(rhetoric)

● Readandcomprehendauthenticsentences and/orpassagesfromlateRomanRepublic literature

● Identifyanddiscusstheenduringhistorical legacyof:Catilinarianconspiracy, Bellum Civilie,Clodius,Milo,PlinytheElder,and PlinytheYounger.

● Drawparallelsbetweenthe cursushonorum andtheAmericanpoliticalsystem

● Identifyandcomprehendalltypesof subjunctiveclauses

Estimated#ofClasses:10

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● WhatdoIdowhenIdon’tunderstand?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

LearningActivities:

● ReadingcomprehensiononpassagesfromCicero

● VenndiagrammingofcaseagainstCaesar

● DiscussionboardaboutAmericangovernmentandRoman cursushonorum

SecondTopic:Cicero&Caelius

LearningTargets:

● AnalyzethestyleofLatinliteratureto comprehendcontentofthe ProCaelio

● AnswerquestionsinLatinorEnglishto demonstrateunderstandingof ProCaelio

● ExplainthesignificanceofRomanauthors andtheirwork

● InvestigatetheancientRomanworld throughreadingLatinliterature

● Comparetheactionsandcharactertraitsof figuresinRomanliteraturetoactionsand charactertraitsof figuresinotherperiodsof historyandliterature

● SummarizeCicero’slife,family,andlegal career.

● Discusstheideaofcivilwardrawing conclusionsfrombothancientandmodern contexts.

● Identifyhyperbatonanddiscusshowthe authorusesittostrengthenhisargument

LearningActivities:

Estimated#ofClasses:20

EssentialQuestions:

● HowcanIuseLatintobetterunderstandEnglish?

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● ReadingcomprehensiononpassagesfromCicero

● HyperdocdetailinglifeandfamilyofCaelius

● CourtcaseofCicerodefendingCaelius

● Gameforarrangementofargumentsinpassage

● Rhetoricaldevicematchinggame

CourseName:HonorsLatin3

UnitTitle:CatullusEst.#ofClasses:30

UnitOverview: Inthis finalunit,students areintroducedtoRomanpoetry with-GaiusValeriusCatullus.His poemsarerathershortandeasytocomprehend,buthavesomuchmorebeneaththesurface. ThefocuswillbetoreadCatullus'poetryintheiroriginalformandattemptto finddeepermeaningwithinhis words.Catullusisconsideredamasterofstyleforhismanyrhetoricaldevicesandwordchoiceinhispoetry. StudentswillanalyzehowCatullusagonizeswithloveandloss,whilewritingabouteverydaylifeofmost Romans.

EstablishedGoals (fromACTFL)

InterpretiveMode(Intermediate)

Icanunderstandthemainideaandsomepiecesof informationonfamiliartopicsfromsentencesand seriesofconnectedsentenceswithintextsthatare spoken,written,orsigned.

PresentationalMode(Intermediate)

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesofconnectedsentences throughspoken,written,orsignedlanguage.

CulturalInvestigation(Intermediate)

InmyownandotherculturesIcanmake comparisonsbetweenproductsandpracticesto helpmeunderstandperspectives. Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

Understandings EssentialQuestions

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptable

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Effectivereaders/listeners/viewersexamine thelinguisticchoicesthattheauthor/speaker/ producermadethataffectinterpretationand comprehension.

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

Knowledge Skills(FramedasLearningTargets)

● Poetryhasmeter,whichinLatinwemark throughscansion-markinglongandshort syllables.

● Identificationofrhetoricaldevicesinpoetry.

●

● BiographyandlifeofCatullusandLesbia (The museofCatullus’poemswasamarriedwoman duringatimewhenRome’supperclasswas increasinglysubjecttolawsconcerningmarriage andinfidelity.)

● IcanidentifymajorliterarydevicesinbothEnglish andLatin.

● Icanidentifythemainideaofasimplepoem.

● Icanidentifythemeterofapoem.

● IcanscanlinesofCatullanpoetrytorecognize patterns.

● Icanexamineinformation/data/evidencetomake inferences.

● Icanidentifypossibleunderlyingassumptions, patterns,andrelationships.

● IcansummarizeCatullus’life,family,and relationships.

● Icancomparetheactionsandcharactertraitsof figuresinRomanliteraturetoactionsandcharacter traitsof figuresinotherperiodsofhistoryand poetry.

● Icancomparetheuseofliterarydevicesbetween Romanandmodernauthors.

● Icananswerandaskquestionsfromtheperspective ofLesbiaorCatullusaboutwhattheidealdateis.

● IcanrewriteapoemfromtheperspectiveofLesbia.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● HistoricalTextComprehension

● Finish/changetheendinginLatincomposition tobeinperspectiveofLesbia.

● SentenceCompositionbasedonanimage

● CatullusSongproject

FormativeAssessment

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

STAGE3:LEARNINGPLAN

FirstTopic:LoverBoy(YouBelongWithMe)

LearningTargets:

● IcansummarizeCatullus’life,family,and relationships.

● Icanidentifymajorliterarydevicesinboth EnglishandLatin.

● Icanidentifythemainideaofasimplepoem.

● Icanidentifythemeterofapoem.

● IcanscanlinesofCatullanpoetryto recognizepatterns.

● Icanexamineinformation/data/evidenceto makeinferences.

● Icancomparetheuseofliterarydevices betweenRomanandmodernauthors.

LearningActivities:

Estimated#ofClasses:10

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsrelatedtopoems

● Catullus’lovetrianglediagram

● Comicstripwithaccompanyingpoemlines

● Modernsongcomparisons

SecondTopic:Sweethearts(HoneymoonPhaseCallitWhatYouWant)

Estimated#ofClasses:10

LearningTargets:

● Icanidentifymajorliterarydevicesinboth EnglishandLatin.

● Icanidentifythemainideaofasimplepoem.

● Icanidentifythemeterofapoem.

● IcanscanlinesofCatullanpoetry.

● Icanexamineinformation/data/evidenceto makeinferences.

● Icananswerandaskquestionsfromthe perspectiveofLesbiaorCatullusaboutwhat theidealdateis.

LearningActivities:

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsrelatedtopoems

● Modernsongcomparisons

● Read&Draw

ThirdTopic:Misery(TheBreakup-WeareNever GettingBackTogether)

LearningTargets:

● Icanidentifymajorliterarydevicesinboth EnglishandLatin.

● Icanidentifythemainideaofasimplepoem.

● Icanidentifythemeterofapoem.

● Icanexamineinformation/data/evidenceto makeinferences.

● Icancomparetheuseofliterarydevices betweenRomanandmodernauthors.

● Icanrewriteapoemfromtheperspectiveof Lesbia.

● IcanscanlinesofCatullanpoetry.

LearningActivities:

Estimated#ofClasses:10

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsrelatedtopoems

● Modernsongcomparisonswithliterarydevicematching

● Scansionbasketballgame

● Namethatmeterquizshow

CourseName:ECELatin4

UnitTitle:ArsLonga,VitaBrevis!

Est.#ofClasses:30

UnitOverview: Inthisunitofstudystudentswilllearnabouttheoriginsofmankindandtheclassicalworld throughreadingselectionsofOvid'sworksaswellasthetypesofmythshisworkscontain.Ancientauthorsuse similestogivethecommonreaderaclearerimageofwhattheauthorintends,typicallybygivingsomethingthat wouldbewidelyunderstoodbytheaudience.Thesimileswewillstudyinthisunitcompareeitherthegodsto nature,orthedeedsofhumanstonature.Studentswillalsostudyabouthowauthorsutilizethegodsintheir writingtofurtherexplaintransformationsinallaspectsoftheworld.Arethegodsbenevolentbeingsorcanthey directtheirireagainstthosewhoaresupposedtoworshipthem?Whatimplicationscouldtherebetothe mythosinchoosingonegodoveranother?

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Intermediate)

Icanunderstandthemainideaandsomepiecesof informationonfamiliartopicsfromsentencesand seriesofconnectedsentenceswithintextsthatare spoken,written,orsigned.

PresentationalMode(Intermediate) Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesof connectedsentencesthroughspoken,written,or signedlanguage.

CulturalInvestigation(Intermediate) InmyownandotherculturesIcanmake comparisonsbetweenproductsandpracticesto helpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptable

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Effectivereaders/listeners/viewersexamine thelinguisticchoicesthattheauthor/speaker/ producermadethataffectinterpretationand comprehension.

● Ovidistheprimarysourceformythologyfor

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

EssentialQuestions

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howdoesapoet'sstyleenhancemeaning?

● Howdoesmythologicaltransformationdemonstrate reality?

● HowdeeplycanIreadintoasimile?

manyWesternauthors.

Knowledge

● Poetryhasmeter.

● Hendecasyllabicmeterstructure

● Expansionofrhetoricaldevicesinpoetry.

● Latinsimilestructure&vocabulary: Quālis,Tālis, sīcut,ita,sic,nōnaliter,etal

SummativeAssessment

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● Finish/changetheendinginLatinComposition

● TextAnnotations&Contextualization

● Ovid’sDatingTipsTablet

● Ovid’sMetamorphosesMythPresentation

FirstTopic:TheArtofLove

LearningTargets:

● IcanidentifythemainideaofanOvidian poem.

● Icanpresentareviewofapoemandgive specificreasonstosupportmypointofview.

● Icancompareandcontrastancientand modernconceptionsofromanticlove.

● Icananalyzetheeffectofgenreonapoem.

● Icananalyzetheeffectofrhetoricaldevices.

● Icanexplicatesimilestoseeallthethings beingcompared.

● Icanscanpoetry,toreadthepoetryinthe

Skills(FramedasLearningTargets)

● IcanidentifythemainideaofanOvidianpoem.

● Icanpresentareviewofapoemandgivespecific reasonstosupportmypointofview.

● Icancompareandcontrastancientandmodern ritualsanddailylifepractices.

● Icancompareandcontrastancientandmodern conceptionsofromanticlove.

● Icananalyzetheeffectofgenreonapoem.

● Icananalyzetheeffectofrhetoricaldevices.

● Icanexplicatesimilestoseeallthethingsbeing compared.

● Icanscanpoetry,toreadthepoetryinthemeterthe Romanswouldhavereaditin.

● Icanidentifythetransformationinapassagefrom Ovid’s Metamorphoses.

FormativeAssessment

● Pairimagestodialogue/phrases

● ReadingComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

● Scansionexittickets/warm-ups

● Text-baseddiscussionboards

Estimated#ofClasses:15

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howdoesapoet'sstyleenhancemeaning?

● HowdeeplycanIreadintoasimile?

STAGE3:LEARNINGPLAN

metertheRomanswouldhavereaditin.

LearningActivities:

● Cultural/HistoricalquestionsrelatedtotheCircusMaximusandotherRomanspotsmentionedbyOvid

● Readingcomprehensionquestionsrelatedto ArsAmatoria

● Storyboardcreationretellingmyths

● Scansiongames

● LovevenndiagrambetweenRomanandmodernideals

SecondTopic:Changes

LearningTargets:

● Icancompareandcontrastancientand modernritualsanddailylifepractices.

● IcanidentifythemainideaofanOvidian poem.

● Icanpresentareviewofapoemandgive specificreasonstosupportmypointofview.

● Icananalyzetheeffectofgenreonapoem.

● Icananalyzetheeffectofrhetoricaldevices.

● Icanexplicatesimilestoseeallthethings beingcompared.

● Icanscanpoetry,toreadthepoetryinthe metertheRomanswouldhavereaditin.

● Icanidentifythetransformationinapassage fromOvid’sMetamorphoses.

LearningActivities:

● Practicepoemcritique

Estimated#ofClasses:15

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howdoesapoet'sstyleenhancemeaning?

● HowdeeplycanIreadintoasimile?

● Howdoesmythologicaltransformation demonstratereality?

● Readingcomprehensionquestionsrelatedto Metamorphoses

● Storyboardcreationretellingmyths

● Scansiongames

● Dailyschedulecomparisontablematching(RomanorAmerican?)

● Similematchinggame

UnitOverview: Inthisunit,studentswilllearnaboutsomeofthemostinfluentialandaccomplishedmenand womeninancientRomanhistory,includingtheircontributionsorconflictstoRomansocietyandculture. ThroughreadingandanalyzingprimarysourcesinLatin,studentswillgainadeeperunderstandingoftheroles andexperiencesofthesemenandwomeninancientRome,aswellashowtheyhavebeenrememberedand memorializedinRomanliteratureandhistory.Theywillaskthequestionsaboutiftheyweretrulyfamousorjust amongstthosepiecesofliteraturethatsurvivedtothemodernage.

InterpretiveMode(Intermediate)

Icanunderstandthemainideaandsomepiecesof informationonfamiliartopicsfromsentencesand seriesofconnectedsentenceswithintextsthatare spoken,written,orsigned.

PresentationalMode(Intermediate)

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesof connectedsentencesthroughspoken,written,or signedlanguage.

CulturalInvestigation(Intermediate)

InmyownandotherculturesIcanmake comparisonsbetweenproductsandpracticesto helpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptable

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Effectivereaders/listeners/viewersexamine thelinguisticchoicesthattheauthor/speaker/ producermadethataffectinterpretationand comprehension.

● TheRomansdidnotbelieveinobjectivehistory andasscholarswemustreadthetextscarefully tounderstandfactfrom fiction.

● TheRomanshadbiasedviewstowardsother cultures.

Knowledge

● Warasatoolofexpansionandassimilation.

● ReviewofthePunicWars

● BiographyofCorneliusNepos(historian)

● BackgroundofOvid’s Heroides

● RomanLawsregardingwomen

Communication

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure) ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

EssentialQuestions

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howdidtheseleadersshapehistory?

● HowdidancientRomansocietyviewandvalue womenandtheircontributions,andhowdoesthis comparetooursociety?

● Inwhatwaysdotheauthorsportraythevarious non-Romanpeoplesthatappearintheworks?

Skills(FramedasLearningTargets)

● Icandescribethemainideafromaninformational or fictionaltext.

● Icanexplainwhytheythinkacertainwayusingbrief descriptionsorshorttextualevidence

● Icanidentifythemajorlifeeventsoffamousmen andwomenthatarekeycharactersinthepassages.

● Icandiscussthecontributionsandaccomplishments ofthesefamous figures.

● Icanreflectonthewaysinwhichthese figureshave beenrememberedandmemorializedinRoman

literatureandhistory,basedontextualevidence.

● Icancomparewomens’rightsintheancientworldto thoseinoursociety.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● Finish/changetheendinginLatinComposition

● TextAnnotations&Contextualization

● SightPassageAnalyzation

FirstTopic:IllustriousMen

LearningTargets:

FormativeAssessment

● Historicaleventwrite-up

● Pairimagestodialogue/phrases

● ReadingComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

● Text-baseddiscussionboards

STAGE3:LEARNINGPLAN

● Icandescribethemainideafroman informationalor fictionaltext.

● Icanexplainwhytheythinkacertainway usingbriefdescriptionsorshorttextual evidence

● Icanidentifythemajorlifeeventsoffamous menandwomenthatarekeycharactersin thepassages.

● Icandiscussthecontributionsand accomplishmentsofthesefamous figures.

● Icanreflectonthewaysinwhichthese figureshavebeenrememberedand memorializedinRomanliteratureand history,basedontextualevidence.

LearningActivities:

● Cultural/HistoricalQuestionsaboutkey figures

Estimated#ofClasses:15

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howdidtheseleadersshapehistory?

● Inwhatwaysdotheauthorsportraythevarious non-Romanpeoplesthatappearintheworks?

● Readingcomprehensionquestionsbasedonstory

● SocraticSeminaronmemorializationofkey figures

● Readanddrawactionsofkeycharactersfrompassage

● GuessWho?Gameformeninthetopic

● Timelineofthesemen

SecondTopic:FamousWomen

LearningTargets: Ican…

● Describethemainideafroman

Estimated#ofClasses:15

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect

informationalor fictionaltext.

● Explainwhytheythinkacertainwayusing briefdescriptionsorshorttextualevidence

● Identifythemajorlifeeventsoffamousmen andwomenthatarekeycharactersinthe passages.

● Discussthecontributionsand accomplishmentsofthesefamous figures.

● Reflectonthewaysinwhichthese figures havebeenrememberedandmemorializedin Romanliteratureandhistory,basedon textualevidence.

● Comparewomens’rightsintheancient worldtothoseinoursociety.

LearningActivities:

● Matchwomen’srights(modernorancient)

● Cultural/HistoricalQuestionsaboutkey figures

● Readingcomprehensionquestionsbasedonstory

thebeliefsandvaluesofapeople?

● Howdidtheseleadersshapehistory?

● HowdidancientRomansocietyviewandvalue womenandtheircontributions,andhowdoes thiscomparetooursociety?

● Discussionboardaboutcontributionsoftheseillustriouswomen

● Mainideamatchingtopassage

● GuessWho?Gameforwomeninthetopic

UnitOverview: Inthisunit,studentswilllearnthecustomsinvolvedinletterwritingandtheuseofpersonal correspondenceashistoricalevidence.Theywillreadletterspertainingtowell-knowneventsfromearlierlevels toexpandtheirknowledgefromauthenticsources.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Intermediate)

Icanunderstandthemainideaandsomepiecesof informationonfamiliartopicsfromsentencesand seriesofconnectedsentenceswithintextsthatare spoken,written,orsigned.

PresentationalMode(Intermediate)

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesof connectedsentencesthroughspoken,written,or signedlanguage.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

CriticalThinking

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

CulturalInvestigation(Intermediate)

InmyownandotherculturesIcanmake comparisonsbetweenproductsandpracticesto helpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptable

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Effectivereaders/listeners/viewersexamine thelinguisticchoicesthattheauthor/speaker/ producermadethataffectinterpretationand comprehension.

● TheRomanshadbiasedviewstowardsother cultures.

● JustlikeEnglish,Latinhasparticular conventionsforletterwriting.

Knowledge

● RomanLetterWriting

● LifeofPlinytheYoungerandhisLettersto Tacitus

● ReviewofMountVesuvius&Pompeii

● ReviewoftheendoftheRomanRepublic/ AssassinationofCaesar

EssentialQuestions

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Whatcanlettersandliteraturetellusaboutdaily lifeinRome?

● HowdoRomanletterscomparewithmodernsocial media?

Skills(FramedasLearningTargets)

● Icanreadanauthenticlettertointerprethistorical eventsandtheauthor’semotions.

● IcancompareconventionsofaRomanlettertoa modernletter/email/socialmedia.

● IcandescribehowRomansstructuredletters.

● Icansummarizekeyhistoricaleventsfroman authenticRomanletter.

● Icanidentifydifferencesindailylifeinthecityvs. thecountry.

● Icanidentifyplacesmentionedinthetextonamap andcomparetheancientborderswiththeirmodern borders.

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● Finish/changetheendinginLatinComposition

● TextAnnotations&Contextualization

● ProofreadaLatinletter

● Historicaleventwrite-up

● Pairimagestodialogue/phrases

● ReadingComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

STAGE2:DETERMINEACCEPTABLEEVIDENCE

STAGE3:LEARNINGPLAN

FirstTopic:NaturalDisasters&ActsoftheGods

LearningTargets:

● Icanreadanauthenticlettertointerpret historicaleventsandtheauthor’semotions.

● IcancompareconventionsofaRomanletter toamodernletter/email/socialmedia.

● IcandescribehowRomansstructured letters.

● Icansummarizekeyhistoricaleventsfrom anauthenticRomanletter.

● Icanidentifydifferencesindailylifeinthe cityvs.thecountry.

● Icanidentifyplacesmentionedinthetexton amapandcomparetheancientborderswith theirmodernborders.

LearningActivities:

Estimated#ofClasses:15

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Whatcanlettersandliteraturetellusaboutdaily lifeinRome?

● HowdoRomanletterscomparewithmodern socialmedia?

● In-classdiscussionoflettersandtheirmoderndisappearance

● Whowrotethat?Identifytheletterauthororauthorofthatspecificevent

● Readingcomprehensionquestionsbasedontheletter

● VennDiagramofcityvscountrylifeintheRomanEmpire

● Maptheletter(sendervsrecipient)

SecondTopic:EventsoftheRomanWorld

LearningTargets:

● Icanreadanauthenticlettertointerpret historicaleventsandtheauthor’semotions.

● IcancompareconventionsofaRomanletter toamodernletter/email/socialmedia.

● IcandescribehowRomansstructured letters.

● Icansummarizekeyhistoricaleventsfrom anauthenticRomanletter.

● Icanidentifydifferencesindailylifeinthe cityvs.thecountry.

● Icanidentifyplacesmentionedinthetexton amapandcomparetheancientborderswith theirmodernborders.

LearningActivities:

Estimated#ofClasses:15

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Whatcanlettersandliteraturetellusaboutdaily lifeinRome?

● HowdoRomanletterscomparewithmodern socialmedia?

● In-classdiscussionoflettersandtheirmoderndisappearance

● Emojirewriteoftheletter/textorDMre-interpretation

● Whowrotethat?Identifytheletterauthororauthorofthatspecificevent

● Timelineofmajorhistoricalevents

● Readingcomprehensionquestionsbasedontheletter

● Maptheletter(sendervsrecipient)

CourseName:ECELatin5:AugustanRome&Anti-HeroAeneas

UnitTitle:Castaway Est.#ofClasses:22

UnitOverview: Inthisunit,studentswillreadBook1ofVergil'smostinfluentialwork,the Aeneid. Thisservesas anintroductiontothechangeshappeninginRomeduringtheageofAugustus.Vergil's Aeneid,willserveasa culminationfortheircomprehensionofreadingpoetry.Studentswillstudyhowintroductionstoepicsare structuredusingthe Aeneid comparedtootherclassicalepics.Studentswillalsoanalyzehowauthorsutilize mythstocommentoncurrenteventsinAugustanRome.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Advanced)

Icanidentifytheunderlyingmessageandsome supportingdetailsacrossmajortimeframesin descriptiveinformationaltexts.

PresentationalMode(Intermediate)

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesof connectedsentencesthroughspoken,written,or signedlanguage.

CulturalInvestigation(Advanced)

InmyownandotherculturesIcanexplainsome diversityamongproductsandpracticesandhowit relatestoperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptableto vocabularydefinitionsthat fitthecontext.

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Effectivereaders/listeners/viewersexamine thelinguisticchoicesthattheauthor/speaker/ producermadethataffectinterpretationand comprehension.

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

EssentialQuestions

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

Knowledge Skills(FramedasLearningTargets)

● Poetryhasmeter,whichinLatinwecannotate throughscansion-markinglongandshort syllables.

● Extensionofrhetoricaldevicesinliterature

● Theterms"multicultural"and"diverse"have differentmeaningstousthantheydidto Romans.

● Structureofanepicpoem

● Importantthemesexploredinpoetryofthe AugustanAge:Love,war,theroleofthegods, andthehistoryofRome.

● Icanidentifythecharacteristicsofheroesinamyth.

● Icanwriteabriefstatementoutliningthekeypoints ofmyopinionontopicsbasedontextualevidence.

● Icananalyzeandcritiqueinformationcontainedin culturallyauthenticmaterials.

● Icanscandactylichexameterinordertocompare styleandwordchoice/placementreflectivetothe contentoftheline.

● Icandefinethewaystheauthorsusepoetryto achievetheirpurposes.

● Icanexplainthestructuralelementsand/orcultural perspectivesfoundinculturallyauthenticmaterials.

● Icananalyzetheauthor'sstyleandliterarydevices.

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● HistoricalTextComprehension

● Finish/changetheendinginLatinComposition

● Story/mythretelling

● AeneidMappingTimeline

● Annotationsonspecificpassages

● ComparativePassageAnalysis(Essay)

FirstTopic:Juno’sWrath

LearningTargets:

● Icanidentifythecharacteristicsofheroesin amyth.

● Icanwriteabriefstatementoutliningthe keypointsofmyopinionontopicsbasedon textualevidence.

● Icananalyzeandcritiqueinformation containedinculturallyauthenticmaterials.

● Icanscandactylichexameterinorderto comparestyleandwordchoice/placement reflectivetothecontentoftheline.

LearningActivities:

● Classdiscussions(inperson&online)

● Scanninggames

● Sightreadingpassages

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

● VocabRecall(specificdefinitionsofwordsfor passage)

● Scansion

Estimated#ofClasses:10

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsrelatedtopassage

● Moderncharactertraitcomparisons(movies,books,TVshows,etc…)

STAGE3:LEARNINGPLAN

● Read&Draweventsinpassage

● Juno’sfamilytreediagram

SecondTopic:TheStorm

LearningTargets:

● Icandefinethewaysauthorsusepoetryto achievetheirpurposes.

● Icanexplainthestructuralelementsand/or culturalperspectivesfoundinculturally authenticmaterials.

● Icananalyzetheauthor'sstyleandliterary devices.

● Icanscandactylichexameterinorderto comparestyleandwordchoice/placement reflectivetothecontentoftheline.

LearningActivities:

● Classdiscussions(inperson&online)

● Scanninggames

● Sightreadingpassages

Estimated#ofClasses:12

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsrelatedtopassages

● Modernsongcomparisons

● BlackoutPoetry

● MatchtheLatinlineofpoetrytothepartofaRenaissancepaintingofthesamecontent

CourseName:ECELatin5:AugustanRome&Anti-HeroAeneasUnitTitle:Augustus’WoodenHorse Est.#ofClasses:23

UnitOverview: Inthisunit,studentswilldiveintoBook2ofVergil's Aeneid -displayingtheartoflove,war,and multiplethemesinbetween.WewillcontinuetouseauthenticLatinasthebestroutetolearningaboutthe history,literature,andcultureoftheancientRomansthroughoutthetimeofAugustus.Withthisinmind, passageshavebeenchosenthatwillallowstudentstoencountersomeoftheimportantpeople,events,and literarygenresofRomantimes,focusingonthetransitionalperiodsofthelateRepublicandtheearly Principate.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Advanced)

Icanidentifytheunderlyingmessageandsome supportingdetailsacrossmajortimeframesin descriptiveinformationaltexts.

PresentationalMode(Intermediate)

Icancommunicateinformation,makepresentations,

TransferGoals

Communication

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures

andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesof connectedsentencesthroughspoken,written,or signedlanguage.

CulturalInvestigation(Advanced)

InmyownandotherculturesIcanexplainsome diversityamongproductsandpracticesandhowit relatestoperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptableto vocabularydefinitionsthat fitthecontext.

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Effectivereaders/listeners/viewersexamine thelinguisticchoicesthattheauthor/speaker/ producermadethataffectinterpretationand comprehension.

Knowledge

● Poetryhasmeter,whichinLatinwecannotate throughscansion-markinglongandshort syllables.

● Extensionofrhetoricaldevicesinliterature

● Theterms"multicultural"and"diverse"have differentmeaningstousthantheydidto Romans.

● Structureofanepicpoem

● Importantthemesexploredinpoetryofthe AugustanAge:Love,war,theroleofthegods, andthehistoryofRome.

bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

EssentialQuestions

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

Skills(FramedasLearningTargets)

● Icanfollowthemajoreventsofatraveler’s experiencenarratedinareport.

● Icanwriteabriefstatementoutliningthekeypoints ofmyopinionontopicsbasedontextualevidence.

● Icananalyzeandcritiqueinformationcontainedin culturallyauthenticmaterials.

● Icanidentifytheelementsofscansionofdactylic hexameter(e.g.,dactyls,spondees,elision).

● Icanscandactylichexameterinordertocompare styleandwordchoice/placementreflectivetothe contentoftheline.

● Icandefinethewayspoetsusepoetrytoachieve theirpurposes.

● Icanexplainthestructuralelementsand/orcultural perspectivesfoundinculturallyauthenticmaterials.

● Icananalyzetheauthor'sstyleandliterarydevices.

● IcananalyzeRomanperspectivesthatinform authorchoiceinwordsandcharacteractions.

● IcansynthesizetheLatintextstoRomanhistorical,

cultural,andliterarycontexts.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● HistoricalTextComprehension

● Finish/changetheendinginLatinComposition

● Story/mythretelling

● TrojanWarMappingTimeline

● Annotations

● ComparativePassageAnalysis(Essay)

FirstTopic:Dido&TheWarStory

LearningTargets:

FormativeAssessment

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

● ReadingSummaryLogs

● Scansion

STAGE3:LEARNINGPLAN

● Icanfollowthemajoreventsofatraveler’s experiencenarratedinareport.

● Icanwriteabriefstatementoutliningthe keypointsofmyopinionontopicsbasedon textualevidence.

● Icananalyzeandcritiqueinformation containedinculturallyauthenticmaterials.

● IcananalyzeRomanperspectivesthat informauthor'schoiceinwordsand characteractions.

● Icanidentifytheelementsofscansionof dactylichexameter(e.g.,dactyls,spondees, elision).

● Icanscandactylichexameterinorderto comparestyleandwordchoice/placement reflectivetothecontentoftheline.

● IcansynthesizetheLatintextstoRoman historical,cultural,andliterarycontexts.

LearningActivities:

● ClassDiscussions(inperson&online)

● ReadingLogsbasedonpassage

● Scansioncomparisonsofselectedlines

● Sightreadingpassages

Estimated#ofClasses:13

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsrelatedtopassage

● Moderncharactertraitcomparisons(movies,books,TVshows,etc…)

● StoryboardofAeneas’recallingofTrojanWar

SecondTopic:TheGreekHorse

Estimated#ofClasses:10

LearningTargets:

● Icandefinethewayspoetsusepoetryto achievetheirpurposes.

● Icanexplainthestructuralelementsand/or culturalperspectivesfoundinculturally authenticmaterials.

● Icananalyzetheauthor'sstyleandliterary devices.

● IcananalyzeRomanperspectivesthat informtheauthor'schoiceinwordsand characteractions.

● Icanscandactylichexameterinorderto comparestyleandwordchoice/placement reflectivetothecontentoftheline.

● Icanidentifytheelementsofscansionof dactylichexameter(e.g.,dactyls,spondees, elision).

● IcansynthesizetheLatintextstoRoman historical,cultural,andliterarycontexts.

LearningActivities:

● ClassDiscussions(inperson&online)

● ReadingLogs

● Scanninggames

● Sightreadingpassages

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsrelatedtopassage

● Moderncharactertraitcomparisons(movies,books,TVshows,etc…)

● StoryboardofAeneas’recallingofLaocoonandtheTrojanHorse

● Artcritiqueof GruppodelLaocoonte statuematchinglinesofLaocoonpassage

CourseName:ECELatin5:AugustanRome&Anti-HeroAeneas

UnitOverview: Inthisunit,studentswillreadthetragiclovestoryofDidoandAeneasinBook4ofVergil's Aeneid. TheloveaffairofQueenDidoandAeneasexplorestheviewsofnon-Romansshowninthereadingsand howthoseviewsillustrateRomanvaluesasanimportantthemethroughoutAeneas’travelsandthecurrent stateoftheRomanEmpireunderAugustus.StudentswillanalyzeVergil'sincorporationofCarthageandDido consideringtheRomanattitudetowardsCarthageandtheuseofthisepisodeaspropaganda.

(fromACTFL)

InterpretiveMode(Advanced)

Icanidentifytheunderlyingmessageandsome supportingdetailsacrossmajortimeframesin

Communication

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience,

descriptiveinformationaltexts.

PresentationalMode(Intermediate)

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesof connectedsentencesthroughspoken,written,or signedlanguage.

CulturalInvestigation(Advanced)

InmyownandotherculturesIcanexplainsome diversityamongproductsandpracticesandhowit relatestoperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptableto vocabularydefinitionsthat fitthecontext.

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Effectivereaders/listeners/viewersexamine thelinguisticchoicesthattheauthor/speaker/ producermadethataffectinterpretationand comprehension.

● TheRomansheldbiasedviewstowardsother culturesbasedonpreviousliteratureand politicalagendas.

Knowledge

● Extensionofrhetoricaldevicesinliterature

● Importantthemesexploredinpoetryofthe AugustanAge:Love,war,theroleofthegods, andthehistoryofRome.

● Theterms"multicultural"and"diverse"have differentmeaningstousthantheydidto Romans.

appropriatevocabulary,sentencestructure) ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

EssentialQuestions

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

Skills(FramedasLearningTargets)

● Icanidentifythemainemotiondescribedinpoetry.

● Icanwriteabriefstatementoutliningthekeypoints ofmyopinionontopicsbasedontextualevidence.

● Icananalyzeandcritiqueinformationcontainedin culturallyauthenticmaterials.

● Icancompareandcontrastancientandmodern conceptionsofromanticlove.

● definethewayspoetsusepoetrytoachievetheir purposes.

● Icanexplainthestructuralelementsand/orcultural perspectivesfoundinculturallyauthenticmaterials.

● Icananalyzetheauthor'sstyleandliterarydevices.

● IcananalyzeRomanperspectivesthatinformthe author'schoiceinwordsandcharacteractions.

● IcansynthesizetheLatintextstoRomanhistorical, cultural,andliterarycontexts.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● Finish/changetheendinginLatincomposition

● Story/mythretelling

● Annotations

● ComparativePassageAnalysis(Essay)

● Dido’sBreakupPlaylist

FirstTopic:LoveStory(Dido’sVersion)

LearningTargets:

FormativeAssessment

● ReadingComprehensionActivities

● ListeningComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

● ReadingSummaryLogs

STAGE3:LEARNINGPLAN

● Icanidentifythemainemotiondescribedin poetry.

● Icancompareandcontrastancientand modernconceptionsofromanticlove.

● Icananalyzeandcritiqueinformation containedinculturallyauthenticmaterials.

● IcananalyzeRomanperspectivesthat informtheauthor'schoiceinwordsand characteractions.

● IcansynthesizetheLatintextstoRoman historical,cultural,andliterarycontexts.

LearningActivities:

● ClassDiscussions(inperson&online)

● ReadingLogs

Estimated#ofClasses:13

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsrelatedtopassage

● ModernsongcomparisonstoreflectDido’sfeelings

● Storyboardsummaries

SecondTopic:AllTooWell(Dido’sVersion)

LearningTargets:

● Icanidentifythemainemotiondescribedin poetry.

● Icancompareandcontrastancientand modernconceptionsofromanticlove.

● Icanexplainthestructuralelementsand/or

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

culturalperspectivesfoundinculturally authenticmaterials.

● Icananalyzetheauthor'sstyleandliterary devices.

● IcananalyzeRomanperspectivesthat informtheauthor'schoiceinwordsand characteractions.

● IcansynthesizetheLatintextstoRoman historical,cultural,andliterarycontexts.

LearningActivities:

● ClassDiscussions(inperson&online)

● ReadingLogs

● Sightreadingpassages

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsbasedonpassage

● Modernsongcomparisonstomatchliterarydevicestopassage

● Read&Draw

● BlackoutPoetry-breakuppoemstyle

CourseName:ECELatin5:AugustanRome&Anti-HeroAeneas

UnitTitle:Vergil’sInferno Est.#ofClasses:22

UnitOverview: Inthis finalunit,studentswillreadBook6ofVergil's Aeneid. StudentswillseeashiftinAeneas’ heroiccharacteristicsashegetsclosertoItaly.StudentswillevaluatehowthesepassagesreflectcurrentRoman valuesandpracticesandtheconnectionofhumansandthegods.Aprophecywillforeshadowthetoughjourney aheadforAeneasashefulfillshisdestinytofoundthe“NewTroy”,buthispastwillhaunthimashemust first facethoselosttoosoon.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Advanced)

Icanidentifytheunderlyingmessageandsome supportingdetailsacrossmajortimeframesin descriptiveinformationaltexts.

PresentationalMode(Intermediate)

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesof connectedsentencesthroughspoken,written,or signedlanguage.

CulturalInvestigation(Advanced) InmyownandotherculturesIcanexplainsome

Communication

TransferGoals

● Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure) ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe

diversityamongproductsandpracticesandhowit relatestoperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiencesandhistory.

● Interpretinglanguageisareflectiveprocessthat includesself-disciplineandbeingadaptableto vocabularydefinitionsthat fitthecontext.

● Authorsemploystylisticdevicestocontributeto theinterpretivemeaningoftheirworks.

● Effectivereaders/listeners/viewersexamine thelinguisticchoicesthattheauthor/speaker/ producermadethataffectinterpretationand comprehension.

● TheRomansheldbiasedviewstowardsother culturesbasedonpreviousliteratureand politicalagendas.

useofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

EssentialQuestions

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

Knowledge Skills(FramedasLearningTargets)

● Extensionofrhetoricaldevicesinliterature

● Importantthemesexploredinpoetryofthe AugustanAge:Love,war,theroleofthegods, andthehistoryofRome.

● TheUnderworldepisodeisusedto fillingaps frompreviousbooksoftheAeneid.

● Icanidentifythemainemotiondescribedinpoetry.

● IcanidentifytheareaswithintheRoman’sbeliefof theUnderworld.

● IcanconnecttheprophecyoftheSibyltotheevents inBooks7-12ofthe Aeneid

● Icanwriteabriefstatementoutliningthekeypoints ofmyopinionontopicsbasedontextualevidence.

● Icancompareandcontrastancientandmodern ritualsanddailylifepractices.

● Icananalyzeandcritiqueinformationcontainedin culturallyauthenticmaterials.

● Icandefinethewayspoetsusepoetrytoachieve theirpurposes.

● Icanexplainthestructuralelementsand/orcultural perspectivesfoundinculturallyauthenticmaterials.

● Icananalyzetheauthor'sstyleandliterarydevices.

● IcananalyzeRomanperspectivesthatinformthe author'schoiceinwordsandcharacteractions.

● synthesizetheLatintextstoRomanhistorical, cultural,andliterarycontexts.

● AuthenticTextReadingComprehension(tiered passages-differentiation)

● HistoricalTextComprehension

● Story/mythretelling

● Annotationsonthepassage

● ComparativePassageAnalysis(Essay)

● UnderworldMap

● ReadingComprehensionActivities

● Fluencyandcomprehensionofreadingauthentic passages

● ReadingSummaryLogs

● Hypothesizeinteractionandfeelingsofboth characterswhowillmeetintheUnderworld

● MatchtheprophecyfromtheOracletothestory

STAGE3:LEARNINGPLAN

FirstTopic:TheOracle&anItalian“Helen”

LearningTargets:

● Icanidentifythemainemotiondescribedin poetry.

● IcanconnecttheprophecyoftheSibylto theeventsinBooks7-12ofthe Aeneid.

● Icanwriteabriefstatementoutliningthe keypointsofmyopinionontopicsbasedon textualevidence.

● Icancompareandcontrastancientand modernritualsanddailylifepractices.

● Icananalyzeandcritiqueinformation containedinculturallyauthenticmaterials.

● IcananalyzeRomanperspectivesthat informtheauthor'schoiceinwordsand characteractions.

● IcansynthesizetheLatintextstoRoman historical,cultural,andliterarycontexts.

LearningActivities:

● ClassDiscussions(inperson&online)

● ReadingLogs

Estimated#ofClasses:10

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Readingcomprehensionquestionsrelatedtopassage

● Analyzetheprophecy

● Sibyl’sSecretsgame

SecondTopic:TheUnderworld&RomanAfterlife

LearningTargets:

● Icanidentifythemainemotiondescribedin poetry.

● IcanidentifytheareaswithintheRoman’s beliefoftheUnderworld.

● Icandefinethewayspoetsusepoetryto achievetheirpurposes.

● Icancompareandcontrastancientand modernritualsanddailylifepractices.

Estimated#ofClasses:12

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howcanthestudyofaworldlanguageenhance one’sknowledgeofotherdisciplines?

● Howdoesapoet'sstyleenhancemeaning?

● HowcanI finddeepermeaninginpoetry?

● Icanexplainthestructuralelementsand/or culturalperspectivesfoundinculturally authenticmaterials.

● Icananalyzetheauthor'sstyleandliterary devices.

● IcananalyzeRomanperspectivesthat informtheauthor'schoiceinwordsand characteractions.

● IcansynthesizetheLatintextstoRoman historical,cultural,andliterarycontexts.

LearningActivities:

● ClassDiscussions(inperson&online)

● ReadingLogs

● Sightreadingpassages

● Readingcomprehensionquestionsrelatedtopassage

● Matchthedeadtotheirunderworldlocale

● BlackoutPoetryofRomanperspectivesofafterlife

CourseName:ClassicalMythologyUnitTitle:MythicMeaning

UnitOverview: Thisunitwillintroducestudentstothestructureandpurposeofmythsinsociety.Asstudents becomefamiliarwiththeenduringpatternsandmotifsfoundinmythology,theywillgainagreaterappreciation forthecontinuityandtraditionofourliteraryheritageasareflectionofthecollectiveexperiencesofhumankind tomakemeaningandexplaintheworldaroundus.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromCTCoreStandards)

RI.9-10.2 Determineacentralideaofatextand analyzeitsdevelopmentoverthecourseofthetext, includinghowitemergesandisshapedandrefined byspecificdetails;provideanobjectivesummaryof thetext.

RI.9-10.3 Analyzehowtheauthorunfoldsan analysisorseriesofideasorevents,includingthe orderinwhichthepointsaremade,howtheyare introducedanddeveloped,andtheconnectionsthat aredrawnbetweenthem.

TransferGoals

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

Understandings EssentialQuestions

● Cultureisthebasiccomponentofcivilization.

● Mythsfollowspecificpatternsandcontain similarmotifswhichsetthemapartfromother typesofstories.

● Creationmythsprovideaninsightintothe workingsofthehumanmindandhavebeen understoodtorevealdivinemysteries,primitive scienceandjustificationsforhumanbehavior.

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howdowedefinemyth?

● Howdoesacreationmythreflectthespecific culturewhichgenerateditaswellasuniversal humanvaluesandneeds?

● Howhaveancientcreationmythsinfluenced modernculture?

Knowledge Skills(FramedasLearningTargets)

● Culturaltruth-value: aculturalideapeoplebelieve in(i.e.culturalperspective).Mythsshowuswhatis importanttoourcultureasawholeratherthanjust ourselves

● Mythsarestoriesmeanttoentertainandinform

● Icanidentifythestructureandpurposeofselected myths.

● IcanidentifytheTitansandtheirrolesinthe creationmyth.

● Icandefinetheterm“myth”.

● Icanexplainthesimilaritiesbetweenmythsfrom differentgeographiclocations.

● Icanformtheoriesaboutmythsfromdiscussions.

● Icancompleteatable(matrix)ofculturaldatafrom myths.

● IcansummarizetheCreationmythsofHesiodand Ovid.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● MuseGreetingCard

● MythDefinitionHyperdoc

● HesiodCreationAnnotations

FormativeAssessment

● ReadingComprehensionActivities

● Graphicorganizertoclassifymythsaccordingto purpose.

● Classdiscussionstoexplorethemessageofthe mythsandmakepersonalconnections.

● Culturalmatrixes.

STAGE3:LEARNINGPLAN

FirstTopic:WhatisClassicalMyth?

LearningTargets:

● Icanidentifythestructureandpurposeof selectedmyths.

● Icandefinetheterm“myth”.

● Icanexplainthesimilaritiesbetweenmyths fromdifferentgeographiclocations.

● Icanformtheoriesaboutmythsfrom discussions.

LearningActivities:

Estimated#ofClasses:2

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howdowedefinemyth?

● (Video)lecturesaboutmythologyandculturalstudies(basedonkeypassages)

● Onlineandin-classdiscussionssurroundingtopicpassages

● Closereadingandnote-takingforstories,plays,movieswithmythologicalfoundations

● Analyzingculturaltruth-valuesinatableforeachstory

● Comparisonofclassicalmythswithmodernmythsinstudents’ownandothers’cultures

SecondTopic:TheCreation

LearningTargets:

● Icanidentifythestructureandpurposeof selectedmyths.

● IcanidentifytheTitansandtheirrolesinthe creationmyth.

● Icanformtheoriesaboutmythsfrom discussions.

● Icancompleteatable(matrix)ofculturaldata frommyths.

● IcansummarizetheCreationmythsofHesiod andOvid.

LearningActivities:

Estimated#ofClasses:3

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howdoesacreationmythreflectthespecific culturewhichgenerateditaswellasuniversal humanvaluesandneeds?

● Howhaveancientcreationmythsinfluenced modernculture?

● (Video)lecturesaboutmythologyandculturalstudies(basedonkeypassages)

● Onlineandin-classdiscussionssurroundingtopicpassages

● Closereadingandnote-takingforstories,plays,movieswithmythologicalfoundations

● Analyzingculturaltruth-valuesinatableforeachstory

● Comparisonofcreationmythsinvariedcultures

● MythReadingcomprehensionquestions

CourseName:ClassicalMythologyUnitTitle:The Andra andtheWarEst.#ofClasses:10

UnitOverview: ThisunitwillintroducestudentstotheGreekpantheonandthetraditionofHomer(whomever heorshemaybe),sothattheywillbeabletoidentifytwopurposesofmythologyasmaintainingorderinsociety andpreservingculturalideals.StudentswillalsoreadaboutmanyaspectsoftheTrojanWarandtheepiccycle, withwhatworkswehaveandthosethatwepresumetobelost.Thiswillintroducestudentstothestructureand purposeofepicsinsociety.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromCTCoreStandards)

RI.9-10.2 Determineacentralideaofatextand analyzeitsdevelopmentoverthecourseofthetext, includinghowitemergesandisshapedandrefined byspecificdetails;provideanobjectivesummaryof thetext.

