East Meadow, ny grade 12 Curriculum Area Project



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East Meadow Public Schools

East Meadow, NY


Grade 12 Curriculum Area Project

School Year 2014-2015


Mr. Louis R. DeAngelo

Superintendent
W.T. Clarke High School

Mr. Timothy Voels, Principal
East Meadow High School

Mr. Richard Howard, Principal

Department of Languages Other Than English

Spanish 5 Honors


Writers: Antoinette Calhoun


Maria Miller

Project Coordinator: Maria Miller

CAP Coordinator: Cinthia Serowik


Board of Education
Joseph Parisi, President

Marcee Rubinstein, Vice President


Joseph Danenza, Trustee
Scott Eckers, Trustee
Brian O'Flaherty, Trustee
Jeffrey Rosenking, Trustee
Walter Skinner, Trustee

Administration
Louis R. DeAngelo, Superintendent of schools

Mary Ann O’Brien, Asst. Superintendent for Business and Finance

Anthony Russo, Asst. Superintendent for Personnel and Administration

Cindy Munter, Asst. Superintendent for Curriculum and Instruction

Patrick Pizzo, Administrator for Operations

Table of Contents

Abstract page 4


Rationale page 5
Understanding by Design lesson plan for selected unit pages 6-8
I. Por un Mundo Mejor (Human Rights and Volunteerism)

Resources page 9

Appendix A - Scope and Sequence for Spanish 5H pages 11-16
Appendix B – Rubrics pages 17-21

Abstract
This guide presents a curriculum for the Languages Other Than English instruction of Spanish students in the Level 5 Honors. The course is designed for students who have completed Spanish Level 4 Honors successfully and have opted to further their linguistic and cultural understanding of the Spanish-speaking world at the 12th grade level. This is an intermediate to advanced level course. It is a college level course affiliated with St. John’s University for which students may receive three college credits per semester. This course incorporates the New York State Common Core standards and the National Standards for Languages other than English. These standards include “The Five C’s of Foreign Language Education:” Communication, Cultures, Connections, Comparisons and Communities.
The curriculum encompasses readings, advanced grammar, listening comprehension, writing and extensive practice in speaking in a variety of situations. The Spanish 5 Honors course provides students with opportunities to exhibit their proficiency in each of the three modes of communication (Interpersonal, Interpretive, and Presentational).

The curriculum centers around five essential themes to integrate language, content, and culture into an interrelated series of lessons and activities. Each theme will be explored through essential questions intended to engage learners and to guide learning activities and performance assessments.

Every effort is made to provide the students with as many authentic materials/situations to familiarize them with the target language and culture. Literary and journalistic texts, advertisements, and authentic audio materials are used to further language acquisition and cultural understanding. The LOTE department has chosen to use various textbooks that we believe will best prepare the students to achieve the goals of advancing their communication, writing and reading skills.


Rationale
It is the intent of this Curriculum Area Project to create a specific curriculum and scope and sequence for a Spanish 5 Honors College Level Course. This new curriculum is warranted due to a need to challenge and prepare our 5 Honors students to successfully participate in an increasingly multi-lingual and global society. More advanced grammatical structures have been included in order to maximize their ability to communicate. The content areas have been revised and made more relevant to meet the challenges of the 21st century. The new curriculum reflects the use of themes and questions that allow students to investigate and express different views on real world issues, make connections to other disciplines and compare aspects of the target culture(s) to their own.

In order to facilitate the preparation of our students for the new curriculum, we have explored and utilized several new textbooks that are aligned to this new curriculum. The purpose of this Curriculum Area Project is to create a scope and sequence for the course utilizing these new textbooks.




I. Por Un Mundo Mejor

(Human Rights and Volunteerism)




Stage 1—Desired Results


Content Standard(s):
COMMUNICATION:

(1.2) Students understand and interpret written and spoken language on a variety of topics.

(1.3) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURAL UNDERSTANDING:

(2.2) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.


CONNECTIONS:

(3.1) Students reinforce and further their knowledge of other disciplines through the foreign language.


COMPARISONS:

(4.2) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied on their own.








