Trenton Public Schools

Secondary Curriculum Guide, 9-12

World Languages: Spanish Novice-Mid

Table of ContentsPagei

AcknowledgementsPageii

Curriculum Board PolicyPageiii

District Mission and IntroductionPageiv

Introduction to Grades 9-12 Spanish CurriculumPagev

Spanish Novice-MidPage 1

Pacing GuidePage 2

Unit 1: Saludos compañeros / Greetings FriendsPage 3

Unit 2: Mi vida escolar / My School LifePage 11

Unit 3: Mi familia y mi casa / My Family and HomePage 19

Unit 4: Las comidas y las bebidas / Food and DrinksPage 27

Appendices

Appendix A Definitions: Assessments/Strategies/ResourcesPage 35

Appendix B Common Core State StandardsPage 37

Appendix C RubricsPage 41

Appendix D WebsitesPage 49

Acknowledgements

BoardofEducation Members

Ms. Sasa Olessi Montaño...... President

Ms. Mary Taylor-Hayes...... VicePresident

Ms. Denise Millington, Mr. Jason Redd, Dr. Jane Rosenbaum, Ms. Patrice Daley

Ms. Roslyn Council, Ms Justine L. Torres, Mr. Gerald Truehart…………………………………..BoardMembers

DistrictAdministration

Mr. Francisco Durán...... Superintendent of Schools

Ms. Lucy Feria ...... Chief Academic Officer/AssistantSuperintendent

forCurriculum Instruction, Assessment and

Professional Development

Ms. Regla Monkan...... Supervisor of Bilingual and World Languages

CurriculumCommitteeTeachers

World Languages

Xiomara Chen

Maria Eiras

Ada Maldonado-Medina

Nivin S. Mikhail

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Trenton Public Schools

Secondary Curriculum Guide, 9-12

World Languages: Spanish Novice-Mid

1

Trenton Public Schools

Secondary Curriculum Guide, 9-12

World Languages: Spanish Novice-Mid

TRENTONBOARDOFEDUCATION

PROGRAM

2230/pageof 1Curriculum Guides

M

2230 CURRICULUMGUIDES

TheBoardofEducationdirectsthepreparationofaguideforeachapprovedcourseofstudyinordertodirectandassistteachingstaffmemberstowardtheattainmentofgoalsaddressedbythatcourse.

Eachcurriculumguidewillcontain,asappropriatetothecourseofstudy,contentstandards;objectives,concepts,andskillstobetaught;attitudesandappreciationstobedeveloped;suggestedactivitiesdesignedtoachievetheobjectives;suggestedmethodsofinstruction;performanceindicators;evaluationcriteriaintendedtotestthe extent to whichlearningobjectiveshavebeenachieved;andareadinglistofsupplementaltitlesfortheguidance ofteachers.

Thecurriculumguideswillbethebasicinstructionaltoolforeachcourseofstudy.

Eachteachershallconductthecourseofstudyasrequiredbythe curriculumguide. AnydeviationfromthecontentoftheguidemustbeapprovedbytheAssistantSuperintendentforCurriculum,Instruction,andAssessmentinadvanceofitsimplementation.

TheSuperintendentshallberesponsibleforthepreparationofcurriculumguides,and shalldevelopaplanforsuchpreparationthatincludestheparticipationofappropriatestaffmembersandresourcepersonnel;theparticipationofmembersofthecommunity; the participation ofpupilsatappropriategradelevels;continuingresearchininstructionalmethods,materials,andactivities;systematicreviewofallcurriculumguidesto ensuretheircontinuingusefulnessinachievinggoalssetbytheBoard;andasystemofadministrativereviewtoensurethatcurriculumguidesare beingfollowedbyteachingstaffmemberstothedegreeofconformitydesiredbytheBoard.

AllnewcurriculumguidesandrevisionsofexistingguidesshallbesubmittedtotheBoardforapprovalbeforetheyareimplemented.

CopiesofallcurrentcurriculumguidesshallbekeptonfileintheofficeoftheAssistantSuperintendentforCurriculum,Instruction,andAssessment.

N.J.S.A. 18A:33-

MissionStatement

"Allstudentswillgraduatewithavisionfortheirfutures,motivatedtolearncontinuallyandpreparedtosucceedintheirchoiceofcollegeorcareer." TrentonPublicSchoolDistrict

Introduction

Curriculum is a written plan that drives instruction. It delineates the skills and concepts taught and evaluated to enhance student achievement. The Trenton Public School District Secondary World Language Curriculum Guides include:

  • Alignment to the New Jersey Core Curriculum Content Standards and Cumulative Progress Indicators
  • Essential Questions and Enduring Understanding
  • Content (Students will know…) and Skills (Students will be able to…)
  • Can Do’s for every Student Learning Objective (SLO)
  • Assessments
  • Teaching strategies and resources
  • Cross Curricular Connections
  • Pacing chart
  • Technology integration

Introduction to World Languages Curriculum Design and Philosophy

Standard: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Philosophy:

Language and communication are the essence of what makes us human. As part of a global society, citizens are interconnected and must be able to communicate knowledge and ideas across geographical, cultural, and linguistic borders. Being able to communicate in more than one language and having cultural awareness, will allow our students to effectively compete in the global market and have appreciation for the language and cultures of others.

