NEWARK PUBLIC SCHOOLS
Curriculum Guide:
WORLD LANGUAGES, LEVEL II
High School
SPANISH
FRENCH
PORTUGUESE
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School Business Administrator: Valerie Wilson
Suggested Course Pacing
THEMATIC UNIT
Everything from level 1 plus:
REVIEW:
Students revisit the material learned in level 1
Days of the week
Months of the year
Numbers
Colors
Weather
Clothing
Telling time
Use of adjectives
Present tense regular verbs
Present tense verb “ser, estar, tener”
SUGGESTED TIME
Traditional
Block
16 days
8 days
Home, Houses, Hotels
Rooms, furniture, household
Everything from level 1 plus:
NOUNS AND ARTICLES

Gender and number of nouns 

Diminutives 

Use of definite article with parts of
the body

Use of “none” and “some” and their
forms

Omission of articles
Unit 1- LODGING


GRAMMAR
16 days
8 days



ADJECTIVES

Comparative and superlative forms
(including bigger, better, best, etc )
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7
7
Household responsibilities/chores
Space allocation
Home design
Different architecture
Unit 2- DAILY ROUTINES
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Daily routines
Telling time
Clothing
Beauty
Special Occasion
Personal Hygiene
Designers
16 days
8 days
Unit 3- TRAVEL AND TRANSPORTATION
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Planning a trip
Air Travel
Problems with traveling
Questions about traveling
Traveling Experiences
Travel Document
Research a country
Weather
Long form possessive
Ordinal numbers above 10th
Cardinal numbers above 100
Demonstrative adjectives
Adjectives of quantity
The suffixes and prefixes
26 days
13 days
20 days
10 days

VERBS

Preterit

Imperfect

Present perfect
Present progressive tense
Reflexive
1●
Future
1

Conditional

Commands

Helping verbs

Verbs used to express duration of
time

To Know : (conocer vs. saber)
( Savoir vs. Connaître) 
(Conhecer vs. saber)
Unit 4- GETTING AROUND THE CITY
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Places of interest
Location
Directions
Transportation
Maps
Professions/ Jobs
MIDTERM EXAM
ADVERBS

The suffix

Negative words
4 days
2 days
20 days
10 days
Unit 5- FOOD AND NUTRITION
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Eating/meal patterns
Exchanging conversation about food
Food shopping
Recipes
Food preparation
Unit 6- HEALTHY LIVING
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Staying healthy
Food pyramid
Daily health and fitness routines.
Sports and exercises
Illnesses and injuries
Pain and other ailments
Treatments
At the doctor’s office
26 days
13 days

PRONOUNS
1

Indirect object

Interrogative

Demonstrative

Reflexive

Prepositional

PREPOSITIONS

Simple prepositions and their uses

Compound prepositions and their
uses
CONJUNCTIONS
 Uses of and / or

Unit 7- LEISURE
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Weather
Seasons
Temperature
Clothing
Accessories
Sports
Indoor and outdoor Activities
Places
16 days
8 days
21 days
10 days
However/ but 
Unit 8- CULTURAL ENTERTAINMENT
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Paintings
Styles
Artists
Dancers
Traditional Dances
Literature pieces
Songs
Videos
Museums
2
FINAL EXAM
TOTAL
4 days
2 days
185 days
92 days
Curriculum Units
World Languages
LEVEL II
Cycle 1………………………………………………………………………………… 9 weeks
REVIEW (NOT A UNIT)
I.
II.
LODGING
DAILY ROUTINES
Cycle 2 ………………………………………………………………………………… 9 weeks
III.
TRAVEL
IV.
GETTING AROUND THE CITY
MIDTERM EXAM
Cycle 3 ………………………………………………………………………………… 9 weeks
V.
VI.
FOOD AND NUTRITION
HEALTHY LIVING
Cycle 4 ………………………………………………………………………………… 7 weeks
VII.
VIII.
LEISURE
CULTURAL ENTERTAINMENT
FINAL EXAM
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Level 2, Unit 1: Lodging
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level II– Novice High -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard
document.)
Unit Summary
In “Lodging” students explore similarities and differences between homes of target language cultures and their own.
Students, while using a range of culturally authentic materials, will communicate effectively about the different types of
lodging and describe them by using some culturally appropriate vocabulary and idiomatic expressions. Additionally,
students will share information about their family members and daily responsibilities.
Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and
presentational skills.
Primary interdisciplinary connections: History; Sociology; Economics and Technology
21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy
Learning Targets
Standards 7.1
All students will be able to use a world language in addition to English to engage in meaningful conversation, to
understand and interpret spoken and written language, and to present information, concepts, and ideas, while also
gaining an understanding of the perspectives of other cultures. Through language study, they will make connections
with other content areas, compare the language and culture studied with their own, and participate in home and global
communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
The Novice-High language learner has progressed from understanding and communicating at the word level to
understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to:
Ask and answer simple questions related to everyday life, Handle simple transactions related to everyday life: Initiate,
maintain, and end a conversation; Ask for and give permission; Express needs; Give reasons; Request, suggest, and
make arrangements; Extend, accept, and decline an invitation.
The study of another language and culture deepens understanding of where and how people live and why events occur.
 Online newspapers, magazines, blogs, wikis, podcasts, videos and government websites provide current information
on perspectives of the target culture on local, national, and global problems/issues.
 Human and animal migration are often related to the availability of resources and the ability to adapt to the
environment.
CPI#
Cumulative Progress Indicator (CPI)
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted
themes.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target
culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions
7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences
on topics related to self and targeted
themes.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social
situations.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar
vocabulary orally or in writing
Unit Essential Questions
Unit Enduring Understandings

How does where I live shape who I am?