Understanding(s):

Students will understand that…





  • Human Rights is a continuing problem in Latin America as well as in other regions of the world

  • Freedom is achieved through involvement and knowledge

  • There are historical and cultural reasons behind the abuses that are present in countries like Cuba and the Dominican Republic




Essential Question(s):



  • What is freedom?

  • What are human rights?

  • What can a citizen do to ensure the safeguarding of human rights?

  • What are the essential human rights?

  • What are the threats to human rights?

  • Who are some of the activists who are involved in the human rights struggle?


Student will know…





  • The vocabulary necessary to discuss human rights

  • What are the basic freedoms that every human has the right to enjoy

  • What are the characteristics of a good government and a bad government

  • The history surrounding the rise of dictatorships in Cuba and the Dominican Republic.

  • How to use the Imperfect Subjunctive, Sequence of tenses and use of “if” clauses.


Students will be able to…





  • React to certain issues such as denying human rights, oppression and censorship

  • Understand the concept of freedom and be able to communicate with other students about freedom

  • Interpret a painting portraying censorship

  • Read articles about Fidel Castro, Trujillo and the Mirabal sisters and be able to discuss and give their opinions about what they read.

  • Use songs to understand the plight of people whose human rights are violated

  • Interpret songs about human rights and fill in the missing words to practice the use of the subjunctive mood.

  • Use the subjunctive mood to react to the importance of human rights

  • Compare their freedom with the oppression of other countries

  • Compare and contrast two films about dictatorship and oppression.





Stage 2—Assessment Evidence


Performance Task(s):


  • Read: “La historia de las hermanas Mirabal” and relate the article to the film “En el tiempo de las mariposas”.

  • Read: “El lado humanitario de Ricky Martin” and answer questions about the importance of volunteer work in our global society.

  • Create a Venn Diagram comparing and contrasting the dictators Fidel Castro and Trujillo.

  • Answer questions about the films:

“En el tiempo de las mariposas”,

and “ Voces Inocentes”.



  • Analyze and react to the painting “Manos anónimas” by Carlos Alonso, pointing out its social and political impact

  • Look up the symbol or logo for Amnesty International. Write an explanation of its symbolism. Design your own logo as an alternative and explain what it symbolizes.




Other Evidence:


  • Written vocabulary quizzes on related vocabulary

  • Students will do a presentation on a painting depicting oppression of human rights. (oral presentation rubric will be used)

  • Students will create their own humanitarian organization and will discuss social and personal benefits the organization will offer to the targeted group in society.

  • Written exams assessing understanding of the grammatical structures, vocabulary, and culture in the unit

  • Students will create a power point about the struggle of a Spanish speaking country for human rights and pick a song that demonstrates this struggle.





Stage 3—Learning Plan


Learning Activities:


  • Vocabulary will be presented by using Smart board and mimio.

  • Working in cooperative groups, students will perform activities that will reinforce vocabulary.

  • Students will fill out a graphic organizer stating what freedom means to them. They will be instructed that this could include freedom on a personal as well as political level. Class will review as a whole their graphic organizer and “brainstorm” their beliefs about freedom and the importance of freedom in their everyday lives.

  • Present grammatical structures of the subjunctive mood

  • Working in cooperative groups, students will discuss and give their opinions about the abuse of human rights by answering questions about the articles and films presented in class.

  • Students will use the internet to research information needed for their project and class activities.


WEBSITES:

  • http://www.phschool.com/conexiones

  • http://www.google.com

  • http://www.amnestyinternational.com

  • http://www.desaparecidos.org

  • http://www.youtube.com

  • http://colby.edu

  • http://bbcmundo.com

  • http://larednoticias.com






Resources


Courtad,James C. ,Kathryn Everly and Martin Gaspar. Intrigas Advanced Spanish Through Literature and Film.

Boston, Massachusetts: Vista Higher Learning, 2012.
Díaz. José M. and María F. Nadel. Abriendo Paso - Gramática. Boston, Massachusetts: Pearson Education Inc., 2012.
Díaz. José M. and María F. Nadel Abriendo Paso – Lectura. Boston, Massachusetts: Pearson Education, Inc., 2012.

Draggett, Parthena, Cole Conlin, Max Ehrsam, and Elizabeth Millán. Temas - AP Spanish Language and Culture. Boston, Massachusetts: Vista Higher Learning, 2014.

