South OrangeMontclair
& Maplewood
School District
Public Schools
World Language Curriculum-9-12
French 1
South Orange Maplewood
School District
Office of Curriculum & Instruction
July 2014
Table of Contents
SECTION I
South Orange & Maplewood Board of Education…………………………………
Acknowledgements………………… …................................................................
Statement of Philosophy ……………………………………………………….….
Grade Level Content Overview………………….………………………………...
Program Goals.…………………………………………………………………….
1
2
3
5
6
SECTION II
Scope and Sequence ………………………………………………………………. 8
Core Strands
Enduring Understandings and Essential Questions
Content & Cumulative Progress Indicators
Instructional Guidance
Sample Assessments
Resources
SECTION III
World Language Curriculum
Pacing Guide……………………………………………………………………..… 39
Common Rubrics…………………………………………………………………... 45
Core Materials……………………………………………………………………… 47
2
THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD
BOARD OF EDUCATION MEMBERS
ELIZABETH DAUGHERTY, PRESIDENT
SANDRA KARRIEM, FIRST VICE-PRESIDENT
BILL GAUDELLI, SECOND VICE-PRESIDENT
JEFFREY BENNETT, MEMBER
WAYNE EASTMAN, MEMBER
STEPHANIE LAWSON-MUHAMMAD, MEMBER
MADHU PAI, MEMBER
ANDREA WREN-HARDIN, MEMBER
JOHANNA WRIGHT, MEMBER
ADMINISTRATION
DR. BRIAN OSBORNE, SUPERINTENDENT
DR. LYDIA E. FURNARI, ASSISTANT SUPERINTENDENT FOR CURRICULUM
DR. REGINA M. POSTOGNA, SUPERVISOR, K-12 ENGLISH LANGUAGE LEARNERS (ELL)
AND WORLD LANGUAGES
Committee Credits
World Language Curriculum
World Language Department (Grades 9-12)
PIERRE CHARLES BENOIT
RAANA KHAN
LAURIE PHAM
3
2
French I Overview
French I is a course for students of French as a Foreign
Language with emphasis on listening, comprehension and
speaking, and with an introduction to reading and writing in
French, as well as cultural elements of the French speaking
world. Students learn foundational structure and syntax
including and everyday vocabulary. Students will work
toward the improvement of pronunciation and interactive
communication. By the conclusion of this course, students
are prepared to take the French II Course.
World Language Curriculum
Philosophy:
The mission of the World Languages/ESL Program is to have all students function
competently in a language other than their own and to be able to interact and
communicate with members of other cultures while gaining a greater understanding of
and respect for the cultural perspectives, practices, and products of different countries.
GOALS
The goals of the World Languages program are as follows:
All students will communicate at a level of literacy in a language other than English.
This means that all students will:


Develop the ability to understand the spoken language;
Communicate orally in the language;
4
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Develop the ability to extract and interpret information through reading;
Develop the ability to communicate in writing; and
Develop an appreciation for basic behavioral, cultural, and linguistic patterns
of the language community, whether abroad or in the United States.
All students will recognize the interrelationship between language and culture for at
least one world language other than English.
This means that all students will:




Gain greater insight and appreciation for the English language and American
culture through the study of another language;
Understand how language works;
Improves the ability to understand career opportunities related to the study of
other cultures;
And, gain greater personal satisfaction as a citizen of the world.
World Language Curriculum
Language study provides insight into the culture of another country. The acquisition of
another language focuses attention on how language and culture interact. The interaction
helps students reflect on cultural patterns and thus gain insight into their own language
and culture. Exploration of a new culture helps students to frame issues about their own
worldview while investigating another. Comparing and contrasting languages and
cultures promote cross-cultural discourse and understanding, which are at the heart of the
humanities.
5
SECTION II
The Core Curriculum Content Standards
(Adopted by the NJ Department of Education NJCCCS 2009)
The following information is from the New Jersey Department of Education website
http://www.state.nj.us/education/cccs/standards/7/index.html
Core Curriculum Content Standards
World Languages Standard Learning Progressions
Introduction
7.1 World Languages

A. Interpretive Mode

B. Interpersonal Mode

C. Presentational Mode

Proficiency Levels - All Strands
Novice-Mid
o
Novice-High
o
Intermediate-Low
o
Intermediate-Mid
o
Intermediate-High
o
Advanced-Low
World Language Curriculum
o
6
Scope and Sequence
Theme
Getting Aquainted
/Faisons
Connaissance
World Language Curriculum
Everyday life in a
Francophone
Country/La Vie
Courante
Unit
1
Duration

Greet and introduce yourself and
others

Use numbers

Name basic classroom objects

Ask and tell age

Ask and tell age

State their nationality

Spell words in French

Identify and locate French
speaking countries

Seasons

Basic weather expressions for
each season

Compare weather in the different
countries

Tell time using 24 hour clock

Request cost of items

Identify monetary system of
Europe

Identify food & beverages

Request food & beverages in a
café

Tu vs Vous (Informal vs Formal)
Weeks
1-4
2
Major Concepts
Weeks
5-8
7
Daily & Weekend
Activities/
3
9-18
World Language Curriculum
Le monde personnel
et familier
4
Talk about yourself –
likes/dislikes, personality,
activities

Talk about others – likes/dislikes,
personality, activities

Compare & contrast American
and French school systems

Present tense “être” to be

Present tense –ER verbs

Talk about school subjects and
their opinion of them

Ask questions

Describe the personality and
physical traits of themselves and
others

Talk about their room at home

Tell where objects are located

Identify different modes of
transportation

Identify and describe everyday
objects

Compare themselves to teenagers
and their friends in French
speaking countries

Present tense “Avoir”

