World Language Curriculum - East Rutherford School District

World Language Curriculum

Grade 7

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SPANISH 1A Grade Seventh

A. FAUST INTERMEDIATE SCHOOL

EAST RUTHERFORD

Submitted by Mercedes Fox

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Essential Question(s): Why study Spanish? How can knowing another language enhance your career opportunities? Why should I study Grammar? What is culture? ‐ How will learning Spanish affect my everyday interaction within the community and peers? Content: The importance of learning Spanish and the culture Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.1 Vocabulary: Culture, Grammar, Vocabulary, Connection, Communicate, Traditions, Web, Online, Interactive Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. To identify the benefits of studying another language and culture.

Teacher will discuss the importance of Spanish by modeling a list of reasons why it is important to learn the language. Students will take turns calling out different reasons, and different examples of accomplishments when learning a language

Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning opportunities, and enhanced leisure activities. Knowledge of a foreign language provides greater opportunities for personal enrichment in the United States.

Literacy:Explain in own words/create a list of reasons and examples of accomplishments when learning a language. 21st century themes: Global Awareness

2. To compare and contrast cultural information.

1. Teacher will identify components of culture.

2. Using photos, teacher will describe how children live in different parts of the world.

Students need to Identify local stores and restaurants associated with specific cultural communities. (Mexican restaurant)

List five things a foreigner might do to assimilate into the culture of the United States. (Learn the language, etc.)

SS: Demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied Art: Create visual representations demonstrating a variety of comparisons Literacy: write a description of own culture 21st century themes: Global Awareness

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3. To learn how to use the Spanish school web page (classzone) and where to find the activities needed for class. Navigate the student edition of the text

1. Teacher will explain program tools and resources 2. Go over textbook /workbook

Discuss topics and themes for upcoming lessons/use of text and web. The student should be able to identify and learn to navigate the web page.

Technology: use databases to complete specific tasks Literacy: gain basic vocabulary and knowledge in regards to text and web.

Essential Question(s): What are the continental locations of the Spanish‐speaking countries? How do the cultures of the world compare to those of the United States? How do Hispanic people celebrate special occasions?

Preliminary lesson 1 Content: Identify Spanish –speaking countries on a world map Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.C.5 Vocabulary: Países, Capitales, Sur América, Centro América, Las Antillas, El caribe, Islas, África, Europa, Lengua, Idioma, Paella, Málaga, Feria, Flamenco, Picasso, Fiestas Patrias, 5 de Mayo, Día de la Independencia, Día de los muertos, Navidad, Los Reyes Magos, desfile, Año Nuevo, Carnaval, disfraces, Semana Santa. Inti Raymi, Libertador, idiom Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. To become aware of the different Spanish‐speaking countries around the world and their location. 2. To locate Spanish‐speaking countries on a map

Teacher will show PowerPoint with location of 21 countries and student

There are 21 countries that have Spanish as the dominant language in South, Central, Caribbean, Europe and Africa.

Literacy:Explain in own words/create a definition for culture comparison Art: Create visual representations demonstrating location of countries World Cultures: geography of Spanish‐speaking countries.

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3. To be able to gain an awareness of the cultural and geographical differences among the Hispanic countries (i.e. holidays, customs, heritage, traditions)

1. Use maps to locate different countries discussed 2. Present pictures of flags of the countries identified in the lesson 3. Discuss about different traditions and compare them with students’ own traditions.

1. Tell students that Málaga is an important port city in Spain. La Feria de Málaga has been celebrated for over 500 years. Picasso was one of the most important artists of the 1900s (Picasso was a native son of Málaga, born on October 25, 1881.) 2. Tell students that the Independence of Mexico is not on 5 de Mayo as of popular believe, but on September 16, 1810 3. Independence of Chile (September 18, 1810) Guatemala, El Salvador, Honduras, Nicaragua, and Costa Rica celebrate their Independence (1821) on September 14‐15. 4. Día de los Muertos/La Navidad/Año Nuevo (Chínese calendar) Carnaval/Semana Santa/Cinco de Mayo 5. Simón Bolívar

Literacy; Explain in own words traditions, holidays, customs, heritage, etc. Compare Art; Picasso, talk about colors and visuals used for celebrations discussed. World Cultures: geography and cultures of Spanish‐speaking countries. Technology/SS: Research about the exchange of goods, people, and ideas that resulted from Columbus’ arrival in the Americas. SS: Compare Simón Bolívar /George Washington 21st century themes: Global Awareness Life and Career skills: Social and Cross‐Cultural Skills

Essential Question(s): How do the Spanish alphabet and the English on differ? How are letters pronounced in Spanish and how does that help me to read and write in Spanish?