McVey Gill Mary, Deana Smalley and Maria Paz Haro. Cinema for Spanish Conversation 3rd ed. Newburyport, Massachusetts: Focus Publishing/R. Pullins Company, 2010.
McVey Gill Mary and Teresa Méndez-Faith. Cultura y Cine: Hispanoameria Hoy. Newburyport, Massachusetts: Focus Publishing/R. Pullins Company, 2012.
McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto -

Gramática en acción. Boston, Massachusetts: Thomson-Heinle, 2007.
McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto –

Lecturas intermedias. Boston, Massachusetts: Thomson-Heinle, 2007.
Roca, Ana. Nuevos Mundos- Lectura, cultura y comunicación: Curso de español para estudiantes bilingues. New York: John Wiley & Sons, Inc., 1999.
Rusch, Debbie, Marcela Domínguez and Lucía Caycedo-Garner. Fuentes: Conversación y gramática. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.
Tuten, Donald N., Lucía Caycedo-Garner and Carmelo Esterrich. Fuentes: Lectura y redacción. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.
Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce M. García. Conexiones -

Comunicación y Cultura. Fourth ed. New Jersey: Prentice-Hall, Inc., 2010.
Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce M. García. Conexiones -

Comunicación y Cultura. Fifth ed. Boston, Massachusetts: Pearson Education, Inc., 2014.

Videos

Mar Adentro
Real Women Have Curves
La Cautiva
Voces Inocentes
La fiesta del chivo
En el Tiempo de las Mariposas
Fidel
Pan’s Labrynth
Entre Nos
Bajo la Misma Luna
Una Vida Mejor

APPENDIX A

Scope and Sequence for Honors College Level Spanish

SPANISH 5H
SCOPE AND SEQUENCE

UNIT 1
TEMA: EN BUSCA DE LA FELICIDAD
Resources:


  • Text: En Contacto Lectura, pp. 1-17

Grammar topics:




  • Future Tense

  • Conditional Tense

  • Subunctive Mood: Present Tense, Uses (WEIRDO), Present Perfect Tense of Subjunctive

Grammar Resources:



  • Abriendo Paso Gramática - pp. 204, 233; pp. 166-173

  • Eso Es- pp. 145-148

  • Supplementary Grammar Packet on Subjunctive

Movie: El Mar Adentro


Resources: Cinema for Spanish Conversation (Third Edition), pp. 243-260

(Selected Activities and Readings )




Unit 2
TEMA: SOMOS LO QUE SOMOS - Personality Traits and Self- Esteem
Resources:
Texts:


  • Conexiones (5th ed) , pp. 138-171

Conexiones (4th ed) , p. 111 (Actividad 4-6); Video – p. 118.

  • Temas, pp. 363-368

  • Nuevos Mundos - Readings pp. 12-15

Project Activity: Facebook Project - Create a Facebook page following guidelines

(See binder)
Grammar Topics:


  • Reflexive Verbs and use of the Reflexive

  • Present Perfect Tenses Indicative and Subjunctive

  • Future Perfect Tense Indicative

  • Pluperfect Tense Indicative

Grammar Resources:




  • Conexiones (5th ed), pp. 146-150; pp.159-164

Movie: Real Women Have Curves

(Supplementary activities in binder)
Readings:


  • “ Mi nombre” por Sandra Cisneros (Nuevos Mundos)

  • “ Un sándwich de arroz” por Sandra Cisneros (Nuevos Mundos)


Unit 3
TEMA: POR UN MUNDO MAS VERDE – Environment and Ecology
Resources:
Texts:


  • Conexiones (5th ed), pp.68-103

  • Fuentes: Conversación y Gramática, pp. 183-191

  • En Contacto: Lecturas Intermedias, pp.168-170

Grammar Topics:




  • Ser/estar/haber

  • Uses of Subjunctive in adjectival and adverbial clauses

Grammar Resources:




  • Conexiones (5th ed) , pp. 75-77; pp. 90-96

  • Fuentes Conversación y Gramática, pp. 183-191

Readings:




  • “El pescador y el pez” (“ En Contacto Lecturas Intermedias” , pp.168-170)



