web viewahora que estas apunto de terminar tu primer año, ... necesitamos empezar las...

Morris School District31 Hazel Street

Morristown, NJ 07960

Morris School District

Heritage 1,2,3 CurriculumGrades 9 through 12

Mr. Mackey Pendergrast, SuperintendentTamar Spitzer, Supervisor

Submitted by: Samantha Dodson, Alejandra Formoso, Marietta ScorsuneDate: August 6, 2015

Course Rationale: These courses are part of the Heritage Spanish sequence of study and are replacing the current Heritage 3, 4, and 5. in these 5-credit courses, students are

Name of Writer: Dodson,Formoso,Scorsune Date: August 6, 2015

offered literacy instruction in Spanish in order to improve overall literacy. In addition, acquisition of strong reading, writing and speaking skills in Spanish will allow

our students to be better, more successful students and thinkers. In these classes, our students will learn to collaborate and assist one another while exploring

various themes related to the life of an American high school student. Students are placed in these classes based on their participation in the Bilingual Program

and Year One-Three sequences.

Philosophical Tenets: (Insert a brief statement such as in the example below):

These courses are derived from the New Jersey Core Curriculum Content Standards and the Common Core State Standards in Literacy. In these course,

students will improve their literacy skills through extensive authentic readings and writings related to Hispanic language and culture. Written compositions and

group discussions will further enhance student's communicative skills while exploring deep and meaningful topics that are related to their lives as students and

immigrants in the United States. In these varied and interesting courses, students are encouraged to be creative as they perfect their skills in listening, speaking,

reading and writing. Students will develop a sense of pride for their Hispanic heritage and the Spanish language. These courses are conducted in Spanish only.


COURSE: Heritage 1 MSD CURRICULUM MAP GRADE LEVEL(S): 9-10

Time Frame:Months or # of

Days

Content/Topic

Observable Proficiencies/Skills NJCCS

Assessments/Evaluations/Modifications

Materials/Resources Used

September. - Mid- November (1st Marking Period)

UNIT 1: MHS 101

Essential Questions:What are the school and classroom policies and regulations of my school and how do I familiarize myself with them?

How do I find information I need to be successful in classes and extracurricular activities?

How do I familiarize myself with my school environment and important people?

How can I pace my high school career to fulfill graduation requirements and prepare myself for the future?

How does MHS fit into my community?

Topics:- People at MHS- Reading a schedule

SWBAT: Identify school and classroom policies and regulations. (Y1)

SWBAT: Explore various academic and extracurricular opportunities available to them. (Y1)

SWBAT: Identify important people and places at MHS. (Y1)

SWBAT: Evaluate their progress in the high school completion process. (Y1)

SWBAT: Identify text features or web resources used for assignments (such as titles, authors) as well as identify and locate various forms of research databases available to them at MHS.

SWBAT:Navigate the library and develop awareness of the research technologies available.

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.

*Engage in paired interviews to gather information about peer experiences at MHS.

*Participate in surveys to gather information related to school rules, class organization, etc.

*Use MHS Media Center to conduct a short research project on a topic. *Participate in scavenger Hunt around MHS.

*Use graphic organizers, data graphs, and tables to organize and analyze information gathered about

Literary resources:

Diary of a Wimpy Kid by Jeff Kinney

E-learning online

Bi-literacy materials

MHS Handbook

Internet Resources:Television: Univision - http://www.univision.com/portal.jhtml

Telemundo http://www.telemundo.com/

Alma magazine http://www.almamagazine.com


- Discipline/attendance- Sports, clubs, art, etc.- Phys ed; importance of

changing- GPA’s and credits- Bullying and the Code of

Conduct

Grammar Structures:- Structure of sentence- Fact vs Opinion- Structure of a paragraph- Plagiarism, constructing

own ideas

SWBAT: Draw comparisons from text to their own lives.

SWBAT: Discuss gender and agreement (#s) (Y1)

SWBAT: Identify and apply sequence words.(Y1)

SWBAT: Discuss cultural comparisons with greetings. (Formal vs non-formal in Spanish AND English) (Y1)

SWBAT: Identity and describe geographical features of our town and township. - maps (Y1)

SWBAT: Summarize the purpose and usage of Canvas beyond assignments/grades. (Y1)

SWBAT: use correct sentence structure in their writing.

7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally

habits, characteristics/traits of a good person, etc.

*Complete reading journal entries in relation to the unit novel Diary of a Wimpy Kid 2.

