World Languages
North Brunswick Township Public Schools
Spanish for Native Speakers II
Acknowledgements
Adalís Alvarez-Craft, Spanish Teacher
Suzan Ezdinli-Palazzo, World Language Supervisor
Date: Revised September 2012
Board Adoption: _____________
1
New Jersey Core Curriculum Content Standard Area: World Language
Topic/Course:
Essential Questions
NJCCC Standard
Standard:
7.1AL.A.1, 7.1.AL.A.2,
7.1.AL.A.4, 7.1.AL.B.1,
7.1.AL.B.2, 7.1.AL.B.5,
7.1.AL.C.3, 7.1.AL.C.5
Communication
How do I develop
communicative
competence?
What strategies do I need to
communicate in
linguistically and culturally
appropriate ways?
Culture
How are cultural
perspectives (attitudes,
values and beliefs) reflected
in a culture’s products and
social practices?
How is language a product
of culture?
Grade: 9-12
NJCCCS –
Essential Skills
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
1. Reviewing interrogative words
and conducting a press
conference
2. Reviewing the parts of a
sentence and the forms and rules
that govern the use of the present
and progressive tenses.
3. Watching Ganas de triunfar
and identifying similarities and
differences with personal
characteristics
4. Understanding the life and
work of Amado Nervo in the
legend La Yaqui Hermosa
5. Writing and then presenting a
descriptive essay answering the
question ¿Cómo te identificas?
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Complete aural, oral, written and web
based textbook and workbook
exercises related to select cultural
material and vocabulary and grammar
topics.
Complete aural, oral, written and web
based teacher generated exercises
related to cultural material, vocabulary
and grammar topics.
Complete paired and group
communicative activities related to
cultural material, vocabulary and
grammar topics.
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine
written expression.
Technology: Use of a TV and DVD and
use of a computer to develop personal
essays
Materials: Grammar and culture
exercises from Nuestro Mundo, Amsco,
Album and internet resources, DVD of
Ganas de triunfar , transparencies and
other visuals, and teacher generated
exercises and worksheets for reinforcement
Date: September 2012
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support:
1. Special seating
2. Extra reinforcement of
classroom oral or written
directions.
3. 2nd textbook issue for
home use.
4. Teacher use of audioenhancement device.
5. Student use of word
banks, spelling
correction activities,
flashcards.
6. Extra time for test
taking.
7. Extra time for extended
projects.
8. Modifications of
assessment tools to more
objective formatting.
9. Implementing
Differentiation of
Instruction.
Assessments Formative
Summative Benchmarks
PACING
 Dictation quizzes and
dictated/oral text sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses to
questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice, short
answer or translations.
 Individual and small group
presentations
 Classroom interaction
 Posters, reports and
projects.
September
2
Essential Question
NJCCC Standard
Standard:
7.1AL.A.4, 7.1.AL.A.5,
7.1.AL.A.6, 7.1.AL.B.1,
7.1.AL.B.5, 7.1.AL.B.6,
7.1.AL.C.4, 7.1.AL.C.5
Communication
How do I develop
communicative
competence?
What strategies do I need to
communicate in
linguistically and culturally
appropriate ways?
NJCCCS –
Essential Skills
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
1. Reviewing the forms and rules
that govern the use of the preterit
past, imperfect past, and the
differences in uses between each
2. Acquiring an understanding of
Graphic art (Arte gráfico) and its
historical connections to the
artistic history of Spain and Latin
America
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Complete aural, oral, written and web
based textbook and workbook
exercises related to select cultural
material and vocabulary and grammar
topics.
Complete aural, oral, written and web
based teacher generated exercises
related to cultural material, vocabulary
and grammar topics.
Complete paired and group
communicative activities related to
cultural material, vocabulary and
grammar topics.
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support:
1.
2.
3.
4.
5.
6.
Culture
How are cultural
perspectives (attitudes,
values and beliefs) reflected
in a culture’s products and
social practices?
How is language a product
of culture?
