THEMATIC UNIT
SUGGESTED TIME
Unit 1- TARGET LANGUAGE WORLD AND
ITS IMPORTANCE

Benefits of learning another language

Target language countries

Simple geographical divisions
(continents, country, capitals)

Cardinal Points (north, south, east, west)

Flag, currency

Alphabet

Target Language Names
Unit 2- PERSONAL LIFE

Greetings & Farewells

Introduce self and others

Personal Information

Emotions

Address

Nationality

Numbers 0-20

Phone

Age + idiomatic uses of to be
Unit 3- SCHOOL AND EDUCATION

Basic educational words

Courses, Subjects, Schedules

Commands

School Places

Numbers 30-100

Days of the week

Months of the year

Date

Telling Time

Likes and dislikes

Negative/Affirmative statements
Unit 4- FAMILY LIFE

Members of family

Ages

Cultural similarities/Differences

Pets

Describing (Personality, appearances, adjectives)

Appearance
Traditional Block
10 days 5 days
14 days
18 days
14 days
7 days
9 days
7 days
GRAMMAR
NOUNS AND ARTICLES

Gender and number of noun

Diminutive

Possession of nouns

Definite and indefinite articles

Use of the definite article with titles and days of the week

Contractions
ADJECTIVES

Agreement

Position

Short form possessive

Ordinal numbers 1 st – 10 th

Cardinal numbers 1 – 100
VERBS

Present tense

Negation

Verb “to be” ( ser/estar-
être/avoir- ser/estar )

Idiomatic uses of to have = to be (hungry, thirsty, hot, old, etc)

Helping verbs (to have to….)

Verb+ weather expressions

Present progressive tense

Expressing the future with to go+ preposition+ infinitive

Use of to like +infinitive

Regular ending verbs

Past tense
ADVERBS

Adverbs of affirmation

Adverbs of negation

Adverbs of time

Adverbs of place

Adverbs of frequency

Unit 5- CELEBRATIONS

Birthdays

Holidays

Customs

Traditions

Invitations

Phone conversation
Unit 6- FOOD AND RESTAURANTS

Table settings

Eating/meal patterns

Exchanging conversation about food

Menu

Ordering

Expressing opinions

Making recommendations

Bill/ Check

Currency

Traditional Dishes

Simple recipes

Metric vs. English Imperial systems
MIDTERM EXAM
Unit 7- GETTING AROUND TOWN

Specialty stores

Landmarks

Places

Location

Geography

Directions

Transportation
Unit 8- CLOTHING AND SHOPPING

Clothes

Colors

Sizes

Numbers 100-1000

Preferences

Daily Routines
10 days
16 days
4 days
20 days
24 days
2 days
10 days
12 days
5 days
8 days
PRONOUNS

Subject

Direct object

Indirect object Pronouns
PREPOSITIONS

Simple prepositions and their uses
CONJUNCTIONS

Simple conjunctions
INTERJECTIONS

Simple interjections
OTHER

Basic interrogative words

Interrogative word order
Unit 9- LEISURE

Weather

Seasons

Temperature

Clothing
16 days 8 days


Accessories

Sports

Activities

Places
Unit 10- FINE ARTS

Paintings

Styles

Painters

Writers

Singers

Literature piece

Songs
FINAL EXAM
TOTAL
18 days 9 days
4 days
185 days
2 days
92 days

Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Unit 1: Target Language World and its Importance
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document .)
Unit Summary
In “Target Language World and Its Importance” students explore the usefulness, the importance and the benefits of learning a foreign language as they identify the countries where the language is spoken. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Geography; History; Economics and Technology
21 st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy
Learning Targets
Standard 7.1: 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.
●Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.
● Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second-language learners who have limited proficiency in the language.
CPI# Cumulative Progress Indicator (CPI)
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.5
7.1.NM.C.1
7.1.NM.C.3
7.1.NM.C.4
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Identify familiar people, places, and objects based on simple oral and/or written descriptions
Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.
Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
Use basic information at the world and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with target language audience.
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.5
Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Unit Essential Questions

Why is it important to learn another language?

How can learning another language help me socially, academically and financially?

How did this Target language become one of the most spoken in the world?