Preliminary lesson 2 Content: El abecedario – The alphabet Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.1 Vocabulary: el abecedario, The Spanish alphabet and phonetic pronunciation, La real academia de la lengua, castellano, vowels, consonants, tilde,

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Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Recognize the sounds of vowels/consonants 2. Learning to ask and to spell names in Spanish 3. Learn about the institution responsible for making changes to the language.

1. Construct a visual presentation for students to view each letter, read the phonetic spelling, hear the pronunciation, and recite each letter of the Spanish alphabet independently. 2. Explain the responsibility of La real academia de la lengua española

The Spanish alphabet is called the abecedario – The official name of the language is “Castellano” not Spanish. ‐The Spanish language is written using the Spanish alphabet, which is the Latin script with one additional letter: eñe "ñ", for a total of 27 letters. -The CH, LL and RR ex‐letters are keeping their pronunciation but they lost their special place in the Spanish alphabet and in dictionaries. ‐ The Real Academia Española (English: Royal Spanish Academy), is the official royal institution responsible for overseeing the Spanish language. It is based in Madrid, Spain, but is affiliated with national language academies in twenty‐one other (Spanish‐speaking) nations

Literacy:Listening, speaking , reading, and writing Art: Create a song or chart with your letters and words. Culture; learn about important institutions of the Spanish speaking countries

Essential Question(s): How do Spanish‐speaking people initiate conversations? How do students introduce and request essential information from each other? Why do Spanish speaking people use familiar and formal greetings?

Preliminary lesson 3 Content: Vocabulary necessary to greet and begin conversations in Spanish Standards: 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.B.3 ‐7.1.NM.B.4 ‐ 7.1.NM.C.2

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Vocabulary: idioms, formal, informal, Tú, Usted, accents (acentos), punctuation marks (puntuación), Buenos días, Buenas tardes, Buenas noches, Hola, Adiós, Hasta luego, Hasta mañana, ¿Cómo te llamas? ¿Cómo se llama?, ¿Cómo está usted?, ¿Cómo estás?, ¿Qué tal? , Bien, Mal, Más o menos, Muy bien, Regular, ¿Y tú?, ¿Y usted?, ¿Qué pasa?, Se llama, Me llamo, Te/Le presento, Mucho gusto, Encantado(a), Igualmente, Es, Gracias, De nada, el señor, la señora, la señorita, Sí, no, Don, Doña, por favor, Perdón Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Practice basic introductory

vocabulary, greetings, farewells

2. Assess polite and/ or appropriate means of greetings in the Spanish language

1. Present and provide vocabulary, phrases, and grammar necessary to engage others in a basic conversation. 2. Model the use of punctuation, and accents in Spanish.

1. Tú and Usted = You The Spanish language uses formal vs. informal language Tú is informal (friends, family, known people) Usted is formal (people with authority, higher position, unknown) Display of respect. What is your name? = ¿Cómo te llamas tú? ¿Cómo se llama usted? using the concept of formal and informal and idioms (using accents, punctuation marks) 2. Buenos días, Buenas tardes, Buenas noches

21st century themes: Global Awareness Literacy: create mini‐dialogues to be presented to the class Art: Create visual representations demonstrating greetings during the different times of day Life and Career Skills: Flexibility and Adaptability ‐Social and Cross‐Cultural Skills

3. Ask and answer simple questions/ introduce self to others/ age, etc. 4. the use of subject pronouns 5. Introduce list of numbers in Spanish 0 – 30.

Model introductions, asking and answering simple personal questions related but not limited to age Model subject pronouns in Spanish, when using tener Model list of numbers in Spanish 0 – 30.

1. Students need to have the opportunity to introduce self to others. ¡Hola! , me llamo Mercedes ¿y tú cómo te llamas? ‐Me llamo …. 2. Students need to understand idiom expressions used in Spanish when talking about age (verb to have=Tener) ¿Cuántos años tienes? Tengo _____ años

21st century themes: Global Awareness Literacy: create mini‐dialogues to be presented to the class Technology: use word processing/proper keyboarding techniques to aid in specific tasks and be able to produce a fully‐edited, spell checked, grammar checked finished piece.

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Essential Question(s): How do you express the date in Spanish? Can you count up to thirty in Spanish? How do you ask about someone’s birthday in Spanish? How do I ask about the weather?

Preliminary lesson 4 Content: The calendar, seasons and numbers Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 Vocabulary: lunes, martes, miércoles, jueves, sábado, domingo, día, cumpleaños, semana, fin de semana, ¿Qué día es hoy? Hoy, mañana, mes, es, enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, hemispheres, diciembre, invierno, primavera, verano, otoño, ¿Qué tiempo hace? Hace, hay, está, frío, calor, viento, llueve, nieva, sol, numbers Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

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1. Participate basic conversations (orally and in writing) regarding days of the week and months of the year, birthdays, and seasons using isolated words and learned phrases. 2. Compare the way dates are expressed in the United States and Spanish‐speaking countries.