3. Analyzing specific pieces of
graphic art and identifying artist
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine
written expression.
Technology: Use of the internet to
acquire additional information
pertaining to graphic art, its time
period and artists
Materials:
Grammar and culture exercises from
Nuestro Mundo, Amsco, Ya verasII
and III and internet resources,
transparencies , visuals, and teacher
generated exercises and worksheets for
reinforcement
7.
8.
9.
Special seating
Extra reinforcement of
classroom oral or
written directions.
2nd textbook issue for
home use.
Teacher use of audioenhancement device.
Student use of word
banks, spelling
correction activities,
flashcards.
Extra time for test
taking.
Extra time for extended
projects.
Modifications of
assessment tools to
more objective
formatting.
Implementing
Differentiation of
Instruction
Assessments Formative
Summative Benchmarks
 Dictation quizzes and
dictated/oral text sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses
to questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice, short
answer or translations.
 Individual and small group
presentations
 Classroom interaction
 Posters, reports and
projects.
PACING
October
3
Essential Question
NJCCC Standard
Standard:
7.1AL.A.4, 7.1.AL.A.5,
7.1.AL.A.6, 7.1.AL.B.1,
7.1.AL.B.5, 7.1.AL.B.6,
7.1.AL.C.4, 7.1.AL.C.5
Communication
How do I develop
communicative
competence?
What strategies do I need
to communicate in
linguistically and culturally
appropriate ways?
Culture
How are cultural
perspectives (attitudes,
values and beliefs)
reflected in a culture’s
products and social
practices?
How is language a product
of culture?
NJCCCS –
Essential Skills
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
Complete aural, oral, written and web
based textbook and workbook exercises
related to select cultural material and
vocabulary and grammar topics.
1. Reviewing the forms and rules
that govern the use of expressions
dealing with daily routines, the
appropriate use of indirect and
direct object pronouns and
reflexive verbs.
Complete aural, oral, written and web
based teacher generated exercises related
to cultural material, vocabulary and
grammar topics.
2. Acquiring knowledge of
muralists and their paintings (Los
muralistas) and its historical
connections to the artistic history
of Spain and Latin America
3. Analyzing specific artistic
pieces and identifying artist
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support :
1.
2.
3.
4.
Complete paired and group communicative
activities related to cultural material,
vocabulary and grammar topics.
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine written
expression.
Technology: Use of the internet to acquire
additional information pertaining to
Muralists
Materials:
Grammar and culture exercises from
Nuestro Mundo, Amsco, Ya versas II and
III and internet resources, transparencies ,
visuals, and teacher generated exercises
and worksheets for reinforcement
5.
6.
7.
8.
9.
Special seating
Extra reinforcement of
classroom oral or written
directions.
2nd textbook issue for
home use.
Teacher use of audioenhancement device.
Student use of word
banks, spelling correction
activities, flashcards.
Extra time for test taking.
Extra time for extended
projects.
Modifications of
assessment tools to more
objective formatting.
Implementing
Differentiation of
Instruction
Assessments Formative
Summative Benchmarks
PACING
 Dictation quizzes and
dictated/oral text
sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses
to questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice,
short answer or
translations.
 Individual and small
group presentations
 Classroom interaction
 Posters, reports and
projects.
November
4
Essential Question
NJCCC Standard
Standard:
7.1AL.A.1, 7.1.AL.A.4,
7.1.AL.A.6, 7.1.AL.B.1,
7.1.AL.B.4, 7.1.AL.B.5,
7.1.AL.C.1, 7.1.AL.C.5
Communication
How do I develop
communicative
competence?
What strategies do I need
to communicate in
linguistically and culturally
appropriate ways?
Culture
How are cultural
perspectives (attitudes,
values and beliefs)
reflected in a culture’s
products and social
practices?
How is language a product
of culture?
NJCCCS –
Essential Skills
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
Complete aural, oral, written and web
based textbook and workbook exercises
related to select cultural material and
vocabulary and grammar topics.