*Complete ¨Haz ahoras¨ related to unit topics on a day to day basis.

Quarterly/Benchmark Assessment:

“Un nuevo alumno” project Imagina que el supervisor de lenguas te ha pedido tu ayuda. Como tu ya eres un estudiante ejemplar que sabe todo acerca de esta escuela, quiere que tu hagas una presentación para los estudiantes hispanohablantes nuevos del próximo año.

Modifications: *E-learning online and Bi-literacy materials will be used to differentiate for different reading levels.

*Multiple input/output strategies will be used. (visual,


authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.

ELA-Literacy.W. CCSS 9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Technology Standards:8.1.12.A.1Create a personal, digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. 8.1.12.A.2Produce and edit a multi-page digital document for a commercial or professional audience and present it to peer and/or professionals in that related area for review.8.1.12.A.3Collaborate in online courses,

auditory, tactile, and kinesthetic)

* Additional use of modeling, graphic organizers, word banks and other visual supports

* Individualized alternate assessment opportunities


learning communities, social networks or worlds to discuss a resolution to a problem or issue.


Days

Content/Topic




Mid November - January (2nd marking period)

UNIT 2: Identity - Who am I?

Essential Questions:

Who am I? Where do I come from? How do I acclimate to a new country and culture without losing my own culture and identity?

What motivates me? How do I find motivation within myself?

Why are we motivated at times by negative forces?

What does it mean to be “Latino”?

How do my life’s milestones in my country shape who I am? How do life milestones differ amongst different cultures?

What ancient influences contribute to my identity?

How do my personal experiences relate to those of the main characters in Esperanza Rising?

Topics:

SWBAT: Describe their personal attributes and compare similarities and differences with their classmates and other students at MHS.

SWBAT: Compare and contrast modern culture to Meso-American cultures alive today.

SWBAT: Compare and contrast their family and community roles in their native country to their family and community roles here in the United States.

SWBAT: Explore different sources of motivation.

SWBAT: Explore the Latino identity as a whole in the United States.

SWBAT: Identify different parts of a text. (Y1)

SWBAT: Analyze the concept of

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange


*Research and analyze Meso-American cultures and their influences on modern cultures.

*Participate in surveys to gather information related to personal attributes.

*Use graphic organizers, data graphs, and tables to organize and analyze information gathered about habits, characteristics/traits of a good person, etc.

*Complete reading journal entries in relation to the unit novel Esperanza Rising..

*Participate in various group and class discussions in order to dissect information gathered in researches, surveys,

Literary resources:

Esperanza Rising by Pam Muñoz Ryan

Poems

E-learning online


Excerpts from literary works/ films (Diarios de motocicleta)




Other Resources:


- What makes me ¨me¨- Before and after…- Goals: family, school- Motivation: What

motivates you?- The difference between

intrinsic and extrinsic forces

- Latino identity (transition) - Life timeline 0 - 16 here

and there.- Indigenous Population


own ideas

plagiarism and why some are drawn to it. (Y1)

SWBAT: Analyze how technology affects our mental state. (Y1)

SWBAT: Use correct sentence and paragraph structure in their writing.

information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by

readings, etc.

*Write reflections on the various topics related to the unit.

Quarterly Assessment: Imagina que has sido contratado para una posición en práctica con Univision. Específicamente quieren que tu trabajes con el departamento de cultura. Ahora que tienes una mejor idea de lo que es un Latino, Univision quiere que tu hagas un video o anuncio de publicidad en donde describes en detalle qué significa ser Latino.


*Multiple input/output strategies will be used. (visual, auditory, tactile, and kinesthetic)

* Additional use of modeling,

Students generated graphs.


the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.


Technology Standards:8.1.12.A.1Create a personal, digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. 8.1.12.A.2Produce and edit a multi-page digital document for a commercial or professional audience and present it to peer and/or professionals in that related area for review.8.1.12.A.3Collaborate in online courses, learning communities, social networks or worlds to discuss a resolution to a problem or issue.

graphic organizers, word banks and other visual supports




Days

Content/Topic Observable Proficiencies/Skills NJCCS Assessments/Evaluations/Modifications


February - Mid April (3rd marking period)

UNIT 3: Journeys - Latinos in the US

Essential Questions:How can I use my own culture and language to thrive in the United States?

How has the history of immigration shaped the US?

What impact do Latinos have on US economy and culture?

How have my experiences here in the US shaped me?

