Idea Transcript
Hackettstown School District Hackettstown, NJ
SPANISH IV HONORS FOR NATIVE AND HERITAGE SPEAKERS CURRICULUM GUIDE August 2017 Mr. David C. Mango, Superintendent Mrs. Debra Grigoletti, Director of Curriculum & Instruction Developed by: Leonardo Teixeira This curriculum may be modified through varying techniques, strategies and materials, as per an individual student’s Individualized Education Plan (IEP). Approved by the Hackettstown Regional School District Board of Education At the regular meeting held on August 16, 2017 And Aligned with the New Jersey Core Curriculum Content Standards and ACTFL National Standards for Foreign Language Education
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TABLE OF CONTENTS
Component Philosophy and Rationale Mission Statement Program Description Comparison with College Prep (CP Level) Course Goals Placement Criteria Student Advancement Timeline Native ad Heritage Student Population Profile Student Goals Language Strategies Sample Language Strategies Scope and Sequence Units New Jersey Core Curriculum Content Standards for World Languages 21ST Century Skills Link
Page 3 3 4 5 5 5 6 6 7 8 8 9-10 11-25 26-29 30
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PHILOSOPHY / RATIONALE The philosophy of the World Languages Department is to offer all Hackettstown students the challenges and the excitement of seeing the world through new perspectives. Students will study other languages and cultures in preparation for their future as citizens in a global community. In all of their classes, students will acquire the knowledge and develop the skills listed in the National Standards for Foreign Language Education: Communication, Cultures, Connections, Comparisons and Communities. It is the belief of the World Language Department that skills development occurs in the four main language areas of listening, speaking, reading and writing. Learning a language, however, involves much more than just linguistic skills. As a language learner, it is imperative to take a holistic approach to language acquisition. World language acquisition contributes to the overall intellectual, social and creative development of our students by introducing them to the ways in which other groups of people view the world and function in it. With extended study, practice and experience, our students learn how to communicate with people of other cultures who live within their own multilingual community and throughout the world.
MISSION STATEMENT Our mission is to educate students to be linguistically and culturally equipped to successfully communicate in a multicultural, global community. We envision a future in which our students will develop and maintain proficiency in their native tongue and at least one other language.
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PROGRAM DESCRIPTION Spanish 4 Honors for Native and Heritage Speakers is designed specifically for native/heritage speakers of Spanish who already have oral language proficiency. The purpose of this course is to enable students whose heritage language is Spanish to enhance proficiency in Spanish by providing them the opportunity to listen, speak, read, and write in a variety of contexts and for a variety of audiences including the family, school, and the community. Spanish 4 Honors for Native and Heritage Speakers will allow students to further explore the cultures of the Hispanic world including their own, and it will enable students to gain a better understanding of the nature of their own language as well as other languages to be acquired. The curriculum also reflect topics studied in other subject areas such as literary genres, career seeking, social studies, artistic expression, technology and challenges in today’s globalized world. It allows students to explore various topics in their native/heritage language while acquiring dominion over the academic use of Spanish. Language maintenance: By establishing a connection to the language spoken at home and often in the hallways in school, students can develop a sense of validation and importance of maintaining their first language. Students enrolled in this class have successfully completed Spanish 3 Honors for Native and Heritage Speakers and met all grade requirements necessary to enroll in this course. Since students already either master the language verbally or speak at near native level, emphasis will be given on further developing superior oratory, reading and writing skills initiated in Spanish 3 Honors for Native and Heritage Speakers. Interdisciplinary connections: In an attempt to bridge the gap between education at their home countries and the the US, in this course students who may still struggled with age appropriate literacy skills will continue acquiring the necessary skills to speak, read, listen and write in Spanish in a more complex manner which enables the instructor to conduct higher level discussions and delve into more complex topics including subject areas taught in the school. Cultural Awareness Students will produce work that will often relate to their native culture and often draw comparisons between American culture and their own. Improve interest in the own language and decrease dropout rate: In years past, since native speakers did not have a class tailored to their needs, they were often placed in traditional classes of Spanish 1 or 2. While students often did well in those classes, they had minimal interest in continuing studying the language since traditional learners non-native speakers were still learning the foundation of the language like counting, talking about the weather, conjugations, etc. As a result, many native students didn’t feel the need to go beyond and lost interest.