Can I identify the different continents where countries using this language are located?
Unit Enduring Understandings

There are many other languages in the world that are just as useful and important as English.

Languages spread through different events and processes.

There are X countries where the Target language is the official language
Unit Learning Targets
Students will…

List 5-7 reasons for learning another language.

Discuss the academic, social and financial usefulness of another language.

Identify the reasons and events explaining how the target language spread through the world.

Recognize the cardinal points in target language

Identify the countries where the target language is spoken.

Identify nationalities.

Identify the capitals of the countries where the language is spoken

Recognize the continents where the target countries are located.

Exchange information about different countries with their peers.

Present their findings about a specific country they have researched
Level 1, Unit1: Evidence of Learning
Summative Assessment (10 days)

Countries and Capitals Quiz

Countries, Capitals and location Unit Test

Research project


Presentation of research project.
Benefits of learning another language writing assignment
Equipment needed: C omputer; LCD projector
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in
French, Spanish and Portuguese.

Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Formative Assessments


Checking for understanding : White boards, signaling, drawing to demonstrate understanding
Exit tickets


Student- to- student conversations
Completed graphic organizers

Homework
Level 1, Unit 1: Lesson Plans
Lesson Timeframe
Lesson 1
Benefits of another language
Lesson 2
Social, academic and financial usefulness
Lesson 3
Target countries and capitals
Lesson 4
Cardinal points
Lesson 5
Geographic location of target countries and capitals
Lesson 6
Project: Target language country- research and presentation
Teacher Notes:
1/2 day- Block schedule
1 days- Traditional Schedule
1/2 day- Block Schedule
1 days- Traditional Schedule
2 days- Block Schedule
4 days- Traditional Schedule
1/21 day- Block Schedule
1 days- Traditional Schedule
1days- Block Schedule
2 days- Traditional Schedule
1days-Block Schedule
2days- Traditional Schedule
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level

Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Unit 2: Personal Life
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document .)
Unit Summary
In “Personal Life” students utilize target language to engage in simple conversation by using newly acquired vocabulary. In addition, in this unit students recognize and distinguish between various culturally authentic gestures and levels of formality of greeting and leave-taking. As they do, they compare and contrast them with the ones used among themselves and their peers. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Sociology, history, technology
21 st century themes: Global Awareness, civic literacy
Learning Targets
Standard 7.1: 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.
●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.
● Many products and practices related to home and community are shared across cultures; others are culturespecific.
● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.
● The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: Respond to learned questions; Ask memorized questions.
● Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large
CPI# Cumulative Progress Indicator (CPI)
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.A.3
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Recognize a few common gestures and cultural practices associated with the target culture(s)

Unit Learning Targets
Students will…

Greet and introduce each other in the target language.


Ask and respond to simple questions about someone else's identity and well-being.
Use appropriate forms of address to peers and adults when making introductions.

Differentiate between informal and formal exchanges.

Demonstrate attention to accuracy of register in introducing self and expressing greetings.

Present rehearsed and spontaneous greetings and introductions.

Recognize and distinguish between various culturally-authentic gestures and levels of formality of greeting and leave-taking.

Demonstrate understanding of hand-shaking, body language and greetings, including those used in

 telephone, computer, and letter-writing situations, as well as the concept of personal space.
Contrast customs of greeting and leave-taking between the United States and target language countries.
Contrast the use of formal address in French and English.

Identify formal and informal expressions.

Identify numbers 0-20 and utilize with age expressions.

Identify basic expressions of courtesy.

Ask and answer questions about age.

Ask and answer questions about street addresses and telephone numbers
Level 1, Unit 2: Evidence of Learning
Summative Assessment

Warm-up exercises/Do Now activities

Listening comprehension (Interpretive)

Written test

Role play/Skit (Interpersonal assessment)
Equipment needed: computer; LCD projector, audio
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in
French, Spanish and Portuguese.
Formative Assessments

Warm-up exercises

Written practice exercises

Listening exercises
Lesson Plans

Student- to- student conversations

Completed Graphic Organizers

Fill – in Activities

Matching Activities
Lesson
Lesson 1
Greetings and Introductions
Lesson 2
Formal versus informal greetings
Lesson 3
Nationality
Express emotion
Lesson 4
Lesson 5
Numbers 0-20, telephone numbers and age
Timeframe
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1day Block schedule/
2 days Traditional schedule