Model and review the days of the week/months/seasons/weather conditions/how to ask the date Model and explain the way Spanish‐speaking countries write the date

1. In most Spanish‐speaking countries, the week starts with Monday. 2. The days of the week/months of the year don’t use capital letters in Spanish. lunes, martes, miércoles, jueves, viernes, sábado, domingo. enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre 3. When writing the date in Spanish, you must write the # first, and then the month. The date is said as a cardinal number eg 4 not 4th. July 4 = 4 de julio 4. Using the verb SER=to be ¿Que dia es hoy? Hoy es … 5. There are three verbs we can use to talk about the weather HACE, HAY, ESTÁ

Civic Literacy – knowledge and understanding of cultural practices/compare with own. 21st century themes: Flexibility and Adaptability/ Social and Cross‐Cultural Skills Art: Create a chart to help remember the names of the days/months/seasons. Science: opposite seasons in the northern and southern hemispheres. Culture: Compare how people in Spanish‐speaking countries use numbers, dates and the calendar

3. a. Identify digits and numbers written as words/ State phone numbers 3.b. Solve math problems with numbers as words

Review and provide list of numbers in Spanish 0 – 30. Model asking for someone’s phone number

Adding numbers and solving basic problems in Spanish.

1. When asking someone for his/her phone number in Spanish we say; ¿Cuál es tu número de teléfono? 2. math problems using words Cinco más cinco son diez (5+5=10) In solving this problem, the student should identify Cinco (5) Más = (+) (y) Menos= (‐) Por = (X) Multiplicado por = multiplication 3. Previous knowledge of the verb

TENER

Math; solve basic arithmeticCulture: Compare how people in Spanish‐speaking countries use numbers Literacy: utilizing all four areas‐listening, speaking, reading and writing.

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¿Cuántos años tienes? Tengo __#___ años

Essential Question(s): How do I express what I like and others like to do in Spanish? What are the favorite activities of teens in a dual‐language school in Florida? Estados Unidos (United States) Unit 1‐Lesson 1 Content: ¿Qué te gusta hacer? What do you like to do? Like and dislike Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: Miami, Cuban‐American, South Beach, tocar la guitarra, hablar por teléfono, escuchar música, leer un libro, dibujar, pasear, estudiar, correr, montar en bicicleta, andar en patineta, hacer la tarea, jugar al fútbol, pasar un rato con los amigos, practicar deportes,

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preparar la comida, trabajar, aprender el español, ¿Qué te gusta hacer? Me gusta, te gusta, no me gusta, comprar, agua, beber, jugo, refrescos, comer, preparar la comida, escribir correos electrónicos, descansar, mirar la televisión, me, te, le, nos, os, les Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. State activities that they like and do not like (orally and in writing). 2. Say where I am from 3. Talk about activities

Model and illustrate activities vocabulary. Display/repeat Model how to say where someone is from and how to answer

Explain to students that there is more than one verb that means to play in Spanish Jugar means to play a game, and tocar means to play an instrument Explain about cognates, which are words in Spanish that resemble English. Bicicleta, pizza, teléfono ,radio

Culture; Latino culture in the United States/compare activities Literacy: Explain in own words activities they like/dislike Art: Create visual representations of activities Math: measuring distance Geography: Locate South Beach, discuss population

4. Use of subject pronouns, the verbs ser/gustar and “de”

1. Model how to say where someone is from and how to answer using the verb ser. 2. Display conjugation of ser 3. Explain/display conjugation of gustar

Verb gustar = to be pleasing to / to like ‐Uses indirect object pronouns me, te, le, nos, os, les to indicate to whom an activity is pleasing. Example; me gusta comer pizza Me gusta + infinitive (comer=to eat) Verb ser =to be. Use ser to identify a person or say where he/ she is from Soy ,eres, es, somos, sois, son

Culture; Latino culture in the United States/compare activities Language: : Places in the U.S. with Spanish names Music: Tex‐Mex Geography: expeditions of Hernando De Soto (Spanish explorer)

Essential Question(s): What vocabulary helps describe people and places? What are some leisure activities and traditional foods of Hispanics? What is Tex‐Mex food?

