Englewood Public School District World Language, Spanish-Sixth Grade

First Marking Period

Unit 1: Greetings & Farewells, Articles, Pronouns, My Community, Hobbies, folktales, and Hispanic Heritage Month: Famous People & Places

Overview: During this exploratory world language unit, students will learn the Spanish language and Hispanic culture using songs, texts, videos, and hands-on learning. Students will learn how to greet others, express themselves in a positive manner, say farewell, explore their community, and learn about different hobbies. Students will also focus on Spanish language arts with a focus on articles and pronouns. They will also celebrate the Hispanic culture by learning about Spanish folktales, fables, famous Hispanic people and places. Students will develop listening comprehension skills, oral and written language, communication skills, and acquire new vocabulary, which will reinforce their primary language skills and content area knowledge. Time Frame: 40 to 44 Days Enduring Understandings: Students will understand that…

• They can interact and greet others in Spanish using memorized phrases and culturally appropriate gestures.

• Learning another language will help them communicate with someone who is from a Spanish speaking country.

• They can ask and answer questions in Spanish.

• They can understand words of praise and simple commands in Spanish.

• They can identify and label items into specific categories based upon color, number, size, or function.

• They can identify and use Spanish articles and pronouns.

• They can use English cognates to acquire new Spanish vocabulary and vice versa.

• They can name and label places in their community in Spanish.

• They can identify and name hobbies in Spanish.

• They can learn about different Hispanic cultures, people, and places.

• They can listen to and read fables and folktales in Spanish. Essential Questions:

• How do Spanish Speakers greet each other?

• How can I use Spanish vocabulary that I know to identify and describe people, places, and things?

• How does learning a foreign language help me become a global citizen?

• How does learning a foreign language improve my geography and social studies skills?

• How does learning a foreign language improve my oral and written language skills?

• How does learning Spanish help reinforce my listening and speaking skills?

• How does learning Spanish help improve my reading comprehension skills?

Standards Topics and Objectives Activities Resources Assessments

7.1.NM.A.2

Demonstrate comprehension

of simple, oral, and written directions, commands, and requests through appropriate physical response.

7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions.

7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes.

7.1.NM.B.2

Give and follow simple oral and written directions, commands and requests when participating in age-appropriate classroom and

cultural activities.

7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and

daily interactions.

Topics Greetings & Farewells, Articles, Pronouns, Food, My Community, Hobbies and Hispanic Heritage Month: Famous People & Places Twenty-First Century Themes and Skills include:

• Social and Cross-cultural skills

• The Four C’s-Communication, Collaboration, Critical-Thinking, and Creativity

• Global Awareness http://classroom21.ncdpi.wikispaces.net/Framework+for+21st+Century+Skills+Overview+2

Objectives

Students will

• Understand that it is possible to communicate in a foreign language

• Communicate their name and use Spanish greetings and farewells appropriately

• Listen to, learn, and sing Spanish songs

• Understand and read Spanish texts

Following direct instruction about various Spanish greetings, students will take turns greeting one another in Spanish using dialog of medium complexity CRP4, CRP12, 9.2.8.B.3) Following a teacher led lesson on vocabulary Students will work in small groups to create flashcards for community vocabulary (CRP4, 9.2.8.B.3) Students will independently draw a map of their community and label it in Spanish (CRP 6 ) Following a teacher led direct instruction lesson on articles, students will work in pairs to add male, female, or plural articles to words (CRP4, CRP12, 9.2.8.B.3) Students will watch a short video lesson about personal pronouns Students will work in pairs to categorize

Woodward Spanish Infographic- Unit_1_Los_Saludos Definite and Indefinite Articles Lesson for Kids https://youtu.be/Soe-g2JcEOY Yo, tú, él, ella... SPANISH PERSONAL PRONOUNS with fun - Spanish for beginners - Go Spanish Now https://youtu.be/j9oSWNpx988 Aficiones/Hobbies https://rockalingua.com/songs/hobbies Compare and Contrast Hispanic Countries-Scholastic https://www.scholastic.com/teachers/lesson-plans/teaching-content/compare-and-contrast-hispanic-countries-during-hispanic-heritage-month/ Supplemental Reading: Newsela: Aztec, Inca, and Maya Text Set https://newsela.com/text-sets/17366

Benchmark Assessment:

• Common Formative Assessment

Formative Assessments: Levels-Beginners, Intermediate, Advanced, Heritage All levels-Teacher observes and/or takes anecdotal notes of the students focusing on verbal or non-verbal indications of comprehension while they are speaking, completing activities, and singing B & I-Teacher will observe and/or take anecdotal notes and ask students to point to the image or picture that represents targeted Spanish vocabulary for given unit Students will: B-Sing hobbies song I-Name 5 hobbies orally A-Orally name and write 6 different hobbies H-Write about their favorite hobby and

7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences

using memorized words and phrases.

7.1.NM.B.5

Exchange information using words, phrases, and short

sentences practiced in class on familiar topics or on topics studied in other content areas.

7.1.NM.C.2

Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits

7.1.NM.C.3

Copy/write words, phrases, or simple guided texts on

familiar topics

7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic

materials orally or in writing.

• Use dialog of medium complexity to practice greetings and farewells

• Ask and answer questions in target language.