W.9-10.9 Drawevidencefromliteraryor informationaltextstosupportanalysis,reflection, andresearch.

SL.9-10.1 Initiateandparticipateeffectivelyina rangeofcollaborativediscussions.

Understandings

● Cultureisthebasiccomponentofcivilization.

● Mythsfollowspecificpatternsandcontain similarmotifswhichsetthemapartfromother typesofstories.

● TheGodsofancientculturesreflectthe overarchingattitudesofthetime.

● Epicsarestorieswhichprovidean understandingofthepastaswellastheworld aroundus.

Knowledge

● Culturaltruth-value: aculturalideapeoplebelieve in(i.e.culturalperspective).Mythsshowuswhatis importanttoourcultureasawholeratherthanjust ourselves

● Mythsarestoriesmeanttoentertainandinform

TransferGoals

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Howdohumanbeingsrelatetoandexperiencetheir culture’sgod(s)?

● HowdoesthestoryoftheTrojanWarreflectancient Greekandmodernculture?

● HowdoesthemythoftheTrojanWarandthe HomericTraditionreflectuniversalhumanvalues andneeds?

Skills(FramedasLearningTargets)

● IcanidentifythehierarchyofGreekGodsand geographicallocationofimportantGreeklocations.

● Icanexplainthesignificanceoftherelationships betweenandamongtheGreekgodsandgoddesses asareflectionoftheancientculture’ssocial structureandprevailingattitudes.

● CulturalideasofancientGreeksportrayalof classicalgodsandgoddesses

● Icananalyzetheinteractionsbetweengodsand menandthemessagesuchrelationshipsand interactionsportrayaboutpersonalandsocietal responsibility.

● Icanevaluatecurrentsocietalconcernsanduse classicalstoriestoofferpossiblesolutionsthat addressthem.

● Icanidentifymaincharactersandgodswritten aboutinepicsabouttheTrojanWar.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment FormativeAssessment

● WilltherealHomerpleasestandup?Identifying theLegendwithachoiceboard.

● TrojanSagaTimeline

● ReadingComprehensionActivities

● HomericHeroesWebquest

● Graphicorganizertoshowtherelationshipbetween thegodsandgoddesses

STAGE3:LEARNINGPLAN

FirstTopic:HomericTradition

LearningTargets:

● IcanidentifythehierarchyofGreekGodsand geographicallocationofimportantGreek locations.

● Icanexplainthesignificanceofthe relationshipsbetweenandamongtheGreek godsandgoddessesasareflectionofthe ancientculture’ssocialstructureandprevailing attitudes.

LearningActivities:

Estimated#ofClasses:5

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howdohumanbeingsrelatetoandexperience theirculture’sgod(s)?

● HowdoesthemythoftheTrojanWarandthe HomericTraditionreflectuniversalhumanvalues andneeds?

● (Video)lecturesaboutmythologyandculturalstudies(basedonkeypassages)

● Onlineandin-classdiscussionssurroundingtopicpassages

● Closereadingandnote-takingforstories,plays,movieswithmythologicalfoundations

● Analyzingculturaltruth-valuesinatableforeachstory

● MythReadingcomprehensionquestions

● Comparisonofclassicalmythswithmodernmythsinstudents’ownandothers’cultures

● Modernmovieclipsforcomparativereferencetoculturaltruth-values

SecondTopic:TheTrojanSaga

LearningTargets:

● Icanevaluatecurrentsocietalconcernsand useclassicalstoriestoofferpossiblesolutions thataddressthem.

● Icanidentifymaincharactersandgodswritten

Estimated#ofClasses:5

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Howdohumanbeingsrelatetoandexperience theirculture’sgod(s)?

aboutinepicsabouttheTrojanWar.

● Icananalyzetheinteractionsbetweengods andmenandthemessagesuchrelationships andinteractionsportrayaboutpersonaland societalresponsibility.

LearningActivities:

● HowdoesthestoryoftheTrojanWarreflect ancientGreekandmodernculture?

● HowdoesthemythoftheTrojanWarandthe HomericTraditionreflectuniversalhumanvalues andneeds?

● (Video)lecturesaboutmythologyandculturalstudies(basedonkeypassages)

● Onlineandin-classdiscussionssurroundingtopicpassages

● Analyzingculturaltruth-valuesinatableforeachstory

● MythReadingcomprehensionquestions

● Modernmovieclipsforcomparativereferencetoculturaltruth-values

● BlooketcharactermatchinggameforTrojanWar

● VennDiagramof“Whosesideareyouonanyway?”-godsoftheTrojanWar

CourseName:ClassicalMythology

UnitTitle: Kleos and Nostos &the(Anti)Heroof Metis Est.#ofClasses:15

UnitOverview: Likemanyofus,Odysseusundertookasometimesexciting,sometimestreacherousjourney overalongperiodoftime.ButbecausethestoryofOdysseuswassolongago,wesometimeshavetolookalittle closeratthestorytomakethoseimportantconnections,aswellasevaluatetheessenceofa“hero”.Students willdiveintotheHeroicJourneyandlookatthebalancingactof Kleos (fame)and Nostos (homecoming)asthey becomethegoalofmanyepics.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromCTCoreStandards)

RI.9-10.2 Determineacentralideaofatextand analyzeitsdevelopmentoverthecourseofthetext, includinghowitemergesandisshapedandrefined byspecificdetails;provideanobjectivesummaryof thetext.

W.9-10.9 Drawevidencefromliteraryor informationaltextstosupportanalysis,reflection, andresearch.

W.9-10.10 Writeroutinelyforarangeoftasks, purposes,andaudiences

SL.9-10.1 Initiateandparticipateeffectivelyina rangeofcollaborativediscussions.

TransferGoals

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

Understandings EssentialQuestions

● Cultureisthebasiccomponentofcivilization.

● Mythsfollowspecificpatternsandcontain similarmotifswhichsetthemapartfromother typesofstories.

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● Whatisahero,andwhatarethestagesofahero's journey?

● The'hero'sjourney'narratesapatternofhuman experiencethathasbeencapturedinmythology andthebasisofpopularentertainment.

Knowledge

● Thepurposeofmythsistoexplain,informand amuse.

● Thehero’sjourneyduplicatesthestagesofthe riteofpassagewhichallowsthesuccessfulhero tobalance Kleos and Nostos (toreturntohis worldwithalloftherespect),rightsand privilegeshisstatusimplies.

● Howdohumanbeingsrelatetoandexperiencetheir culture’sheroes?

● Howdoheroesreflectculturaltruth-valuesboth ancientandmodern?

Skills(FramedasLearningTargets)

● Icanidentifycommonmythicelementsinancient heroicmythsandmodernmedia.

● Icanexplainthesignificanceofthephysicaland psychologicalchallengesfacedbysuccessfuland unsuccessfulheroesinrelationtothelessoneach provides.

● IcanapplyJosephCampbell’sideaofarchetypes anduseittomapouttheunderlyingstructuresina hero’sjourneyor'mono-myth'.

● Icansummarizethestories:theArgo,Medea, afterlifegeography,Mycenae,Thebes.

● IcanmapoutOdysseus’obstaclesinhisretellingof hisown nostos.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Odysseus’Map(heroicjourneyelements)

● “Whohasmore kleos,LadyGaga (insertotherpop culture figure) orMotherTeresa?”Discussion Board

FirstTopic:TheBalancingAct

LearningTargets:

FormativeAssessment

● ReadingComprehensionActivities

● Graphicorganizertocomparemythsandmodern mediaortocompareheroesacrossmyths.

● Argonautstable/webquest

STAGE3:LEARNINGPLAN

● Icanidentifycommonmythicelementsin ancientheroicmythsandmodernmedia.

● Icanexplainthesignificanceofthephysicaland psychologicalchallengesfacedbysuccessful andunsuccessfulheroesinrelationtothe lessoneachprovides.

● IcanapplyJosephCampbell’sideaof archetypesanduseittomapouttheunderlying structuresinahero’sjourneyor'mono-myth'.

● Icansummarizethestories:theArgo,Medea, afterlifegeography,Mycenae,Thebes.

LearningActivities:

Estimated#ofClasses:6

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Whatisahero,andwhatarethestagesofa hero'sjourney?

● Howdohumanbeingsrelatetoandexperience theirculture’sheroes?

● (Video)lecturesaboutmythologyandculturalstudies(basedonkeypassages)

● Onlineandin-classdiscussionssurroundingtopicpassages

● Analyzingculturaltruth-valuesinatableforeachstory

● MythReadingcomprehensionquestions

● Read&DrawfortheArgo,Medea,Mycenae,andThebes.

● Modernmovieclipsforcomparativereferencetoculturaltruth-values

● MappingtheafterlifethroughthestoriesoftheUnderworld

● Herocharacteristicbingogame

SecondTopic:Odysseus-the(Anti)Hero(and Others)

LearningTargets:

● IcanapplyJosephCampbell’sideaof archetypesanduseittomapouttheunderlying structuresinahero’sjourneyor'mono-myth'.

● Icansummarizethestories:theArgo,Medea, afterlifegeography,Mycenae,Thebes.

● IcanmapoutOdysseus’obstaclesinhis retellingofhisownnostos.

LearningActivities:

Estimated#ofClasses:9

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● Whatisahero,andwhatarethestagesofa hero'sjourney?

● Howdohumanbeingsrelatetoandexperience theirculture’sheroes?

● Howdoheroesreflectculturaltruth-valuesboth ancientandmodern?

● (Video)lecturesaboutmythologyandculturalstudies(basedonkeypassages)

● ListOdysseus’obstacles

● Onlineandin-classdiscussionssurroundingtopicpassages

● Analyzingculturaltruth-valuesinatableforeachstory

● MythReadingcomprehensionquestions

● ArgoCrew-GuessWho?

CourseName:ClassicalMythologyUnitTitle:DidOvidDestroyMythology?Est.#ofClasses:15

UnitOverview: Inthisunit,studentswilldelveintotherichworldofRomanmythology.Theywilldosothrough theRomanpoetOvidandhisinfluentialwork,the Metamorphoses,whichretellsmanymythsinapoeticform. Alongtheway,studentswilldevelopcriticalreading,writing,andanalyticalskillsastheyexploretheenduring themesandmessagesofthesemythsandtheirplaceinthebroadercontextofancientliteratureandculture. Ovidexpandsmythicinterpretationstoincludeissuesasdiverseasviolence,imperialism,gender,desire, spectacle,andnarrative,whichwillguidethesurvey,andbridgethegulfbetweenthe firstandthetwenty-first centuries.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromCTCoreStandards) TransferGoals

RI.9-10.2 Determineacentralideaofatextand analyzeitsdevelopmentoverthecourseofthetext, ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon

includinghowitemergesandisshapedandrefined byspecificdetails;provideanobjectivesummaryof thetext.

W.9-10.9 Drawevidencefromliteraryor informationaltextstosupportanalysis,reflection, andresearch.

W.9-10.10 Writeroutinelyforarangeoftasks, purposes,andaudiences

SL.9-10.1 Initiateandparticipateeffectivelyina rangeofcollaborativediscussions.

Understandings

● Cultureisthebasiccomponentofcivilization.

● Mythsfollowspecificpatternsandcontain similarmotifswhichsetthemapartfromother typesofstories.

● Ovid’s Metamorphoses revolvesaroundvarious strangeoccurrencesinvolvinggods,demigods, andmortals-allcenteringonmomentsof transformationfromonephysicalstateto another.

● Mythologicalallusionisatoolforwriters andartiststoexplore.

Knowledge

● Thepurposeofmythsistoexplain,informand amuse.

● The Metamorphosis archetype:

-Explainstheever-changingnaturetoman andmantohimself.

-Fulfillsman’sneedtohumanizenatureand toharmonizemanandnature.

-Explainshowsomethingbecomes somethingelse.

● ConstellationMythProject

● Annotationson Metamorphoses passages

understandingofandrespectforothercultures bothpastandpresent Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

EssentialQuestions

● Howdoculturalproductsandpracticesreflectthe beliefsandvaluesofapeople?

● HasmythicstorytellingevolvedfromGreekto Romancivilization?

● Howarethe Metamorphoses similartoepicpoetry?

Skills(FramedasLearningTargets)

● IcansummarizethemajorlifeeventsofOvid.

● IcanhypothesizethereasonswhyOvidwassent intoexilebyAugustus.

● IcananalyzeOvid’s Pyramus&Thisbe asamythand connectittoastoryinmodernmedia.

● IcandescribethedifferentwaysinwhichOvid introducestransformationintohisstories.

● Icananalyzeamythfromthe Metamorphoses related toaconstellationandcompareittoa person/characterinthemodernage.

● ReadingComprehensionActivities

● Ovid’sExile:escaperoom

● MetamorphosesMixtape

LearningTargets:

● IcansummarizethemajorlifeeventsofOvid.

● IcanhypothesizethereasonswhyOvidwas sentintoexilebyAugustus.

LearningActivities:

● TimelineofOvid’slifemilestones

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● HasmythicstorytellingevolvedfromGreekto Romancivilization?

● RomanCourtCase:AugustusvsOvid(in-classdebate)

● RomanHistoryRecapJeopardy

SecondTopic:Transformations

LearningTargets:

● IcananalyzeOvid’s Pyramus&Thisbe asamyth andconnectittoastoryinmodernmedia.

● IcandescribethedifferentwaysinwhichOvid introducestransformationintohisstories.

● Icananalyzeamythfromthe Metamorphoses relatedtoaconstellationandcompareittoa person/characterinthemodernage.

LearningActivities:

Estimated#ofClasses:12

EssentialQuestions:

● Howdoculturalproductsandpracticesreflect thebeliefsandvaluesofapeople?

● HasmythicstorytellingevolvedfromGreekto Romancivilization?

● Howarethe Metamorphoses similartoepic poetry?

● Closereadingandannotationofstories,plays,movieswithmythologicalfoundationsrelatedtoOvid’s Metamorphoses

● Comparisonofclassicalmythswithmodernmythsinstudents’ownandothers’cultures

● Modernmovieclipsforcomparativereferencetoculturaltruth-values

● Slapgameformatchingstorytoconstellationcreation

● VennDiagramof Pyramus&Thisbe tootherstoriesthroughouthistorywithsimilarthemes/plots

CourseName: Spanish1 Unit1Title: Elespañol:EnGeneral Est.#ofLessons: 10-12

UnitOverview: Inthisunit,studentswillreviewsomeofwhattheymayrememberfromtheExploratory class:we’llreviewintroductions,sharingtheirageanddateofbirthaswelltheirfavoritecolor,forinstance, allwhiledoingareviewofcognatesandtakingadeeperdiveintothegenderofnounsbylookingatobjects intheclassroomasexamples.Studentswillalsolearnandpracticecommonclassroomphrases.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.

Knowledge

● Personalinformationaboutoneselfin Spanish.

● Differencebetweenfamiliaryou(tú)and formalyou(usted)

● Unitvocabulary(reviewvocabularyfrom Exploratory)

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanusemyearlyvocabularytoshow thanks,gratitudeandrespect.

● Icangreetsomeoneinthetargetlanguage andintroducemyself.

● Icansaymyageintargetlanguage.

● Icanexpressdates,includingmybirthday.

● Iunderstandwhatcognatesare.

● Icanidentifyobjectsintheclassroom.

● Icanidentifythegenderofnounsusingthe properdefinitearticleinSpanish.

● Icancommunicateneedsandwantsinthe classroom.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Oralpresentation:rehearsedpresentationof interactingwithothersintheclasstoshare greetingsandfarewells

FormativeAssessment

● Observationoforaldiscourse: introductions,greetings&salutations,as wellasfarewells

● Readingbenchmarkwithquestions-baseline (cognatesandsimplevocabulary)

● Banner-Todosobremi

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Writtenassessmenttotriggerprior knowledgeofExploratorySpanish

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

STAGE3:LEARNINGPLAN

FirstTopic:Greetings,Salutationsand Introductions

RelevantLearningTargets:

● Icanusemyearlyvocabularytoshowthanks, gratitudeandrespect.

● Icangreetsomeoneinthetargetlanguage andintroducemyself.

LearningActivities:

Estimated#ofLessons:1-2

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Practicebasicintroductions(hello,goodbye,howareyou)

● Usingpreparedskitstoengagewithothersintheclass

● WatchvideosnippetstoidentifyhowHispanicpeopleinteractandconnectwithoneanother

SecondTopic:Cognates

RelevantLearningTargets:

● Icanidentifythegenderofnounsusingthe properarticleinSpanish.

● Iunderstandwhatcognatesare

LearningActivities:

Estimated#ofLessons:1-2

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● WhycognatesareimportantinSpanishandbasicuse

● Practicereadingbenchmarkwithquestions(cognatesandbasiccomprehensionofwords)

ThirdTopic:EarlyVocabulary

RelevantLearningTargets:

● Icanidentifyobjectsintheclassroom.

● Icanidentifythegenderofnounsusingthe properarticleinSpanish.

● Icancommunicateneedsandwantsinthe classroom.

● Icansaymyageintargetlanguage.

● Icanexpressdates,includingmybirthday.

LearningActivities:

Estimated#ofLessons:3-4

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Usingpreparedskitstoengagewithothersintheclassandtogetfeedbackonpronunciationand pacingofconversation

● Developingofaskittopresenttoclass:wordorderforgreetings,introductionsandfarewells

● PracticeofSpanishvocabularyincontext:written,reading,oral,listening

FourthTopic:AllAboutMe

RelevantLearningTargets:

● Icansaymyageintargetlanguage.

Estimated#ofLessons:3-4

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Icanexpressdates,includingmybirthday.

LearningActivities:

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Developingabanner‘Todosobremi’tosharepersonalinformationandpreferencesinthetarget language.

CourseName: Spanish1 Unit2Title: ¿Quétegustahacer?/Whatdoyouliketodo?

Est.#ofLessons: 10-12

UnitOverview: Inthisunit,studentswilltakeanotherlookat"themselves"inSpanish,thistimepaying specialattentiontotheactivitiestheylikeordisliketodoatvarioustimesoftheyearandinvarying weatherconditionsand/orseasons.Studentswillalsoexpresspreferencesofactivities.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL) TransferGoals

CommunicationPresentational(novicelow)

Icanpresentinformationonbothvery familiarandeverydaytopicsusinga varietyofpracticedormemorizedwords, phrases,andsimplesentencesthrough spoken,written,orsignedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicelow)

Icanexpressmylikesanddislikes usingpracticedormemorizedwords andphrases,withthehelpofgesturesor visuals.

InterpretiveCommunication(novicelow)

Icanidentifymemorizedorfamiliarwordswhen theyaresupportedbygesturesorvisualsin informationaltexts.

Understandings

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Bodylanguagehelpsconveythemessage.

Knowledge

● Cognates

● Vocabularyrelatedtoactivitiesthatone likestodo(ornot)inSpanish

● Quantifierslike mucho,unpoco,etc.

● PreferencesinSpanishtheexpressions me gustamás…(que…)

● Verbsintheinfinitiveform

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● Icandiscusspreferencesregardingactivities Ienjoy (no)megusta…

● IcantalkabouttheweatherinSpanish.

● Icandiscussactivities/preferencesofmyself andothers(usingme/te/le gustamás…que…).

● IcanidentifyhowmuchIlikecertain activitiesbyusingquantifierslike mucho,un poco,etc.

● Icanaskandrespondtopersonalquestions (spontaneously).

● Icanuseresourcesappropriately(online dictionary,etc)tochoosedesiredvocabulary.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Quizzes:vocabulary,question&answer

● Readingbenchmarkwithquestions

● ListeningComprehension

● Observationoforaldiscourse:descriptions ofpeople’spreferences,using(no)me/te/le gusta…

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooket(websitestoreviewthrough games)forvocabularypracticeandreview

● Videointerpretationandcomprehension activity https://www.youtube.com/watch?v=6ZTOUuMU87M&t=17s

● Readingofshorttexts-paragraphsand conversations

LearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● Icanusetheexpression megusta… tosay whatactivitiesIliketodo. EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow)

STAGE3:LEARNINGPLAN

● Icandiscusspreferencesregardingactivities Ipreferusing megustamás…que…

● Icanaskandrespondtopersonalquestions (spontaneously).

● Icanuseresourcesappropriately(online dictionary,etc)tochoosedesiredvocabulary.

● Icananswerthequestions¿Quetegusta hacer?-Whatdoyouliketodo?,¿Tegusta …?-Doyouliketo…?,and¿Quétegustamás …o…?-Whatdoyoulikebetter…or…? whospeakanotherlanguage?

LearningActivities:

● Practicevocabularythroughmatchingactivities,readingcomprehension.

● PracticeofSpanishvocabularyincontext:written,reading,oral,listening

● Meaningandspellingpractice-varietyofwebsites

● Shortreadings

● Surveyofactivitiesofpeers

SecondTopic:DescribingwhatActivitiesIDislike andNegationWords

LearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● IcandiscussactivitiesIandothersliketodo usingnome/te/legusta…

● Icanusenegationwordssuchas no,para nada,ni…ni…

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingif Idon'tunderstandeveryword?

● PracticeofSpanishvocabularyincontext:written,reading,oral,listening

● Practiceformingsimpleandmorecomplexsentencesusingavarietyoflearnedvocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralformincorporatingnegationexpressions

● Clozeactivities(paragraphsandconversations)

ThirdTopic:ExpressingAgreementandQuantifiers Estimated#ofLessons:2-3

LearningTargets:

● IcanidentifyhowoftenIdovarious activitiesbyusingquantifierslike mucho,un poco,etc.

● Icandiscussactivities/preferencesofmyself andothersandusetheexpressions también and tampoco toshowagreement.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Writtenandspokenpracticeusingquantifierstospeakaboutactivitiesonelikestodo

● Blooketforvocabularyreview(digitalresourceforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesusingnegation,agreementexpressionsand learnedvocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralform

● ShortReadings

UnitOverview: Inthisunit,studentswillbeabletodescribetheirpersonalityusingadjectivesof description.Theywillalsobeabletodescribeotherpeople’spersonalitiesbasedonactivitiesthey like/disliketodo.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

InterpretiveCommunication(novicelow)

Icanidentifymemorizedorfamiliar wordswhentheyaresupportedby gesturesorvisualsininformationaltexts.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Bodylanguagehelpsconveythemessage.

Knowledge

● Adjectivesofdescription(personalitytraits)

● Cognates

● Vocabularyrelatedtoactivitiesthatone likestodo(ornot)inSpanish

● Quantifierslike muy,unpoco,avecesetc.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● IcanidentifyadjectivesthatImayuseinthe targetlanguagetodescribemyselfand/or others.

● Icandescribemypersonalitytraitsandalso thepersonalityofother(singularforms).

● Icanidentifyvocabularyrelatedtoactivities inordertodescribepeople'spersonalities.

● Icanrecognizecognates.

● Icanusedefiniteandindefinitearticlesin ordertoformsentencesthatdescribemy personalityandthepersonalityofothers.

● WrittenAssessment-DiamondPoem

● ReadingBenchmarkwithquestions (baseline)

● ListeningComprehension

● Observationoforaldiscourse:descriptions ofpeople’spersonalitiesandpreferences, usingtheverbserinthesingularforms(soy, eres,es).

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

STAGE3:LEARNINGPLAN

FirstTopic:Adjectives(personalitytraits)

LearningTargets:

● Icandescribemypersonalitytraits(using limitedvocabulary,adjectives).

● Icanrecognizecognates.

LearningActivities:

Estimated#ofLessons:2-3

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● Viewvideos/photosshowingmeaningsofadjectives

● Posedquestionsfromteacherand/orpeerrequestinginformationaboutpersonality

● Bookletforreviewofvocabulary

SecondTopic:GenderAgreementofAdjectives andArticles

LearningTargets:

● IcanidentifyadjectivesthatImayuseinthe targetlanguagetodescribemyselfand/or others.

● Icandescribemypersonalitytraitsandalso thepersonalityofother(singularforms).

● Icanusedefiniteandindefinitearticlesin ordertoformsentencesthatdescribemy personalityandthepersonalityofothers.

LearningActivities:

Estimated#ofLessons:1-2

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● Writtenandoralpracticeofadjectives,writtenpracticethatfocusesonsentencestructure,spelling, grammarandgenderandnumberagreementofadjectives

● ReadingshorttextsdescribingotherpeoplepersonalitywisesuchasEncuentralafoto

ThirdTopic:WordOrder

LearningTargets:

● IcanidentifyadjectivesthatImayuseinthe targetlanguagetodescribemyselfand/or others.

● Icandescribemypersonalitytraitsandalso thepersonalityofother(singularforms).

● Icanusedefiniteandindefinitearticlesin ordertoformsentencesthatdescribemy personalityandthepersonalityofothers.

Estimated#ofLessons:1-2

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

LearningActivities:

● Videos/tutorials

● Blooketpractice

● Writtenandoralpracticefocusingonwordorder-Unscramblesentences(envelopes)

CourseName: Spanish1 Unit4Title: Mifamiliayyo/MyfamilyandI Est.#ofLessons:9-10

UnitOverview: Inthisunit,studentswilltalkabouttheirfamilybydescribingfamilymembers’ personalities,theirage,andpersonality.Studentswilldescribehowotherfamilymembersrelatetothem andtoeachother.Studentswillalsobeabletodescribewhatpeopledousing-arverbsinthesingular forms.Inthisunit,studentswilllearnaboutfamilyinSpanishspeakingcountriesandtheRoyalFamilyof Spain.

EstablishedGoals(from ACTFL)

CulturalComparisons(novicelow)

Icanmakecomparisonsbetweenthepracticesand perspectivesoftheculturestudiedandmyown culture.

InterpretiveCommunication(novicelow)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

STAGE1:DESIREDRESULTS

● Adjectivesofdescription

● Cognates

● Vocabularyrelatedtofamilymembers,and relationshipstodescribehowothersrelate tooneselfand/oramongeachotherina family.

● Vocabularyrelatedtoageandpersonality descriptions.

● Usingpossessiveadjectives(mi/mis,tu/tus, su/sus)

● Verbsintheinfinitiveformsandconjugating -arverbs

● Icanrecognizecognates

● Icanrecognizeaverbinitsinfinitiveform.

● Icandiscussactivitiesthatothersdoby using-arverbsinthesingularforms.

● IcanidentifyfamilyvocabularythatImay useinthetargetlanguage.

● Icanidentifywaystodescribehowpeople relatetoeachotherinafamily.

● Icanidentifywordstodescribeafamily member'spersonality,andtheirage.

● Icancompareandcontrastculturalpractices withmyown.

● Icanusepossessiveadjectivestodescribe howpeoplerelatetooneanother.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Readingcomprehension:LaFamiliaRealde España.(Students filloutthefamilytree withdetailedinformationabouteachperson, name,age,relationshiptoaspecificmember

● MiFamilia-Project(slideshowandoral presentation,inSpanish,toclass)

FormativeAssessment

● Observationoforaldiscourse:descriptions ofpeople’spersonalities,activitiestheydo using-arverbsincontext

● Writtenpracticeofnewvocabularyinthe formofshortanswer

● Questionsandanswers,writtenandoral practice

● Quizizz/Blooketforvocabularypractice& review

● Video-vocabularyintroduction-Edpuzzle

STAGE3:LEARNINGPLAN

FirstTopic:Activities,SingularPronounsand ConjugatingVerbs

LearningTargets:

● Icanrecognizecognates.

● Icanrecognizeaverbinitsinfinitiveform.

● Icandiscussactivitiesthatothersdoby using-arverbsinthesingularforms.

LearningActivities:

● Videos/songstoremember-arverbsendings.

● Conjugationgames

● Readingshorttextthatuse-arverbsincontext

Estimated#ofLessons:3-4

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Blooket/kahoot/Quizizzpractice(digitalresourcesforvocabularygames)

SecondTopic:FamilyMembersVocabulary

LearningTargets:

● Icanrecognizecognates.

● IcanidentifyfamilyvocabularythatImay useinthetargetlanguage.

● Icanidentifywaystodescribehowpeople relatetoeachotherinafamily.

● Icanidentifywordstodescribeafamily

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

member'spersonality,andtheirage.

● Icancompareandcontrastculturalpractices withmyown.

● Icanusepossessiveadjectivestodescribe howpeoplerelatetooneanother.

LearningActivities:

● PracticeofSpanishvocabularyincontext:written,reading,oral,listening

● Blooket/Quizizzforvocabularyreview(digitalresourcesforvocabularygames)

● Practiceformingsimpleandmorecomplexsentencesusingavarietyof-arverbsandlearned vocabulary

● Respondingtoquestionsaboutoneselfinwrittenandoralform

● ReadingaboutLaFamiliaRealdeEspaña-andcompletingafamilytreewithfollowupquestions

Spanish1 Unit5Title: MidíaenlaEscuela Est.#ofLessons: 16-18

UnitOverview: Inthisunit,studentswillexplorethelifeofstudentsinSpanishspeakingcountries.They willbeabletodescribewhatitisliketobeamiddleschoolstudent,includingspecificcourses,activitiesand teachersforeachoftheirclasses.Theywillbeabletoexpresspreferencesaboutclassesand/oractivities. Studentswillbeabletocompareandcontrasttheirmiddleschoolschedulesandexperiencewiththoseof studentsinSpanishspeakingcountries.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

CulturalComparison(novicelow)

Icanmakecomparisonsbetweenthepracticesand perspectivesoftheculturestudiedandmyown culture.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Icanexpresssomebasicneeds,using practicedormemorizedwordsand phrases,withthehelpofgesturesor visuals.

Icanexpressbasicpreferencesorfeelings,using practicedormemorizedwordsandphrases,withthe helpofgesturesorvisual

InterpretiveCommunication

Icanidentifymemorizedorfamiliar wordswhentheyaresupportedby gesturesorvisualsininformationaltexts.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING; RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

● Demonstrateculturalawarenessbased onunderstandingofandrespectfor otherculturesbothpastandpresent

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What

CourseName:

commontopic/goal.(Interpersonal)

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople

Knowledge

● SubjectvocabularyinSpanish

● Adjectivesofdescription

● Regular-arverbstodescribewhatpeopledo

● Ordinalnumbers(1st-10th)inSpanish

● Tellingtime(&othertimeindicators)to describeatwhattimeeventstakeplace and/orcurrenttime

● Numbers(0-60)inspanish

doesitmean?

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Skills(FramedasLearningTargets)

● Icanidentifycognates.

● Icanuseordinalnumberstodescribethe orderofthings/events.

● IcanidentifyclassroomsubjectsinSpanish.

● Icandescribeclassesandgivepreferences aboutclasses/subjectsthatIhave.

● Icandescribewhatactivitiespeopledoin differentschoolclassesusingregular-ar verbs.

● Icananswerquestionsaboutmyclass scheduleandthescheduleofothers.

● Icanuseordinalnumberstotelltheorderof classesonaschedule.

● Icantelltimeusingnumbers0-60(&use othertimeindicators)todescribeatwhat timeevents/classestakeplace.

● Icancompareandcontrastmyownschedule andschooldaytothatofastudentinSpanish speakingcountries.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Readingbenchmark

● Project:schedule(slideshow/poster,written andoralpresentation,inSpanish,toclass)

FormativeAssessment

● Observationoforaldiscourse:discussing one’sschoolschedule,thetimesofone’s classes,teachers,forexample

● Vocabularyquizzes

● Observationoforaldiscourse

● Readashortstorytopracticepronunciation, accuracyofvocabularyandtoinfermeaning ofvocabularybycontext

● Practiceofnewvocabulary:shortquestion& answer,writtenandoralpractice

● Interpretivelistening:Listeningtostudents describetheirschoolscheduleandopinion aboutclasses

● Speakingactivities:informationgap, answeringandaskingquestions

● Icantelltimeusingnumbers0-60anduse othertimeindicatorstodescribeatwhat timeevents/classestakeplace.

● Icanuseordinalnumberstotelltheorderof classesonaschedule.

● Icandescribeclassesandgivepreferences aboutclasses/subjectsthatIhave.

● Icananswerquestionsaboutmyclass scheduleandthescheduleofothers.

LearningActivities:

● Usingclockstotelltime

● BINGOwithnumbersforpractice

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● Practicetellingtimeusingrelatedvocabulary(numbers,etc.).

● Practiceaskingandansweringquestionsrelatedtotime:¿Aquéhoraeslaclasede…?,forinstance.

● Respondingtoquestionsinwritingandaloudusingnewvocabulary.

● Competingascheduledbasedoninformationgiveninatextandaudio

LearningTargets:

● Icanuseordinalnumberstodescribethe orderofthings/events.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Practiceinwrittenandspokenform:answeringquestionsaboutactivitiespeopledoinclass.

● Listeningcomprehension.

● Blooketpractice

ThirdTopic:SchoolSubjectVocabulary

LearningTargets:

● Icanidentifycognates.

● IcanidentifyclassroomsubjectsinSpanish.

LearningActivities:

Estimated#ofLessons:3-4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● Practiceidentifying,pronouncingandusingunitvocabulary;matchingwordtopicture,forinstance.

● Blooket/Quizizzpractice

FourthTopic:-arVerbsRelatedtoSchoolActivities Estimated#ofLessons:3-4

LearningTargets:

● Icanidentifycognates.

● Icandescribewhatactivitiespeopledoin differentschoolclassesusingregular-ar verbs.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● Practiceinwrittenandspokenform:answeringquestionsaboutactivitiespeopledoinclass.

● Respondingtoopen-endedquestionsregardingactivitiesinclass.

● Listeningcomprehension

FourthTopic:SchoolsinSpanishSpeaking Countries

LearningTargets:

Estimated#ofLessons:1-2

EssentialQuestions:

● Icancompareandcontrastmyownschedule andschooldaytothatofastudentinSpanish speakingcountries.

LearningActivities:

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● CulturalvideoaboutthelifeofastudentinCostaRica:listeningcomprehension

● Webquest:SchoolsindifferentSpanishspeakingcountries.

UnitOverview: Inthisunit,studentswillexchangeinformationaboutclasses,classroomsandtheir bedroom.Theywillbeabletodescribewheresomethingorsomeoneislocated.Theywillalsocompare perspectivestowardsschool,uniformsandotherpracticesinSpanishspeakingcountries.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterpretiveCommunication(novicelow)

Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

PresentationalCommunication(novicelow)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

Icancommunicateinformation,makepresentations, andexpressmythoughtsaboutfamiliartopics,using sentencesandseriesofconnectedsentences throughspoken,written,orsignedlanguage.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit? IswhatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribewherethingsare located?

anditspeople.

Knowledge

● Vocabularyforclassroomandbedroom objects

● Theirregularverb estar

● Prepositionsoflocation

● Adjectivestodescribeobjectsincluding colors

Skills(FramedasLearningTargets)

● Icannameobjects/furnishingsinthe classroomorinmybedroominSpanish.

● Icandescribethequantityofitemsina classroomorinmybedroombedroomusing theexpression hay andthenumbersin Spanish.

● Icanuseprepositionstoshowdirectional locationofobjectsaroundtheclassroomor inmybedroom,forexample.

● Icanusetheverb estar todescribethe locationofobjectsandpeople.

● Icanusethecontraction del.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Readingcomprehension:cutandpasteitems inclassroom

● Listeningcomprehensionwithfollowup questions

● Project:Designyourownbedroomor classroom(posterpaperdrawing)and presentationinSpanishtotheclass.

FormativeAssessment

● Observationoforaldiscourse:discussing locationofschoolsuppliesinourclassroom

● Practiceofnewvocabulary:shortquestion andanswer,writtenandoralpractice

● Interpretivelistening

● Speakingactivities:informationgap, answeringandaskingquestionsabout locationofobjectsbasedonpicturesor placesintheclassroom

STAGE3:LEARNINGPLAN

FirstTopic:SchoolsSuppliesandFurnishing Vocabulary

LearningTargets:

● Icannameobjects/furnishingsinthe classroomorinmybedroominSpanish.

● Icandescribethequantityofitemsina classroomorinmybedroombedroomusing theexpression hay andthenumbersin Spanish.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit? IswhatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● Identifyandpracticewithschoolsuppliesandfurnishingsvocabulary:Bingo,matamoscas,Blooket set,etc.(digitalresourceforvocabularygames)

● Writtenandspokenpracticeusingnumbersandthepluralsofnouns:inspeakingandinwriting.

SecondTopic:PrepositionsofLocationandthe Verb estar

LearningTargets:

● Icanuseprepositionstoshowdirectional locationofobjectsaroundtheclassroomor inmybedroom,forexample.

Estimated#ofLessons:6-7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit? IswhatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Icanusetheverb estar todescribethe locationofobjectsandpeople.

● Icanusethecontraction del.

LearningActivities:

● Respondingtoopen-endedquestionsregardingthelocationofthingsintheclassroomorpicturesof bedrooms..

● Writtenandspokenpracticeusingunitvocabulary.

● Readingdescriptionoflocationofobjectsinaclassroomandcuttingandpastingitemsintheir locationbasedondescription.

● Drawingofroom:sketchandpracticeinwritingusingprepositionsoflocation.

CourseName: Spanish1 Unit7Title: ¿Quécomes?/Whatdoyoueat? Est.#ofLessons:14-15

UnitOverview: Inthisunit,studentswillbeabletoexpresstheirlikesanddislikesaboutavarietyoffoods, anddrinks.Theywillbeabletoexchangeinformationaboutfoodanddrinkpreferences.Theywillalso exploremealsthatstudentsinSpanishspeakingcountrieshaveforbreakfastand/orlunch.

Inthisunit,studentswillalsoexplorewhatfoodsanddrinksaretypicalincertainSpanishspeaking countriesandbeabletocomparethemwiththeirownfoodchoices.Inaddition,studentswilllearn expressionstoorderatarestaurantorinacaféanddiscusstheirlikesanddislikesofvariousfoods/drinks.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

CulturalComparison(novicelow)

Icanmakecomparisonsbetweenthepracticesand perspectivesoftheculturestudiedandmyown culture.

InterpretiveCommunication(novicelow)

Icanidentifymemorizedorfamiliarwordswhen theyaresupportedbygesturesorvisualsin informationaltexts.

InterpersonalCommunication(novicelow)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)The examinationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING; RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELFDIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● HowdoesSpanishhelpmeexplorethe world?

anditspeople.

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople.

Knowledge

● Foodanddrinkvocabulary

● Describingwhatoneeatsanddrinksfor breakfastandlunch

● Identifyingdifferenttypesoffoodand/or restaurants

● Usingregularverbslike: comer,beberand compartir todiscussfoodsandmeal preferences

● Comparingeatinghabitswiththosein Spanishspeakingcountries.

● Formalvs.informalsituationsinspeaking

Skills(FramedasLearningTargets)

● IcanidentifyfoodsanddrinksinSpanish.

● Icanidentifyvocabularytohelpduringa visittoarestaurantinthetargetlanguage.

● Icanidentifywaystodescribetheauthentic foodsofSpanishspeakingcountries.

● Icansharewhatfoodsmyfamilyenjoys.

● Icanuseregular-er,-irverbstodescribe whatpeopleeat,drinkorshare.

● Icanidentifyexpressionsappropriatefor interactingwithpeopleatarestaurant.

● IcanorderoffamenuinaSpanish-speaking countryinaculturallyappropriateandpolite manner.

● IcanidentifyvocabularytodescribehowI feelaboutcertainfoodsordrinks.

● Icanusethetargetlanguageto communicatefoodpreferences.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Writtenassessment:writtenoutversionof skitpreparedwithclassmate

● Readingbenchmarkwithquestions

● Vocabulary/grammarquiz:foodvocabulary and/orverbconjugations

● Benchmarklisteningactivity

FormativeAssessment

● Observationoforaldiscourse:food preferences,orderingatarestaurant

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary (scenefromrestaurant)

● Practicereadingbenchmarkwithquestions thatincludecognatesandotherfoodrelated vocabulary

● Writtenpracticeofnewvocabularyinthe formofaansweringquestionsregarding preferencesandshortanswer

● Oralquestionsbyteacherandpeers:food preferences/choices

● Conversationinclasswithpeers:food preferences

● Quizizz/Blooketforvocabularyreview

STAGE3:LEARNINGPLAN

FirstTopic:FoodandDrinkVocabularyandRegular -er,-irVerbs

RelevantLearningTargets:

● IcanidentifyfoodsanddrinksinSpanish.

● Icanidentifyvocabularytohelpduringa visittoarestaurantinthetargetlanguage.

Estimated#ofLessons:2-3

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● IcanidentifyvocabularytodescribehowI feelaboutcertainfoodsordrinks.

● Icanusethetargetlanguageto communicatefoodpreferences.

LearningActivities:

● Listwhatfoodsanddrinkstheschoolcafeteriaoffersonthedaywehaveclass

● Questionandanswer(vocabularypractice):foodpreferences

● Readamenu:pronunciation,accuracyofvocabularyandtoinfermeaningofvocabularybycontext, questionstofollowinSpanish

● Practiceofnewvocabulary:shortquestionandanswer,writtenandoralpractice

● Interpretivelistening

SecondTopic:DescribingWhatPeopleEat,Drink orShare

RelevantLearningTargets:

● Icansharewhatfoodsmyfamilyenjoys.

● Icanuseregular-er,-irverbstodescribe whatpeopleeat,drinkorshare.

LearningActivities:

Estimated#ofLessons:5-6

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● Videosofsongstohelprememberregular-erand-irverbendings

● Readingcomprehension:Encuentralafoto

● Mipersonadecomidaproject:studentscreateapersonusingfooditemsasbodyparts

● Readingshorttextwithfollowupquestionsaboutwhatfoodsanddrinksaretypicalincertain Spanishspeakingcountries

● Listeningcomprehension:peopletalkingaboutfoodanddrinktheyconsumeforbreakfastand/or lunch

● VideosandpicturesoffoodanddrinkthatstudentsinSpanishspeakingcountrieshavefor breakfastand/orlunch.

ThirdTopic:OrderingOffaMenu

RelevantLearningTargets:

● Icanuseregular-er,-irverbstodescribe whatpeopleeat,drinkorshare.

● Icanidentifyexpressionsappropriatefor interactingwithpeopleatarestaurant.

● IcanorderoffamenuinaSpanish-speaking countryinaculturallyappropriateandpolite manner.

● IcanidentifyvocabularytodescribehowI feelaboutcertainfoodsordrinks.

● Icanusethetargetlanguageto communicatefoodpreferences.

LearningActivities:

Estimated#ofLessons:5-6

RelevantEssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● HowdoesSpanishhelpmeexplorethe world?

● Practiceinwrittenandspokenform:expressingfoodchoices.

● Simulation:orderingfromamenuinSpanish

● Skitwithpeerspracticinginwrittenandspokenform:orderingfromamenu.

UnitOverview: Inthis firstunitof8thgrade,studentswillrefreshhowtospeakanduseSpanishby thoroughlydescribingthemselvesandothersusingnewadjectivesofdescription,givingmoreclear descriptionsoftheirownpersonalityandphysicalappearance,describingtheirfamilyaswellaspreferences ingeneral.Studentswillalsoreviewimportantgrammarpointssuchasregularverbconjugationsinthe presentindicative.

STAGE1:DESIREDRESULTS

EstablishedGoals

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicemid)

Icanintroducemyselfusingpracticedormemorized wordsandphrases,withthehelpofgesturesor visuals.

Icannameveryfamiliarpeople,places,andobjects usingpracticedormemorizedwordsandphrases, withthehelpofgesturesorvisuals.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Bodylanguagehelpsconveythemessage.

Knowledge

● Regularverbconjugationsinthepresent indicative.

● Adjectivestodescribepersonalityand physicalappearance

● Cognates

● Unitvocabulary(reviewvocabularyfrom7th grade)

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icandescribemyselfandothersusinga varietyofadjectivesrelatedtopersonality andphysicaldescriptions.

● Icanrecognizecognates.

● Icanusetheirregularverbs ser and tener in thesingularformstodescribemyselfand otherspersonality,appearanceandage.

● Icanuseregular-ar,-erand-irverbsto describewhatpeopledo.

● Icanaskandrespondtopersonalquestions (spontaneously).

● IcanuseregularverbstodescribewhatI andothersdo.

● Icancommunicateeffectivelywithcorrect usageofgrammarpointssuchasregular-ar, -erand-irverbsinpresentindicative.

SummativeAssessment

● Interpretivebenchmark-listening comprehension

● Readingbenchmark

● Writtenassessment:Banner Todosobre (Allabout___)tosharepersonalinformation suchasphysicalandpersonalitydescriptions, abriefdescriptionoftheirfamily, preferences,age,etc.)

