Plumsted Township Public Schools
PHILOSOPHY
DEPARTMENT OBJECTIVES:
The foreign language department is committed to meeting the communication and language demands of our local, state, and national
community through the acquisition of a second language. Our program, aligned to the New Jersey Core Curriculum Content
Standards as well as national standards, promotes communication based language instruction in a practical learning environment.
Curriculum designs encourage a hands-on approach and stress critical thinking skills while concentrating on fluency and cultural
awareness inside and outside of our immediate community.
Plumsted Township Public Schools
Mission Statement
The educational program of the New Egypt Schools shall foster high expectations, in academics and behavior, giving attention to all
students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong
learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.
Plumsted Township Board of Education
Mrs. Joanna Barlow, President
Mr. Lawrence Downs, Vice President
Mr. Harry Miller,
Mr. Anthony O’Donnell
Mrs. Sandra Soles
District Administration
Dr. Mark C. DeMareo, Superintendent
Frank Gripp, Business Administrator
Elizabeth Panella, Interim Principal New Egypt High School
John Blair, Assistant Principal New Egypt High School
Andrea Caldes, Principal New Egypt Middle School
Tom Farrell, Assistant Principal New Egypt Middle School
Mr. Robert A. Burkhardt, Principal New Egypt Elementary School
Toni Ferry, Principal New Egypt Primary School
Colleen Davidson, Director of Curriculum & Instruction
Richard Carroll, Supervisor of Athletics
Jodie Greene, Coordinator of Special Services
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
2
Plumsted Township Public Schools
Curriculum
Scope and Sequence
Grammar:










Review topics learned in previous levels
Adjectives and how the meaning changes when placed before or after nouns.
Infinitives:
o used as the subject of a sentence.
o used as the object of a verb.
o used as the object a proposition.
o as an impersonal command.
Culture/history:
 People:
o Writers
o Actors/directors
o Artists
o Political figures
o Prominent Hispanics
o Sports Figures
o Singers
Indefinite and negative expressions (ie. algo, alguien / nada, nadie)
Passive constructions – using ser
Relative pronouns – el uso de que, quien(es)
o Used with prepositions like a, con, de, en, por
Usos de el cual y el que / lo cual y lo que
Uso de cuyo
Si conditional clauses
Uses of accents

Countries:
o Spain
o México
o Guatemala
o Columbia
o Panama
o Venezuela
o Latinos in the U.S.
Vocabulary

Words related to each unit and literature.
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
3
Plumsted Township Public Schools
Curriculum

Movies and videos:
o Las tres hispanidades con Carlos Fuentes
o The Motorcycle diaries
o El Cid
o El Coronel no tiene quien le escriba
o El Analfabeto (starring Cantinflas - Fortino Mario Alfonso Moreno Reyes)

Literature: A combination of poetry, short stories & novels
o
o
o
o
o
o
o
o
o


Texts:
o
o
o
o
El Cid
Don Quijote de la Mancha (Miguel de Cervantes)
Tiempo libre (Guillermo Samperio)
Adolfo Miller (Sabine R. Ulibarrí)
Un Día de estos (Miguel García Marquez)
No oyes ladrar los perros (Juan Rulfo)
El recado (Elena Poniatowska)
Sensemayá - (Nicolás Guillén)
El coronel no tiene quien le escriba (Miguel García
Marquez)
o
o
o
o
o
Caramelo - Sandra Cisneros
Una sencilla melodía habanera Oscar Hijuelos
Chac Mool - Carlos Fuentes
Máscaras mexicanas Octavio Paz
Un señor muy Viejo con unas alas enormes - Gabriel
García Márquez
o El árbol de oro Ana Maria Matute
McDougal Littell – En Español cuatro – textbook
McDougal Littell – Lecturas literarias – Literature workbook with audio CD
Abriendo puertas – Antología de literature en español – Tomo I
Aproximaciones al estudio de la literature hispánica – Quinta edición
Other material:
o McDougal Littell – En Español cuatro – video program
o McDougal Littell – En Español cuatro – audio program
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
4
Plumsted Township Public Schools
Curriculum
Unit Topic: Grammar
Topic/Essential Question
What are the most important
concepts to be learned during this
unit?
1. When can verbs be used
in the infinitive?
 The subject of a
sentence
 Object of a verb
 Object of preposition
 Impersonal command
Objectives
Core Activities
What will students know and be
able to do?
What Activities Will help them
learn or know?
TLW:

 know that as the subject
of a sentence, the article
el may precede the
infinitive. Ex. El leer es
importante.
 understand that as the

object of the verb, some
verbs require a
preposition before the
infinitive. Ex. Insiste en

volver a ver la película.
 note that Spanish uses an
infinitive after
prepositions, whereas
English often uses an –
ing form of the verb. Ex.
Ayer, después de cenar
… Yesterday, after
having dinner…
 use infinitives when
forming impersonal
commands. Ex.No fumar.
Students will create
signs forming
impersonal commands
for the classroom,
doctor’s office, and
market.
Students receive a
handout and write the
missing words in the
sentences.
Students create
statements indicating the
necessary things a good
student needs to do.
Assessment
How will you
know they have
learned it?