1. Understanding the forms and
rules that govern the use of
formal and informal commands
of reflexive verbs
.
2. Identifying major events in the
history of Spain
Complete aural, oral, written and web
based teacher generated exercises related
to cultural material, vocabulary and
grammar topics.
3. Creating an outline of the
major historical events of Spain
4. Creating a PowerPoint in
groups of the historical events
mentioned above
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support:
1.
2.
3.
4.
Complete paired and group communicative
activities related to cultural material,
vocabulary and grammar topics.
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine written
expression.
Technology: Use of the internet to acquire
additional information pertaining to major
historical events of Spain and create a
PowerPoint
Materials:
Grammar and culture exercises from
Nuestro Mundo, Amsco, Ya versas III and
and internet resources, transparencies ,
visuals, and teacher generated exercises
and worksheets for reinforcement
5.
6.
7.
8.
9.
Special seating
Extra reinforcement of
classroom oral or written
directions.
2nd textbook issue for
home use.
Teacher use of audioenhancement device.
Student use of word
banks, spelling correction
activities, flashcards.
Extra time for test taking.
Extra time for extended
projects.
Modifications of
assessment tools to more
objective formatting.
Implementing
Differentiation of
Instruction
Assessments Formative
Summative Benchmarks
PACING
 Dictation quizzes and
dictated/oral text
sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses
to questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice,
short answer or
translations.
 Individual and small
group presentations
 Classroom interaction
 Posters, reports and
projects.
December
5
Essential Question
NJCCC Standard
Standard:
7.1AL.A.2, 7.1.AL.A.5,
7.1.AL.A.6, 7.1.AL.B.2,
7.1.AL.B.4, 7.1.AL.B.5,
7.1.AL.C.3, 7.1.AL.C.4
Communication
How do I develop
communicative
competence?
What strategies do I need
to communicate in
linguistically and culturally
appropriate ways?
Culture
How are cultural
perspectives (attitudes,
values and beliefs)
reflected in a culture’s
products and social
practices?
How is language a product
of culture?
NJCCCS –
Essential Skills
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
Complete aural, oral, written and web
based textbook and workbook exercises
related to select cultural material and
vocabulary and grammar topics.
1. Understanding the forms and
rules that govern the use of the
present subjunctive and the If
clauses.
.
2. Reviewing major events in the
history of Spain during the
Golden Age
Complete aural, oral, written and web
based teacher generated exercises related
to cultural material, vocabulary and
grammar topics.
3. Understanding how the
characteristics of the Golden Age
are represented in the work of the
Spanish author Miguel de
Cervantes in “Don Quijote de la
Mancha”
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
Complete paired and group communicative
activities related to cultural material,
vocabulary and grammar topics.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine written
expression.
Technology: Use of the internet to acquire
additional information pertaining to the
literary characteristics of the Golden Age
of Spain
Materials:
Grammar and culture exercises from
Nuestro Mundo, Amsco, Ya versas III,
Repaso and internet resources,
transparencies , visuals, and teacher
generated exercises and worksheets for
reinforcement
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support:
1. Special seating
2. Extra reinforcement of
classroom oral or written
directions.
3. 2nd textbook issue for
home use.
4. Teacher use of audioenhancement device.
5. Student use of word
banks, spelling correction
activities, flashcards.
6. Extra time for test taking.
7. Extra time for extended
projects.
8. Modifications of
assessment tools to more
objective formatting.
9. Implementing
Differentiation of
Instruction
Assessments Formative
Summative Benchmarks
PACING
 Dictation quizzes and
dictated/oral text
sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses
to questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice,
short answer or
translations.
 Individual and small
group presentations
 Classroom interaction
 Posters, reports and
projects.
January
6
Essential Question
NJCCC Standard
Standard:
7.1AL.A.1, 7.1.AL.A.3,
7.1.AL.A.4, 7.1.AL.B.1,
7.1.AL.B.4, 7.1.AL.B.5,
7.1.AL.C.3, 7.1.AL.C.5
Communication
How do I develop
communicative
competence?
