Township of Union Public Schools

TOWNSHIP OF UNION PUBLIC SCHOOLS

Spanish Cycle- 7th Grade

Curriculum Guide 2012

Re-adopted June 2014

Board Members

Francis “Ray” Perkins, President

Versie McNeil, Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLS

Administration

District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Nicole Ahern

Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12……...... …………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum Committee

Spanish Cycle- Grade 7

Susana Alvarez

Table of Contents

Title Page Page 1

Board Members Page 2

Administration Page 3

Department Supervisors Page 4

Curriculum Committee Page 5

Table of Content Page 6

District Mission/Philosophy Statement Page 7

District Goals Page 8

Course Description/Recommended Texts Page 9

Course Proficiencies Page 10

Curriculum Units Page 11-19

Appendix: New Jersey Core Curriculum Content Standards Page 20

Rubrics Page 21

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Ø  Develop reading, writing, speaking, listening, and mathematical skills.

Ø  Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.

Ø  Acquire and use the skills and habits involved in critical and constructive thinking.

Ø  Develop a code of behavior based on moral and ethical principals.

Ø  Work with others cooperatively.

Ø  Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.

Ø  Acquire a knowledge and understanding of the physical and biological sciences.

Ø  Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.

Ø  Appreciate and understand literature, art, music, and other cultural activities.

Ø  Develop an understanding of the historical and cultural heritage.

Ø  Develop a concern for the proper use and/or preservation of natural resources.

Ø  Develop basic skills in sports and other forms of recreation.

Course Description

This is a six week introductory Spanish course designed to give each student exposure to the Spanish language and culture.

Recommended Textbooks

Exploring Spanish –Third Edition

Course Proficiencies

Students will be able to…

…understand the widespread influence of the Spanish language and cultures.

…develop positive attitudes toward an appreciation of the Spanish speaking people, their language and culture, through the use of the learning materials provided.

…pronounce, with fair degree of accuracy in pronunciation and intonation, the subject matter being taught and use this subject matter accurately.

…accurately copy into an organized notebook, vocabulary and phrases supplied by the teacher and reproduce most of this material on short quizzes, dialogues and dictations.

…accurately identify the Spanish speaking countries, their capitals and major cities, geographic features and historic landmarks.

… create and respond to simple phrases, questions and sentences frequently used in the classroom and respond accordingly, including; classroom items and commands, dwellings and floor plans, telling time and colors, family members, the body and general health, art and artists, noun genders, articles, possessives, and questions words.

Curriculum Units

Unit 1: Introduction to the Spanish World Unit 2: Body/Health

(Geography/Cognates/Alphabet/Greetings) (Definite/Indefinite Articles)

Unit 3: Clothes/Colors Unit 4: Days/Months/Seasons

(Adjective-noun agreement) (Calendar expressions)

Unit 5: Weather Unit 6: Geography

(Fahrenheit vs. Celsius)

Pacing Guide- Course

Content Number of Days

Unit 1: Introduction to the Spanish World 5 days

Unit 2: Body/Health 5 days

Unit 3: Clothes/Colors 5 days

Unit 4: Days/Months 5 days

Unit 5: Weather 5 days

Unit 6: Geography 5 days

Unit 1: Introduction to the Spanish Speaking World

Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments
What is the value of learning Spanish?
Where is Spanish spoken in the US?
What are the Spanish Speaking Countries?
What are cognates and which ones do I already know?
How are the Spanish and English alphabets similar or different?
How should I begin to speak in Spanish? / Identify the benefits of studying the Spanish language and culture.
Describe the origin of Spanish and where it is spoken in the world.
Talk about new vocabulary through the recognition of cognates.
Demonstrate a basic understanding of the alphabet.
Compare Spanish and English pronunciation and intonation of vowels. / Discuss the influence of the Spanish language and culture.
Find current events (newspaper/internet) about a Spanish speaking country or person.
Discuss Spanish speaking countries and cities.
In groups of three, find cognates in different categories. (animals/foods)
Discuss similarities and differences of Spanish and English alphabets.
Spell your name using the Spanish alphabet. / Class work
Homework
Quizzes
Participation
Dialogues/Role plays
Listening comp.
Dictation
Oral presentations
Portfolio assessments
Video clips
Games/Songs
Performance based
assessments
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments
How do I say my name in Spanish?
How do I greet someone and bid farewell?
What is the difference between tú and usted?
What information might be given at an introduction?
How do we show courtesy in the US and abroad?
Do Spanish speakers celebrate the “Sweet Sixteen”? / Introduce yourself and say how you are and where you are from.
Use formal and informal greetings. (tú vs. usted)
Greet people according to the time of day.
Tell your age, phone number and the date.
Use courtesy expressions.
Ask for and give information.
Discuss “la quinceañera”. (Sweet Fifteen) / Provide and obtain information about yourself and others.
Using both last names, answer “What is your name?” in Spanish
Exchange names and present basic introductions.
Create a conversation asking and exchanging basic personal information.
Complete a crossword puzzle using the Greetings and Expressions of Courtesy vocabulary. / Class work
Homework
Quizzes
Participation
Dialogues/Role plays
Listening comp.
Dictation
Oral presentations
Portfolio assessments
Video clips
Games/Songs
Performance based
assessments