Unit 4
TEMA: POR UN MUNDO MEJOR – Human Rights and Volunteerism
Resources:
Texts:


  • Conexiones ( 5th ed.), pp. 105-137

  • Conexiones (4th ed.), p. 79; pp. 99-104

  • Fuentes Lecturas y Redacción , pp. 94-112

  • Resources from binder

Gramar Topics:




  • Preterite review

  • Imperfect Subjunctive

  • Sequence of Tenses

  • “If” Clauses

  • “ Como si”

Grammar Resources:




  • “ En Contacto Gramática en Acción”, pp. 237-242

  • “ Abriendo Paso Gramática”, pp. 228-232

  • “ Eso Es” packet

Movies: (To be selected)




  • La Cautiva

  • Voces Inocentes

  • Fiesta del Chivo

  • Fidel

  • En el tiempo de las Mariposas

  • Pan’s Labrynth

Resources for films:




  • Intrigas: Advanced Spanish through Literature and Film

  • Cinema for Spanish Conversation: 3rd ed

  • Cultura y Cine: Hispanoamerica Hoy

( Selected Activities and Readings for movies in binder)



Unit 5
TEMA: LA INMIGRACION

Resources:


Texts:


  • En Contacto Lecuras Intermedias (5th ed), pp. 40-56

  • Temas, p. 350, Act. 1-4

  • Resources in Binder

Readings:




  • “Expulsados” (“Temas”, pp.355-359)

  • “ Cajas de Cartón” (“Abriendo Paso Lectura”: pp. 71-89)

Movies: (To be selected)




  • Bajo La Misma Luna

  • Voces Inocentes

  • Entre nos

  • Una Vida Mejor

Resources for films:




  • Intrigas: Advanced Spanish through Literature and Film

  • Cinema for Spanish Conversation: 3rd ed

  • Cultura y Cine: Hispanoamerica Hoy

( Selected Activities and Readings for movies in binder)



APPENDIX B

RUBRICS

CLASS PARTICIPATION / SPEAKING

You will be evaluated using this rubric to calculate your participation grade.


Category

4

3

2

1

Participation in Class

You are consistently prepared for class. You are well-organized and ready to work when the bell rings. Do Now is always done.

You usually bring all of your materials to class. You are ready to work when the bell rings. You have missed an occasional Do Now…

You frequently forget to bring required materials to class and/or you are often not ready to begin when the bell rings. What happened to the “Do Now”?

You frequently have to ask for extra materials. You are rarely ready when the bell rings and/or not in your seat, and your Do Now is never done!

Independence

You are always on task during pair and group activities.

You complete most group and pair activities in the allotted time.

You sometimes need to be reminded to stay on task during group or pair activities.

You give minimal effort in pair and group activities and are often off task.

Punctuality

You always arrive to class on time and are in your seat before the bell rings!!

You have been late to class 2-3 times without a pass, and are sometimes out of your seat at the bell.

You have arrived late to class on more than 3 occasions without a pass.

You are habitually late to class. Parent notification is necessary.

Listening Skills

You always listen when teacher and others speak.

You usually listen when teacher and others speak.

You need to pay more attention in class.

You “tune out” when the teacher speaks in the target language. You rely on others to tell you what to do, and you rarely participate.

Use of Target Language in Class

You eagerly initiate speech & utilize appropriate attention-getting devices in the target language with teacher and classmates.

You generally use the TL with teacher and peers, mostly during structured activities.

You sometimes use the TL in structured class activities. You initiate most other responses in English.

You almost exclusively use English when talking with the teacher and classmates. You speak as little as possible in the TL.

General Classroom Behavior

You consistently respect all school/classroom rules as well as your teacher and classmates.

You usually respect the rules of the school/class, but may need an occasional reminder, and do not abuse bathroom/pass privileges.

You sometimes forget to follow school/class rules. You need to re-read the class rules and the code of conduct. You frequently abuse bathroom/pass privileges.

You do not follow school/class rules. You need to re-read the class rules and the code of conduct. You abuse bathroom/pass privileges.

Level of Engagement in class

You positively contribute to the class by offering ideas and asking relevant questions several times per class. You always participate.