FirstTopic:GrammarPoints

LearningTargets:

FormativeAssessment

● Observationoforaldiscourse

● Writtenpracticeofnewvocabularyinthe formofadialogue&shortanswer

● Shortquestion&answer,writtenandoral practice

● Quizizz/Blooket(websitestoreview throughgames)forvocabularypractice& review

● Vocabularyquizzes

STAGE3:LEARNINGPLAN

● Icancommunicateeffectivelywithcorrect usageofgrammarpointssuchasregular-ar, -erand-irverbsinpresentindicative.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● Activitiesorgamestopracticeverbconjugationssuchaswhiteboards,magicsix,battleship,board races.activitiestopracticeconjugations.

● Listeningcomprehensionactivitytorecognizewhodoestheactionbasedonverbendings.

SecondTopic:Adjectives(PhysicalCharacteristics) Estimated#ofLessons:2-3

LearningTargets:

● Icandescribemyselfandothersusinga varietyofadjectivesrelatedtopersonality andphysicaldescriptions.

● Icanrecognizecognates.

● Icancommunicateeffectivelywithcorrect usageofgrammarpointssuchasregular-ar, -erand-irverbsinpresentindicative.

LearningActivities:

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Readingcomprehension:readashortstoryforvocabularypractice,recognitionofcognates(see whattheyremember-baseline)

● Describingvariouspeopleusingnewadjectivesinwrittenandinspokenform.

● Writtenandoralpracticeofadjectives(physicaldescription):lookingatpicturesanddescribingthe persontheysee.

● Blooketforreviewofvocabulary

ThirdTopic:IrregularVerbs ser and tener, and Numbers

LearningTargets:

● Icanusetheirregularverbs ser and tener in thesingularformstodescribemyselfand otherspersonality,appearanceandage.

● Icanaskandrespondtopersonalquestions (spontaneously).

● Icanrecognizecognates.

Estimated#ofLessons:2-3

EssentialQuestions:

● WhoamI?

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

LearningActivities:

● Practicewrittenandoralexamplesusingtheirregularverbs ser and tener

● Writtenpracticeoftheconjugatedirregularverbs ser and tener, andnumbersthrough fill-inthe blankpuzzles,closeactivity,mazes,etc.

● Blooketforreviewofverbconjugationandnumbers(digitalresourceforvocabularygames)

CourseName: Spanish1

Unit9Title: ¿Quéhacesparamantenerlasalud?- Whatdoyoudotomaintain yourhealth? Est.#ofLessons: 20-22

UnitOverview: Inthisunit,studentswillbeabletoexpresstheirlikesanddislikesaboutavarietyof activitiesinthetargetlanguage.Studentswillexploreafewhealtharticles(infographicsandtexts).They willlaterreflectonwhatitmeanstobeahealthyadolescentbycreatingtheirownsuggestionsforahealthy lifestyle.Studentswillalsobeabletoexpressopinionsaboutfoodchoicesandhealth.Inaddition,students willlearnabouttraditionalfoods/mealsandcelebrationsinsomeoftheSpanishspeakingcountries.They willalsodiscusswaysinwhichshoppingforfoodsisdifferentinSpanishspeakingcountries.

STAGE1:DESIREDRESULTS

EstablishedGoals

CulturalComparison(novicemid)

Icanmakecomparisonsbetweenthepracticesand perspectivesoftheculturestudiedandmyown culture.

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicemid)

Icanexpressmylikesanddislikes usingpracticedormemorizedwords andphrases,withthehelpofgesturesor visuals.

InterpretiveCommunication(novicemid)

Icanidentifymemorizedorfamiliarwordswhen theyaresupportedbygesturesorvisualsin informationaltexts.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal).

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication).

● Theexaminationofculturalproductsand

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING; RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld RESPONSIBLECITIZENSHIP:

● Demonstrateculturalawarenessbased onunderstandingofandrespectfor otherculturesbothpastandpresent

COMMUNICATION;CRITICALTHINKING;SELF DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople.

Knowledge

● Foodanddrinkvocabularyrelatedtodinner meals.

● Usingregularverbssuchas: practicar, comprar, comer,beber,deber,compartir, among others.

● Usingirregularverbssuchas: preferir,querer, hacer.

● Theverbs gustar and encantarintheplural forms.

● Genderagreement.

● Pluralsofarticles,nounsandadjectives.

● Theverb ser andallitsforms.

● IdentifyingtraditionalmealsofsomeSpanish speakingcountries.

Skills(FramedasLearningTargets)

● Icanidentifycognates.

● Icanusefoodanddrinkvocabularyasit relatestodinnerandactivitiestomaintaina healthylifestyle.

● Icandescribefood/drinkpreferencesaswell asactivity/exercisepreferencesinorderto liveahealthylifestyle.

● Icanusethepluralformsof gustar and encantar toexpressloves,likes,anddislikes.

● Icanuseregular-ar,-erand-irinthepresent tensetodescribewhatpeopledo.

● IcanusetheverbSERandadjective agreementtoprovideopinionsaboutfood anddrinkitems.

● Icanrecognizeaverbinitsinfinitiveform.

● Icanuseexpressionsinthetargetlanguage togivesuggestionsofactivitiesand/or respondtocommentsusingtheverb ‘deber’ andaverbintheinfinitiveform.

● Icanidentifywaystodescribetheauthentic foodsofthecity/country.

● Icanusethetargetlanguagetorespondto suggestionsabouthealthylifestyle.

● Icanusethetargetlanguagetogivemy opinionaboutactivitiesrelatedtoahealthy lifestyle.

● Readingbenchmarkwithquestions

● Vocabulary/grammarquiz:foodvocabulary and/orverbconjugations

● Benchmarklistening:Edpuzzle‘Tipspara mantenerlasalud’

● Observationoforaldiscourse:food preferences,whereoneshopsforvarious itemstoeat

● Practicereadingbenchmarkwithquestions (cognatesandotherfoodrelatedvocabulary)

● Writtenpracticeofnewvocabularyinthe formofaansweringquestionsregarding preferencesandshortanswer

● Oralquestionsbyteacherandpeers: activities/exercisepreferences

● Quizizz/Blooketforvocabularyreview

STAGE3:LEARNINGPLAN

relatestodinnerandactivitiestomaintaina healthylifestyle.

● Icanidentifywaystodescribetheauthentic foodsofthecity/country.

● Icandescribefood/drinkpreferencesaswell asactivity/exercisepreferencesinorderto liveahealthylifestyle.

● Icanidentifycognates.

● Icanuseregular-ar,-erand-irinthepresent tensetodescribewhatpeopledo.

LearningActivities:

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Oralquestionbyteacherandpeers:foodpreferences

● Blooket,bingo,matamosca/manoton(vocabularyrecognitiongames),adivinanzas/cluesfor vocabularypractice

● Interpretivelistening:Video:Peopledescribingwhattheyeatfordinner-andfollowupquestions

● Practiceofnewvocabulary:shortquestion&answer,writtenandoralpractice

SecondTopic:MakingSuggestions

LearningActivities:

Estimated#ofLessons:6-8

● Readingcomprehension:ElMate(ArgentinaandLionelMessi)andLaTomatina(Valencia-Spain)

● Unscramblingsentencesactivity(wordsinenvelopes)topracticewordorder/sentencestructure

● Listeningcomprehension:Listeningtopeoplemakingsuggestionsaboutactivitiestoliveahealthy lifestyle

● Writtenpractice:respondingtoopinionsandmakingsuggestionsaboutactivitiesandfood/drinks recommendedforahealthylifestyle

● Speakingpracticethroughquestionandanswer:teacher-student,peertopeerinterviewsinSpanish

ThirdTopic:IrregularVerbSERandPluralForms

LearningTargets:

● Icanidentifycognates

● Icanusefoodanddrinkvocabularyasit

● IcanusetheverbSERandadjective agreementtoprovideopinionsaboutfood anddrinkitems

● Icanidentifywaystodescribetheauthentic foodsofthecity/country.

● Icanusethetargetlanguagetogivemy opinionaboutactivitiesrelatedtoahealthy lifestyle

LearningActivities:

Estimated#ofLessons:6-8

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● IswhatI’msayingunderstood?

● WhatdoIdoifI’mnotunderstood?

● HowdoesSpanishhelpmeexplorethe world?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● VideosofsongstopracticealltheformsoftheirregularverbSER

● Writtenpracticeofpluralforms

● Blooketsetforpluralformspractice(digitalresourceforvocabularygames)

● Buscafrasestopracticeagreementandpluralforms

● Readingandactivities“Leerrores”inwhichstudentsread,recognizeerrorsandmakecorrections thenanswerquestionsaboutthetext

school,describehowoftentheygoandwhatactivitiestheydothere.Studentswillbeabletoask informationandsimplequestionsaboutafterschoolactivitiesandroutines.Inthisunit,studentswill exploreafterschoolactivitiesthatteenagersdoinSpanishspeakingcountries.

STAGE1:DESIREDRESULTS

EstablishedGoals TransferGoals

InterpersonalCommunication:(novicemid)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicemid) Icannameveryfamiliarpeople, places,andobjectsusingpracticedor memorizedwordsandphrases,withthe helpofgesturesorvisuals.

InterpretiveCommunication(novicemid)

Icanidentifymemorizedorfamiliarwordswhen theyaresupportedbygesturesorvisualsin informationaltexts.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Onecanuselanguageskillstopursue personalinterestsandbroadenhis/her opportunities.

Knowledge

● Vocabularyforplacesandleisureactivities todescribewhatpeopledoatthoseplaces.

● Theirregularverb ir todescribewhere peoplego.

● Thecontraction al.

● Interrogativewordssuchas: ¿Qué?¿Cómo?¿Quién?¿Con quién?¿Dónde?¿Cuántos/ Cuántas?¿Adónde?¿Dedónde?¿Cuál?¿Por qué?¿Cuándo? toaskinformationquestions.

● Askingsimplequestions.

● Respondingtobothinformationandsimple questions.

● Timeandtimeexpressionssuchas enla tarde,enlanoche,amongothers.

● Daysoftheweek.

COMMUNICATION:

● Produceclearandcoherentstatements throughattentiontodetail(e.g.,purpose, task,audience,appropriatevocabulary, sentencestructure).

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood.

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

Skills(FramedasLearningTargets)

● Icanrecognizecognates.

● IcanidentifyplacesinSpanish.

● Icanidentifyvocabularyrelatedleisure activities.

● IcanuseregularverbstodescribewhatIand othersdoatdifferentplaces.

● IcansayhowoftenIdothoseactivities.

● Icanusetheirregularverb ir andthe preposition a and/orthecontraction al to sharewhereIgoinmyfreetimewithmy familyorfriends,forexample.

● IcansayhowIgettodifferentplacesusing theexpressions encarro,apie,enbicicleta,etc.

● IcantellwhenIgotoaspecificplace.

● Icanaskandanswerinformationquestions usingavarietyofinterrogativewords.

● Icanaskandanswersimplequestions.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● OralPresentation:rehearsedpresentation ofinteractingwithothersintheclass,toask andanswerinformationandsimple questionsaboutactivitiesonedoesinthe freetime.

● Readingbenchmark.

● Interpretivelisteningcomprehensionand followupquestions.

FormativeAssessment

● Observationoforaldiscourse

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogueandshortanswer

● Shortquestionandanswer,writtenandoral practice

● Quizizz/Blooketforvocabularyreview

● Vocabularyquizzes

● Practicelisteningcomprehension

STAGE3:LEARNINGPLAN

FirstTopic:PlacesandLeisureActivities Vocabulary

LearningTargets:

● Icanrecognizecognates.

● IcanidentifyplacesinSpanish.

● Icanidentifyvocabularyrelatedleisure activities.

● IcanuseregularverbstodescribewhatIand othersdoatdifferentplaces.

LearningActivities:

Estimated#ofLessons:5-6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Practiceidentifying,pronouncingandusingunitvocabulary;matchingword/phrasetopicture, maze,forinstance

● Readingcomprehension-Adivinanzas-Cluesandconversationsofpeoplediscussingwheretheygo intheirfreetime

● Speakingpractice:peertopeerinterviews

● Listeningandreadingactivity-SongNuquibyChocQuibtownandcomprehensionactivities

SecondTopic:Irregularverb ir,Preposition a and thecontraction al

LearningTargets:

● Icanusetheirregularverb ir andthe preposition a and/orthecontraction al to sharewhereIgoinmyfreetimewithmy familyorfriends,forexample.

● IcansayhowIgettodifferentplacesusing theexpressions encarro,apie,enbicicleta,etc.

● IcantellwhenIgotoaspecificplace (specificdaysand/ortimeoftheday)

LearningActivities:

Estimated#ofLessons:8-10

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Videosofsongstopracticetheformstheoftheverb ir

● RespondingtoopenendedquestionsregardingplacesIgotoinmyfreetime

● Writtenandspokenpracticeusingthedaysoftheweekandtimesofthedaytodescribewhen peoplegotospecificplacesandhowtheygetthere

● Readingcomprehension‘Unestudiantedeintercambio’:shorttextandfollowupquestions

ThirdTopic:InformationandSimpleQuestions

LearningTargets:

● Icanaskandanswerinformationquestions usingavarietyofinterrogativewords.

● Icanaskandanswersimplequestions.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?

● Whatdoesthesourceortextsay?What doesitmean?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoImakesenseofwhatIreadifIdon't understandeveryword?

● Videosofsongstopracticeinterrogativewordsandtheirmeanings

● Oralandwrittenpracticeaskingandansweringtoinformationandsimplequestions (teacher-studentandpeertopeerinterviews)

● Listeningcomprehensionactivities

● Listeningcomprehension:Song‘Millones’byCamiloandcomprehensionactivities

UnitOverview: Inthisunit,studentswillbeabletoextendinvitations,aswellasacceptand/ordecline invitations.Studentswillbeabletoexchangeinformationaboutfutureplansanddescribewhatsportsthey play.StudentswillexplorewhatleisureactivitiesandsportsteenagersdoinSpanishspeakingcountries.

InterpersonalCommunication(novicemid)

Icanprovideinformationbyanswering afewsimplequestionsonveryfamiliar topics,usingpracticedormemorized wordsandphrases,withthehelpof gesturesorvisuals.

Icanexpresssomebasicneeds,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

PresentationalCommunication(novicemid)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure).

RESEARCHANDUNDERSTANDING; RESPONSIBLECITIZENSHIP:

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld.

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood.

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

commontopic/goal.

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage.

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople.

● Onecanuselanguageskillstopursue personalinterestsandbroadenhis/her opportunities.

Knowledge

● Sportsandotherleisureactivities vocabulary.

● Theirregularverb ir.

● Verbsintheinfinitiveform.

● Interrogativewordstoextendinvitations.

● Theexpressions‘me/tegustaría’+infinitive.

● Theirregularverb‘estar’.

● Feelingsvocabulary.

● Theirregularverbs jugar, tener,querer.

● Theverb ir+a+infinitive -toindicateone andothersaregoingtodointhenearfuture.

● Tellingtime.

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanidentifycognates.

● IcanidentifysportsinSpanishandother leisureactivities.

● Icanusetheexpressions‘me/tegustaría’+ infinitive toextendandrespondtosimple invitations.

● Icanusetheirregularverbs jugar, tener, querer todescribeactivitiesandsportsI havetodoorplay,andactivitiesorthingsI want.

● Icanaskquestionsusingavarietyof interrogativewordstoextendinvitations.

● Icanasksimplequestions.

● Icanrespondtoinformationandsimple questionstoacceptordeclineinvitations.

● Icanusetheverb‘estar’toexplainhowIfeel oratemporaryconditionandelaborate whendeclininginvitations.

● Icandescribethespecifictimeaneventis goingtohappen.

● IcandescribeactivitiesIamgoingtodoor eventsthataregoingtohappeninthenear futurebyusingtheirregularverb ir+a+ infinitive.

● Icanusethetargetlanguagetoextendor respondtoinvitations.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Writtenassessment-textmessages extendinginvitations,acceptingand declininginvitationsexplainingwhyonecan’t attend.

● Quizzes:vocabulary,verbconjugations, questionandanswer

● ListeningComprehension:Conversation betweentwopeopledescribingweekend plans,invitationsandresponsesto invitations.

FormativeAssessment

● Observationoforaldiscourse:descriptionof sportsandleisureactivitiespeopledo

● Skit:readingpreparedskittopractice pronunciation,accuracyofvocabulary

● Practicereadingbenchmarkwithquestions (cognatesandsimplevocabulary)

● Writtenpracticeofnewvocabularyinthe formofadialogueandshortanswer

● Shortquestionandanswer,writtenandoral practice

● Quizizz/Blooketforvocabularypracticeand review

STAGE3:LEARNINGPLAN

FirstTopic:SportsandotherLeisureActivities Vocabulary

LearningTargets:

● Icanidentifycognates.

● Icanidentifysportsandleisureactivitiesin Spanish.

● Icanusetheexpressions‘me/tegustaría’+ infinitive toextendandrespondtosimple invitations.

LearningActivities:

Estimated#ofLessons:5-6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Activitiestopracticethemeaningofthenewvocabularyinwriting,pronunciationandmeaningsuch as:bingo,crosswords,pictureinterpretation,blooketsets,etc.

● Lainvitación-SenorWoolyvideoandcomprehensionactivitiesthatincludelistening,readingand writingpractice.

● Readings“Deportesenlospaísesquehablanespañol”andcomprehensionactivities(questions, translations,truefalse)

SecondTopic:Expressions‘me/tegustaría’+ infinitive; TimeanEventisGoingtoHappen; RespondingtoInvitations

LearningTargets:

● Icanidentifycognates.

● Icanidentifysportsandotherleisure activitiesinSpanish.

● Icanusetheexpressions‘me/tegustaría’+ infinitive toextendandrespondtosimple invitations.

● Icanaskquestionsusingavarietyof interrogativewordstoextendinvitations.

● Icanasksimplequestions.

● Icanrespondtoinformationandsimple questionstoacceptordeclineinvitations.

● Icanusetheverb‘estar’toexplainhowIfeel oratemporaryconditionandelaborate whendeclininginvitations.

● Icandescribethespecifictimeaneventis goingtohappen.

LearningActivities:

Estimated#ofLessons:6-7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Vocabularyrecognitionactivitiessuchasmagicsquare,matchingpicturestowords,blooketsets, etc.

● Writtenandspokenpracticeusinginformationandsimplequestiontoextendandrespondto invitations

● Developingaskittopresenttoclass:Conversationinvitingeachothertodocertainactivities, practiceacceptinginvitationsanddeclininginvitationsexplainingwhytheycan’tattend

ThirdTopic: ir+a+infinitive

LearningTargets:

● Icanidentifycognates.

Estimated#ofLessons:6-7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is

● IcanidentifysportsinSpanishandother leisureactivities.

● IcandescribeactivitiesIamgoingtodoor eventsthataregoingtohappeninthenear futurebyusingtheirregularverb ir+a+ infinitive.

LearningActivities:

whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Edpuzzleactivity:DonaAngelawhoisafamouspersonwhodescribeswhatsheisgoingtodoasshe preparesamealorgoesthroughherdailylife

● Writtenandoralpracticeofactivitiesoneisgoingtodofocusingonsentencestructure

● Peertopeerinterviewsaboutplansfortheweekendanddecidingononeactivitytodotogether

● Usingpreparedskitstoengagewithothersintheclass

FourthTopic:Stem-ChangingVerbs

LearningTargets:

● Icanusetheirregularverbs jugar, tener, querer todescribeactivitiesandsportsI havetodoorplay,andactivitiesorthingsI want.

LearningActivities:

Estimated#ofLessons:4-5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● Videosofsongstopracticetheappropriateuseofstemchangingverbs

● Blooketsets,manoton,matchingactivitiestopracticemeaningsandconjugationsoftheverbs jugar, tener and querer

● Posedquestionsfromteacherand/orpeersrequestinginformationaboutsportsoneplays, activitiesonehastoorwantstodo

● Writtenandreadingpracticeofstemchangingverbsincontextsuchasshortparagraphsabout sportspeopleplayandactivitiestheyhavetodoorwanttodo

● Readings“ElbéisbolenlaRepúblicaDominicana”andcomprehensionactivities.

● Mysterypicture(googlesheets)-Jugar(asstudentstypethecorrectformsof jugar tocomplete sentences,correctphrasesortranslate,apictureisrevealed)

UnitOverview: InthisunitstudentswillplanatriptoaSpanishspeakingcountryinwhichtheywill researchinformationaboutahotel/placetostay,restaurantstheywillvisit,amustseeplaceorthinginthe countryandotherrelevantinformation.Throughoutthisunitstudentswillrevisitmanystructuresand expressionslearnedinpreviousunitsandwillincorporateafewnewexpressionstodescribetheirplan.

InterpersonalCommunication(novicemid)

Icanprovideinformationbyansweringafewsimple questionsonveryfamiliartopics,usingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

Icanexpresssomebasicneeds,usingpracticedor memorizedwordsandphrases,withthehelpof

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP:

gesturesorvisuals.

PresentationalCommunication(novicemid)

Icanpresentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

Understandings

● Spontaneousandappropriateresponsesare vitaltokeepthediscourse flowingarounda commontopic/goal.(Interpersonal)

● Effectivecommunicatorsmakelinguistic choicesabouthowtodelivertheirmessage. (PresentationalCommunication)

● Theexaminationofculturalproductsand practicescreatesopportunitiestobetter understandandappreciateanotherculture anditspeople

Knowledge

● Geographicallocations

● Travelvocabulary(transportation)

● Theirregularverb ir+a+infinitive todiscuss whereoneisgoingandtheactivitiesoneis goingtodowhiletraveling

● Clothingvocabulary:whatoneiswearing andwhatotherswearinavarietyof situations,includinginvariousweather conditions

● LeisureActivitiesvocabulary

● Regular-ar,-erand-irverbsconjugatedand intheirinfinitiveforms

● Calendarexpressions

● Tellingtime

● Weatherexpressions

● Gainknowledgeaboutglobalculturesand fosterrespectforotherculturesrealizing therearemultiplewaysofviewingtheworld

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoesSpanishhelpmeexplorethe world?

Skills(FramedasLearningTargets)

● Icanrecognizecognates.

● Icanidentifyvocabularyrelatedtotraveling.

● IcandescribewhatIamgoingtoeatand drink.

● IcandescribeactivitiesIamgoingtodoat specificplacesduringatrip.

● Icanusetheirregularverb ir+a+infinitive to talkaboutevents/activitiesthataregoingto takeplaceinthenearfuture.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Oralpresentation:developandpresenta slideshowtoshareplansforthetripwiththe class.Thisinvolvesaslideshowtohelp duringthepresentation

● Journaling/takingnotesastheyresearchthe countryandtheactivitiestheycandothere, placestheyplantovisit,etc.

● Observationoforaldiscourse:practicing theirskittosharetheirplanswiththeclass

STAGE3:LEARNINGPLAN

● Icanidentifyvocabularyrelatedtotraveling.

● IcandescribewhatIamgoingtoeatand drink.

● IcandescribeactivitiesIamgoingtodoat specificplacesduringatrip.

● Icanusetheirregularverb ir+a+infinitive to talkaboutevents/activitiesthataregoingto takeplaceinthenearfuture.

LearningActivities:

whatI’msayingunderstood?

● HowdoImakesenseofwhatI'mreadingifI don'tunderstandeveryword?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoesSpanishhelpmeexplorethe world?

● Practiceofnewvocabulary:shortquestionandanswer,writtenandoralpractice

● Journalingaboutresearch,writtenform

● Developingofslideshowthatincludescompletesentencesdescribingtheirplansandpicturesof placesinthecountry

● Oralpracticewithpeertopracticepronunciationandreceivefeedbackfrompeer

CourseName:Spanish2Advanced

UnitTitle:EverydayLifeEst.#ofLessons:15

UnitOverview: Inthis firstunitofthecourse,studentswilldescribeactivitiesandeventstheyparticipate in.Theywillgettoknowclassmatesandbuildrelationshipsbasedonthesharingoftheseideasand activities.Studentswillalsodiscusswhattheyaredoingandwhatishappeningatthemoment.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

InterpretiveCommunication(novice): Ican identifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedormemorized words,phrases,andsimplesentencesintextsthat arespoken,written,orsigned.

InterpersonalCommunication(novice): Ican communicateinspontaneousspoken,written,or signedconversationsonbothveryfamiliarand everyday topics,usingavarietyofpracticedor memorizedwords,phrases,simple sentences,andquestions.

PresentationalCommunication(novice): Ican presentinformationonbothveryfamiliarand everydaytopicsusingavarietyofpracticedor memorizedwords,phrases,andsimplesentences throughspoken,written,orsignedlanguage.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Presenttense;regularandirregularverbs

● PresentProgressivetense

● KeyirregulargroupsforPresenttense: stem-changingverbse-ie,e-i,o-ue,u-ue, -go,-zco,-jo,-oy,saber,ver

● KeyirregulargroupsforPresent

COMMUNICATION

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow)who speakanotherlanguage?

Skills(FramedasLearningTargets)

● Icantalkaboutdifferentaspectsofmydaily life(school,work,sports,clubs,activities) usingthePresenttense.

● Icandescribethingsthatarecurrently happeningusingthePresentProgressive tense.

Progressivetense(includinge-i,o-u,-y)

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:WhatWeDoDuringTheDay

RelevantLearningTargets(fromStage1):

● Icantalkaboutdifferentaspectsofmy dailylife(school,work,sports,clubs, activities)usingthePresenttense.

● Icanuseregularandirregularverbsinthe Presenttense(includingstem-changing verbse-ie,e-i,o-ue,u-ue,-go,-zco,-jo,-oy, saber,ver)

Learningactivities:

Estimated#ofLessons:8

RelevantEssentialQuestions(fromStage1):

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow)who speakanotherlanguage?

● GallerywalktopracticePresenttenseconjugations

● Conversationcardstodiscussdailylife

● VoiceMemowithprompttodiscussdailylife

● RenunciagametopracticePresenttenseconjugations

● Correcttheerrorsactivity

SecondTopic:WhatIsHappeningRightNow

LearningTargets:

● Icandescribeactivitiesandexperiences currentlyinprogresswiththePresent Progressivetense.

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● Icanuseregularandirregularverbsinthe PresentProgressivetense(includinge-i, o-u,-y)

LearningActivities:

● HowcanIconnectwithpeople(rightnow)who speakanotherlanguage?

● SnowballstopracticePresentProgressiveconjugations

● ConnectFourgametopracticePresentProgressiveconjugations

● Edpuzzleactivitiestopracticeconjugationanddailyactivities

● Silentvideo-Retellthestory/Whatthecharactersaredoingrightnow

CourseName:Spanish2AdvancedUnitTitle:DailyRoutines

UnitOverview: Studentswillcontinuetheirexplorationofdailylifebydelvingintodailyroutines.Theywill describetheirownandothers’dailyroutinesinSpanish,includingchorestheydoaroundtheirhomes.They willalsodescribepreparingforspecialeventsintheirowncommunityandinSpanish-speaking communities.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

PresentationalCommunication(novicemid):Ican presentinformationaboutmyself,myinterestsand activitiesusingamixtureofpracticedor memorizedwords,phrasesorsimplesentences.

InterpretiveCommunication(novicemid):Ican identifysomebasicfactsfrommemorizedor familiarwordsandphraseswhentheyare supportedbygesturesorvisualsininformational texts.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION:

● Makeconnectionswithotherdisciplines throughtheuseofauthenticresources andrelevantissues

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyregardingroutines

● Vocabularyregardingdailychores

● ReflexiveVerbs

● Presenttense

● Vocabularyrelatedtothebathroomand dailyroutines

● Keyreflexiveverbs:cepillarse,peinarse, ducharse,bañarse,afeitarse,lavarse, secarse,acostarse,despertarse,dormirse, prepararse,maquillarse,pintarse,vestirse, ponerse

● KeyVocabulary:Bodyparts-elpelo,la cara,elcuerpo,laspiernas,losdientes,las manos,party,quinceanera,schooldance, sportsgame

● IcandescribedailychoresusingthePresent tense.

● Icantalkaboutpersonalgrooming(including necessarybodyparts)usingReflexiveverbs andthePresenttense.

● IcandescribehowIgetreadyforschoolor workusingReflexiveverbsandthePresent tense.

● IcandescribehowIgetreadyforspecial eventsoractivities(party,quinceanera,school dance,sportsgame,etc.)usingvocabulary relatedtothebathroomanddailyroutines.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:DailyChores Estimated#ofLessons:5

LearningTargets:

● Icandescribedailychoresusingthe Presenttense.(reviewofregularand irregularverbsinthePresenttense)

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow)

whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

LearningActivities:

● Cerditosgametopracticevocabularyrecognition

● Taskcardstodescribechoresonedoes

● Dicegametocreatesentences(reviewofPresenttenseandinclusionofnewchorevocabulary)

SecondTopic:PersonalGrooming

LearningTargets:

● Icantalkaboutpersonalgrooming (includingnecessarybodyparts)using ReflexiveverbsandthePresenttense. (cepillarse,peinarse,ducharse,bañarse, afeitarse,lavarse,secarse,acostarse, despertarse,dormirse,etc.Bodyparts-el pelo,lacara,elcuerpo,laspiernas,los dientes,lasmanos,etc.)

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Adivinelapalabra-GuessthewordbeingdescribedinSpanish(vocab/newverbpractice)

● Rondarápidatopracticeverbconjugation

● Readapassageaboutadailyroutineanddrawwhatyouread

ThirdTopic:GettingReady

LearningTargets:

● IcandescribehowIgetreadyforschoolor workusingReflexiveverbsandthePresent tense.

● IcandescribehowIgetreadyforspecial eventsoractivities(party,quinceanera, schooldance,sportsgame,etc.)using vocabularyrelatedtothebathroomand dailyroutines.(prepararse,maquillarse, pintarse,vestirse,ponerse,etc.)

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

● Historietastopracticesentencewritingwithreflexiveverbsandnewvocabulary

● Pesca-Go fishtopracticevocabulary

● Boardgametopracticeconjugatingreflexiveverbs

UnitOverview: Inthisunit,studentswillmovebeyonddiscussingtheirownlivesandthelivesofothersto delveintotheirrelationshipswiththepeoplearoundthem.Theywilldescribeotherpeople,their relationshipstothosepeopleandcomparepeopleandthings.Theywillalsolearntodescribethedifferent partsoftheirhome.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

PresentationalCommunication(novicemid): Ican presentinformationaboutmyself,myinterestsand myactivitiesusingamixtureofpracticedor memorizedwords,phrasesandsimplesentences.

InterpersonalCommunication(novicemid): Ican expressbasicneedsrelatedtofamiliarand everydayactivities,usingamixtureofpracticedor memorizedwords,phrases,simplesentences, andquestions.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtofamilymembers (personalityandphysicaldescriptions)

● Vocabularyrelatedtothehome

● Comparative(includingmayor,menor,peor, mejor)

● Superlative(includingmayor,menor,peor, mejor)

● Tenerandtenerexpressions

● Possessiveanddemonstrativeadjectives

TransferGoals

CRITICALTHINKING:

● Analyzeinformationinthetarget languagetodrawconclusions,synthesize ideas,and/orrecognizepatternsabout cultureandlanguage

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icandescribemyhome.

● Icandescribeandmakecomparisonsamong friendsandfamilymembers.

● Icandescribewhoownssomethingandwhere itisrelatedtomeorthepersonspeaking.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:DescribingTheHome

LearningTargets:

● Icandescribemyhome.

LearningActivities:

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Bingotopracticevocabularyrecognition

● Describeyourhometoapartnerandthepartnerdrawswhattheyhear

SecondTopic:DescribingFamilyAndFriends

LearningTargets:

● Icandescribeandmakecomparisons amongfriendsandfamilymembers. (expressionswithtener)

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Lookatpicturesofdifferentpeopleanddescribethemorallyandinwriting

● Lookatafamilytreeanddescribewhatyouseeusingtenerexpressions

ThirdTopic:ComparingPeopleAndThings

LearningTargets:

Estimated#ofLessons:5

EssentialQuestions:

● Icandescribeandmakecomparisons amongfriendsandfamilymembers (comparativeandsuperlative,including irregularforms:mayor,menor,mejor,peor, etc.)

LearningActivities:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Taskcards:Compareyourfamilywithafriend’sorcomparetwoimaginaryfamilies

● Readapassageaboutafamilyandinwriting,comparethemembers

● Gallerywalktopracticemakingcomparisons

FourthTopic:PossessionAndIdentification Estimated#ofLessons:4

LearningTargets:

● Icandescribewhoownssomethingand whereitisrelatedtomeortheperson speaking(possessiveanddemonstrative adjectives)

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Writesentencestodescribewhoownssomething

● Clozeactivity-Fillinwiththecorrectdemonstrativeadjective

● Correcttheerrorsactivity

UnitOverview: Inthisunit,studentswillbroadentheirlanguageskillswithknowledgeoflifeoutsidethe home.Studentswillstudyandlearntoparticipateinamealinarestaurantsetting.Theywillsharetheirlikes anddislikeswitheachother,communicatewithrestaurantstaffandreflectontheirexperienceina restaurant.

EstablishedGoals(fromACTFL) TransferGoals

InterpersonalCommunication(novicemid): Ican expressmyownpreferencesorfeelingsandreact tothoseofothers,usingamixtureofpracticedor memorizedwords,phrases,simple sentences,andquestions.

PresentationalCommunication(novicemid): Ican presentonveryfamiliarandeverydaytopicsusing amixtureofpracticesormemorizedwords, phrasesandsimplesentences.

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

RESPONSIBLECITIZENSHIP:

● Demonstrateculturalawarenessbasedon understandingofandrespectforother culturesbothpastandpresent

STAGE1:DESIREDRESULTS

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtotherestaurantand makingareservation

● Vocabularyrelatedtoorderingfoodand drinksinarestaurant

● Faltar

● Serv.Estar

● Gustar,Encantar

SELF-DIRECTION:

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?

Skills(FramedasLearningTargets)

● Icanorderfoodinarestaurantformyselfand otherpeople

● Icanaskformissingitems

● Icandescriberestaurantsandmealsandmy experienceswiththem.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:OrderingInARestaurant

LearningTargets:

● Icanorderfoodinarestaurantformyself andotherpeople.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● VoiceMemotodescribedifferentfoodsyouwouldorderinarestaurant

● Bananagramstopracticevocabularyrecognition

● Correrencírculostopracticevocabularyproduction

SecondTopic:MissingItemsWithFaltar

LearningTargets:

● Icanaskformissingitems.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Conversationcardstoroleplayarestaurantexperience

● Dicegametopracticetheverbfaltarwithdifferentsubjects

● Lookatapictureofpeopleeatingatarestaurantanddescribeorallywhatthepeoplearemissing

ThirdTopic:ReviewingExperiences

LearningTargets:

● Icandescriberestaurantsandmealsand myexperienceswiththem.(serv.estar, gustar,encantar)

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Jeopardygametopracticevocabularyproduction

● Taskcards:Describeamealyoulike,donotlike,etc.

● Gallerywalktopracticeserv.estar

● Historietastocreateastoryaboutsomeone’sexperienceinarestaurant

CourseName:Spanish2AdvancedUnitTitle:PastActivitiesandExperiencesEst.#ofLessons:15

UnitOverview: Inthisunit,studentswillsharepastexperiences.WhileexploringthePreteritetensein Spanish,studentswilldiscusspastshoppingtrips,describingitemstheyboughtandtheircost.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(novicemid):Ican requestandprovideinformation-byaskingand answeringafewsimplequestionsonveryfamiliar andeverydaytopics,usingamixtureofpracticedor memorizedwords,phrases,andsimplesentences.

PresentationalCommunication(novicemid):Ican expressbasicneedsrelatedtofamiliarand everydayactivities,usingamixtureofpracticedor memorizedwords,phrases,simplesentences,and questions.

PresentationalCommunication(novicemid): Ican presentinformationaboutmyself,myinterestsand myactivitiesusingamixtureofpracticedor memorizedwords,phrasesandsimplesentences.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtoshopping

● Objectpronouns(direct,indirect,pronouns usedtogether)

● Numbers

● Adjectives

● Preteritetense(regularandirregularverbs)

● KeyPreteriteirregulargroups:spelling changers,stemchangers,car,gar,zar,-y verbs,etc.)

TransferGoals

COMMUNICATION:

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

CRITICALTHINKING:

● Analyzeinformationinthetarget languagetodrawconclusions,synthesize ideas,and/orrecognizepatternsabout cultureandlanguage

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanuseverbscorrectlyinthepast(Preterite) totalkaboutactivitiesthathavebeen completed.

● Icanuseappropriatevocabularytotalkabout thingsthatIhaveboughtandplacesIhave beentobuythem.

● Icanusenumberstodecideifyouaregoingto buysomethingortobargainaprice.

● Icanappropriatelyusepronounsinasentence toavoidredundancy.

● Icanuseadjectivestodescribeobjectswith correctagreement. STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:Shopping

LearningTargets:

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icanuseappropriatevocabularytotalk aboutthingsthatIhaveboughtandplacesI havebeentobuythem.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Digital flashcardstopracticevocabularyrecognition

● Adivinelapalabra-GuessthewordbeingdescribedinSpanish

SecondTopic:TalkingAboutThePast

LearningTargets:

● Icanuseverbscorrectlyinthepast (Preterite)totalkaboutactivitiesthathave beencompleted.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● ContraelrelojgametopracticePreteritetenseconjugations

● RenunciagametopracticePreteritetenseconjugations

● VoiceMemotodescribewhatyoudidyesterday

ThirdTopic:DescribingItemsAndHowMuchThey Cost

LearningTargets:

● Icanusenumberstodecideifyouaregoing

Estimated#ofLessons:4

EssentialQuestions:

tobuysomethingortobargainaprice.

● Icanuseadjectivestodescribeobjectswith correctagreement.

LearningActivities:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Boardgametopracticerecognition/productionofnumbers

● Correcttheerrorsactivitytopracticeagreement

FourthTopic:AvoidingRedundancy

LearningTargets:

● Icanappropriatelyusepronounsina sentencetoavoidredundancy.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Gallerywalktopracticereplacingnounswithpronouns

● Edpuzzleactivitiestopracticepronouns

● Dicegametopracticecreatingshortersentencestoavoidredundancy

UnitOverview: Inthisunit,studentswillexploreanddiscusstheimportanceandprevalenceoftechnology intheirlivesandintheirimmediateenvironment.Theywilldiscussallaspectsoftheircurrentrealityand askandanswerquestionsinordertoconnectwithpeersinSpanish.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpersonalCommunication(novicemid)

Icanrequestandprovideinformationbyasking andansweringafewsimplequestionsonvery familiarandeverydaytopics,usingamixtureof practicedormemorizedwords,phrases,andsimple sentences.

PresentationalCommunication(novicemid)

Icanpresentonveryfamiliarandeverydaytopics usingamixtureofpracticedormemorizedwords, phrasesandsimplesentences.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtotechnology

● Presenttense(regularandirregular)

● Keyirregulargroups:stem-change(o-ue, e-i,e-ie,u-ue),-oy,-go,-j,-guir,-uir,saber, ver

● Interrogativesandhowtoanswer questions

● PresentProgressivetense(regularand irregular)

● Keyirregulargroups:e-i,o-u,-y

TransferGoals

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

SELF-DIRECTION,CRITICALTHINKING,

COMMUNICATION: Makeconnectionswithother disciplinesthroughtheuseofauthenticresourcesand relevantissues

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Skills(FramedasLearningTargets)

● Icanusevocabularyrelatedtotechnology.

● Icantalkabouteventsoractionsthathappen inthepresenttime.

● IcanaskandanswerquestionsinSpanish.

● Icancommunicateeventsoractionscurrently happeninginthemomentusingthePresent Progressivetense. STAGE2:DETERMINEACCEPTABLE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:TalkingAboutTechnology

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

RelevantLearningTargets(fromStage1):

● Icanusevocabularyrelatedtotechnology.

LearningActivities:

Estimated#ofLessons:4

RelevantEssentialQuestions(fromStage1):

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Historietas:Writeasentencewithavocabularywordanddrawapicturetocorrespondtopractice vocabularyapplication.

● Bananagramstopracticevocabularyrecognition

● Createandsaysentenceswithvocabularywordsforstamps

SecondTopic:InterrogativesAndHowToAnswer Questions

LearningTargets:

● IcanaskandanswerquestionsinSpanish.

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

LearningActivities:

● CreatequestionsinSpanishandaskthemtopeersforaskingandansweringpractice

● Informationgapactivity:Fillinthemissingquestionword

● Answerquestionsposedbyteacher

ThirdTopic:PresentTense

LearningTargets:

● Icantalkabouteventsoractionsthat happeninthepresenttime.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Dicegametocreatesentenceswithdifferentsubjectsandvocabularywordstopracticesentence construction.

● Journalentrytodiscusswhatyourschooldayislike

● Discussyourtypicalschooldaywithaclassmateforstamps

● GallerywalktopracticePresenttenseconjugation

FourthTopic:PresentProgressive

LearningTargets:

● Icancommunicateeventsoractions currentlyhappeninginthemomentusing thePresentProgressivetense.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● WhiteboardstopracticePresentProgressiveconjugation

● Informationgapactivity:Askingandansweringto filloutachartaboutwhatanimalsaredoing

● Renunciatopracticeconjugation

Spanish.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpretiveCommunication(novicemid)

Icanidentifysomebasicfactsfrommemorizedor familiarwordsandphraseswhentheyare supportedbygesturesorvisualsininformational texts.

InterpersonalCommunication(novicemid)

Icanexpressbasicneedsrelatedtofamiliarand everydayactivities,usingamixtureofpracticedor memorizedwords,phrases,simplesentences,and questions.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtotechnology

● Preteritetense(regularandirregular)

● Keyirregularverbgroups:spellingchanges, stemchanges,-y

● Comparative

● Superlative

● Grammarquizzes/test

● Vocabularyquizzes/test Theassessmentsbelowaregivenonceperquarter

TransferGoals

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION

Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

RESPONSIBLECITIZENSHIP: Demonstratecultural awarenessbasedonunderstandingofandrespectfor otherculturesbothpastandpresent

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

Skills(FramedasLearningTargets)

● Icanusevocabularyrelatedtotechnology.

● Icanretelleventsthathappenedinthepast usingthePreteritetense.

● Icancompareitemsorpeople.

● Icantalkaboutthemostortheleast.

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:TechnologyCreatesConnections

LearningTargets:

● Icanusevocabularyrelatedtotechnology.

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

LearningActivities:

● Slapgametopracticevocabularyrecognition

● Cerditostopracticevocabularyrecognition

● Pictionarytopracticespellingvocabularywords

SecondTopic:PreteriteTense

LearningTargets:

● Icanretelleventsthathappenedinthepast usingthePreteritetense.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Journalentrytodiscusswhatonedidlastweekend

● GallerywalktopracticePreteriteconjugations

● Discusswhatonedidlastnightforstamps

● EscaperoomtopracticeconjugationandapplicationofPreteritetense

ThirdTopic:TheComparative

LearningTargets:

● Icancompareitemsorpeople.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Lookatpeopleinapictureandwritesentencescomparingphysicalqualitiesorqualitiesof personality

● Readaparagraphaboutagroupofpeopleanddiscussorallyhowtheycomparetooneanotherfor stamps.

FourthTopic:TheSuperlative

LearningTargets:

● Icantalkaboutthemostortheleast.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Lookatpeopleinapictureandwritesentencesdescribingwhoisthemostoforleastofsomething inthegroup.

● Readaparagraphaboutagroupofpeopleanddiscussorallywhoisthemostoforleastofsomething inthegroup.

UnitOverview: Inthisunit,studentswillexplorethetopicsofbeautyandestheticsthroughthelensofdaily routinesandshoppingandclothing.Studentswilldiscussthedailyroutinesofthemselvesandothersin Spanish.StudentswillbegintolearnhowtomaketheirstatementsinSpanishconciseandlessenrepetition

intheirwritingandspeaking.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

PresentationalCommunication(novicemid)

Icanpresentinformationaboutmyself,my interestsandmyactivitiesusingamixtureof practicedormemorizedwords,phrasesandsimple sentences.

InterpretiveCommunication(novicemid)

Icanidentifysomebasicfactsfrommemorizedor familiarwordsandphraseswhentheyare supportedbygesturesorvisualsinconversations.

SELF-DIRECTION

Perseverethroughchallengesbasedonfeedbackand commitmenttobeingunderstood CRITICALTHINKING

Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyrelatedtoshopping/clothing

● Vocabularyrelatedtodailyroutines

● ReflexiveVerbs

● Directandindirectobjectpronounsand placementinsentences

● Demonstrativeadjectivesandpronouns

● Icanusevocabularyrelatedtoshoppingand clothing.

● Icanusevocabularyrelatedtodailyroutines

● Icanuseverbsreflexively.

● Icanuseobjectpronounstoshorten sentencesandbeconcise.

● Icanusedemonstrativeadjectivesand pronounstorefertopeopleoritemsandtheir locationinrelationtome.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

FormativeAssessment

● Articles/informationalreadingswith

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:DailyRoutines

LearningTargets:

mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icanusevocabularyrelatedtodaily routines.