Identify placement and
agreement of adjectives

Common prepositions
Weeks
Qu’est-ce qu’on
fait?
People and
Possessions/

Weeks
19-26
8
Visiting a
Francophone City/
5

Describe their city
Weeks

Ask for and give directions
27-34

Describe their apartment or
house

Talk about future plans

Present tense “Aller”

Aller + Infinitive

Concept of “chez”

Identify and describe articles of
clothing

Present tense –ir verbs

Present tense “mettre”

Review numbers 1-1000

Ask and tell how much things
cost
En ville
Fashion/
Weeks
34-39
World Language Curriculum
La Mode
6
9
Learning Goal
NJCCCS & CPI

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World Language Curriculum

Unit 1:
Getting Aquainted/Faisons Connaissance
Enduring Understanding
Essential Question
Greet new friends
Introduce
themselves and
others
Use numbers to
tell time and date
Name basic
classroom objects
Spell basic words
using the French
alphabet
Ask how to say
various
classroom objects
in French
Distinguish
between the
subject pronouns
Determine
whether to use tu
or vous
Differentiate
between definite
and indefinite
articles
Determine
gender of a given
noun and apply
correct article
1. Meeting, greeting
and introducing is
an important part
of making good
first impressions
and developing
friendships.
2. Being able to
make basic
conversation
about a common
situation is
essential to
making a good
first impression.
3. All nouns in
French are either
feminine or
masculine.
4. Knowing
numbers in
French carries
over to any
situation
1. Why are knowing
common greetings and
expressions in a
person’s language
important in meeting
new people?
2. In a new world
language class, what
basic questions or
words are important
to know in order to
communicate with
people?
3. What
topics/subjects are
important to people
your age when
meeting for the first
time in a common
class?
4. What major
differences are there
between French and
English nouns?
7.NM.A.1, 7.NM.A.2,
7.NM.A.3, 7.NM.A.8,
7.NM.B.1, 7.NM.B.2,
7.NM.B.3, 7.NM.B.4,
7.NM.C.1, 7.NM.C.2,
7.NM.C.3
10
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
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


World Language Curriculum

Skills
Greet new friends
Introduce themselves and others
Use numbers to tell time and date
Name basic classroom objects
Spell basic words using the French
alphabet
Ask how to say various classroom
objects in French
Distinguish between the subject
pronouns
Determine whether to use tu or
vous
Differentiate between definite and
indefinite articles
Determine gender of a given noun
and apply correct article
Key Content
Vocabulary and Grammar
 Greet and introduce yourself
and others
 Use numbers to tell time and the
date
 Name basic classroom objects
 Subject Pronouns
 Tu or Vous
 Definite and indefinite articles
 French alphabet
 Feminine and masculine nouns
Assessment:
Instructional
Key Criteria:
Interpretive: (Knowledge, Application,Strategies/Best
Comprehension)
Practices:
 Vocabular
-Read and act out simple dialogues.
y
 Assign
-TPR
vocabulary for
recognition
-Listen to and write times.
the lesson
quiz.
-Vocabulary flashcards
(students
 Vocabular
-Bingo games
should copy
y
-Manipulative: Match articles to given
it).
production
words.
 Present
quiz.
-Reading passages: Fill-in with
objectives.
 Grammar
appropriate subject pronoun
 Explain
quiz.
-Four-corners activity: Students move to
grammar for
 Test
Definite / indefinite and feminine/
the lesson,
masculine articles for given classroom
 Repeat
objects.
vocabulary
out-loud, read
Interpersonal: (Application,
paragraphs
Knowledge, Comprehension, Analysis)
and do
-Ask a partner how to say something in
vocabulary
Spanish.
exercises.
-Ask a partner how to spell a word in
 Read/dramatiz
French while the other writes it.
e out loud the
-Introduce yourself to five other
video,
students in the class.
translate it
-Introduce two people to each other.
11
-Outer-inner circles with greetings and
classroom
objects.

Presentational: (Knowledge,
Application, Comprehension,
Synthesis)
-Prepare short skits introducing
yourself and others


Assessment Models:
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Additional Resources:
Text online websites (MY.HRW.com)
QUIA.COM Spanish greetings and
introductions, classroom objects
EXPRESATE text level I
EXPRESATE level 1 workbook
Learning Activities: (**All textbook
references apply to EXPRESATE,
Level I)




World Language Curriculum

out-loud, and
watch it.
Do activities in
the book,
workbook and
“Guided
Practice”
related to the
vocabulary.
Explain
grammar
again, do
activities
related to
the grammar
in the book
and the
workbook and
“Guided
Practice”.
Create a
dialogue with
the students.
Have them
memorize it
and work with
a partner.
Do audio
activities in
the workbook.
Do writing
activities in
the workbook.
12
Learning Goal
NJCCCS & CPI
 Name the
seasons


Use basic
weather
expressions to
describe
weather in each
season
Compare
weather in the
Northern and
Southern
Hemispheres
Unit 2:
The Weather/ El Clima
Enduring Understanding



7.NM.A.1, 7.NM.A.3,
7.NM.A.4, 7.NM.A.8,
7.NM.B.2, 7.NM.B.4,
7.NM.B.6, 7.NM.C.2
7.NM.C.3
Weather is a
common topic when
meeting people for
the first time to
initiate
conversation.
People in Northern
and Southern
Hemispheres
experience opposite
weather patterns at
the same time of
year.
Culturally, this is
an important
difference that
affects activities,
schooling,
vacations, etc. of
both.
Skills
The student will be able to tell basic
weather conditions in each season and
compare weather patterns in the
Northern and Southern Hemispheres.
World Language Curriculum
Assessment:
Interpretive: (Knowledge,
Application, Comprehension,
Evaluation)
Flashcard drills
TPR – Students act out oral
weather expressions (EX: “Hace
calor” – students fan
themselves).
Essential Question