Design:

The Trenton Public Schools World Language Curriculum is comprised of four thematic units of study to assist the teachers in implementing the New Jersey Core Curriculum Content Standards for World Languages from Novice Mid to Intermediate Mid (Grades 9-12 Spanish and French) and Novice Mid to Novice High Spanish at the Middle School level.

Following the Model Curriculum for World Languages, the district’s curriculum is benchmarked by proficiency levels, rather than grade levels.The proficiency levelswere developed by the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners (ACTFL, 1998).

Proficiency Levels and Grade Correlation Sample
Novice Mid / Novice High / Intermediate Low / Intermediate Mid / Intermediate High / Advanced Low
Spanish I / Spanish II / Spanish III
Native Speakers I & II / Spanish IV
Native Speakers III / Spanish IV Honors (all students) / AP

Proficiency assessments will be available to determine appropriate placement levelsfor incoming students

Proficiency Levels:

  • Novice-Mid: Students communicate using memorized words and phrases to talk about familiar topics related to school, home, and the community.
  • Novice –High: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.
  • Intermediate-Low: Students communicate using simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.
  • Intermediate-Mid: Students communicate using strings of sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.
  • Intermediate-High: Students communicate using connected sentences and paragraphs to handle complicated situations on a wide-range of topics.
  • Advanced-Low: Students communicate using paragraphs-level discourse to handle complicated situations on a wide-range of topics.

Pacing:

Pacing at the high school level is one unit per marking period following a yearlong A/B schedule. At the middle school level, the units can be taught within semesters or yearlong if following A/B schedule of study.

Use of Target Language:

The use of the target language is essential in the classroom. Teachers must communicate in the target language for the majority of the instructional time. Students need to be allowed and encouraged to practice using the target language whenever possible.

Assessments:

Assessments drive instruction and provide feedback to teachers, students, and parents. Assessments should be an ongoing practice to measure student performance and growth. Both formative and summative assessments are identified in the curriculum map. Students are required to complete the Performance Task Assessment specified in each thematic unit of study. There is also a unit test to be administered at the end of each unit.

Textbooks and Supplemental Materials:

Textbooks are the most common tool available in the classroom. However, teachers are encouraged whenever possible to utilize authentic materials in class. There are many resources available online and through other media that will enrich instruction and provide culturally authentic

Interdisciplinary Connections:The following are addressed in the different units of the curriculum.

  • Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Integration of technology within the framework will ensure its use as a tool in instruction and assessment.
  • 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Cultural content recurs across the modes of communication because communication always occurs within a cultural context. Therefore, as students spiral through the content in the curriculum with increased depth and sophistication, they will attain higher levels of language proficiency.

Strands of Communication:

One World Languages Standard The reorganization of the previous world languages standards into one revised standard reflects the framework, graphically depicted below, that was developed for the 2004 National Association of Educational Progress (NAEP) in foreign languages. The NAEP graphic illustrates that the overarching goal of language instruction is the development of students’ communicative skills (the central “C” of five Cs in the graphic is for “communication”). Students should be provided ample opportunities to engage in conversations, present information to a known audience, and interpret authentic materials in the language of study. In addition, to develop linguistic proficiency, a meaningful context for language use must be established. The four Cs in the outer ring of the graphic (cultures, connections, comparisons, and communities) provide this meaningful context for language learning. These contexts stress (1) the teaching of culture; (2) the study and reinforcement of content from other disciplines; (3) the comparison of target and native languages and cultures; and (4) opportunities to interact with native speakers of languages. As such, the four contexts Cs serve as the basis for instructional activities and are fully embedded within the world languages communication objectives. (State of NJ Dept. of Education)

For complete document please visit: state.nj.us/education/cccs/standards/7/

There are three stands, one for each mode of communication: interpretive, interpersonal, and presentational. In the above graphic, they are shown around the Communication triangle.

Strand A: Interpretive Mode

Students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples: reading or listening to include cultural interpretations of texts, videos, movies, speeches, etc.

Strand B: Interpersonal Mode

Students engage in direct oral and/or written communication with others. Examples: face to face conversations, online discussions, instant messaging, text messaging, exchanging letters or messages.

Strand C: Presentational Mode

Students present, orally and//or in writing, information, concepts, and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples: presentation to a group, video, webpage, videocasts, writing a newspaper article, etc.

Acknowledgement:

We would like to acknowledge the State of New Jersey Dept. of Education – World Language Department and the American Council on the Teaching of Foreign Languages (ACTFL) for the plethora of documents available to us.

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