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Type of program: • • • •
Full immersion Second language mastery Content based Honors to AP level reading materials COMPARISON WITH COLLEGE PREP (CP) LEVEL
Student enrolled in Spanish 4 for Native and Heritage Speakers is already able to operate, at least verbally, at an advanced level. Since traditional methodology designed for basic second language acquisition is not required, students are able to engage in meaningful upper level discussions and read fiction and nonfiction significantly beyond the level of traditional non Spanish speakers in a CP class. Due to the degree of language mastery, students in this class are able, from day one, to delve into more complex topics that a CP student is simply incapable to do in Spanish. COURSE GOALS Students will be able to: ● Utilize language to strengthen interdisciplinary knowledge. ● Become lifelong learners of languages and cultures. ● Listen, speak, read, and write in social, academic, and career-oriented situations. ● Appreciate and understand one’s native/heritage culture and build a foundation to understand other world cultures. ● Understand, analyze, and evaluate: o Information o all types of media o literary and informational texts ● Respond and express oneself critically in relation to: o Information o all types of media o literary and informational texts ● Increase the stages of text complexity through the study of the variations in native languages ● Increase college readiness through: o writing argumentative essays o researching different media types o citing sources o reading literature and informational texts PLACEMENT CRITERIA ● Successfully completing Spanish 3 Honors for Native and Heritage Speakers with an average of B or better. 5
STUDENT ADVANCEMENT TIMELINE
Spanish 3 Honors for Native Speakers
Spanish 4 Honors for Native Speakers
Spanish 5 AP
NATIVE AND HERITAGE STUDENT POPULATION PROFILE ● The vast majority of students originate from Central America. ● Students coming from Central America are completely fluent in Spanish but often studied in disadvantaged school districts which results in gaps in literacy skills. ● Students speak fluently but often struggle with proper grammar and proper use of Spanish in literary, scientific or professional level. ● Heritage students, that is, students born in the US whose parents speak Spanish at home, are fully acclimated to the American school system but often lack writing skills and the ability to discuss topics that fall outside the norm of everyday life. ● Students exhibits average content-specific academic language proficiency in his/her native language. ● Students have gained a more comprehensive understanding of native language literature and literary terms having successfully completed Spanish 3 Honors for Native and Heritage Speakers. They will continue studying literary movements and styles in an effort to facilitate understanding of Language Arts. ● Student exhibits an understanding of his/her own culture and are already able draw comparisons among different cultures, including the US.
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STUDENT GOALS – STUDENTS WILL BE ABLE TO: ● Initiate and engage in conversation effectively in a range of collaborative discussion (one-onone, in groups and teacher-led) that demonstrate understanding of information with diverse partners. ● Engage in extensive conversations to exchange information and opinions and present arguments. ● Continue working towards mastering the standard essay format employed in the United States. ● Explore various literary genres such as fiction, novel, non-fiction, drama, historical fiction, biography, science fiction, tragedy, etc. ● Identify and establish differences between two or more types of genres (fiction and nonfiction; or poetry, short story, and essay). ● Identify and establish differences between two different types of informational texts, such as newspaper and magazine articles. ● Demonstrate moderate to advanced language proficiency by interpreting and responding to a variety of literary genres and informational texts. ● Use informational texts as evidence to support discussions. ● Recognize and identify figurative language. Student recognizes and identifies a range of literary elements (character, setting, tone, symbolism, irony, etc.) and author’s purpose, use of tone, and point of view. ● Read and integrate multiple sources of information presented in diverse media or formats for understanding and literary response and expression, evaluating the credibility and accuracy of each source. ● Demonstrate awareness of the conventions of basic written Spanish, and correctly uses them for specific purposes in a variety of contexts. ● Produce a response to literature, a report of information, a memoir, and/or a procedural narrative. ● Acquire vocabulary and general knowledge through reading and discussion of non-fiction articles that can be applied to other subject areas and life skills. ● Improve organizational skills. ● Demonstrate pride in his/her culture and language, and develops intercultural and intracultural understanding.