Lesson 6
Role Play
Teacher Notes:
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
2 days Block schedule/
4 days Traditional schedule
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level

Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Unit 3: School and Education
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document .)
Unit Summary
In “School and Education” students explore new vocabulary and utilize target language to discuss classroom supplies and objects, school schedules and subjects. Students compare and contrast school life in the target country to the one in the US. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Technology, math, history
21 st century themes: Global Awareness, civic literacy, financial, economic, business and entrepreneurial literacy, communication and collaboration
Learning Targets
Standard 7.1 : 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.
● Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and pastimes.)
●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.
● Many products and practices related to home and community are shared across cultures; others are culturespecific.
●
Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.
(Content that assists in the development of this understanding should include, but is not limited to: all content areas and popular culture.)
CPI#
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
Cumulative Progress Indicator (CPI)
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Recognize a few common gestures and cultural practices associated with the target culture(s)
Identify familiar people, places and objects based on simple oral and/or written descriptions
Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics.

7.1.NM.B.1
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.B.5
7.1.NM.C.3
Use digital tools to exchange basic information at the word and memorized phrase level related and targeted themes.
Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.
Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings and daily interactions.
Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4
7.1. NM.C.5
Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
Name and label tangible cultural products and imitate cultural practices from the target culture(s).
Unit Essential Questions

How does a classroom in a target country look, and how
Unit Enduring Understandings

In the US there are bulletin boards, and
 does that compare to mine?
What subjects do teenagers students in target countries
 decorations on the walls in most target language countries there are not.
 study? How is it different from mine?
How does the educational system, and especially high
Scheduling is very different in US schools as compared to the target language
 school, work in the target country? What compares to ours and what contrasts?
How can I tell time in the target language?
 countries.
The high school experience is very different in the US than the one in other countries, and extracurricular activities are more numerous in the US than in the target language countries.

In many countries military time is used to tell time and to distinguish between AM and PM.
Unit Learning Targets
Students will…

Identify school objects and supplies

Identify school subjects


Identify days of the week
Compare and contrast calendar (Days of the week) in U.S. vs. target countries

Ordinal Numbers

Discuss schedule by using subjects, days of the week and ordinal numbers

Compare and contrast the educational system of the US vs. the target language countries

Discuss classes and extracurricular activities in the target language

Compare and contrast classes and extracurricular activities in the United States and in the target language

 culture
Decipher an authentic report card in the target language
Identify classes and extracurricular activities in the target language

Create a course schedule and extracurricular request form in the target language

Interview a student in the target language about his/her current classes and activities

Write a description in the target language of classes and extracurricular activities

Persuade others in the target language to participate in a specific extracurricular activity

Identify colors


Understand simple classroom commands

Compare grading scales and systems

Numbers 30-100

Telling time using a clock

Military time vs. normal time based on different target countries

Use regular verbs in the present tense to construct simple sentences

Use adjective agreement with colors and objects

Use definite and indefinite articles with class subjects and objects

Use time vocabulary
Level 1, Unit 3: Evidence of Learning
Summative Assessment

Warm-up exercises

Listening comprehension

Written assignments

Unit Test

Role play

Create a school schedule
Equipment needed: computer; LCD projector, audio
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in
French, Spanish and Portuguese.
Formative Assessments

School Objects and Supplies Labeling


Practice dialogues
Written activities

Student- to- student conversations

Warm up exercises

Listening activities

Quizzes
Level 1, Unit 3: Lesson Plans
Lesson
Lesson 1
School Objects and supplies
Lesson 2
School Subjects
Lesson 3
Schedules and educational systems
Lesson 4
Days of the week and ordinal numbers
Lesson 5
Colors and adjective agreement
Lesson 6
Telling time
Lesson 7
Extra curricular activities
Lesson 8
Regular verbs and simple grammar with Unit vocabulary
Timeframe
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
2 days Block schedule/
4 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule

Teacher Notes:
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level

Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Unit 4: Family Life
Content Area: World languages
Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document .)
Unit Summary:
In “Family Life” students explore new vocabulary and utilize target language to discuss family members, describe physical and personality attributes, feelings and emotions. Students explore the cultural differences and similarities between the target country and the US when discussing family members and their pets and those portrayed throughout the unit. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Language Arts, Social Sciences, History and Technology.
21 st century themes: Global awareness, civic literacy, health literacy and environmental literacy.
Learning Targets
Standard 7.1 : 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.
● Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and pastimes.)
●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.
● Many products and practices related to home and community are shared across cultures; others are culturespecific..
● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.
(Content that assists in the development of this understanding should include, but is not limited to: all content areas and popular culture.)
CPI#
7.1.NM.A.1
Level 1, Unit 4, page 2
Cumulative Progress Indicator (CPI)
7.1.NM.A.2
7.1.NM.A.3
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Recognize a few common gestures and cultural practices associated with the target culture(s)

7.1.NM. A.4
7.1.NM.A.5
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.B.4
Identify familiar people, places and objects based on simple oral and/or written descriptions
Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics.
Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.
Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings and daily interactions.
Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.3
7.1.NM.C.4
7.1. NM.C.5
Unit Essential Questions


Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
Name and label tangible cultural products and imitate cultural practices from the target culture(s).
What is a family? Who makes up a family?
How are American families and target country families alike and different?

What does our family life tell us about our culture?

How do young people’s lives differ across cultures?
Unit Enduring Understandings

Family is made up of people related to me

In America a pet can be considered to be part of your family and in the target language country it is not

The notion of family differs from culture to culture

Life as a teenager in the US is very different than life in the target language country.
Unit Learning Targets
Students will…


Identify new vocabulary related to family members and pets in the target language
Identify some pastimes

Describe physical and personality characteristics using a variety of appropriate adjectives

Ask and answer questions about physical appearance, personality, traits, and emotions

Identify descriptive adjectives

Express likes and dislikes

Identify possessive adjectives

Recall subject pronouns

Explore the importance of the family and their relationships in the target country as well as in the US

Utilize verbs: to be, to have, to live, to do, to name or to call oneself

Compare and contrast different aspects of their daily lives with those of families living in the target country

Recall adjective agreement

Compare adjective placement in the target languages with the one in English

Explore question and answer formation

Identify cognates and false cognates

Identify and utilize interrogative words to ask questions
Level 1, Unit 4: Evidence of Learning
Summative Assessment ( 10 days)
Creating/presenting family tree / family album
Unit Test
Written description of family
Presentation: Create a poster or power point about self, family member or a pet and describe him/her with

descriptive adjectives
Equipment needed: Computer, LCD projector
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in French, Spanish and Portuguese.
Formative Assessments

Warm-up activities

Labeling family members

Family tree

Student-to-student dialogues re: family



Practice description activities
Completed graphic Organizers
Vocabulary quizzes
Lesson Plans
Lesson
Lesson 1
Family
Lesson 2
Family Albums
Lesson 3
Descriptions
Lesson 4
Adjective agreement
Timeframe
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Lesson 5
Likes and dislikes
Lesson 6
Question formation
Lesson 7
Poster presentation
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Teacher Notes:
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level

Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Unit 5: Celebrations
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document .)
Unit Summary
In “Celebrations Unit” students will have the opportunity to explore their experiences about celebrations and compare it to the target countries. Additionally, they will learn new holidays/traditions practiced in the target countries. Through a series of scaffold learning activities, they will strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Sociology, history, technology
21 st century themes: Global Awareness, civic literacy
Learning Targets
Standard 7.1 : 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.
●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.
● Many products and practices related to home and community are shared across cultures; others are culturespecific.
● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.
● The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: Respond to learned questions; Ask memorized questions.
● Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.
CPI# Cumulative Progress Indicator (CPI)
7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes

7.1.NM.A.2
7.1.NM.A.3
7.1.NM.A.5
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.B.5
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Recognize a few common gestures and cultural practices associated with the target culture(s)
Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics.
Use digital tools to exchange basic information at the word and memorized phrase level related and targeted themes.
Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings and daily interactions.
Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.3
7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
Unit Essential Questions

Why do people celebrate holidays?