How does one acquire language and overcome obstacles and misunderstandings?

What does one gain/lose when coming to a new country?

How does geography affect our relationships with each other?

SWBAT: Analyse connections between one’s personal experiences and those found in literary works/films.

SWBAT: Compare and contrast the pros and cons, likes and dislikes of being bilingual.

SWBAT: Identify immigration trends in the United States in the last 100 years.

SWBAT: Evaluate the impact of Latinos in the United States in a myriad of sectors including economical (Y1)

SWBAT: Rank and explain their most influential experiences that have shaped them here in the United States.

SWBAT: Compare and contrast the pros and cons of migrating to a new country

SWBAT: Analyze the impact of geography on relationships between

SWBAT: To analyze demonstrative pronouns (Y1)

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally


*Research and analyze the history of immigration and how it has shaped the United States.

*Participate in surveys to gather information related to their culture and traditions.

*Use graphic organizers, data graphs, and tables to organize and analyze information gathered about the history of immigration,cultural aspects,relationships, etc.

*Complete reading journal entries in relation to the unit novel Esperanza Rising.

Literary resources:

Esperanza Rising by Pam Muñoz Ryan

E-learning online


Poems

Excerpts from (Diarios de motocicleta)




Other Resources:

Student generated graphs, illustrations, presentations, etc.


TOPICS:- History of immigration- Value of Latinos in the US- Value in progression.- Life timeline 0 - 100; here

& there & for you personally.

- Physical, mental, emotional journeys.

- Geography of Spanish Speaking World.


own ideas

SWBAT: Explore the structures of commands. (reflexive vs can you) (Y1)

SWBAT: Analyze “en”. (Y1)

SWBAT: Use correct sentence and paragraph structure in their writing.

SWBAT: Discuss character development and how the character of Esperanza develops and evolves in the novel Esperanza Rising.

appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these

*Participate in various group and class discussions in order to dissect information gathered in researches, surveys, readings, etc.

*Write reflections on the various topics related to the unit.

Quarterly Assessment:

Imagina que has sido contratado por una de las compañías de publicacion mas grande de los Estados Unidos. Ahora que has reflexionado sobre tu propio viaje por la vida, la compañía quiere que escribas un narrativo personal donde describes tu viaje y experiencias.


*Multiple input/output strategies will be used. (visual, auditory, tactile, and

Authentic cultural artifacts.


perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.



kinesthetic)





Days

Content/Topic Observable Proficiencies/Skills NJCCS Assessments/Evaluations/Modifications


Mid April - June(4th marking period)

UNIT 4: MY NEXT STEPS


What defines success?

What are the habits of successful people?

What opportunities are available to me after graduation?

What are my short term goals for the future?

How do I keep a positive outlook to stay focused on my goals?

How do people feel when they experience success?

Is success always a good thing?

How is success viewed in my community?

How are first impressions made?

What resources are available to

SWBAT: Explore the different definitions of success.

SWBAT: Create their own vision of success and develop goals accordingly

SWBAT: Explore and adopt habits of successful people.SWBAT: Explore the different options available after graduation.

SWBAT: Create a plan for their short term goals using appropriate wording I need to __.I want to __.I have to __ (Y1)

SWBAT: Explore and analyze positive practices that help one stay focused on goals.

SWBAT: Explore and discuss the emotional effects people have when they feel successful using emotion words(Y1)

SWBAT: Explore and analyze the effects of experiencing real success

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of

*Complete ¨Haz ahoras¨ related to unit topics on a day to day basis

*Research and analyze the history of immigration and how it has shaped the United States

*Participate in surveys to gather information related to their future plans and goals

*Use graphic organizers, data graphs, and tables to organize and analyze information gathered about the education, career paths, how to be successful, cultural aspects related to education and careers, etc

Literary resources:

Articles

Poems

E-learning online


Quote from literary works/ films (Diarios de motocicleta)

Internet Resources:

Television: Univision - http://www.univision.com/portal.jhtml




me to help me be successful?