Unit 1‐Lesson 2 Content: Mis amigos y yo – Describing myself and others Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: artístico(a), atlético(a), bueno(a), cómico (a), desorganizado (a), estudioso(a), inteligente, malo(a), organizado(a), perezoso (a), serio(a), simpático(a), trabajador(a), alto(a), Cómo eres?, bajo(a), bonito(a), grande, guapo(a), joven (pl. jóvenes), pelirrojo(a), pequeño(a), viejo(a), Tengo..., Tiene...,

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pelo rubio, pelo castaño, el (la) amigo (a), la chica, el chico, el (la) estudiante, el hombre, la mujer, la persona, masculino, femenino, muy, un poco, porque, todos(as), soy Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Describe yourself and others making reference to physical/personal characteristics, origin, etc. 2. Identify people and things. 3. Using the verb SER=to be to describe what someone is like

1. Create visual presentation of vocabulary representing physical and personal characteristics of people. 2. Explain concept ‐ Definite and Indefinite articles and compare to English. 3. Model/Display conjugation of verb

Adjectives are words that describe nouns. In English, the adjective almost always comes before the noun. In Spanish, the adjective usually comes after the noun. The white house – La casa blanca N Adj Students should remember that In Spanish, articles must match in gender and number. La, las = feminine El, los = masculine Un, nos = masculine Una, unas = feminine All Spanish nouns, even if they refer to objects, are either masculine or feminine *Review/recycle the verb SER *To make a sentence negative in Spanish, they must place the word no before the verb.

Language: usage of verb conjugations/definite and indefinite articles/adjectives Geography: locating San Antonio Art: create visuals to represent people Life and career skills: Flexibility and Adaptability, Initiative and Self –Direction, Social and Cross‐Cultural Skills

3. Compare themselves to Spanish speaking students

1. Explain/model things to do in San Antonio/Miami. Compare with students in classroom

Hispanics in Texas and Miami eat different foods and practice different activities in comparison to the students in East Rutherford Mariachi music/Cuban and Mexican authentic cuisine

Culture; Latino culture in the United States/compare activities Literacy; Create comparison chart

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Essential Question(s): How are schools in Spanish speaking countries different and similar to ours? What subjects do students from Latin American countries study? Would I be interested in studying in Latin America? Why? What is an infinitive? How do you recognize an infinitive in English? In Spanish? What is Guacamole? México Unit 2 – Lesson 1 Content: Somos estudiantes/ we are students (Different schools and schedules ) Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: ¿a qué hora es…? ¿Qué hora es?, a la(s), es la.., son las …, de la mañana, de la tarde, de la noche, la hora, el horario, menos, y cuarto, y, y media, el arte, las ciencias, el español, la historia, las matemáticas, el inglés, contestar, enseñar, llegar, necesitar, sacar una buena

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nota, sacar una mala nota, tomar apuntes, usar, la computadora, de vez en cuando, muchas veces, nunca, todos los días, difícil, fácil, hay, la hora, el minuto, ¿cuántos(as)? Casi, en, el examen, tarde, temprano, tener que Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk about daily schedules/ordinal numbers 2. Ask and tell time 3. Expressions of frequency

1. Model our new school schedule /Explain educational systems of Latin America and importance/relevance of having free education. 2. Introduce number from 31‐60 3. Introduce ordinal numbers 4. Model frequency of time 5. Create a visual to present the times/clock

Mention that neither school subjects nor languages are capitalized in Spanish. Introduction to three word numbers such as; treinta y uno = 31 Introduce ordinal numbers to address school schedules /floors. 1st, 2nd, 3rd, 4th = Primero, segundo, tercero, cuarto PV=planta baja=ground floor ‐When telling time in Spanish we use the conjugation of the verb SER (sing/plural)‐apply math vocabulary The expressions of frequency Siempre and nunca are usually placed before the verb. Antonio siempre toma apuntes = Antonio always takes notes

Geography/SS: compare life styles of Latin America and the United States (related to schools) Math: application of math vocabulary when telling time Art: Create visual representations demonstrating understanding of time. SS/Economics; value and importance of government producing high level of educated professionals.

4. Present tense of –ar verbs (infinitive) 5. Using tener and tener que 6. Learning how to prepare Guacamole

1. Model/Display conjugation of verb2. Explain verbs in Spanish have three different endings AR, ER, IR 2. Review after school activities 3. Model preparation of typical Mexican Guacamole

All infinitives in Spanish end in –ar, er, ir. to form the present tense of a regular verb that ends in –ar, drop the ending of the infinitive verb keep the root and add the appropriate ending according to the subject pronoun. Cocinar /Preparar = to cook /to prepare

Language; conjugating verbs /communication Art; creation of conjugating chart /embracing the Mexican culture Culture; respecting other cultures in regards to food. Science; using volcanic rock to preserve color/temperature of food

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Yo preparo un guacamole fabuloso

Essential Question(s): How do you describe places in the school setting? How does my school and the community relate?