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LANGUAGE STRATEGIES Emphasis will be placed not only in developing Spanish language literacy, but also strengthening English language and other academic skills indirectly through content knowledge. Language strategies is defined as the tools and methodology used to help students access the content necessary to develop native language literacy. These tools include strategies for listening, speaking, reading, and writing. The following language strategies, concepts, and skills be presented throughout the course: ● Using the native language as the exclusive mode of instruction in the classroom ● Establishing cultural connections through exposure to authentic (not translated) language ● Reading and writing level-appropriate material ● Using persuasive and argumentative writing ● Developing and increasing level of text complexity ● Organizing essays in a concise, and comprehensible format ● Using grammar in proper context ● Using authentic literary works that promote linguistics accessibility and meaningful conversations ● Using rubrics to assess all oral and written work ● Using the writing process in all writing assignments Increasing the volume of informational texts ● Providing ample opportunities to develop oral proficiency through discussions, presentations, and debates ● Using technology and digital media in all four language modalities ● Citing texts from a variety of sources ● Using research as a supporting tool for all four language modalities ● Increasing the level of text and writing complexity throughout the strands in order to develop career and college readiness ● Writing argumentative essays by deconstructing opposing views, provide reasons and elaboration SAMPLE LANGUAGE STRATEGIES ● ● ● ● ● ● ● ● ● ● ● ● ● ●
Note-taking from a speech or video Write response to an oral or written presentation or prompt Infer the purpose and intention of the speaker/writer Note-taking across different content areas Apply vocabulary, comprehension, and analytical skills to answer multiple-choice questions Respond to a variety of genres using the writing process Produce narratives or descriptive writing of established length (500 words or more) Develop a thesis statement construction Write creatively Compare and contrast different genres of literature and types of essay Write argumentative and critical lens essays Differences of and techniques for quoting, paraphrasing, and making references Deconstruct opposing arguments Cite statistics and scientific sources 8
SCOPE AND SEQUENCE
Communicative Goals Talk about career opportunities Describe opportunities to work in the US and their own country How to be successful at a job interview How to do a formal phone call
Unit 1 – Exploring the future Vocabulary in Reading Skills Writing Skills Context Employment Syntax analysis Writing a cover letter and Poetic language The use of unemployment and figures of connectors, speech Saving for the adverbial clauses future Goals vs dreams Voluntary activities
Syllabification and rhyme Genres: Poetry and Fiction
and conjunctions Writing poems such as haikus and sonnets
Cultural Connection Volunteer work Job expectations Future of the US and their country – predicting the future
Extracurricular activities
How to write a cover letter
Communicative Goals Talk about civil rights and civil rights movement in the US and in their country
Unit 2 – Rights and Justice Vocabulary in Reading Skills Writing Skills Context The struggle for Separate facts Writing a report for a human rights in from opinions newspaper article, a many countries radio station and a Understand basic TV station Legal terms theatrical
Understanding How to express lease, rental discontent in a professional manner agreement, loans, etc. Discuss crime and justice
conventions and terminology Genres: Nonfiction, play and historical fiction
Cultural Connection Political parties Comparing the American justice system The indigenous situation in the US and abroad
Debate over several topics related to civil rights
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Communicative Goals Visual arts and performing arts Art in literature – establish connections Write a literature review Write poems Recite poems
Communicative Goals Describe how technology dictate our lives Describe questionable practices leading to progress Discuss and defend controversial topics Explanatory essays
Communicative Goals Describe social issues related to globalization Describe environmental issues connected to globalization Elaborate and defend their opinion over a topic
Unit 3 – Artistic Expression Vocabulary in Reading Skills Writing Skills Context Artistic Figures of speech Poetic expression – expression and – continuation painting with words the variety of art Modern poetry Descriptive forms Literary analysis language Syntax versus Poetic language semantics Genres: Modern poetry, fairy tale and tragedy Unit 4 – Technology – Progress Vocabulary in Reading Skills Writing Skills Context Technologies of Recognizing the Writing an yesterday and function of an explanatory essay today essay Writing a manual of Technology and Science Fields of study involving technology Legacies of mankind in different eras
Comprehend the intentions of the author and intended audience
a product – impersonal writing and passive voice
Genres: Science fiction, myth, fantasy and satire
How to look up scientific papers Genre: biography, nonfiction (science), articles
Cultural Connection Technology or lack of in today’s world Technology practices in different societies Technology dependency
Unit 5 – Challenges of a Globalized World Vocabulary Reading Skills Writing Skills in Context The Summarizing Writing a challenges of scientific articles for scientific paper globalization the purpose of for mock writing an essay publication Global ecology
Cultural Connection Art trends Concept of chronologic beauty Concept of beauty among different contemporary cultures
Cultural Connection Environment issues in the US and abroad
MLA, APA citation
How different cultures see progress
How to write a persuasive essay
How access to information influence progress 10
UNIT 1 – EXPLORING THE FUTURE STAGE 1 DESIRED RESULTS
Communicative Goals Talk about career opportunities Describe opportunities to work in the US and their own country How to be successful at a job interview How to do a formal phone call
Unit 1 – Exploring the future Vocabulary in Reading Skills Writing Skills Context Employment Syntax analysis Writing a cover letter and Poetic language The use of unemployment and figures of connectors, speech Saving for the adverbial clauses future
Syllabification and rhyme
Goals versus dreams
Genres: Poetry and non-Fiction
Voluntary activities
and conjunctions Writing poems such as haikus and sonnets
Cultural Connection Volunteer work Job expectations Future of the US and their country – predicting the future
Extracurricular activities
How to write a cover letter CONTENT STANDARDS Interpretive Mode ● 7.1.IH.A.1 - Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics. ● 7.1.IH.A.7- Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts. Interpersonal Mode ● 7.1.IH.B.1- Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. ● 7.1.IH.B.6 - Use language in a variety of settings to further personal and/or academic goals. Presentational Mode ● 7.1.IH.C.6 - Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.