How does being able
to discuss the weather
contribute to fostering
initial conversation
when meeting a
person?
Why is it important to
know the difference in
weather patterns
between Northern and
Southern
Hemispheres?
Key Content
Vocabulary and Grammar:
 Seasons
 Basic weather expressions for each
season
 Compare weather in the Northern
and Southern Hemispheres
Instructional
Strategies/Best Practices:
1. Assign vocabulary for
the lesson (students should
copy it).
2. Present objectives.
3. Explain grammar for the
lesson,
4. Repeat vocabulary out-
Key Criteria:
1. Vocabulary
recognition quiz.
2. Vocabulary
production quiz.
3. Grammar quiz.
4. Test
13
Four-corners: Seasons with
description
Text “Para Empezar” chapter
Ya Verás text
Read a newspaper weather page.
Write three sentences to
describe the weather for
yesterday, today and tomorrow.
World Language Curriculum
Interpersonal: (Knowledge,
Application, Comprehension,
Analysis)
Think, Pair, Share: Think of a
season, describe to a partner
using weather expressions.
Partner deduces season based on
clues.
Play Pictionary. Teams draw
picture of weather conditions.
Team-mates determine weather
expression and express orally.
Text “Para empezar” chapter
“hablar” activities on weather.
Presentational: (Knowledge,
Application, Comprehension,
Synthesis)
Internet Research: Research two
countries, one north and one
south of the equator. Compare
the weather in different months
on a chart. Present to class with
oral explanation.
Create a Topic Wheel: Write the
season in center and related
weather expressions on each
spoke. Present to class orally.
Create a poster / chart with
seasons, pictures and weather
expressions. Present to class
orally.
loud, read paragraphs and
do vocabulary exercises.
5. Read/dramatize out loud
the video, translate it outloud, and watch it.
6. Do activities in the
book, workbook and
“Guided
Practice” related to the
vocabulary.
7. Explain grammar again,
do activities related to
the grammar in the book
and the workbook and
“Guided Practice”.
8. Create a dialogue with
the students. Have them
memorize it and work with
a partner.
9. Do audio activities in
the workbook (second
part).
10. Do writing activities in
the workbook (Second
part).
Assessment Models:
Any of the above presentational
activities
Matching column written exam
14
Listening comprehension
Rubric graded skits, posters,
poems
Text prepared exams
Additional Resources:
Text online websites
(MY.HRW.com)
QUIA.COM Spanish greetings
and introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1 workbook
World Language Curriculum
Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
15
World Language Curriculum
Unit: 3
What is my family and friends like? /¿Cómo es mi familia y mis amigos?
Learning Goal
Enduring Understanding
Essential Question
NJCCCS & CPI
 Express their
likes/dislikes
 Positive
 How does one’s
verbally and in
personality traits
personality affect
writing
are valued
their relationships
amongst most
with others?
 Describe their
people of various
personality
 Why is it important
cultures.
to be able to discuss
 Discuss basic

Sharing
a
common
common interests
recreational
interest fosters
with a person in his
activities
friendship
bonds.
native language?
 Ask others about
 Subjects can be
 What are the
their likes/dislikes
deduced
by
verb
common threads of a
 Talk about
endings.
good friendship in
other’s
different cultures?
 Spanish “liking”
likes/dislikes and
refers to how
 Why is it not always
activities
pleasing
the
object
necessary to state the
 Understand
or activity is to the
subject when
cultural
subject.
speaking in Spanish?
perspectives on
 How does the
friendship
expression of
 Differentiate
“liking” differ in
between Ser and
Spanish from
Estar
English?
 Conjugate Ser
and Estar in
present tense
 Conjugate
“Gustar” in
present tense for
each subject.
 Make nouns and
adjectives agree
in a sentence
 Place nouns and
adjectives in
appropriate
position in a
sentence.
 Conjugate regular
–ar verbs in
present tense
7. NM.A.1, 7.NM.A.3,
16
7.NM.A.4, 7.NM.A.8,
7.NM.B.3, 7.NM.B.4,
7.NM.B.6, 7.NM.C.1,
7.NM.C.2, 7.NM.C.3,
7.NM.C.4.
Skills
World Language Curriculum
The student will be able to talk about
themselves and others in terms of
likes/dislikes, personality, activities and
culture perspectives on friendship.
Assessment:
Interpretive: (Knowledge,
Application, Comprehension,
Analysis, Evaluation,
Synthesis)
Read short dialogues with
vocabulary in context.
Underline new vocabulary.
List new vocabulary
Choose Clip-art (emoticons) to
label and identify personality
traits and recreational activities.
Conjugation charts for regular –
ar verbs
Identify and underline
conjugated verbs in sentences.
Identify the subjects.
Cloze passages: Fill-in sentence
with adjective that agrees with
subject.
Write a simple description of
yourself and your best friend.
Key Content
Vocabulary and Grammar:
 Talk about yourself –
likes/dislikes, personality, activities
 Talk about others – likes/dislikes,
personality, activities Understand
cultural perspectives on friendship
 Ser vs. Estar
 Present tense Ser and Estar
 Present tense “gustar”
 Noun / adjective agreement and
placement in a sentence
 Present tense of regular –ar verbs
Instructional
Strategies/Best Practices:
1. Assign vocabulary for
the lesson (students should
copy it).
2. Present objectives.
3. Explain grammar for the
lesson,
4. Repeat vocabulary outloud, read paragraphs and
do vocabulary exercises.
5. Read/dramatize out loud
the video, translate it outloud, and watch it.
6. Do activities in the
book, workbook and
“Guided
Practice” related to the
vocabulary.
7. Explain grammar again,
do activities related to
Key Criteria:
1. Vocabulary
recognition quiz.
2. Vocabulary
production quiz.
3. Grammar quiz.
4. Test
17
World Language Curriculum
the grammar in the book
and the workbook and
Interpersonal: (Knowledge,
“Guided Practice”.
Application, Comprehension,
8. Create a dialogue with
Analysis)
Use “ser” to tell a friend about
the students. Have them
another friend or group of
memorize it and work with
people (ex. “los maestros son
a partner.
chistosos”).
9. Do audio activities in
Email or text a friend about your the workbook (second
likes/dislikes.
part).
Write and exchange three
10. Do writing activities in
questions with a partner asking
the workbook (Second
about likes/dislikes, his
part).
activities, and his personality.
Group activity: Play “¿Quién
soy yo?” Write a simple
description of a celebrity.
Presentational: (Knowledge,
Application, Comprehension,
Analysis, Synthesis,)
Create short biographies with
your picture to post around
class. Introduce yourself, list
your likes/dislikes, major
personality characteristics, and
activities you like.
Write a personal ad. Describe
yourself in terms of (dis)likes,
personality and interests.
Class produces an ASPCA
brochure advertising different
animals in need of homes. Each
student describes an animal in a
short written bio.
Create a hypothetical person
with a personality opposite your
own. Illustrate them physically
and differentiate orally what
makes you opposite.
Assessment Models:
Any of the above presentational
activities
Matching column written exam
Listening comprehension
18
Rubric graded skits, posters,
poems
Text prepared exams
Additional Resources:
Text online websites
(MY.HRW.com)
QUIA.COM Spanish greetings
and introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1 workbook
World Language Curriculum
Learning Activities: (**All textbook
references apply to EXPRESATE,
Level I)
19
Unit 4:
School/El Colegio
Learning Goal
NJCCCS & CPI