What festivals, celebrations, holidays, etc. take place
Unit Enduring Understandings

People in different countries celebrate in the target country? different holidays.

How are foreign celebrations represented differently

Every country has its own unique traditions in the United States in comparison to the way they are celebrated in the target language country?

How are traditions transferred from one part of the world to another?
Unit Learning Targets
 Students will…

Discuss preparing a birthday party
 Compare and contrast birthday parties in target countries and US (sweet sixteen vs quinceañera)

Identify some traditions/celebrations in the target countries

Compare and contrast holidays observed in target countries and compare them to our customs of celebration.

Compare and contrast different kinds of calendars used around the world.
Evidence of Learning
Summative Assessment




Quizzes: birthday party vocabulary, verb “to celebrate”, holidays
Venn diagram comparing and contrasting celebrations/traditions
Research project: Research a holiday tradition in a target country
Unit test
Equipment needed: computer; LCD projector, audio
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in French, Spanish and Portuguese.
Formative Assessments


Listening activities

Writing practice activities

Vocabulary quizzes

Venn Diagam, comparing and contrasting celebrations

Homework
Lesson Plans
Lesson Timeframe
Lesson 1
Identify basic vocabulary to plan a birthday party
Lesson 2
Discuss basic ingredients to bake a cake
Lesson 3
Describe Clothes used for a party
Lesson 4
Compare and contrast birthday party in US to target countries
Lesson 5
Different traditions & Celebrations
Teacher Notes:
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level

Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
Unit 6: Food and Restaurants
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document .)
Unit Summary
In “Food and Restaurants” students will use the newly acquired vocabulary to order in a restaurant. Students will also talk about how food tastes. In addition, students will talk about their diet as well as describe how to prepare foods. Finally, students will learn about culturally specific foods. Through a series of scaffold learning activities, they will strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Health, Sociology
21 st century themes: Global Awareness, health literacy, life and career skills,
Learning Targets
Standard 7.1 : 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication

Content Statements

The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.
 Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.

Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.

Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to secondlanguage learners who have limited proficiency in the language.

Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human
 experience.
 What is perceived as “basic needs” varies among and within cultures
Many products and practices related to home and community are shared across cultures, others are culture specific.
CPI# Cumulative Progress Indicator (CPI)
7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes
7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions
7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in ageappropriate classroom and cultural activities.
7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).
Unit Essential Questions


At what time of day and where do the target language teenagers eat their various meals?
What is the role of a café/restaurant in the target language country?

What types of food do I eat and how does that compare to the types of food people in the target language country eat?
Unit Enduring Understandings

Patterns of eating vary depending on the country you live in
 Food is an important part of a person’s culture

Unit Learning Targets
Students will…




Identify basic foods and drinks at a café/restaurant
Identify appetizers and desserts at a café/restaurant
Categorize food and drinks
Identify the prices of particular items on a menu
 Identify place settings and proper location

Discuss manners at a table by comparing and contrasting the US and target language country

Order a meal by using restaurant expressions.

Comment on foods by using preferences

Ask for the bill

Discuss the tip

Compare and contrast the differences between eating in the US and the target language country
Level 1, Unit 6: Evidence of Learning
Summative Assessment (7 days) quiz, quiz Summative Assessment (7 days)

Quiz

Group restaurant role play

Unit Test


Research project
Presentation of research project.
Equipment needed: computer; LCD projector
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in French, Spanish and Portuguese.
For
Formative Assessment


Answer questions using authentic menu
Interpretive reading and listening tasks

Student- to- student conversations

Completed graphic Organizers

Quiz
Lesson Plans
Lesson
Lesson 1
Identifying basic foods and drinks
Lesson 2
Identifying appetizers and desserts
Lesson 3
Reading authentic menus in target language
Lesson 4
Setting the table and dinner etiquette
Lesson 5
Commenting on food, comparing and contrasting dining in US and target language countries
Timeframe
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule

Teacher Notes:
Lesson 6
Requesting and ordering food
Lesson 7
Requesting the bill and discussing the tip
Lesson 8
Traditional dishes
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Unit 7:Getting Around Town
Content Area: World Languages

Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document .)
Unit Summary
In “Social Life and Community” students will talk about the town where they live and compare it to a town in a target language country. Students will describe the different places around town and their purpose. Students will also learn how to navigate in a typical target language country/town through the use of maps, methods of transportation, town layout and directions. Through a series of scaffold learning activities, they will strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: World History, Geography
21 st century themes: Global Awareness, Civic Literacy
Learning Targets
Standard 7.1 : 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.
●Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.
● Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.
● Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second-language learners who have limited proficiency in the language.
● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.
● What is perceived as “basic needs” varies among and within cultures.
● Many products and practices related to home and community are shared across cultures, others are culture specific.
CPI# Cumulative Progress Indicator (CPI)
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.5
7.1.NM.C.3
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes
Identify familiar people, places, and objects based on simple oral and/or written descriptions
Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.
Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Unit Essential Questions

How are towns in the target language countries different from towns in the United States?

What is the most popular method of transportation in
Newark, or the suburbs? How might that answer be similar
Unit Enduring Understandings

Every town is unique in the United States
 as well as in the target language countries
There are many different things to do,
 or different in target language countries?
Where do teenagers socialize in Newark? What about in the target language countries? based on where a town is located.

Different towns require different types of transportation.
Unit Learning Targets
Students will…

Identify different types of specialty stores ( bakery, meat market, etc..)

Give information about different places to visit within the city and their location.

Identity methods of transportation to get around town

Identify vocabulary associated with streets within the community

Ask and give simple directions from one place to another.

Design an ideal town for teenagers

Recommend the hot spots in town for a new student

Narrate in the present tense what you do around town.
Evidence of Learning
Summative Assessment)
Quizzes on:
 stores vocabulary
 verb to go
 methods of transportation
 directions
Unit Test
Writing assessment on narrating what you do around town on a Saturday.
Equipment needed: computer; LCD projector
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in French, Spanish and Portuguese.
Formative Assessments


Worksheets: create map of town
Interpretive reading and listening tasks

Student- to- student conversations

Completed graphic Organizers
 quizzes

Written practice activities
Lesson Plans
Lesson Timeframe
Lesson 1
Specialty stores, Location of stores
2 day Block schedule/
4days Traditional schedule

Lesson 2
Activities in different places
Lesson 3
Methods of transportation, vocabulary related to street
Lesson 4
Basic directions within town
Lesson 5
Ideal town
Lesson 6
Interesting places in town
Lesson 7
Sequencing words, activities around town
Teacher Notes:
2 day Block schedule/
4 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
2day Block schedule/
4 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level

Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Unit 8: Clothing and Shopping
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the 2009 World Languages Standard document .)
Unit Summary
In “Clothing and Shopping” students will identify various types of clothing, become familiar with the shopping methods and sizes in the target language countries, and compare and contrast them to the United States. Through a series of scaffold learning activities, they will strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Consumer Math; Economics, Geography
21 st century themes: Global Awareness, Economic
Learning Targets
Standard 7.1 : 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.
●Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.
● Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.
● Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second-language learners who have limited proficiency in the language.
● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.
* What is perceived as “basic needs” varies among and within cultures.
* Many products and practices related to home and community are shared across cultures, others are culture specific.
CPI# Cumulative Progress Indicator (CPI)
7.1.NM.A.1
7.1.NM.A.4
7.1.NM.B.2
7.1.NM.B.5
7.1.NM.C.3
7.1.NM.C.4
7.1.NM.C.5
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes
Identify familiar people, places, and objects based on simple oral and/or written descriptions
Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.
Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
Copy/write words, phrases, or simple guided texts on familiar topics.
Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Unit Essential Questions

How does the environment of different countries affect
Unit Enduring Understandings

Weather differences determine what type style of clothing?
 How is a person’s style of clothing related to their of clothing is worn.
 cultural background?
What influences impact teenagers’ attitudes towards
 “Fashionable” is defined differently in different cultures/countries. fashion?

How are American clothing sizes similar and different when compared to those of target language countries?

What is shopping like in the target language country?
How does that compare to shopping in the United
States?