Topics:- Education, work and the

future- Career pathways- How to dream- Goals for Year 2- ¨Habit of mind¨ of

successful people- ¨Guest speakers¨

Grammar Structures:- Structure of sentence- Fact vs opinion- Structure of a paragraph- Finding main idea- Plagiarism, constructing

own ideas

and fake success using feelings vocab(Y1)

SWBAT: compare and contrast how success is viewed in their culture and US using like and dislike (Y1)

SWBAT: explore the concept of dressing for success using appropriate clothing vocab(Y1)

SWBAT: use location words to ID community resources set up to help them be successful (Y1)

SWBAT: Analyze how outside forces such as activities, weather, and celebrations could have an effect on our motivation and therefore our success. (Y1)

SWBAT: Use correct paragraph structure in their writing.

timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the

*Complete reading journal entries in relation to the unit literary works, film clips, etc

*Participate in various group and class discussions in order to dissect information gathered in researches, surveys, readings, etc

*Write reflections on the various topics related to the unit

*Create an academic plan for the following school year utilizing all of the information they garnered from the year’s units

Quarterly Assessment: Ahora que estas apunto de terminar tu primer año, es tiempo de pensar en el futuro. En tres años serás parte de una galería que presentará las diferentes historias personales de nuestros estudiantes bilingües. Aunque esto será en tres años, necesitamos empezar las planificaciones ahora. Tu harás una cápsula

Other Resources:

Student generated graphs, illustrations, presentations, etc.

Authentic cultural artifacts.


target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.



de tiempo que será abierta en dos años durante la galería.






How is respect shown within a classroom and school environment? (year 2)


Time Frame:Months or #

of Days

Content/Topic




September. - Mid- November

UNIT 1- MHS 201 SWBAT: Identify the characteristics/traits that define a

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique

*Research characteristics/traits that

Literary resources:


(1st Marking Period)

Essentials Questions:

How is a person considered a good person?

What kind of person am I? What kind of people are those around me?

Can you be a good person and break the rules?

Can you be a good person and not a good student?

How does a viewed good person view the future?

How do I show my respect to those in positions of authority?

What factors if any influence how I show my respect to authority?

How do my habits impact me as a person and student?

How does getting involved in the school community help my personal growth?

How does social media influence my life?

Topics:

- What makes a good

good person.

SWBAT: Analyze the roles of people around me and how they are tied to the idea of being a good person.

SWBAT: Analyze and evaluate choices made in life by those viewed as good people and how that affects their lives in a positive way.

SWBAT: Compare and contrast how authority figures are viewed and how we respond to them.

SWBAT: Identify those who are considered to be in different positions of authority.

SWBAT: Identify their and classmates’ personal habits and how it impacts them on a day to day basis.

SWBAT: List and evaluate their daily habits.

SWBAT: Create an action plan to change or maintain certain habits.

SWBAT: Identify the different opportunities to get involved in the school community.

SWBAT:Explore how getting involved in the school community affects their personal growth.

SWBAT: explore ways in which

information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.

define a good person and compose a list

*Survey their peers to gather information on personal habits

*Use graphic organizers, data graphs, and tables to organize and analyze information gathered about habits, characteristics/traits of a good person, etc

*Complete reading journal entries in relation to the unit novel Diary of a Wimpy Kid 2



Quarterly Assessment: El departamento de salud del condado de Morris

Diary of a Wimpy Kid 2 by Jeff Kinney

E-learning online


MHS Handbook





person/student.- Goal setting (involvement)- GPA/Credits (revisited)- Respecting Authority- Healthy Habits and

Impact on Students.

Grammar Structures:- Structure of a letter/email- Finding main idea- Make inferences- Plagiarism, constructing

own ideas

social media affects their lives. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.

necesita tu ayuda. Quiere que tu les ayude a hacer una campaña de educación para las familias y estudiantes de 10-15 años en donde muestras las diferentes maneras en cómo uno se puede involucrar en la comunidad escolar y el impacto que tiene en nuestra vida.









of Days

Content/Topic





UNIT 2 -Identity: Men & Women

Essential Questions:How does my culture view Men

SWBAT: Compare and contrast gender roles in the United States versus their own culture.

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related

*Complete ¨Haz ahoras¨ related to unit topics on a day to day

Literary Resources:

Novels & Short stories:Enrique’ś Journey by


and Women?

What are the different roles men and women have in my culture?

What are the differences and similarities between gender roles in my culture and US?

How do gender norms influence the family structure?

What is Machismo and Marianismo? Are there equivalents in US culture?

How do these cultural ideas help and/or hurt my culture?Are there cultural habits that are widely accepted in my culture but not in US culture?

How are these accepted cultural practices viewed by members of the opposite sex of my culture and the US culture?

How does the media help to cultivate or neglect these cultural practices?

What are some of the different relationships in our lives?

What makes a relationship positive/ negative?

How do we build/break relationships?