Living in an apartment or house is different in each
country as compared to the United States.

How are target language countries’ homes
different or similar to ours?

The geography of a country impacts its housing.
What should you know about check in
procedures at a hotel when visiting one of the
target language countries?

There are many lodging options when going to a
target language country.

Unit Learning Targets
Students will…
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Discuss the home, including its rooms, furniture, and household objects.
Ask and answer questions about rooms of the house, furnishings, and chores.
Identify the rooms of the house and/or furniture based on spoken and written description.
Comprehend comments and commands about daily chores and the house, including rooms and furnishings.
Describe the home including its rooms, furniture, and household objects.
Describe family members in relation to daily chores.
Describe household responsibilities for self and/or family members.
Discuss different styles of houses and living arrangements in target language countries.
Make connections between styles of houses and geographic locations.
Compare household responsibilities of typical American teenagers and teenagers from target language
countries.
Compare and contrast home design (space allocation, floor plan, etc.) in homes in the U.S. and target language
countries.
Identify differences in architecture of homes in target language countries and in the U.S.
Identify home-related cognates and false cognates Explore information about homes in the target language
countries in print and Internet resources.
Identify vocabulary related to furniture and furnishings
Identify affirmative and negative commands
Identify sequencing vocabulary and adverbs of frequency
Identify prepositions of location
Level 2, Unit 1: Evidence of Learning
Summative Assessment
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



Unit Exam
Oral interviews
Written report
Oral presentation
House advertisement
Role play: Selling/Buying or renting a house/apartment.
Equipment needed: Computer/projection setup, student computer access, Photo Story or comparable
software, digital cameras
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint
in French, Spanish and Portuguese.
Formative Assessments





Warm up Activities
Exit Tickets
Venn graphic organizers
WebQuests
Vocabulary quizzes




Interpretive reading & listening tasks
Student-to-student conversations
Written practice activities
Homework
Level 2, Unit 1: Lesson Plans
Lesson
Timeframe
Lesson 1
3 days- Block schedule
Identify household objects and different rooms in the
6 days- Traditional schedule
house
Lesson 2
2 day- Block schedule
Describe a room in the house
4 days- Traditional schedule
Lesson 3
1 day- Block schedule
Household chores/responsibilities
2 days- Traditional schedule
Lesson 4
1 day- Block schedule
Compare and contrast homes in United States and target
2 days- Traditional schedule
language countries
Lesson 5
1 day- Block schedule
Space allocation of homes
2 days- Traditional schedule
Lesson 6
2 days- Block schedule
Selling/Buying a House/apartment
4 days- Traditional schedule
Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures. Teachers must
reactivate the needed vocabulary and structures prior to teaching these lessons or must pre-teach these concepts.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
See Appendix 2 for 21st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
See ADDENDUM for example of how to engage students with the shifts in Common Core when teaching foreign
languages
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Level 2, Unit 2: Daily Routines
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level II– Novice High -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard
document.)
Unit Summary
In “Daily Routines” Students, while using a range of culturally authentic materials, will communicate effectively
about the routines they do in a typical day by using various culturally appropriate vocabulary and idiomatic expressions.
Additionally, students will share information on how to get ready for a special event. Through a series of scaffold
learning activities, they strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: History; Sociology; Economics and Technology
21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy
Learning Targets
Standards 7.1
All students will be able to use a world language in addition to English to engage in meaningful conversation, to
understand and interpret spoken and written language, and to present information, concepts, and ideas, while also
gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with
other content areas, compare the language and culture studied with their own, and participate in home and global
communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
 The Novice-High language learner has progressed from understanding and communicating at the word level to
understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to:
Identify the main idea and some supporting details when reading; Understand the gist and some supporting details of
conversations dealing with everyday life; Infer the meaning of some unfamiliar words when used in familiar contexts;
Ask and answer simple questions related to everyday life; Handle simple transactions related to everyday life; Initiate,
maintain, and end a conversation; Ask for and give permission; Express needs; Give reasons; Request, suggest, and
make arrangements; Extend, accept, and decline an invitation.
 Due to globalization and advances in technology, the products and practices of a culture change over time, and these
changes may impact cultural perspectives.
 The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the development
of this understanding should include, but are not limited to: likes/dislikes, pastimes, schedules, and travel.)
 Wellness practices may vary across cultures. (Topics that assist in the development of this understanding should
include, but are not limited to: sports and physical fitness activities and common health conditions/problems and
remedies.)
CPI#
Cumulative Progress Indicator (CPI)
7.1.NH.A.1
7.1.NH.A.3
7.1.NH.A.4
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic
information sources related to targeted
themes.
Recognize some common gestures and cultural practices associated with target
culture(s).
Identify people, places, objects, and activities in daily life based on oral or written descriptions
7.1.NH.A.5
Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences
on topics related to self and targeted
themes.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social
situations.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar
vocabulary orally or in writing
Unit Essential Questions
Unit Enduring Understandings

How do daily routines reflect your personality?

Daily routines can say a lot about your personality.

In what ways do routines and schedules differ
around the world?