Sizes can be named or measured differently in different countries

Shopping is set up in a variety of different ways, as compared to the United States
Unit Learning Targets
Students will…

Identify basic vocabulary to describe clothes

Describe clothes by using colors (primary and secondary)

Recognize differences between sizes of clothing in the US and target language countries.

Identify numbers 100-1000 to be able to discuss prices in the target language.
 Ask for assistance and price of items at a clothing store by using expressions and verb “cost”

Exchange ideas about clothing and personal style by discussing preferences.

Describe clothing and fashion styles by using a source of information on fashion such as a famous person, model, or designer’s work.

Produce oral and written presentations on the influence of fashion on teen culture.

Exchange information about different countries with peers.

Compare and contrast typical clothing in the US and the target language countries.
Evidence of Learning
Summative Assessment (7 days)

Clothing quiz, colors and sizes quiz

Group activity: write descriptive paragraph using magazine picture of famous actor or actress.

Unit Test

Research project

Presentation of research project.

IPA
Equipment needed: computer; LCD projector
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in
French, Spanish and Portuguese.
Formative Assessments




Answer questions using clothing catalogue
Interpretive reading and listening tasks
Role play making a purchase

Student- to- student conversations

Completed graphic Organizers
 quiz

Lesson Plans
Lesson Timeframe
Lesson 1
Clothing vocabulary
Lesson 2
Describing clothing by using colors and size
Lesson 3
Cultural differences in sizes and numbers 100-1000
Lesson 4
Making a purchase
Lesson 5
Expression of preferences, and Fashion influence
Teacher Notes:
Lesson 6
Describe, compare and contrast clothing.
Lesson 7
Present your project to the class
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
1 day Block schedule/
2 days Traditional schedule
2 days Block schedule/
4days Traditional schedule
2 days Block schedule/
4 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
2 days Block schedule/
2 days Traditional schedule
2 days Block schedule/
4 days Traditional schedule
2 days Block schedule/
4 days Traditional schedule

.Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Unit 9: Leisure Activities
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document .)
Unit Summary
In “Leisure Activities” students explore newly acquired vocabulary to discuss hobbies and other activities people do in their free time. Students will discuss sports, and seasonal activities and they will compare and contrast to those practiced in different cultures. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Technology, Geography, Science, Health and physical education
21 st century themes: Global Awareness, civic literacy, financial, economic, business and entrepreneurial literacy
Learning Targets
Standard 7.1 : 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication

Content Statements

The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.

Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.

Many products and practices related to home and community are shared across cultures; others are culturespecific.

Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.

The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: Respond to learned questions; Ask memorized questions.

Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.What is perceived as “basic needs” varies among and within cultures.

Many products and practices related to home and community are shared across cultures, others are culture specific.
CPI#
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.1
7.1.NM.B.2
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.B.5
7.1.NM. C.2
7.1.NM.C.3
7.1.NM.C.4
7.1. NM.C.5
Cumulative Progress Indicator (CPI)
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Recognize a few common gestures and cultural practices associated with the target culture(s)
Identify familiar people, places and objects based on simple oral and/or written descriptions
Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics.
Use digital tools to exchange basic information at the word and memorized phrase level related and targeted themes.
Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.
Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings and daily interactions.
Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
Imitate, recite and /or dramatize simple poetry, rhymes, songs and skits.
Copy/write words, phrases, or simple guided texts on familiar topics.
Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Unit Essential Questions

What kinds of activities do people enjoy in the target language country?

What interests teenagers around the world and how is culture reflected in free-time activities of the target culture?

How is it different from our culture?

How does weather and geography affect the types of activities one does?

What is the weather like in the target country?
Unit Enduring Understandings

In the United States do different activities than people do in the target country.

Teenagers around the world have different interests.

Free-time activities vary according to one’s culture

Some Target language countries have tropical weather
Unit Learning Targets
Students will…

Identify leisure activities and other interests vocabulary

Ask and answer questions about related to interests and leisure activities

Comprehend and interpret simple, culturally-authentic announcements and advertisements about related to leisure activities.

Identify activities being described.

Ask and answer questions about their likes and dislikes.

Identify and discuss prominent individuals involved in sports and the arts in the target country.