LearningActivities:

● HeadsUptopracticevocabularyrecognition

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Createsentencesusingvocabularywordsandsharethemorally

● Matchavocabularywordtoitsdefinitiontopracticevocabularyapplication

SecondTopic:ReflexiveVerbs

LearningTargets:

● Icanuseverbsreflexively

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Discussorallywhatone’stypicaldayentails

● Journalentrytodiscussone’sidealdailyroutine

● Renunciatopracticereflexiveverbconjugations

ThirdTopic:Shopping

LearningTargets:

● Icanusevocabularyrelatedtoshopping andclothing.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Voicememotodiscusstheclothingyouwouldpackforatrip

● Historietas:Writeasentencewithavocabularywordanddrawapicturetocorrespondtopractice applicationofnewvocabulary

FourthTopic:ObjectPronouns

LearningTargets:

● Icanuseobjectpronounstoshorten sentencesandbeconcise.

LearningActivities:

● Gallerywalktopracticepronounplacement

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Respondtoquestionsusingpronounstoshortenresponses

● Createsentencesandthenshortenthemusingpronouns

FifthTopic:DemonstrativeAdjectivesAnd Pronouns

LearningTargets:

● Icanusedemonstrativeadjectivesand pronounstorefertopeopleoritemsand theirlocationinrelationtome.

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

LearningActivities:

● Describeorallytoafriendwherethingsareintheroominrelationtothestudent'slocation.

CourseName:Spanish2HonorsUnitTitle:FamilyandCommunity

Est.#ofLessons:17

UnitOverview: Inthisunit,studentswillharkbacktochildhoodinordertodescribesharedexperiences withtheirpeersinSpanish.StudentswillexpandtheircommandofSpanishbyexploringandlearningtouse theImperfecttenseinSpanish.Studentswillbegintounderstandandseethedifferencesinhowthe Spanishlanguagefunctionsincomparisontotheirownnativelanguage.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(novicehigh)

Icanexpress,askabout,andreacttopreferences, feelings,oropinionsonfamiliartopics,usingsimple sentencesmostofthetimeandaskingquestionsto keeptheconversationontopic.

PresentationalCommunication(novicehigh)

Icanpresentonfamiliarandeverydaytopics,using simplesentencesmostofthetime.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtochildhoodactivities

● Vocabularyrelatedtofood

● Imperfecttense

● Preteritev.Imperfect

● Serv.estar

TransferGoals

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

SELF-DIRECTION

Perseverethroughchallengesbasedonfeedbackand commitmenttobeingunderstood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

Skills(FramedasLearningTargets)

● Icanusevocabularyrelatedtochildhood activities.

● Icanusevocabularyrelatedtofoodand celebrations.

● Icantalkaboutactionsandstatesthatwere habitual,repetitive,inprogressorplannedin thepast.

● Icanretelleventsfromthepastusingthetwo simplepasttensescorrectly(preteriteand imperfect).

● Icandescribepeopleanditemsaccurately usingthetwo tobe verbs(serandestar).

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:ChildhoodActivities

LearningTargets:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icanusevocabularyrelatedtochildhood activities.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Conversationcardstodiscusswhatlifewaslikeinchildhood

SecondTopic:TheImperfectTense

LearningTargets:

Estimated#ofLessons:3

EssentialQuestions:

● Icantalkaboutactionsandstatesthatwere habitual,repetitive,inprogressorplanned inthepast.

LearningActivities:

● GallerywalktopracticeImperfectconjugations

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Journalentrytodiscussfavoritechildhoodactivities

ThirdTopic:FoodAndCelebrations

LearningTargets:

● Icanusevocabularyrelatedtofoodand celebrations.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Pictionarytopracticespellingofvocabularywords

FourthTopic:PreteriteTenseV.ImperfectTense

LearningTargets:

● Icanretelleventsfromthepastusingthe twosimplepasttensescorrectly(preterite andimperfect)

LearningActivities:

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● GallerywalktopracticeapplicationofthePreteriteandImperfecttenses

● Dicegametocreatesentencesthataccuratelyusethetwosimplepasttenses

● Analyzesentenceswritteninthepasttensetodiscusswhyacertaintensewasused

● VoiceMemotodiscussachildhoodmemoryusingbothpasttenses

FifthTopic:SerV.Estar

LearningTargets:

● Icandescribepeopleanditemsaccurately usingthetwo tobe verbs(serandestar).

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● ConnectFourgametopracticeapplicationofserv.estar

● Lookatapictureandcreatesentencesusingserandestartoshowunderstandingoftheir application

CourseName:Spanish2Honors

UnitOverview: Inthisunit,studentswilldelveintotheworldoftravelandpossiblefuturetripstheywill take.Theywillmakepredictionsnotonlyaboutfuturetravel,butabouttheirfuturelivesandselvesin Spanish.StudentswillalsoworkwithhypotheticalsituationsinSpanishtodiscusswhattheywoulddoin certainsituations.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(novicehigh)

Icanexpress,askabout,andreacttopreferences, feelings,oropinionsonfamiliartopics,usingsimple sentencesmostofthetimeandaskingquestionsto keeptheconversationontopic.

PresentationalCommunication(novicehigh)

Icanpresentonfamiliarandeverydaytopics,using simplesentencesmostofthetime.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

SELF-DIRECTION

TransferGoals

Perseverethroughchallengesbasedonfeedbackand commitmenttobeingunderstood

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Knowledge

● Futuretense

● Conditionalmood

● Futurev.Conditional

● Vocabularyrelatedtotravel

● HowdoIselectanduseinformationto supportmyideas?

Skills(FramedasLearningTargets)

● Icanusevocabularyrelatedtotravel.

● Icantalkaboutwhatwillhappeninthefuture.

● Icantalkaboutahypotheticalsituation.

● Icanaccuratelydifferentiatebetweenthe futuretenseandconditionalmood.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:Travel Estimated#ofLessons:4

LearningTargets:

● Icanusevocabularyrelatedtotravel.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Interpersonalcommunication:Discussorallyatripyouwanttotake

● Cerditostopracticevocabularyrecognition

● Slapgametopracticevocabularyrecognition

SecondTopic:TheFutureTense

LearningTargets:

● Icantalkaboutwhatwillhappeninthe future.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Discusswhatyouwilldointhefutureforstamps

● Journalentrytotalkaboutwhatyouwilldoafterhighschool

● Playfortunetellerandwriteaparagraphaboutwhataclassmatewilldointhefuture

ThirdTopic:TheConditionalMood

LearningTargets:

● Icantalkaboutahypotheticalsituation.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Readaseriesofsituationsanddecidewhatyouwoulddoineachsituation(IfIwonamilliondollars,I would…)

● Answerthefollowingpromptorally:Youaremovingtoadesertedisland,whatare fiveitemsyou wouldbringwithyouandwhy?

● Whiteboardpracticetopracticeconjugations

FourthTopic:TheFutureTenseV.TheConditional Mood

LearningTargets:

● Icanaccuratelydifferentiatebetweenthe futuretenseandconditionalmood.

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and

emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

LearningActivities:

● GallerywalktopracticeapplicationoftheFuturetenseandConditionalmood

● InformationgapexercisestopracticeapplicationoftheFutureandConditional

● AnalysisofsentencestodiscusswhyFutureorConditionalwasused

CourseName:Spanish3Advanced

UnitTitle:MyLifeinthePast Est.#of Lessons:20

UnitOverview: Inthisunit,studentswilldelvefurtherintotheirstudyofhowtospeakaboutthepastin Spanishinordertosharelifeexperienceswithothers.BuildingupontheirknowledgeofPreteritetense, studentswillbeintroducedtotheImperfecttenseanditsuses,thereforeallowingthemtoaccuratelyshare storiesfromthepastandtheirchildhood.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveCommunication(novicemid) Icanidentifysomebasicfactsfrommemorizedor familiarwordsandphraseswhentheyare supportedbygesturesorvisualsininformational texts.

InterpersonalCommunication(novicemid) Icanrequestandprovideinformationbyasking andansweringafewsimplequestionsonvery familiarandeverydaytopics,usingamixtureof practicedormemorizedwords,phrases,andsimple sentences.

PresentationalCommunication(novicemid) Icanpresentinformationaboutmyself,my interestsandmyactivitiesusingamixtureof practicedormemorizedwords,phrasesandsimple sentences.

TransferGoals

COMMUNICATION

● Communicateeffectivelyinthetarget languageinavarietyofsituations(e.g., purpose,task,audience,appropriate vocabulary,sentencestructure)

SELF-DIRECTION

● Perseverethroughchallengesbasedon feedbackandcommitmenttobeing understood

CRITICALTHINKING

● Analyzeinformationinthetargetlanguageto drawconclusions,synthesizeideas,and/or recognizepatternsaboutcultureand language

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtochildhoodactivities

● Preteritetense:regularandirregularverbs

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIselectanduseinformationtosupport myideas?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow)who speakanotherlanguage?

Skills(FramedasLearningTargets)

● IcanusethePreteritetensetotalkabout completedactionsinthepast.

● Imperfecttense:regularandirregularverbs

● KeyverbgroupsforPreteritetense: (spellingchanges,stem-changes,car,gar, zar,-yverbos,uir,creer,leer,reir,sonreir, basementverbssuchaspedir,divertirse, andmorirse)

● Differenceinmeaningfortheverbs(saber, conocer,poder,tener,andquerer)

● IcanusetheImperfecttensetotalkabout habitualactionsoractionsinprogressinthe past.

● Icanrelatestoriesfrommychildhoodinthe pastcorrectlyusingallconjugationsofthe PreteriteandImperfect.

● Icanretellaneventorseriesofeventsfrom thenews.

● Icandifferentiatethemeaningsofasetof commonverbsusedinthepreteriteandthe imperfect.(saber,conocer,poder,tener,and querer)

STAGE2:DETERMINEACCEPTABLE EVIDENCE

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:ReviewOfPreteriteTense/Completed ActionsInThePast

LearningTargets:

● IcanusethePreteritetensetotalkabout completedactionsinthepast

● KeyverbgroupsforPreteritetense: (spellingchanges,stem-changes,car,gar, zar,-yverbos,uir,creer,leer,reir,sonreir, basementverbssuchaspedir,divertirse, andmorirse)

LearningActivities:

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIselectanduseinformationtosupport myideas?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow)who speakanotherlanguage?

STAGE3:LEARNINGPLAN

● ConnectFourgametopracticePreteritetenseconjugations

● VoiceMemotodiscusswhatyoudidduringthesummer

● Oralstampstodiscusswhatyoudidyesterday/thispastweekend/lastnight

SecondTopic:ImperfectTense/HabitualActionsOr ActionsInProgress

LearningTargets:

● IcanusetheImperfecttensetotalkabout habitualactionsoractionsinprogressin thepast.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIselectanduseinformationtosupport myideas?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow)who speakanotherlanguage?

● Conversationcards:Talkaboutwhatyouusedtodoasachild

● RenunciagametopracticeImperfecttenseconjugations

● Historietas:Writeandillustratewhatyouusedtodoasachild

ThirdTopic:PreteriteV.Imperfect

LearningTargets:

● Icanrelatestoriesfrommychildhoodinthe pastcorrectlyusingallconjugationsofthe PreteriteandImperfect.

● Icanretellaneventorseriesofeventsfrom thenews.

● Icandifferentiatethemeaningsofasetof commonverbsusedinthepreteriteandthe imperfect.(saber,conocer,poder,tener,and querer)

LearningActivities:

Estimated#ofLessons:10

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIselectanduseinformationtosupport myideas?

● WhatdoIdowhenIdon’tunderstand?

● HowcanIconnectwithpeople(rightnow)who speakanotherlanguage?

● GallerywalktopracticechoosingbetweenPreteriteandImperfecttensesandconjugation

● JeopardygametopracticechoosingbetweenPreteriteandImperfect

● Journalprompt:Tellastoryaboutaneventinthepast

● Snowballstocreatesentencesinthepasttenses

● Correcttheerrorsactivity

UnitOverview: Inthisunit,studentswillbuildthecapacitytohelpothersintheSpanishlanguage.Theywill beabletogiveinstructions,teachothersandguidepeersinfollowingarecipeorotherdirections.Students willgiveadvicetoothersbasedontheirownexperiencesinaformalandinformalmanner.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

PresentationalCommunication(novicemid)

Icanpresentonveryfamiliarandeverydaytopics usingamixtureofpracticedormemorizedwords, phrasesandsimplesentences.

PresentationalCommunication(novicehigh)

Icanexpressmypreferencesonfamiliarand everydaytopicsofinterest,usingsimplesentences mostofthetime.

PresentationalCommunication(intermediate low)

Icanpresentpersonalinformationaboutmylife, activitiesandevents,usingsimplesentences.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP

Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingtherearemultiple waysofviewingtheworld

SELF-DIRECTION

Perseverethroughchallengesbasedonfeedbackand commitmenttobeingunderstood

EssentialQuestions

● Howdoesthetargetlanguage/culturecompare andcontrastwithmyown?HowdoIusethat comparisontoconnectwithpeople?

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyrelatedtocookingandthe kitchen

● Vocabularyrelatedtogivingadvice

● Vocabularyrelatedtomovingarounda city/town

● Formalaffirmativeandnegativecommand forms:regularandirregular

● Informalaffirmativeandnegativecommand forms:regularandirregular

● Objectpronouns(direct,indirect,used together)

● Placementofobjectpronounsinrelationto

● Icanuseinformalcommandstotellsomeone howtodosomething.

● Icanuseformalcommandstotellsomeone howtodosomethingorgetsomewhere.

● Icantellsomeonehowtogetaroundthe city/town.

● Icantellsomeonehowtomakearecipe.

● Icanuseformalandinformalcommands appropriatelywithobjectpronouns.

affirmativeandnegativecommands

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:InTheKitchen

LearningTargets:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icanuseinformalcommandstotell someonehowtodosomething.

● Icantellsomeonehowtomakearecipe.

● Icanuseformalandinformalcommands appropriatelywithobjectpronouns.

LearningActivities:

● Cerditostopracticevocabularyrecognition

Estimated#ofLessons:10

EssentialQuestions:

● Howdoesthetargetlanguage/culturecompare andcontrastwithmyown?HowdoIusethat comparisontoconnectwithpeople?

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● VoiceMemotodescribehowtocooksomethingusinginformalcommands

● Gallerywalktopracticeshorteningsentenceswithinformalcommandsandobjectpronouns

● Shortreadingwithcomprehensionquestionsaboutarecipe

● Bingotopracticevocabularyrecognition

SecondTopic:AroundTown

LearningTargets:

● Icanuseformalcommandstotellsomeone howtodosomethingorgetsomewhere.

● Icantellsomeonehowtogetaroundthe

Estimated#ofLessons:10

EssentialQuestions:

● Howdoesthetargetlanguage/culturecompare andcontrastwithmyown?HowdoIusethat comparisontoconnectwithpeople?

city/town.

● Icanuseformalandinformalcommands appropriatelywithobjectpronouns.

LearningActivities:

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● Gallerywalktopracticeshorteningsentenceswithformalcommandsandobjectpronouns

● Conversationcards:Talkaboutthecity/townyoulivein

● Digital flashcardstopracticevocabularyrecognition

● Givedirectionstoaplaceintownusingformalcommands

● ReaddirectionsgiventosomeoneinSpanishandusingamaptryto figureouttheendpoint

UnitOverview: Inthisunit,studentswillexplorefutureplansandwhattheirhopesandexpectationsarefor thefuture.Studentswillmakeplansandpredictionsaboutwhatwillhappenintheworldaroundthem.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpretiveCommunication(novicehigh) Icanidentifythetopicandsomeisolatedfactsfrom simplesentencesininformationaltexts.

InterpersonalCommunication(intermediatelow) Icanrequestandprovideinformationin conversationsonfamiliartopicsbycreatingsimple sentencesandaskingappropriatefollow-up questions.

TransferGoals

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

SELF-DIRECTION

Perseverethroughchallengesbasedonfeedbackand commitmenttobeingunderstood

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

● Howdoesthetargetlanguage/culturecompare andcontrastwithmyown?HowdoIusethat comparisontoconnectwithpeople?

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

Knowledge Skills(FramedasLearningTargets)

● Futuretense(regularandirregularverbs)

● Vocabularyrelatedtofutureevents: university,jobs,travel,occupations,etc.

● PresentSubjunctivemoodinnounclauses

● IcanusethefuturetotalkaboutwhatIwilldo inthefuturewithregardtotravel,vacation, andjobs.

● Icanusethesubjunctivemoodtotalkabout

● Keygroups:wish/will/wantverbs,emotion verbs,doubt/denialverbs,impersonal expressions

● Keyverbs/expressions:querer,esperar, estaralegre,estartriste,(no)creer,(no) pensar,esimportante,esnecesario,es cierto,esverdad doubt,emotions,will,denialtowardsothersin anounclause.

● Icanusetheindicativemoodtotalkabout thingsthatarecertainortrue.

● Icanuseappropriatevocabularytoforma nounclausewiththesubjunctive.

● Icanuseappropriatevocabularytotalkabout travel,vacation,andoccupations.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

FirstTopic:InTheFuture Estimated#ofLessons:5

LearningTargets:

● IcanusethefuturetotalkaboutwhatIwill dointhefuture(regularandirregular verbs)withregardtotravel,vacation,and jobs.

● Icanuseappropriatevocabularytotalk aboutuniversity,travel,vacation,and occupations.

LearningActivities:

EssentialQuestions:

● Howdoesthetargetlanguage/culturecompare andcontrastwithmyown?HowdoIusethat comparisontoconnectwithpeople?

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HeadsUpgametopracticevocabularyrecognitionandproduction

● ContraelrelojgametopracticeFuturetenseconjugations

● Videowithnowords-Talkaboutwhatthecharacterswilldointhefuture

SecondTopic:SubjunctiveMood

Estimated#ofLessons:15

STAGE3:LEARNINGPLAN

LearningTargets:

● Icanusethesubjunctivemoodtotalkabout doubt,emotions,will,denialtowardsothers inanounclause.

● Icanusetheindicativemoodtotalkabout thingsthatarecertainortrue.

● Icanuseappropriatevocabularytoforma nounclausewiththesubjunctive.

LearningActivities:

EssentialQuestions:

● Howdoesthetargetlanguage/culturecompare andcontrastwithmyown?HowdoIusethat comparisontoconnectwithpeople?

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● Dicegametopracticeformingsentencesinthesubjunctivemood

● ConnectFourgametopracticedecidingwhethersentencesshouldbesubjunctiveorindicative

● EdpuzzleactivitiestopracticePresentSubjunctiveconjugations

● Correcttheerrorsactivity

● Readapassageaboutaperson’slifeandwritesentencesaboutwhatyouhopewillhappen

● Blooketgamestopracticeverbsthattriggerthesubjunctivev.theindicative

● VoiceMemotodiscusswhatyouhopeforafriendforthefuture CourseName:Spanish3AdvancedUnitTitle:MeetingNewPeople

UnitOverview: Inthisunit,studentswillexplorethestructuresusedinSpanishtodiscussmeetingnew people,knowinginformationandbecomingfamiliarwithpeopleandplaces.Studentswilldescribedifferent facetsofaperson’slife.Studentswilllearnmoreadvancedversionsofstructurestheyhavelearnedin previousyearsofSpanish,allowingthemtogrowtheircapacityandabilityaslanguagelearners.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

PresentationalCommunication(intermediate low)

Icanintroducemyselfusingpracticedor memorizedwordsandphrases,withthehelpof gesturesorvisuals.

InterpersonalCommunication(intermediatelow)

Icanprovideinformationbyansweringafew simplequestionsonveryfamiliartopics,using practicedormemorizedwordsandphrases,with thehelpofgesturesorvisuals.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand

TransferGoals

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

EssentialQuestions

● Howdoesthetargetlanguage/culturecompare andcontrastwithmyown?HowdoIusethat comparisontoconnectwithpeople?

values.

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

Knowledge Skills(FramedasLearningTargets)

● Adjectiveswithcorrectagreement(number andgender)

● Usesoftheverb ser

● Usesoftheverb estar

● Saberv.Conocer

● Pastparticiplesincludingirregulars

● Porv.Para

● Icanuseadjectivesandtheverbserto appropriatelydescribepeopleandplaces.

● Icanuseadjectivesandtheverbestarto appropriatelydescribepeopleandplaces.

● Icanusetheverbestarandthepastparticiple asanadjectivetotalkabouthowIorothers feel.

● Icanusetheverbssaberandconocerinthe correctcontextsandknowwhatthedifferent usesare.

● Icandifferentiateandcorrectlyusetheverbs serandestar.

● Icandifferentiateandcorrectlyusethetwo prepositionsporandpara.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:DescribingPeoplewithSerandEstar Estimated#ofLessons:7

LearningTargets:

● Icanuseadjectivesandtheverbserto

EssentialQuestions:

● Howdoesthetargetlanguage/culturecompare

appropriatelydescribepeopleandplaces.

● Icanuseadjectivesandtheverbestarto appropriatelydescribepeopleandplaces.

● Icanusetheverbestarandthepast participleasanadjectivetotalkabouthowI orothersfeel.

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● Icandifferentiateandcorrectlyusethe verbsserandestar. andcontrastwithmyown?HowdoIusethat comparisontoconnectwithpeople?

LearningActivities:

● Whiteboardactivitytopracticeserandestarconjugations

● Taskcard:Describehowyoufeeltoday

● Lookatapictureofapersonanddescribethemusingbothserandestar

● Readdescriptionsofdifferentpeopleandanswercomprehensionquestions

SecondTopic:SaberV.Conocer

LearningTargets:

● Icanusetheverbssaberandconocerinthe correctcontextsandknowwhatthe differentusesare.

LearningActivities:

Estimated#ofLessons:6

EssentialQuestions:

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?HowdoI usethatcomparisontoconnectwithpeople?

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● Gallerywalktopracticeusingconocerandsaberinthecorrectcontext

● Whiteboardactivitytopracticeconjugationsofconocerandsaber

● Snowballgametocreatesentencesusingsaberandconocercorrectly

ThirdTopic:PorV.Para

LearningTargets:

● Icandifferentiateandcorrectlyusethetwo prepositionsporandpara.

LearningActivities:

● Blooketgamestopracticeporv.para

Estimated#ofLessons:7

EssentialQuestions:

● Howdoesthetargetlanguage/culture compareandcontrastwithmyown?HowdoI usethatcomparisontoconnectwithpeople?

● HowdoI findwhatI’mlookingfor?What perspectivedoesitrepresent?

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● Gallerywalktopracticechoosingcorrectlybetweenporandpara

● Clozeactivitytopracticechoosingcorrectlybetweenporandpara

● Pesca/GoFishgametopracticechoosecorrectlybetweenporandpara

CourseName:Spanish3Honors

UnitTitle:NewsandCurrentEventsEst.#ofLessons:12

UnitOverview: Inthisunit,studentswillexplorecurrenteventsandthenewsthroughvariousmeans.They willretelleventsusingthesimplepasttensesinSpanish.Thevocabularytheywillworkwithwillspanthe topicsofcrime,naturaldisaster,anddailynewsevents.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL) TransferGoals

InterpretiveCommunication(novicehigh)

Icanidentifythetopicandsomeisolatedfactsfrom simplesentencesininformationaltexts.

InterpersonalCommunication(novicehigh)

Icanrequestandprovideinformationbyasking andansweringpracticedandsomeoriginal questionsonfamiliarandeverydaytopics,using simplesentencesmostofthetime.

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

CRITICALTHINKING

Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtonewsandcurrent events

● PreteriteTensev.ImperfectTense

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdiscusscurrenteventsorsignificant eventsinthepast?

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

Skills(FramedasLearningTargets)

● Icanusevocabularyrelatedtonewsand currentevents.

● Icanretelleventsfromthepastaccurately usingthePreteriteandImperfecttenses.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:What’sInTheNews?

LearningTargets:

● Icanusevocabularyrelatedtonewsand currentevents

LearningActivities:

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● HeadsUptopracticevocabularyusingcircumlocution

● Cerditosgametopracticevocabularyrecognition

● Bananagramstopracticevocabularyspellingandrecognition

SecondTopic:PreteriteTenseV.ImperfectTense Estimated#ofLessons:8

LearningTargets:

● Icanretelleventsfromthepastaccurately usingthePreteriteandImperfecttenses.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● GallerywalktopracticeconjugationsofPreteriteandImperfectandtheiruses

● DicegametoputtogethersentencestoshowknowledgeoftheusesofPreteriteandImperfect

● VoiceMemowithpromptstodiscusseventsinthepastusingPreteriteandImperfecttenses

STAGE3:LEARNINGPLAN

● EscapeRoomactivitytopracticeusageandconjugationofthetwopasttenses

● Question/answeractivitiesforparticipationstampstodiscusswithaclassmateeventsfromtheir past

CourseName:Spanish3HonorsUnitTitle:HealthandHealthcare Est.#ofLessons:12

UnitOverview: Inthisunit,studentswillbuildupontheirknowledgefromthe firstunitofcurrentevents andnews.Theywillexplorethethemesofhealthandhealthcare.TheywilldiscusseventsusingthePerfect tensesinSpanish.

STAGE1:DESIREDRESULTS

EstablishedGoals(from ACTFL)

InterpersonalCommunication(novicehigh) Icanrequestandprovideinformationbyasking andansweringpracticedandsomeoriginal questionsonfamiliarandeverydaytopics,using simplesentencesmostofthetime.

PresentationalCommunication(novicehigh) Icanpresentonfamiliarandeverydaytopics,using simplesentencesmostofthetime.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION

Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyrelatedtohealthand healthcare

● PresentPerfectTense

● PluperfectTense

● FuturePerfectTense

● ConditionalPerfectTense

● Icanusevocabularyrelatedtohealthand healthcare.

● IcandiscusswhatIandothershavedone.

● IcandiscusswhatIandothershaddone beforesomethingelseoccurred.

● Icandiscusswhatwillhavehappenedata certainpointinthefuture.

● Icandiscusswhatwouldhavehappened.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

FirstTopic:VocabularyRelatedtoHealthand Healthcare Estimated#ofLessons:2

LearningTargets:

● Icanusevocabularyrelatedtohealthand healthcare.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Participationstampstocreatesentencesusingvocabularywords

● Journalentrytodescribeaninjury/hospitalvisit

● Slapgametopracticevocabularyrecognition

SecondTopic:PresentPerfectTense Estimated#ofLessons:4

LearningTargets:

● IcandiscusswhatIandothershavedone.

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow)

STAGE3:LEARNINGPLAN

whospeakanotherlanguage?

LearningActivities:

● Gallerywalktopracticeconjugationofthedifferentperfecttensesanddifferentiationoftheperfect tenses

● Conversationcardstosharewithpeersactivitiesonehasdone

● Journalentrytodiscussexperiencesonehashad

● Verbcharttopracticeconjugationsofpresentperfecttensewithvariousverbs

ThirdTopic:PluperfectTense

LearningTargets:

● IcandiscusswhatIandothershaddone beforesomethingelseoccurred.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Gallerywalktopracticeconjugationofthedifferentperfecttensesanddifferentiationoftheperfect tenses

● Whiteboardpracticeforconjugationofthepluperfecttense

FourthTopic:FuturePerfectTense

LearningTargets:

● Icandiscusswhatwillhavehappenedata certainpointinthefuture.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Gallerywalktopracticeconjugationofthedifferentperfecttensesanddifferentiationoftheperfect tenses

● Storycubestocreatesentencesusingthefutureperfecttense

FifthTopic:ConditionalPerfectTense

LearningTargets:

● Icandiscusswhatwouldhavehappened.

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

LearningActivities:

● Gallerywalktopracticeconjugationofthedifferentperfecttensesanddifferentiationoftheperfect tenses

● Sentencecompletionactivitytodiscusswhatonewouldhavedoneincertainhypotheticalsituations

CourseName:Spanish3HonorsUnitTitle:FamilyandRelationships

UnitOverview: Inthisunit,studentswillexploretherelationshipsamongfamiliesandhowfamilytreats eachother.Theywillshareadviceandgivedirectiontoclassmatesinregardtotheirownrelationshipswith familymembers.Theywilldiscussdifficultiesandjoysthey findintheserelationshipsandpassalongthat knowledgeinavarietyofways.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

PresentationalCommunication(novicehigh)

Icanpresentpersonalinformationaboutmylife andactivities,usingsimplesentencesmostofthe time.

InterpersonalCommunication(novicehigh)

Icanexpress,askabout,andreacttopreferences, feelings,oropinionsonfamiliartopics,usingsimple sentencesmostofthetimeandaskingquestionsto keeptheconversationontopic.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtofamilyand relationships

TransferGoals

RESPONSIBLECITIZENSHIP

Demonstrateculturalawarenessbasedon understandingofandrespectforotherculturesboth pastandpresent

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● HowdoIgiveadvicetosomeone?

Skills(FramedasLearningTargets)

● Icanusevocabularyrelatedtofamilyand relationships.

● AffirmativeandNegativeFamiliar Commands

● Pronounplacementinrelationto affirmativeandnegativefamiliarcommands

● Icangiveadvicetoafriend,certainfamily membersorsomeonecloseinage.

● Icangivedirectiontoafriend,certainfamily membersorsomeonecloseinage.

● Icanuseobjectandreflexivepronouns. accuratelywithcommandsinordertoshorten sentencesandbeconcise.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

FirstTopic:FamilyAndRelationships Estimated#ofLessons:4

LearningTargets:

● Icanusevocabularyrelatedtofamilyand relationships.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Pictionarytopracticespellingofvocabularywords

● Peer/interpersonalconversationstoshareexperiencesrelatedtofamily

● Cerditosgametopracticevocabularyrecognition

STAGE3:LEARNINGPLAN

SecondTopic:AffirmativeAndNegativeFamiliar Commands

LearningTargets:

● Icangiveadvicetoafriend,certainfamily membersorsomeonecloseinage.

● Icangivedirectiontoafriend,certain familymembersorsomeonecloseinage.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● HowdoIgiveadvicetosomeone?

● Recipeactivitytopracticeformingfamiliarcommands

● Journalentryaboutgivingadvicetoanewstudentinyourschool

● Respondtosituationswithcommandstogiveadvice

ThirdTopic:PronounPlacementWithAffirmative AndNegativeFamiliarCommands

LearningTargets:

● Icanuseobjectandreflexivepronouns accuratelywithcommandsinorderto shortensentencesandbeconcise.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Whiteboardpracticeforshorteningcommandsusingpronouns

● Gallerywalktopracticefamiliarcommandconjugationandpronounuse

UnitOverview: Inthisunit,studentswillstudytopicsrelatedtonavigatingthroughthecity/townand advisingothersonhowtonavigate.Buildingupontheirknowledgeoftheimperative,studentswillgive directionsandadvicetopeoplewithwhomtheformalregisterisnecessaryandtogroupsofpeople.

InterpretiveCommunication(novicehigh)

Icanunderstandfamiliarquestionsandstatements fromsimplesentencesinconversations.

InterculturalCommunication(novice)

Icaninteractatasurvivallevelinsomefamiliar everydaycontexts.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

SELF-DIRECTION: Perseverethroughchallenges basedonfeedbackandcommitmenttobeing understood

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

Knowledge

● Vocabularyrelatedtogettingaroundtown andclosetravel

● Affirmativeandnegativeformalcommands (UstedandUstedes)

● Pronounplacementinrelationto affirmativeandnegativefamiliarcommands

Skills(FramedasLearningTargets)

● Icanusevocabularyrelatedtogettingaround townandclosetravel.

● Icangiveadvicetosomeoneolder,some familymembers,someoneunknowntomeand agroupofpeople.

● Icangivedirectiontosomeoneolder,some familymembers,someoneunknowntomeand agroupofpeople.

● Icanuseobjectandreflexivepronouns accuratelywithcommandsinordertoshorten sentencesandbeconcise.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

STAGE3:LEARNINGPLAN

FirstTopic:GettingAroundTown/CloseTravel

LearningTargets:

● Icanusevocabularyrelatedtogetting aroundtownandclosetravel.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● Sentencecreationwithnewvocabularywordsforstamps

● Historietas:chooseavocabularyword,writeasentenceanddrawapicture

● Headsupgameforvocabularyreview

SecondTopic:AffirmativeAndNegativeFormal Commands(UstedandUstedes)

LearningTargets:

● Icangiveadvicetosomeoneolder,some familymembers,someoneunknowntome andagroupofpeople.

● Icangivedirectiontosomeoneolder,some familymembers,someoneunknowntome andagroupofpeople.

LearningActivities:

● Whiteboardactivitiestopracticeconjugation

● Renunciagametopracticeconjugation

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Directionsgametopracticegivinginstructionstoothers

FourthTopic:PronounPlacementWithFormal Commands

LearningTargets:

● Icanuseobjectandreflexivepronouns

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is

accuratelywithcommandsinorderto shortensentencesandbeconcise. whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

LearningActivities:

● Gallerywalktopracticeconjugationofformalcommandsandpronounplacement

● Dicesentenceactivity:Drivinginstructorgivingdirectionstostudents

● 1-3-7writingactivity CourseName:Spanish3HonorsUnitTitle:NatureandtheEnvironmentEst.#ofLessons:12

UnitOverview: Inthisunit,studentswilldelveintothevocabularyandgrammaticalstructuresinorderto discussthemanyissuesfacingourenvironmenttoday.Theywillhonetheircommandofthelanguagewith severalstructuresthatwilladvancetheirskillsinallareas.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpretiveCommunication(intermediatelow) Icanidentifythetopicandrelatedinformation fromsimplesentencesinshortinformationaltexts.

InterpersonalCommunication(intermediatelow) Icanexpress,askabout,andreactwithsome detailstopreferences,feelings,oropinionson familiartopics,bycreatingsimplesentencesand askingappropriatefollow-upquestions.

TransferGoals

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience)

RESPONSIBLECITIZENSHIP

Demonstrateculturalawarenessbasedon understandingofandrespectforotherculturesboth pastandpresent

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyrelatedtonatureandthe environment

● Porv.Para

● Verbslikegustar

● ReciprocalActions

● ReflexiveVerbswithMeaningChanges/for Emotion

● Sepasiva

● Icanusevocabularyrelatedtonatureandthe environment.

● Icanusethetwoprepositionsporandpara correctly.

● Icanuseverbsthatfunctionliketheverb gustar.

● Icanusethestructureforreciprocalactions todescribewhatpeopledoforortoeach other.

● Icanusereflexiveverbsaccurately, differentiatetheoneswithmeaningchanges andthosethatrefertoemotions.

● Icanusethepassivevoicewithsetotalk aboutsomethingthatisdone.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:VocabularyRelatedtoNatureAndThe Environment

LearningTargets:

● Icanusevocabularyrelatedtonatureand theenvironment.

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

LearningActivities:

● Summarizearticlesrelatedtotheenvironment

● Interpersonalconversationsrelatingtowhatonehasreadinanarticleontheenvironment

● Journalentryrelatedtowhatcanbedoneinone’scommunitytohelptheenvironment

SecondTopic:PorV.Para

LearningTargets:

● Icanusethetwoprepositionsporandpara correctly.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Analyzeauthenticexamplesofporandparainareading

● Gallerywalktopracticedifferentiationbetweenthetwoprepositions

ThirdTopic:VerbsLike Gustar

LearningTargets:

● Icanuseverbsthatfunctionliketheverb gustar.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Participationstampstodiscusslikesanddislikes

● Whiteboardactivitytopracticeconjugations

FourthTopic:ReciprocalActions

LearningTargets:

● Icanusethestructureforreciprocal actionstodescribewhatpeopledofororto eachother.

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and

emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

LearningActivities:

● DiceGame:Creatingsentenceswithreciprocalactions

● Writeasentencethatmatchesanimageofreciprocalactions

FifthTopic:ReflexiveVerbs

LearningTargets:

● Icanusereflexiveverbsaccurately, differentiatetheoneswithmeaning changesandthosethatrefertoemotions.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Interpersonalconversationswithclassmatestodiscusshowonefeelsaboutagivensituation

● Situationalpractice:discusshowsomeonewouldfeelaboutacircumstanceusingreflexiveverbs

SixthTopic:PassiveVoiceWith Se

LearningTargets:

● Icanusethepassivevoicewithsetotalk aboutsomethingthatisdone.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Poster/signcreationforalocationsayingwhatcan/cannotbedonethere

● Informationgapactivitytopracticeconjugationofpassivevoice

UnitOverview: Inthisunit,studentswillbegintothinkabouttheworldaroundthemandwhatthefuture maybring.TheywilldiscussscientificandtechnologicaladvancesinSpanishandhowtheymayalterwhat

theyknowabouttheircurrentworld.TheywilllearntousetheSubjunctivemoodinSpanishtomake predictionsaboutthefuture.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

PresentationalCommunication

Icanpresentonfamiliarandeverydaytopics,using simplesentences.(intermediatelow)

InterpretiveCommunication

Icanidentifythemainideainshortconversations. (intermediatelow)

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtotheenvironment

● Vocabularyrelatedtoscientificand technologicaladvances

● PresentSubjunctiveinNominalClauses

● PresentSubjunctiveinAdjectiveClauses

● PresentSubjunctiveinAdverbialClauses

● PresentPerfectSubjunctive

TransferGoals

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION: Makeconnectionswithother disciplinesthroughtheuseofauthenticresourcesand relevantissues

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● HowdoIdiscussconcernsandissuesofthe future?

Skills(FramedasLearningTargets)

● Icanusevocabularyrelatedtonatureandthe environment.

● Icanusevocabularyrelatedtoscientificand technologicaladvances.

● Icantalkaboutwishes,desires,advice,hopes, anddoubtsforthefuture.

● Icantalkaboutwhatdoesorwillhappenin certaincircumstances.

● Icantalkaboutpeopleorthingsthatmayor maynotexist.

● Icantalkaboutwishes,desires,advice,hopes, doubtsandcertainsituationsinrelationtothe recentpast.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

● Grammarquizzes/test

● Vocabularyquizzes/test Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

FirstTopic:VocabularyRelatedtotheEnvironment Estimated#ofLessons:2

LearningTargets:

● Icanusevocabularyrelatedtonatureand theenvironment.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIdiscussconcernsandissuesofthe future?

● Smallgroupconversationstodiscussenvironmentalissuesforstamps

● Headsupgametopracticevocabularyandauditoryskills

SecondTopic:VocabularyRelatedToScientificAnd TechnologicalAdvances Estimated#ofLessons:2

LearningTargets:

● Icanusevocabularyrelatedtoscientific andtechnologicaladvances.

LearningActivities:

EssentialQuestions:

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIdiscussconcernsandissuesofthe future?

● Readanarticleaboutscientificortechnologicaladvancesandwritemini-summariesinSpanishfor

STAGE3:LEARNINGPLAN

eachsection

● Historietas:Chooseavocabword,writeasentencewithitanddrawapicturetocorrespond

ThirdTopic:PresentSubjunctiveInNominal Clauses

LearningTargets:

● Icantalkaboutwishes,desires,advice, hopes,anddoubtsforthefuture.

Estimated#ofLessons:2

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● HowdoIdiscussconcernsandissuesofthe future?

LearningActivities:

● Diceactivitytopracticesentenceformation

● Gallerywalktopracticesubjunctiveconjugations

FourthTopic:PresentSubjunctiveInAdverbial Clauses

LearningTargets:

● Icantalkaboutwhatdoesorwillhappenin certaincircumstances.

Estimated#ofLessons:2

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● HowdoIdiscussconcernsandissuesofthe future?

LearningActivities:

● Respondtogivensituationstodiscusswhatcouldhappen

● Questionandansweractivitytodiscusswhatcouldhappenincertainsituations

FifthTopic:PresentSubjunctiveInRelativeClauses

LearningTargets:

● Icantalkaboutwishes,desires,andadvice.

● Icantalkaboutpeopleorthingsthatmayor maynotexist.

Estimated#ofLessons:2

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow)

whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

LearningActivities:

● Writeawantedadtopracticetheunknown:Whatkindofhouseareyoulookingfor?

● Respondtoawantedadtopracticewhatisknown:Iamanemployeethat…

SixthTopic:PresentPerfectSubjunctive

LearningTargets:

● Icantalkaboutwishes,desires,advice, hopes,doubtsandcertainsituationsin relationtotherecentpast.

LearningActivities:

Estimated#ofLessons:2

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Interpersonalcommunicationwithpartner:TodayIhopeyouhave…

● Completethesentenceactivitytopracticewhentousesubjunctivev.indicative

UnitOverview: Inthisunit,studentswilllearntodiscusswhattheirfutureswilllooklike.Theywillusethe FutureandConditionaltensestotalkaboutwhatwillorwhatmayhappeninregardtotravelandtheir futureemployment.TheywillalsousetheComparativeandSuperlativestructuresinordertomake comparisons.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

PresentationalCommunication(intermediate low) Icanexpressmypreferencesonfamiliarand everydaytopicsofinterestandexplainwhyIfeel thatway,usingsimplesentences.

InterpersonalCommunication(intermediatelow) Icanexpress,askabout,andreactwithsome detailstopreferences,feelings,or opinionsonfamiliartopics,bycreatingsimple sentencesandaskingappropriatefollow-up questions.

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

Knowledge Skills(FramedasLearningTargets)

● Futuretense

● Conditionalmood

● Futuretensev.conditionalmood

● Vocabularyrelatedtojobsandthe workplace

● Vocabularyrelatedtotravel

● Comparative

● Superlative

● Icanusevocabularyrelatedtojobsandthe workplace.

● Icanusevocabularyrelatedtotravel.

● Icantalkaboutwhatwillhappeninthefuture.

● Icantalkabouthypotheticalsituations.

● Icancomparepeopleandthings.

● Icantalkaboutwishes,desires,advice,hopes, doubtsandcertainsituationsinrelationtothe recentpast.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:VocabularyRelatedToJobsAndThe Workplace

LearningTargets:

● Icanusevocabularyrelatedtojobsandthe

Estimated#ofLessons:1

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is

workplace. whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

LearningActivities:

● Journalentrytodiscusswhatjobyouwouldliketohaveinthefuture

SecondTopic:VocabularyRelatedToTravel

LearningTargets:

● Icanusevocabularyrelatedtotravel.

LearningActivities:

Estimated#ofLessons:1

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Journalentrytodiscussatripyouwouldliketotakeinthefuture

ThirdTopic:FutureTense

LearningTargets:

● Icantalkaboutwhatwillhappeninthe future.

LearningActivities:

Estimated#ofLessons:1

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● VoiceMemo:Discusswhatyouwilldoduringtheupcomingsummer

FourthTopic:ConditionalTense

LearningTargets:

● Icantalkabouthypotheticalsituations.

Estimated#ofLessons:1

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

LearningActivities:

● VoiceMemo:Discusswhatyouwoulddoinacertainsituation(forexample:ifyouwonamillion dollars)

FifthTopic:FutureTenseV.ConditionalMood Estimated#ofLessons:4

LearningTargets:

● IcanusetheFuturetenseandConditional moodcorrectly.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Gallerywalktopracticechoosingcorrectlythefuturetenseorconditionalmood

● Whiteboardactivitytopracticechoosingthecorrecttense/mood

● Informationgapactivitytochoosecorrecttense/moodgivencontextclues

SixthTopic:Comparative Estimated#ofLessons:2

LearningTargets:

● Icancomparepeopleandthings.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Writesentencestocomparetwopeopleinapicture

● Listeningactivity:Listentoasentenceandchoosethepersonbeingdescribed

SeventhTopic:Superlative

Estimated#ofLessons:2

LearningTargets:

● Icancomparepeopleandthings.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowcanIconnectwithpeople(rightnow) whospeakanotherlanguage?

● HowdoIselectanduseinformationto supportmyideas?

● Speakingactivity:Describeapersoninaphototoapartnersotheycanchoosethecorrectperson

● Schoolsuperlatives:Readthedescriptionofaschoolandstudentsandwritesuperlativesforthe yearbook(Michaelisthemostathleticoftheschool…)

CourseName:Spanish4AdvancedUnit1Title:ThinkingaboutthepastEst.#ofLessons:17

UnitOverview: Inthisunit,studentswillreviewandusetheirknowledgeofpasttensestructurestoexpand andstrengthentheirrepertoireoflanguage.AsoneofthemostdifficultconceptsintheSpanishlanguage, studentsneedtobeconstantlyexposedtoexamplesandsituationsinwhichonemustdecidewhichpast structuretouseinordertomovetowardproficiencyinthelanguage.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL) TransferGoals

InterpersonalCommunication(intermediatemid)

Icaninteractwithotherstomeetmyneedsina varietyoffamiliarsituations,creatingsentences andseriesofsentencesandaskingavarietyof follow-upquestions.

PresentationalCommunication(intermediate low)

Icanpresentonfamiliarandeverydaytopics,using simplesentences.

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Preteritetense(includingallirregular groups)

● Imperfecttense(regularandirregular)

● Preteritev.Imperfecttense

● Vocabularyrelatedtoacampingtrip

● Vocabularyrelatedtocompetitions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Skills(FramedasLearningTargets)

● Icantalkaboutcompletedactionsandstatesin thepastusingpreterite.