SWBAT: Explore how gender norms influence the family structure.

SWBAT: Examine and evaluate cultural norms such as Machismo and Marianismo and how they influence their daily lives.

SWBAT: Discuss everyday cultural practices by men and women and explore how they are/are not accepted in US culture.

SWBAT: Examine how widely accepted cultural practices are perceived by members of the opposite gender

SWBAT: Analyse the role that media plays in cultivating/ neglecting cultural practices

SWBAT: Explore different types of relationships in their lives.

SWBAT: Evaluate different types of relationships.

SWBAT: Reflect on what makes for a healthy/unhealthy relationship.

to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or

basis

*Research and analyze the roles of men and women in US and LAmerican country of choice

* View and analyze video clips related to cultural practices

* Analyze Disney characters

*Participate in surveys to gather information related to their views on different relationship topics

*Use graphic organizers, data graphs, and tables to organize and analyze information gathered about the change in gender roles throughout the years, and different relationships

*Complete reading journal entries in

Sonia Nazario

Zapatos de huevo by Jim Sagel

Máscaras mexicanas by Octavio Paz

El machismo by Ángela Labarca y Raquel Halty

El marianismo by Ángela Labarca y Raquel Halty

E-learning online






Topics:

- Roles of Men & Women- Harassment/Machismo/

Marianismo - Cultural Habits (piropos)- Relationships (good vs

bad)


own ideas

social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.

ELA-Literacy.W. CCSS 9-10.7

relation to the unit literary works, film clips, etc



Quarterly Assessment: Personaje de Disney. Si vemos a los personajes típicos de Disney podemos ver que la mayoría de ellos representan características que son muy femeninas o muy masculinas. Ahora que eres un experto en el tema, la compañía de Disney nos ha contactado para ayudarlos a crear un nuevo personaje que no representa estas características típicas.

Modifications: *E-learning online and Bi-literacy materials will be used to differentiate for


Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


different reading levels.





of Days

Content/Topic





UNIT 3 - Journey: Overcoming Obstacles

Why did I come to the US?

Why do other people come to the US?

SWBAT: Analyze reasons why immigrants come to the US.

SWBAT: Compare and contrast their reasons to others’ for coming to the US.

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate


Literary Resources:

Novels & Short stories:

Beisbol en Abril y Otros Cuentos by Gary Soto


What are obstacles?

What are some obstacles I have faced or face now?

How have I dealt with those obstacles?

What are some healthy things I can do to overcome obstacles?

Why do some students view school as an obstacle?

What are stereotypes?

Do these affect my community in any way?

How can we overcome stereotypes?

What do statistics say about Latinos in regards to education in the US ?

What are some factors that could be contributing to the statistics?

What can we do to overcome these factors?

How can education help my Latino community?

What does our future look like here in the US?

SWBAT: Identify what are obstacles.

SWBAT: Evaluate life events to determine if they could be viewed as obstacles.

SWBAT: Explain how they have dealt with obstacles.

SWBAT: Explore healthy ways to deal with/overcome obstacles.

SWBAT: Explore why school is viewed as an obstacle by some.

SWBAT: analyze how education is serving the Latino population.

SWBAT: analyze how Latinos are completing their role as student in the US.

SWBAT: Predict how how the Latino population will change in regards to education.

comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a

*Participate in paired interviews to discuss and share information about the reasons why they came to the move to the United States

*Research and analyze strategies needed to be a successful member of their community and stereotypes and obstacles that may come up in becoming a successful member of the community

*Participate in surveys to gather information related to reasons why immigrants come to the United States

*Use graphic organizers, data graphs, and tables to organize and analyze information gathered about the education, and Latinos in the US, strategies to becoming a successful member of the community,

Poemas Con Niños by Nicolás Guillén

Los Chicos by Ana María Matute

E-learning online






Topics:- Strategies for overcoming

obstacle- Education facts of LATS

in US- Becoming a successful

community.- Stereotypes & obstacles- Reasons for coming to

U.S.


own ideas

variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.

ELA-Literacy.W. CCSS 9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-

stereotypes, etc




Quarterly Assessment: Como sabes, no estamos acercando a las elecciones presidenciales. Es tiempo que los candidatos nos escuchen. Escribele una carta a uno de los candidatos para hablarle del futuro de los Latinos en los estados unidos.

Modifications: *E-learning online and Bi-literacy materials will be


generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


used to differentiate for different reading levels.





of Days

Content/Topic





UNIT 4- My Next Steps

How do you measure growth?