Unit 2 – Lesson 2

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Content: En la escuela –Places in School Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: el cuaderno, la hoja de papel, el lápiz, el libro, el bolígrafo, la carpeta, el pupitre, la profesora, la (el) estudiante, el profesor (a), la maestra, la pizarra, el pizarrón, la mochila, la puerta, la silla, la tiza, la ventana, aburrido(a), divertido(a), interesante, el baño, la cafetería, el gimnasio, la oficina, director(a), el pasillo, delante de, al lado de, debajo de, cerca de, dentro de, detrás de, encima de, lejos de, contento(a), deprimido(a), emocionado(a), cansado(a), enojado(a), nervioso(a), ocupado(a), tranquilo(a), triste, el problema, cuando, ¿Cuándo? , ¿A dónde?, abran, cierren, ¿Comprenden?, no entiendo, ¿puedo ir al baño?, saquen, ¿tienen preguntas?, siéntese, levántese, silencio, repitan, ¿Cómo se dice?, ¿Cómo se escribe? ¿Qué quiere decir?, escriba, escuche, lee, contesta la pregunta, levante la mano Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Describe classes and classroom objects 2. Say where things are located 3. Learn useful phrases used in the classroom.

Construct visual presenting /depicting classroom items/classroom phrases Model location of things /prepositional phrases.

Classroom items will be identify by gender and number in Spanish. El lápiz ‐ la pluma Los lápices‐ las plumas Use the word de after the location word when a specific location is mentioned. Prepositional phrases Delante de … When de is followed by the work el, they combine to form the contraction del.

Literacy; making list of supply that you need for a particular class and subjects –write about your school schedule Art; learning about Mexican artist Math; expressions of distance/quantities

3. Describe where you go (using the verb estar and ir) 4. Expressing where you are (location) and how you feel.

‐Model conjugation, use and application of ESTAR=to be (to express how you “feelings” and where you are “location”. ‐Compare and contrast SER and ESTAR. Model conjugation and use of Ir=to go *usage in the future

There are two ways to say the English verb “to be” in Spanish= SER and ESTAR. Estar expresses location, feelings, and temporary situations. ‐Yo estoy en el colegio Yo estoy impresionada con la pintura Use ir to talk about where someone is going.

Grammar connection; conjugating verbs 21st century themes: relating Hispanic culture with own. Literacy; Explain/write in your own words about ESTAR (your feelings and your location)

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Essential Question(s): Do Latin American grocery stores carry the same products as in the US? Does everyone in Latin America like to eat the same food? How do historical influences affect the food that people eat? Puerto Rico Unit 3 – Lesson 1 Content: Mi comida favorita Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

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Vocabulary: el almuerzo, la bebida, la cena, compartir, la comida, el desayuno, el café, el cereal, el huevo, el jugo de naranja, el pan, el yogur, la leche, la hamburguesa, el sándwich de jamón y queso, la sopa, tener ganas de…, tener hambre, tener sed, ¿Cómo? ¿Cuándo? ¿Cuál (es)? ¿Por qué?, ¿Qué?, ¿Quién (es)?, la banana, la manzana, las uvas, el plátano, el huracán, el auto mercado/el supermercado, ahora, es importante, horrible, nutritivo, otro (a), para, rico(a), tener ganas de… , vender, tener hambre, tener sed, me gusta, te gusta, le gusta, nos gusta, os gusta, les gusta, vender(v), compartir(v), Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Compare and identify foods and specialty dishes from other countries. 2. Talk about foods and beverages 3. Say what foods you like or dislike 4.Learn about supermarkets and specialty stores in the Spanish‐speaking world and the products they sell‐ Read a supermarket shopping list 5. Understand cultural perspectives on meals

1. Presenting educational information on food 2. Construct a visual presentation of popular foods and beverages from Puerto Rico and other parts of Spanish‐speaking countries. 3. Present the conjugation of gustar now with a noun to talk about food. 4. Create a shopping list

Spanish often requires the use of tener rather than an English equivalent of the verb to be to express a condition. Tener hambre – tener sed To be hungry – to be thirsty ‐The three main meals of Spanish‐speaking countries are Desayuno (breakfast) Almuerzo (lunch) biggest meal of the day) La Cena/La comida (dinner) ‐Lunch is the most important meal of the day. It is also the most important time to spend with family and friends, and a time to rest. Most shops, business, and schools close for two or three hours for people to have a chance to take a siesta.

Literacy:Explain/compare in own words foods/ present your common likes and dislikes / create short dialogue Art: Create visual representations demonstrating what you like and/or do not like to eat‐Venn diagram to compare. Science: hurricanes in the Caribbean Math: Calculating the speed of a storm

1. Using interrogative words 2. Practice verb gustar with nouns 3. Present tense of –er – and ir verbs Review concept of (infinitive)

1. Present the use interrogative words in Spanish followed by a conjugated verb. 2. Explain concept – infinitives and compare to English. 3. Model/Display conjugation of verbs ending in er and ir 4. Introduce the verb hacer and connect it to –er verbs.