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
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
World Language Curriculum


Tell what
subjects they
have at what
time of day
Name additional
classroom
objects
Use common
prepositions to
tell where an
object is in a
classroom
Ask and tell who
is doing an
action
Discuss
school/classroom
activities
Make nouns and
their
corresponding
articles plural
Use interrogative
words to ask
questions Form
the present tense
of regular –er
and –ir verbs
Use present tense
conjugations to
ask and tell
about school
activities
Conjugate
common
irregular and
stem-changing
present tense
verbs (Ir, Jugar,
Poder, Dormir,
and Tener) to
discuss their
activities
Compare their
Enduring Understanding




Essential Question

Knowing how to say
numbers in Spanish
extends to shopping,
traveling, measuring,
etc.
Basic location
expressions apply to
any object in any
situation.
Using the incorrect
interrogative can
lead to
misunderstandings
and misinformation.
Most Spanishspeaking students
study the same
subjects and do the
same activities as
U.S. students with
differences in
schedules, number of
subjects and grading
systems.



In what situations is
knowing how to say
numbers in Spanish
important in and out
of a classroom/
school environment?
How can we extend
expressions of telling
where an object is
located beyond the
classroom
environment?
Why is it important
to understand and
remember the
differences between
the basic
interrogative words
in Spanish?
How does your
typical school day
differ or resemble
that of a student in a
Spanish-speaking
country?
20
school day to
that of a student
in a Spanish
speaking country
7.NM.A.1, 7.NM.A.2,
7.NM.A.3, 7.NM.A.4,
7.NM.A.8, 7.NM.B.3,
7.NM.B.4, 7.NM.B.6,
7.NM.C.1, 7.NM.C.2,
7.NM.C.3, 7.NM.C.4
World Language Curriculum
Skills
Key Content
The student will be able to discuss
Vocabulary and Grammar:
school objects, schedules, subjects,
 School schedules and subjects
activities and cultural perspectives on
 Describe a classroom
education in Spanish-speaking
 Tell where objects are located
countries.
 Understand cultural perspectives on
education in various countries
 Ask questions about school activities
 Interrogative words
 Present tense –er, -ir verbs
 Irregular/Stem-changing present
tense verbs Ir, Jugar, Poder, Dormir,
Tener and Poner
 Common prepositions
Assessment:
Interpretive: (Knowledge,
Application, Comprehension,
Analysis, Evaluation,
Synthesis)
Read short dialogues using new
vocabulary in context (text
chapter 2A). Identify and list
new vocabulary.
Manipulatives: Students place
classroom objects in locations
relative to others. Ask a question:
“ Dónde está el cuaderno?”
Written or oral response.
Match visuals of clocks showing
a time with written description.
Instructional
Strategies/Best Practices:
1. Assign vocabulary for
the lesson (students should
copy it).
2. Present objectives.
3. Explain grammar for the
lesson,
4. Repeat vocabulary outloud, read paragraphs and
do vocabulary exercises.
5. Read/dramatize out loud
the video, translate it outloud, and watch it.
6. Do activities in the
Key Criteria:
1. Vocabulary recognition
quiz.
2. Vocabulary production
quiz.
3. Grammar quiz.
4. Test
21
Compile lists of singular and
plural nouns. Fill-in articles.
List verbs that relate to various
classroom/school activities.
Use conjugation charts to
conjugate and compare regular –
er and –ir verbs.
Textbook activities chapter 2.
View video with corresponding
worksheets.
Venn Diagram: Compare U.S.
school day w/ Spanish-speaking
country.
Write questions asking who,
what, where, when, why or how
about various activities.
World Language Curriculum
Interpersonal: (Application,
Knowledge, Comprehension,
Analysis, Evaluation,
Synthesis)
Paired activity: Write a short skit
about a student who can’t find
objects in a classroom and
another who tells him where they
are.
Take a classroom poll/ survey of
what block students have each
subject.
Each student must inquire about
how many other students in the
class they have lunch with.
Survey classmates on what
activities they do most in school.
Ex: ¿Quién lee más? ¿Quién
escribe más?
book, workbook and
“Guided
Practice” related to the
vocabulary.
7. Explain grammar again,
do activities related to
the grammar in the book
and the workbook and
“Guided Practice”.
8. Create a dialogue with
the students. Have them
memorize it and work with
a partner.
9. Do audio activities in
the workbook (second
part).
10. Do writing activities in
the workbook (Second
part).
Presentational: (Knowledge,
Application, Evaluation,
Comprehension, Synthesis)
Present the above interpersonal
written skit in front of the class.
Audience grades on simple
rubric for clarity and
comprehensibility. Calculate
highest score. Winning pair gets
22
HW pass, points on quiz, etc.
Choice of visual display
(PowerPoint, poster). Create a
visual representation of your day
with Spanish captions including
subjects with times, locations of
objects in your classrooms and
your activities in each class. Give
a short explanation to class.
Choose a Spanish-speaking
country and research the
education system. Create a visual
display including pictures,
charts, and Spanish captions.
Explain to class.
Write a paragraph describing
your day including schedule,
subjects, activities, objects and
materials used. Do the same for a
student from a Spanish-speaking
country. Read to class.
World Language Curriculum
Assessment Models:
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters,
poems
Text prepared exams
Additional Resources:
Text online websites
(MY.HRW.com)
QUIA.COM Spanish greetings
and introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1 workbook
Learning Activities: (**All textbook
references apply to EXPRESATE,
Level I)
23
Unit 5:
Around the Town/El Pueblo
Learning Goal
NJCCCS & CPI