Daily routines are impacted by cultural definitions of
wellness as well as access to resources.
Unit Learning Targets
Students will…
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Discuss daily routines
Tell the time they do each activity
Identify and use reflexive verbs
Talk about clothing using adjectives (striped, tight, loose, etc)
Discuss clothing, including special occasion clothing and accessories
Discuss beauty routines (hairdresser, barber, nail salon, etc)
Review of time and time expressions
Discuss getting ready for a special event
Research a target language country designer
Describe what you do in a typical day
Exchange information about family routines in the home.
Identify daily routines based on spoken and written description.
Describe family members in relation to daily routines.
Discuss daily routines in target language countries.
Compare daily routines of typical American teenagers and teenagers from target language countries.
Compare the use of myself in English to the use of reflexive verbs in target language.
Compare the use of possessives in English to the use of definite articles in target language in relation to body
parts.
Access information about daily routines of individuals in target language countries from print and Internet
resources, journal entries, magazine articles, etc.
Identify vocabulary related to personal care
Identify and use vocabulary for parts of the body
Use of definite articles with body parts
Use sequencing vocabulary and adverbs of frequency
Level 2, Unit 2: Evidence of Learning
Summative Assessment





Unit Exam
Oral interviews
Written report
Oral presentation
Essay assignment
Equipment needed: Computer/projection setup, student computer access, Photo Story or comparable software
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint
in French, Spanish and Portuguese.
Formative Assessments
 Warm up Activities
 Exit Tickets
 Homework Assignments
 Web Quests

Vocabulary quizzes
 Interpretive reading & listening tasks
 Student-to-student conversations
 Written practice activities
 Review worksheets
 Homework
Level 2, Unit 2: Lesson Plans
Lesson
Lesson 1
Discuss daily routines
Timeframe
2 days- Block Schedule
4 days- Traditional schedule
Lesson 2
1 day- Block Schedule
Time events occur
2 days- Traditional schedule
Lesson 3
2 days- Block Schedule
Reflexive verbs
4 days- Traditional schedule
Lesson 4
1 day- Block Schedule
Describe clothing
2 days- Traditional schedule
Lesson 5
1 day- Block Schedule
Beauty Routines
2 days- Traditional schedule
Lesson 6
1 day- Block Schedule
Getting ready for special event
2 days- Traditional schedule
Lesson 7
2 days- Block Schedule
Famous designers
4 days- Traditional schedule
Lesson 8
1 day- Block Schedule
Write essay describing typical day
2 days- Traditional schedule
Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures. Teachers must
reactivate the needed vocabulary and structures prior to teaching these lessons or must pre-teach these concepts.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
See Appendix 2 for 21st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
See ADDENDUM for example of how to engage students with the shifts in Common Core when teaching foreign
languages
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Level 2, Unit 3: Travel Plans
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level II– Novice High -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard
document.)
Unit Summary
In “Travel Plans” students, while using a range of culturally authentic materials, will communicate effectively about
travel preparations and travel arrangements. Additionally, students will research weather and vacations spots and details
of a target language country, as well as activities teenagers in the target country enjoy doing on their vacations.
Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and
presentational skills.
Primary interdisciplinary connections: History; Sociology; Economics, Mathematics and Technology
21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy
Learning Targets
Standards 7.1
All students will be able to use a world language in addition to English to engage in meaningful conversation, to
understand and interpret spoken and written language, and to present information, concepts, and ideas, while also
gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with
other content areas, compare the language and culture studied with their own, and participate in home and global
communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
The Novice-High language learner has progressed from understanding and communicating at the word level to
understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to:
Ask and answer simple questions related to everyday life, Handle simple transactions related to everyday life: Initiate,
maintain, and end a conversation; Ask for and give permission; Express needs; Give reasons; Request, suggest, and
make arrangements; Extend, accept, and decline an invitation.
The study of another language and culture deepens understanding of where and how people live and why events occur.
 Online newspapers, magazines, blogs, wikis, podcasts, videos and government websites provide current information
on perspectives of the target culture on local, national, and global problems/issues.
 Human and animal migration are often related to the availability of resources and the ability to adapt to the
environment.
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the development
of this understanding should include, but are not limited to: likes/dislikes, pastimes, schedules, and travel.)
CPI#
Cumulative Progress Indicator (CPI)
7.1.NH.A.3
7.1.NH.A.4
7.1.NH.A.5
7.1.NH.B.1
7.1.NH.B.4
7.1.NH.C.2
Recognize some common gestures and cultural practices associated with target
culture(s).
Identify people, places, objects, and activities in daily life based on oral or written descriptions
Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted
themes.
Ask and respond to questions, make requests, and express preferences in various social
situations.
Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar
vocabulary orally or in writing.
Level 2, Unit 3: Travel Plans
Unit Essential Questions




Why is it important to learn how to discuss
travel arrangements in another language? What
are some necessary preparations to make before
traveling to a foreign country?
How does culture influence travel?
What can a traveler do to gain a deeper
understanding of the culture of the country
visited?
What insights to our own lives can be gained by
visiting a foreign country
Unit Enduring Understandings

Travel broadens horizons and gives a deeper
understanding of the traveler’s own culture.