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ESSENTIAL QUESTIONS ● What can I do to prepare myself for the future? ● What steps should one take in order to be a productive and successful member of a society? ENDURING UNDERSTANDING ● There is a variety of career opportunities in the US. ● The choices one make today often affect future professional opportunities.
KNOWLEDGE AND SKILLS
By the end of the unit, students will be able to: ● ● ● ●
Talk about career opportunities. Describe opportunities to work in the US and their own country. Discuss strategies how to be successful at a job interview. Research volunteer opportunities within our community and seek the necessary steps to participate. ● Discuss job expectations in their future career choices. ● Research strategies on how to save for the future ● Compare the idea of goals vs dreams
STAGE 2 EVIDENCE OF UNDERSTANDING, LEARNING OBJECTIVES AND EXPECTATIONS BENCHMARKS Students will: ● Discuss strategies for reaching their career goal. ● Compare and contrast career expectations and opportunities in the US and in their home or heritage country. ● Use poetic language and figures of speech. ● Use syllabification in order to produce rhyme. ● Write a cover letter ● Learn skills needed for a job interview through in-class activities. ● Use of connectors, adverbial clauses and conjunctions in order to produce fluidity in their writing. 12
● Write poems including haikus and sonnets. ASSESSMENT METHODS Formative: ● ● ● ●
Editing and auto correcting Surveys Participation and dialogues Quizzes and listening activities
Summative (culminating) ● ● ● ●
Research, Projects, Reports, and Essays Role-Playing and Skits Unit Test Presentations: o Career opportunities o Strategies for job interviews and college applications
STAGE 3 LEARNING PLAN In this unit the 21st Century Skills of Integration of Digital Tools and ICT Literacy will be used constantly through the integration of Chromebooks in class in order to access a plethora of online resources for students as well as added practice on a number of topics. Students will create charts comparing different jobs. Students will also prepare PowerPoint presentations and video for illustrating their poems as they record their voice over. Global Awareness is improved as students gain perspectives on how career opportunities and expectations may be significantly different in the US compared to their native country. Differentiation will be made possible by the variety of ways students can demonstrate understating of the cultural topics we will study as well as scaffolding and additional help for students who are shyer and have difficulty speaking in public. TIME ALLOTMENT ● +/-20 days of instruction RESOURCES ● Repase y Escriba – Quinta Edición 13
● Miradas – Contextos para conversar y escribir ● Aproximaciones al estudio de la literatura hispánica – sexta edición ● Voces de Hispanoamérica – Antología Literaria
UNIT 2 – RIGHTS AND JUSTICE STAGE 1 DESIRED RESULTS Unit 2 – Rights and Justice Communicative Vocabulary in Reading Skills Writing Skills Goals Context Talk about civil The struggle for Separate facts Writing a report for a rights and civil rights human rights in from opinions newspaper article, a movement in the US many countries radio station and a Understand basic and in their country TV station Legal terms theatrical Understanding How to express lease, rental discontent in a professional manner agreement, loans, etc. Discuss crime and justice
conventions and terminology Genres: Nonfiction, play and historical fiction
Cultural Connection Political parties Comparing the American justice system The indigenous situation in the US and abroad
Debate over several topics related to civil rights CONTENT STANDARDS Interpretive Mode ● 7.1.IH.A.2- Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. ● 7.1.IH.A.7- Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts. Interpersonal Mode ● 7.1.IH.B.2- Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests. ● 7.1.IH.B.6 - Use language in a variety of settings to further personal and/or academic goals. Presentational Mode 14
● 7.1.IH.C.5 - Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. ESSENTIAL QUESTIONS ● How do civil rights in the US differ to those in other countries? ● How is the indigenous situation in the US compared to other countries? ENDURING UNDERSTANDING ● Human Rights differ significantly from country to country. ● Social practices and conduct in one country can be praised or frowned upon in other cultures.
KNOWLEDGE AND SKILLS
By the end of the unit, students will be able to: ● ● ● ● ● ● ●
Talk about civil rights and civil rights movement in the US and in their country. Express discontent in a professional manner. Discuss crime and justice in the US and their home country. Debate over several topics related to civil rights. Compare and contrast the struggle for human rights in many countries. Compare the American justice system to their own country of origin/heritage. Contrast the indigenous situation in the US to their own country of origin/heritage.