● Icantalkaboutplannedoranticipated, habitual,repeated,andinprogressactionsin thepastusingtheimperfect.

● Icanexplainwhathappenedatacompetitionin thepastusingthePreteriteandImperfect tenses

● Icandescribetheeventsleadinguptoand duringacampingtripinthepastusingallforms ofthepreteriteandtheimperfect.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:ReviewOfPastStructures:The PreteriteAndImperfectTenses

LearningTargets:

● Icantalkaboutcompletedactionsand statesinthepastusingpreterite.

● Icantalkaboutplannedoranticipated, habitual,repeated,andinprogressactionsin thepastusingtheimperfect.

LearningActivities:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

Estimated#ofLessons:6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● GallerywalktopracticechoosingbetweenandconjugatinginthePreteriteandImperfecttenses

● OnlineactivitiestopracticechoosingbetweenandconjugatinginthePreteriteandImperfecttenses

● Whiteboardactivitiestopracticeconjugation

● ConnectFourgametopracticethedifferencesbetweenPreteriteandImperfecttenses

SecondTopic:CampingTrip

LearningTargets:

● Icandescribetheeventsleadinguptoand duringacampingtripinthepastusingall

Estimated#ofLessons:6

EssentialQuestions:

● HowdoIdescribethisexperience? (environment,tradition,activity,and

STAGE3:LEARNINGPLAN

formsofthepreteriteandtheimperfect. emotions)

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

LearningActivities:

● Cerditostopracticevocabularyrecognition

● Bananagramstopracticevocabularyrecognitionandproduction

● Pictionarytopracticevocabularyproduction

● Headsupgametopracticevocabularyproductionandrecognition

ThirdTopic:DescribingACompetition

LearningTargets:

● Icanexplainwhathappenedata competitioninthepastusingthePreterite andImperfecttenses.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● VoiceMemo:Describearecentcompetitionyouattended

● Journalprompt:Describewhathappenedatarecentsportsgame

● Clozeactivity:FillinblankswiththecorrectformofPreteriteorImperfecttenses

UnitOverview: Inthisunit,studentswillsurroundthemselvesintheworldofart.Studentswilldescribethe artinavarietyofwaysanddefinewhattheybelievebeautyis.Continuingtobuildupontheirknowledge andskills,studentswillreviewpreviouslylearnedconceptsandincreasetheirknowledgewithmore in-depthusesoftheseskills.

InterpersonalCommunication(intermediatelow)

Icaninteractwithotherstomeetmybasicneedsin familiarsituationsbycreatingsimplesentences andaskingappropriatefollow-upquestions.

PresentationalCommunication(intermediate mid)

Icantellastoryaboutmylife,activities,eventsand othersocialexperiences,usingsentencesand seriesofconnectedsentences.

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP

STAGE1:DESIREDRESULTS

Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingtherearemultiple waysofviewingtheworld

CRITICALTHINKING

Analyzeinformationinthetargetlanguagetodraw conclusions,synthesizeideas,and/orrecognize patternsaboutcultureandlanguage

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Comparative

● Superlative

● Serv.Estarinregardtoinnate characteristics,emotionsandpast participlesasadjectives

● Vocabularyrelatingtothearts

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Skills(FramedasLearningTargets)

● Icanusecomparisonsandthesuperlativeto talkaboutmyimpressionsofart.

● Icandifferentiatetheusesofserandestar whentalkingaboutinnatecharacteristics, emotionsandpastparticiplesasadjectives.

● Icanusevocabularyrelatedtothearts.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

FirstTopic:VocabularyRelatedToTheArts

LearningTargets:

● Icanusevocabularyrelatedtothearts.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Towergametopracticevocabularyrecognition

● Brillantetopracticevocabularyrecognition

● Oralstampstodescribeyourexperienceswiththearts

SecondTopic:ComparativeAndSuperlative

LearningTargets:

● Icanusecomparisonsandthesuperlative totalkaboutmyimpressionsofart.

LearningActivities:

Estimated#ofLessons:6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Compareandcontrasttwopiecesofartorallywithapartner

● Dicegametocreatesentencescomparingtwopiecesofart

● VoiceMemo:Talkaboutseveraldifferentpiecesofart

● Jeopardygametopracticesentencestructurewithcomparativeandsuperlative

ThirdTopic:SerV.Estar

LearningTargets:

● Icandifferentiatetheusesofserandestar whentalkingaboutinnatecharacteristics, emotionsandpastparticiplesasadjectives.

LearningActivities:

Estimated#ofLessons:6

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Renunciagametopracticeserandestarconjugations

● Clozeactivitytopracticedifferentiatingbetweenserandestar

● Whiteboardactivitytopracticechoosingbetweenserandestar

UnitOverview: Inthisunit,studentswillstudytheeverimportanttopicofhealthandwellness.Students willlearnhowtodiscusshealthissues,stayingactiveandrecommendationsforhealthylivinginthetarget language.Studentswillrelatethisknowledgetotheirownlivesandthelivesofothers.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(intermediatemid)

Icaninteractwithotherstomeetmyneedsina varietyoffamiliarsituations,creatingsentences andseriesofsentencesandaskingavarietyof follow-upquestions.

PresentationalCommunication(intermediate mid)

Icantellastoryaboutmylife,activities,eventsand othersocialexperiences,usingsentencesand seriesofconnectedsentences.

TransferGoals

COMMUNICATION

Communicateeffectivelyinthetargetlanguageina varietyofsituations(e.g.,purpose,task,audience, appropriatevocabulary,sentencestructure)

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION

Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtothebodyandhealth

● Pronounsandtheirlocationinasentence

● Affirmativeandnegativeformalcommands

● Affirmativeandnegativeinformal commands

● PresentSubjunctiveinNounClauses

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowdoIgivesuggestionstoothers?

Skills(FramedasLearningTargets)

● Icandescribesymptomsusingvocabulary relatedtohealthandbodyparts.

● Icangivesomeoneadviceorsuggestions.

● Icanusepronounsinasentencetoavoid repetition.

● Icangivesomeonedirections.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment FormativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:VocabularyRelatedToTheBodyAnd Health

LearningTargets:

● Icandescribesymptomsusingvocabulary relatedtohealthandbodyparts.

LearningActivities:

● Bingotopracticevocabularyrecognition

● HeadsUpgametopracticevocabulary

SecondTopic:AffirmativeAndNegativeFormal Commands

LearningTargets:

● Icangivesomeoneadviceorsuggestions.

● Icangivesomeonedirections.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowdoIgivesuggestionstoothers?

● Readasituationandrespondgivingadviceusingformalcommands

● GiveastrangeradviceonthingstodoinWaterford

ThirdTopic:AffirmativeAndNegativeInformal Commands

Estimated#ofLessons:3

LearningTargets:

● Icangivesomeoneadviceorsuggestions.

● Icangivesomeonedirections.

LearningActivities:

● Whiteboardactivitiestopracticeconjugation

● Clozeactivitiestopracticeconjugation

FourthTopic:PronounsAndTheirLocationInA Sentence

LearningTargets:

● Icanusepronounsinasentencetoavoid repetition.

LearningActivities:

● Gallerywalktopracticeshorteningsentences

● Dicegametopracticeshorteningsentences

FifthTopic:PresentSubjunctiveInNounClauses

LearningTargets:

● Icangivesomeoneadviceorsuggestions.

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowdoIgivesuggestionstoothers?

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowdoIgivesuggestionstoothers?

LearningActivities:

● Horseracegametopracticesentencestructure

● RenunciagametopracticePresentSubjunctiveconjugations

● Journalprompt:GiveadvicetotheupcomingSpanish4Advancedstudents

UnitOverview: Inthisunit,studentswilldiscussjobs,theworkforceandservicetothecommunity. Studentswillsharetheirexperienceswithcommunityservicetheyhaveperformedandjobstheymayhave had.Thisunitwilldrawheavilyontheirpersonalexperiencesandthoseoftheirpeersinordertodiscussthis topicinSpanish.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(intermediatemid)

Icaninteractwithotherstomeetmyneedsina varietyofsituations,creatingsentencesandseries ofsentencesandaskingavarietyoffollow-up questions.

PresentationalCommunication(intermediate mid)

Icantellstoriesaboutschoolandcommunity eventsandpersonalexperiences,usingafewshort paragraphs,oftenacrossvarioustimeframes.

TransferGoals

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION

Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP

Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingtherearemultiple waysofviewingtheworld

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● PresentPerfect

● Pluperfect

● Vocabularyrelatedtotheworkforceand communityservice

● Presentperfectsubjunctiveinnounclauses

● Demonstrativeadjectivesandpronouns

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowdoIgivesuggestionstoothers?

Skills(FramedasLearningTargets)

● IcantellsomeoneaboutjobsthatIhavehad orcommunityserviceIhavedone.

● IcanstatewhatIdidbeforeIcompleted somethingelse.

● Icantalkaboutwhatmighthappeninthe future.

● IcantalkaboutwhatIhopewillhave happenedbythetimewegraduatefromhigh schoolorcollege.

● Icantalkaboutobjectsinrelationtotheir locationandme.

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:VocabularyRelatedToTheWorkforce AndCommunityService

LearningTargets:

● IcantellsomeoneaboutjobsthatIhave hadorcommunityserviceIhavedone.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● VoiceMemo:Discussajobyouhavehadoracommunityserviceprojectyouhavedone

● Bingotopracticevocabularyrecognition

SecondTopic:PresentPerfect Estimated#ofLessons:3

LearningTargets:

● IcantellsomeoneaboutjobsthatIhave hadorcommunityserviceIhavedone.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● TaskCard:Writesentencesaboutthingsyouhavedonethisyear

● BlooketgametopracticePresentPerfectconjugations

ThirdTopic:Pluperfect

Estimated#ofLessons:3

LearningTargets:

● IcanstatewhatIdidbeforeIcompleted somethingelse.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Oralstamps:Discusswhathadalreadyhappenedwhenyouarrivedtoschoolthismorning

● Snowballgametopracticepluperfectconjugations

FourthTopic:PresentPerfectSubjunctiveInNoun Clauses

LearningTargets:

● Icantalkaboutwhatmighthappeninthe future.

● IcantalkaboutwhatIhopewillhave happenedbythetimewegraduatefrom highschoolorcollege.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● JournalEntry:Whatdoyouthinkwillhavehappenedbythetimeyougraduatefromhighschool?

● Conversationcards:topicsforthefuture,hopes,concerns,etc.

FifthTopic:DemonstrativeAdjectivesAnd Pronouns

LearningTargets:

● Icantalkaboutobjectsinrelationtotheir locationandme.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● ConnectFourgametopracticeusageofdemonstratives

● Clozeactivitiestopracticedistinguishingbetweendemonstrativeadjectives

● Createapracticeactivityforotherstousetopracticedemonstratives

UnitOverview: Inthisunit,studentswillexplorehypotheticalsituations,formingandansweringquestions abouthowtheworldcouldbedifferent.Studentswilldiscusscurrenteventsandimplicationsfrompast events.Theywilldiscusswhatcouldorwouldbeincertainsituations.

EstablishedGoals(fromACTFL)

InterpersonalCommunication(intermediatemid) Icaninteractwithotherstomeetmyneedsina varietyofsituations,creatingsentencesandseries ofsentencesandaskingavarietyoffollow-up questions.

PresentationalCommunication(intermediate mid)

Icantellastoryaboutmylife,activities,events, andotherexperiences,usingsentencesandseries ofconnectedsentences.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION

Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowdoIgivesuggestionstoothers?

Knowledge Skills(FramedasLearningTargets)

● Vocabularyrelatedtocurrenteventsand thepast

● Futuretense

● Conditionalmood

● Theusesofthefuturetenseandconditional mood

● Imperfectsubjunctive

● Ifthenstatements

● Icanusevocabularyrelatedtocurrentevents andthepast.

● Icanstatetheoutcomeofasituation.

● Icancommunicateahypotheticalsituation.

● Icantalkaboutthepastinrelationtothe future.

● Icantalkaboutwhatwillhappeninthefuture.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

STAGE3:LEARNINGPLAN

FirstTopic:VocabularyRelatedToCurrentEvents AndThePast

LearningTargets:

● Icanusevocabularyrelatedtocurrent eventsandthepast.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Readanarticleonacurrenteventdiscusswithclassmates

● Historietastowritesentenceswithnewvocabulary

SecondTopic:FutureTenseAndConditionalMood

LearningTargets:

● Icantalkaboutwhatwillhappeninthe future.

● Icancommunicateahypotheticalsituation.

LearningActivities:

● Tellthefutureofaclassmate

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Oralstamps:Whatwouldyoudowithamilliondollars?

ThirdTopic:FutureTenseV.ConditionalMood

LearningTargets:

● Icancommunicateahypotheticalsituation.

● Icantalkaboutthepastinrelationtothe future.

● Icantalkaboutwhatwillhappeninthe future.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● ClozeactivitiestopracticechoosingbetweenFutureandConditional

● CorrecttheerrorstopracticecorrectusageofFutureandConditional

FourthTopic:ImperfectSubjunctive

Estimated#ofLessons:4

LearningTargets:

● Icancommunicateahypotheticalsituation.

● Icantalkaboutthepastinrelationtothe future.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowdoIgivesuggestionstoothers?

● JournalEntry:Ifyoucoulddoanythingyouwantedallday,whatthingswouldyoudo?

● Whiteboardactivitiestopracticeimperfectsubjunctiveconjugations

● GallerywalktopracticewhentousetheImperfectSubjunctive

FifthTopic:IfThenStatements

LearningTargets:

● Icanstatetheoutcomeofasituation.

● Icancommunicateahypotheticalsituation.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● HowdoIgivesuggestionstoothers?

● ConversationCard:IfthenstatementsinthePresentvs.theImperfectsubjunctive

● Dicegamestopracticesentenceconstruction

CourseName:Spanish4HonorsUnit1Title:Howgovernmentandtheenvironmentaffectspeople Est.#ofLessons:14

UnitOverview: Inthisunit,studentswillrelatetothecurrentnaturaldisastersandhowtheyareaffected bythemaswellashowthegovernmentmanagessaiddisasters.Studentswilldescribethenaturaldisasters andthemake-upofthegovernmentinthiscountryandthoseofSpanishspeakingcommunities.Continuing tobuildupontheirknowledgeandskills,studentswillreviewpreviouslylearnedconceptsandincreasetheir knowledgewithmorein-depthusesoftheseskills.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpersonalCommunication(intermediatemid)

Icaninteractwithotherstomeetmyneedsina varietyoffamiliarsituations,creatingsentences andaskingavarietyoffollow-upquestions.

PresentationalCommunication(intermediatemid)

Icanstatemyviewpointaboutfamiliartopicsand givesomereasonstosupportit,usingsentences andseriesofconnectedsentences.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Explainthedifferenttypesofgovernment

● Talkaboutthenaturalworldaroundme

● Discusshownaturaldisastersaffectme

● Talkabouthowthegovernmentaffectsme

● Makecomparisonswithmylifeor communitywiththoseofanother

TransferGoals

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Skills(FramedasLearningTargets)

● Icantalkaboutthingsthatwillhappeninthe future.

● Icantalkaboutthingsinthefuturerelatedto thepast.

● Icantalkabouthowthegovernmentissetup intheUSandhowitcomparestoother Spanishspeakingcountries.

● Icancomparemygovernmentwiththoseof otherSpanishspeakingcountries.

● Icancomparemylifetothosearoundme.

● Icantalkaboutcharacteristicsandemotions.

● IcantalkaboutthingsthatIdotomyself.

● Icantalkaboutthingsthatwedotoeach other.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer.(These articlesarechosenweeklyfromcurrent authenticresourcesfromthe Spanish-speakingcommunity.)

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:ReviewOfFutureStructures:The FutureAndConditionalTenses

LearningTargets:

● Icantalkaboutthingsthatwillhappenin thefuture.

● Icantalkaboutthingsinthefuturerelated tothepast.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Sparkleusedtopracticespellingofconjugationsofthefutureandconditionaltenses.

● Renunciausedtopracticetheconjugationoffutureandconditionaltenses.

● Gallerywalktopracticetheapplicationoffutureandconditionaltensesusingcontext.

SecondTopic:ReviewOfTheVerbsSerAndEstar Estimated#ofLessons:4

LearningTargets:

● Icancomparemylifetothosearoundme.

● Icantalkaboutcharacteristicsand

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

emotions.

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

LearningActivities:

● Whiteboardactivitiestopracticetheuseofserandestar.

● Gallerywalkingroupstopracticethedifferencesofserandestar.

● Connectfourtopracticeusingserandestarinsmallgroups.

ThirdTopic:ComparisonsAndSuperlative

LearningTargets:

● Icancomparemylifetothosearoundme.

● Icantalkaboutcharacteristicsand emotions.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Participationstampstopracticemakingcomparisonandsuperlativestatements.

● “EnParejas“Interpersonalquestionstopracticecomparisonsandsuperlativeswitha partner.

FourthTopic:ReflexiveVerbs

LearningTargets:

● IcantalkaboutthingsthatIdotomyself.

● Icantalkaboutthingsthatwedotoeach other.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Diaryentrytopracticetheuseofreflexiveverbstotalkaboutgroomingandschedules.

● Aroundtheworldtopracticeconjugationsofreflexiveverbs.

FifthTopic:VocabularyRelatedToGovernment AndNaturalDisasters

LearningTargets:

Estimated#ofLessons:Taughtsimultaneously throughouttheunit

EssentialQuestions:

● Discusshownaturaldisastersaffectme

● Talkabouthowthegovernmentaffectsme

LearningActivities:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Conversationcardstodiscusstheenvironmentandnaturaldisasters.

● Headsuptopracticevocabularyrelatedtothegovernmentusingcircumlocution.

CourseName:Spanish4HonorsUnit2Title:Myfamilyandmyresponsibilitiesathome Est.#ofLessons:14

UnitOverview: Inthisunit,studentswilldescribetheirfamilyunitandthoseofaSpanishspeaking community,theresponsibilitiesinthehome,andtheirroles.Continuingtobuildupontheirknowledgeand skills,studentswillreviewpreviouslylearnedconceptsandincreasetheirknowledgewithmorein-depth usesoftheseskills.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

InterpersonalCommunication(intermediatehigh)

Icaninteractwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complication,usingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes. PresentationalCommunication(intermediate mid)

Icanstatemyviewpointaboutfamiliartopicsand givesomereasonstosupportit,usingsentences andseriesofconnectedsentences.

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribemyfamilyandthe responsibilitieseachmemberhas?

Knowledge

● Explainthedynamicofmyfamily

● TalkaboutresponsibilitiesIhaveathome

● UnderstandthatsomeverbsinSpanish haveprepositionsthatdonotdirectly translatetoEnglish.

● Relaystoriesfrommychildhood.

● Talkaboutthingsthathappenedinthepast

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Skills(FramedasLearningTargets)

● Icandescribemyfamilyandcomparethemto thoseofotherpeople.

● Icanappropriatelytellastoryinthepastwith theuseofpreteritandimperfect.

● Icantalkaboutthehouseholdchores everyonehasathome.

● Icanuseverbswiththecorrectpreposition.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofdifficulty.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

LearningTargets:

● Icandescribemyfamilyandcomparethem tothoseofotherpeople.

● Icanappropriatelytellastoryinthepast withtheuseofpreteritandimperfect.

● Icantalkaboutthehouseholdchores everyonehasathome.

LearningActivities:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

STAGE3:LEARNINGPLAN

● Enlaces-onlineactivitiesthatpracticetheconjugationsofverbsinpreteriteandimperfect.

● JournalentriesthatdescribepastimesthatIdidasakid.

● Voicememotodescribeascaryeventinthepast.

SecondTopic:PreteriteAndImperfectAndThe ChangeOfMeaning

LearningTargets:

● Icandescribemyfamilyandcomparethem tothoseofotherpeople.

● Icanappropriatelytellastoryinthepast withtheuseofpreteritandimperfect

● Icantalkaboutthehouseholdchores everyonehasathome.

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Picturesequencesthatdescribeastoryinthepast.

● Readarticlesfrombbcmundo.comandwritesummarysentencesinthepast.

● Situationcardstotalkabouteventsinthepast.

ThirdTopic:VerbsWithPrepositions

LearningTargets:

● Icantalkaboutthehouseholdchores everyonehasathome.

● Icanuseverbswiththecorrectpreposition.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Papelitostopracticewhichprepositionsgowithwhichverbs.

● Onlineactivitiestopracticetheuseofprepositionswithverbs.

● Colorcoded flashcardstopracticewhichverbsgowitha,de,en,orcon

FourthTopic:HouseholdChoresAndWhatEach PersonDoesInTheHome

LearningTargets:

● Icandescribemyfamilyandcomparethem tothoseofotherpeople.

● Icanappropriatelytellastoryinthepast withtheuseofpreteritandimperfect

● Icantalkaboutthehouseholdchores

Estimated#ofLessons:Taughtsimultaneously throughouttheunit

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytheworldaroundme?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

everyonehasathome.

● Icanuseverbswiththecorrectpreposition.

LearningActivities:

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Pictionarytopracticevocabularyforhouseholdchores.

● Aroundtheworldtopracticevocabulary.

● BrillantetospellouthouseholdchorewordsinSpanish

CourseName:Spanish4HonorsUnit3Title:EmploymentandFinancesEst.#ofLessons:14

UnitOverview: Inthisunit,studentswilldescribehowto findemploymentaswellasdescribetheskills employersarelookingfor.Studentswilltalkabout financialresponsibilitiesandhowtoachievethem. Continuingtobuildupontheirknowledgeandskills,studentswillreviewpreviouslylearnedconceptsand increasetheirknowledgewithmorein-depthusesoftheseskills.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(intermediatehigh) Icaninteractwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complication,usingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes.

PresentationalCommunication(intermediate mid)

Icantellstoriesaboutschoolandcommunity eventsandpersonalexperiences,usingafewshort paragraphs,oftenacrossvarioustimeframes.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Vocabularyrelatedtothejobmarket,jobs inmycommunity,budgeting,volunteer activitiesandemployment

TransferGoals

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyjoband finances?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Skills(FramedasLearningTargets)

● IcanstateactivitiesthatIhavedone.

● Icantalkaboutactivitiesthathavehappened beforesomethingelse

● PresentPerfecttense

● Pluperfecttense

● PastParticiple

● Directandindirectobjectpronouns

● Pronounsthatfollowprepositions

● Passivevoice,impersonalse,passivevoice withse

● Icanusedirect,indirectandprepositional pronounsinasentencetoavoidredundancy

● Icangiveaformalpresentationusingthe passivevoice

● Icandescribethingsusingapastparticipleas anadjective

● Icanusedirectandindirectinthecorrect orderwithcompoundverbs.

● Icanusepronounsappropriatelyafter prepositions

● Icantalkaboutdifferenttypesofemployment andwhatoneneedstodoforajob.

● Icantalkabouttheimportanceofbeing financiallyresponsibleandwhatthatentails.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofdifficulty.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FirstTopic:PastParticiple

LearningTargets:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icantalkaboutactivitiesthathave happenedbeforesomethingelse.

● Icandescribethingsusingapastparticiple asanadjective.

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyjoband finances?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

LearningActivities:

● Fillintheblankexamplesontheboardthatstudentsuseproboardpenstocompleteandclass correctasagroup.

● Practicepastparticiplewithspellingblocks

SecondTopic:PresentPerfect

LearningTargets:

● IcanstateactivitiesthatIhavedone.

● Icanusedirectandindirectinthecorrect orderwithcompoundverbs.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyjoband finances?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Practicetheconjugationsofpresentperfectincludingirregularsthroughonlineconjuguemos website.Studentsturninscreenshotsoftheirprogressingoogleclassroom.

● Whiteboardstopracticeputtingdirectandindirectobjectsinthecorrectlocationwiththepresent perfect.

ThirdTopic:Pluperfect

LearningTargets:

● IcanstateactivitiesthatIhavedone.

● Icantalkaboutactivitiesthathave happenedbeforesomethingelse.

● Icanusedirectandindirectinthecorrect orderwithcompoundverbs.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyjoband finances?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Connectfourtopracticethedifferencesofusagebetweenpluperfectandpresentperfect.

● Writeajournalentrytopracticepresentperfectandpluperfect.

FourthTopic:DirectAndIndirectObjectPronouns Estimated#ofLessons:3

LearningTargets:

● Icanusedirect,indirectandprepositional pronounsinasentencetoavoid redundancy.

● Icanusedirectandindirectinthecorrect

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyjoband finances?

● HowdoIdescribewhatIneed?

orderwithcompoundverbs.

LearningActivities:

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● AandBpartnerpracticewithquestionsincludingdirectandindirectobjectpronouns.Partners answerthequestionsusingthepronounsinthecorrectlocation.

● Gallerywalktopracticecommands,re-writingsentences,andansweringquestionsappropriately usingpronounsinthecorrectlocation.

FifthTopic:PronounsFollowingPrepositions

LearningTargets:

● Icanusepronounsappropriatelyafter prepositions.

LearningActivities:

Estimated#ofLessons:2

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyjoband finances?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Fillintheblankworksheetinpairstopracticeprepositionalpronouns.

● Papelitosingroupstopracticeprepositionalpronouns.

SixthTopic:PassiveVoice,ImpersonalVoice,And PassiveVoiceWithSe

LearningTargets: Icangiveaformalpresentationusingthepassive voice.

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyjoband finances?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

LearningActivities:

● Linksonlineinclasstopracticetheuseofsepasiva,vozpasiva,seimpersonal.Studentsuploadtheir answerstogoogleclassroom.

SeventhTopic:VocabularyRelatedToEmployment AndFinances

Estimated#ofLessons:Taughtsimultaneously throughouttheunit

LearningTargets: EssentialQuestions:

● Icantalkaboutdifferenttypesof employmentandwhatoneneedstodofora job.

● Icantalkabouttheimportanceofbeing financiallyresponsibleandwhatthat entails.

LearningActivities:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyjoband finances?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Pictionarytopracticeemploymentand financesvocabulary.

● Historietastoillustrateastoryusingemploymentand financesvocabulary.

CourseName:Spanish4HonorsUnit4Title:HealthandBeautyEst.#ofLessons:14

UnitOverview: Inthisunit,studentswilldiscusstheimportanceofleadingahealthylifeandwhatthat entails.StudentswilldiscussthedifferencesofbeautyintheSpanish-speakingcommunityandtheirown includingwhatisvaluedinbothcultures.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(intermediate high)

Icaninteractwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complication,usingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes. PresentationalCommunication(intermediate mid)

Icantellstoriesaboutschoolandcommunity eventsandpersonalexperiences,usingafewshort paragraphs,oftenacrossvarioustimeframes.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

TransferGoals

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyhealth?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Skills(FramedasLearningTargets)

● Vocabularyrelatedtohealthandthebody

● Seusedwithunintentionalactions

● Formalandinformalcommands

● Presentsubjunctiveinnouns,adverbialand adjectiveclauses

● Icanuseformalandinformalcommandsto tellsomeonehowtoliveahealthylifestyle.

● Icanusethesubjunctivetogive recommendationstoothers.

● Icanusethepassivevoicetoputtheemphasis ontheactioninsteadoftheagent.

● IcantalkaboutwhathurtsorsymptomsthatI have.

● Icanmakerecommendationstoothersusing commands.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:SeUsedWithUnintentionalActions Estimated#ofLessons:4

LearningTargets:

● Icanusethepassivevoicetoputthe emphasisontheactioninsteadoftheagent.

● Icantalkaboutwhathurtsorsymptoms thatIhave.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyhealth?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Readsentencesusingtheformulaforunintentionalactionstoidentifythepattern.

● Cubitostopracticetheformulaforunintentionalactions.

SecondTopic:FormalAndInformalCommands Estimated#ofLessons:4

LearningTargets:

EssentialQuestions:

● Icanuseformalandinformalcommandsto tellsomeonehowtoliveahealthylifestyle.

● Icanmakerecommendationstoothers usingcommands.

● Icantalkaboutwhathurtsorsymptoms thatIhave.

LearningActivities:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyhealth?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Beachballgametopracticeconjugationsofformalandinformalcommands

● Renunciatopracticethedifferentconjugationsofbothformalandinformalcommands.

ThirdTopic:PresentSubjunctiveInNoun, Adjective,AndAdverbialClauses

LearningTargets:

● Icanusethesubjunctivetotellsomeone howtoliveahealthylifestyle.

● Icanusethesubjunctivetogive recommendationstoothers.

● Icantalkaboutwhathurtsorsymptoms thatIhave.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyhealth?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Voicememotopracticetheuseofsubjunctivetogiveadvicetoafriendaboutbeinghealthy.

● Concentriccirclespartnerpracticeinordertopracticegivinghealthadviceusingthesubjunctive.

● Chalktalkstopracticerulesofsubjunctiveandtheiruses.

FourthTopic:HealthAndBodyVocabulary

● Icanuseformalandinformalcommandsto tellsomeonehowtoliveahealthylifestyle.

● Icanusethesubjunctivetogive recommendationstoothers.

● Icanusethepassivevoicetoputthe emphasisontheactioninsteadoftheagent.

● Icantalkaboutwhathurtsorsymptoms thatIhave.

● Icanmakerecommendationstoothers usingcommands.

LearningActivities:

Estimated#ofLessons:Taughtsimultaneously throughouttheunit.

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbymyhealth?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Inpartnerpracticeroleplaytopracticeusingformalcommandsbetweenadoctorandtheirpatient.

● Papelitosinsmallgroupstopracticeconvertingactivevoicesentencestopassivevoice.

CourseName:Spanish4HonorsUnit5Title:What’sfashionable?Est.#ofLessons:14

UnitOverview: Inthisunit,studentswilldiscusswhatisfashionableinmusic,clothing,andlifestyle. StudentswillcomparetheircommunitytothatoftheSpanish-speakingcommunitywithregardtofashion.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(intermediatehigh)

Icaninteractwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complication,usingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes.

PresentationalCommunication(intermediate mid)

Icanstatemyviewpointaboutfamiliartopicsand givesomereasonstosupportit,usingsentences andseriesofconnectedsentences.

TransferGoals

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING:

Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Knowledge Skills(FramedasLearningTargets)

● Vocabularyrelatedtofashion

● Vocabularyrelatedtofood

● ImperfectSubjunctive

● If/thenclauses

● PresentPerfectoftheSubjunctive

● Gerunds

● Icantalkaboutwhatmighthappeninthe futurebeforesomethingelse.

● Icandistinguishbetweenthepresentperfect oftheindicativeandofthesubjunctive.

● Icanidentifydifferentclothingitemsandtalk aboutfashion.

● Icandiscussfoodsandtheirnutritionalvalue forahealthylife.

● Icantalkabouthypotheticalsituationsinthe past.

● Icanuseifthenclausesappropriately.

● Icantalkaboutthingsinprogressusingthe

presentperfect.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:ImperfectSubjunctive Estimated#ofLessons:3

LearningTargets:

● Icanidentifydifferentclothingitemsand talkaboutfashion.

● Icandiscussfoodsandtheirnutritional valueforahealthylife.

● Icantalkabouthypotheticalsituationsin thepast.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Blookettopracticetheconjugationsofimperfectsubjunctive

● Beachballgametopracticetheconjugationsofimperfectsubjunctiveaswellastherulesofitsuses.

● Bloquestopracticetheconjugationsofimperfectsubjunctive

SecondTopic:If/ThenClauses

LearningTargets:

● Icantalkaboutwhatmighthappeninthe futurebeforesomethingelse.

● Icanidentifydifferentclothingitemsand talkaboutfashion.

● Icandiscussfoodsandtheirnutritional valueforahealthylife.

● Icantalkabouthypotheticalsituationsin thepast.

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Icanuseifthenclausesappropriately.

LearningActivities:

● GallerywalkswithavarietyofsentencestopracticeIf/thenstatements.

● DiarioentrytodiscusswhatIwoulddoifIwereto findatreasuremap.

● Conjuguemos;onlinepracticeofIf/thenstatements

ThirdTopic:PresentPerfectOfTheSubjunctive

LearningTargets:

● Icantalkaboutwhatmighthappeninthe futurebeforesomethingelse.

● Icandistinguishbetweenthepresent perfectoftheindicativeandofthe subjunctive.

● Icanidentifydifferentclothingitemsand talkaboutfashion.

● Icandiscussfoodsandtheirnutritional valueforahealthylife.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Whiteboardpracticetodifferentiatebetweentheuseofpresentperfectindicativeandthepresent perfectsubjunctivesentences.

● Brillantetopracticetheirregularconjugationsofthepastparticiplesusedtoformthepresent perfectconjugations.

FourthTopic:Gerunds

LearningTargets:

● Icanidentifydifferentclothingitemsand talkaboutfashion.

● Icandiscussfoodsandtheirnutritional valueforahealthylife.

● Icantalkaboutthingsinprogressusing presentprogressive.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Cuatroenrayatopracticetheuseofgerunds/presentprogressive

● Dadostopracticewritingsentencesinbothpresentperfectindicativeandsubjunctive.

FifthTopic:VocabularyRelatedToFashionAnd Food

LearningTargets:

● Icanidentifydifferentclothingitemsand talkaboutfashion.

● Icandiscussfoodsandtheirnutritional

Estimated#ofLessons:Taughtthroughouttheunit

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowdoIdescribewhatIneed?

valueforahealthylife.

LearningActivities:

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Sellostopracticeusingfashionandfoodvocabularyinsentences.

● ReadanarticleinSpanishthattalksaboutcurrenteventsrelatedtotheuseofinhumaneworking conditionsandinexpensivelabortocreatefashionableclothing.

Unit6Title:TechnologyEst.#ofLessons:14

UnitOverview: Inthisunit,studentswillrelatetothecurrentissueswithtechnologyandhowstudentsare affectedbyitsmanyuses.Studentswilldescribethemanykindsoftechnologyandhowtheyareusedin dailylife.Continuingtobuildupontheirknowledgeandskills,studentswillreviewpreviouslylearned conceptsandincreasetheirknowledgewithmorein-depthusesoftheseskills.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpersonalCommunication(intermediatehigh)

Icaninteractwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complication,usingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes. PresentationalCommunication(intermediate high)

Icanstatemyviewpointonfamiliarorresearched topicsandprovidereasonstosupportit,usinga fewshortparagraphs,oftenacrossvarioustime frames.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythe message.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

TransferGoals

COMMUNICATION:Communicateeffectivelyinthe targetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

CRITICALTHINKING: Analyzeinformationinthe targetlanguagetodrawconclusions,synthesizeideas, and/orrecognizepatternsaboutcultureandlanguage

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytechnologytoday?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

Skills(FramedasLearningTargets)

CourseName:Spanish4Honors

● Vocabularyrelatedtotechnology

● Futureperfect

● Conditionalperfect

● Pluperfectofthesubjunctiveandindicative

● Relativepronouns

● Sequencesoftenses

● Icantalkaboutwhatmighthavehappenedin thepast.

● IcantalkaboutwhatIwouldhavedone.

● Icantalkabouttheadvantagesand disadvantagesoftechnologyinmyworld today.

● Icanuserelativepronounscorrectlyto connectsentencesandmakethemless redundant.

● Icanrecognizeanduseallverbtenseswith somemastery.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Grammarquizzes/test

● Vocabularyquizzes/test

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:VocabularyRelatedToTechnology Estimated#ofLessons:Taughtsimultaneously throughouttheunit

LearningTargets:

● Icantalkabouttheadvantagesand disadvantagesoftechnologyinmyworld today

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytechnologytoday?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Thinkpairshareinthetargetlanguagetotalkabouttheeffectsofsocialmediaandteenagers.

● Slaptopracticethevocabularyrelatedtotechnology.

SecondTopic:TheFutureAndConditionalPerfect Estimated#ofLessons:4

LearningTargets:

● Icantalkaboutwhatmighthavehappened inthepast.

● IcantalkaboutwhatIwouldhavedone

● Icantalkabouttheadvantagesand disadvantagesoftechnologyinmyworld today

● Icanrecognizeanduseallverbtenseswith somemastery

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytechnologytoday?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Identifytheuseoffutureandconditionalperfectinasentenceinsmallgroups.

● Whiteboardpracticewiththeusesoffutureandconditionalperfect.

ThirdTopic:PluperfectOfTheSubjunctiveAndThe Indicative

LearningTargets:

● Icantalkaboutwhatmighthavehappened inthepast.

● IcantalkaboutwhatIwouldhavedone.

● Icantalkabouttheadvantagesand disadvantagesoftechnologyinmyworld today.

● Icanrecognizeanduseallverbtenseswith somemastery.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytechnologytoday?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Inpairsapplysubjunctiverulestoidentifytheuseofpluperfectinsubjunctiveorindicative.

● Blookettopracticetheuseandconjugationsofpluperfectindicativeandsubjunctive.

FourthTopic:RelativePronouns

LearningTargets:

● Icantalkabouttheadvantagesand disadvantagesoftechnologyinmyworld today.

● Icanuserelativepronounscorrectlyto connectsentencesandmakethemless redundant.

LearningActivities:

Estimated#ofLessons:3

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytechnologytoday?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Fillintheblanksentencestopracticetheuseofrelativepronounsingroups.

● Papelitosingroupstopracticetheuseofrelativepronounsinsentences.

Fifthtopic:SequenceOfTenses

Estimated#ofLessons:3

LearningTargets:

● Icantalkaboutwhatmighthavehappened inthepast.

● IcantalkaboutwhatIwouldhavedone.

● Icantalkabouttheadvantagesand disadvantagesoftechnologyinmyworld today.

● Icanrecognizeanduseallverbtenseswith somemastery.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● HowamIaffectedbytechnologytoday?

● HowdoIdescribewhatIneed?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience? (environment,tradition,activity,and emotions)

● Connectfourgameingroupstopracticethesequenceoftenses.

● Diariotopracticewritingaboutwhatyouwouldhavedonehadthingsbeendifferent.

● Whiteboardpracticeingroupsforavarietyoftensesindifferentsentences.

● VHLonlineactivitiestopracticetheuseofdifferenttenses.

CourseName:Spanish5AdvancedUnitTitle:PopCultureintheSpanish-SpeakingWorld Est.#ofLessons:21

UnitOverview: Inthisunit,studentswillexplorepopularandcurrentmusicinLatinAmericaand/orSpain. Studentswillalsodrawmeaningandstudypopculturethroughthefocusofa filmfromthe Spanish-speakingworld.Studentswillalsoresearchandpresenttheirowninformationonacurrentevent.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpersonalCommunication

Icaninteractwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complication,usingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes.

PresentationalCommunication

Icantellstoriesaboutschoolandcommunity eventsandpersonalexperiences,usingafewshort paragraphs,oftenacrossvarioustimeframes.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION

Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP

Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingtherearemultiple waysofviewingtheworld

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

Knowledge Skills(FramedasLearningTargets)

● Porv.Para

● Vocabularyandstructurenecessaryfor summarizing,retellingandinference

● Possiblekeyverbtenses:Present,Preterite, Imperfect,Future,PresentSubjunctive,etc.

● Possiblekeyvocabulary:Ithink,Ibelieve,I know,etc.

● Transitionwords

● Icanusetheprepositionsporandpara correctly.

● Icanretelleventsinthepast.

● IcandrawmeaningfromamovieinSpanish.

● IcandrawmeaningfromasonginSpanish.

● IcancomparemylifetoaSpanish-speaking community.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

FormativeAssessment

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

● Musicvideoproject

● Currenteventpresentation

FirstTopic:PorV.Para

LearningTargets(fromStage1):

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icanusetheprepositionsporandpara correctly.

LearningActivities:

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● Clozeactivitiestodifferentiatebetweenusingporandpara

● Blooketgametopracticethedifferencebetweenporandpara

● Horseracegametopracticeusingporandparacorrectly

● Whiteboardpracticetopracticecreatingsentencesusingporandpara

SecondTopic:PopCultureViaFilm

LearningTargets:

● Icanretelleventsinthepast.

● IcandrawmeaningfromamovieinSpanish.

● IcancomparemylifetoaSpanish-speaking community.

LearningActivities:

● Watch CasiCasi orarelatedmovieinSpanish

● Writejournalentriesrelatedtothe film

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

● SmallgroupdiscussionsbasedonthemovieinSpanishfororalstamps

● Answercomprehensionquestions

ThirdTopic:PopCultureViaMusic

LearningTargets:

● IcandrawmeaningfromasonginSpanish

● IcancomparemylifetoaSpanish-speaking community

LearningActivities:

● Completemusicvideoproject

● Reflectonpeers’musicvideoprojects

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

● Oralstampstoaskquestionsaboutothers’projects

CourseName:Spanish5AdvancedUnitTitle:Whatisthegossip?Est.#ofLessons:21

UnitOverview: Inthisunit,studentswillexploretheideaofgossipandcelebritynewsasitpertainstothe Spanish-speakingworldandtheirownlivesandcommunities.Theywillcontinuetohonetheir communicationandpresentationalskillsinpresentingthisinformationtotheirpeers.Theywillalsoengage ininterpersonalconversationsastheyrelatetogossipandthenews.

EstablishedGoals(fromACTFL)

InterpersonalCommunication(intermediatemid)

Icaninteractwithotherstomeetmyneedsina varietyoffamiliarsituations,creatingsentences andseriesofsentencesandaskingavarietyof follow-upquestions.

PresentationalCommunication(intermediate mid)

Icantellastoryaboutmylife,activities,eventsand othersocialexperiences,usingsentencesand seriesofconnectedsentences.

Understandings

● Languagerequiresyoutosolveproblems.

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION

Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP

Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingtherearemultiple waysofviewingtheworld

EssentialQuestions

● WhatamItryingtosayandhowdoIsayit?Is

STAGE1:DESIREDRESULTS

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values. whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

Knowledge

● Ifthenstatements

● Vocabularyandstructurenecessaryfor summarizing,retellingandinference

● Possiblekeyverbtenses:Present,Preterite, Imperfect,Future,PresentSubjunctive,etc.

● Possiblekeyvocabulary:Ithink,Ibelieve,I know,etc.

● Transitionwords

Skills(FramedasLearningTargets)

● Icantalkabouthypotheticalsituations.

● Icantalkaboutoutcomesofasituation.

● Icanretellevents.

● IcandrawmeaningfromamovieinSpanish.

● IcancomparemylifetoSpanish-speaking communities.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

● Gossipproject

● Currenteventpresentation

FirstTopic:IfThenStatements

LearningTargets:

● Icantalkabouthypotheticalsituations.

● Icantalkabouttheoutcomesofasituation.

LearningActivities:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● ConnectFourgametopracticesentencestructure

● RenunciagametopracticeconjugationsoftheImperfectsubjunctive

● Taskcards:Discusswhatyouwoulddoifacertainsituationweretohappen

STAGE3:LEARNINGPLAN

SecondTopic:CultureViaFilm

LearningTargets:

● Icanretellevents.

● IcandrawmeaningfromamovieinSpanish.

LearningActivities:

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

● Watch BajolaMismaLuna orarelatedmovieinSpanish

● Writejournalentriesrelatedtothe film

● SmallgroupdiscussionsbasedonthemovieinSpanishfororalstamps

● Answercomprehensionquestionsaboutthe film

ThirdTopic:CultureViaGossip/CelebrityNews

LearningTargets:

● Icanretellevents.

● IcancomparemylifetoSpanish-speaking communities.

LearningActivities:

● Completegossip/celebritynewsproject

● Reflectonpeers’gossip/celebritynewsproject

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

● Oralstampstoaskquestionsaboutothers’projects

CourseName:Spanish5AdvancedUnitTitle:CurrentEventsinSpanish-SpeakingCountries Est.#ofLessons:21

UnitOverview: Inthisunit,studentswillresearchcurrenteventsandotherinformationasrelatedtoa Spanish-speakingcountryoftheirchoosing.Theywillbecomeanexpertonthiscountryandsharethis informationwiththeirclassmates.Studentswillalsobeexposedtoimportantculturalandhistoricalevents throughtheprojectandthroughtheirviewingofa filminSpanish.

InterpersonalCommunication(intermediatemid)

Icaninteractwithotherstomeetmyneedsina varietyoffamiliarsituations,creatingsentences andseriesofsentencesandaskingavarietyof follow-upquestions.

PresentationalCommunication(intermediate mid)

Icantellastoryaboutmylife,activities,eventsand othersocialexperiences,usingsentencesand seriesofconnectedsentences.

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP

Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingtherearemultiple waysofviewingtheworld

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION

Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● PresentandPastSubjunctive

● Vocabularyandstructurenecessaryfor summarizing,retellingandinference

● Possiblekeyverbtenses:Present,Preterite, Imperfect,Future,PresentSubjunctive, PastSubjunctive,etc.

● Possiblekeyvocabulary:Ithink,Ibelieve,I know,etc.

● Transitionwords

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

Skills(FramedasLearningTargets)

● Icandifferentiatebetweentheuseofpresent andpastsubjunctive.

● Icantalkabouthypotheticalsituations.

● Icantalkabouttheoutcomesofasituation.

● Icanretelleventsinthepast.

● IcandrawmeaningfromamovieinSpanish.

● IcancomparemylifetoaSpanish-speaking community.