Travel preparations may vary for different
countries (passports, visas, permissions, etc).
 Creating an itinerary with details of what to do
or see will help me better understand the
target language country and its culture.
Unit Learning Targets
Students will…
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Discuss and make travel plans.
Ask and answer questions about travel and vacation, to include transportation schedules, modes of
transportation, destinations, and activities.
Interpret materials providing travel information.
Describe past travel experiences and future travel plans.
Discuss common modes of transportation in target language countries.
Discuss popular vacation spots and resorts in target language countries.
Discuss what teens in target language countries enjoy doing while on vacation.
Discuss temperature and weather in target language countries.
Identify the geographical locations of target language countries and their neighboring countries.
Do mathematical computations to figure travel costs.
Compare travel and vacations in the U.S. and in target language countries.
Utilize authentic materials to make travel plans to go to or to travel within target language countries.
Identify vocabulary for places of interest
Plan a trip to a foreign country
Discuss air travel.
Exchange information and solve common traveling problems in target countries by using idiomatic expressions
of the target language; and asking and responding to questions.
Discuss past travel experiences.
Create a Travel document, identification (passport, id)
Research a target country of choice and be able to make travel arrangements/ Complete itinerary.
Level 2, Unit 3: Evidence of Learning
Summative Assessment






Unit Exam
Oral interviews
Written report
Oral presentation
House advertisement
Role play: Selling/Buying or renting a house/apartment.
Equipment needed: Computer/projection setup, student computer access, Photo Story or comparable software,
digital cameras
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint
in French, Spanish and Portuguese.
Formative Assessments





 Interpretive reading & listening tasks
 Student-to-student conversations
 Written practice activities
Warm up Activities
Exit Tickets
Venn graphic organizers
WebQuests
Vocabulary quizzes
Level 2, Unit 3: Lesson Plans
Lesson
Timeframe
Lesson 1
Things needed to travel overseas
1 day- Block schedule
2 days- Traditional schedule
Lesson 2
Discuss Air travel
Lesson 3
Idiomatic expressions about problems that might occur
Lesson 4
Discuss past travel experiences
Lesson 5
Research target country
Lesson 6
Create a brochure
Lesson 7
Create a travelling itinerary: including air fare, lodging,
activities, sightseeing, etc.
2 days- Block schedule
4 days- Traditional schedule
1 day- Block schedule
2 days- Traditional schedule
1 day- Block schedule
2 days- Traditional schedule
1 day- Block schedule
2 days- Traditional schedule
2 days- Block schedule
4 days- Traditional schedule
2 days- Block schedule
4 days- Traditional schedule
Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures. Teachers must
reactivate the needed vocabulary and structures prior to teaching these lessons or must pre-teach these concepts.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
See Appendix 2 for 21st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
See ADDENDUM for example of how to engage students with the shifts in Common Core when teaching foreign
languages
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Level 2, Unit 4: Getting around the city
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese - Level II – Novice-High – Grades 9-12 (For an
understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)
Unit Summary
In “Getting around the city” students will use a range of culturally authentic materials to develop a travel guide,
which will include itinerary, a budget, day trips and restaurants. Through a series of scaffold learning activities, they
strengthen their interpretive, interpersonal and presentational skills.
Primary interdisciplinary connections: geography; history, sociology, health and technology
21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy
Learning Targets
Standards 7.1
All students will be able to use a world language in addition to English to engage in meaningful conversation, to
understand and interpret spoken and written language, and to present information, concepts, and ideas, while also
gaining an understanding of the perspectives of other cultures. Through language study, they will make connections
with other content areas, compare the language and culture studied with their own, and participate in home and global
communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
 The Novice-High language learner has progressed from understanding and communicating at the word level to
understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to:
Identify the main idea and some supporting details when reading; Understand the gist and some supporting details of
conversations dealing with everyday life; Infer the meaning of some unfamiliar words when used in familiar contexts;
Ask and answer simple questions related to everyday life; Handle simple transactions related to everyday life: Initiate,
maintain, and end a conversation; Ask for and give permission; Express needs; Give reasons; Request, suggest, and
make arrangements; Extend, accept, and decline an invitation.
 The study of another language and culture deepens understanding of where and how people live and why events
occur. (Content areas that assist in the development of this understanding should include, but are not limited to: history,
science, economics, and geography).
Due to globalization and advances in technology, the products and practices of a culture change over time, and these
changes may impact cultural perspectives.
CPI#
Cumulative Progress Indicator (CPI)
7.1.NH.A.1
7.1.NH.A.3
7.1.NH.A.4
7.1.NH.A.5
7.1.NH.B.1
7.1.NH.B.4
7.1.NH.C.2
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted
themes.
Recognize some common gestures and cultural practices associated with target
culture(s).
Identify people, places, objects, and activities in daily life based on oral or written descriptions
Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted
themes.
Ask and respond to questions, make requests, and express preferences in various social
situations.
Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar
vocabulary orally or in writing
Unit Essential Questions


Unit Enduring Understandings
How is our city different than one in the
target countries?
Are the same methods of transportation use
in all cities or do they vary?

Cities are unique all over the world.

Different methods of transportation are used in
different cities.
Unit Learning Targets
Students will…

List and identify authentic places in a specific target city.

Ask for and tell where they are located

Ask about and tell how to get to the different places in city.

Students ask about and tell how to use different forms of transportation to accomplish a variety of
things.

Use an authentic map of target city to explain directions from one place to another

Using transportation with authentic

Play roles of tour guides and visitors in target city.

Identify buildings, services, streets and monuments.

Ask about and list forms of transportation.