Enduring Understanding
Identify
common sites
in typical cities
Make plans
with a friend to
participate in a
recreational
activity in town
Ask questions
about the
activities in
town
Use the
immediate
future tense
construction Ir
+A+
infinitive.
Use irregular
stem-changing
verb Venir to
discuss plans



Big cities are the
focal point of
entertainment and
services for citizen of
surrounding areas.
Most cities have
similar public service
and recreation areas
that people share
and use as
landmarks and
sources of
entertainment.
Teenagers around
the world share
similar interests and
activities.
Essential Question



How do recreational
events in big U.S. cities
compare to those in
Spanish-speaking
countries?
Why is it important
for a traveler to know
the names of common
locations in cities?
How is the social life of
teenagers in the U.S.
the same or different
from that of Spanishspeaking students?
World Language Curriculum
7.NM.A.3, 7.NM.A.4,
7.NM.A.8, 7.NM.B. 1,
7.NM.B.3, 7.NM.B.4,
7.NM.C.2, 7.NM.C.3,
7.NH.A.1, 7.NH.A.3,
7.NH.B.1, 7.NH.C.2
Skills
The student will be able to discuss
activities in a typical city and
appreciate cultural differences in
recreational activities.
Key Content
Vocabulary and Grammar:
 Locations in a typical town
 Discuss recreational activities in
and around town
 Ask questions about activities
 Verb + subject (pronoun)
24


World Language Curriculum
Assessment:
Interpretive: (Knowledge,
Application, Comprehension,
Analysis, Synthesis)
Label a picture of a city and its
locations.
Picture Prompt: Write a short
description of the various
activities you see going on in a
given picture prompt.
Text chapter 4, with
accompanying WAV and
grammar workbook activities.
Read short dialogues using
vocabulary in context (text
chapter 4). Identify vocabulary.
Formulate five sentences stating
what you will do using Ir + A +
Infinitive.
Identify the correct vocabulary
word to use in Cloze passages.
Incorporate verb “Ir” in
sentences to invite someone to an
event and to explain who is also
going.
Illustrate a simple written
description of a town.
Interpersonal: (Application,
Comprehension, Analysis,
Evaluation, Synthesis)
Outer-Inner Circles: Outer circle
invites inner circle. Inner circle
accepts or declines. Reverse
circles.
Class activity: Each student
chooses a place in town to go.
Each asks the class and takes a
tally. Record totals on the board.
construction to ask a question
Ir + A + infinitive construction to
express immediate future
Irregular present tense verb Venir
Instructional
Strategies/Best Practices:
1. Assign vocabulary for
the lesson (students should
copy it).
2. Present objectives.
3. Explain grammar for the
lesson,
4. Repeat vocabulary outloud, read paragraphs and
do vocabulary exercises.
5. Read/dramatize out loud
the video, translate it outloud, and watch it.
6. Do activities in the
book, workbook and
“Guided
Practice” related to the
vocabulary.
7. Explain grammar again,
do activities related to
the grammar in the book
and the workbook and
“Guided Practice”.
8. Create a dialogue with
the students. Have them
memorize it and work with
a partner.
9. Do audio activities in
the workbook (second
part).
10. Do writing activities in
the workbook (Second
part).
Key Criteria:
1. Vocabulary recognition
quiz.
2. Vocabulary production
quiz.
3. Grammar quiz.
4. Test
25
World Language Curriculum
Students summarize the results in
a short paragraph.
Dice game: Pairs role dice to
determine which verb (Ir or
Venir) and activity to use to
construct sentences about going
or coming to various places
around town.
Peer edit: Write a short
paragraph which communicate
where you are going, with
whom, who else is coming and at
what time. Share with a partner
for corrections and comments.
Group activity: Write a simple
dialogue amongst a group of 3-4
friends trying to decide where to
go on a Saturday night. Discuss
pros and cons of each and make
a decision.
Presentational: (Knowledge,
Application,
Comprehension, Evaluation,
Synthesis)
Portray the roles of travel agent
and tourist. Tell agent what
activities you prefer. Agent
suggests a city and explains
activities and places available.
Create a brochure for a Spanishspeaking city. List places of
interest as well as common areas
such as libraries, banks,
transportation areas, etc. Present
to a small group and share with
others.
Dramatize the short dialogue
regarding the friends making
Saturday night plans from
memory to the class. Class
judges best dialogue based on
comprehensibility, task
completion and preparedness.
Assessment Models:
26
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters,
poems
Text prepared exams
Additional Resources:
Text online websites
(MY.HRW.com)
QUIA.COM Spanish greetings
and introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1 workbook
World Language Curriculum
Learning Activities: (**All textbook
references apply to EXPRESATE,
Level I)
27
Unit 6:
The Family/La Familia
Enduring
Understanding
Learning Goal
NJCCCS & CPI