What strategies do I need
to communicate in
linguistically and
culturally appropriate
ways?
Culture
How are cultural
perspectives (attitudes,
values and beliefs)
reflected in a culture’s
products and social
practices?
How is language a product
of culture?
NJCCCS –
Essential Skills
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
Complete aural, oral, written and web
based textbook and workbook exercises
related to select cultural material and
vocabulary and grammar topics.
1. Understanding the forms and
rules that govern the use of the
Future and conditional tenses
.
2. Reviewing major events in
the Mexican history that have
led to its current status and
identifying new aspects of the
culture.
Complete aural, oral, written and web
based teacher generated exercises related
to cultural material, vocabulary and
grammar topics.
3. Understanding how the life
and culture of the Mexican
author Francisco Jimenez is
reflected in his short story
“Cajas de Cartón”
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
4. Watching the movie
“Walkout” and writing an essay
addressing the representation of
the Chicano Movement in the
readings and the movie
Complete paired and group
communicative activities related to
cultural material, vocabulary and
grammar topics.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine written
expression.
Technology: Use of the internet to
acquire additional information pertaining
to the Chicano Movement, TV and DVD
Materials:
Grammar and culture exercises from
Nuestro Mundo, Amsco, Ya versas III,
Repaso and internet resources,
transparencies , visuals, and teacher
generated exercises and worksheets for
reinforcement
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support:
1. Special seating
2. Extra reinforcement of
classroom oral or written
directions.
3. 2nd textbook issue for
home use.
4. Teacher use of audioenhancement device.
5. Student use of word
banks, spelling correction
activities, flashcards.
6. Extra time for test taking.
7. Extra time for extended
projects.
8. Modifications of
assessment tools to more
objective formatting.
9. Implementing
Differentiation of
Instruction
Assessments Formative
Summative Benchmarks
 Dictation quizzes and
dictated/oral text
sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses
to questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice,
short answer or
translations.
 Individual and small
group presentations
 Classroom interaction
 Posters, reports and
projects.
PACING
February
7
Essential Question
NJCCC Standard
Standard:
7.1AL.A.1, 7.1.AL.A.4,
7.1.AL.A.6, 7.1.AL.B.1,
7.1.AL.B.4, 7.1.AL.B.5,
7.1.AL.C.3, 7.1.AL.C.5
Communication
How do I develop
communicative
competence?
What strategies do I need
to communicate in
linguistically and
culturally appropriate
ways?
Culture
How are cultural
perspectives (attitudes,
values and beliefs)
reflected in a culture’s
products and social
practices?
How is language a product
of culture?
NJCCCS –
Essential Skills
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
Complete aural, oral, written and web
based textbook and workbook exercises
related to select cultural material and
vocabulary and grammar topics.
1. Understanding the forms and
rules that govern the use of the
Future and conditional tenses
with probability
.
2. Finding key historical events
in the history of the Dominican
republic that led to the current
status of the island
Complete aural, oral, written and web
based teacher generated exercises related
to cultural material, vocabulary and
grammar topics.
3. Understanding how the
dictatorship of Rafael Leonidas
Trujillo affected the island’s
people as represented in the
movie “In the Time of the
Butterflies” inspired by the
writing of Julia Alvarez
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
Complete paired and group
communicative activities related to
cultural material, vocabulary and
grammar topics.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine written
expression.
Technology: Use of the internet to
acquire additional information pertaining
to the Dominican Republic and the
Trujillo dictatorship, TV and DVD and
computers for research
Materials:
Grammar and culture exercises from
Nuestro Mundo, Amsco, Ya versas III,
Repaso and internet resources,
transparencies , visuals, and teacher
generated exercises and worksheets for
reinforcement
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support:
1. Special seating
2. Extra reinforcement of
classroom oral or written
directions.
3. 2nd textbook issue for
home use.
4. Teacher use of audioenhancement device.
5. Student use of word
banks, spelling correction
activities, flashcards.