Ask for and give direction.

List the things they have visited, the errands they have completed and purchases they have made.

Discuss cultural landmarks
Level 2, Unit 4: Evidence of Learning
Summative Assessment
 Unit Exam
 Research a target city
 Role play
 Read a map
Equipment needed: Computer/projection setup, student computer access, Photo Story or comparable
software, digital cameras
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint
in French, Spanish and Portuguese.
Formative Assessments
 Warm up Activities
 Exit Tickets
 One-Minute Papers



Web Quests
Vocabulary quizzes
Homework
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
CENTURY GLOBAL SKILLS
Level 2, Unit 4: Lesson Plans
Lesson
Lesson 1
Different sites, buildings in a city
Timeframe
1 day- Block schedule
2 days- Traditional schedule
Lesson 2
1 day- Block schedule
Ask for and give directions
2 days- Traditional schedule
Lesson 3
1 day- Block schedule
Research a target city
2 days- Traditional schedule
Lesson 4
2 day- Block schedule
Use an authentic map
4 days- Traditional schedule
Lesson 5
1 day- Block schedule
Interpret an authentic ticket
2 days- Traditional schedule
Lesson 6
2 days- Block schedule
Role play
4 days- Traditional schedule
Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures. Teachers must
reactivate the needed vocabulary and structures prior to teaching these lessons or must pre-teach these concepts.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
See Appendix 2 for 21st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
See ADDENDUM for example of how to engage students with the shifts in Common Core when teaching foreign
languages
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Level 2 Unit 5: Food and Nutrition
Content Area: World Languages- Spanish, French, Portuguese
Target Course/Grade Level: Level 2– Novice High Language Learner- Grades 9-12
(For an understanding of this proficiency level, see the 2009 World Languages Standard document.)
Unit Summary
In “Food and Nutrition” students discuss food and food shopping in the target language. Students discuss different eating
customs for formal and informal meals in the target countries. In addition, students explore the influence of Target Country
foods and cooking styles in the United States. Through a series of scaffold learning activities, they strengthen their
interpretive, interpersonal, and presentational skills.
Primary interdisciplinary connections: Biology, Chemistry, Health and Technology
21st century themes: Global Awareness and Health Literacy
Learning Targets
Standard 7.1 : All students will be able to use a world language in addition to English to engage in meaningful
conversation, to understand and interpret spoken and written language, and to present information, concepts, and
ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they
will make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
 The Novice-High language learner has progressed from understanding and communicating at the word level to
understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to:
Identify the main idea and some supporting details when reading;
 Products and practices of a culture change over time, and these changes may impact cultural perspectives.
 Immigration changes both the community of origin and the new community.
CPI#
Cumulative Progress Indicator (CPI)
7.1.NH.A.1
7.1.NH.A.2
7.1.NH.A.4
7.1.NH.B.2
7.1.NH.B.5
7.1.NH.C.1
7.1.NH.C.5
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
Demonstrate comprehension of a series of oral and written directions, commands, and requests through
appropriate physical response.
Identify people, places, objects, and activities in daily life based on oral or written descriptions.
Give and follow a series of oral and written directions, commands, and requests for participating in
age- and level- appropriate classroom and cultural activities.
Converse on a variety of familiar topics and/or topics studied in other content areas.
Recombine basic information at the word and sentence level related to self and targeted themes to
create a multimedia-rich presentation to be shared virtually with a target language audience.
Tell or write about cultural products associated with the target culture(s), and simulate common
cultural practices.
Essential Questions
 What are the differences between a typical meal in the
target countries vs. the ones in the US??
 How is the American diet being affected by the popularity
of the target countries’ food?
 How do shopping habits differ from one country to other?
Enduring Understandings
 Typical meals vary according to the target country
and its culture.

The American diet has adopted some of the foods
from the target country (i.e. croissants, quiches,
empanadas, rice and beans, etc…)

Shopping habits vary from country to and change
over time due to globalization and they impact
cultural perspectives.

Meals, and the order they are eaten in, vary
according to the culture of the target country
language.
 What are the differences and similarities between meals in
the target language country and in the US?
Unit Learning Targets
Students will…

