STAGE 2 EVIDENCE OF UNDERSTANDING, LEARNING OBJECTIVES AND EXPECTATIONS BENCHMARKS Students will: ● Compare the struggle for human rights in the US and their country of origin/heritage ● Compare accomplishments of American civil rights activists such as Martin Luther King Jr., Rosa Parks, Malcolm X, Cezar Chavez to prominent Latin American activists such as Guatemalan Rigoberta Menchú and others. ● Separate facts from opinions. ● Understand basic theatrical conventions and terminology 15
● Differentiate historical fiction to historical nonfiction. ASSESSMENT METHODS Formative: ● ● ● ●
Editing and autocorrecting Surveys Participation and dialogues Quizzes and listening activities
Summative (culminating) ● ● ● ●
Research, Projects, Reports, and Essays Role-Playing and Skits Unit Test Presentations: o Civil Rights Activists o The Struggle for Human Rights
STAGE 3 LEARNING PLAN In this unit the 21st Century Skills of Integration of Digital Tools and ICT Literacy will be used constantly through the integration of Chromebooks in class in order to access a plethora of online resources for students as well as added practice on a number of topics. Students will access the United Nations website in Spanish and compare human rights in several countries. They will also do an online comparing how expectations on paper regarding their country compare to the reality they experienced. The Integration of Digital tools and ICT Literacy will continue to be important as students analyze statistics regarding human rights in the United States and acquire more knowledge regarding American activists. Differentiation will be made by the variety of ways students can demonstrate understanding of the cultural topics they will study as well as scaffolding and additional help for students who are shyer and have difficulty speaking in public. Students who are not interested in learning about eating habits can concentrate on activities done for leisure in other Latin American countries. TIME ALLOTMENT ● +/-20 days of instruction RESOURCES ● Repase y Escriba – Quinta Edición 16
● Miradas – Contextos para conversar y escribir ● Aproximaciones al estudio de la literatura hispánica – sexta edición ● Voces de Hispanoamérica – Antología Literaria
UNIT 3 – ARTISTIC EXPRESSION STAGE 1 DESIRED RESULTS
Communicative Goals Visual arts and performing arts Art in literature – establish connections Write a literature review Write poems Recite poems
Unit 3 – Artistic Expression Vocabulary in Reading Skills Writing Skills Context Artistic Figures of speech Poetic expression – expression and – continuation painting with words the variety of art Modern poetry forms Literary analysis Descriptive Syntax versus language semantics Poetic language Genres: Modern poetry, fairy tale and tragedy
Cultural Connection Art trends Concept of chronologic beauty Concept of beauty among different contemporary cultures
CONTENT STANDARDS Interpretive Mode ● 7.1.IH.A.3- Compare and contrast the use of verbal and nonverbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture. ● 7.1.IH.A.4- Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States. Interpersonal Mode ● 7.1.IH.B.2- Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests. ● 7.1.IH.B.5 - Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. Presentational Mode ● 7.1.IH.C.2 - Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s). 17
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ESSENTIAL QUESTIONS ● How different and similar are Latin American art and US art? ● What are some of the stereotypes regarding art and culture in general that both American and Latin American culture possess against each other. ENDURING UNDERSTANDING ● Latin America and the United States share a history of imperialism and conquest, albeit from different perspectives, which influences cultural practices and art forms. ● The concept of beauty reflects not only one’s personal opinion, but one’s culture as well.
KNOWLEDGE AND SKILLS
By the end of the unit, students will be able to: ● Compare important works of visual arts (ceramics, drawing, painting, sculpture) from the United States and Latin America. ● Establish connections within works of visual arts that reflect historical happenings such as conflicts, colonialism, worldwide events and more. ● Write poems in a variety of poetic styles such as romance, lira, soneto, poesía moderna arrítmica. ● Understand and employ figure of speech in a variety of settings.
STAGE 2 EVIDENCE OF UNDERSTANDING, LEARNING OBJECTIVES AND EXPECTATIONS BENCHMARKS Students will: ● ● ● ●
Compare accomplishments of several American and Latin American artists. Compare the concept of beauty among different cultures. Compare various examples of poetry in their historical context. Differentiate figures of speech and employ them in various settings.
