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Pacing Guide Content Area: World LanguageGrade Level: SeventhUnit Title: Who Am I? - Quien Soy YoTen WeeksUnit Title: How’s the Weather? - ?Que Tiempo Hace? Ten WeeksUnit Title: The Family- La FamiliaTen WeeksUnit Title: Conjugation of Regular Verbs-Conjugaccion de VerbosTen WeeksContent Area: World LanguageGrade Level : SeventhUnit Title: Who Am I? - Quien Soy Yo? Interdisciplinary Connections:Comprehension and CollaborationSL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own e to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.Acknowledge new information expressed by others and, when warranted, modify their own views.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.Presentation of Knowledge and IdeasSL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.21st Century Themes: Global Awareness21st Century Skills:Learning and Innovation SkillsCreativity and Innovation Think criticallyWork Creatively with OthersImplement InnovationsCritical Thinking and Problem SolvingReason EffectivelyUse Systems ThinkingMake Judgments and DecisionsSolve ProblemsCommunication and CollaborationCommunicate ClearlyCollaborate with OthersInformation, Media and Technology SkillsInformation LiteracyAccess and Evaluate InformationUse and Manage InformationICT LiteracyApply Technology EffectivelyLife and Career SkillsFlexibility and AdaptabilityAdapt to ChangeBe FlexibleInitiative and Self-DirectionManage Goals and TimeWork IndependentlyBe Self-directed LearnersSocial and Cross Cultural SkillsInteract with othersWork Effectively in Diverse TeamsProductivity and AccountabilityManage ProjectsProduce ResultsLeadership and ResponsibilityGuide and Lead OthersBe Responsible to OthersUnit Title: Who am I? - Quien soy yo? Time Frame: 10 weeksStandard: 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas while also gaining and understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Cumulative Progress Indicators:7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with target culture(s). 7.1.NM.B.3Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.7.1.NM.B.4Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.C.4Present information from age- and level-appropriate, culturally authentic materials orally or in writing.Enduring Understanding:Students will be able to introduce and describe themselves.Essentials Questions:Is it important to share your experiences/identity with others? Will your uniqueness/individuality help you establish friendships or help you work with other people? Knowledge and Skills:Students will be able to introduce themselves by using : The expressions: Yo soy/Yo tengo... I am/I have…Subject PronounsBirthday vocabulary (months and numbers in Spanish).A variety of descriptive adjectives (students translate using Spanish/English dictionary).Greeting vocabulary to address the class such as Buenos Dias/Buenas tardes.Mi color/comida/favorita es…/My favorite food/color is.. Family vocabulary in Spanish School subjects/extra-curricular activities in SpanishDemonstration of LearningInterpretive: Students will demonstrate comprehension of simple personal descriptions.Intrapersonal: Students will work with a partner to complete an All About Me Poster. Presentational: Students will present All About Me Poster to the class.Suggested Tasks and Activities:Interpretive: Students will listen/read a want ad in Spanish.Intrapersonal: Students will use a variety of vocabulary to ask classmates simple questions such as birthdays, favorite color, favorite foods, etc. Presentational: Students will use vocabulary to present a classmate.Technology Integration:Smart BoardFlashcards (digital and paper)Audio CdResources: Role playing, All About Me Poster, Spanish/English dictionaries and Various Spanish stories.Career Ready PracticesCRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. 9.2 Career Awareness, Exploration, and Preparation9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. Technology Standards8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.Understand and use technology systems.8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.Select and use applications effectively and productively.8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.8.1.8.A.3: Use and/or develop a simulation that provides an environment to solve a real world problem or theory.8.1.8.A.4: Graph and calculate data within a spreadsheet and present a summary of the results8.1.8.A.5: Create a database query, sort and create a report and describe the process, and explain the report results.8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.Apply existing knowledge to generate new ideas, products, or processes.8.1.8.B.1: Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.Develop cultural understanding and global awareness by engaging with learners of other cultures.8.1.8.C.1: Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.Differentiation/Accommodations/ModificationsContentCurriculum, standardsProcessHow students make sense or understand information being taughtProductEvidence of LearningG&T CompactingFlexible groupingIndependent study/set own learning goalsInterest/station groupsVarying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsUse of technologyJournals/LogsChoice boardsPodcast/blogDebateDesign and conduct experimentsFormulate & defend theoryDesign a game RubricsELLCompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVocabulary listsVisuals/Modeling Varying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, choice, open ended…Centers/StationsScaffoldingChunkingE-Dictionaries, bilingual dictionariesExtended timeDifferentiated instructional outcomesUse of technology Frequent checks for understanding RubricsSimple to complexGroup tasksQuizzes, tests with various types of questionsGenerate charts or diagrams to show what was learnedAct out or role playAt RiskCompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVocabulary listsVisuals/Modeling Varying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsScaffoldingChunkingExtended timeDifferentiated instructional outcomesUse of technology Partner workFrequent checks for understanding RubricsSimple to complexGroup tasksQuizzes, testsOral AssessmentsGenerate charts or