● Icanconductresearchandpresent findings aboutaSpanish-speakingcountry.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

● Countryproject

● Currenteventpresentation

STAGE3:LEARNINGPLAN

FirstTopic:PresentAndPastSubjunctive

LearningTargets:

● Icandifferentiatebetweentheuseof presentandpastsubjunctive.

● Icantalkabouthypotheticalsituations.

● Icantalkabouttheoutcomesofasituation.

● Icanretelleventsinthepast.

LearningActivities:

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● GallerywalktopracticedifferencesbetweenthePresentandPastsubjunctivemoods

● Discusspasteventsinsmallgroupsfororalstamps

● ReadanarticleinSpanishandretelltheeventsinSpanishfororalstamps

● ClozeactivitiestopracticechoosingbetweenPresentandPastSubjunctive

SecondTopic:CurrentEventsAndHistorical ContextViaFilm

LearningTargets:

● Icanretelleventsinthepast

● IcandrawmeaningfromamovieinSpanish

LearningActivities:

● Watch Selena orarelatedmovieinSpanish

● Writejournalentriesrelatedtothe film

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

● SmallgroupdiscussionsbasedonthemovieinSpanishfororalstamps

● Answerreadingcomprehensionquestionsaboutthe film

ThirdTopic:CurrentEventsViaResearch

LearningTargets:

● Icanconductresearchandpresent findings

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is

aboutaSpanish-speakingcountry. whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

LearningActivities:

● Completethecountryproject

● Reflectonpeers’countryproject

● Oralstampstoaskquestionsaboutothers’projects

● OnlineactivitiestopracticelocatingSpanish-speakingcountriesandnamingtheircapitals

UnitOverview: Inthisunit,studentswillreflectontheirentirejourneyoflearningSpanishtocombinetheir skillsandknowledgetoshowcasewhattheyhavelearned.Theywillreflectontheirownlivesasthey preparetograduatehighschool.Theywillviewacomingofage filmandindoingso,beabletoconnectthis knowledgeoftheirownjourneytothatofsomeoneinaSpanish-speakingcountry.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterpersonalCommunication(intermediatehigh) Icaninteractwithotherstomeetmyneedsina varietyofsituations,sometimesinvolvinga complication,usingconnectedsentencesthatmay combinetoformparagraphsandaskingavarietyof questions,oftenacrossvarioustimeframes.

PresentationalCommunication(intermediate high)

Icantellstoriesaboutschoolandcommunity eventsandpersonalexperiences,usingafewshort paragraphs,oftenacrossvarioustimeframes.

TransferGoals

SELF-DIRECTION,CRITICALTHINKING, COMMUNICATION

Makeconnectionswithotherdisciplinesthroughthe useofauthenticresourcesandrelevantissues

RESEARCHANDUNDERSTANDING,RESPONSIBLE CITIZENSHIP

Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingtherearemultiple waysofviewingtheworld

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

Knowledge Skills(FramedasLearningTargets)

● Perfecttense:PresentPerfect,Pluperfect, FuturePerfect,ConditionalPerfect, PresentPerfectSubjunctive,Pluperfect Subjunctive

● Vocabularyandstructurenecessaryfor summarizing,retellingandinference

● Possiblekeyverbtenses:Present,Preterite, Imperfect,Future,PresentSubjunctive, PastSubjunctive,etc.

● Possiblekeyvocabulary:Ithink,Ibelieve,I know,etc.

● Transitionwords

● Icandifferentiatebetweentheuseofthe PerfecttensesinSpanish.

● Icantalkabouthypotheticalsituations.

● Icanretellevents.

● IcandrawmeaningfromamovieinSpanish.

● IcancomparemylifetoaSpanish-speaking community.

● Icanpresentaboutdifferentaspectsofmylife inSpanish.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking

● MyLifeproject

● Currenteventpresentation

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

FirstTopic:PerfectTenses Estimated#ofLessons:7

LearningTargets:

● Icandifferentiatebetweentheuseofthe PerfecttensesinSpanish.

LearningActivities:

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● GallerywalktopracticedifferentiatingbetweenallofthePerfecttenses

● ConversationcardstopracticethedifferentusesofthePerfecttenses

● HorseRacegametopracticesentencestructure

● BlooketgamestopracticeconjugationsofthePerfecttenses

SecondTopic:ComingOfAgeViaFilm

LearningTargets:

● Icanretellevents.

● IcandrawmeaningfromamovieinSpanish.

● IcancomparemylifetoaSpanish-speaking community.

LearningActivities:

● Watch Gol orarelatedmovieinSpanish

● Writejournalentriesrelatedtothe film

Estimated#ofLessons:7

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

● SmallgroupdiscussionsbasedonthemovieinSpanishfororalstamps

● Answercomprehensionquestionsrelatedtothe film

ThirdTopic:ComingOfAgeViaMyLifeProject Estimated#ofLessons:7

LearningTargets:

● Icanretellevents.

● IcancomparemylifetoaSpanish-speaking community.

● Icanpresentaboutdifferentaspectsofmy lifeinSpanish.

LearningActivities:

● CompleteMyLifeproject

● Reflectonpeers’MyLifeproject

EssentialQuestions:

● WhatamItryingtosayandhowdoIsayit?Is whatI’msayingunderstood?

● WhereamItryingtogo(next)?HowdoIget there?

● HowdoIdescribewhatIamseeing?

● HowdoIdescribethisexperience?(food, tradition,activity)

● Askquestionsaboutothers’projectsfororalstamps

CourseName:SpanishforHeritageLearnersECEYear

Est.#ofLessons:21

UnitTitle:Identities

UnitOverview: Inthisunit,studentswillexploretheideaofidentitiesandwhatthatmeanstothemasa heritagelearnerofSpanish.Theywilldelveintothetopicsoffamily,communities,traditions,customsand celebrationsinavarietyofways.Studentswillsharetheirownideasregardingcommunityandcompare themwiththoseoftheirpeers.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterculturalCommunication(Intermediate) InmyownandotherculturesIcancompare practicesrelatedtoeverydaylifeandpersonal interestsorstudies.

InterculturalCommunication(Intermediate) Icanconversewithpeersfromthetargetculturein familiarsituationsatschool,work,orplay,and showinterestinbasicculturalsimilaritiesand differences.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Grammarpoints:presentindicative,serv. estar,presentprogressive,passivevoice, commands,rulesofcapitalization

● Spokencommunication

● Writtencommunication

● Interpretivecommunication(auditory)

● Interpretivecommunication(reading)

TransferGoals

COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP: Gainknowledge aboutglobalculturesandfosterrespectforother culturesrealizingtherearemultiplewaysof viewingtheworld

EssentialQuestions

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

Skills(FramedasLearningTargets)

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanspeakinavarietyofformatsabout identities.

● Icanwriteinavarietyofformatsabout identities.

● Icanlistenandunderstandresourcesthat dealwithidentities.

● Icanreadandunderstandresourcesthatdeal withidentities.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking (Custom/celebration/tradition/aspect Project)

● FormalEssay

FirstTopic:GrammarPoints

LearningTargets:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(presentindicative,serv.estar, presentprogressive,passivevoice, commands,rulesofcapitalization).

LearningActivities:

● Whiteboardactivitiestopracticeconjugations

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Gallerywalktopracticeconjugationsandgrammarrules

● Onlineclozeactivitiestopracticeconjugationsandgrammarrules

SecondTopic:SpokenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanspeakinavarietyofformatsabout identities.

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps:Howdoyoudefineanativespeakerandaheritage speaker,WhatisSpanglish?

● Oralpresentation:Describeacustom,traditionorcelebrationfromyournativecountry

● Askquestionstoclassmatesfororalstamps

ThirdTopic:WrittenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanwriteinavarietyofformatsabout identities.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Journalentriestopicsrelatedto film,generaltopicsrelatingtoidentity,presentationnotes

● Blogtopicsrelatedtoidentity

FourthTopic:InterpretiveCommunication (Auditory)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(presentindicative,serv.estar, presentprogressive,passivevoice, commands,rulesofcapitalization)

● Icanlistentoandunderstandresources thatdealwithidentities.

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● View Unamejorvida;discussionwithoralstamps

● Listentopeerpresentations;askandanswerquestions

● Viewatelevisionprogram;discussionwithoralstamps

● Answercomprehensionquestionsrelatedto film

FifthTopic:InterpretiveCommunication(Reading)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(presentindicative,serv.estar, presentprogressive,passivevoice, commands,rulesofcapitalization)

● Icanreadandunderstandresourcesthat dealwithidentities.

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

LearningActivities:

● Readanarticleandretell/discussthecontentinwrittenandoralform

● Read Enlaochoyladoce andanswerquestions

● Respondtoblogpostsmadebyclassmates

CourseName:SpanishforHeritageLearnersECEYear1

UnitTitle:Multiculturalism:Immigration,Alienation,Assimilation

Est.#ofLessons:21

UnitOverview: Inthisunit,studentswillstudythechallengesthatpeoplehaveuponcomingtotheUnited Statesandthedifficultiesthatarisewhenonetriestoassimilatetotheculture.Thestudentswillalso discussthediscriminationthattheirfamiliesandothershaveencounteredintheirnewcommunity.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterculturalCommunication(novice)

InmyownandotherculturesIcanidentifysome typicalpracticesrelatedtofamiliareverydaylife.

InterculturalCommunication(novice)

InmyownandotherculturesIcanidentify productsandpracticestohelpmeunderstand perspectives.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP: Gainknowledge aboutglobalculturesandfosterrespectforother culturesrealizingtherearemultiplewaysof viewingtheworld

EssentialQuestions

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

Knowledge Skills(FramedasLearningTargets)

● Grammarpoints:pastparticiples,spelling changes,bv.v

● Spokencommunication

● Writtencommunication

● Interpretivecommunication(auditory)

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanspeakinavarietyofformatsabout multiculturalism.

● Interpretivecommunication(reading)

● Icanwriteinavarietyofformatsabout multiculturalism.

● Icanlistenandunderstandresourcesthat dealwithmulticulturalism.

● Icanreadandunderstandresourcesthatdeal withmulticulturalism.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking(InterviewProject)

● FormalEssay

FirstTopic:GrammarPoints

LearningTargets:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(pastparticiples,spellingchanges,b v.v)

LearningActivities:

● Correcttheerrorsactivity

● Dicegametopracticesentencestructure

● Whiteboardactivitytopracticespelling

SecondTopic:SpokenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(pastparticiples,spellingchanges,b

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy

v.v)

● Icanspeakinavarietyofformatsabout multiculturalism. own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps:Whatismulticulturalism?,Whatarechallenges immigrantsfaceinoursociety?,

● Oralpresentation:Howistheexperienceofimmigrationdifferentforimmigrantstodaythaninthe past?

● Askquestionstoclassmatesfororalstamps

ThirdTopic:WrittenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(pastparticiples,spellingchanges,b v.v)

● Icanwriteinavarietyofformatsabout multiculturalism.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Journalentries:topicsrelatedto film,generaltopicsrelatingtomulticulturalism,presentationnotes

● Blogtopicsrelatedtomulticulturalism

FourthTopic:InterpretiveCommunication (Auditory)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(pastparticiples,spellingchanges,b v.v)

● Icanlistentoandunderstandresources thatdealwithmulticulturalism.

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● View CincodíassinNora; discussionwithoralstamps

● Listentopeerpresentations;askandanswerquestions

● Viewatelevisionprogram;discussionwithoralstamps

FifthTopic:InterpretiveCommunication(Reading)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(pastparticiples,spellingchanges,b v.v)

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● Icanlistentoandunderstandresources thatdealwithmulticulturalism.

LearningActivities:

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Readanarticleandretelltheevents/shareopinions

● Read Cajasdecartón andanswercomprehensionquestions

● Respondtoblogpostsbyclassmates

CourseName:SpanishforHeritageLearnersECEYear1UnitTitle:PerceptionsofBeauty Est.#ofLessons:21

UnitOverview: Inthisunit,studentswillexplorehowdifferentculturesperceivebeautyandwhatvalue beautyholds.Studentswillalsodiscussstereotypesandwheretheyoriginate.Thestudentwillbeableto drawcomparisonsbetweentheirownandotherculturesandcommunities.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterculturalCommunication(intermediate)

Icaninteractatafunctionallevelinsomefamiliar contexts.

InterculturalCommunication(intermediate)

Icanrecognizethatsignificantdifferencesin behaviorsexistamongcultures,useappropriate learnedbehaviorsandavoidmajorsocialblunders.

TransferGoals

COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP: Gainknowledge aboutglobalculturesandfosterrespectforother culturesrealizingtherearemultiplewaysof viewingtheworld

CRITICALTHINKING: Analyzeinformationin thetargetlanguagetodrawconclusions, synthesizeideas,and/orrecognizepatterns aboutcultureandlanguage

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

Knowledge Skills(FramedasLearningTargets)

● Grammarpoints:(PresentPerfect, Preterite,Imperfect)

● Spokencommunication

● Writtencommunication

● Interpretivecommunication(auditory)

● Interpretivecommunication(reading)

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanspeakinavarietyofformatsabout beauty.

● Icanwriteinavarietyofformatsabout beauty.

● Icanlistenandunderstandresourcesthat dealwithbeauty.

● Icanreadandunderstandresourcesthatdeal withbeauty.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking(Stereotype/PerceptionProject)

● FormalEssay

FirstTopic:GrammarPoints

LearningTargets:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(PresentPerfect,Preterite, Imperfect)

LearningActivities:

● Renunciagametopracticeconjugations

● Snowballgametopracticesentencestructure

● Correcttheerrorsactivity

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Gallerywalktopracticedifferentiatingbetweenthepasttenses

SecondTopic:SpokenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(PresentPerfect,Preterite, Imperfect)

● Icanspeakinavarietyofformatsabout beauty.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Class/smallgroupdiscussionwithoralstamps:Whydostereotypesexist?,Whatmakesusbelieve them?,Whyisbeautysoimportantintheculturesoftheworld?

● Oralpresentation:Howdoesyourcultureornativecountrydefinebeauty?Doesitonlyhavetodo withphysicalappearanceordoesitdependonpersonalityaswell?

ThirdTopic:WrittenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(PresentPerfect,Preterite, Imperfect)

● Icanwriteinavarietyofformatsabout beauty.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Journalentries:topicsrelatedto film,generaltopicsrelatingtobeautyandstereotypes, presentationnotes

● Blogtopicsrelatedtobeautyandstereotypes

● Shortemailresponsecomparingandcontrastingyourculturetoafriend’sinadifferentcountry

FourthTopic:InterpretiveCommunication (Auditory)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(PresentPerfect,Preterite, Imperfect)

● Icanlistenandunderstandresourcesthat dealwithbeauty.

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● View Lasmujeresdeverdadtienencurvas; discussionwithoralstamps

● Listentopeerpresentations;askandanswerquestions

● Viewatelevisionprogram;discussionwithoralstamps

● Answercomprehensionquestionsrelatedtothe film

FifthTopic:InterpretiveCommunication(Reading) Estimated#ofLessons:4

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(PresentPerfect,Preterite, Imperfect)

● Icanlistentoandunderstandresources thatdealwithbeauty

LearningActivities:

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Readanarticleandretelltheeventsfororalstamps

● Read Laconciencia andanswerquestions

● Respondtoclassmates’blogposts

CourseName:SpanishforHeritageLearnersECEYear1UnitTitle:GlobalChallenges Est.#ofLessons:21

UnitOverview: Inthisunit,studentswillstudycurrentglobalchallengesthatarecommonamongcultures andcommunities.Theywillanalyzethechallengesinrelationtotheirowncultureandothers.Studentswill useresearchskillstolearnmoreaboutwhatisgoingonintheworldandtoexplorepossiblesolutions.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterculturalCommunication(intermediate)

Icaninteractatafunctionallevelinsomefamiliar contexts.

InterculturalCommunication(intermediate)

InmyownandotherculturesIcancompare productsrelatedtoeverydaylifeandpersonal interestsorstudies.

TransferGoals

COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

RESEARCHANDUNDERSTANDING,

RESPONSIBLECITIZENSHIP: Gainknowledge aboutglobalculturesandfosterrespectforother culturesrealizingtherearemultiplewaysof viewingtheworld

CRITICALTHINKING: Analyzeinformationin thetargetlanguagetodrawconclusions,

synthesizeideas,and/orrecognizepatterns aboutcultureandlanguage

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Grammarpoints:(Future,FuturePerfect, Conditional,ConditionalPerfect,c,z,s,gand j,differencesbetweenrandrr)

● Spokencommunication

● Writtencommunication

● Interpretivecommunication(auditory)

● Interpretivecommunication(reading)

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking(GlobalChallengeina Spanish-speakingcommunityorcountry)

● FormalEssay

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

Skills(FramedasLearningTargets)

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanspeakinavarietyofformatsaboutglobal challenges.

● Icanwriteinavarietyofformatsaboutglobal challenges.

● Icanlistenandunderstandresourcesthat dealwithglobalchallenges.

● Icanreadandunderstandresourcesthatdeal withglobalchallenges.

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

FirstTopic:GrammarPoints

LearningTargets:

STAGE3:LEARNINGPLAN

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Future,FuturePerfect,Conditional, ConditionalPerfect,c,z,s,gandj, differencesbetweenrandrr)

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Taskcards:DiscusstopicsintheFutureandConditional

● Errorcorrectionactivity

● Brillantegametopracticespelling

● Blockgametopracticespelling

SecondTopic:SpokenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Future,FuturePerfect,Conditional, ConditionalPerfect,c,z,s,gandj, differencesbetweenrandrr)

● Icanspeakinavarietyofformatsabout globalchallenges.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Class/smallgroupdiscussionwithoralstamps:Definethebasichumanrightsthateveryone deserves,Wheredoweseehumanrightsviolations?,Whataretheproblemsoftheenvironment, howdotheyaffecttheSpanish-speakingworld?

● Oralpresentation:Currenteventthatdealswithaglobalchallenge(naturaldisasters,hunger,etc.)

● Shareopinions,commentsorquestionsregardingaclassmate’soralpresentation

ThirdTopic:WrittenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Future,FuturePerfect,Conditional, ConditionalPerfect,c,z,s,gandj, differencesbetweenrandrr)

● Icanwriteinavarietyofformatsabout globalchallenges.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Journalentries:topicsrelatedto film,generaltopicsrelatingtoglobalchallenges,theenvironment, presentationnotes

● Blogtopicsrelatedtoglobalchallenges

FourthTopic:InterpretiveCommunication (Auditory)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Future,FuturePerfect,Conditional, ConditionalPerfect,c,z,s,gandj, differencesbetweenrandrr)

● Icanlistenandunderstandresourcesthat dealwithglobalchallenges.

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps

● View Cautiva; discussionwithoralstamps

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Listentopeerpresentations;askandanswerquestions

● Viewatelevisionprogram;discussionwithoralstamps

● Answercomprehensionquestionsbasedonthe film

FifthTopic:InterpretiveCommunication(Reading)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Future,FuturePerfect,Conditional, ConditionalPerfect,c,z,s,gandj, differencesbetweenrandrr)

● Icanlistentoandunderstandresources thatdealwithglobalchallenges

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Readanarticleandretelltheeventsfororalstamps

● Read Dospalabras andanswerquestions

● Respondtopeers’blogposts

CourseName:SpanishforHeritageLearnersECEYear2Unit1Title:BreakingBarriers Est.#ofLessons:21

UnitOverview: Inthisunit,studentswillexploretheideaofbreakingbarriersandwhatthatmeanstothem asaheritagelearnerofSpanish.Theywilldelveintothetopicsofimmigration,alienation,assimilation,and overcomingchallengesthatimmigrantsface.Theywilldiscusshowthesechallengesmaydifferforthose thatare firstandsecondgeneration.Studentswillsharetheirownideasregardingcommunityandcompare themwiththoseoftheirpeers.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL) TransferGoals

InterculturalCommunication(intermediate)

InmyownandotherculturesIcancompare practicesrelatedtoeverydaylifeandpersonal interestsorstudies.

InterculturalCommunication(intermediate)

Icanconversewithpeersfromthetargetculturein familiarsituationsatschool,work,orplay,and showinterestinbasicculturalsimilaritiesand differences.

COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

RESEARCHANDUNDERSTANDING,

RESPONSIBLECITIZENSHIP: Gainknowledge aboutglobalculturesandfosterrespectforother culturesrealizingtherearemultiplewaysof viewingtheworld

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

Knowledge

● Grammarpoints:presentindicative,serv. estar,thelettersmandn,theuseofthe letterh

● Spokencommunication

● Writtencommunication

● Interpretivecommunication(auditory)

● Interpretivecommunication(reading)

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

Skills(FramedasLearningTargets)

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanspeakinavarietyofformatsabout breakingbarriers.

● Icanwriteinavarietyofformatsabout breakingbarriers.

● Icanlistenandunderstandresourcesthat dealwithbreakingbarriers.

● Icanreadandunderstandresourcesthatdeal

withbreakingbarriers.

STAGE2:DETERMINEACCEPTABLE EVIDENCE

SummativeAssessment

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking (Custom/celebration/tradition/aspect Project)

● FormalEssay

FirstTopic:GrammarPoints

LearningTargets:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

STAGE3:LEARNINGPLAN

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(presentindicative,serv.estar,the lettersmandn,theuseoftheletterh)

LearningActivities:

● Brillantegametopracticespelling

● Whiteboardactivitiestopracticeconjugations

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Gallerywalktopracticethedifferencesbetweenserandestar

SecondTopic:SpokenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(presentindicative,serv.estar,the lettersmandn,theuseoftheletterh)

● Icanspeakinavarietyofformatsabout breakingbarriers.

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps;Whataresomeoftheobstaclesthatimmigrants face?Aretheobstaclesfair/unfair?Why?Whatchallengeshaveyouandyourfamilyfacedand overcome?

● Oralpresentation:Chooseavocation/job/careerbywhichimmigrantsachievesuccessintheUnited States.Whydoyouthinkthisvocationgivesthemalevelofsuccess?

● Askandanswerquestionsrelatedtoclassmates’oralpresentationsfororalstamps

● InterviewapersonwhohasimmigratedtotheUnitedStates

ThirdTopic:WrittenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(presentindicative,serv.estar,the lettersmandn,theuseoftheletterh)

● Icanwriteinavarietyofformatsabout breakingbarriers.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Journalentries:topicsrelatedto film,generaltopicsrelatingtobreakingbarriers,presentation notes.

● Blog:WhatcanwedotoimprovetheimmigrantexperienceintheUnitedStates?Whatisthemost difficultchallengethatimmigrantsfaceintheUnitedStates?Whatdoyouthinkofmigration?Does itfavorcertaincountries?How?

FourthTopic:InterpretiveCommunication (Auditory)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(presentindicative,serv.estar,the lettersmandn,theuseoftheletterh).

● Icanlistenandunderstandresourcesthat dealwithbreakingbarriers.

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps

● View Azúcar;discussionwithoralstamps

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Listentopeerpresentations;askandanswerquestions

● Viewatelenovela;discussionwithoralstamps

● Answercomprehensionquestionsrelatedtothe film

FifthTopic:InterpretiveCommunication(Reading)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

lesson(presentindicative,serv.estar,the lettersmandn,theuseoftheletterh).

● Icanreadandunderstandresourcesthat dealwithbreakingbarriers.

LearningActivities:

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Readanarticleandsharewithclassmatesfororalstamps

● Read Comoaguaparachocolate andanswerquestions

● Respondtoclassmates’blogposts

UnitOverview: Inthisunit,studentswillstudythechallengesthatlivingandpertainingtoadifferentsocial classmayaffecttheiroutcomesorsuccess/failureintheirlives.Thestudentswillalsodiscusshowthey identifythemselvesandtheirfamilies.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterculturalCommunication(novice)

InmyownandotherculturesIcanidentifysome typicalpracticesrelatedtofamiliareverydaylife.

InterculturalCommunication(novice)

InmyownandotherculturesIcanidentify productsandpracticestohelpmeunderstand perspectives.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP: Gainknowledge aboutglobalculturesandfosterrespectforother culturesrealizingtherearemultiplewaysof viewingtheworld

EssentialQuestions

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

Knowledge Skills(FramedasLearningTargets)

● Grammarpoints:directandindirect pronounswithpersonala,verbslikegustar, preteriteverbs

● Spokencommunication

● Writtencommunication

● Interpretivecommunication(auditory)

● Interpretivecommunication(reading)

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking(InterviewProject)

● FormalEssay

FirstTopic:GrammarPoints

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(directandindirectpronounswith personala,verbslikegustar,preterite verbs)

LearningActivities:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanspeakinavarietyofformatsabout identities.

● Icanwriteinavarietyofformatsabout identities.

● Icanlistenandunderstandresourcesthat dealwithidentities.

● Icanreadandunderstandresourcesthatdeal withidentities.

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● ConnectFourgametopracticesentencestructure

● Onlineinteractiveactivitiestopracticeconjugations

● Dicegametopracticewritingsentences

STAGE2:DETERMINEACCEPTABLEEVIDENCE

STAGE3:LEARNINGPLAN

SecondTopic:SpokenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(directandindirectpronounswith personala,verbslikegustar,preterite verbs)

● Icanspeakinavarietyofformatsabout identities.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Class/smallgroupdiscussionwithoralstamps:Isthesocialclassofmyfriendsimportant?Thatofmy partner?Howdokidsovercomesocialclassinordertomakefriends?Ordothey?

● Inrelationtothestory Lacontinuidaddelosparques- Whatthemesdoweseeinthisstorythatare relatedtoidentities?

● Oralpresentation:Describeacustom,tradition,orcelebrationofyournativecountry.

● Askquestionsandsharecommentsaboutclassmates’oralpresentationsfororalstamps

ThirdTopic:WrittenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(directandindirectpronounswith personala,verbslikegustar,preterite verbs)

● Icanwriteinavarietyofformatsabout identities.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Journalentries:topicsrelatedto film,generaltopicsrelatingtoidentities,presentationnotes

● Blog:topicsrelatedtoidentities,Doyouseethedifferencesofsocialclassinyournativecountry? CompareacustomortraditionoftheUnitedStatesthatyoucelebratedifferentlyinyournative countryorthatofyourparents.

● Essay:DescribeyourviewofsocialclasshereinWaterford.Arethereupperandlowerclasses?How doesoneidentifythem?Howdoesitaffectyourlife?

FourthTopic:InterpretiveCommunication (Auditory)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(directandindirectpronounswith personala,verbslikegustar,preterite verbs)

● Icanlistenandunderstandresourcesthat dealwithidentities.

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps

● View VivaCuba; discussionwithoralstamps

● Listentopeerpresentations;askandanswerquestions

● Viewatelevisionprogram; APapátodamadre discussionwithoralstamps

● Answercomprehensionquestionsrelatedto film

FifthTopic:InterpretiveCommunication(Reading) Estimated#ofLessons:4

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(directandindirectpronounswith personala,verbslikegustar,preterite verbs)

● Icanlistenandunderstandresourcesthat dealwithidentities.

LearningActivities:

● Readanarticleanddiscussinsmallgroups

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Read MellamoRigobertaMenchúyasímenaciólaconciencia andanswerquestions

● Diaryentry:Whatdoesthehistoryofthepersonalityof RigobertaMenchú reveal?

● Respondtoclassmates’blogposts

CourseName:SpanishforHeritageLearnersECEYear2Unit3Title:Multiculturalismo Est.#ofLessons:21

UnitOverview: Inthisunit,studentswillstudythechallengesthatpeoplehaveuponcomingtotheUnited Statesandthedifficultiesthatarisewhenonetriestoassimilatetotheculture.Thestudentswillalso discussthediscriminationthattheirfamiliesandothershaveencounteredintheirnewcommunity. Additionally,studentswilldiscussthedifferencesamonggenerationswithintheirowncultures.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL) TransferGoals

InterculturalCommunication(intermediate)

Icaninteractatafunctionallevelinsomefamiliar contexts.

InterculturalCommunication(intermediate)

Icanrecognizethatsignificantdifferencesin behaviorsexistamongcultures,useappropriate learnedbehaviorsandavoidmajorsocialblunders.

COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

RESEARCHANDUNDERSTANDING,

RESPONSIBLECITIZENSHIP: Gainknowledge aboutglobalculturesandfosterrespectforother

culturesrealizingtherearemultiplewaysof viewingtheworld

CRITICALTHINKING:

Analyzeinformationin thetargetlanguagetodrawconclusions, synthesizeideas,and/orrecognizepatterns aboutcultureandlanguage

Understandings EssentialQuestions

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

Knowledge Skills(FramedasLearningTargets)

● Grammarpoints:(PresentPerfect, Preterite,Imperfect)

● Spokencommunication

● Writtencommunication

● Interpretivecommunication(auditory)

● Interpretivecommunication(reading)

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanspeakinavarietyofformatsabout multiculturalism.

● Icanwriteinavarietyofformatsabout multiculturalism.

● Icanlistenandunderstandresourcesthat dealwithmulticulturalism.

● Icanreadandunderstandresourcesthatdeal withmulticulturalism.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking(Stereotype/PerceptionProject)

● FormalEssay

FirstTopic:GrammarPoints

LearningTargets:

STAGE3:LEARNINGPLAN

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Preterite,Preteritewithchangeof meaning,Imperfect,PreteritevImperfect, theletterK)

LearningActivities:

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● GallerywalktopracticeusageofPreteritev.Imperfect

● Correcttheerrorsactivity

● Discussaneventthathappenedinthepastinsmallgroups

SecondTopic:SpokenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Preterite,Preteritewithchangeof meaning,Imperfect,PreteritevImperfect, theletterK)

● Icanspeakinavarietyofformatsabout multiculturalism.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Class/smallgroupdiscussionwithoralstamps:Think,Pair,Shareinordertoinvestigateideaswith relationtoassimilation,alienation,andimmigration.Whatismulticulturalism?Whatarethe challengesimmigrantsfaceinoursociety?

● Oralpresentation:Createalistoftenquestionstointerviewanimmigrant.Interviewafamily memberorclassmateabouttheirexperienceswithimmigration,alienation,andassimilation.

● Askquestionsandsharecommentsonthepresentationsofclassmates

ThirdTopic:WrittenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Preterite,Preteritewithchangeof meaning,Imperfect,PreteritevImperfect, theletterK)

● Icanwriteinavarietyofformatsabout

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

multiculturalism.

LearningActivities:

● Journalentries:topicsrelatedtothe file EntreNos,generaltopicsrelatingtomulticulturalism, presentationnotes

● Blog:HereatWaterfordHighSchool,Doyouthinkimmigrantsfeeldiscriminatedagainstforthe coloroftheirskinorforbeingfromanothercountry?HowismulticulturalismcelebratedinWHS andinthiscountry?

● Respondtoclassmates’blogposts

FourthTopic:InterpretiveCommunication (Auditory)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Preterite,Preteritewithchangeof meaning,Imperfect,PreteritevImperfect, theletterK)

● Icanlistenandunderstandresourcesthat dealwithmulticulturalism.

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps

● View EntreNos; discussionwithoralstamps

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Listentopeerpresentations;askandanswerquestions

● Viewatelevisionprogram;discussionwithoralstamps

● Answercomprehensionquestionsbasedon film

FifthTopic:InterpretiveCommunication(Reading)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(Preterite,Preteritewithchangeof meaning,Imperfect,PreteritevImperfect, theletterK)

● Icanlistenandunderstandresourcesthat dealwithmulticulturalism.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Readanarticleandretelltheeventsfororalstamps

● Read ¿PorquéseconsideraofensivoenEstadosUnidosdisfrazarsedemexicanoelcincodemayo? and answerquestions

● Respondtoclassmates’blogposts

Est.#ofLessons:21

UnitOverview: Inthisunit,studentswillstudycurrentglobalchallengesthatarecommonamongcultures andcommunities.Theywillanalyzethechallengesinrelationtotheirowncultureandothers.Studentswill useresearchskillstolearnmoreaboutwhatisgoingonintheworldandtoexplorepossiblesolutions.

STAGE1:DESIREDRESULTS

EstablishedGoals(fromACTFL)

InterculturalCommunication(intermediate)

Icaninteractatafunctionallevelinsomefamiliar contexts.

InterculturalCommunication(intermediate)

InmyownandotherculturesIcancompare productsrelatedtoeverydaylifeandpersonal interestsorstudies.

Understandings

● Languagerequiresyoutosolveproblems.

● Bodylanguagecanhelpconveythemessage.

● Eachculturehasuniquecharacteristicsand values.

TransferGoals

COMMUNICATION:Communicateeffectivelyin thetargetlanguageinavarietyofsituations(e.g., purpose,task,audience,appropriatevocabulary, sentencestructure)

RESEARCHANDUNDERSTANDING, RESPONSIBLECITIZENSHIP:

Gainknowledge aboutglobalculturesandfosterrespectforother culturesrealizingtherearemultiplewaysof viewingtheworld

CRITICALTHINKING: Analyzeinformationin thetargetlanguagetodrawconclusions, synthesizeideas,and/orrecognizepatterns aboutcultureandlanguage

EssentialQuestions

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

Knowledge Skills(FramedasLearningTargets)

● Grammarpoints:(PresentSubjunctive,use ofSubjunctive,formalandinformal commands,gandj)

● Spokencommunication

● Writtencommunication

● Interpretivecommunication(auditory)

● Interpretivecommunication(reading)

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.

● Icanspeakinavarietyofformatsaboutglobal challenges.

● Icanwriteinavarietyofformatsaboutglobal challenges.

● Icanlistenandunderstandresourcesthat

dealwithmulticulturalism.

● Icanreadandunderstandresourcesthatdeal withmulticulturalism.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Grammarquizzes/test

Theassessmentsbelowaregivenonceperquarter andonthemidtermand finalexams.The assessmentsarechangedbasedontopicandlevel ofcomplexity.

● BenchmarkAssessment:Presentational WritingandReadingComprehension

● BenchmarkAssessment:Interpretive ListeningVideo/AudiowithWritten Summary(PresentationalWriting)

● BenchmarkAssessment:Interpersonal WritingEmailResponse

● BenchmarkAssessment:Presentational Speaking(GlobalChallengeProject)

● FormalEssay

FirstTopic:GrammarPoints

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson(PresentSubjunctive,useof Subjunctive,formalandinformal commands,gandj)

LearningActivities:

FormativeAssessment

● Articles/informationalreadingswith mini-summaries,question/answer

● Mini-presentationsandrecordings

● Speakingactivities(informationgap,asking andansweringquestions,etc.)

● Journalentries,responsestoquestions

● Listeningactivities(question/answer, responsetopodcasts/otheraudiosources)

● Responsestoemails

Estimated#ofLessons:5

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Blooketgametopracticethedifferenceinspellingwithgandj

● GallerywalktopracticetheuseoftheSubjunctive

● Onlineinteractiveactivitiestopracticeconjugation

● Brillantetopracticespellingwordswithgandj

SecondTopic:SpokenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(PresentSubjunctive,useof Subjunctive,formalandinformal

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

STAGE3:LEARNINGPLAN

commands,gandj,)

● Icanspeakinavarietyofformatsabout globalchallenges.

LearningActivities:

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Class/smallgroupdiscussionwithoralstamps:Whataresomehumanrightsviolations?Whatare themajorenvironmentalissues?HowareSpanish-speakingcountriesaffected?Whatisthemost significantglobalchallenge?

● Oralpresentation:Chooseasongfromthelisttopresenttotheclass.Whatisthemessageofthe song?

● Askquestionstoaclassmateabouttheiroralpresentation

ThirdTopic:WrittenCommunication

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(PresentSubjunctive,useof Subjunctive,formalandinformal commands,gandj)

● Icanwriteinavarietyofformatsabout globalchallenges.

LearningActivities:

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Journalentries:topicsrelatedto film,generaltopicsrelatingtoglobalchallenges,presentation notes

● Blog:topicsrelatedtoglobalchallenges

● Writeabriefemailresponsedescribingaglobalchallengecommunitiesacrosstheworldface

FourthTopic:InterpretiveCommunication (Auditory)

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(PresentSubjunctive,useof Subjunctive,formalandinformal commands,gandj)

● Icanlistenandunderstandresourcesthat dealwithglobalchallenges.

LearningActivities:

● Class/smallgroupdiscussionwithoralstamps

● View LaCosecha; discussionwithoralstamps

Estimated#ofLessons:4

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Listentopeerpresentations;askandanswerquestions

● Viewatelevisionprogram;discussionwithoralstamps

● Answercomprehensionquestionsrelatedto film

FifthTopic:InterpretiveCommunication(Reading)

Estimated#ofLessons:4

LearningTargets:

● Icancommunicateeffectivelywithcorrect usageofgrammarpointsdiscussedinthis lesson.(PresentSubjunctive,useof Subjunctive,formalandinformal commands,gandj)

● Icanlistenandunderstandresourcesthat dealwithglobalchallenges

LearningActivities:

EssentialQuestions:

● HowdoIselectanduseinformationto supportmyideas?

● Howareotherculturesdifferentfrommy own,andfromeachother?

● HowdoIusemytargetlanguagetowork withotherstoachieveacommongoal?

● Readanarticleanddiscusswithaclassmatefororalstamps

● Read Elarrebato o Españacomopotenciamundial andanswerquestions

● Respondtoclassmates’blogposts

AP Spanish Language/ ECE 3178/3179

Composition and Cultural Topics Syllabus

Sept./Oct. Unit 1 Las Identidades Personales y Públicas (alienation, assimilation, heroes and historical figures, national and ethnic identities, personal beliefs, personal interests, self-image)

AP Classroom: Personal Progress Check 2- Students have access to online AP practice that include 20 multiple choice questions, an argumentative essay, and a cultural comparison presentation

Essential Questions:

¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones?

¿Cómo moldea la lengua nuestra identidad cultural?

¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?

¿Cómo influye la tecnología en el desarrollo de la identidad pública y personal?

¿Cómo refleja el arte de una comunidad su identidad pública?

Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal and Presentational Communication with brainstorming in diarios.

▪ ¿Qué es un héroe?

▪ ¿Cómo describirían su identidad nacional?

▪ ¿Es la identidad étnica tan importante como la identidad nacional?

▪ ¿Cuáles son sus creencias personales? ¿Cómo se formaron?

Investigate /Group/Share Activity: Students investigate a Hispanic hero and compare them to a U.S. hero. They must identify the contributions each has made for the well-being of their society. They are to set up the information they investigate into a t chart, and be prepared to present their heroes in small groups in class. After discussing in small groups, students share with the class as a whole which Hispanic and US heroes were the most interesting in their group and why?

Reading Resources:

Educación Intercultural Bilingüe (Chile) Pre-reading: Identify the author/institution hosting the site. (Ministerio de Educación, Gobierno de Chile). Describe the visual content of the page (title and subtitle of the article, photos and captions to the right, menus above the article). Identify the intended audience(s) (general public, educators, parents, students).

Lenguas Indígenas Article: (Ministerio de Educación, Chile) Educación intercultural bilingüe http://peib.mineduc.cl/contenido-pendiente/ Infographic (México) Riqueza cultural en peligro https://las2fridas.files.wordpress.com/2015/03/lenguas.jpg?w=1180

Tania Meza Escorza, “Día de la Lengua materna: La riqueza del plurilingüismo” https://www.milenio.com/opinion/tania-meza-escorza/meza-de-redaccion/dia-de-la-lengua-materna-la-riqueza-delplurilinguismo

● What are the connections between these three articles?

● Students research language diversity and bilingual education in the U.S. and in countries of the Spanishspeaking world, then present their findings to their classmates.

● Students can research language diversity in their own community and compare that to the information presented in the infographic.

Bilingual Education and Identity Video report on how a bilingual school in Guerrero, Mexico, helps to preserve cultural identities. (9 min. video)

Video: https://www.youtube.com/watch?v=EleN8ZAvPO4

Article from El Comercio (online news site from Peru): La importancia de preservar las lenguas nativas El Comercio https://elcomercio.pe/publirreportaje/importancia-conservar-lenguas-nativas-noticia-445211

How is bilingual education impacting identity in indigenous communities in Mexico and Peru? Compare with bilingual education and language learning in general in the students’ community.

Abriendo Paso 2012: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● “Cajas de Cartón”

Abriendo Paso 2014: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● “Tres heroes”, José Martí

● Historias de España – Pere Pi Cabanes

● La Educación General Básica (EGB)

● Independizarse no es solo asunto de libertad; también de madurez

● Jóvenes parados “hijos pródigos” de vuelta a casa

Listening Resources:

Abriendo Paso 2014 Auditivas: p11 Música para integrar p21 Héroes verdaderos p31 Homenaje a los veteranos de guerra de las fuerzas de seguridad

p43 Jóvenes que se van p55 Entrevista con una empresaria p65 La educación y la autoestima

Name, Language and Identity Promotional material Article about accents on sports jerseys #PonleAcento

Video: https://vimeo.com/162107825

https://www.youtube.com/watch?v=9TSCcOaBmzc

Artículo: https://www.nytimes.com/es/2018/06/23/mexico-mundial-ponle-acento/ Discuss students’ perspective on the use of accents on names. Do accents appear on class rolls, diplomas, etc., at your school? Should they?

Yabla.com, Rtve.es, Bbcmundo.com, lasexta.com “Salvados”, podcastsinspanish.com, notesinspanish.com, “El Internado”, “No hay quien viva”, “Gran Hotel”, and “The Cable Girls”

Canciones: Elijan una canción aquí de esta lista o su propia que se relaciona con el tema. Preparen 1-3 diapositivas con no más de 10 palabras para ayudarle explicar a la clase el significado de la canción y cómo está relacionado con el tema de la unidad. La presentación debe ser 2-3 minutos. No hay respuesta correcta. Es su opinión.

“Corazones” (Daddy Yankee)

“Preciosa” (Marc Anthony)

“Justicia,Tierra y Libertad” (Maná con Carlos Santana)

“Soy” (Gypsy Kings)

“Dónde estás corazón” (Shakira)

“Orgullo” (Pitbull)

“No creo en él jamás” (Juanes)

“Viaje tiempo atrás” v “Qué será”

“Serenata para la tierra de uno” (Mercedes Sosa)

“Patria” (Rubén Blades)

“Latinoamérica” (Calle 13)

“Mi país” (Nach)

“Mi país” (Rocardo Arjona)

“4:30” (Obie Bermúdez)

“Extranjero” (Franco de Vita)

“José el Azteca” (Kinto Sol)

“Qué Será” (José Feliciano)

“Muévete” (Rubén Blades)

“Peter Pan” (El Canto del Loco)

“Cuando nadie me ve” (A Sanz)

“El universo sobre mí” (Amaral)

“Salta” (Amaral)

“Milonga judío moro” (Jorge Drexler)

“Corazón sin cara” (Prince Royce)

“Aguanile” (Hector Lavoe)

Authentic Material

“Mi guitarra y vos” (Jorge Drexler)

“Almería, Tierra Noble” (David Bisbal)

“Simón Bolivar” (Inti Illimani)

“Corrido de Pancho Vila” (Hermanos Zaizar)

“Unicornio” (Silvio Rodríguez)

“La Tierra” (Juanes)

“Sueña” (Luis Miguel)

“No importa la distancia” (Ricky Martin)

“Qué Pasa” (Orishas)

“Canción de amor para mi patria” (M. Sosa)

“Sangre Americana” (Bacilos)

“Soy” (Gipsy Kings)

“Rosa o clavel” (Franco de Vita)

“Tocar Madera” (Manolo Tena)

“Mi Tierra” (Gloria Estefan)

“América Sí” (Evelyn Cornejo)

“Depende” (Jarabe de Palo)

“No caigas” (Taxi)

“Color esperanza” (Diego Torres)

“Soy lo que soy” (Daddy Yankee)

“Soy” (Debi Nova)

“El Mismo Sol” (Álvaro Soler)

“Vivir mi vida” ( Marc Anthony)

“Las Avispas” ( Juan Luis Guerra)

“Mi gente” (J. Balvin)

1. As a homework assignment, students access the following audio visual/written resource from BBCmundo.com (“EE.UU. y la educación: la batalla de una familia de inmigrantes”) to learn about problems that immigrant parents face helping their children with schoolwork and what this family defines as a new form of racism:

https://www.bbc.com/mundo/noticias/2011/09/110916_video_nuevo_mexico_cristian

2. To help guide the students, they first read over the following questions and respond in their diarios:

¿Cómo te ayudaban tus padres con las tareas cuando estabas en la escuela primaria?

¿Cómo han participado tus padres en tus actividades escolares por los años?

¿Es esta participación importante para tus padres y para ti? Explica tu respuesta.

Después de ver el video contesta en los diarios:

¿Cuáles son los problemas que enfrentan los padres en el video?

¿Cuál es el racismo a que se refiere?

¿Cómo es la autoestima de estos padres en este video con respecto a su habilidad de ayudar a su hijo a tener éxito en sus estudios?

Si fueras capaz de realizar cambios como oficial de la escuela, ¿qué harías para mejorar la situación de las familias que se encuentran en esta situación?

The next day students use their diarios to share out their responses to these questions in a Socratic round table and they are also encouraged to add their own opinions.