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ASSESSMENT METHODS Formative: ● ● ● ●
Editing and auto correcting Surveys Participation and dialogues Quizzes and listening activities
Summative (culminating) ● ● ● ●
Research, Projects, Reports, and Essays Role-Playing and Skits Unit Test Presentations: o Latin American Art o Concept of beauty o Poetry recital
STAGE 3 LEARNING PLAN In this unit the 21st Century Skills of Initiative and Self direction will be important as students look for online resources and work at their own pace towards the steps necessary to compare art work and literary styles. The 21st Century Skills of Collaboration will be used as students partner up with AP art students for a mock art show inspired by Latin American art. In terms of Productivity and Accountability students will be able to demonstrate additional attributes associated with producing high quality products by demonstrating competence in their poetry recital. In groups presentations students will show that they can work positively and ethically, manage time and projects effectively and multitask. Differentiation will be made possible by the variety of ways students can demonstrate understanding of literary terms. A number of tools, both online such as quizlet and offline such peer editing will be used in this unit. TIME ALLOTMENT ● +/-20 days of instruction RESOURCES ● Repase y Escriba – Quinta Edición ● Miradas – Contextos para conversar y escribir 20
● Aproximaciones al estudio de la literatura hispánica – sexta edición ● Voces de Hispanoamérica – Antología Literaria
UNIT 4 – TECHNOLOGY - PROGRESS STAGE 1 DESIRED RESULTS Communicative Goals Describe how technology dictate our lives Describe questionable practices leading to progress Discuss and defend controversial topics Explanatory essays
Unit 4 – Technology – Progress Vocabulary in Reading Skills Writing Skills Context Technologies of Recognizing the Writing an yesterday and function of an explanatory essay today essay Writing a manual of Technology and Science Fields of study involving technology Legacies of mankind in different eras
Comprehend the intentions of the author and intended audience
a product – impersonal writing and passive voice
Genres: Science fiction, myth, fantasy and satire
Cultural Connection Technology or lack of in today’s world Technology practices in different societies Technology dependency
CONTENT STANDARDS Interpretive Mode ● 7.1.IH.A.3- Compare and contrast the use of verbal and nonverbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture. ● 7.1.IH.A.5- Synthesize information from oral and written discourse dealing with a variety of topics. Interpersonal Mode ● 7.1.IH.B.3- Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies ● 7.1.IH.B.5 - Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. Presentational Mode ● 7.1.IH.C.3 - Use language creatively in writing for a variety of purposes. 21
ESSENTIAL QUESTIONS ● How does technology influence our way of living? ● How one’s culture can influence the rate of progress in an entire nation? ENDURING UNDERSTANDING ● The productions of goods or services, as well as the collection of skills qualify as technology. Technology is often dictated by cultural needs and practices. ● One’s economic and cultural background often affects how technology develops.
KNOWLEDGE AND SKILLS
By the end of the unit, students will be able to: ● Describe how technology influences our lives. ● Describe questionable practices leading to progress. ● Discuss and defend controversial topics related to the application of technology such as stem cell research, cloning, etc. ● Explore different types of essays. ● Reflect upon how the abundance or lack of technology affects our planet.
STAGE 2 EVIDENCE OF UNDERSTANDING, LEARNING OBJECTIVES AND EXPECTATIONS BENCHMARKS Students will: ● Write an explanatory essay. ● Comprehend the intentions of the author and intended audience. ● Name technology practices in different societies and explain how they assist their advancement. ● Technology dependency ● Describe steps needed in improving their own technology literacy. ● Recognize characteristics in science fiction, myth, fantasy and satire.
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ASSESSMENT METHODS Formative: ● ● ● ●
Editing and auto correcting Surveys Participation and dialogues Quizzes and listening activities
Summative (culminating) ● ● ● ●
Research, Projects, Reports, and Essays Role-Playing and Skits Unit Test Presentations: o Fields of study that employ technology. o Technology practices in other societies.
STAGE 3 LEARNING PLAN In this unit the 21st Century Skills of Collaboration will be used as students partner up with Robotics students in order to learn more about the field of Robotics. Leadership and Responsibility will also be addressed as students and meet goals, even in the face of obstacles and competing pressure in careers where technology is of utmost importance. Differentiation will take place by the use of stations. Tiered instruction will also be employed throughout the unit. Differentiation will also take place through flexible grouping. Readiness, interest and learning profile will be taken into account as students choose their topics. Gardner's multiple intelligences and Sternberg's triarchic intelligences models will be employed when grouping students.