How have I grown? (Checking in on your dreams.)

How have some of the topics discussed impacted you?

SWBAT: Analyze and evaluate the concept of growth as applied to themselves.

SWBAT: Rank the most impactful topics of the school year.

SWBAT: Compare and contrast their personal and professional self.

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in


*Participate in paired interviews to discuss and share information

Literary Resources:

E-learning online


Multimedia Resources:

Videos/film clips (Youtube, Dubsmash,


How is my personal self different from my professional self?

How can I continue to grow personally and professionally?

What do I need to know in order to grow professionally?

How am I progressing in attaining my goal established in year 1?

What habits do I need to continue or adopt in order to stay on a successful path?

What do I expect to accomplish next year?

What are some of the requirements I need to complete in my 3rd year at MHS?

How can I be proactive about my future?

Topics- Reflection as part of

personal/profesional growth & development.

- Goals of Year 3- Jr./Sr. Year (College)


SWBAT: Explore ways they can continue to grow personally and professionally.

SWBAT: Analyze and evaluate the concept of professional growth.

SWBAT: Evaluate and reflect on their progress in completing the goals set in year 1.

SWBAT: Explore different opportunities available to them in year 3.

SWBAT: Create a timeline for their Junior/Senior year.

SWBAT: Identify what it means to be proactive.

SWBAT: Apply the concept of proactiveness in planning for their future.

formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare

about their growth and goals

*Research and analyze opportunities for personal and professional growth, options for further education, and obstacles that may arise when planning for the future

*Participate in surveys to gather information related to personal and professional growth

*Use graphic organizers, data graphs, and tables to organize and analyze information gathered about opportunities for personal and professional growth, options for further education, and obstacles that may arise when planning for the future, etc

*Create a timeline that

Recordings, Podcasts, etc)





own ideas how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.

ELA-Literacy.W. CCSS 9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,

will help them be proactive about their Junior/Senior years.




Quarterly Assessment: Continuando con las planificaciones de la galería, ahora haras un video de motivacion para ti mismo. Este video será presentado en la galería del tercer año.

Modifications: *E-learning online and Bi-


demonstrating understanding of the subject under investigation.


literacy materials will be used to differentiate for different reading levels.







of Days

Content/Topic

Observable Proficiencies/Skills

NJCCS



September. - Mid- November (1st Marking Period)

UNIT 1- MHS 301

What is generosity?

What examples of generosity exist in my school and community?

What kinds of people are generous?

What motivates generosity in people?

How do I benefit from being generous?

How can I engage in generous acts?

What is the difference between generosity and charity?

How does sacrifice play a role in generosity and charity?

What is a philanthropist?

SWBAT: Identify what is generosity.

SWBAT: Explore the examples of generosity within the MHS and Morristown community.

SWBAT: Explore what external factors motivate a person to be generous.

SWBAT: Analyze what characteristics make a person generous.

SWBAT: Explore different opportunities to engage in generous acts.

SWBAT: Compare and contrast generosity and charity.

SWBAT: Identify the role of sacrifice in generosity and charity.

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse


*Participate in paired interviews to discuss and share information about their growth and goals

*Research and analyze opportunities for generous/ charitable act

* Complete a WebQuest to explore different philanthropist and the passion behind their cause.

*Participate in surveys to gather information related to personal and professional growth

Literary Resources:

Novels, short stories, andpoems: Don Juanito by Jesús Maldonado

E-learning online






Topics:

- Generosity- Charity- Philanthropy

Grammar Structures:- Paragraph structures- Compare and contrast- Art of persuasion- Point of view- Plagiarism, constructing

own ideas

SWBAT: Explore what characteristics make a philanthropist.

dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural





Quarterly Assessment: Ahora que eres un experto sobre la generosidad, es hora de ponerlo en práctica. Ya sabemos que la manera más fácil de ser generoso es dando


elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.


Technology Standards:8.1.12.A.1Create a personal, digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. 8.1.12.A.2Produce and edit a multi-page digital document for a commercial or professional audience and present it to peer and/or professionals in that

dinero. A veces se nos olvida como ser generoso hacia otros con actos de generosidad que no involucra el dinero. Para este proyecto vamos a mostrar nuestra generosidad organizando un fiesta de celebración en honor a un maestro del departamento de ELL/Bilingüe.






related area for review.8.1.12.A.3Collaborate in online courses, learning communities, social networks or worlds to discuss a resolution to a problem or issue.


of Days

Content/Topic

Observable Proficiencies/Skills

NJCCS




Identity - My role in the community

Essential Questions:What does generosity look like in different cultures?