• Understand and use common Spanish expressions

• Learn about the different countries where Spanish speakers live

• Learn about the Hispanic Heritage month in the United States

• Learn about famous Hispanic people

• Understand the difference between male and female articles

• Learn community and food related Spanish vocabulary

• Expand vocabulary by learning Spanish pronouns

• Learn about Spanish vocabulary to describe hobbies and pastimes

• Use print, recorded, and digital media to learn Spanish

pronouns into plural or singular pronouns (CRP4, CRP12, 9.2.8.B.3) Students will work independently to change plural pronouns into singular pronouns Students will read lyrics and sing a song about hobbies (RH.6-8.4, CRP6) Students will answer a Spanish survey and create a classroom graph of all the different hobbies students enjoy (RH.6-8.4, CRP4, 9.2.8.B.3) Students will work in pairs and exchange dialog about their favorite past time or hobby (CRP4, CRP12, 9.2.8.B.3) Following a teacher led lesson about folktales and fables, teacher will read aloud a traditional Spanish Folktale Students will work whole class to discuss what the folktale was about and what natural phenomenon it described (RH.6-8.4, 6.1.4.A.14)

Readworks.org Latin America Article-A-Day Set https://www.readworks.org/article/Latin-America-/179e6ae5-b8fa-4297-9cbb-2d533f65075e#!articleTab:content/contentSection:4dcd12a6-a1d2-4e84-950e-3ed8e52ec93c/ Online Resource: ReadWriteThink.org Timeline Generator http://www.readwritethink.org/files/resources/interactives/timeline_2/

describe it using more complex vocabulary classroom item song and then sing the song Students will demonstrate correct Spanish grammar by: B-Adding the correct article to three words I-Adding the correct article to six words A-Writing two complete sentences using a plural and a singular article and pronoun H-Writing 5 grammatically correct sentences for including male and female pronouns and plural and singular articles Student will demonstrate the following skills: B-Student will create a 3-slide presentation about a Spanish speaking Caribbean nation I-Student will create a 4-slide presentation about a Spanish speaking Caribbean nation A-Student will create a 5-6-page slide presentation about a

Students will learn about Spanish speaking Caribbean nations: Cuba, Dominican Republic, and Puerto Rico (6.1.8.A.1.a) Students will create mini-presentations about one of the three Spanish speaking Caribbean nations and present to the class using acquired Spanish vocabulary (3-6 slides using Google presentations or PowerPoint) (WHST.6-8.2) Students will learn about famous conquistadors and native peoples of Latin America: Hernán Cortés, Francisco Pizarro, Montezuma, incas, mayas y aztecas (6.1.8.A.1.a) Students will work in small groups to create a timeline showing indigenous populations and when the conquistadors explored and colonized (WHST.6-8.2, 6.1.8.A.1.a, CRP4, CRP6, 9.2.8.B.3)

Spanish speaking Caribbean nation and present it in front of the class using unit vocabulary H- Student will create a 6-slide presentation about a Spanish speaking Caribbean nation and present it in front of the class using unit vocabulary, and more complex sentences Summative Assessments: Teacher made quizzes District Benchmark assessments Unit tests Alternative Assessments: Students will respond to oral questioning and demonstrate proficiency on a checklist of Spanish language vocabulary. Students will create a portfolio of completed drawings and products related to their study of Spanish. Students will provide the teacher with audio

recordings demonstrating their proficiency in Spanish speaking skills and vocabulary.

Accommodations and Modifications: Students with special needs: Support staff will be available to aid students related to IEP specifications. 504 accommodations will also be attended to by all instructional leaders. Physical expectations and modifications, alternative assessments, and scaffolding strategies will be used to support this learning. The use of Universal Design for Learning (UDL) will be considered for all students as teaching strategies are considered. ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA – https://www.wida.us/standards/CAN_DOs/ Students at risk of school failure: Formative and summative data will be used to monitor student success at first signs of failure student work will be reviewed to determine support. This may include parent consultation, basic skills review and differentiation strategies. With considerations to UDL, time may be a factor in overcoming developmental considerations. More time and will be made available with a certified instructor to aid students in reaching the standards. Gifted and Talented Students: Students excelling in mastery of standards will be challenged with complex, high level challenges related to the complexity in planning and carrying out investigations and analyzing and interpreting data.

English Language Learners

• Provide verbal and visual access to instruction and content

• Teacher modeling

• Peer modeling

• Provide ELL students with multiple literacy strategies

• Word walls

Special Education

• Utilize modifications & accommodations delineated in the student’s IEP

• Offer preferential seating

• Work with paraprofessional

• Use multi-sensory teaching approaches

• Work with a partner

At-Risk

• Use visual demonstrations, illustrations, and models

• Offer preferential seating

• Give directions/instructions verbally and in simple

Gifted and Talented

• Curriculum compacting

• Inquiry-based instruction

• Independent study

• Higher order thinking skills

• Adjusting the pace of lessons

• Use peer readers

• Give page numbers to help the students find answers

• Provide a computer for written work

• Provide visual aids

• Provide additional time to complete a task

• Use graphic organizers

• Offer preferential seating

• Provide concrete examples

• Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA).

• Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques – auditory/visual aids; pictures, illustrations, graphs, charts, technology tools).

written format. Oral prompts can be given.

• Peer Support

• Increase one on one time

• Teachers may modify instructions by modeling what the student is expected to do

• Provide instructions orally and in writing

• Employ an individualized, subtle cueing system to ensure on-task behavior

• Review behavior expectations and make adjustments for personal space or other behaviors as needed.

• Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community.

• Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies).

• Use flexible grouping to support differentiation of instruction by content, process, and/or product in order to address topics of student interest

• Real world scenarios

• Student Driven Instruction

• Use project-based Spanish learning to connect Spanish with real life experiences.

• Structure the learning around explaining or solving a social or community-based issue.

• Collaborate with after-school activities or clubs to extend learning opportunities.