You positively contribute to the class be offering ideas and asking relevant questions 1 or 2 times per class. You often make attempts at participation.

You rarely contribute to the class. You make few attempts at participating. You respond infrequently so that it is difficult to judge your abilities.

You never contribute to class. You make no attempts at participation.



CRITERION

Cooperative learning

UNACCEPTABLE

(1 PT)


BASIC

(1.5 PTS)



PROFICIENT

(2 PTS)


DISTINGUISHED

(2.5 PTS)



CONTRIBUTION TO THE GROUP

Worked toward group goals only when prompted

Worked toward group goals with occasional prompting

Worked toward group goals without occasional prompting; accepted and fulfilled individual role within the group

Consistently and actively worked toward group goals; willingly accepted and fulfilled individual role within the group

CONSIDERATION OF OTHERS

Needed occasional reminders to be sensitive to the feelings of others

Showed sensitivity to the feelings of others

Showed and expressed sensitivity to the feelings of others; encouraged the participation of others

Showed sensitivity to the feelings and learning needs of others; valued the knowledge, opinion, and skills of all group members and encouraged their contribution

CONTRIBUTION OF KNOWLEDGE

Weren’t aware of the errors that others made or made no attempt to correct the errors of others

Noticed some errors of others and made a few attempts to make corrections or offer advise

Noticed errors and offered corrections in a respectful and caring manner

Respectfully made corrections and offered suggestions of how to improve or expand on the topic

COMPLETING ASSIGNMENT

Off task. Wasted time. Argued. Unable to work out problems without lots of intervention from the teacher. Unprepared. Unable to decide who needs what. Failed to share workload or failed to meet deadlines

Stayed on task most of the time. Every one contributed to the discussion. Finished on time. May have needed a reminder or two from the teacher.

Stayed focused majority of the time. May have needed one reminder from the teacher to stay on task. Finished the task on time.

Stayed focused from beginning to end. Everyone worked well together to accomplish assignment goals.

Self Esteem project

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CATEGORY

 

Excellent
5 pts

Good
4 pts

Fair
3 pts

Poor
2 pts




Presentation -

Excellent

Pronounces all words correctly and speaks clearly. Appropriately uses correct vocabulary and grammar.


Does not read from slides or note cards. Has a good knowledge of material for presentation.

Good

Pronounces most of the words correctly and speaks clearly. Uses some correct vocabulary and grammar.

(1-2 errors)
Sometimes looks at slides and notecards but has a good knowledge of material for presentation.


Fair

Speaks clearly; mispronounces some words. Uses some correct vocabulary and grammar.


(3-4 errors)

Continually reads from slides and notecards but has a general knowledge of material for presentation.





Poor

Difficult to understand, is struggling or mispronounces most words. Does not use correct vocabulary and grammar.


(more than 5 errors).
Reads from slides and notecards and does not have a knowledge of the material for presentation.




Written component
VOCABULARY and GRAMMAR

Excellent

Appropriately uses correct vocabulary and grammar. Vocabulary is vocabulary learned this unit. Uses complete sentences in Spanish and appropriate grammatical structures



Good

Appropriately uses correct vocabulary and grammar including subject verb agreement, noun adjective agreement and correct use of tenses most of the time. Presentation paper included complete sentences in Spanish. verbs/pronouns.



Fair

Sometimes appropriately uses correct vocabulary and grammar including subject verb agreement, noun adjective agreement and correct use of tenses. Presentation paper complete sentences in Spanish.



Poor

Rarely uses or doesn't appropriately use correct vocabulary and grammar including subject verb agreement, noun adjective agreement and correct use of tenses. Presentation paper included complete sentences in Spanish.








Content

Excellent

Addresses all categories or details regarding project on the assignment sheet.


Goes into detail with interpretation and description. Shows extreme effort in finding information about the organization.

Good

Addresses some details of project on the assignment sheet.


Description is not very detailed. Shows effort at finding information about the organization.

Fair

Addresses few of the details on the project on the assignment sheet. Gives basic information on the organization. Does not show effort at finding information about the organization.



Poor

Addresses 1-2 of the details of project on the assignment sheet. Shows little or no effort.






Peer review

Excellent


Good


Fair



Poor





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