How does my culture view generosity?

How does my culture’s view of generosity compare to that of the US?

What are some of ways that my culture partakes in generous acts?

What are some of the ways that my family and I partake in generous acts?

Are there any factors that prevent someone from being charitable?

What are some global philanthropic organizations?

SWBAT: Identify and analyze what generosity looks like in different cultures including their own.

SWBAT: Compare and contrast their cultural view of generosity to the US.

SWBAT: Explore ways in which their culture, family, and self partake in generous acts.

SWBAT: Discuss any factors that would prevent someone from being charitable.

SWBAT: Explore and identify different philanthropic organizations and their impact on society.

SWBAT: Identify different characteristics that make a person a volunteer.

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse


*Complete reading journal entries in relation to the unit literary works, film clips, etc*Participate in various group and class discussions in order to dissect information gathered in researches, surveys, readings, etc


* Complete a WebQuest to analyze what generosity looks like in different

Literary Resources:

Novels, short stories, and poems:

E-learning online






How do these organizations impact society?

What is a volunteer?

What are some ways I can volunteer in my community?

Topics:- Cultural views of

generosity- Traditions of giving- Giving/Volunteer

opportunities


own ideas

SWBAT: Explore and evaluate volunteer opportunities available to them in the community.

dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural

cultures

*Participate in paired discussions to share information garnered from the WebQuest about generosity in different cultures

* Create a Venn diagram comparing and contrasting cultural views of generosity with that of the US

*Participate in a survey to gather information related to personal and cultural acts of generosity/charity

*Research and analyze examples of generosity in different cultures and compare and contrast findings with information gathered in the first unit

* View and analyze video clips portraying different global philanthropic organizations

* Create a mini-lesson teaching other classmates about their assigned global philanthropic organization

* Complete a graphic organizer


elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.


Technology Standards:8.1.12.A.1Create a personal, digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. 8.1.12.A.2Produce and edit a multi-page digital document for a commercial or professional audience and present it to peer and/or professionals in that

listing important elements discussed in peer mini-lessons

*Choose a philanthropic organization and devise a plan to help by way of generous/charitable act.

*Create a promotional advertisement to help gather donations and/or generous acts for the chosen philanthropic organization

Quarterly Assessment:Ahora que has explorado el tema del voluntariado, es tu turno en participar como un voluntario en una de las escuelas elementaria del distrito. Al final, vas a reflexionar en cómo esta experiencia te ha cambiado?




related area for review.8.1.12.A.3Collaborate in online courses, learning communities, social networks or worlds to discuss a resolution to a problem or issue.




of Days

Content/Topic Observable

Proficiencies/Skills

NJCCS Assessments/Evaluations/

ModificationsMaterials/Resources

Used


Journeys - Reality, Fantasy, & My Dreams


What makes you a memorable person?

Who are some memorable people in my life?

What makes them memorable?

What is exaggeration?

What are dreams?

What is the connection between exaggeration and dreams?

What is the difference between attainable dreams and unattainable dreams?

SWBAT: Identify characteristics of a memorable person.

SWBAT: Compare and contrast different memorable people in their lives.

SWBAT: Identify the difference between exaggeration and dreams.

SWBAT: Identify and classify different types of dreams.

SWBAT: Distinguish the difference between attainable dreams and unattainable dreams. (Fantasy)

SWBAT: Discuss what makes a dream attainable or unattainable.

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information


*Participate in paired interviews to discuss and share information about what makes a person memorable

*Research and analyze the connection between exaggeration and dreams and discuss findings in a group jigsaw setting

* Create a Venn diagram comparing and contrasting attainable dreams and unattainable dreams making connections to the film ¨Big Fish¨

Literary Resources:


E-learning online






What is a myth?

What is a superstition?

How can myths and superstitions impact a person’s dreams?

How is my culture guided by myths and superstitions?

How does “brujeria” tie into myths and superstitions?

How are the concepts of reality and fantasy (dreams) portrayed in the film Big Fish?

How does the character of Edward Bloom compare to my idea of a memorable person?

Topics:

- Legends & Myths- Superstitions in the

Hispanic culture- Memorable people- Exaggeration related to

dreams- Reality vs. Fantasy- Dreams and Goals

Grammar Structures:- Paragraph structures- Compare and contrast

(fiction - nonfiction)- Art of persuasion- Point of view

SWBAT: Explore myths and superstitions from various cultures.