The singular and plural forms of Gustar match what is liked, not the person who likes it. Me gusta la sopa All infinitives in Spanish end in –ar, er, ir. Regular verbs that end in –er or –ir work a little differently than regular –ar verbs. The ending for –er and –ir verbs are the same except in the nosotros(as) and vosotros(as) forms.

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication Culture; respecting other cultures in regards to food.

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Essential Question(s): How do I describe my family to others? What type of family traditions do I have? Is the Quinceañera tradition the same as Sweet Sixteen?

Unit 3 – Lesson 2

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Content: En mi familia – My family Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: abuela, abuelo, abuelos, la familia, la hermana, hermano, tío, tía, los hijos, el hijo, la hija, mamá, papá, la madre, el padre, la madrastra, el padrastro, el primo, la prima, el primero de, el cumpleaños, la fecha de nacimiento, Feliz cumpleaños, el/la gato(a), el/la perro(a), vivir, ya, adjetivos posesivos, mi, tu, su, nuestro(a), vuestro (a), carne asada, tostones, ceviche, papaya, melón, horchata, más …que, menos…que, tan.. como, tanto como, mayor, menor, mejor, peor, Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Compare meal time traditions 2. Talk about family 3. Express possession 4. make comparisons 5. The Quinceañera tradition

1. Talk about some meal time traditions in Puerto Rico and compare to students’. 2. Present vocabulary; family, check for vocabulary recognition. 3. Review the calendar/numbers 4. Talk about diminutive. 5. Present possessive adjectives in Spanish 6. Present Comparatives

‐In many Spanish‐speaking countries, families share time together at the table long after a meal is over. This custom is called la sobremesas. ‐In Spanish (‘s) is never used. To show possession, use de and the noun that refers to the owner/possessor. ‐Spanish speakers use the diminutive endings –ito and –ita to express terms of endearment. For example, abuelo becomes abuelito. ‐In Spanish, possessive adjectives agree in number and gender with the nouns they describe. Es mi tía – She is my aunt. ‐There are several phrases in Spanish used to make comparisons; Más que – menos que – tanto como – tan como. –mayor – menor – mejor – peor.

Literacy:Explain/compare in own words foods/ family traditions. Art: Create visual representations of family tree (real/made up). Compare music styles. Math: using numbers to represent dates and age. 21st century themes: Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability

Essential Question(s): What is the most popular sport in Spain? What are the colors of the uniforms and how do they relate to the cities they represent? What season would Argentina have in December in comparison to East Rutherford? What is Euro?

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España Unit 4 – Lesson 1 Content: ¡Vamos de compras! – Let’s go shopping! Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: el centro comercial, ¿Cuánto cuesta?,¿Cuánto cuestan?, el dinero, el dólar, el euro, ir de compras, pagar, el precio, la tienda, la blusa, los calcetines (las medias), la camisa, la camiseta, la chaqueta, feo(a), el gorro, los jeans, llevar, nuevo(a), los pantalones, los pantalones cortos, la ropa, el sombrero, el vestido, los zapatos, los colores, amarillo(a), anaranjado(a), azul, blanco(a), marrón (pl. marrones), negro(a), rojo(a), verde, tener calor, tener frío, tener razón, tener suerte, las estaciones, el invierno, el otoño, la primavera, el verano, durante, cerrar (ie), empezar (ie), entender (ie), pensar(ie), preferir(ie), querer(ie). Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk about clothing items 2. Talk about seasons – climates around the world 3. Talk about cost (use of euro) 4. review numbers

1. Construct visual presentations for clothing items, stores, colors, and seasons vocabulary. 2. Use question words to express cost. 3. Model clothing items according to seasons. – 4. Review conjugation of tener verb

1. Use ¿Cuánto cuesta? ¿Cuánto cuestan? To ask about cost. 2. Recycle previous vocabulary in regards to climate, and numbers.

Literacy:Compare in own words traditional clothing from Barcelona and Seville. Art: Create a chart with the names of seasons and complete by using items of clothing. Science: compare seasons –Hemisphere Math: purchase of clothing items, Music; Researching music from Spain

1. stem‐changing verb; e‐ie querer/pensar/preferir 2. Direct object pronoun

1. Model/Display conjugation of stem‐changing verbs such as; querer, pensar and preferir. 2. Introduce direct object pronouns.

‐When one verb follows another, the first verb is conjugated and the second is in its infinitive form. (review rules for Gustar verb) Querer and mirar V V ¿Quieres mirar la televisión? ‐Direct object pronouns can be used to replace direct object nouns. Ex: Quiero la camisa azul – La quiero I want the blue shirt. I want it.