Meet, greet and
introduce family
members.
Extend an
invitation to a
special event and
your home.
Compare and
contrast typical
U.S and Spanish
speaking
countries family
celebrations.
Ask and tell your
age.
Describe what
family members
are doing
World Language Curriculum
7.NM.A.2, 7.NM.A.3,
7.NM.A.4, 7.NM.A.8,
7.NM.B.2, 7.NM.B.3,
7.NM.B.4, 7.NM.B.6,
7.NM.C.1, 7.NM.C.2,
7.NM.C.3, 7.NM.C.4



Family members
share many of the
same personal
experiences such
as living in the
same house,
special familial
events and
bringing in new
people to meet.
Being able to
discuss and
describe one’s
family is a way of
finding things in
common with new
people.
Both cultures
typically celebrate
birthdays and
weddings amongst
others. However,
special emphasis is
placed on the U.S
Sweet 16, while
Spanish-speaking
countries
emphasize “La
Quinceañera.”
Skills
The student will be able to discuss
their family.
Essential Question



How are family and
home-life related?
How does being able to
incorporate family and
home-life into discussion
help you when meeting
new people?
What familial events do
the U.S and Spanishspeaking countries
celebrate and how do
they compare?
Key Content
Vocabulary and Grammar:
 Meet, greet and introduce members of
families
 Extend an invitation to a special event
and your home
 Ask and tell age
 Expressions that use Tener (ex. Tener
___ años, tener hambre, etc)
28

World Language Curriculum
Assessment:
Interpretive: ( Knowledge,
Application, Analysis,
Comprehension, Evaluation,
Synthesis)
Read and identify new
vocabulary in context in short
dialogues. Text chapter 5.
Examine video “La
Quinceañera” for similiarities
and differences between Sweet
16 and La Quinceañera.
Graphic Organizer: Watch video
to complete a “Los cumpleaños”
Venn Diagram comparing Sweet
16 to La Quinceañera.
Diagram your family tree.
Write a short introduction of a
family member including their
age, and their relationship to
you.
Proof-read and edit a given
introduction scenario.
Interpersonal: ( Knowledge,
Application, Comprehension,
Evaluation, Analysis,
Synthesis)
Group activity: Groups of three
write a short sketch to introduce
a friend to a family member.
Paired activity: Each partner
chooses a family member. The
other must re-phrase with a
short description of the
relationship within the family.
(EX: Student 1: Mi hermana.
Student 2: Es la hija de mi
madre.)
Interactive activity: Pairs of
students move
around the room introducing
themselves and their partners to
Possessive adjectives
Instructional
Strategies/Best Practices:
1. Assign vocabulary for
the lesson.
2. Present objectives.
3. Explain grammar for the
lesson,
4. Repeat vocabulary outloud, read paragraphs and
do vocabulary exercises.
5. Read/dramatize out loud
the video, translate it outloud, and watch it.
6. Do activities in the
book, workbook and
“Guided
Practice” related to the
vocabulary.
7. Explain grammar again,
do activities related to
the grammar in the book
and the workbook and
“Guided Practice”.
8. Create a dialogue with
the students. Have them
memorize it & work with a
partner.
9. Do audio activities in
the workbook.
10.Do writing activities in
the workbook
Key Criteria:
1. Vocabulary
recognition quiz.
2. Vocabulary
production quiz.
3. Grammar quiz.
4. Test
29
other pairs in the class.
Develop a written invitation to a
family birthday party. Teacher
randomly distributes to other
students. Students decide
whether to accept or decline the
invitation in writing.
Presentational: (Application,
Comprehension, Analysis,
Evaluation, Synthesis)
Prepare a Power Point
presentation using only graphics
and illustrations to orally
describe your home, family,
celebrations and typical
activities of certain family
members. Explain the
significance of each picture.
Groups present a re-written
ending to the Videohistoria:
Feliz cumpleaños, from text
chapter 5A. Class votes on best
ending.
World Language Curriculum
Assessment Models:
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters,
poems
Text prepared exams
Additional Resources:
Text online websites
(MY.HRW.com)
QUIA.COM Spanish greetings
and introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1 workbook
Learning Activities: (**All textbook
references apply to EXPRESATE,
Level I)
30
31
World Language Curriculum
Learning Goal
NJCCCS & CPI




Unit 7:
The House and Chores/La Casa y los Quehaceres
Enduring Understanding
Essential Question
Describe rooms
in a house
Use expressions
that use Tener
(ex. Tener
____años, frío,
hambre, etc.)
Express
possession by
using possessive
adjectives.
Tell what they
and other
people are doing
at the moment
using Estar +
Present
participle.


Family members
share many of the
same personal
experiences such
as living in the
same house.

How are family and
home-life related?