Ask and answer questions related to food and shopping for food.
Ask and answer questions about food at a celebration.
Order or take an order for a meal in a variety of dining situations.
Exchange opinions about food.
Identify foods based on spoken and written descriptions.
Comprehend comments and commands about foods and/or celebrations.
Describe foods and/or shopping for food.
Describe foods and menus in relation to celebrations.
Describe a menu or recipe from a Target language country or region.
Discuss the different eating customs for formal and informal meals in the target countries.
Discuss the different food shopping patterns in the target countries.
Discuss typical mealtime schedules in target countries.
Discuss the influence of target countries’ foods and cooking styles in the United States.
Compare the differences between American and target country’s cuisine.
Compare the role of food in celebrations in the U.S. and target countries.
Contrast eating habits and food preparation in the U.S. and in target countries.
Discuss the influence of American fast food on the eating habits of target countries.
Discuss the increasing popularity within the American diet of food items from target countries and its
effect on vocabulary.
Describe recipes and menus for celebrations in target countries.
Identify typical food products from target countries.
Identify vocabulary related to opinions about food.
Use of definite, indefinite, and partitive articles.
Direct and indirect objects
Courtesy expressions.
Affirmative and negative commands
Level 2 Unit 5: Evidence of Learning
Summative Assessment:
 Unit Test
 Quizzes
 Food Recipe project
 Role-play
Equipment needed: Student computers (with multi-media production tools such as Photo Story or Power Point,
headphones, and microphones) and digital voice recorders
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint
presentations in French, Spanish and Portuguese.
Formative Assessments
 Checking for understanding: White boards,
signaling, TPR, drawing to demonstrate
understanding
 Interpretive reading, presentational and listening
tasks
 Surveys
 Student-to-student conversations
 Quizzes on grammatical structures
 Creating a menu
 Completed graphic organizers (e.g., unit vocabulary,
Venn diagrams)
 WebQuests
 Blog entries
 Jeopardy game
 Vocabulary quizzes on food s
Level 2 Unit 5: Lesson Plans
Lesson
Timeframe
1 day Block schedule/
Lesson 1
2 days Traditional schedule
Food Categories
2 day Block schedule/
Lesson 2
2
days
Traditional schedule
Food Shopping
2 day Block schedule/
Lesson 3
4 days Traditional schedule
Recipes from the Target Country
1 day Block schedule/
Lesson 4
2
days
Traditional schedule
Formal and Informal Meals
1 day Block schedule/
Lesson 5
2 days Traditional schedule
Meal Schedules and patterns
1 day Block schedule/
Lesson 6
2
days
Traditional schedule
Influence of Target Country Foods in the US
2 day Block schedule/
Lesson 7
4 days Traditional schedule
Food Project Presentation
Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures. Teachers
must reactivate the needed vocabulary and structures prior to teaching these lessons or must pre-teach these
concepts.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
See Appendix 2 for 21st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
See ADDENDUM for example of how to engage students with the shifts in Common Core when teaching foreign
languages
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Level 2, Unit 6: Healthy Living
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese - Level II – Novice-High – Grades 9-12
Unit Summary
In “Healthy Living” students explore American and Spanish views on healthy living using a range of culturally
authentic learning materials, such as websites, music, graphs, and food labels. As they do, they reflect on their own
habits, develop materials that promote a healthy, active lifestyle, and consider the impact of food allergies on
today’s youth. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal, and
presentational skills.
Primary interdisciplinary connections: Health and Technology
21st century themes: Global Awareness and Health Literacy
Learning Targets
Standard 7.1 : All students will be able to use a world language in addition to English to engage in
meaningful conversation, to understand and interpret spoken and written language, and to present
information, concepts, and ideas, while also gaining an understanding of the perspectives of other
cultures. Through language study, they will make connections with other content areas, compare the
language and culture studied with their own, and participate in home and global communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
 The amount of leisure time available and how it is spent varies among cultures.
 Wellness practices may vary across cultures.
 Online newspapers, magazines, blogs, wikis, podcasts, online videos and government sites provide current
information on perspectives of the target culture on local, national, and
CPI#
Cumulative Progress Indicator (CPI)
7.1.NH.A.1
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some
highly contextualized, unfamiliar spoken or written words contained in culturally authentic
materials using electronic information sources related to targeted themes.
Recognize some common gestures and practices of the target culture.
Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.3
7.1.NH.A.5
7.1.NH.B.1
7.1.NH.B.4
7.1.NH.B.5
7.1.NH.C.1
7.1.NH.C.3
Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted themes.
Ask and respond to questions, make requests, and express preferences in various social
situations.
Converse on a variety of familiar topics and/or topics studied in other content areas.
Recombine basic information at the word and sentence level related to self and targeted themes
to create a multimedia-rich presentation to be shared virtually with a target language audience.
Describe in writing people and things from the home and school environment.
Essential Questions
 What is healthy living?
 Is healthy living a universal concept? Why or
why not?
 How do diet and fitness relate to health?
Enduring Understandings
 Practices considered to be healthy vary by culture.

Good health and well-being are dependent on a
variety of factors.
Unit Learning Targets
Students will…










Understand and interpret written and spoken language about various ways of staying healthy.
Compare and contrast cultural products, practices, and perspectives related to healthy living.
Exchange information about ways to stay healthy with peers.
Discuss their daily health and fitness routines.
Create Spanish-language materials that promote ways to stay healthy and active .
Discuss sports and exercise when talking about healthy habits
Identify illnesses and injuries
Express pain and other ailments
Understand and exchange suggested treatments
Carry on a conversation at the doctor’s office
Level 2, Unit 6: Evidence of Learning
Summative Assessment:
 Integrated Performance Assessment
You are preparing to go abroad to study in a Target language country. You are concerned about what you’ll be able
to eat and what type of activities you will be able to do while you are there. In researching this information, you
come across a public service announcement (PSA), about healthy living. You listen to the video to find out what
“healthy living” means in the target country. While abroad you meet a fellow student and exchange information
about what you do to stay healthy. When you return home, you develop a target language PSA for a local target
language radio station or newspaper as part of a community service project.