3. Students read and view the following news article and photos from el Nuevo Herald: www.elnuevoherald.com/2012/10/04/1314880/100-latinos-miami-recoge-historias. html, titled “100 Latinos Miami” recoge historias de superación y logros de cien hispanos. After reading the article, students write a reflective essay in which they draw conclusions as to how these immigrant Latinos have overcome diversity to reach success and how they can serve as role models for others facing problems such as alienation. As part of this assignment, students are asked to consider what are the practices and perspectives that are highlighted in this piece? What do these successful Hispanics have in common?

4. https://www.youtube.com/watch?v=Drh8YX4_1UM

Theme:El liderazgo

Essential Questions:

● ¿Qué retos enfrentan las mujeres que tienen cargos públicos?

Authentic Texts:

● Día internacional de la mujer https://www.youtube.com/watch?v=EtXO98iVb2c

● Mujeres, estancadas por la desigualdad http://www.cnnexpansion.com/economia/2012/02/02/mujeres-las-mas-pobres-en-al-onu

● “Clinton:EU debe aprender de las mujeres presidentas en América Latina http://mexico.cnn.com/mundo/2011/03/19/clinton-eu-debe-aprender-de-las-mujeres-presidentas-en-america-latina

● No la han dejado gobernar por mujer http://www.proceso.com.mx/272516/oaxaca-el-pecado-de-ser-mujer-y-gobernante

Pre-activity: Students will write an answer to the following questions in their diaries: ¿Quiénes son las líderes en su comunidad y qué papel desempeñan? (Think about state, city, town, school, and national level.) Next, students share their thoughts in small groups.

● Students watch the video about the Día internacional de la mujer and they discuss the following questions:

1. ¿Cuál es el punto de vista que la ONU quiere transmitir al público?

2. ¿Cómo se refleja el papel de las mujeres citadas en este segmento?

3. ¿Qué lugares se describen en este segmento?

4. ¿Si tuvieras la oportunidad de grabar o crear un video que celebra la importancia de la mujer en tu comunidad, ¿cómo sería, qué incluiría y por qué?

5. ¿Cuál es el propósito de la UNESCO al tratar de dedicar un Día Internacional a la mujer?

● Students then read one of the three articles assigned to them and comment on google classroom about the highlights of each article.

● After reading the highlights from the three articles students write a diary entry answering the following questions for homework:

1. ¿Qué retos tuvo que enfrentar la mujer durante su campaña política? ¿Puede pasar esto en los EEUU?

2. ¿Qué retos enfrentan las mujeres que presentan como candidatas políticas en los EEUU?

Auditiva Abriendo Paso 2012 Cajas de Cartón p95

Viewing: films, video

Largometraje: Bajo la misma luna/ El Norte

(Discussion questions: How is the family unit affected when a parent goes to another country to find work to make a better life for the family? What are the risks? What unforeseen circumstances may arise to delay a family reunion?)

Español en Vivo:

Capítulos 8-9: el emigrante I + II

Capítulo 16: la identidad

Capítulo 19: la religión y la cultura

Speaking- Charlas, Voice Memos, Interpersonal and Presentational Speakings

Presentación 5-8 minutos sin apuntes: Power point –research an aspect of alienation, assimilation, heroes and historical figures, national and ethnic identities, personal beliefs, personal interests, self-image in the Spanish community and present to the class. Use at least two different sources and no more than 10 words per slide.

Writing

Explore Personal Beliefs About Self-image: Written Interpersonal communication; formative assessment

As homework assignment, students write on teacher’s google classroom to answer the following questions: ¿Por qué es importante la autoestima de una persona? ¿Cómo afecta el destino de la persona?

Students are required to engage in extended written discussion with at least two of their classmates via the google website.

Cajas de Cartón Interpersonal Writing p94 mensaje #2

Interpersonal Writing: Una carta a Chito de “Bajo la Mismo Luna”

Ensayo: El sueño americano

Ensayo: Abriendo Paso 2014 p. 44 El lenguaje nacional en una comunidad global;

Ensayo argumentativo #1: The Importance of Being Bilingual Essay Prompt ¿Deben los estudiantes en nuestro colegio estudiar dos idiomas en adición al inglés?

Read the sources for the essay, and identify details that can be used to support an affirmative and negative response to the essay prompt. When interpreting the chart, the abbreviation UE (La Unión Europea), and the reference to European countries as Estados miembros. Create a T-chart to summarize arguments on both sides. T-chart will be used for class discussion and you will write a “bosquejo” of your ideas for an argumentative essay. After completing the presentational speaking both the t chart and the outline will be turned in and graded.

Article in EL PAÍS

https://elpais.com/sociedad/2012/05/11/actualidad/1336763445_967242.html

Chart EUROBARÓMETRO especial 243, La Comisión Europea, “Los Europeos y sus Lenguas” See page 3, chart D48b-d

Gráfico: http://ec.europa.eu/commfrontoffice/publicopinion/archives/ebs/ebs_243_sum_es.pdf

Presentational Speaking: Cultural Comparison Prompt ¿Cuál es la actitud de las personas en una comunidad del mundo hispanohablante que te sea familiar con respecto al aprendizaje de más de un idioma? Compara la actitud de las personas en una comunidad hispanohablante que te sea familiar con la actitud de las personas en tu comunidad o en otra comunidad. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc .. Tendrás cuatro minutos para usar la chuleta de Ken Stewart para preparar tus pensamientos y 2 minutos para hablar y grabar en voice memo.

Ensayo argumentativo #2: ¿Se debe la autoestima de un niño exclusivamente a la relación entre los padres y sus hijos?

Fuente Número 1: “12 Pasos para Mejorar la Autoestima de sus Hijos” por Yaakov Lieder en Jabad.com vida y Sociedad.

http://www.es.chabad.org/library/article_cdo/aid/683311/jewish/12-Pasos-para-Mejorar-la-Autoestima-de-susHijos.htm

Fuente Número 2: “Como mejorar la autoestima de los y las escolares con sobrepeso y/o riesgo de obesidad de 13 y 14 años. Medidas de actuación.” De www.efdeportes.com/Revista Digital-Buenos Aires-Año 13 -N 121-junio de 2008

http://www.efdeportes.com/efd121/autoestima-de-escolares-con-sobrepaso-y-o-riesgo-de-obesidad.htm

Fuente Número 3: “Educar la autoestima de los niños” Elevar la autoestima de los niños no es tarea fácil para los padres. Escuchen los consejos del doctor Eduardo Estivill para poder preparar a un hijo para el futuro. https://www.youtube.com/watch?v=MFqDysctBcs

Ensayo argumentativo #3: ¿Debe uno asimilar la cultura o guardar su identidad cultural al inmigrar a un país nuevo? Students listen to an audio about the identity of the new generation of Hispanics in the U.S.: www.bbc. co.uk/mundo/cultura_sociedad/2010/06/100607_video_hispanos_generacion_la_ np.shtml and read an article explaining how more than 60% of immigrant children living in Spain do not feel Spanish: www.eluniverso.com/2010/11/04/1/1360/mas- 60-hijos-inmigrantes-identifican-comoespanoles.html?p=1360&m=1860. They also are given a map showing immigration patterns in various parts of Europe. http://esmateria.com/2013/02/18/el-primer-mapa-mundial-de-las-migraciones-del-presente/The essay is evaluated using the new exam scoring guidelines. Students consider the unit essential questions as they develop the persuasive essay:

¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones?

¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?

¿Cómo influyen la lengua y la cultura en la identidad de la persona?

There will also be diary entries that will summarize different listening activities from bbcmundo.com, notesinspanish.com, lasexta.com, 20minutos.com, “El Internado”, yabla.com, podcastsinspanish.com, and rtve.es.

Students will also write reactions to “Bajo la Mismo Luna”, songs, articles, and short stories.

Grammar Review:

UVM 1: present tense / imperative / passive voice / UVM 2: present perfect / pretérito / imperfecto / pluperfect

Oct/Nov. Unit 2 La Vida Contemporánea: (education, professional careers, lifestyles, relationships, leisure and sports, advertising and marketing, holiday and celebrations, housing and shelter, rites of passage, travel, volunteer work, traditions, and social values)

AP Classroom: Personal Progress Check 5- Students have access to online AP practice that include 20 multiple choice questions, an email reply, a conversation, and a cultural comparison presentation.

Essential Questions:

¿Cómo definen los individuos y las sociedades su propia calidad de vida?

¿Cuáles son los desafíos de la vida contemporánea?

¿Cómo impacta la calidad de vida el lugar donde se vive?

¿Cómo influyen y se relacionan los aspectos de la vida diaria con la calidad de vida?

¿Qué influye en nuestra interpretación y en nuestras percepciones de la calidad de vida?

Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal and Presentational Communication with brainstorming in diarios.

Homework Response on Google classroom- Students reflect on the following situation and associated questions and write a short paragraph to respond:

Imagina que tienes que crear una caja de tres tesoros para enviar a un pueblo extraterrestre para describir quiénes somos en el año 2019. ¿Cuáles tres productos incluirías? ¿Cómo describirías el producto y la función que desempeña? ¿Cómo describirías la perspectiva que representa cada uno? ¿Cómo reflejan estos productos nuestra sociedad actual? Piensa cuidadosamente en los productos, prácticas y perspectivas que definen nuestra vida contemporánea. After reading the google classroom entries, students can read each other’s comments and respond to their comments as another homework assignment. A Spoken Interpersonal discussion follows the next day in the form of a Socratic round-table or a think pair share.

Reading Resources:

Abriendo Paso 2012: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● Jacinto Contreras (Cela)

● El décimo (Pardo Bazán)

● Cartas a un amor (Allende)

Abriendo Paso 2014: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● Las mujeres jóvenes eligen estudios y trabajos estereotipados

● Música, de los pobres a los ricos

● Vamos a …buscar inspiración: Lugares que me inspiran

● Los estilos de vida sostenibles se están extendiendo por toda Europa

● Al Colegio, Carmen La Foret

● Vivir en Uruguay-Cultura y tradiciones

● América Solidaria: Una oportunidad para servir

http://www.editorialutopias.com/leonidas-barletta-1902-1975/

La partida de Leónidas Barletta (Argentina, 1902–1975) In this short story, a man says good-bye to his family as he reluctantly leaves the family ranch. Why the protagonist is leaving is not fully apparent, but the references to and inferences about the family’s poverty allow the reader to assume that their quality of life is lacking. Observe how the author uses dialogue, colloquial speech, and description to communicate emotions. Discuss how the protagonist’s departure may affect his family and their socioeconomic status. Analyze the impact of lack of economic opportunity and family separation on quality of life. Relate to the current situation of immigration.

El Bienestar: ¿Qué son las prioridades para tener una calidad buena de vida?

http://www.almudenaseguros.es/blog/en-que-ciudad-espanola-se-vive-mejor/ ¿En qué ciudad de España se vive mejor? A map and chart rank Spanish cities, then analyze the nine factors that contribute to the ranking.

http://www.oecdbetterlifeindex.org/es/about/better-life-initiative/ ¿Cómo medimos el bienestar de las sociedades? An article that presents 11 factors that contribute to quality of life. http://www.oecdbetterlifeindex.org/es/#/11111111111

The Organization for Economic Cooperation and Development (OECD) interactive tool presents 11 factors that contribute to quality of life.

https://www.unotv.com/videoblogs/estilo-de-vida/vida-zen/detalle/calidad-vida-242445/ https://www.youtube.com/watch?v=oisB8Xb2wY4&t=353s

Video Cómo mejorar tu calidad de vida UNO TV: Como mejorar tu calidad de vida Interview with author Guillermo Ferreira in which he discusses how meditation and yoga improve the quality of life.

Chart Andrea Gomez: Por qué Finlandia lidera la lista de países más felices y España cae hasta el 36? https://www.lainformacion.com/mundo/porque-finlandia-lidera-lista-paises-mas-felices-espana-puesto-36/6344245/ Video Interviews with Article and Charts ¿Por qué Costa Rica sigue siendo el país más feliz de América Latina? https://cnnespanol.cnn.com/2017/03/20/por-que-costa-rica-sigue-siendo-el-pais-mas-feliz-de-latinoamerica/ In this video, several Costa Ricans express their opinions about their nation’s ranking as the happiest country in Latin America. The article describes reasons why Costa Rica is considered one of the happiest countries in Latin America. The charts are valuable in helping make comparisons and provide insight into happiness around the world. Presentational Speaking: Elige una de las dos preguntas

1. ¿Qué es considerado necesario para tener una calidad Buena de vida en tu comunidad? Compara tu comunidad con una comunidad de habla español.

2. ¿Qué aspectos contribuyen positivamente y negativamente a la calidad de la vida en una comunidad hispanohablante que te sea familiar comparados a los de tu comunidad u otra? En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc.

Listening Resources

Abriendo Paso 2014 Auditivas:

p79 La educación, la sociedad, y el trabajo p89 El Día de la Diversión en el Trabajo p100 La expedición Pantiacolla 2011 p111 La plataforma de moda ética BeCo p122 La amistad p134 Una tradición boliviana p146 “Un techo para mi país”

Veinte mundos –

http://www.veintemundos.com/magazines/16-en/intercambio/ Costa Rica-lección de vida http://www.veintemundos.com/magazines/13-en/mochilero/ (Lorenzo Córdoba)

Revista: Modos de Vivir (6) (experiencias) y (2) felicidad

BBC Mundo: Video- “La búsqueda “

http://www.bbc.co.uk/mundo/noticias/2011/05/110506_gen_felicidad_men.shtml (el secreto de la felicidad http://www.bbc.co.uk/mundo/noticias/2011/02/110209_video_brasil_felicidad_constitucion_lh.shtml

http://www.bbc.co.uk/mundo/noticias/2011/05/110525_emociones_atraccion_sexual_men.shtml (los hombres felices

Yabla.com, Rtve.es, Bbcmundo.com, lasexta.com “Salvados”, podcastsinspanish.com, notesinspanish.com, “El Internado”, edex.com

Canciones: Elijan una canción aquí de esta lista o su propia que se relaciona con el tema. Preparen 1-3 diapositivas con no más de 10 palabras para ayudarle explicar a la clase el significado de la canción y cómo está relacionado con el tema de la unidad. La presentación debe ser 2-3 minutos. No hay respuesta correcta. Es su opinión.

“Mis ojos”

“Super héroe” (Vico C)

“Bonito” (Jarabe de Palo)

“Lo que me gusta a mí” (Juanes)

“La copa de la vida” (Ricky Martin)

“Búscate un hombre que te quiera”

“Louis” (Franco de Vita)

“Fiesta” (Juan Manuel Serrat)

“Y no hago más na” (Gran Combo PR)

“El me mintió” (Diana Reyes)

“Buenas noticias” (Chenoa)

“Pop” ( LODVG)

“En el muelle de San Blas” (Maná)

“Penelope” (Serrat)

“Pedro Navaja / Adán García” ( Rubén Blades)

“Sueños” (Juanes)

“Marta Sebas Guille y los demás” (Amaral)

“Ciega Sordomuda” (Shakira)

“Aunque no te pueda ver” (Alex Ubago)

“Eres” (Café Tacuba)

Rap de Optimus

“El Cine” (Mecano)

“Los amigos” (Juanes)

“La vida es un carnaval” (Celia Cruz)

“Recuerdos” (Ismael Serranos)

“La extraña pareja” (Ismael Serranos)

“Mi buen amigo” (Franco De Vita)

“El y Ella” (Ricardo Arjona)

“Fruta Fresca” (Carlos Vives)

“Aquí estoy yo” (Luis Fonsi)

“Querido Tommy” ( Tommy Torres)

“Depende de Ti” (Sueño de Morfeo)

“Nos Vemos en el Camino” (“)

“Me gustas tú” (Manu Chau)

“Hombre del Piano” (Ana Belén)

“Aquellos años locos” (Canto del Loco)

“La Vida es un Ratico” (Juanes)

“Las Cosas que Vives” (Laura Pausini)

“Déjate llevar” (Reik)

“Mi Persona Favorita”(Alejandro Sanz)

Connecting to Authentic Resources: Audio, Visual, and Audiovisual Interpretive Communication, Written and Print Interpretive Communication (Spoken Interpersonal and Presentational Communication interwoven)

1. Homework: students listen to the following audio from Más voces: http://www.masvoces.org/ReportajeDia-de-la-Hispanidad-y and answer the following questions in their diario in order to prepare for discussion in class the next day:

● ¿Cómo influyen las perspectivas de la gente en la celebración contemporánea de la fiesta el Día de la raza?

● ¿Debe España pedir perdón a los pueblos?

● ¿Cuáles son unos ejemplos de neo-colonialismo en la actualidad?

Students give their own opinions and cite examples.

2. Examinando algunas prácticas de la vida contemporánea:

● In Abriendo paso: lectura, students read La Tomatina, complete the comprehension activities, prepare to answer and defend their opinions to the question, ¿Es diversion o tontería?

● By accessing http://www.ver-taal.com/cultura_20080704_sanfermines.htm students view and listen to: Los Sanfermines de Pamplona and complete the interactive activities that accompany the audiovisual presentation. Once again, they prepare to answer and defend their opinion: ¿Es diversion o tontería?

3. In class, students individually read the following news articles to learn about best careers for students in México, the U.S., and Argentina:

● http://www.informador.com.mx/economia/2010/252791/6/las-10-profesiones-mejor-pagadas-demexico.htm

● http://www.lagaceta.com.ar/nota/480857/Tucumanos/Conoce-las-profesiones-mas-rentables-delfuturo.html

● For homework, students research (in Spanish) the same information about the U.S.

● In class the next day, they compare and contrast tendencies and predict why there may be differences.

4. Homework: Look at the following Prezi about Carlos Slim Domit and Bill Gateshttps://prezi.com/dtmgff18rt60/carlos-slim-domit-vs-bill-gates/ Research their work and answer the following question for class in paragraph form in your diario:

● ¿Por qué merece o no merece Domit ser otorgado el Premio Nacional de la Imagen Pública?

● For an oral presentation: Compara a Carlos Slim Domit con Warren Buffett o Bill Gates por investigar información similar de sus carerras y empresas y por investigar sus actividades caritativas.

● Students record presentations using Voice Memo

. Context: Las tradiciones y los valores sociales

Essential Questions:

● ¿Cómo se define una sociedad a través de sus hábitos alimenticios?

● ¿Qué efectos tienen los retos del mundo moderno en los hábitos alimenticios? Authentic texts on which the assessment is based:

● Video: Tapear en Granada http://www.youtube.com/watch?v=__pLOq3bt10

Formative Assessment:

● Students will address the following discussion in a round table. “What do the decisions you make about food say about you as a person?” Possible answers: “I like convenience because I get up early and I am busy,” or “ I try to make healthy choices.” On Google classroom students will think about what was discussed in class and they will address the essential question: “Qué efectos tienen los retos del mundo modern en los hábitos alimenticios?

● In class the next day, students will see the video Tapear en Granada. During the first viewing, students will make a list identifying the products associated with tapas. (These will be mostly objects, such as small dishes and bars.) During the second viewing, students will list the practices associated with tapas. That is, what do people do regarding tapas? Students will think, pair, and share with the class their findings. Students should consider the difference of going to a bar in Spain versus USA.

● In a whole group discussion, the teacher has the students address the question: “What would you list as the products and practices of American teenagers’ eating habits?” Students should then work in pairs to write two sentences to answer the following questions: “What do your two lists of practices and products (for American teenagers and for Spanish people regarding tapas) say about each group’s values?

● Students will use voice record to record a 2 –minute oral presentation, comparing their eating habits with what they have learned about eating habits in Spain.

Extension: Use the following articles to answer the question: How and why have traditional eating habits in Mexico and Honduras changed.

● From Mexico: “Comida rápida, incicio de las malas hábitos alimenticios” http://www.informador.com.mx/mexico/2010/183138/6/comida-rapida-inicio-de-los-malos-habitosalimenticios.htm

● From Honduras: “Malos hábitos alimenticios afectan a sampedranos” http://www.laprensa.hn/Secciones-Principales/Honduras/San-Pedro-Sula/Malos-habitos-alimenticiosafectan-a-sampedranos

Auditiva Abriendo Paso 2012 El Décimo p57

Viewing: films, video

Largometraje: Volver

Cortos: Bajo la sombrilla / My backyard was a mountain Cortos: Diez Minutos Español en vivo: Capítulo 3 el trabajo y la rutina

Yabla.com, Rtve.es, Bbcmundo.com, lasexta.com “Salvados”, Podcastsinspanish.com,Notesinspanish.com, “La Mujer de Vendeval”

Speaking- Charlas, Voice Memos, Interpersonal and Presentational Speakings

Interpersonal Speaking: Debate: Urban vs. Rural

Vacation Vecindarios en Buenos Aires Trip Advisor: Vecindarios de Buenos Aires https://www.tripadvisor.com.mx/NeighborhoodList-g312741-Buenos_Aires_Capital_Federal_District.html

“Casas rurales” en España https://turismorural.com/

Writing

Redefining My Views: Written Presentational Communication

Students prepare a argumentative essay to answer the following prompt: ¿Hasta qué punto se puede decir que la mujer y el hombre son iguales en nuestro mundo? In their essay, they should address at least one of the following essential questions, citing evidence from the unit:

● ¿Cómo definen los individuos y las sociedades su propia calidad de vida?

● ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea?

● ¿Cuáles son los desafíos de la vida contemporánea?

Interpersonal Writing: Jacinto Contreras Abriendo Paso 2012 p111, El Décimo

Idealista News: http://blog.es.idealist.org/que-es-para-ti-la-comunidad-perfecta/¿Qué es para ti la comunidad perfecta? Read the blog post and write an answer responding to the questions with supporting evidence and details. This post on the “BlogIdealistas” site encourages readers to share their vision of what makes the perfect community

Presentational Writing: Ensayo: ¿El amor o el dinero? Abriendo Paso 2012 p55

Ensayo: Revista Capítulo 6 ¿En qué consiste la felicidad?

Diarios de la vida contemporánea: Estudiantes escribirán 3 diarios

Students will also write reactions to the movie “Volver,” songs, articles, and short stories.

Grammar Review:

UVM 3: Future / Future perfect / Conditional / Conditional perfect

UVM 4: Present + Imperfect subjunctive

Dec./Jan. Unit 3 Las Familias y Las Comunidades (customs and values, family structures, education communities, human geography, social networking, global citizenship)

AP Classroom: Personal Progress Check 1- Students have access to online AP practice that include 15 multiple choice questions, an email reply, an interpersonal conversation, and a cultural presentation.

Essential Questions:

¿Cómo se define la familia en una sociedad de habla hispana?

¿Cuáles son algunos aspectos importantes de los valores y la vida familiar en las sociedades de habla hispana?

¿Qué retos enfrentan las familias de hoy?

¿Cómo contribuyen los individuos al bienestar de las comunidades?

¿Cuáles son las diferencias en los papeles que asumen las comunidades en las diferentes sociedades del mundo?

Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal and Presentational Communication with brainstorming in diarios using the essential questions.

Un anuncio: Conoce a un héroe canino https://secundariacenhies.files.wordpress.com/2018/05/evento-20-05.jpg?w=584

● Predict what the source will be about, based on the title and on any accompanying visuals.

● Identify the audience: Who would read this type of ad?

● Identify the purpose: Why was this ad created?

● Select three words from the ad that are unfamiliar to you. What do you think each word means, giving a reason based on context? Look up the word in an online dictionary to determine which interpretation is most reasonable and add to green sheet vocabulary list.

Context: El cuidado de la salud y la medicina

Essential Question: ¿Cómo influyen las creencias culturales en nuestras decisiones sobre el cuidado médico?

Authentic Texts:

● “Tinte de hierbas y velas encendidas para diagnosticar y curar” http://www.bbc.co.uk/mundo/noticias/2012/07/120706_ecuador_medicina_moderna_tradicional_il.shtml

● “La vigencia de los curanderos en América Latina, siglo XXI” http://www.bbc.co.uk/mundo/noticias/2012/03/120327_curanderos_america_latina_bd.shtml

● El yerbatero por Juanes (music video): http://www.youtube.com/watch?v=T8a4Tckeu1I&feature=related

Activities:

● In class, students will watch the video by pop star Juanes, “El yerbatero”

● As a class, the teacher will ask students to comment on the song and the use of the herbs to cure maladies.

⮚ What do the lyrics imply about the singer’s cultural beliefs?

⮚ Would you take the advice of the singer?

⮚ What kinds of things do people do in your community to cure emotional ailments?

⮚ What kinds of things do people do in your community to cure physical ailments?

Reading Resources:

IPW- Interpret information from the following formal letters with the following five Learning Objectives:

◆ Who is writing this letter and to whom?

◆What is the purpose of the letter?

◆ What is the point of view and/or attitude of the letter-writer?

◆ Summarize the message in your own words.

◆ Based on the specific letter, ask what is meant by a portion of the letter that requires interpretation.

1. Colegio Anglo Americano de Nuestra Señora de la Paz Click on Boletín 2

http://ww2.coanam.edu.mx/?p=12161

http://www.coanam.edu.mx/boletin/resultados-rifa-diocesis/

2. Bogotá, Colombia: Convivencia de Grado Segundo Colegio mayor de San Bartolomé

http://sanbartolome.edu.co/uploads/documentos/2018/circular38.pdf

3. Carta a estudiantes de turismo AIEP de Escuela de Gastronomía, Hotelería y Turismo

http://intranet.aiep.cl/docs/cartas-directores-de-escuela-/ carta-de-la-escuela-de-gastronom%C3%ADahoteler%C3%ADa-y-turismo-.pdf?sfvrsn=0

Abriendo Paso 2012: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● “No oyes ladrar a los perros”

Eva Luna

● “El oro de Tomás Vargas’

● “El huésped de la maestra”

● “La mujer del juez”

Abriendo Paso 2014: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● Se populariza el disfraz de La Catrina

● Reforzando la educación en Guatemala

● Nueva estructura familiar crea dificultades

● Una boda y un filántropo sueco para proteger el bosque en Paraguay

● En Argentina el 92% de la gente ya vive en ciudades

● Ser popular en Internet es un valor muy importante

Students read about UNESCO and its goals and world initiatives in Spanish-speaking cultures, by accessing their Web site: http://www.unesco.org/new/es/unesco/about-us/who-we-are/introducing-unesco/ As students explore the projects, organizations, and initiatives of UNESCO, they identify evidence that addresses these essential questions to discuss in Socratic round table:

● ¿Cómo contribuyen los individuos al bienestar de las comunidades?

● ¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo?

● ¿Qué quiere decir ser ciudadano del mundo?

Listening Resources

Abriendo Paso 2014 Auditivas:

p159 La Parranda de San Pedro p170 Una hermosa amistad

p182 Mujeres que trabajan dentro y fuera de la casa

p195 Una ciudadanía global juvenil

p205 Ciudades amigables para personas mayores

p216 Una interesante red social

Veinte mundos: Chiloé http://www.veintemundos.com/magazines/16-en/arte-y-cultura/

Canciones: Elijan una canción aquí de esta lista o su propia que se relaciona con el tema. Preparen 1-3 diapositivas con no más de 10 palabras para ayudarle explicar a la clase el significado de la canción y cómo está relacionado con el tema de la unidad. La presentación debe ser 2-3 minutos. No hay respuesta correcta. Es su opinión.

“Ayer” (Juan Luís Guerra)

“Buena” (Bacilas)

“Tu mediodía” (Depedro)

“Corazón Espinado” (Carlos Santana)

“Adán García”

“Gracias” (El Canto del Loco)

“Navidad” (José Luis Perales)

“Fiesta” (Joan Manuel Serrat)

“Un año más” (Mecano)

“La cumbia del mole” (Lila Downes)

“Me lo decía mi abuelo” (P. Ibáñez)

“Tal Como Eres” (El Canto del Loco)

“Por Ti” (El Canto del Loco)

“Una nación” (Barrio Boyzz)

“No Basta” (Franco de Vita)

“Natalia” (Alex Syntek)

“Waka Waka” (Shakira)

“Los Hermanos” (Mercedes Sosa)

“A la escuela” (Alejandro Lerner)

“Aguacero” (Rubén Blades)

“Cocidito madrileño” (Manolo Escobar)

“La cumbia del mole” ( Lila Downs)

“Buscando guayaba” ( Rubén Blades)

“Ven a mis casa esta Navidad” ( Luis Aquilé)

Yabla.com, Rtve.es, Bbcmundo.com, lasexta.com “Salvados”, podcastsinspanish.com, notesinspanish.com, “El Internado”, “Españoles en el mundo”, y “High Seas”

Assign this listening to give students another idea of community and the sharing of common goals:

http://www.masvoces.org/Radio-logias-de-Economia-Social-y,4860 Students will describe Can Cases (about a cooperative living community in a rural area of Catalunya) using a Who? What? Where? When? Why? Format in their diarios

Auditiva Abriendo Paso 2012 “No oyes ladrar a los perros” p157

Viewing: films, video

Largometraje: Carol’s Journey

Cortometraje: Eramos Pocos Students will watch the short movie and answer the questions. They will use an outline to plan out their presentational speaking. Students will record their PS in class which will be graded using AP rubric.

Cortometraje: La leyenda del espantapájaros

1. Students define the word leyenda and share legends that they know.

2. Explore unfamiliar vocabulary ie.. (aullar, cobrar vida, malvado, tiritar, el molino, la aldea, ciego, llamas, quemado, cenizas, comarca, vestirse de luto)

3. ¿Por qué es importante ser parte de una comunidad, sentir pertenencia, y tener amigos?

http://www.youtube.com/watch?v=j6LbtYUAg-M

Ricardo Arjona’s song El espantapájaros

https://www.youtube.com/watch?v=bEGL9pK_ZAI

Ensayo: El espantapájaros ¿Por qué existe el prejuicio?, ¿Cuál es el mensaje de la canción y el cortometraje?, y ¿Cómo puede la sociedad evitar actitudes similares y cambiar las prácticas y perspectivas que dirigen el prejuicio?

Español en vivo:

● Capítulo 2 la familia

● Capítulo 6 la mujer

● Capítulo 11 el futuro

Speaking- Charlas, Voice memos, Interpersonal and Presentational Speakings

Presentación 5-8 minutos sin apuntes: Power point –research an aspect of the Spanish speaking family and / or community and present to the class. Use at least two different sources and no more than 10 words per slide.

Writing

Interpersonal Writing for Carol’s Journey (Write a letter from Carol to her father)

Interpersonal Writing for El huésped de la maestra (Write a letter from the house guest to Inés)

Ensayo using the theme from both the cortometraje El Espantapájaros and Arjona’s song.

Ensayo: Abriendo Paso 2014 p171 F La educación de los indígenas

Ensayo: Abriendo Paso 2014 p197 H Cómo encontrar la paz

Ensayo: Abriendo Paso 2014 p217 F Las redes sociales, ¿poderosas herramientas o frías y aislantes?

Diarios de las familias y las comunidades: Escribirán tres diarios.

Grammar Review:

UVM 5: sustantivos y artículos

UVM 6: pronombres

UVM 7: posesivos y demostrativos

Jan/Feb Unidad 4 La Belleza y la Estética: (Architecture, defining beauty, defining creativity, fashion and design, language and literature, music, performing arts, and visual arts)

AP Classroom: Personal Progress Check 3- Students have access to online AP practice that include 15 multiple choice questions, an email reply, conversation and a cultural comparison presentation

Essential questions:

¿Cómo se establecen las percepciones de la belleza y la creatividad?

¿Cómo influyen los ideales/modelos de la belleza y la estética en la vida cotidiana?

¿Cómo el arte desafía y a la vez refleja las perspectivas culturales?

¿Cómo valoran las comunidades la belleza y el arte?

¿Cómo se usa el arte para documentar la historia?

Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal and Presentational Communication with brainstorming in diarios.

Reading Resources:

Abriendo Paso 2014: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● La arquitectura (Santiago Calatrava)

● Definiciones de la belleza, La inmolación de la belleza- Marco Denevi

● Definiciones de la creatividad

● La moda y el diseño

● El lenguaje y la literatura, Elogio de la lectura y la ficción- Mario Vargas Llosa

● Las artes visuales y escénicas, entrevista con –Jordi Mollá

Revista- Lección 5 Por Amor el Arte

https://www.eluniversal.com.co/viernes/la-importancia-del-arte-en-la-educacion-87023-HWEU171134

El Universal: La importancia del arte en la educación Columbia

Create a list summarizing the positive impact of each art form mentioned. Share information from the article, explaining its relationship to the main idea of the benefits of education in the arts.

https://elpais.com/cultura/2018/05/17/actualidad/1526567351_201331.html

Chart within an article about the Prado Museum Chart indicates the provenance of visitors to the Prado. The article provides information about several museums in Spain, including the Prado. Gráfica sobre procedencia de visitantes al museo del Prado El País, “Conocer mejor a sus visitantes, la asignatura pendiente de los museos”

https://www.publimetro.com.mx/mx/noticias/2017/08/17/exigen-retiro-escultura.html

Escultura controvertida en Guadalajara, Jalisco, México Publimetro, Hector Escamilla, “Exigen retiro de escultura en Guadalajara por ‘hereje’

https://verne.elpais.com/verne/2017/08/31/mexico/1504132962_426787.html

El País, Verne, Eugenia Coppel/Darinka Rodríguez, “‘Sincretismo’: la escultura que ha provocado una polémica religiosa en Guadalajara”

The class will discuss both sides of the dilema.

Promotional Material: 1st reading/overview – Preview a website, asking what kind of information appears there. Additional reading – Return to the text, asking the following questions and always providing text evidence to support your responses:

◆ Purpose: What is the purpose of the text?

◆ Audience: Who would be interested in the information?

◆ Main idea: What is the basic message transmitted?

◆ Details: What three facts would you jot down if you decided to follow up on this message? Why is that information important to you? What additional information would you need if you were considering attending these courses? Formulate questions.

Ultimately, how does each promotional piece show how people value art? Is it by learning to make art? Is it by viewing and purchasing folk art? And/ or is it by experiencing architecture while traveling?

Taller de arte Coyoacán https://www.cursosdedibujoypintura.com/ Museo de Arte Popular Mexicano, Xcaret, México https://www.xcaret.com/es/atracciones/mariposario-xcaret/ ViajaraBarcelona.org https://www.viajarabarcelona.org/tours-y-visitas-guiadas-para-grupos/tour-arquitectura-contemporanea-enbarcelona/

Museo al cielo abierto San Miguel https://mochileroschile.com/museo-cielo-abierto-san-miguel/ Finally, write a brief email message in response to the promotional material, summarizing the content of the promotion, and asking two questions.

Literary Text About a Work of Art Álvaro Yunque: “La obra maestra” http://ciudadseva.com/texto/la-obra-maestra/ Literary Text About Love José María Méndez: “Ernesto el embobado” http://ciudadseva.com/texto/ernesto-el-embobado/ Listening Resources:

Abriendo Paso 2014 Auditivas: p227 Entrevista con Cristián Undurraga p236 El éxito laboral y la belleza p246 Cómo desarrollar la creatividad p256 Moda vintage p269 Los indígenas y las barreras del idioma p279 Españoles en el mundo- Puerto Rico

La Reina de Las Pellizas-veintemundos.com

El Cancionero, La gota fría-veintemundos.com

La Cara Oculta del Cine Latinoamericano-veintemundos.com

Canciones: Elijan una canción aquí de esta lista o su propia que se relaciona con el tema. Preparen 1-3 diapositivas con no más de 10 palabras para ayudarle explicar a la clase el significado de la canción y cómo está relacionado con el tema de la unidad. La presentación debe ser 2-3 minutos. No hay respuesta correcta. Es su opinión.

“Nada valga sin tu amor” (Juanes)

“La música no se toca” (A. Sanz)

“Eugenio Salvador Dalí” (Mecano)

“Como un pintor” (Jarabe de Palo)

“Quijote” (Julio Iglesias)

“La belleza” (Marta Sánchez)

“Vivo por ella” (Andrea Bocelli)

“Cree en ti” (Porta)

Viewing: films, video

“Gracias por la música” (ABBA)

“Antes muerta que sencilla” (María Isabel)

“Poetas andaluces” (Aguaviva)

“Alfonsina y el mar” (Meredes Sosa)

“Angelitos negros” (Roberta Flack)

“Escribir una canción” (Ricardo Arjon)

“El poeta” (Chino y Nacho)

“Espejismos” (Porta)

Cortos: Dime lo que sientes (Revista Capítulo 5, Por Amor el Arte)

Español en vivo:

● Capítulo 17 La música

● Capítulo 18 Arte y Cultura

Speaking: Charlas, Voice Memos, Interpersonal and Presentational Speakings

Mesas socráticas:

1. Present examples of art, titles of literature with which they are familiar, architecture, photos of people, clothing etc. to find out their perception of beauty. ¿Es bello o no?

2. Students visit Santiago’s Calatrava website to describe with previous vocabulary his new architecture http://www.calatrava.com

3. Class will be split in half and research on of the following paintings: La persistencia de la memoria by Dalí and Sueño de una tarde domical en la alameda central by Diego Rivera. Students will be responsible for: identifying important figures, stating what they represent, talking about style/genre, and give their own opinion about how it affects them. They should be prepared for asking and answering questions.

4. Students will research how Gaudi’s Sagrada Familia and other architecture was received during Gaudi’s time and how it is viewed today to answer the question: ¿Cómo puede cambiar la percepción de la belleza por el tiempo?

5. Students observe the differences and similarities between the arquitecture of “Sagrada Familia” by Gaudí, “Catedral de Santiago” and “Palau de las artes” in Valencia. Students focus on the perspectives of the artists.

6. Students analyze the products, practices and perspectives of several murals: http://www.slideshare.net/monsala/el-muralismo-mexicano-19092285 from Diego Rivera and José Clemente Orozco. Students discuss how patriotism is an important perspective.

7. Students listen and analyze the song “Latinoamerica” by Calle 13 or “Mi tierra” by Gloria Esteban.

8. Students watch an interview to an architect from Chile: http://www.plataformaarquitectura.cl/2012/12/13/entrevistas-cristian-undurraga-eje-bulnes/ It will be followed by guided questions. The whole activity will follow the same protocol as the AP test.

Presentación 3-5 minutos por persona sin apuntes con google Slides, power point o prezi comparando unos artistas españoles, uno de los temas 1-8, algún otro aspecto de la belleza o la estética, o los monumentos históricos de España p228 Abriendo Paso 2014. No puede tener más de diez palabras por diapositiva y dos personas no pueden presentar el mismo tema.

Presentational Speaking: These sources describe similar exhibits on the streets of New York (Easter eggs), and Madrid (sculptures of Las Meninas). Fabergé Presents the Big Easter Egg Vanidad.es, “Las Meninas de Velázquez, nuevo street style de Madrid”

Fabergé Eggs https://www.youtube.com/watch?v=1_KwbjeCFaE

Street Style “Las Meninas de Velázquez” https://vanidad.es/mixed-up/139926/street-style-meninas-velazquezmadrid.html

Cultural Comparison Prompt En una comunidad del mundo hispanohablante que te sea familiar, ¿qué tipo de eventos o lugares acercan a las personas a una experiencia con el arte? Compara tus observaciones de una comunidad hispanohablante que se te familiar con tu comunidad u otra comunidad. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc

Interpersonal Writing IPW Universidad de Chile saludos de bienvenida Facultad de Artes http://www.artes.uchile.cl/noticias/109446/saludos-de-bienvenida-a-estudiantes-nuevosas#

Ensure that students understand the meaning of the false cognate La Facultad. This refers to a school or department at a university, and includes the building and programs of study and personnel, not just the faculty.

Implied meaning through context – Ask students what they think the meaning of mechones is. (In Chile, it refers to freshmen.)

Preview the web page and identify the images of the author of each welcome letter. See if students can identify the role of each author.

Purpose – What is the purpose of this collection of messages on the website?

Identify the tone – Observe the greetings, messages, and closings. What elements contribute to a more formal or less formal tone?

Retell or summarize information – What can students learn about the Arts School through the letter?

Ultimately, students are to answer one of the letters, reacting to the information in the letter, and ask two questions for more information related to the letter.

Interpersonal Writing: correo electrónico a Maritza y María encargándoles varias pellizas. Específica para qué las quieres y dónde las vas a poner.

Ensayo: Abriendo Paso 2014 p229 La arquitectura verde

Ensayo: Abriendo Paso 2014 p237 El efecto que tiene la superficialidad en la sociedad

Ensayo: Abriendo Paso 2014 p248 H El Greco y su obra

Ensayo: Abriendo Paso 2014 p257 H La moda y la estética

Ensayo: Abriendo Paso 2014 p281 G Un gran artista español

Diarios de la belleza y la estética: Escribirán 3 diarios.

Grammar Review:

UVM 8: interrogativas y exclamativas

UVM 9: pronombres relativos

March Unidad 5 La Ciencia y la Tecnología: (Access to technology, effects of technology on self and society, health care and medicine, innovations, natural phenomena, science and ethics, intellectual property, and current research topics)

AP Classroom: Personal Progress Check 4- Students have access to online AP practice that include 15 multiple choice questions, an argumentative essay, and a cultural comparison presentation

Essential questions:

¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas?

¿Qué factores han impulsado el desarrollo y la innovación en la ciencia y la tecnología?

¿Qué papel juega la ética en los avances científicos?

¿Cuáles son las consecuencias sociales de los avances científicos y tecnológicos?

Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal and Presentational Communication with brainstorming in diarios.

● ¿Qué impacto tienen la tecnología y los avances científicos en mi vida personal? ¿y la de los jóvenes hoy día?

● ¿Conoces a alguien que no usa la tecnología o a quien no le importen los avances tecnológicos? Explica las circunstancias.

● ¿Cuáles han sido unos avances tecnológicos en el campo de la medicina?

● ¿Cómo ha afectado la tecnología los resultados y los efectos de los desastres naturales en los años recientes?

● ¿Cuál es la importancia de la ética con el uso de la tecnología para la investigación biomédica?

Reading Resources:

Abriendo Paso 2012: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● Rosa

● Nosotros no

● Los mutantes

Abriendo Paso 2014: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● Aulas con alma digital

● La interacción en línea tienes efectos positivos en la vida real

● #médicostuiteros

● No innovar aceleraría la extinción de la raza humana

● ¿Pueden realmente los animales presentir la ocurrencia de ciertos fenómenos naturales?

Urban Geography: These sources are related to the topic of urban geography, in particular, the Latin American city model (business and services tend to be connected to high-income areas; large areas remain without city services).

https://www.elcolombiano.com/antioquia/movilidad/transporte-de-medellin-modelo-para-toda-latinoamericaJD7234281

Public Transportation in Medellin, Colombia: Article: Innovations in Medellin’s public transportation system are credited with improvements in public health. El Colombiano, Víctor Andrés Álvarez Correa, “Transporte de Medellín es un modelo para toda Latinoamérica”

https://www.eluniversal.com.co/cartagena/este-es-el-medio-de-transporte-preferido-por-los-cartageneros-271165LCEU385428

Article with Charts: This article, which includes three charts, reports on the preferences and degree of satisfaction of residents of the Colombian city of Cartagena regarding their public transportation choices. El Universal, Andrea Rodriguez, “Este es el medio de transporte preferido por los cartegeneros”

Listening:

Abriendo Paso 2014 Auditivas:

p293 La brecha digital

p304 El periodismo ciudadano

p316 medico.com

p325 La telemedicina

p345 El maltrato a la vejez

Lectura y Audio:

These resources show diverse perspectives on technology and innovation. Video En las mañanas con Uno, “Las desventajas de la tecnología” https://www.youtube.com/watch?v=yLKK83PyrsU

This two-minute video lists a number of physical problems that can come from the overuse of personal devices. Article with Video Muy interesante.es, Sarah Romero, “Los 5 trabajos que resistirán la era de los robots” https://www.muyinteresante.es/tecnologia/articulo/los-5-trabajos-que-resistiran-a-la-era-de-los-robots541493116562

This article is accompanied by a short audiovisual presentation (image, text, and music), describing jobs that are and are not vulnerable to elimination through automatization.

Video: This video gives advice about protecting your personal information online. c/net en espanol: como proteger tus datos en internet

Connect with digital citizenship as it is addressed in your school and at home. https://www.youtube.com/watch?v=ooFBFhazZYE

Podcast: Astronauta de la NASA mp3

Canciones: Elijan una canción aquí de esta lista o su propia que se relaciona con el tema. Preparen 1-3 diapositivas con no más de 10 palabras para ayudarle explicar a la clase el significado de la canción y cómo está relacionado con el tema de la unidad. La presentación debe ser 2-3 minutos. No hay respuesta correcta. Es su opinión.