Identify popular sports in the target country

Discuss the impact of geographic locations on popular leisure activities and other interests

Identify various verbs and prepositions with sports and activities in English and in the Target language

Identify weather and seasons

Ask and answer questions about weather

Describe the use of the metric system when talking about weather and climate.

Discuss the influence of weather on lifestyles and activities of interest

Identify and utilize accurately simple grammatical structures to discuss the topics in the unit

Identify prepositions of location
Evidence of Learning
Summative Assessment (8 days)

Warm-up exercises

Listening comprehension

Written test

Role play

Project Presentation
Equipment needed: computer; LCD projector, audio
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and
powerpoints in French, Spanish and Portuguese.
Formative Assessments




Vocabulary Quizzes
Grammar practice exercises
Reading and Listening Activities

Student- to- student conversations

Completed graphic Organizers

Exit tickets
Lesson Plans
Timeframe Lesson
Lesson 1
Sports and leisure activities
Lesson 2
Sports and appropriate verbs
Lesson 3
Leisure interests
Lesson 4
Weather
Lesson 5
Seasons
Lesson 6
Weather and its reflection on Leisure activities
Lesson 7
Project presentation
Teacher Notes:
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
2 days Block schedule/
4 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS

FOSTERING ACHIEVEMENT

CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Unit 10: Fine Arts
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document .)
Unit Summary
In “Fine Arts” students will develop appreciation of various forms of art from the target countries. Students will discover how many different people contribute to the cultural makeup of the target culture throughout time.
Students will incorporate research, multimedia, and authentic materials to acquire information and perspectives a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: Sociology, history, technology
21 st century themes: Global Awareness, civic literacy

Learning Targets
Standard 7.1 : 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.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements

The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.

Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.

Many products and practices related to home and community are shared across cultures; others are culturespecific.

Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.

The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: Respond to learned questions; Ask memorized questions.

Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.
 What is perceived as “basic needs” varies among and within cultures.

Many products and practices related to home and community are shared across cultures, others are culture specific.
CPI#
7.1.NM.A.1
7.1.NM.A.2
7.1.NM.A.3
7.1.NM.A.5
7.1.NM.B.1
7.1.NM.B.3
7.1.NM.B.4
7.1.NM.B.5
7.1.NM.C.3
7.1.NM.C.4
Cumulative Progress Indicator (CPI)
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes
Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
Recognize a few common gestures and cultural practices associated with the target culture(s)
Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics.
Use digital tools to exchange basic information at the word and memorized phrase level related and targeted themes.
Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings and daily interactions.
Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.
Copy/write words, phrases, or simple guided texts on familiar topics.
Present information from age- and level-appropriate, culturally authentic materials orally or in writing.

Unit Essential Questions

What are the motives/inspirations for creation?

How does art, music, literature influence our lives?

Why do people create art, literature or music?

What are the similarities and differences between
 artists in the same geographical areas?
How is history depicted in art, music, and literature?
Unit Enduring Understandings

People create art because of different reasons.

The fine arts reflect and affect society.
Unit Learning Targets
Students will…

Describe a painting using basic descriptive vocabulary in target language

Identify specific paintings by selecting the correct one being described.

Analyze different painting styles by comparing, contrasting and expressing preference of a particular painter.

Become familiar with various artists, writers and painters of target countries and be able to give at least three identifying details about them

Analyze a literature piece (poem, short-fiction, drama)

Develop an appreciation of target culture songs.

Appreciate literature in the context of Target language countries.
Evidence of Learning
Summative Assessment (5 days)

Unit tests


Written and/or oral Painting description
Sing a song
Equipment needed: computer; LCD projector, audio
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in
French, Spanish and Portuguese.
Formative Assessments


Warm up Activities

Quizzes

Matching painting styles with paintings

Recite a poem
• Interpretive reading and listening activities
Lesson Plan
Lesson Timeframe
Lesson 1
Identify basic vocabulary about art
Lesson 2
Different paint styles
Lesson 3
Describe a painting
Lesson 4
Painting Styles
Lesson 5
Writers, painters and artists
Lesson 6
Analyze literature piece
Lesson 7
Analyze Songs
Teacher Notes:
Curriculum Development Resources
See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
1 day Block schedule/
2 days Traditional schedule
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level