Unit Test
Role Play
Equipment needed: Student computers (with multi-media production tools such as Photo Story or
Power Point, headphones, and microphones) and digital voice recorders
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and
PowerPoint in French, Spanish and Portuguese.
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments
 Checking for understanding: White boards,
signaling, TPR, drawing to demonstrate
understanding
 Interpretive reading & listening tasks
 Surveys
 Student-to-student conversations
 Photo Story on daily routines
 Quizzes on present tense, reflexive verbs, &
commands
 Pamphlet for community center
 Completed graphic organizers (e.g., unit vocabulary,
Venn diagrams)
 Homework
 Blog entries
 Jeopardy game on food pyramid
 Vocabulary quizzes on food groups, measurement,
frequency words, body parts, daily routine, places
Level 2, Unit 6: Lesson Plans
Lesson
Timeframe
2 day Block schedule
Lesson 1
4
days
Traditional schedule
The Food Pyramid
2 day Block schedule
Lesson 2
4 days Traditional schedule
Get Moving
3 day Block schedule
Lesson 3
6
days
Traditional schedule
How to Stay Healthy
3 day Block schedule
Lesson 4
6 days Traditional schedule
Daily Routines
1 day Block schedule
Lesson 5
2 days Traditional schedule
Careful, it has nuts!
Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures.
Teachers must reactivate the needed vocabulary and structures prior to teaching these lessons or must preteach these concepts. See the World Languages Standard Glossary & Resources in the 2009 World
Languages Standard document for strategies.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
See Appendix 2 for 21st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
See ADDENDUM for example of how to engage students with the shifts in Common Core when teaching foreign
languages
.Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit 7: Leisure
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese - Level 2– Novice-High Grades 9-12
(For an understanding of this proficiency level, see the 2009 World Languages Standard document.)
Unit Summary
In “Leisure” students explore different types of leisure activities most commonly practiced in the target language culture and compare
and contrast it to the ones in the US. In addition, students are challenged to use authentic text and realia to identify different types of
leisure activities and pastimes. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and
presentational skills.
Primary interdisciplinary connections: Language Arts, Mathematics, sociology, geography, technology
21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy
Learning Targets
Standards 7.1
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and
interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the
perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language
and culture studied with their own, and participate in home and global communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and
communicating at the sentence level and can use words, lists, and simple sentences independently to: Identify the main idea and some
supporting details when reading; Understand the gist and some supporting details of conversations dealing with everyday life; Infer
the meaning of some unfamiliar words when used in familiar contexts.
 Personal preferences and skills are key factors to consider when making decisions about post-secondary plans. (Topics that assist in
the development of this understanding should include, but are not limited to: personal likes/dislikes, subject-area preferences,
academic record, and career awareness, exploration, and preparation).
 Online newspapers, magazines, blogs, wikis, podcasts, videos and government websites provide current information on perspectives
of the target culture on local, national, and global problems/issues. (Topics that assist in the development of this understanding should
include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g.,
population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of
scarce resources.])
CPI#
Cumulative Progress Indicator (CPI)
7.1.NH.A.1
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly
contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic
information sources related to targeted themes.
7.1.NH.A.3
Recognize some common gestures and practices of the target culture.
7.1.NH.A.5
Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.B.1
Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on
topics related to self and targeted themes.
7.1.NH.B.4
Ask and respond to questions, make requests, and express preferences in various social situations.
7.1. N.H.B.5
Converse on a variety of familiar topics and/or topics studied in other content areas.
7.1.NH.C.1
Recombine basic information at the word and sentence level related to self and targeted themes to create a
multimedia-rich presentation to be shared virtually with a target language audience.
7.1.NH.C.5
Tell or write about cultural products associated with the target culture(s), and simulate common cultural
practices.
Unit Essential Questions
Unit Enduring Understandings
 What are the differences and similarities in terms of recreational
activities in the target language country and the US?
 What influences the popularity of certain sports and leisure
activities in the target language country?
 Leisure activities vary according to geographical location,
climate and popular cultural influences.
 Sports and leisure activities are influenced by economy and
society.
Unit Learning Targets
Students will…





















Ask and answer questions about indoor and outdoor leisure time activities.
Share opinions about indoor and outdoor leisure time activities.
Understand announcements and advertisements about indoor and outdoor leisure time activities.
Comprehend spoken or written narratives about indoor and outdoor leisure time activities.
Present information about indoor and outdoor leisure time activities.
Describe when, where, and how often one participates in indoor and outdoor leisure time activities.
Tell about indoor and outdoor leisure time activities that took place in the past.
Discuss how and where young people spend leisure time in target language countries.
Discuss popular sports and sporting events in Target language countries
Discuss famous target language country’ individuals studied in other classes (sports figures, musicians, artists,
etc.).
Compare indoor and outdoor leisure time activities in target language country and American cultures.
Compare the amount of time and money spent on indoor and outdoor leisure time activities in target language
country and American cultures.
Identify cognates and false cognates for indoor and outdoor leisure time activities.
Compare the use of the past tense in the target language and English.
Explore information about indoor and outdoor leisure time activities in target language countries.
Utilize past tense to narrate
Sequence words
Formal and informal questions
Target language leisure expressions
Express opinions
Identify vocabulary for locations and respective leisure activities
Evidence of Learning
Summative Assessment