“No te metas a mi Facebook” (Esteman)

“Laika” (Mecano)

“Mi PC” (Juan Luis Guerra)

“La bilirrubina” (JLG)

“Niagara en bicicleta” (JLG)

“Robot” (Maná)

“Ven tú” (Domenic Marte)

“Yerbatero” (Juanes)

“El yerberito moderno” (Celia Cruz)

“Mi cuenta nueva” (Los Tres Trises Tigres)

“Señor Internet” (José José and Sarita)

“Atrapados en la red” (Tam Tam Go)

“Email me” (José José and Sarita)

Connecting to Authentic Resources: Audio, Visual, and Audiovisual Interpretive Communication, Written and Print Interpretive Communication

1. As a homework assignment, students access El genio que humanizó la tecnología which discusses Steve Jobs from El País:

http://tecnologia.elpais.com/tecnologia/2012/10/04/actualidad/1349377628_741832.html

Lee el artículo y contesta:

¿Cómo humanizó Steve Jobs la tecnología?

¿Cómo te ha afectado la tecnología de Steve Jobs?

2. Read the text Tecnología para mejorar la calidad de la vida de los enfermos crónicos which discusses how computers improve the quality of life for the terminally ill, and write a brief summary of the main points to use during class discussion in el diario.

http://www.diariodemallorca.es/actual/2008/09/19/nuevas-tecnologias-mejorar-calidad-vida-enfermoscronicos-discapacitados/393851.html

3. Listen and take notes from this audio from Radioteca: http://radioteca.net/audio/genoma-humano-revistacomo-ves/. Students write a summary about the human genome and progress in the last ten years in their diarios.

4. Read the text Apocalípsis written by Marco Denevi and record a Presentational Speaking

5. Read the article En 2030 la nanotecnología nos hará “divinos”, by Ray Kurzweil http://www.huffingtonpost.es/2015/10/15/tecnologia-robots-cerebro_n_8243324.html and answer the questions and choose a Spanish speaking country. You will present your findings to the class and be graded using department presentational speaking rubric.

Investigación cultural: Haz un poco de investigación en el internet sobre los avances tecnológicos o las prácticas médicas en un país hispanohablante para compartir y explicar lo que aprendiste en tu investigación a la clase.

Animal Behavior/ Global Warming

Essential Questions:

● How does human behavior impact the lives of animals

● How do developments in science and technology affect the lives of animals? (¿Cómo afecta el comportamiento humano a la vida de los animales?

Authentic Materials

Primary Source: Los pinguinos de la Antártida en peligro por cambio climático http;//elblogverde.com/Los-pinguinos-de-la-antartida-en-peligro-por-cambio-climatico

Secondary Sources:

● Las tortugas marinas http://www.tortugamarinapedia.com/

● Migración de mariposas monarca afectada por cambio climático https://www.youtube.com/watch?v=iWGlZ7zRLCY (Audio only, 0:06-1:25)

Making Predictions: ¿Cuáles avances tecnológicos veremos en este siglo?

In pairs, students identify what they consider to be the greatest challenges in the modern world. ¿Cuáles son los desafíos más grandes en el mundo moderno?

. ¿Cuál es un avance tecnológico que veremos este siglo para resolver uno de los problemas identificados?

Viewing: films, video Largometraje: El mar adentro Cortometraje: Viaje a Marte (Revista Capítulo 1)

Speaking: Charlas, Voice Memos, Interpersonal and Presentational Speakings

Article Al Rojo Vivo: El taxi aún es muy preferido por los usuarios en Medillín https://www.elcolombiano.com/antioquia/movilidad/el-taxi-aun-es-muy-preferido-por-los-usuarios-en-medellinGE3327338

Infographic Sistema de transporte urbano más eficiente y seguro http://www.evaluamos.com/2011/internal.php?load=detail&id=14496

Video Marysabel E. Huston-Crespo, Las escaleras eléctricas que traen paz a la ‘Comuna 13’ de Medellín https://cnnespanol.cnn.com/video/cnnee-imp-latam-medellin-comuna-13-escalators/

This article expands on the information presented in the video. https://cnnespanol.cnn.com/2015/12/14/escalerasmecanicas-gigantes-transforman-barrio-de-medellin/, “Innovación para la paz: escaleras eléctricas gigantes transforman un barrio de Medellín”

Cultural Comparison Prompt: En una comunidad del mundo hispanohablante que te sea familiar, ¿cuál es la importancia de las innovaciones en la tecnología y el transporte en la vida de las personas? Compara tus observaciones de una comunidad hispanohablante que te sea familiar con tu comunidad u otra comunidad. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc

Debate: ¿Quién recibirá el corazón?

Writing:

Interpersonal Writing: Una carta de Julia a Ramón

Ensayo: Abriendo Paso 2014 p295 G Acceso para los ciudadanos

Ensayo: Abriendo Paso 2014 p306 H El impacto de la interacción en línea

Ensayo: Abriendo Paso 2014 p316 D El futuro de la medicina

Ensayo: Abriendo Paso 2014 p325 B Los adelantos que he visto

Ensayo: Abriendo Paso 2014 p347 F El consentimiento informado

Presentational Writing: Tema del ensayo ¿Es beneficioso para la sociedad el creciente uso de robots y vehículos autónomas?

Source 1: Qué países tienen más robots en sus fábricas y cuán cierto es que nos están robando los puestos de trabajo BBC article on robots

https://www.bbc.com/mundo/noticias-39267567

Source 2: Infographic ¿Va a robarte el trabajo un robot? https://es.ihodl.com/infographics/2016-08-19/graficotrabajos-robots-robar-humanos/

Source 3: Video Al Rojo Vivo https://www.youtube.com/watch?v=24Oy09YXWqU Diarios de la ciencia y la tecnología: Escribirán 3 diarios.

Grammar Review:

UVM 10: indefinidos y negativos

UVM 11: adjetivos, comparativos, superlativos

April Unidad 6 Los Desafíos Globales: (economic issues, environmental issues, philosophical thoughts and religion, population and demographics, social welfare, social conscience, human rights, health, nutrition and food safety, peace and war)

AP Classroom: Personal Progress Check 3- Students have access to online AP practice that include 20 multiple choice questions, an argumentative essay, and a cultural comparison presentation

Essential questions:

¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo?

¿Cuáles son los orígenes de esos desafíos?

¿Cómo los asuntos desafiantes afectan la cultura de una sociedad?

¿Cómo los desafíos medioambientales, políticos y sociales impactan, positiva o negativamente nuestras comunidades?

¿Qué papel juegan los individuos a la hora de abordar asuntos sociales complicados?

¿Cuáles son algunas posibles soluciones a esos desafíos?

Activate Prior Knowledge to Explore the Theme: Spoken Interpersonal and Presentational Communication with brainstorming in diarios. Students bring to class a picture, map, chart, or other graphic as evidence of their opinion.

¿Cuál desafío social, político, o medioambiental es el más crítico para nuestro planeta?

▪ ¿Por qué piensas esto?

▪ ¿Cómo podríamos resolver este desafío?

▪ ¿Qué te gustaría hacer personalmente para ayudar?

Reading Resources:

Cuentos de Eva Luna:

● Dos palabras

● Lo más olvidado del olvido

● El palacio imaginado

Revista: Capítulo 4 Poder quiero más poder

Abriendo Paso 2014: with reading comp/ presentational speaking / interpersonal speaking / presentational writing / interpersonal writing/ listening activities

● No queremos inmigrantes, Anónimo

● GEO Juvenil para América Latina y el Caribe: Abre tus ojos al medio ambiente (fragmentos)

● Un estudio revela el “ingrediente secreto” de las religiones

● Somos 7.000 millones

● Cómo piensan, cómo sienten las personas centenarias de Okinawa

● La gente prefiere ignorar los problemas sociales, revela una investiagación

Listening:

Abriendo Paso 2014 Auditivas:

p357 El desempleo del antiguo

p370 El Día Mundial del medio Ambiente

p380 La iglesia y la ciencia

p390 Una microempresa

p402 El programa Ella p412 Capitalismo 2.0

Podcast: Rigoberta Menchu sobre los derechos humanos mp3 Videos de los Derechos Humanos: https://www.youtube.com/watch?v=PPeRECua5CQ https://www.youtube.com/watch?v=BENG4HdElVo&feature=related https://www.youtube.com/watch?v=fcbB4qvbWRI&feature=related

Videos de La Esclavitud; “Las Maquiladoras”: Zona de esclavitud, parte 1 http://www.youtube.com/watch?feature=player_embedded&v=GkxKnhBZXNU Zona de esclavitud, parte 2 http://www.youtube.com/watch?v=PcW9_YUpTcQ&feature=related Zona de esclavitud, parte 3 http://www.youtube.com/watch?v=j1PgmnT8z6w&feature=related Canción de Lila Downes: Students will do a close activity with the song “Niña” and answer questions about its content. Then student will do a presentational speaking comparing the adolescents in the videos and song to their own experiences.

Canciones: Elijan una canción aquí de esta lista o su propia que se relaciona con el tema. Preparen 1-3 diapositivas con no más de 10 palabras para ayudarle explicar a la clase el significado de la canción y cómo está relacionado con el tema de la unidad. La presentación debe ser 2-3 minutos. No hay respuesta correcta. Es su opinión.

“Shock” (Ana Tijoux)

“Ellas danzan solas” (Sting)

“La selva negra” (Maná)

“Sólo le pido a Dios” (Juanes)

“La jaula de oro” (Los Tigres del Norte)

“Las avispas” (Juan Luis Guerra)

“El costo de la vida” (JLG)

“Si aquí saliera petróleo” (JLG)

“En el río” (Amaral)

“Rosa de la paz” (Amaral)

“Creeré” (Tercer Cielo)

“Creo en Ti (Reik)

“No dudaría” (Rosario)

“Jueves” (LODVG)

“Clandestino” (Manu Chao)

“Desaparecidos” (Orishas)

“Desapariciones” (Rubén Blades)

“Yo Recuerdo Amanda’ (Víctor Jara)

“Justicia, tierra, y libertad” (Maná)

“Hielo” (La Santa Cecilia)

“Salva tu amor” (Carlos Vives)

“Intenta Respetar” (Carlos Baute)

“El aguante” (Calle 13)

“Sueño americano” (Los Rakas)

“Los Hijos de Un Mismo Dios” (Macaco)

“La Patria Madrina” (Lila Downs)

“Mojado” (Ricardo Arjona)

“Falta amor” (Maná)

“Pobre Juan” (Maná)

“Dónde jugarán los niños” (Maná)

“La historia de Juan” (Juanes)

“Los hijos de la oscuridad” (De Vita)

“Latinoamérica” (Tercer Cielo)

“Supersticiones” (Manolo Tena)

“Puede ser” (El Canto del Loco)

“Sueños” (Juanes)

“Minas piedras/Fíjate bien” (Juanes)

“¿Qué pasa?” (Juanes)

“Bracero fracasado” (Lila Downs)

“Hielo” (La Santa Cielo)

“Salva tu amor” (Carlos Vives)

“Ojalá que llueva Café” (JLG)

“Yo recuerdo Amanda” (Victor Jara)

Connecting to Authentic Resources: Audio, Visual, and Audiovisual Interpretive Communication, Written and Print Interpretive Communication (Spoken Interpersonal and Presentational Communication interwoven)

1. El colombiano que lucha por salvar los corales http://www.bbc.co.uk/mundo/noticias/2012/10/121011_corales_jairo_rivera_am.shtml Students should write a summary in their diario and come to class prepared to discuss what Jairo Rivera Posada is accomplishing and why.

2. El estrés térmico, una amenaza para los trabajadores y para el mercado laboral. Listen to the podcast and write a summary using transition words including the main ideas. https://news.un.org/es/audio/2019/07/1458672

3. Hiyab, students will watch the video and answer questions. Next, in class students will do a presentational speaking using voice memo in class using outline for planning. PS will be graded using AP rubric. https://www.youtube.com/watch?v=kE5h_FaYAjg

4. Students will listen to podcast of Isabel Allende and write a summary with five new words from the podcast, defined, and with an original sentence.

5. http://politica.elpais.com/politica/2014/05/30/actualidad/1401459441_718823.html Spain is different: 11 marcas España

6. Las huellas del cambio climático en América Latina http://cinu.mx/minisitio/cambio_climatico/las_huellas_en_america_latina/ This report from the United Nations outlines some of the natural resources in Latin America and describes the impact of global warming there.

7. Compromisos de reducción de emisiones de GEI en América Latina http://entreojos.co/images/articulos/especiales/infografias/compromisosALC.jpg Compromisos climáticos en latinoamérica y el caribe. This infographic includes a map and details each country’s commitment to reducing greenhouse gas emissions

8. Video Los desechos plásticos, una grave amenaza para la vida en el mar y en la tierra https://rpp.pe/mundo/medio-ambiente/los-desechos-plasticos-una-grave-amenaza-para-la-vida-en-el-mar-yen-la-tierra-noticia-1107044

9. La contaminación marina

https://www.nationalgeographic.es/medio-ambiente/la-contaminacion-marina This article enumerates and describes a variety of types of ocean pollution, including solids and acoustic pollution

10. Video El estado está a punto de reducir el uso de plástico https://rpp.pe/politica/estado/el-estado-apunta-areducir-el-uso-de-plastico-para-preservar-el-medio-ambiente-noticia-1121592 A government official in Peru expresses optimism about a bill to protect the environment.

11. Video Agricultura Familiar Campesina alimentando al mundo, enfriando el planeta https://www.youtube.com/watch?v=c48-1QLds0YThis 15-minute video shows examples of how family agriculture in several communities in Latin America is combatting global warming and providing sustainable food supply.

12. ¿Deben los gobiernos prohibir los plásticos de un solo uso? Article ¿De verdad el plástico mata? https://anaip.es/blog-del-plastico/noticias-del-blog/308-la-opinion-de-cgr-group-de-verdad-el-plasticomata.html

Viewing: films, video

Largometraje: Romero/ Voces Inocentes/ Historia Oficial

Cortometraje: Ojo en la nuca (Revista Capítulo 4)

Speaking: Charlas, Voice Memos, Interpersonal and Presentational Speakings

Students choose one global challenge that interests them and prepare a Power point, Prezi or other multimedia presentation with at least 3 slides in which they depict the problem from the perspective of at least one Spanishspeaking country using no more than 10 words on each side. They will give a five to ten minute oral presentation that involves the audience. They must include the essential questions:

¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo?

¿Cuáles son los orígenes de esos desafíos?

¿Cuáles son algunas posibles soluciones a esos desafíos?

Presentational Speaking: ¿Cuál es la actitud de la gente de una comunidad hispanohablante que te sea familiar sobre reducir su impacto negativo en el medio ambiente? Compara tus observaciones con la actitud de la gente de tu comunidad u otra comunidad. En tu presentación puedes referirte a lo que has estudiado, observado o vivido

Writing:

Interpersonal Writing: Dos Palabras; una carta del mulato al coronel

Presentational Writing: Argumentative Essay

Ensayo: Abriendo Paso 2014 p358 F Los retos de una economía débil

Ensayo: Abriendo Paso 2014 p370 B El agua embotellada

Ensayo: Abriendo Paso 2014 p381 E La religión cristiana y las creencias indígenas americanas

Ensayo: Abriendo Paso 2014 p392 D Las ciudades en los países desarrollados y en los menos desarrollados

Ensayo: Abriendo Paso 2014 p402 C El bienestar social de los estadounidenses

Ensayo: Abriendo Paso 2014 p414 H El tráfico vehicular y el bienestar social

Diarios de los desafíos globales: Escribirán 3 diarios.

Grammar Review:

UVM 12: las preposiciones y las conjunciones

UVM 13: más sobre los verbos

May/June Proyecto Final

Al empezar el final del año, me gustaría que empezarais a pensar en algo “español”, investigadlo, presentadlo a la clase. Podáis elegir cualquier tema que os interese- siempre cuando yo lo apruebe antes de empezar vuestra investigación.

Objetivo:

⮚ Familiarizaros con un tema cultural que pertenece al mundo hispanohablante (cultura, historia, tradiciones, productos, perspectivas, eventos de la actualidad, economía, o ciencia)

⮚ Compartir los resultados con los compañeros de clase.

Las Tareas:

¡Desarrollad vuestra mejor presentación del año! Necesita incluir lo siguiente:

⮚ Ensayo de 3-5 páginas escrito a máquina sobre vuestro tema. Debe ser un informe bien escrito y desarrollado.

⮚ Presentación oral bien preparada sin leer los apuntes (mínimo de 15 minutos)

⮚ Visual: un google Slides, powerpoint o prezi que presenta el tema y acompaña vuestra presentación (debe de tener muy pocas palabras en cada diapositiva(no más de 10 palabras por diapositiva)

⮚ Interacción con el público… ¿Cómo nos vais a tener intrigados durante toda la presentación?

Pasos:

1. El desarrollo del cuerpo de su investigación.

a. ¿Cuáles preguntas vais a contestar? - ¿Qué investigaréis? – Bosquejo de ideas en el diario

2. La investigación y la búsqueda de toda la información necesaria

a. Leed mínimo cuatro artículos en español e imprimidlos y entregadlos con el ensayo.

b. Buscad toda la información para apoyar vuestro tema (citad las fuentes en el ensayo)

c. Incluid una fuente auditiva de bbcmundo, audiria, notesinspanish, noticias de rtve.com etc…

3. ¡Escribid en el diario sobre el progreso diariamente- al final de cada día! Deben de tener un total de 7 entradas. Vuestra primera entrada debe incluir vuestras preguntas de investigación, vuestra propuesta de estudios explicando lo que intentáis descubrir. Después resumiréis el trabajo diario usando las siguientes preguntas:

⮚ ¿Qué hiciste hoy?

⮚ ¿Qué aprendiste?

⮚ ¿Qué te queda por hacer?

4. Preparad vuestra presentación: ¿Cómo lo presentaréis? ¿Qué incluirá? ¿Cómo vais a incluir a vuestro público o interactuar con nosotros?

5. Escribid una bibliografía citando todas las fuentes utilizadas.

6. Buscad fotos o dibujos que representen vuestro tema.

7. Escribid el informe de 3-5 páginas.

Recordad:

⮚ Los artículos tienen que ser en español

⮚ Leed, comprended, resumid todos los artículos o la información

⮚ No os olvidéis de citar todas los recursos usados apropiadamente

⮚ Estaos al día con vuestros diarios

⮚ Iremos al laboratorio para trabajar el resto del año

⮚ Todo el ensayo, los recursos impresos, los diarios, y las rúbricas se entregarán el 3 de junio

⮚ 4 personas se presentarán cada día empezando el 3 de junio

⮚ Tenéis que apuntaros para uno de los siguientes días: 3, 5, o el 10 de junio

⮚ Habrá nota para el diario, la presentación, el trabajo hecho en clase, y el ensayo

CourseName:AmericanSignLanguage2:KISS-FIST

UnitTitle:Unit1FingerFoods

UnitOverview: Inthis firstunit,therewillbeabriefreviewofmaterialcoveredinASLI.Aftergettingourhands warmedup,wewillfocusonfoodandpeopleweenjoysharingatablewith,whetheritisinourownhomeorata restaurant.Duringthisunit,studentswilllearnsignsforfoodstheyeateveryday,andcomparetheireating habitstothoseofotherstudents.Theywilllearnbasiccookingsigns,andhowtodescribethoseconceptswithno specificsign.

STAGE1:DESIREDRESULTS

InterpretiveMode(Novice)

● Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedor memorizedwords,phrases,andsimple sentencesintextsthatarespoken,written,or signed.

PresentationalMode(Novice)

● Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyofpracticed ormemorizedwords,phrases,andsimple sentencesthroughspoken,written,orsigned language.

CulturalInvestigation(Novice)

● Inmyownandothercultures,Icanidentify productsandpracticestohelpmeunderstand perspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiences.

● Theetymologyofsignsreflectsthevaluesand historyofDeafculture.

● Myfoodchoicesandhabitsreflectmylifestyle.

Knowledge

● Learningavisuallanguageisdifferentthan learningaspokenlanguage,includinghowyou describeyourfoodpreferencesanddining experiences.

● Hownon-manualsignalsaffectthemeaningof signs.

Communication

● Communicateeffectivelyinthetargetlanguagein avarietyofsituations(e.g.,purpose,task, audience,appropriatevocabulary,sentence structure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

EssentialQuestions

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● Howdoescultureinfluencewhatandhowwe eat?

● HowmightitfeeltobeaDeafinahearing world?

Skills(FramedasLearningTargets)

Receptive:Ican…

● Comprehendandexplainfavoritefoods.

● Understandtheingredientsandstepsina simplerecipe.

● Interprettimeswhensomeoneeatsspecific meals.

● Deafmannersasrelatedtofoodandmeals. Interactive:Ican…

● Understandandorderatarestaurant.

● Communicatewantsandneedsatarestaurant.

● Describevariousrecipesbasedonculture, mealtype,anddietaryrestrictions.

Expressive:Ican…

● Describehowtopreparesomethingsimpleto eat.

● Illustratemybreakfast,lunch,anddinnerfoods andthetimesInormallyeatthem.

● Explainmyopinionsandexperiencesina restaurantreview.

● Comparetypicalfoods/dishesandshopping normsinmycultureandothercultures.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

ConnectstospecificACTFLmodesofcommunication

INTERPRETIVE (tomeasurereceptivelearningtargets): Followdirectionsofasimplerecipeandanswer comprehensionquestions.

INTERPERSONAL (tomeasureinteractivelearning targets):Participateasacustomerandserver/chefina restaurant.

PRESENTATIONAL(tomeasureexpressivelearning targets):Createavideoreviewofarestaurant experience.

TheassessmentofCulturalInvestigationiswoveninto eachsummativeassessmentabovethroughthe understandingandpracticeofculturalnormsinthe classroom.

FormativeAssessment

● Scriptandpracticeconversations

● Restaurantnamesfsreceptive/expressive games

● Replyingtobasicquestions

● Tellingtimequiz

STAGE3:LEARNINGPLAN

FirstTopic:TheRecipeBook

LearningTargets:

● Icanunderstandtheingredientsandstepsina simplerecipe.

● Icandescribevariousrecipesbasedonculture, mealtype,anddietaryrestrictions.

● Icantellhowtopreparesomethingsimpleto eat.

● Icanillustratemybreakfast,lunch,anddinner foodsandthetimesInormallyeatthem.

● Icancomparetypicalfoods/dishesand shoppingnormsinmycultureandother cultures.

LearningActivities:

Estimated#ofClasses:6

EssentialQuestions:

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● Howdoescultureinfluencewhatandhowwe eat?

● Roleplayingconversationsforfood

○ Describingamenutoafriend/actingasawaiterdescribingspecialsforthemenu

● Reciperoundrobin(speeddating)

● Receptivevocabularyreview

● Shoppingcartgameforfoodvocabularypractice(expressive)

SecondTopic:Let’sEat!

LearningTargets:

● Icancomprehendandexplainfavoritefoods.

● Icaninterprettimeswhensomeoneeats specificmeals.

● Icanunderstandandorderatarestaurant.

● Icancommunicatewantsandneedsata restaurant.

● Icanexplainmyopinionsandexperiencesina restaurantreview.

LearningActivities:

Estimated#ofClasses:9

EssentialQuestions:

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● Howdoescultureinfluencewhatandhowwe eat?

● HowmightitfeeltobeaDeafinahearing world?

● Roleplayingconversationsrelatedtotimeyoueatmeals

● Namethatrestaurant(fsgame)

● Receptivevocabularyreview-restaurantitemsandmenus

● Dicerollrankingfavoritefoods

● Drive-Thruvideoordertaking(putitinthesystem-DeafStarbucksexample) CourseName:AmericanSignLanguage2:KISS-FIST

Est.#ofClasses:10

UnitOverview: Wecontinuedowntogetintothedetailsofdescribingthosewithinourcommunity.Students willexploreshoppinganddescribingclothingaswellasotherphysicaltraits.ThevisualnatureofASLallowsfor providingvividdetailsofpeopleandclothingwithstraightforwardhonestythatreflectstheessenceofthe culture.

STAGE1:DESIREDRESULTS

InterpretiveMode(Novice)

● Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedor memorizedwords,phrases,andsimple sentencesintextsthatarespoken,written,or signed.

PresentationalMode(Novice)

● Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyofpracticed ormemorizedwords,phrases,andsimple sentencesthroughspoken,written,orsigned

Communication

● Communicateeffectivelyinthetargetlanguagein avarietyofsituations(e.g.,purpose,task, audience,appropriatevocabulary,sentence structure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

language.

CulturalInvestigation(Novice)

● Inmyownandothercultures,Icanidentify productsandpracticestohelpmeunderstand perspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiences.

● Theetymologyofsignsreflectsthevaluesand historyofDeafculture.

● ASLuses classifiers,whichcanhelptoclarify yourmessage,highlightspecificdetails,and provideanefficientwayofconveying information.

Knowledge

● Learningavisuallanguageisdifferentthan learningaspokenlanguage,includinghowyou describeyourcommunity.

● Hownon-manualsignalsaffectthemeaningof signs.

● Deafcultureadmiresbluntnessusedin physicaldescriptions.

EssentialQuestions

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● Howdodescriptorsdifferbetweenhearingand Deafculture?

Skills(FramedasLearningTargets)

Receptive:Ican…

● Understandsomeonedescribingtheiroutfitor thatofsomeoneelse.

● Identifytheclassifiersusedtodescribephysical traitsofclothingorhairstyles.

● Identifypersonalitytraitsconnectedtoa person’simageorcharacterreference. Interactive:Ican…

● ConverseaboutthesizeIwear.

● Converseaboutthepricesofclothes.

● Givemyopinionaboutdifferentstyles. Expressive:Ican…

● Describeapersonusingculturallyresponsive language.

● Describepeopleusingphysicalcharacteristics, ethnicity,hairstyles,andpersonalitytraitsin properorderusingappropriateclassifiers.

● Useadjectivestodescribesomeone’s personality.

● Createmoremeaningwithinthesignsbyusing MouthMorphemes.

INTERPRETIVE (tomeasurereceptivelearningtargets): Watchasignedpresentationdescribingdifferent people(physicaltraits/clothing)anddrawthem.

INTERPERSONAL (tomeasureinteractivelearning targets):Participateasacustomerandshopperina clothingstore.

● Scriptandpracticeconversations

● Replyingtobasicquestionsforcomprehension

● SignedPersonalityQuiz

● Matchsignedphysicaldescriptionstopictures

PRESENTATIONAL(tomeasureexpressivelearning targets):Giveafashionshowanddescribetheiritems ontherunwayconnectedtothemodel’spersonality.

TheassessmentofCulturalInvestigationiswoveninto eachsummativeassessmentabovethroughthe understandingandpracticeofculturalnormsinthe classroom.

STAGE3:LEARNINGPLAN

FirstTopic:PhysicalTraits&FashionPolice

LearningTargets:

● Icanunderstandsomeonedescribingtheir outfitorthatofsomeoneelse.

● Icanidentifytheclassifiersusedtodescribe physicaltraitsofclothingorhairstyles.

● IcanconverseaboutthesizeIwear.

● Icanconverseaboutthepricesofclothes.

● Icangivemyopinionaboutdifferentstyles.

● Icandescribepeopleusingphysical characteristics,ethnicity,hairstyles,and personalitytraitsinproperorderusing appropriateclassifiers.

● Icanuseadjectivestodescribesomeone’s personality.

● Icancreatemoremeaningwithinthesignsby usingMouthMorphemes.

LearningActivities:

● Roleplayingconversationsaboutclothingchoices

Estimated#ofClasses:7

EssentialQuestions:

● Howdoesthissigncapturethemeaningofthe term?

● Howdodescriptorsdifferbetweenhearingand Deafculture?

● Receptivevocabularyreview-physicalcharacteristics.

● DressUpgame(expressivevocabpractice)

● SpottheDifference

● ProjectRunway

● CelebrityPaparazziScavengerHunt

SecondTopic:DescribingtheInside-TrueColors

LearningTargets:

● Icandescribeapersonusingculturally responsivelanguage.

● Icanuseadjectivestodescribesomeone’s personality.

● Icanidentifypersonalitytraitsconnectedtoa person’simageorcharacterreference.

● Icancreatemoremeaningwithinthesignsby usingMouthMorphemes.

LearningActivities:

● Roleplayingconversationsforusewithadjectives

● Personalityroundrobin(speeddating)

Estimated#ofClasses:3

EssentialQuestions:

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● Howdodescriptorsdifferbetweenhearingand Deafculture?

● Namethatstore(fingerspellinggame)

● DicegametoputtogethersentencestoshowknowledgeofMouthMorphemesconnectedtosizeand adjectivedegrees.

CourseName:AmericanSignLanguage2:KISS-FIST

UnitTitle:Unit3HomeSweetHome

Est.#ofClasses:15

UnitOverview: Inthisunit,studentswillutilizefamilyvocabularyandsignsfromotherunitstobringtogethera descriptionoftheirhome.Studentswilltellwheretheirhomeislocated,describetheirresidence,identify rooms,basichouseholditems,andbeabletomakecomparisonsofresidences.Theywilllearntogivedirections correctly,usingsigner’sperspective,classifieruse,spatialrelationships,andpropersequencing.Studentswill alsodiscusshowDeafpeople “hearwiththeireyes”, describeDeaf-FriendlyHomes,aswellastheroleof DeafSpacewithresidences.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Novice)

● Icanidentifythegeneraltopicandsomebasic informationinbothveryfamiliarandeveryday contextsbyrecognizingpracticedor memorizedwords,phrases,andsimple sentencesintextsthatarespoken,written,or signed.

PresentationalMode(Novice)

● Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyofpracticed ormemorizedwords,phrases,andsimple sentencesthroughspoken,written,orsigned language.

CulturalInvestigation(Novice)

● Inmyownandothercultures,Icanidentify productsandpracticestohelpmeunderstand perspectives. Communication

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiences.

● Theetymologyofsignsreflectsthevaluesand historyofDeafculture.

● ASLdescriptorsarealwaysfromtheSigner’s Perspective.

● Deaf-friendlyspaceshavefeaturestoreflect thevaluesofthecultureandlanguage.

TransferGoals

● Communicateeffectivelyinthetargetlanguagein avarietyofsituations(e.g.,purpose,task, audience,appropriatevocabulary,sentence structure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

EssentialQuestions

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● Howdodescriptorsdifferbetweenhearingand Deafculture?

● WhatdefinesDeaf-friendlyspaces?

● Howismyhomelifesimilaranddifferentto thosewithintheAmericanDeaf-World?

Knowledge

● Learningavisuallanguageisdifferentthan learningaspokenlanguage,includinghowyou describeyourresidence.

● Hownon-manualsignalsaffectthemeaningof signs.

Skills(FramedasLearningTargets)

Receptive:Ican…

● Identifytheroomsofthehouseand/or furniturebasedonsigneddescription.

● Comprehendcommentsandcommandsabout dailychoresandthehouse.

● Understandthedifferencebetween two-dimensionalandthree-dimensional classifierswhendiscussingrooms,furniture, andhouseholdobjects.

Interactive:Ican…

● Askandanswerquestionsaboutroomsofthe house,furnishings,andchores.

● Discussthehomeincludingitsrooms,furniture, andhouseholdobjects.

● Discussanddescribethelayoutofa Deaf-friendlyhome.

Expressive:Ican…

● Illustratethehome,includingitsrooms, furniture,andhouseholdobjects.

● Describefamilymembersinrelationtodaily chores.

● Explainhouseholdresponsibilitiesforself and/orfamilymembers.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

ConnectstospecificACTFLmodesofcommunication

INTERPRETIVE (tomeasurereceptivelearningtargets): Watchavirtualhometourforcomprehensionandbe abletodrawtheblueprintandlayoutofeachroom.

INTERPERSONAL (tomeasureinteractivelearning targets):Comparechoresofapartnertothoseofyour owninconversation.

PRESENTATIONAL(tomeasureexpressivelearning targets):RealEstate-OpenHouseproject.

TheassessmentofCulturalInvestigationiswoveninto eachsummativeassessmentabovethroughthe understandingandpracticeofculturalnormsinthe classroom.

FormativeAssessment

● Scriptandpracticeconversations

● Replyingtobasicquestionsforcomprehension

● HouseBlueprintQuiz

● Chores:hotornot?

STAGE3:LEARNINGPLAN

FirstTopic:TheBlueprints

LearningTargets:

● Icanidentifytheroomsofthehouseand/or furniturebasedonsigneddescription.

● Icanunderstandthedifferencebetween

Estimated#ofClasses:10

EssentialQuestions:

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

two-dimensionalandthree-dimensional classifierswhendiscussingrooms,furniture, andhouseholdobjects.

● Icanaskandanswerquestionsaboutroomsof thehouse,andfurnishings.

● Icandiscussthehomeincludingitsrooms, furniture,andhouseholdobjects.

● Icandiscussanddescribethelayoutofa Deaf-friendlyhome.

● Icanillustratethehome,includingitsrooms, furniture,andhouseholdobjects.

LearningActivities:

● Howdodescriptorsdifferbetweenhearingand Deafculture?

● WhatdefinesDeaf-friendlyspaces?

● Roleplayingconversationsdescribingyourfavoriteroomofyourresidence

● Receptivevocabularyreviewwithdicerollgamefordifferentfurniture

● Matchthefurnituretotheroom

● VocabRelayforDeaf-friendlytechnologyofthehome.

SecondTopic:MakeThisHouseaHome

LearningTargets:

● Icancomprehendcommentsandcommands aboutdailychoresandthehouse.

● Icanaskandanswerquestionsaboutroomsof thehouse,furnishings,andchores.

● Icandescribefamilymembersinrelationto dailychores.

● Icanexplainhouseholdresponsibilitiesforself and/orfamilymembers.

LearningActivities:

EssentialQuestions:

● Howdoesthissigncapturethemeaningofthe term?

● Howdodescriptorsdifferbetweenhearingand Deafculture?

● Howismyhomelifesimilaranddifferentto thosewithintheAmericanDeaf-World?

● Roleplayingconversationsrelatedtocommandsaboutdailychores

● Sign-ogameforchoresvocabularyreview

● Taboogameforhouseholdresponsibilitiesoffamilymembers

CourseName:AmericanSignLanguage2:KISS-FIST

UnitTitle:Unit4School/Work-LifeBalance

Est.#ofClasses:25

UnitOverview: Inthisunit,studentswilllookmoreattheirlivesoutsideofschoolandhowtheybalanceitwith manyextra-curricularactivities.Theywilldiscusstheirdaily/weeklyroutines,andcomparethosetotheir classmates.Studentsalsowilllearnmoneysigns,andthespecificwaystosignmoneyandcentcombinations.The learnerwillalsobeexposedtothe"openness"indiscussingmoneywithintheDeafcommunity.Therewillalsobe afocusonsomefamousDeafpeopleaswellascareersthatutilizeASL.

STAGE1:DESIREDRESULTS

InterpretiveMode(Intermediate)

● Icanunderstandthemainideaandsome Communication ● Communicateeffectivelyinthetargetlanguagein

piecesofinformationonfamiliartopicsfrom sentencesandseriesofconnectedsentences withintextsthatarespoken,written,orsigned.

PresentationalMode(Novice)

● Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyofpracticed ormemorizedwords,phrases,andsimple sentencesthroughspoken,written,orsigned language.

CulturalInvestigation(Intermediate)

● InmyownandotherculturesIcanmake comparisonsbetweenproductsandpractices tohelpmeunderstandperspectives.

Understandings

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiences.

● Theetymologyofsignsreflectsthevaluesand historyofDeafculture.

● TensesinASLarereflectedinspacerelativeto thebody.

avarietyofsituations(e.g.,purpose,task, audience,appropriatevocabulary,sentence structure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent Research&Understanding;ResponsibleCitizenship

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld Self-Direction;CriticalThinking

● Makeconnectionswithotherdisciplinesthrough theuseofauthenticresourcesandrelevantissues

● Analyzeinformationinthetargetlanguageto drawconclusions,synthesizeideas,and/or recognizepatternsaboutcultureandlanguage

EssentialQuestions

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● WhatcareerpathsincorporateASLskills?

● Howismylifestylehealthy?

Knowledge Skills(FramedasLearningTargets)

● Learningavisuallanguageisdifferentthan learningaspokenlanguage,includinghowyou describeyourschool/worklife.

● Hownon-manualsignalsaffectthemeaningof signs.

Receptive:Ican…

● Identifysomeone’ssigneddaily/weeklyroutine.

● Interpretaworkschedulesignedtome.

● Identifyactivitiesbeingdescribed.

● Determinewhetherapersonlikesordislikesa particularactivity.

● Interpretwhenandhowfrequentlyaperson participatesinvariousactivities.

● Understanda fitnessordietplanbasedon signedinformation.

● Comprehendinformationadvocatingahealthy lifestyle.

Interactive:Ican…

● Askandanswerquestionsduringajob interview.

● Askandanswerquestionsaboutinterestsand leisureactivities,includinglikesanddislikes.

● Askandanswerquestionsabout fitnessand exercise.

● Discussselfcareinadialogue.

● Signandinterpretcorrectsignsforcombined dollarsandcents.

Expressive:Ican…

● IllustratewhereIwanttoworkandwhatIwant todo.

● Describemydaily/weeklyroutine.

● Designa fitnessplanandpresentit.

● Explainmyfeelingsandcommonsignsofstress.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

ConnectstospecificACTFLmodesofcommunication

INTERPRETIVE (tomeasurereceptivelearningtargets): Watchanarrativeaboutsomeone’slifestyleand illustratetheirschedule

INTERPERSONAL (tomeasureinteractivelearning targets):JobInterviewforASLorientedcareer

PRESENTATIONAL(tomeasureexpressivelearning targets):Recordavideosigningyourdaily/weekly routineincludingchangestohelp findbalance.

TheassessmentofCulturalInvestigationiswoveninto eachsummativeassessmentabovethroughthe understandingandpracticeofculturalnormsinthe classroom.

FormativeAssessment

● Scriptandpracticeconversations

● Replyingtobasicquestionsforcomprehension

● Compareroutinewithclassmate

● SelfCarediscussionboard

● FamousDeafPeoplescavengerhunt

STAGE3:LEARNINGPLAN

FirstTopic:Activities&Employment/Finances Estimated#ofClasses:15

LearningTargets:

● Icanidentifysomeone’ssigneddaily/weekly routine.

● Icaninterpretaworkschedulesignedtome.

● Icanidentifyactivitiesbeingdescribed.

● Icandeterminewhetherapersonlikesor dislikesaparticularactivity/job.

● Icanaskandanswerquestionsduringajob interview.

● Icansignandinterpretcorrectsignsfor combineddollarsandcents.

● IcanillustratewhereIwanttoworkandwhatI wanttodo.

● Icandescribemydaily/weeklyroutine.

LearningActivities:

EssentialQuestions:

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● WhatcareerpathsincorporateASLskills?

● Roleplayingconversationsrelatedtoworkscheduling

● Rock,Paper,Scissors-Numberreviewfordollarsandcents

● VocabRelayonworkduties

● Resumedialogue

● FamousDeafPeopleJeopardywithfocusonASLorientedcareers

SecondTopic:HealthyLiving

LearningTargets:

Estimated#ofClasses:10

EssentialQuestions:

● Icaninterpretwhenandhowfrequentlya personparticipatesinvariousactivities.

● Icanunderstanda fitnessordietplanbasedon signedinformation.

● Icancomprehendinformationadvocatinga healthylifestyle.

● Icanaskandanswerquestionsabout fitness andexercise.

● Icandiscussselfcareinadialogue.

● Icandesigna fitnessplanandpresentit.

● Icanexplainmyfeelingsandcommonsignsof stress.

LearningActivities:

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● Howismylifestylehealthy?

● Roleplayingconversationsabout fitnessanddiettrends

● Sign-ogamefor fitnessandexercisesigns

● Healthyhabitmatching

● IndoorvsoutdooractivitiesexitticketonGoogleForms CourseName:AmericanSignLanguage2:KISS-FIST

UnitOverview: Inthisunit,studentswilltravelaroundtheworld!Theywilltakeacloselookatcertaincountries thathavetheirownsignedlanguages,aswellasdescribemajoreventsliketheDeaflympics.Theywillbelooking tothefuture,indiscussingsummerplansandbasicweatherinthoseareas.

STAGE1:DESIREDRESULTS

EstablishedGoals (fromACTFL)

InterpretiveMode(Intermediate)

● Icanunderstandthemainideaandsome piecesofinformationonfamiliartopicsfrom sentencesandseriesofconnectedsentences withintextsthatarespoken,written,orsigned.

PresentationalMode(Novice)

● Icanpresentinformationonbothveryfamiliar andeverydaytopicsusingavarietyofpracticed ormemorizedwords,phrases,andsimple sentencesthroughspoken,written,orsigned language.

CulturalInvestigation(Intermediate)

● InmyownandotherculturesIcanmake comparisonsbetweenproductsandpractices tohelpmeunderstandperspectives.

Understandings

TransferGoals

Communication

● Communicateeffectivelyinthetargetlanguagein avarietyofsituations(e.g.,purpose,task, audience,appropriatevocabulary,sentence structure)

ResponsibleCitizenship

● Demonstrateculturalawarenessbasedon understandingofandrespectforothercultures bothpastandpresent

Research&Understanding

● Gainknowledgeaboutglobalculturesandfoster respectforotherculturesrealizingthereare multiplewaysofviewingtheworld

Self-Direction;CriticalThinking

● Analyzeinformationinthetargetlanguageto drawconclusions,synthesizeideas,and/or recognizepatternsaboutcultureandlanguage

EssentialQuestions

● Languagescontainstructuresforinterpreting andanalyzinghumanexperiences.

● Theetymologyofsignsreflectsthevaluesand historyofDeafculture.

Knowledge

● Learningavisuallanguageisdifferentthan learningaspokenlanguage,includinghowyou describeyourtravels.

● Hownon-manualsignalsaffectthemeaningof signs.

● Deaflympicsisaneventrecognizedbythe InternationalOlympicCommittee.

● OtherDeafcommunities/cultureshavetheir ownsignedlanguages.

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● Howdotravelexperiencesshapeour worldview?

● Whatmakesussimilartoordifferentfrom peoplewemeetonourtravels?

Skills(FramedasLearningTargets)

Receptive:Ican…

● Identifythesignsforstates,cities,and countries.

● IdentifythedifferencesbetweenASLandother signedlanguagealphabets.

● Comprehendashortsignedpassageabouta traveldestination.

● Matchweathersignstopictures.

● Summarizeaweatherforecastforthe weekend.

Interactive:Ican…

● Askandanswerquestionsaboutadestination.

● Discussvacationplansforagroup.

● Discusstemperatureandweatherinvarious regionsandcountries.

Expressive:Ican…

● Illustrateatravelitineraryforasummertrip.

● DescribeaplaceIhavevisitedorwanttovisit.

● Modifyaweekendplantoadjustforan updatedweatherforecast.

● Signa3-dayweatherforecast.

SummativeAssessment

ConnectstospecificACTFLmodesofcommunication

INTERPRETIVE (tomeasurereceptivelearningtargets): Watchaweatherforecastandevaluatethebesttime togoonvacation.

INTERPERSONAL (tomeasureinteractivelearning targets):TravelAgentConversation PRESENTATIONAL(tomeasureexpressivelearning targets):Plananinternationalvacationforafamilyof four.

TheassessmentofCulturalInvestigationiswoveninto eachsummativeassessmentabovethroughthe understandingandpracticeofculturalnormsinthe classroom.

FormativeAssessment

● Scriptandpracticeconversations

● Replyingtobasicquestionsforcomprehension

● NamethatCountry

● VideoPostcard

● TravelTableFind

● WeatherForecastvideo

FirstTopic:AroundtheWorld

LearningTargets:

STAGE3:LEARNINGPLAN

● Icanidentifythesignsforstates,cities,and countries.

● IcanidentifythedifferencesbetweenASLand othersignedlanguagealphabets.

● Icancomprehendashortsignedpassageabout atraveldestination.

● Icanaskandanswerquestionsabouta destination.

● Icandiscussvacationplansforagroup.

● Icanillustrateatravelitineraryforasummer trip.

● IcandescribeaplaceIhavevisitedorwantto visit.

LearningActivities:

Estimated#ofClasses:15

EssentialQuestions:

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdotravelexperiencesshapeour worldview?

● Whatmakesussimilartoordifferentfrom peoplewemeetonourtravels?

● Roleplayingconversationstodiscusstravelplansorplacespreviouslyvisited

● BlooketVocabRelayfortravelreceptiveandexpressivepractice

● Travel:GuessWhere?Gamefocusingoncities,states,andcountrysigns

SecondTopic:Weather&Climate

LearningTargets:

● Icanmatchweathersignstopictures.

● Icansummarizeaweatherforecastforthe weekend.

● Icandiscusstemperatureandweatherin variousregionsandcountries.

● Icanmodifyaweekendplantoadjustforan updatedweatherforecast.

● Icansigna3-dayweatherforecast.

LearningActivities:

Estimated#ofClasses:10

EssentialQuestions:

● Whatisthispersontryingtocommunicate? HowdoIworktovisuallycomprehend?

● Howdoesthissigncapturethemeaningofthe term?

● Roleplayingconversationsabouttheweatherfortheday

● Slapvocabularymatchingweatherandtemperature

● A-Zalphabetsignrelay

● NamethatClimate

● Interpretasignedweatherforecast(makingthegraphicstomatchtheforecastofthemeteorologist)