How does being able to
incorporate family and
home-life into discussion
help you when meeting
new people?
Being able to
discuss and
describe one’s
house and
household chores.
7.NM.A.2, 7.NM.A.3,
7.NM.A.4, 7.NM.A.8,
7.NM.B.2, 7.NM.B.3,
7.NM.B.4, 7.NM.B.6,
7.NM.C.1, 7.NM.C.2,
7.NM.C.3, 7.NM.C.4
Skills
World Language Curriculum
The student will be able to discuss
home life in relation to at-home
activities (household chores).
Assessment:
Interpretive: ( Knowledge,
Key Content
Vocabulary and Grammar:
 Describe what family members are
doing
 Describe rooms in a house
 Describe household chores
 Expressions that use Tener (ex. Tener
___ años, tener hambre, etc)
 Present progressive tense: Estar +
present participle
Instructional
Strategies/Best Practices:
Key Criteria:
32
Application, Analysis,
Comprehension, Evaluation,
Synthesis)
Read and identify new
vocabulary in context in short
dialogues.
Design and label the rooms of a
house.
Write a short introduction of a
family member where they are in
the house and what they are
doing.
Interpersonal: ( Knowledge,
Application, Comprehension,
Evaluation, Analysis,
Synthesis)
Think, Pair, Share: Write a
sentence about three different
rooms in your house. Compare
with a neighbor.
Interpersonal text activities from
chapter 5.
World Language Curriculum
Presentational: (Application,
Comprehension, Analysis,
Evaluation, Synthesis)
Prepare a Power Point
presentation using only graphics
and illustrations to orally
describe your home. Explain the
significance of each picture.
1. Assign vocabulary for
the lesson (students should
copy it).
2. Present objectives.
3. Explain grammar for the
lesson,
4. Repeat vocabulary outloud, read paragraphs and
do vocabulary exercises.
5. Read/dramatize out loud
the video, translate it outloud, and watch it.
6. Do activities in the book,
workbook and “Guided
Practice” related to the
vocabulary.
7. Explain grammar again,
do activities related to
the grammar in the book
and the workbook and
“Guided Practice”.
8. Create a dialogue with
the students. Have them
memorize it and work with
a partner.
9. Do audio activities in the
workbook (second part).
10. Do writing activities in
the workbook (Second
part).
1. Vocabulary recognition
quiz.
2. Vocabulary production
quiz.
3. Grammar quiz.
4. Test
Assessment Models:
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters,
poems
Text prepared exams
Additional Resources:
Text online websites
(MY.HRW.com)
QUIA.COM Spanish greetings
33
and introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1 workbook
World Language Curriculum
Learning Activities: (**All textbook
references apply to EXPRESATE,
Level I)
34
Pacing Guide
nth
New Jersey Core
Curriculum
Content Standards
ptember
7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3
Instructional Objectives/
Skills






7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3
World Language Curriculum
tober
vember
7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,




District
Programs/Supplemental
Resources
Assessments
Greet new friends
Introduce themselves
and others
Use numbers to tell
time and date
Name basic classroom
objects
Spell basic words using
the Spanish alphabet
Ask how to say various
classroom objects in
Spanish
Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1
workbook
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Distinguish between the
subject pronouns
Determine whether to
use Tú or Ud.
Differentiate between
definite and indefinite
articles
Determine gender of a
given noun and apply
correct article
Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1
workbook

Seasons

Basic weather
expressions for each
season

Compare weather in
the different countries

Talk about yourself –
likes/dislikes,
personality, activities
Talk about others –

Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
35
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3

introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1
workbook
Text prepared exams
Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
cember
7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3




Present tense Ser and
Estar
Present tense “gustar”
Noun / adjective
agreement and
placement in a sentence
Present tense of regular
–ar verbs
Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1
workbook
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3
World Language Curriculum
nuary
bruary

likes/dislikes,
personality, activities
Understand cultural
perspectives on
friendship
Ser vs. Estar
7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,

School schedules and
subjects

Describe a classroom

Tell where objects are
located

Understand cultural
perspectives on
education in various
countries

Ask questions about
school activities

Interrogative words

Present tense –er, -ir
verbs

Irregular/Stem-
Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1
workbook
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
36
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3
rch
7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3
World Language Curriculum
ril
7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3
changing present tense
verbs Ir, Jugar, Poder,
Dormir, Tener and
Poner

Common prepositions

Locations in a typical
town

Discuss recreational
activities in and around
town

Ask questions about
activities

Verb + subject
(pronoun) construction
to ask a question

Ir + A + infinitive
construction to express
immediate future

Irregular present tense
verb Venir and querer

Meet, greet and
introduce members of
families


introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1
workbook
Text prepared exams
Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1
workbook
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
Extend an invitation to introductions, classroom
objects
a special event and your
EXPRESATE text level I
home
EXPRESATE level 1
workbook
Ask and tell age
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
37
y
7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3

Describe what family
members are doing

Possessive adjectives

Present progressive
tense: Estar + present
participle
Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
introductions, classroom
objects
EXPRESATE text level I
EXPRESATE level 1
workbook
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Learning Activities: (**All
textbook references apply to
EXPRESATE, Level I)
ne
7.NM.A.1,
7.NM.A.2,
7.NM.A.3,
7.NM.A.8,
7.NM.B.1,
7.NM.B.2,
7.NM.B.3,
7.NM.B.4,
7.NM.C.1,
7.NM.C.2,
7.NM.C.3