SWBAT: Evaluate the impact of myths and superstitions on a person’s dreams.

SWBAT: Identify and evaluate the concepts of reality and fantasy portrayed in the film Big Fish.

SWBAT: Compare the character of Edward Bloom to their idea of a memorable person.

from oral and written discourse dealing with a variety of topics.7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes.

* Interpret authentic video clips and/or readings featuring myths and superstitions of various cultures including the US

*Participate in surveys to gather information related to myths and superstitions from the different cultures of their peers.

*Use graphic organizers, data graphs, and tables to organize and analyze information gathered about myths, superstitions, brujeria, dreams, etc


*Formulate a persuasive writing piece (essay) in relation to magical realism, myths, and dreams.

*Participate in other group and class discussions in order to dissect information gathered in researches, surveys, readings, etc


- Plagiarism, constructing own ideas

7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.


Technology Standards:8.1.12.A.1Create a personal, digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. 8.1.12.A.2Produce and edit a multi-page digital document for a commercial or professional audience and present it


*Create a database of literary elements (characterization, conflict, atmosphere, etc) as they are presented in class.

Quarterly Assessments:Ahora que hemos explorado el mundo de Edward Bloom en la película Big Fish, tendrás la oportunidad de crear tu propio sinopsis y luego un trailer para la película sobre tu vida.





to peer and/or professionals in that related area for review.8.1.12.A.3Collaborate in online courses, learning communities, social networks or worlds to discuss a resolution to a problem or issue.



of Days

Content/Topic Observable

Proficiencies/Skills

NJCCS




UNIT 4: THE FUTURE OF ME


Has my vision of success changed in the last 3 years?

What lessons have had the most impact on me in the last 3 years?

What does my future look like?

How do I plan for a successful future?

What is networking?

What resources are available to me to help me be successful?

What opportunities are available to me after graduation?

What lessons do I want the next generation to learn?

What characteristics and values

SWBAT: Reflect on how their vision of success has changed in the last 3 years.

SWBAT: Evaluate the impact of lessons from the past 3 years.

SWBAT: Predict what their future might look like.

SWBAT: Explore the concept of networking and how it can be applied for a successful future.

SWBAT: Explore different resources and opportunities available to me after graduation.

SWBAT: Decide what lessons would be valuable to the next generation.

SWBAT: Prioritize the characteristics and values they will carry with them to their next stage in life.

NJCCCS (World Languages)7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information and other sources related to a variety of familiar and some unfamiliar topics.7.1.IH.A.2 Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal and informal settings, through appropriate responses. 7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.


*Participate in paired interviews to discuss and share information about their growth and goals

*Research and analyze opportunities for personal and professional growth, options for further education, and obstacles that may arise when planning for the future

*Participate in a survey to gather information related to personal and professional growth

* Complete a WebQuest to analyze the different

Literary Resources:


E-learning online






will I carry with me to my next stage in life?

Topics:- Education, work and the

future- Networks- Career pathways- Goals for Year - ¨Guest speakers¨


own ideas

7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information. 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature. 7.1.IH.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas. 7.1.IH.B.6 Use language in a variety of settings to further personal and/or academic goals. 7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-rich presentation to be shared virtually with a target language audience.7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect culture7.1.IH.C.3 Use language creatively in writing for a variety of purposes. 7.1.IH.C.4 Explain the structural elements and/or cultural

opportunities available to them after graduation.

* Students will participate in class discussion with respect to the opportunities available after graduation they garnered via their WebQuest.




*Write reflections on the various topics related to


perspectives found in culturally authentic materials. 7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture. 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.


Technology Standards:8.1.12.A.1Create a personal, digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. 8.1.12.A.2Produce and edit a multi-page digital document for a commercial or professional audience and present it to peer and/or professionals in that related area for review.

the unit

Quarterly Assessment:Ya que estas apunto de terminar tu último año, es hora de exhibir tu aprendizaje. Por los últimos tres años has estado explorando diferentes temas relacionados con tu vida. Ahora es tiempo de planear la galería en donde presentaras de una o otra forma tu travesía física y personal.






8.1.12.A.3Collaborate in online courses, learning communities, social networks or worlds to discuss a resolution to a problem or issue.


web viewahora que estas apunto de terminar tu primer año, ... necesitamos empezar las...

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