Unit 2: Body/Health

Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments
What are the definite and indefinite articles? How are they similar/different than those in the English language?
Do the articles have to agree with the noun they are describing?
What are the parts of the body?
How can I say how I am feeling?
How can I ask about someone’s well-being? / Compare/contrast the definite and indefinite articles. Discuss the masculine and feminine forms.
Understand article-noun agreement.
Identify the parts of the body in Spanish.
Tell how you are feeling.
Inquire about another’s health and well-being. / Take notes on definite and indefinite articles.
Discuss the agreement of articles and nouns.
List/Define the parts of the body and face.
Create a model of a body and label accurately in Spanish.
Complete text and workbook exercises.
Sing “Cabeza, Hombros, Piernas, pies….”
Play Simon Dice….
Play Body Parts Bingo. / Class work
Homework
Quizzes
Participation
Dialogues/Role plays
Listening comp.
Dictation
Oral presentations
Portfolio assessments
Video clips
Games/Songs
Performance based
assessments

Unit 3: (Clothes/Colors)

Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments
Do parts of speech in Spanish have to “agree”? What about in English?
Why are there masculine and feminine adjective forms in Spanish?
Do colors in Spanish have a gender?
What are the colors in Spanish?
How do I say the clothing items in Spanish?
How do I use colors to describe clothes? / Talk about the “agreement” of grammar in Spanish.
List/identify the colors in Spanish.
List/identify clothing items.
Discuss the masculine/feminine/neutral colors.
Classify your classmates’ favorite colors to create a bar graph. / Take notes on colors and clothing.
Create a bar graph about your classmates’ favorite color or clothing item.
Tell what clothing items you would wear for each season.
Text/workbook exercises.
Create a clothing brochure. / Class work
Homework
Quizzes
Participation
Dialogues/Role plays
Listening comp.
Dictation
Oral presentations
Portfolio assessments
Video clips
Games/Songs
Performance based
assessments

Unit 4: Calendar (numbers/days/months/seasons)

Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments
What are the numbers 0-30 in Spanish?
What are the capitalization rules in Spanish?
What is the origin of the months and days?
How are calendars different in English and Spanish?
What are the months/days/seasons in Spanish?
Are the seasons in the US different from South America? / Revisit the numbers to count to 30.
Use numbers to give dates and holidays.
Are dates written differently in the US and abroad?
Discuss the Running of the Bulls in Pamplona.
Utilize the capitalization rules when using the Spanish calendar.
Create a Spanish planner following the capitalization and weekday rules. / Count to 30 in target language.
Identify months/days/holidays in Spanish.
Give the date of specific holidays. (write out long/short forms)
Class discussion on Running of the Bulls, short video, and sing: “Uno de enero…”
Create a graph of the class’ birthdays.
Play month/days Bingo.
Text and workbook exercises. / Class work
Homework
Quizzes
Participation
Dialogues/Role plays
Listening comp.
Dictation
Oral presentations
Portfolio assessments
Video clips
Games/Songs
Performance based
assessments

Unit 5: Weather

Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments
How is temperature given in Spanish speaking countries?
How do you ask for the weather in Spanish speaking countries?
How does the climate change from country to country?
Where in the world is Celsius used to measure temperature? / Interpret and present seasons and weather conditions.
Describe the seasons in the northern/southern hemispheres.
List and Define weather expressions in Spanish.
Convert temperatures from Fahrenheit to Celsius. / Complete text and workbook exercises.
Weather conversions.
Tell what clothing you would wear depending on the degrees Celsius.
Create a 5-day forecast for a Spanish speaking country. / Class work
Homework
Quizzes
Participation
Dialogues/Role plays
Listening comp.
Dictation
Oral presentations
Portfolio assessments
Video clips
Games/Songs
Performance based
assessments

Unit 6: Geography

Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments
What are the Spanish speaking countries and where are they located.
What are the major rivers in Spain?
Are there pyramids in Mexico?
What can I learn about the Spanish speaking countries? / Revisit Spanish speaking countries.
Read about Mexico and Spain.
Demonstrate reading comprehension by completing text and workbook exercises.
Find the Spanish speaking countries and their capitals.
Summarize articles about Spanish speaking countries.
Research a Spanish speaking country and complete a project. / Map skills
Reading Comprehension
Textbook and workbook exercises.
Country Research Project.
Current events / Class work
Homework
Quizzes
Participation
Dialogues/Role plays
Listening comp.
Dictation
Oral presentations
Portfolio assessments
Video clips
Games/Songs
Performance based
assessments

New Jersey Core Curriculum Content Standards

Academic Area

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.

New Jersey Scoring Rubric

Top of Form

Spanish Dialogue
Enter rubric description
5
(N/A) / 4
(N/A) / 3
(N/A) / 2
(N/A)
Spelling and Grammar / 5
There are no spelling, punctuation, or grammar errors. / 4
There are 1-2 spelling, punctuation, or grammar errors. / 3
There are 3-4 spelling, punctuation, or grammar errors. / 2
There are more than four spelling, punctuation, or grammar errors.
Creativity / Contains many creative details that add to the audience's enjoyment and show the effort of the authors. Background information is clearly related to the conversation. / Contains several creative details that add to the reader's enjoyment and show the effort of the author. Background is related to the conversation. / Contains a few creative details or details that do little to support the dialogue. Background not clearly related to the conversation. / Contains little or no creativity or detail. Little effort is shown by the author. Background not related to the conversation.
Presentation/Memorization / Dialogue is well organized and flows like a natural conversation. Background is clearly related to the conversation. / Dialogue is fairly well organized and mostly flows like a natural conversation. / Dialogue is slightly confusing and somewhat flows like a natural conversation. / Dialogue is hard to follow and doesn't flow like a natural conversation.