Interdisciplinary Connections:

ELA - NJSLS/ELA: RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. SOCIAL STUDIES: 6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups. CAREER READY PRACTICES: CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP12. Work productively in teams while using cultural global competence. INTEGRATION OF TECHNOLOGY STANDARDS NJSLS 8:

8.1.8.A.1 Demonstrate knowledge of a real -world problem using digital tools. INTEGRATION OF 21ST CENTURY LEARNING STANDARDS NJSLS 9: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Key Vocabulary: diálogo-hola, adios, Buenos dias, Buenas tardes, Buenas noche, Adios, Nos vemos, Hasta la vista, ¿Como estas? , Muy bien, gracias, hasta luego, si, no, gracias, de nada, Pasatiempos: mi pasatiempo favorito es ... jugar al aire libre, ir al parque, comer, cocinar, bailar, jugar fútbol, jugar deportes, mirar televisión, hablar con amigos, jugar juegos de computadora, jugar videojuegos, leer, dibujar, cantar , pintar, Legos, escuchar música, jugar con mis juguetes, estar con mi familia, me gusta, no me gusta, pronombres -él, ella, ellos(as), yo, tú, usted, ustedes, nosotros, vosotros, artículos- ellos, su, sus, un, unos, una, unas mi comunidad- tienda, supermercado, tiendas, aceras, autobuses, personas, apartamentos, casas, autos, estación de policía, departamento de bomberos, hospital, oficina de doctores, negocios, bancos, mascotas, parques, biblioteca, Islas del Caribe - Puerto Rico, República Dominicana, Cuba, mes de la herencia hispana-conquistadores, colonias, nativos, cuentos y fábulas tradicionales- lecciones, moral, cultura, famosos latinos-Hernán Cortés, Francisco Pizarro, Montezuma, incas, mayas y aztecas. Other vocabulary

depending on students language level

Englewood Public School District World Language, Spanish-Sixth Grade

Second Marking Period

Unit 2: Shopping, Family, Adjectives, Likes & Dislikes, Comparative Sentences, Folktales, and Martin Luther King Jr. Overview: During this Exploratory unit, students will learn the Spanish language using songs, texts, videos, and hands-on learning. Students will learn about family names, shopping, and things they like and dislike. Students will also focus on Spanish language arts with a focus on adjectives and comparative sentences. They will also celebrate the Hispanic culture and diversity by learning about Martin Luther King Jr. and traditional Spanish folktales and fables. Students will develop listening comprehension skills, oral and written language, communication skills, and acquire new vocabulary, which will reinforce their primary language skills and content area knowledge. Time Frame: 42 to 46 Days Enduring Understandings: Students will understand that…

• They can interact and play games with others using Spanish vocabulary.

• They can identify and name different family members in Spanish.

• Learning another language will help them communicate with someone who is from a Spanish speaking country.

• They can ask and answer questions in Spanish.

• They can understand commands in Spanish.

• They can identify and name things in a store in Spanish.

• They can share their opinion about likes and dislikes in Spanish.

• They can use correct adjectives in my oral and written Spanish.

• They can identify, read, and write comparative sentences in Spanish.

• They can read and recite Spanish poems.

• They can listen to and read Spanish fables and folktales.

Essential Questions:

• What is it like to learn a foreign language?

• How do I share my opinion with others?

• How can learning about shopping help me gain 21st Century Skills?

• How can learning Spanish adjectives help improve my language arts skills?

• How will asking and answering questions in Spanish help me improve my oral comprehension and speaking skills?

• How does learning a foreign language help me become a global citizen?

• How does learning Spanish help reinforce my reading, listening and speaking skills?

Standards Topics and Objectives Activities Resources Assessments

7.1.NM.A.2

Demonstrate comprehension of simple, oral, and written directions, commands, and

requests through appropriate physical response.

7.1.NM.A.4

Identify familiar people,

places, and objects based on simple oral and/or written descriptions.

7.1.NM.B.2

Give and follow simple oral

and written directions, commands and requests when participating in age-appropriate classroom and cultural activities.

7.1.NM.B.4

Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

7.1.NM.B.5

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas

Topics

Shopping, Family, Likes & Dislikes, Comparative Sentences, and Martin Luther King Twenty-First Century Themes and Skills include:

• Social and Cross-cultural skills

• The Four C’s-Communication, Collaboration, Critical-Thinking, and Creativity

• Global Awareness http://classroom21.ncdpi.wikispaces.net/Framework+for+21st+Century+Skills+Overview+2

Objectives Students will

• Understand that it is possible to communicate in a foreign language

• Listen to, learn, and sing Spanish songs

• Play matching games related to unit vocabulary and/or grammar

• Ask and answer questions in target language

• Use Spanish adjectives to describe color,

Students will watch short video teaching student’s basic adjectives to describe animals Students will identify, classify and name family members; Mother, father, grandmother, grandfather, son, daughter, sister, brother, baby, aunt, uncle, cousin (padre, madre, abuelo, abuela, hermano, hermana, tío, tía, bebé, hijo, hija, prima, primo) Students will create poster size family trees using the correct Spanish labels and use adjectives to describe family members (CRP6) Students will write sentences comparing family members using known adjectives and unit vocabulary (WHST.6-8.2, 9.2.8.B.3) Following a teacher led vocabulary lesson on bedroom vocabulary, students will draw and label a picture of their bedroom

Spanish for Kids-Adjectives and Describing https://youtu.be/CN4lJq9tsVc Rockalingua-Music based Spanish Learning https://rockalingua.com/songs/family-members Mi Familia https://www.pinterest.com/pin/272538214935530805/ Bingo card generator

http://myfreebingocards.co

m/bingo-card-generator Unit_3_MLK_Graphic_Organizer Video of the Legend of Popocatepetl and Iztaccihauatl https://youtu.be/FoV1s5PCUVo

Benchmark Assessment:

• Common Formative Assessment

Formative Assessments: Levels-Beginners, Intermediate, Advanced, Heritage Teacher observes and/or takes anecdotal notes of the students focusing on verbal or non-verbal indications of comprehension while they are playing, drawing, listening, speaking, and singing Teacher will observe and/or take anecdotal notes and ask students to name family members and the days of the week. B-Students will orally identify 1 member of their family and describe them using acquired unit vocabulary I-Students will orally identify all the members in their immediate family and describe two

7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic

materials orally or in writing. 7.1.NM.B.1 Use digital tools to exchange basic information at the

word and memorized-phrase level related to self and targeted themes.

quantity, and size of objects

• Categorize and classify objects

• Understand and use common Spanish commands

• Identify and name different family members

• Identify, name, and write about different foods in Spanish

• Share opinion about likes and dislikes in Spanish

• Learn shopping vocabulary

• Listen to Spanish Folktales and fables

• Use print, recorded, and digital media to learn Spanish

Following a teacher led lesson about descriptive adjectives, students will work in pairs to orally describe their room using learned adjectives (NJSLSA.SL.5.1, CRP4, CRP12, 9.2.8.B.3) Students will work in small groups and play the How does it look?” game (¿Como es?) and describe people, places, or things using articles, adjectives, learned unit vocabulary ( CRP4, CRP12, 9.2.8.B.3) Following a teacher led lesson focusing on shopping, students will draw a shopping mall or downtown area and label different types of stores and items sold in the stores Students will work in pairs and discuss what type of items they like to buy when they go shopping and what their favorite store(s) is. (CRP4) Students will play a game of Spanish Bingo to review unit vocabulary

of the members using acquired unit vocabulary A-Student will name all the members of their family and write one sentence about each person who lives with them using unit vocabulary H- Student will name all the family vocabulary names learned in this unit and write one sentence about each person who lives with them using more complex vocabulary Student will demonstrate acquisition of Spanish by: B-Reciting 4 types of stores from memory I-Reciting 6 types of stores from memory A-Reciting and labeling 8 types of stores/shops and describing what 2 of the stores look like using adjectives H- Reciting and labeling 8 types of stores/shops and writing 4 sentences using more complex vocabulary and adjectives

Following a teacher led lesson about Martin Luther King Jr., students will work in small groups to complete a chart about him using adjectives (era, tenía, quería): (NJSLSA.SL.5.1, CRP4, CRP12, 9.2.8.B.3) Following a teacher read aloud of the folktale

Popocatepetl y

Iztaccihauatl, students will identify the lesson or moral of the store and the natural phenomenon the folktale explained (RH.6-8.4, 6.1.8.A.1.a)

Summative Assessments: Teacher made quizzes District Benchmark assessments Unit tests Alternative Assessment: Students will respond to oral questioning and demonstrate proficiency on a checklist of Spanish language vocabulary. Students will create a portfolio of completed drawings and products related to their study of Spanish. Students will provide the teacher with audio recordings demonstrating their proficiency in Spanish speaking skills and vocabulary.

Accommodations and Modifications:

Students with special needs: Support staff will be available to aid students related to IEP specifications. 504 accommodations will also be attended to by all instructional leaders. Physical expectations and modifications, alternative assessments, and scaffolding strategies will be used to support this learning.

The use of Universal Design for Learning (UDL) will be considered for all students as teaching strategies are considered. ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA – https://www.wida.us/standards/CAN_DOs/ Students at risk of school failure: Formative and summative data will be used to monitor student success at first signs of failure student work will be reviewed to determine support. This may include parent consultation, basic skills review and differentiation strategies. With considerations to UDL, time may be a factor in overcoming developmental considerations. More time and will be made available with a certified instructor to aid students in reaching the standards. Gifted and Talented Students: Students excelling in mastery of standards will be challenged with complex, high level challenges related to the complexity in planning and carrying out investigations and analyzing and interpreting data.

English Language Learners

• Provide verbal and visual access to instruction and content

• Teacher modeling

• Peer modeling

• Provide ELL students with multiple literacy strategies

• Word walls

• Use peer readers

• Give page numbers to help the students find answers

• Provide a computer for written work

• Provide visual aids

• Provide additional time to complete a task

• Use graphic organizers

• Offer preferential seating

Special Education

• Utilize modifications & accommodations delineated in the student’s IEP

• Offer preferential seating

• Work with paraprofessional

• Use multi-sensory teaching approaches

• Work with a partner

• Provide concrete examples

• Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA).

• Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques – auditory/visual aids; pictures, illustrations, graphs, charts, technology tools).

At-Risk

• Use visual demonstrations, illustrations, and models

• Offer preferential seating

• Give directions/instructions verbally and in simple written format. Oral prompts can be given.

• Peer Support

• Increase one on one time

• Teachers may modify instructions by modeling what the student is expected to do

• Provide instructions orally and in writing

• Employ an individualized, subtle cueing system to ensure on-task behavior

• Review behavior expectations and make adjustments for personal space or other behaviors as needed.

• Structure lessons around questions that are authentic,

Gifted and Talented

• Curriculum compacting

• Inquiry-based instruction

• Independent study

• Higher order thinking skills

• Adjusting the pace of lessons

• Use flexible grouping to support differentiation of instruction by content, process, and/or product in order to address topics of student interest

• Real world scenarios

• Student Driven Instruction

• Use project-based Spanish learning to

relate to students’ interests, social/family background and knowledge of their community.

• Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies).

connect Spanish with real life experiences.

• Structure the learning around explaining or solving a social or community-based issue.

• Collaborate with after-school activities or clubs to extend learning opportunities.

Interdisciplinary Connections: ELA - NJSLS/ELA: RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. SOCIAL STUDIES: 6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.