Written
quiz and
test.
 Sign
project.
Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?


Students
will use
word
processing
software to
type signs.
On-line
workbook.
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
NJCCCS
(CPI’s)
7.1.
A.1
A.3
5
2. How does the meaning
of adjectives change?
Plumsted Township Public Schools
Curriculum
TLW:
 Students will receive a
list of adjectives and will
 know that placing an
adjective before or after a
work in groups to form
noun changes the
various sentences. All
meaning of that noun.
students share their
sentences with the class
and others have to state
the meaning that is being
conveyed.


3. When may the se
construction be used in
Spanish?
4. How are relative
pronouns used in Spanish?
What are some commonly
used relative pronouns?
TLW:

 use the se construction to
indicate that the subject of
a sentence is unspecified
or impersonal (one, they,
you, or people in general).
Se esperan grandes
cambios.
 form a sentence in the
passive voice using the se
construction. (Cuba fue
colonizada por…/Cuba es
conocida como…)
TLW:
 note that que is the most
frequently used relative
pronoun and know when
to use it.
 Be able to use quien(es),
el(la,los,las), cual(es),

Students will read
different narratives.
They will need to re-tell
the stories or historic
information using the
same construction.


Students narrate an

actual or fictional event
that occurred to them or
another person. Students
must incorporate relative
pronouns as well as use
proper grammar tenses.
Assessment 
is made
when
students
form their
sentences
and guess
the
meaning.
Formal
quiz is also
given.
On-line
workbook.
7.1.
A.1
B.1
C.1

On-line
workbook.
7.1
A.1
B.3
C.3
Students

will hand in
their stories
for
assessment.
On-line
workbook.
7.1
A.1
B.4
Grammar
and historic
content is
assessed
through retelling.
Formal
written
assessment.
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
6
Plumsted Township Public Schools
Curriculum
el(la,los,las) que, and
cuyo appropriately.

5. How are indefinite and
negative expressions
conveyed in Spanish? How
does the construction differ
from English?
understand that in contrast
to English, the relative
pronouns are never
omitted in Spanish.
Example: There was a
market in the village we
visited – Había un
Mercado en el pueblo que
visitamos.
TLW:

 learn indefinite and
negative words such as
nada, nadie to use in
various expressions.
 appropriately make
negative expressions by
placing the negative word 
before a verb. Nadie
habla.
 form negative expressions
by placing no followed by
the verb then the negative
word. No habla nadie.
 understand that unlike
English, double negatives
are acceptable in Spanish.
Students will be given a
list of sentences with
missing words. They
must read the sentence
and decide what the
missing negative word
should be.
Students will be given
prompts and talk to one
another using negative
and indefinite
expressions.


Assessment 
is made by
review of
sentences
and
listening to
students
speak to
one
another.
Formal
assessment
is made in
the form of
a quiz.
On-line
workbook.
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.1
A.1
7
Plumsted Township Public Schools
Curriculum
Unit Topic: Culture
Topic/Essential Question
What are the most important
concepts to be learned during this
unit?
Which Latinos have made
significant contributions to
the world we live in?
Objectives
Core Activities
What will students know and be
able to do?
What Activities will help them learn
or know?
TLW:
 be able to recognize
varios Latinos of the
world.
 speak about various
accomplishments that
each has made.




read excerpts about them.
read books and stories
written by them.
view movies or watch
interviews with them.
See and discuss artwork
they have created.
Assessment
How will you
know they have
learned it?


quiz / test
class
discussion
 projects
Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?