diagrams to show what was learnedAct out or role playIEP/504CompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVisuals/Modeling Varying levels of resources and materialsUse of technology Provide word boxesUse of a calculatorPresent fewer multiple choice answersAcknowledge alternate responses such as pictures and/or verbal instead of writtenTeacher may scribe for studentOral assessment instead of writtenTiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsScaffoldingExtended timeDifferentiated instructional outcomesPreferential SeatingUse of technology Small group/one-to-one instruction Teach information processing strategiesChunkingFrequent checks for understanding Access to teacher created notesUse of visual and multisensory formatsUse of assistive technologyUse of promptsVocabulary walls and anchor charts availableProvide a Study GuideGraphic organizersTeacher modeling or anchor charts on boardProvide multi-level reading materialChunk learning into smaller segmentsSmall group instructionRubricsSimple to complexGroup tasksQuizzes, testsOral AssessmentsGenerate charts or diagrams to show what was learnedAct out or role playInstructional Routines for Core Instructional DeliveryCollaborative Problem Solving Connect Previous Knowledge to New Learning Making Thinking Visible Develop and Demonstrate Mathematical Practices Inquiry-Oriented and Exploratory ApproachMultiple Solution Paths and Strategies Use of Multiple Representations Explain the Rationale of your Math Work Quick Writes Pair/Trio SharingTurn and Talk Charting Gallery Walks Small Group and Whole Class Discussions Student ModelingAnalyze Student Work Identify Student’s Mathematical Understanding Identify Student’s Mathematical Misunderstandings Interviews Role Playing Diagrams, Charts, Tables, and Graphs Anticipate Likely and Possible Student Responses Collect Different Student Approaches Multiple Response Strategies Asking Assessing and Advancing Questions Revoicing Marking Recapping Challenging Pressing for Accuracy and Reasoning Maintain the Cognitive DemandContent Area: World LanguageGrade Level : SeventhUnit Title: How’s the Weather? - ?Que Tiempo Hace? Interdisciplinary Connections:Comprehension and CollaborationSL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own e to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.Acknowledge new information expressed by others and, when warranted, modify their own views.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.Presentation of Knowledge and IdeasSL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.21st Century Themes: Global Awareness21st Century Skills:Learning and Innovation SkillsCreativity and Innovation Think criticallyWork Creatively with OthersImplement InnovationsCritical Thinking and Problem SolvingReason EffectivelyUse Systems ThinkingMake Judgments and DecisionsSolve ProblemsCommunication and CollaborationCommunicate ClearlyCollaborate with OthersInformation, Media and Technology SkillsInformation LiteracyAccess and Evaluate InformationUse and Manage InformationICT LiteracyApply Technology EffectivelyLife and Career SkillsFlexibility and AdaptabilityAdapt to ChangeBe FlexibleInitiative and Self-DirectionManage Goals and TimeWork IndependentlyBe Self-directed LearnersSocial and Cross Cultural SkillsInteract with othersWork Effectively in Diverse TeamsProductivity and AccountabilityManage ProjectsProduce ResultsLeadership and ResponsibilityGuide and Lead OthersBe Responsible to OthersModifications for Various Learners: ESL, IEPs, 504s, Gifted and Talented: Visual Supports, Hands-On Activities, Rephrasing, Clarification of Directions, Student Redirection, Choice of Activities, Multi-Leveled Questions, Extra Time, Technology UseUnit Title: How’s the weather? - ?Que tiempo hace? Time Frame: 10 weeksStandard: 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas while also gaining and understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Cumulative Progress Indicators:7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information and other sources related to targeted themes. 7.1.NM.A.5Demonstrate comprehension of brief oral and written messages using age-and level appropriate, culturally authentic materials on familiar topics.7.1.NM.B.4Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.C.4Present information from age- and level-appropriate, culturally authentic materials orally or in writing.Enduring Understanding:Students will be able to use weather expressions and season vocabulary in Spanish. Students will learn about weather differences in Spanish speaking countries. Essentials Questions:Does the weather impact your daily routine/celebrations?Is it important to distinguish the change of season and weather patterns in Spanish speaking countries in comparison to those in the United States? Why/Why not?Knowledge and Skills:Students will be able to express weather by using : The expressions: ?Que tiempo hace? Weather expressions and season vocabulary in SpanishA variety of descriptive weather adjectives (students translate using Spanish/English dictionary).correct noun/adjective agreementMaps of Spanish Speaking countriesSpanish NumbersDemonstration of LearningInterpretive: Students will listen and respond to a Spanish weather broadcast. Intrapersonal: Students will work with a partner to complete a weather broadcast for a Spanish Speaking Country. Presentational: Students will present the weather broadcast in Spanish to the class.Suggested Tasks and Activities:Interpretive: Students will review a travel brochure for a Spanish speaking country and use corresponding weather expressions.Intrapersonal: Students will work in groups to match weather expressions to corresponding Spanish locations. Presentational: Students will present an advertisement for a trip to Spanish location using weather expressions. Technology Integration:Smart BoardFlashcards (digital and paper)Audio CdResources: Maps, Role playing, Spanish/English dictionaries, cooperative activities and Various Spanish stories.Career Ready PracticesCRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. 