TIME ALLOTMENT ● +/-20 days of instruction RESOURCES ● ● ● ●
Repase y Escriba – Quinta Edición Miradas – Contextos para conversar y escribir Aproximaciones al estudio de la literatura hispánica – sexta edición Voces de Hispanoamérica – Antología Literaria 23
UNIT 5 – CHALLENGES OF A GLOBALIZED WORLD STAGE 1 DESIRED RESULTS Communicative Goals Describe social issues related to globalization Describe environmental issues connected to globalization Elaborate and defend their opinion over a topic
Unit 5 – Challenges of a Globalized World Vocabulary Reading Skills Writing Skills in Context The Summarizing Writing a challenges of scientific articles for scientific paper globalization the purpose of for mock writing an essay publication Global ecology
How to look up scientific papers Genre: biography, nonfiction (science), articles
Cultural Connection Environment issues in the US and abroad
MLA, APA citation
How different cultures see progress
How to write a persuasive essay
How access to information influence progress
Write a persuasive essay CONTENT STANDARDS Interpretive Mode ● 7.1.IH.A.3- Compare and contrast the use of verbal and nonverbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture. ● 7.1.IH.A.8- Analyze structures of the target language and comparable linguistic structures in English. Interpersonal Mode ● 7.1.IH.B.4- Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. ● 7.1.IH.B.5 - Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. Presentational Mode ● 7.1.IH.C.4 - Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
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ESSENTIAL QUESTIONS ● What is my role as a global citizen? ● How is globalization impacting our world? ENDURING UNDERSTANDING ● As global citizens we all play a role in our community and those actions contribute to building our society and values. ● Economic advancement sometimes comes at a cost. We all play a role protecting our environment. KNOWLEDGE AND SKILLS
By the end of the unit, students will be able to: ● ● ● ● ●
Describe social and environmental issues related to globalization. Elaborate and defend their opinion over a topic through a persuasive essay. Understand the challenges of globalization. Compare and contrast environmental issues in the US and abroad. Explore how different cultures view progress.
STAGE 2 EVIDENCE OF UNDERSTANDING, LEARNING OBJECTIVES AND EXPECTATIONS BENCHMARKS Students will: ● Select a current event topic related to globalization and develop persuasive arguments to defend their point of view. ● Summarize scientific articles in topics related to science and environmental studies in an effort to better write essays. ● Learn how to look up scientific papers. ● Usage of MLA, APA citation ● Write a scientific article for mock publication. ● Defend their argument in a moderated debate.
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ASSESSMENT METHODS Formative: ● ● ● ●
Editing and auto correcting Surveys Participation and dialogues Quizzes and listening activities
Summative (culminating) ● ● ● ● ●
Research, Projects, Reports, and Essays Role-Playing and Skits Debates Unit Test Presentations: o The effects on globalization o Environmental issues in their home/heritage country compared to our community.
STAGE 3 LEARNING PLAN In this unit the 21st Century Skills of Civic Literacy will be carried out throughout the unit and will analyze how literary trends accompany current events. Productivity and Accountability will also be present as students self-assess and create their own rubric to grade their projects. Students also work cooperative and employ important skills such as delegating tasks, meeting deadlines and electing moderators for debates. Peer editing will also be carried out through the unit. Information and Media Literacy are also present in this unit as students create a video presentation about the effects on globalization. Students will use technology to edit their videos. Differentiation will take place through flexible grouping. Readiness, interest and learning profile will be taken into account as students choose their topics. Gardner's multiple intelligences and Sternberg's triarchic intelligences models will be employed when grouping students. TIME ALLOTMENT ● +/-20 days of instruction RESOURCES ● Repase y Escriba – Quinta Edición ● Miradas – Contextos para conversar y escribir 26
● Aproximaciones al estudio de la literatura hispánica – sexta edición ● Voces de Hispanoamérica – Antología Literaria NEW JERSEY CORE CURRICULUM CONTENT STANDARD WORLD LANGUAGES PROFICIENCY LEVEL: INTERMEDIATE HIGH Content Area
Strand Proficiency Level and Grade Level Performance Benchmark IntermediateHigh Grade 12 for all students who continue to study the same language throughout elementary school
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. Interpretive Mode Content Statement Indicator Indicator #
Linguistic: The Intermediate-High language learner has progressed from understanding and communicating at the sentence level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs independently to: ➢ Analyze written and oral text. ➢ Synthesize written and oral text. ➢ Identify most supporting details in written and oral text. ➢ Infer meaning of unfamiliar words in new contexts. ➢ Infer and interpret author’s intent. ➢ Identify some cultural perspectives. ➢ Identify the organizing principle in written and oral text. Cultural: ➢ Collecting, sharing, and analyzing data related to global issues, problems, and challenges lead to an understanding of the role cultural perspectives play in how these issues are perceived and
7.1.IH.A. 1
7.1.IH.A. 2
7.1.IH.A. 3
7.1.IH.A. 4
7.1.IH.A. 5
Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics. Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture. Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States. Synthesize information from oral and written discourse dealing with a variety of topics. 27
how they are addressed. (Topics that assist in the development of this understanding should include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g., population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of scarce resources].) ➢ Being able to view one’s own culture through the lens of others assists in understanding global issues. (Topics that assist in the development of this understanding should include, but are not limited to: freedom of speech and other civil, international, and human rights, as they relate to a variety of issues.)
