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.
(2.2) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
(3.1) Students reinforce and further their knowledge of other disciplines through the foreign language.
(4.2) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied on their own.
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
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
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.