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication Culture; respecting other cultures in regards to clothing and traditions.

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Essential Question(s): What would you wear in Spain during your trip? How do local markets reflect the culture of an area?

Unit 4 – Lesson 2 Content: ¿Qué hacemos esta noche? Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: el café, el centro, el cine, el parque, el restaurante, el teatro, el concierto, las entradas, la música rock, la película, la ventanilla, a pie, la calle, en autobús, en coche (carro), encontrar, tomar, el (la) camarero(a), costar, la cuenta, postre, menú, la mesa, el plato principal, la

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propina, pedir, servir, el arroz, el bistec, el brócoli, la carne, la ensalada, los frijoles, el pastel, la patata, el pescado, el pollo, el tomate, las verduras, allí, almorzar, aquí, dormir, el lugar, poder, tal vez, ver, volver Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Describe places and events 2. Talk about types of transportation 3. Say what you are going to do 4. Order from a menu 5. Review prepositions 6.Stem‐changing verbs; e – i (using pedir and servir)

1. Present vocabulary of places to go and events in town, means of transportation 2. Create a visual to represent local restaurant menus in different cities of Spain – to show cultural differences among same country. 3. Model/display conjugation of pedir and servir – verbs used when ordering food in a restaurant

‐Goods sold in food and craft markets reflect local agriculture and native material, eating habits and artistic talents. ‐It is essential to use public transportation when traveling in a Spanish‐speaking country. ‐El rastro, is one of the oldest flea markets in Madrid (bargains). ‐ For e‐to i stem –changing verbs, the last e of the stem changes to i in all from except for nosotros(as) and vocotros(as) *Servir = to serve El camarero sirve la comida The waiter serves the food Nosotros pedimos el almuerzo We order lunch

Culture; discuss tipping in Spain and East Rutherford. Literacy: Explain/compare in own words means of transportation ‐Create/plan a fictitious trip to Spain Art: Create a menu‐ Science: health, diet, Math: Calculating cost for trip 21st century themes: Social and Cross‐Cultural Skills

1. Use and conjugation of the verb ver, ir a + infinitive 2. Stem‐changing verbs; o‐ue

1. Model/Display conjugation of stem‐changing verbs such as; poder, almorzar, costar, volver, and dormir. 2. Model/display conjugation of verb ver = to see 3. Recycle the conjugation of verb ir, now using a + infinitive.

1. (review rules for Gustar verb)2. for o to ue stem‐changing verbs, the last o of the stem changes to ue in all form except nosotros(as) and vosotros(as).

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication

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This curriculum map is aligned to the 2014 New Jersey World Language Core Curriculum Content Standards. Below is a list of assessment tools that are

recommended for tracking student progress in these areas. In addition, resources that can be used in conjunction with instruction of these standards are

provided but not limited to the list below.

Suggested Formative Assessments for Spanish 1A and 1B: Suggested Summative Assessments for Spanish 1A and 1B:

Teacher observations Quizzes

Pairs practice Unit Exams – written and oral

Exit tickets Mid‐year assessment

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Student self‐assessment and reflection Final exam

Daily “Do Now”

Peer tutoring

Projects

Homework

Role play activities

Presentations Resources: Avancemos 1 – student textbook and workbook ‐ Internet websites (classzone.com), Calendar – Songs ‐ ‐ Teacher tube and YouTube videos –Audios – DVD Movies – PowerPoints – Practice Games – Resource worksheets – Realia (teacher created) – Performance assessments – Graphic organizers ‐ English/Spanish dictionaries, Magazines, short stories, TPR.

Websites: Links for vocabulary and Grammar Practice: http://www.classzone.com ‐ Visit the official website of our textbook. Choose the correct unit and lesson. You can practice your vocabulary with electronic flashcards and take general practice quizzes. http://www.studyspanish.com ‐ This grammar tutorial site has good explanations and practice activities. http://www.wordreference.com‐ This is a great on‐line dictionary. http://www.quia.com‐ This site allows you to evaluate you skills using fun, interactive activities. http://www.digitaldialects.com/Spanish.htm ‐‐‐ Materials on this site are aimed for beginner to intermediate levels of Spanish site at learners with beginner to http://www.123teachme.com/ ‐ Free resources to help learning Spanish https://conjuguemos.com/list.php ‐ Exercises to practice verb conjugation www.teachertube.com videos to link/practice lessons ‐ www.brainpop.com and http://spanishflashcards.tripod.com: Free resources to help learning Spanish

Three modes of communication for second language learners:

Interpersonal Mode: The mode of communication in which students engage in direct oral and/or written communication with others (e.g., conversing face‐to‐face, participating in online discussions or videoconferences, instant messaging and text messaging, exchanging personal letters or e‐mail messages).