CAREER READY PRACTICES: CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP12. Work productively in teams while using cultural global competence. INTEGRATION OF TECHNOLOGY STANDARDS NJSLS 8:

8.1.8.A.1 Demonstrate knowledge of a real -world problem using digital tools. INTEGRATION OF 21ST CENTURY LEARNING STANDARDS NJSLS 9: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Key Vocabulary: adjetivos-bueno, malo, tamaño, grande, más grande, pequeño, más pequeño, mediano, alto, corto, ancho, estrecho, bonito, feo, aterrador, agradable, malo, bueno, compras-tienda de ropa, zapatería, supermercado, grandes almacenes, boutique, floristería, tienda de comestibles, restaurantes, artículos para el hogar, banco, cajero automático, tarjeta de crédito, efectivo, cambio, monedas, billetera, compradores, vendedor, tienda de dulces, panadería, restaurante de comida rápida, preferencias- me gusta, no me gusta, cuentos y fábulas tradicionales- lecciones, moral, cultura, Popocatépetl, Iztaccíhuatl, guerrero, Ciudad de México, princesa, aztecas, volcán, Puebla, enemigo, emperador, rival. Other vocabulary depending on students language level

Englewood Public School District World Language, Spanish-Sixth Grade

Third Marking Period

Unit 3: Poetry, Animals, Antonyms, Possessive Adjectives, and Comparative Sentences Overview: During this exploratory unit, students will learn the Spanish language using digital media, songs, texts, videos, games, and hands-on learning. Students will learn about poetry, animals and antonyms. Students will also learn about possessive adjectives and comparative sentences. Students will develop listening comprehension skills, oral and written language, communication skills, and acquire new vocabulary, which will reinforce their primary language skills and content area knowledge. Time Frame: 43 to 47 Days Enduring Understandings: Students will understand that…

• They can interact and play games with others using Spanish vocabulary.

• They can identify, say, and label different animals in Spanish.

• Learning another language will help them communicate with someone who is from a Spanish speaking country.

• They can ask and answer questions in Spanish.

• They can listen to stories.

• They can read and use Spanish possessive adjectives orally and in writing.

• They can respond to commands in Spanish.

• They can identify and label items into specific categories.

• They can compare items or people orally and in writing using complete Spanish sentences.

• They can have conversations in Spanish using known vocabulary words.

• They can use poetry to communicate thoughts and ideas.

Essential Questions:

• What is it like to learn a foreign language?

• How does understanding and responding to Spanish commands help me communicate better?

• How does learning a foreign language help me become a global citizen?

• How does learning Spanish help reinforce my listening and speaking skills?

• How does learning Spanish help me improve my written language skills?

• How does learning Spanish increase my content area vocabulary?

• How does learning poetry improve my reading comprehension skills?

• What makes a piece of writing a poem?

Standards Topics and Objectives Activities Resources Assessments

7.1.NM.A.2

Demonstrate comprehension of simple, oral, and written

directions, commands, and requests through appropriate physical response.

7.1.NM.B.2

Give and follow simple oral and written directions, commands and requests when participating in age-appropriate classroom and cultural activities.

7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.

7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and

phrases. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in

writing.

Topics

Poetry, Animals, Antonyms, Possessive Adjectives, and Comparative Sentences Twenty-First Century Themes and Skills include:

• Social and Cross-cultural skills

• The Four C’s-Communication, Collaboration, Critical-Thinking, and Creativity

• Global Awareness http://classroom21.ncdpi.wikispaces.net/Framework+for+21st+Century+Skills+Overview+2

Objectives Students will

• Understand that it is possible to communicate in a foreign language

• Identify and label different animals in Spanish

• Listen to and recite poems

• Write poems expressing their feelings and thoughts

• Listen to, learn, and sing Spanish songs

• Understand and use antonyms in Spanish

As an introduction to the unit, students will watch a video about author and poet, Pat Mora Teacher will read Spanish poetry and conduct a lesson on comparing and contrasting using a Venn diagram, students will complete a whole class Venn diagram and compare the two poems (RH.6-8.4, CRP4, 9.2.8.B.3) Following a teacher led lesson on emotions found in poems, students will work in pairs to identify and highlight the emotion words found in the poem (RH.6-8.4, CRP4, CRP12, 9.2.8.B.3) Students will work in pairs or individually to read and write poems (RH.6-8.4, WHST.6-8.2, CRP4,CRP6, CRP12) Students will listen, read, and sing along to a song about zoo animals (RH.6-8.4, CRP6) Students will cut, orally read and match Spanish

Pat Mora https://youtu.be/H0bST3Jbea0 Poems: Elena and Inmigrante Spanish Poems for Kids https://www.spanishplayground.net/spanish-poems-for-kids/ En El Zoo-Song and Lyrics https://youtu.be/ETZuwupg6nY Spanish/English Animal Flashcards see attached Unit_3_Animal_Flashcards

Benchmark Assessment:

• Common Formative Assessment

Formative Assessments: Levels-Beginners, Intermediate, Advanced, Heritage Teacher observes and/or takes anecdotal notes of the students focusing on verbal or non-verbal indications of comprehension while they are playing, drawing, speaking, listening, and singing Teacher will check listening comprehension and memorization by orally dictating a Spanish sentence and having a student identify the sentence on the board Student will demonstrate acquisition of Spanish by: B-Reciting a simple poem I-Reciting a poem A-Writing a poem

7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-

phrase level related to self and targeted themes. 7.1.NM.A.4 Identify familiar people, places, and objects based on

simple oral and/or written descriptions. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and

written directions, commands, and requests through appropriate physical response. 7.1.NH.A.4

Identify people, places, objects, and activities in daily life based on oral or written descriptions.

• Ask and answer questions in target language.