Text online websites
(MY.HRW.com)
QUIA.COM Spanish
greetings and
Expressions that use
introductions, classroom
Tener (ex. Tener ___
objects
años, tener hambre, etc)
EXPRESATE text level I
EXPRESATE level 1
Present progressive
workbook
tense: Estar + present
participle
Learning Activities: (**All
Describe rooms in a
house
Any of the above presentational
activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
World Language Curriculum
textbook references apply to
EXPRESATE, Level I)
38
Oral Rubric-A
Name: _______________________________________
Date: _________________
Class: ________________________________________
Use the following criteria to evaluate oral assignments. For assignments where comprehension
is difficult to evaluate, you might want to give students full credit for comprehension or either
weigh
other categories more heavily.
4
3
World Language Curriculum
2
1
Content
Complete
Speaker
consistently
uses
the
appropriate
structures and
vocabulary
necessary to
communicate.
Generally
complete
Speaker
usually
uses the
appropriate
structures and
vocabulary
necessary to
communicate.
Comprehension
Total
Comprehension
Speaker
understands
all of what
is said to him
or her.
Comprehensibility
Comprehensible
Listener
understands
all of what
the speaker
is trying to
communicate.
Accuracy
Accurate
Speaker
uses
language
correctly,
including
grammar
and
word order.
Fluency
Fluent
Speaker
speaks clearly
without
hesitation.
Pronunciation
and intonation
seem natural.
General
comprehension
Speaker
understands
most of what
is said to him
or her.
Usually
comprehensible
Listener
understands
most of what
the speaker
is trying to
communicate.
Usually
accurate
Speaker
usually uses
language
correctly,
including
grammar
and
word order.
Moderately
fluent
Speaker
has few
problems with
hesitation,
pronunciation,
and
intonation.
Somewhat
complete
Speaker
sometimes
uses
the
appropriate
structures and
vocabulary
necessary to
communicate.
Incomplete
Speaker uses
few of the
appropriate
structures and
Moderate
comprehension
Speaker
understands
some of what
is said to him
or her.
Sometimes
comprehensible
Listener
understands
less than half
of what the
speaker is
trying to
communicate.
Sometimes
accurate
Speaker
sometimes
uses
language
correctly.
Somewhat
fluent
Speaker has
some
problems
with
hesitation,
pronunciation,
and
intonation.
Little
comprehension
Speaker
understands
little of what
Seldom
comprehensible
Listener understands
little or what the
speaker is trying to
Seldom
accurate
Speaker
seldom
uses
Not fluent
Speaker
hesitates
frequently and
struggles with
39
is said to him or
her.
communicate.
language
correctly.
pronunciation
and
intonation.
World Language Curriculum
vocabulary
necessary to
communicate.
40
Written Rubric-A
Date: _________________
Name: _______________________________________
Class: ________________________________________
Written Rubric • Use the following criteria to evaluate written assignments.
4
3
2
Complete
Writer uses
the appropriate
functions and
vocabulary for
the topic.
Generally complete
Writer usually
uses the
appropriate
functions and
vocabulary for
the topic.
Somewhat
complete
Writer uses
few of the
appropriate
functions and
vocabulary for
the topic.
Incomplete
COMPREHENSIBILITY
Comprehensible
Reader can
understand
all of what
the writer is
trying to
communicate.
Usually
comprehensible
Reader can
understand
most of what
the writer
is trying to
communicate.
Sometimes
comprehensible
Reader can
understand less
than half of
what the writer
is trying to
communicate.
Seldom
Comprehensible
Reader can
understand
little of what
the writer
is trying to
communicate.
ACCURACY
Accurate
Writer uses
grammar, spelling,
word order, and
punctuation
correctly.
Usually accurate
Writer usually uses
grammar, spelling,
word order, and
punctuation
correctly.
Sometimes
accurate
Writer has some
problems with
language usage.
Seldom accurate
Writer makes
a significant
number of
errors in
language usage.
ORGANIZATION
Well-organized
Presentation
is logical and
effective.
Generally wellorganized
Presentation is
generally logical
and effective
with a few
minor problems
Somewhat
organized
Presentation
is somewhat
illogical and
confusing
in places.
Poorly organized
Presentation
lacks logical
order and
organization.
EFFORT
Excellent effort
Writer exceeds
the requirements
of the assignment
and has put care
and effort into
Good effort
Writer fulfills
all of the
requirements of
the assignment.
Moderate effort
Writer fulfills
some of the
requirements of
the assignment.
Minimal effort
Writer fulfills
few of the
requirements
of the
assignment
World Language Curriculum
CONTENT
1
Writer uses
none of the
appropriate
functions and
vocabulary
for the topic.
41
World Language Curriculum
the process.
42
CORE MATERIALS
TEXTS
Student Edition
Interactive Online Edition
Teacher’s Edition
Student Edition CD-ROM
Interactive Teacher’s Edition (Online Edition and on the
Teacher’s One-Stop Planner CD-ROM)
PLANNING
Teacher’s One-Stop Planner with ExamView Version 5
Assessment Suite
Lesson Planner with Differentiated Instruction
Calendar Planner
TECHNOLOGY
World Language Curriculum
Interactive Online Edition
PowerNotes Grammar Presentations
DVD/Video Guide
Teacher’s One-Stop Planner with ExamView Version 5 Assessment Suite
Interactive Tutor
PuzzlePro CD-ROM
Holt SoundBooth
LiveInk Online Reading Help
Holt Online Assessment
Downloadable Audio and Video
43
LISTENING AND SPEAKING
Activities for Communication
Audio CD Program
Lab Book
TPR Storytelling Book
Pre-AP Instructional Resources
VOCABULARY AND GRAMMAR
PRACTICE
Cuaderno de vocabulario y gramática with
Differentiated Practice CD
Grammar Tutor for Students of Spanish
Teaching Transparencies
ASSESSMENT
Assessment Program with Differentiated Practice
Practice and Assessment CD-ROM
Standardized Assessment Tutor Preparation Guide
Puente: Customized Review
Pre-AP Instructional Resources
Holt Online Assessment
MindPoint Quiz Show
READING AND WRITING
World Language Curriculum
Cuaderno de actividades
Reading Strategies and Skills Handbook
“Cuentos y Cultura” Interactive Reader
44