Unit Exam
Written report
Oral presentation
Unit Project
Role play
Equipment needed: Computer/projection setup, student computer access, Photo Story or comparable software, digital
cameras
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint in French,
Spanish and Portuguese.
Formative Assessments
 Role play
 Quiz
 Role-play
 Student-to-student conversations
 Written practice activities
 Homework
Lesson Plans
Lesson
Timeframe
Lesson 1
2 days- Block schedule
Indoor and Outdoor activities
4 days- Traditional schedule
Lesson 2
2 day- Block schedule
At the beach
4 days- Traditional schedule
Lesson 3
1 day- Block schedule
Camping is fun
2 days- Traditional schedule
Lesson 4
1 day- Block schedule
Grammar in action
2 days- Traditional schedule
Lesson 5
1 day- Block schedule
Let’s look for a summer camp
2 days- Traditional schedule
Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures. Teachers must reactivate the
needed vocabulary and structures prior to teaching these lessons or must pre-teach these concepts.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
See Appendix 2 for 21st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
See ADDENDUM for example of how to engage students with the shifts in Common Core when teaching foreign languages
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Level 2, Unit 8: Cultural Entertainment
Content Area: World Languages
Target Course/Grade Level: Spanish, French, Portuguese- Level II– Novice High -Grades 9-12
(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard
document.)
Unit Summary
In “Cultural Entertainment” students will explore art, music, dance, film and poetry from target language countries,
and compare and contrast that with products of American culture. Students will research historical and cultural factors
influencing the expressions of art, music, dance, film and literature pieces that they choose to study and present to the
rest of the students.
Learning Targets
Standards 7.1
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode
Teacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication
Content Statements
The Novice-High language learner has progressed from understanding and communicating at the word level to
understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to:
Identify the main idea and some supporting details when reading; Understand the gist and some supporting details of
conversations dealing with everyday life; Infer the meaning of some unfamiliar words when used in familiar contexts.
 Personal preferences and skills are key factors to consider when making decisions about post-secondary plans. (Topics
that assist in the development of this understanding should include, but are not limited to: personal likes/dislikes,
subject-area preferences, academic record, and career awareness, exploration, and preparation).
 Online newspapers, magazines, blogs, wikis, podcasts, videos and government websites provide current information on
perspectives of the target culture on local, national, and global problems/issues. (Topics that assist in the development of
this understanding should include, but are not limited to: current events and contemporary and emerging global issues,
problems, and challenges [e.g., population growth and migration; environmental degradation and protection;
discrimination and other conflicts; and the allocation of scarce resources.])
CPI#
Cumulative Progress Indicator (CPI)
7.1.NH.A.5
Demonstrate comprehension of short conversations and brief written messages on familiar topics
7.1.NH.B.3
Imitate appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language during daily
interactions.
Ask and respond to questions, make requests, and express preferences in various social
situations
Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using
familiar vocabulary orally or in writing
Tell or write about cultural products associated with the target culture(s), and simulate common
cultural practices.
7.1.NH.B.4
7.1.NH.C.2
7.1.NH.C.5
Unit Essential Questions
Unit Enduring Understandings

How do art, music, dance and literature
influence our lives?

How does our popular entertainment differ
from that in the target language countries?

How have the events in history molded
cultural entertainment?

Art, music, dance and literature
portray ideas and emotions.

Understanding the world’s historical events helps
to interpret the cultural entertainment of that time
period.

Current trends and influences impact popular
cultures around the world in a variety of ways.

Unit Learning Targets
Students will…
 Describe a painting
 Analyze different painting styles by comparing, contrasting and expressing preference for a particular





painter.
Research artists of target language countries
Explore popular musical groups from target language countries
Compare and contrast different dances from target language countries.
Analyze literature pieces (poems, etc..)
Analyze a movie from a target language country and compare it to an American movie from the same
time period

Level 2, Unit 8: Evidence of Learning
Summative Assessment
Unit Exam
Describe a painting
Research Project on an artist, a type of dance, a musical group or musical genre or a movie
Create a multimedia presentation or a demonstration to follow up on their research project
Write a poem
Equipment needed: Computer/projection setup, student computer access, Video and digital cameras, internet
access, radio, etc..
Teacher Resources:
See Unit Activity and Ancillary Resources for details.
See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint
in French, Spanish and Portuguese.
Newark Public Schools
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessment
 Interpretive reading & listening tasks
 Student-to-student conversations
 Quizzes
 Homework Assignments
 Written practice exercises
Painting descriptions
Level 2, Unit 8: Lesson Plans
Lesson
Timeframe
Lesson 1
1 day- Block schedule
2 days- Traditional schedule
Describe a painting
Lesson 2
Different painting styles
1 day- Block schedule
2 days- Traditional schedule
2 day- Block schedule
4 days- Traditional schedule
Lesson 3
Research an artist, a type of dance, a musical group,
musical genre or a movie
Lesson 4
2 day- Block schedule
Explore Songs
4 days- Traditional schedule
Lesson 5
2 day- Block schedule
Compare and Contrast Dance Genres
4 days- Traditional schedule
Lesson 6
2 day- Block schedule
Analyze poetry from target language countries
4 days- Traditional schedule
Lesson 7
5 day- Block schedule
Final Multimedia project
10 days- Traditional schedule
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
See Appendix 2 for 21st Century Interdisciplinary Themes and Definitions
See Appendix 3 for Differentiated Instructional Strategies
See Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level
See ADDENDUM for example of how to engage students with the shifts in Common Core when teaching foreign
languages
Newark Public Schools
ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly
meets the criteria below.
Lesson Activities:
Are challenging and require higher order thinking and
problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and
transfer of knowledge and skills
Foster student use of technology as a tool to develop critical
thinking, creativity and innovation skills
Are varied to address different student learning styles and
preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and
co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and
skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and selfassessment
Provide data to inform and adjust instruction to better meet
the varying needs of learners
Strongly
Moderately
Weakly