• Recite oral vocabulary

• Understand and use common Spanish words related to unit vocabulary

• Understand and use possessive adjectives in Spanish

• Follow directions in Spanish

• Write sentences in Spanish

• Compare things orally and in writing using acquired Spanish vocabulary

• Write comparative sentences

• Perform direct actions when given a Spanish command

vocabulary cards listing animals. They will then work in pairs to describe the selected animal using descriptive adjectives (CRP4, CRP12, 9.2.8.B.3) Following a teacher led vocabulary lesson on antonyms, students will play a game of antonym match by finding which classmate has the corresponding antonym tag on their back

• Students will ask one another what word they have on their back speaking only in Spanish- ¿Qué palabra está escrita en mi espalda? La palabra es...

• Then they will try to find the person who has the corresponding antonym and stand next to them

• Once all matches are made, pairs will orally share their antonyms

(CRP4, CRP6, CRP12, 9.2.8.B.3)

Following direct instruction on possessive adjectives and modeling,

H-Writing and reading a poem Students will demonstrate the following: B-Orally name two antonyms when given target words I-Orally name at four antonyms when given target words A-Orally say and write 5 antonyms when given target words H-Write five sentences using target antonyms Students will demonstrate the following: B-Orally say one sentence using a possessive adjective and write one comparative sentence I-Orally say two sentences using possessive adjectives and write one comparative sentence A-Write two sentences using possessive adjectives and two comparative sentences H-Write one paragraph about animals using comparative sentences

students will work in pairs to write sentences using possessive adjectives (WHST.6-8.2, CRP4, CRP6, CRP12, 9.2.8.B.3) Following a teacher led lesson about writing comparative sentences and modeling, students will work in pairs to write comparative sentences (WHST.6-8.2, CRP4, CRP6, CRP12, 9.2.8.B.3) Students will independently write comparative sentences (WHST.6-8.2, CRP6)

Alternative Assessment: Students will respond to oral questioning and demonstrate proficiency on a checklist of Spanish language vocabulary. Students will create a portfolio of completed drawings and products related to their study of Spanish. Students will provide the teacher with audio recordings demonstrating their proficiency in Spanish speaking skills and vocabulary. Summative Assessments: Teacher made quizzes District assessments Unit tests Alternative Assessments: Students will respond to oral questioning and demonstrate proficiency on a checklist of Spanish language vocabulary. Students will create a portfolio of completed drawings and

products related to their study of Spanish. Students will provide the teacher with audio recordings demonstrating their proficiency in Spanish speaking skills and vocabulary.

Accommodations and Modifications: Students with special needs: Support staff will be available to aid students related to IEP specifications. 504 accommodations will also be attended to by all instructional leaders. Physical expectations and modifications, alternative assessments, and scaffolding strategies will be used to support this learning. The use of Universal Design for Learning (UDL) will be considered for all students as teaching strategies are considered. ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA – https://www.wida.us/standards/CAN_DOs/ Students at risk of school failure: Formative and summative data will be used to monitor student success at first signs of failure student work will be reviewed to determine support. This may include parent consultation, basic skills review and differentiation strategies. With considerations to UDL, time may be a factor in overcoming developmental considerations. More time and will be made available with a certified instructor to aid students in reaching the standards. Gifted and Talented Students: Students excelling in mastery of standards will be challenged with complex, high level challenges related to the complexity in planning and carrying out investigations and analyzing and interpreting data.

English Language Learners

Special Education

At-Risk

Gifted and Talented

• Provide verbal and visual access to instruction and content

• Teacher modeling

• Peer modeling

• Provide ELL students with multiple literacy strategies

• Word walls

• Use peer readers

• Give page numbers to help the students find answers

• Provide a computer for written work

• Provide visual aids

• Provide additional time to complete a task

• Use graphic organizers

• Offer preferential seating

• Utilize modifications & accommodations delineated in the student’s IEP

• Offer preferential seating

• Work with paraprofessional

• Use multi-sensory teaching approaches

• Work with a partner

• Provide concrete examples

• Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA).

• Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques – auditory/visual aids; pictures, illustrations, graphs, charts, technology tools).

• Use visual demonstrations, illustrations, and models

• Offer preferential seating

• Give directions/instructions verbally and in simple written format. Oral prompts can be given.

• Peer Support

• Increase one on one time

• Teachers may modify instructions by modeling what the student is expected to do

• Provide instructions orally and in writing

• Employ an individualized, subtle cueing system to ensure on-task behavior

• Review behavior expectations and make adjustments for personal space or other behaviors as needed.

• Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community.

• Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital

• Curriculum compacting

• Inquiry-based instruction

• Independent study

• Higher order thinking skills

• Adjusting the pace of lessons

• Use flexible grouping to support differentiation of instruction by content, process, and/or product in order to address topics of student interest

• Real world scenarios

• Student Driven Instruction

• Use project-based Spanish learning to connect Spanish with real life experiences.

• Structure the learning around explaining or solving a social or community-based issue.

• Collaborate with after-school activities or clubs to extend learning opportunities.

tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies).