7.1.IH.A. 6
7.1.IH.A. 7 7.1.IH.A. 8
Reserved This Indicator has been subsumed by Indicator 1 in this strand. In order to keep numbering consistent with the previous version of the CCCS for world languages, this Indicator is listed as reserved. Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts. Analyze structures of the target language and comparable linguistic structures in English.
➢ Observing and/or participating in the four art forms, across and within cultures, lead to an understanding of the shared human experience. (Topics/activities that assist in the development of this understanding should include, but are not limited to: aesthetics and the creation and performance of dance, music, theater, and visual arts.) ➢ Citizens who can communicate in more than one language have unprecedented career opportunities, marketability, and earning potential. (Topics that assist in the development of this understanding should include, but are not limited to: career awareness, exploration, and preparation and business, financial, economic, and entrepreneurial literacy.) ➢ Modifying a Personalized Student Learning Plan requires an 28
understanding of one’s own skill set and preferences, knowing one’s proficiency level in a second language, and developing transfer skills to prepare for careers. (Topics that assist in the development of this understanding should include, but are not limited to: career awareness, exploration, and preparation and business, financial, economic, and entrepreneurial literacy.)
Strand Proficiency Level and Grade Level Performance Benchmark IntermediateHigh Grade 12 for all students who continue to study the same language throughout elementary school
➢ Examination of the roles of race, ethnicity, gender, and religion through world history and across cultures assists in understanding the current sociopolitical landscape. (Topics that assist in the development of this understanding should include, but are not limited to: history, social sciences, and world literatures.) Interpersonal Mode Content Statement
Linguistic: The Intermediate-High language learner has progressed from understanding and communicating at the sentence level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs independently to: ➢ Infer meaning of unfamiliar words in new contexts. ➢ Identify some cultural perspectives. ➢ Narrate and describe across a widerange of topics. ➢ Compare and contrast. ➢ Offer and support opinions. ➢ Persuade someone to change a point of view. ➢ Make and change plans.
Indicator #
Indicator
7.1.IH.B.1
Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests. Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies. Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. Engage in oral and/or written discourse in a variety of timeframes on topics of personal
7.1.IH.B.2
7.1.IH.B.3
7.1.IH.B.4
7.1.IH.B.5
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➢ Offer advice. ➢ Handle a situation with a complication. 7.1.IH.B.6 Cultural:
Strand Proficiency Level and Grade Level Performance Benchmark IntermediateHigh Grade 12 for all students who continue to study the same language throughout K-12
The Intermediate-High Cultural Content Statements remain the same for all the strands. Presentational Mode Content Statement
Linguistic: The Intermediate-High language learner has progressed from understanding and communicating at the sentence level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs independently to: ➢ Synthesize written and oral text. ➢ Identify some cultural perspectives. ➢ Narrate and describe across a widerange of topics. ➢ Compare and contrast. ➢ Offer and support opinions. ➢ Persuade someone to change a point of view. ➢ Offer advice. Cultural:
or social interest or on topics studied in other content areas. Use language in a variety of settings to further personal and/or academic goals.
Indicator #
Indicator
7.1.IH.C.1
Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience. Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s). Use language creatively in writing for a variety of purposes. Explain the structural elements and/or cultural perspectives found in culturally authentic materials. Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.
7.1.IH.C.2
7.1.IH.C.3 7.1.IH.C.4
7.1.IH.C.5
The Intermediate-High Cultural Content Statements remain the same for all the strands.
7.1.IH.C.6
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New Jersey Core Curriculum and Common Core Content Standards http://www.state.nj.us/education/cccs/ Integration of 21st Century Theme(s)
The following websites are sources for the following 21st Century Themes and Skills: http://www.nj.gov/education/code/current/title6a/chap8.pdf http://www.p21.org/about-us/p21-framework . http://www.state.nj.us/education/cccs/standards/9/index.html
21st Century Interdisciplinary Themes (into core subjects) ● ● ● ● ●
Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy Learning and Innovation Skills
• • •
Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills
• • •
Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy Life and Career Skills
• • • • •
Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility Integration of Digital Tools
● ● ● ●
Classroom computers/laptops Technology Lab FM system Other software programs 31