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Interpretive Mode: The mode of communication in which students demonstrate understanding of spoken and written communication within the appropriate cultural context. Examples of “one‐way” reading or listening include cultural interpretations of print, video, and online texts, movies, radio and television broadcasts, and speeches.

Presentational Mode: The mode of communication in which students present, through oral and/or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction.

http://www.state.nj.us/education/cccs/2014/wl/intro.pdf

Grade 7 Spanish 1A Pacing Guide

Novice‐Mid 6‐12

Avancemos Spanish 1 Holt McDougal

Month Chapter/Unit Standards Pacing Preliminary Lessons

September – October

The importance of learning Spanish and the culture

7.1.NM.A.1 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.1

Marking Period 1

Preliminary lesson 1 : (Identify Spanish –speaking countries on a world map)

7.1.NM.A.1 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.C.5

Preliminary lesson 2: El abecedario – The alphabet

7.1.NM.A.1 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.1

Preliminary Lesson 3 the use of subject pronouns

7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.B.3 ‐7.1.NM.B.4 ‐ 7.1.NM.C.2

Preliminary Lesson 3: Vocabulary necessary to greet and begin conversations in Spanish

7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.B.3 ‐7.1.NM.B.4 ‐ 7.1.NM.C.2

Preliminary Lessons and Unit 1

October November

Preliminary lesson 4: days of the week and months of the year, birthdays ‐Identify digits and numbers

7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2

Preliminary lesson 4: seasons and weather condition

7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2

Preliminary Lesson Assessment

7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐7.1.NM.B.1 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐7.1.NM.C.5

Unit 1 Lesson 1: State activities that they like and do not like

7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

Unit 1 Lesson 1: Uses indirect object pronouns me, te, le, nos, os, les to indicate to whom an activity is pleasing


Unit 1

November December

Unit 1 Lesson 1: conjugation of gustar


Unit 1 Lesson 1: conjugation of ser ‐Say where I am from using “de”


Unit 1 Lesson 1 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

Unit 1 Lesson 2: Using the verb SER=to be ‐to identify and describe what someone is like


Marking Period 2

Unit 1 Lesson 2: Definite and Indefinite articles


Unit 1 & 2 December January

Unit 1 Lesson 2: Adjectives ‐reference to physical/personal characteristics, origin, etc


Unit 1 Lesson 2: Compare themselves to Spanish speaking students (Hispanics in Texas and Miami)‐ Mariachi music/Cuban and Mexican authentic cuisine Unit 1 Lesson 2 Assessment


Unit 2 Lesson 1: Telling time (teach both ways)

7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

Unit 2 Lesson 1:Expressions of frequency


Unit 2 January February

Unit 2 Lesson 1:Present tense conjugation of –AR verbs


Unit 2 Lesson 1: TENER (verb), tener expressions, tener que +

infinitive

7.1. NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

Unit 2 Lesson 1 Assessment 7.1. NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

Unit 2 Lesson 2: using (hay) to describe classes and classroom objects

7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Marking

Period 3

Unit 2 Lesson 2: using estar and adjectives to talk about feelings


Unit 2 & 3

February March

Unit 2 Lesson 2: using (Ir) to express where you are going (ir a + infinitive)


Unit 2 Lesson 2 AssessmentBenchmark Unit 1&2


Unit 3 Lesson 1: Food 7.1. NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

Unit 3 Lesson 1: Gustar + noun(s), infinities (add prepositions with pronouns (conmigo, contigo))


Unit 3 Lesson 1: Interrogatives 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

Unit 3

Unit 3 Lesson 1 Assessment


Unit 3 Lesson 2: Family 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

March April

Unit 3 Lesson 2: Family (birthdays, anniversary, age)


Unit 3 Lesson 2: Possessive adjectives, possession with de


Unit 3 Lesson 2 Assessment


Unit 4 April /May

Unit 4 Lesson 1: Clothing and color vocabulary


Marking Period 4

Unit 4 Lesson 1: All Stem‐changing verbs; e‐ie, o‐ue, e‐I, u‐ue


Unit 4 Lesson 1: All Stem‐changing verbs; e‐ie, o‐ue, e‐I, u‐ue


Unit 4 Lesson 1 Assessment 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.45 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

Unit 4 Lesson 2: Transportation vocabulary / verb VER=to see


Unit 4 June

Unit 4 Lesson 2: Irregular Present tense DAR, PONER, SALIR, TRAER, HACER, VENIR, DECIR


Unit 4 Lesson 2: SABER vs CONOCER


Unit 4 Assessment Benchmark Unit 3&4

World Language Curriculum - East Rutherford School District

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