Interdisciplinary Connections: ELA - NJSLS/ELA: RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CAREER READY PRACTICES: CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP12. Work productively in teams while using cultural global competence. INTEGRATION OF TECHNOLOGY STANDARDS NJSLS 8: 8.1.8.A.1 Demonstrate knowledge of a real -world problem using digital tools. INTEGRATION OF 21ST CENTURY LEARNING STANDARDS NJSLS 9: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Key Vocabulary: Poesía- poema, inmigrar, asimilar, viajar, mover, salir, frontera, país, hogar, inmigrante, deportación, asilo, ciudadano, Emociones-felicidad, alegría, tristeza, miedo, esperanza, orgullo, vergüenza, valentía, calma, seguro, animales-elefante, rana, oso, serpiente, canguro, león, gorila, cocodrilo, caballito de mar, cebra, koala, hipopótamo, jirafa, guepardo, pingüino, tucán, oso polar, pavo real, jaguar, mono adjetivos posesivos- mío, mía, míos, mías, tuyo, tuya, tuyos, tuyas, suyo, suya, suyas, suyos, nuestra, nuestro, nuestras, nuestras, antónimos-abajo, arriba, encendido, apagado, negro, blanco, difícil, fácil, caliente, frío, nuevo, usado, viejo, joven, bueno, malo, recto, curvo, hermoso, feo, alto, corto, grande, pequeño, susurro, grito, sucio, limpio, desordenado, organizado, primero, último palabras comparativas-grandes, más grandes, buenas, mejores, más jóvenes, más viejas. Other vocabulary depending on students language level

Englewood Public School District World Language, Spanish-Sixth Grade

Fourth Marking Period

Unit 4: The Supermarket, Mesoamerica, Cinco de Mayo, and Latin Fest Overview: During this exploratory unit, students will learn the Spanish language using music, dance, poems, texts, videos, and hands-on learning. Students will learn about things at the supermarket and Mesoamerican civilization. Students will also learn about traditional Latin American celebrations, music, and dances, including Cinco de Mayo and Latin Fest. Students will develop listening comprehension skills, oral and written language, communication skills, and acquire new vocabulary, which will reinforce their primary language skills and content area knowledge. Time Frame: 43 to 47 Days Enduring Understandings: Students will understand that…

• They can interact and play games with others using Spanish vocabulary.

• Learning another language will help them communicate with someone who is from a Spanish speaking country.

• They can ask and answer questions in Spanish.

• They can listen to and sing songs in Spanish.

• They can name different items in a supermarket using Spanish vocabulary words.

• They can follow commands and directions in Spanish.

• They can identify and name three Mesoamerican cultures.

• They can learn about different traditions and holidays celebrated throughout Latin America.

Essential Questions:

• What is it like to learn a foreign language?

• How does learning a foreign language help me become a global citizen?

• How does learning Spanish help me learn 21st Century Skills?

• How does learning Spanish help reinforce my listening and speaking skills?

• How does learning Spanish help me improve my content area vocabulary?

• How does learning Spanish help me improve my grammar skills?

• How does learning Spanish increase my vocabulary skills?

• How does learning Spanish help me become a better reader?

• How can learning Spanish help me appreciate the visual and performing arts?

• How does learning Spanish help me improve my geography and social studies skills?

Standards Topics and Objectives Activities Resources Assessments

7.1.NM.A.2

Demonstrate comprehension

of simple, oral, and written directions, commands, and requests through appropriate physical response.

7.1.NM.B.2

Give and follow simple oral and written directions, commands and requests when participating in age-appropriate classroom and

cultural activities.

7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and

daily interactions.

7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences

using memorized words and phrases.

Topics

The Supermarket, Mesoamerica, Cinco de Mayo, and Latin Fest Twenty-First Century Themes and Skills include:

• Social and Cross-cultural skills

• The Four C’s-Communication, Collaboration, Critical-Thinking, and Creativity

• Global Awareness http://classroom21.ncdpi.wikispaces.net/Framework+for+21st+Century+Skills+Overview+2

Objectives Students will

• Understand that it is possible to communicate in a foreign language

• Listen to, learn, and sing Spanish songs

As an introduction to the Unit, Students will watch a video about the supermarket Following a teacher led lesson about supermarket vocabulary, students will create a Spanish list of things they need to buy at the supermarket (CRP 4) Following a teacher led lesson about the following three Mesoamerican cultures: Maya, Inca, and Aztecs, students will work in small groups to create a collage poster with the following information: Name and geographical location of each civilization, at least two contributions of each ancient civilization (WHST.6-8.2, 6.1.8.A.1.a CRP4, CRP6, CRP12, 9.2.8.B.3)

En el supermercado/At the supermarket with the Family Circus https://youtu.be/2x1M-HWoEMA The Mesoamerican Cultures https://kidspast.com/world-history/mesoamerican-cultures/ Aztec, Maya, and Incas for Kids https://www.ducksters.com/history/aztec_maya_inca.php Supplemental Reading: Readworks.org Article-A-Day: Instraments and Crafts in Latin America https://www.readworks.org/article/Instruments-and-Crafts-in-Latin-America-/988598e2-70e4-4e80-9fb7-a9a60e88a3d2#!articleTab:content/contentSection:d97e932a-b366-4f5d-8db1-3ab7525df2c8/

Benchmark Assessment:

• Common Formative Assessment

Formative Assessments: Levels-Beginners, Intermediate, Advanced, Heritage Teacher observes and/or takes anecdotal notes of the students focusing on verbal or non-verbal indications of comprehension while they are playing, drawing, speaking, and singing Teacher will assess students by observing and/or taking anecdotal notes to determine if students understand and can say unit vocabulary words

7.1.NM.C.4 Describe self and others.

Present information from age- and level-appropriate, culturally authentic materials orally or in writing.

7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes.

7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions.