internet
websites
PowerPoint
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
NJCCCS
(CPI’s)
7.2
8
Plumsted Township Public Schools
Curriculum
Mexico
TLW:
 read about Mexico’s
 quiz / test
- Why is Mexico
history and its people.
 learn about the
 class
considered to be a country
indigenous people of
discussion
 view pictures and short
with much contrast?
Mexico during the
video segments about the
 projects
- How did the Spanish
pre/post Columbian
influential people of
influence Mexico?
periods.
Mexico.
- Why is there extensive
 study artifacts from the  after seeing art and reading
Mexican influence in the
Aztec people including
about Diego Rivera and
South West region of the
La piedra del sol.
his controversial artwork,
U.S?
 better understand the
students will debate about
contrast in its people /
censorship in Spanish.
architecture / music / art  read about La piedra del
and food.
sol and re-create the
symbol for each day of the
 be able to discuss the
progress and the
month from this Aztec
problems that modern
calendar. Students will
day Mexico faces.
research the significance
of the four pictures
surrounding the sun and
discuss the insight they
give about the beliefs and
culture of the Aztec
people?


internet
websites
PowerPoint
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.2
9
Plumsted Township Public Schools
Curriculum
Venezuela:
-Which characteristics are
specific and unique to
Venezuelan culture as
compared to other Spanish
speaking countries?
TLW:
 be able to discuss the
history, geography, and
culture of Venezuela.
Panama:
TLW:
-Which were the customs of  be able to discuss the
the indigenous peoples of
history, geography, and
Panama?
culture of Panama.
-How have these customs
influenced modern
Panama?




quiz / test
class
discussion
 projects



video
youtube
PowerPoint
7.2
Students will discuss the
 quiz / test
Cuna Indians found in
 class
Panama. They will
discussion
compare and contrast these  projects
Indians to the Ancient
Egyptians.
Students will create
colorful “Molas” like the
ones created by the Cuna
Indians from Panama
using construction paper to
represent their own
culture.



Video
Youtube
PowerPoint
7.2
Students will create a
computer scavenger hunt
using the Venezuela
Embassy website.
Students will learn about
Cocoa beans and about the
early 18th century
company Guipuzcoana
who established a cocoa
monopoly in Caracas.
Students will have a taste
test in class at the end of
this lesson.


*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
10
Plumsted Township Public Schools
Curriculum
Columbia:
TLW:
 In groups, students will
-How has the location and
read about Columbia and
 be able to discuss the
topography influenced
history, geography, and
create a chart outlining
Columbian economy?
culture of Columbia
culture, history and
-What impact has Columbia  Be acquainted with the
geography. Groups will
made to the world of
compare their charts with
works and life of
literature?
others in the class.
Gabriel García
Márquez.
 Students will read works
by Columbian writer
Gabriel García Márquez.
 Students will set up a
coffee taste test and
interview people about
their coffee habits.
Students will film their
test and share the video
and their findings with the
class.
Guatemala:
- How do the artifacts that
the Mayans left behind
accurately portray their
society?
- What are the societal
repercussions of race bias
in Guatemala?
TLW:
 be able to discuss the
history, geography, and
culture of Guatemala.
 Understand the impact
Menchú has had in
improving the lives of
native descendents.


Students will view a
picture that consists of
various artifacts from the
Mayan Indians. Groups
will then brainstorm
“artifacts” that would
accurately portray 21st
cent. US.
Discuss and research
Rigoberta Menchú 1992
nobel peace prize winner.


quiz / test
class
discussion
 projects



Video
Youtube
PowerPoint
7.2





Video
Youtube
PowerPoint
7.2
quiz / test
class
discussion
 projects
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
11
Plumsted Township Public Schools
Curriculum
Spain:
- How was Spain
influenced by the Romans
and Moors?
- How did Spain affect the
“New World”?
-Who are considered
Spain’s most important
historical figures?
- How does the present day
government differ from
the past?
- Who are considered the
most influential Spanish
artists?
- What are unique cultural
activities found in Spain?
TLW:
 be able discuss how the
Romans and Moors
imposed their language,
culture and government
on Spain.
 recognize many historic
sites and buildings
constructed by the
Romans/Moors.
 learn about the
monarchy and be able to
speak about the past and
present family.
 view many paintings
and be able to recognize
unique things about
each.
 be able to name various
works of art and name
the style, the artists and
the time period of each.
 be able to name some
cultural activities that
people experience in
Spain.




Students will write a
 quiz / test
timeline showing the
 class
significant historical
discussion
events they have learned.
 projects
Students select a painting
by one of the Spanish
artists they learned and
they write a Spanish
critique.
Students will create a
poster board with headings
of 4 different artistic styles
– baroque-rococo,
neoclassicism, realism,
and surrealism. Students
will write the definition of
each and show examples
of artists and works.
Each student will receive a
list of cultural activities
and will research them and
share the information with
the class.



Video
Youtube
PowerPoint
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7.2
12