6. Extra time for test taking.
7. Extra time for extended
projects.
8. Modifications of
assessment tools to more
objective formatting.
9. Implementing
Differentiation of
Instruction
Assessments Formative
Summative Benchmarks
 Dictation quizzes and
dictated/oral text
sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses
to questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice,
short answer or
translations.
 Individual and small
group presentations
 Classroom interaction
 Posters, reports and
projects.
PACING
March
8
Essential Question
NJCCC Standard
Standard:
7.1AL.A.1, 7.1.AL.A.4,
7.1.AL.A.6, 7.1.AL.B.2,
7.1.AL.B.4, 7.1.AL.B.5,
7.1.AL.C.3, 7.1.AL.C.4
Communication
How do I develop
communicative
competence?
What strategies do I need
to communicate in
linguistically and
culturally appropriate
ways?
Culture
How are cultural
perspectives (attitudes,
values and beliefs)
reflected in a culture’s
products and social
practices?
How is language a product
of culture?
NJCCCS –
Essential Skills
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
Complete aural, oral, written and web
based textbook and workbook exercises
related to select cultural material and
vocabulary and grammar topics.
1. Learning the rules that govern
the use of the imperfect
subjunctive and If clauses
.
2. Reviewing the history of
Hispaniola and the significance
of merengue
Complete aural, oral, written and web
based teacher generated exercises related
to cultural material, vocabulary and
grammar topics.
3. Understanding the life and
work of Gabriel Garcia Márquez
in “Un día de estos”
4. Writing an essay in response
to the dictatorship of Rafael
Leonidas Trujillo and using all
of the previously mentioned
resources as references
Complete paired and group
communicative activities related to
cultural material, vocabulary and
grammar topics.
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine written
expression.
Technology: Use of the internet to
acquire additional information pertaining
to the Dominican Republic and the
Trujillo dictatorship, and computers for
research
Materials:
Grammar and culture exercises from
Nuestro Mundo, Album, Amsco, Ya veras
III, Repaso and internet resources,
transparencies , visuals, and teacher
generated exercises and worksheets for
reinforcement
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support:
1. Special seating
2. Extra reinforcement of
classroom oral or written
directions.
3. 2nd textbook issue for
home use.
4. Teacher use of audioenhancement device.
5. Student use of word
banks, spelling correction
activities, flashcards.
6. Extra time for test taking.
7. Extra time for extended
projects.
8. Modifications of
assessment tools to more
objective formatting.
9. Implementing
Differentiation of
Instruction
Assessments Formative
Summative Benchmarks
 Dictation quizzes and
dictated/oral text
sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses
to questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice,
short answer or
translations.
 Individual and small
group presentations
 Classroom interaction
 Posters, reports and
projects.
PACING
April
9
Essential Question
NJCCC Standard
Standard:
7.1AL.A.3, 7.1.AL.A.4,
7.1.AL.A.6, 7.1.AL.B.2,
7.1.AL.B.5, 7.1.AL.B.6,
7.1.AL.C.3, 7.1.AL.C.4
Communication
How do I develop
communicative
competence?
What strategies do I need
to communicate in
linguistically and
culturally appropriate
ways?
Culture
How are cultural
perspectives (attitudes,
values and beliefs)
reflected in a culture’s
products and social
practices?
How is language a product
of culture?
NJCCCS –
Essential Skills
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
Complete aural, oral, written and web
based textbook and workbook exercises
related to select cultural material and
vocabulary and grammar topics.
1. Reviewing the rules that
govern the use of the present and
imperfect subjunctive
.
2. Reviewing the history of the
Golden Age and its literary
characteristics
Complete aural, oral, written and web
based teacher generated exercises related
to cultural material, vocabulary and
grammar topics.
3. Learning the characteristics
of Flamenco dancing and its
historical influence
Complete paired and group
communicative activities related to
cultural material, vocabulary and
grammar topics.
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine written
expression.