• Ask and answer simple questions in target language

• Learn about the supermarket in Spanish

• Learn about Cinco de Mayo

• Learn about Mesoamerican civilizations

• Learn about different celebrations in Spanish Speaking countries

• Learn how to use and conjugate the verb to have

• Use print, recorded, and digital media to learn Spanish

Students will work in pairs to create a computer-based presentations about one of the three Mesoamerican civilizations. Presentations will be 4-6 slides in length and be written in Spanish (WHST.6-8.2, 6.1.8.A.1.a CRP4, CRP6, CRP12, 8.1.5.A.1, 9.2.8.B.3) Students will watch a short Spanish video about the Battle of Puebla which explains how Cinco de Mayo got to be celebrated Students will watch a short video about Cinco de Mayo Students will create a play about Cinco de Mayo, Advanced and Heritage speakers will write the script and take on the lead roles while beginner and Intermediate speakers will take on support roles (WHST.6-8.2, 6.1.4.D.14, CRP4, CRP6, CRP12, 9.2.8.B.3) Students will celebrate Latin Fest by listening to music from Spanish speaking countries, decorating the classroom with posters, and learning

“BATALLA DE PUEBLA Para Niños” https://youtu.be/Aq30NfM-Nkc Supplemental Reading: NationalGeographic.com https://www.nationalgeographic.com/archaeology-and-history/magazine/2018/05-06/cinco-de-mayo-history-battle-of-puebla/ “What is Cinco de Mayo” https://youtu.be/FaRf4DpHxgY A Year of Celebrations in Spanish Speaking Countries https://www.spanishdict.com/guide/a-year-of-celebrations-in-spanish-speaking-countries

Students will demonstrate understanding of unit Spanish vocabulary by: B- Naming five items they would by at the supermarket I-Creating a Spanish list of 8 items they would get at the supermarket A-Creating a shopping list of 10 items they would buy at the supermarket and describing why they need two of the items listed H- Creating a shopping list and explaining why they need four of the items using more descriptive vocabulary Students will demonstrate understanding of Spanish culture/geography: B- By naming 3 Mesoamerican civilizations I-By naming 3 Mesoamerican civilizations and identifying in which modern day country

about different Latin American celebrations

each civilization was located A- By identifying the similarities and differences of two of the Mesoamerican cultures H- By creating a Spanish PowerPoint describing three Mesoamerican cultures, comparing the three civilizations, and including samples of what their written language looked like Summative Assessments: Teacher made quizzes District Benchmark assessments Unit tests Alternative Assessment: Students will respond to oral questioning and demonstrate proficiency on a checklist of Spanish language vocabulary. Students will create a portfolio of completed

drawings and products related to their study of Spanish. Students will provide the teacher with audio recordings demonstrating their proficiency in Spanish speaking skills and vocabulary.

Accommodations and Modifications: Students with special needs: Support staff will be available to aid students related to IEP specifications. 504 accommodations will also be attended to by all instructional leaders. Physical expectations and modifications, alternative assessments, and scaffolding strategies will be used to support this learning. The use of Universal Design for Learning (UDL) will be considered for all students as teaching strategies are considered. ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA – https://www.wida.us/standards/CAN_DOs/ Students at risk of school failure: Formative and summative data will be used to monitor student success at first signs of failure student work will be reviewed to determine support. This may include parent consultation, basic skills review and differentiation strategies. With considerations to UDL, time may be a factor in overcoming developmental considerations. More time and will be made available with a certified instructor to aid students in reaching the standards. Gifted and Talented Students: Students excelling in mastery of standards will be challenged with complex, high level challenges related to the complexity in planning and carrying out investigations and analyzing and interpreting data.

English Language Learners

• Provide verbal and visual access to instruction and content

• Teacher modeling

• Peer modeling

Special Education

• Utilize modifications & accommodations delineated in the student’s IEP

• Offer preferential seating

• Work with paraprofessional

At-Risk

• Use visual demonstrations, illustrations, and models

• Offer preferential seating

• Give directions/instructions verbally and in simple written

Gifted and Talented

• Curriculum compacting

• Inquiry-based instruction

• Independent study

• Provide ELL students with multiple literacy strategies

• Word walls

• Use peer readers

• Give page numbers to help the students find answers

• Provide a computer for written work

• Provide visual aids

• Provide additional time to complete a task

• Use graphic organizers

• Offer preferential seating

• Use multi-sensory teaching approaches

• Work with a partner

• Provide concrete examples

• Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA).

• Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques – auditory/visual aids; pictures, illustrations, graphs, charts, technology tools).

format. Oral prompts can be given.

• Peer Support

• Increase one on one time

• Teachers may modify instructions by modeling what the student is expected to do

• Provide instructions orally and in writing

• Employ an individualized, subtle cueing system to ensure on-task behavior

• Review behavior expectations and make adjustments for personal space or other behaviors as needed.

• Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community.

• Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies).

• Higher order thinking skills

• Adjusting the pace of lessons

• Use flexible grouping to support differentiation of instruction by content, process, and/or product in order to address topics of student interest

• Real world scenarios

• Student Driven Instruction

• Use project-based Spanish learning to connect Spanish with real life experiences.

• Structure the learning around explaining or solving a social or community-based issue.

• Collaborate with after-school activities or clubs to extend learning opportunities.

Interdisciplinary Connections: ELA - NJSLS/ELA: RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CAREER READY PRACTICES:

CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP12. Work productively in teams while using cultural global competence.

INTEGRATION OF TECHNOLOGY STANDARDS NJSLS 8: 8.1.8.A.1 Demonstrate knowledge of a real -world problem using digital tools. INTEGRATION OF 21ST CENTURY LEARNING STANDARDS NJSLS 9: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Key Vocabulary: El Supermercado- leche, huevos, mantequilla, queso, carnes, embutidos, aceitunas, arroz, pan, verduras, tomates, patatas, lechuga, jugo, cereales, pimientos, zanahorias, especias, frutas, plátanos, fresas, uvas, naranjas, limones, manzanas , sandía, melón, mango, pollo, carne de res, tocino, cerdo, dulces, bebidas, papas fritas y bocadillos, Civilización mesoamericana-maya, inca, azteca, cultura, religión, sociedad, antigua, idioma, tecnología, arte, escrito, contribución, personas Cinco de Mayo- Batalla de Puebla, cultura, celebraciones. Other vocabulary depending on students language level