Technology: Use of the internet to
acquire additional information pertaining
to Flamenco, and computers for research
Materials:
Grammar and culture exercises from
Nuestro Mundo, Amsco, Ya veras III,
Repaso and internet resources,
transparencies , visuals, and teacher
generated exercises and worksheets for
reinforcement
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support :
1. Special seating
2. Extra reinforcement of
classroom oral or written
directions.
3. 2nd textbook issue for
home use.
4. Teacher use of audioenhancement device.
5. Student use of word
banks, spelling correction
activities, flashcards.
6. Extra time for test taking.
7. Extra time for extended
projects.
8. Modifications of
assessment tools to more
objective formatting.
9. Implementing
Differentiation of
Instruction
Assessments Formative
Summative Benchmarks
 Dictation quizzes and
dictated/oral text
sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses
to questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice,
short answer or
translations.
 Individual and small
group presentations
 Classroom interaction
 Posters, reports and
projects.
PACING
May
10
Essential Question
NJCCC Standard
Standard:
7.1AL.A.6, 7.1.AL.A.7,
7.1.AL.A.8, 7.1.AL.B.2,
7.1.AL.B.4, 7.1.AL.B.5,
7.1.AL.C.3, 7.1.AL.C.5
Communication
How do I develop
communicative
competence?
What strategies do I need
to communicate in
linguistically and
culturally appropriate
ways?
Culture
How are cultural
perspectives (attitudes,
values and beliefs)
reflected in a culture’s
products and social
practices?
How is language a product
of culture?
NJCCCS –
Essential Skills
Instructional Strategies
Activities/Materials/Technology
Interdisciplinary Connections
Cultural Diversity
Objective: TLWBAT understand
and interpret spoken and written
language and to present
information and ideas by:
Complete aural, oral, written and web
based textbook and workbook exercises
related to select cultural material and
vocabulary and grammar topics.
1. Reviewing the rules that
govern the use of informal and
formal commands of reflexive
verbs, the future and conditional
tenses and the present and
imperfect subjunctive forms
.
2. Understanding how the
elements of the Golden Age are
represented in Miguel de
Cervantes’ “La Gitanilla”
Complete aural, oral, written and web
based teacher generated exercises related
to cultural material, vocabulary and
grammar topics.
Complete paired and group
communicative activities related to
cultural material, vocabulary and
grammar topics.
View episodes of textbook video/DVD
series related to select vocabulary and
grammar topics and complete
comprehension activities.
Write guided compositions related to
select cultural material, vocabulary and
grammar topics in order to refine written
expression.
Technology: Use of the internet to
acquire additional information pertaining
to The Golden Age, and computers for
research
Materials:
Grammar and culture exercises from
Nuestro Mundo, Amsco, Tres Novelas
Españolas, Ya veras III, Repaso and
internet resources, transparencies ,
visuals, and teacher generated exercises
and worksheets for reinforcement
Modifications
ESL/Special Education
Academic Support/G&T
Special Education
Academic Support:
1. Special seating
2. Extra reinforcement of
classroom oral or written
directions.
3. 2nd textbook issue for
home use.
4. Teacher use of audioenhancement device.
5. Student use of word
banks, spelling correction
activities, flashcards.
6. Extra time for test taking.
7. Extra time for extended
projects.
8. Modifications of
assessment tools to more
objective formatting.
9. Implementing
Differentiation of
Instruction
Assessments Formative
Summative Benchmarks
 Dictation quizzes and
dictated/oral text
sections.
 Textbook and teacher
generated quizzes and
tests:
a. cloze sentences
b. simple yes/no responses
to questions
c. open-ended questions
d. long and short answer
questions
e. multiple choice
f. true/false questions
g. teacher and CD/DVD
generated listening
comprehension passages
 Web based aural, oral,
written textbook,
workbook and teacher
generated homework
exercises, quizzes and
tests.
 Reading comprehension
with multiple choice,
short answer or
translations.
 Individual and small
group presentations
 Classroom interaction
 Posters, reports and
projects.
PACING
June