9.2 Career Awareness, Exploration, and Preparation9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. Technology Standards8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.Understand and use technology systems.8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.Select and use applications effectively and productively.8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.8.1.8.A.3: Use and/or develop a simulation that provides an environment to solve a real world problem or theory.8.1.8.A.4: Graph and calculate data within a spreadsheet and present a summary of the results8.1.8.A.5: Create a database query, sort and create a report and describe the process, and explain the report results.8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.Apply existing knowledge to generate new ideas, products, or processes.8.1.8.B.1: Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.Develop cultural understanding and global awareness by engaging with learners of other cultures.8.1.8.C.1: Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.Differentiation/Accommodations/ModificationsContentCurriculum, standardsProcessHow students make sense or understand information being taughtProductEvidence of LearningG&T CompactingFlexible groupingIndependent study/set own learning goalsInterest/station groupsVarying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsUse of technologyJournals/LogsChoice boardsPodcast/blogDebateDesign and conduct experimentsFormulate & defend theoryDesign a game RubricsELLCompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVocabulary listsVisuals/Modeling Varying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, choice, open ended…Centers/StationsScaffoldingChunkingE-Dictionaries, bilingual dictionariesExtended timeDifferentiated instructional outcomesUse of technology Frequent checks for understanding RubricsSimple to complexGroup tasksQuizzes, tests with various types of questionsGenerate charts or diagrams to show what was learnedAct out or role playAt RiskCompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVocabulary listsVisuals/Modeling Varying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsScaffoldingChunkingExtended timeDifferentiated instructional outcomesUse of technology Partner workFrequent checks for understanding RubricsSimple to complexGroup tasksQuizzes, testsOral AssessmentsGenerate charts or diagrams to show what was learnedAct out or role playIEP/504CompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVisuals/Modeling Varying levels of resources and materialsUse of technology Provide word boxesUse of a calculatorPresent fewer multiple choice answersAcknowledge alternate responses such as pictures and/or verbal instead of writtenTeacher may scribe for studentOral assessment instead of writtenTiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsScaffoldingExtended timeDifferentiated instructional outcomesPreferential SeatingUse of technology Small group/one-to-one instruction Teach information processing strategiesChunkingFrequent checks for understanding Access to teacher created notesUse of visual and multisensory formatsUse of assistive technologyUse of promptsVocabulary walls and anchor charts availableProvide a Study GuideGraphic organizersTeacher modeling or anchor charts on boardProvide multi-level reading materialChunk learning into smaller segmentsSmall group instructionRubricsSimple to complexGroup tasksQuizzes, testsOral AssessmentsGenerate charts or diagrams to show what was learnedAct out or role playInstructional Routines for Core Instructional DeliveryCollaborative Problem Solving Connect Previous Knowledge to New Learning Making Thinking Visible Develop and Demonstrate Mathematical Practices Inquiry-Oriented and Exploratory ApproachMultiple Solution Paths and Strategies Use of Multiple Representations Explain the Rationale of your Math Work Quick Writes Pair/Trio SharingTurn and Talk Charting Gallery Walks Small Group and Whole Class Discussions Student ModelingAnalyze Student Work Identify Student’s Mathematical Understanding Identify Student’s Mathematical Misunderstandings Interviews Role Playing Diagrams, Charts, Tables, and Graphs Anticipate Likely and Possible Student Responses Collect Different Student Approaches Multiple Response Strategies Asking Assessing and Advancing Questions Revoicing Marking Recapping Challenging Pressing for Accuracy and Reasoning Maintain the Cognitive DemandContent Area: World LanguageGrade Level : SeventhUnit Title: The family- La familiaInterdisciplinary Connections:Comprehension and CollaborationSL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own e to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.Acknowledge new information expressed by others and, when warranted, modify their own views.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.Presentation of Knowledge and IdeasSL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.21st Century Themes: Global Awareness21st Century Skills:Learning and Innovation SkillsCreativity and Innovation Think criticallyWork Creatively with OthersImplement InnovationsCritical Thinking and Problem SolvingReason EffectivelyUse Systems ThinkingMake Judgments and DecisionsSolve ProblemsCommunication and CollaborationCommunicate ClearlyCollaborate with OthersInformation, Media and Technology SkillsInformation LiteracyAccess and Evaluate InformationUse and Manage InformationICT LiteracyApply Technology EffectivelyLife and Career SkillsFlexibility and AdaptabilityAdapt to ChangeBe FlexibleInitiative and Self-DirectionManage Goals and TimeWork IndependentlyBe Self-directed LearnersSocial and Cross Cultural SkillsInteract with othersWork Effectively in Diverse TeamsProductivity and AccountabilityManage ProjectsProduce ResultsLeadership and ResponsibilityGuide and Lead OthersBe Responsible to OthersModifications for Various Learners: ESL, IEPs, 504s, Gifted and Talented: Visual Supports, Hands-On Activities, Rephrasing, Clarification of Directions, Student Redirection, Choice of Activities, Multi-Leveled Questions, Extra Time, Technology UseUnit Title: The family- La familiaTime Frame: 10 weeksStandard: 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas while also gaining and understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Cumulative Progress Indicators:7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.B.4Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.B.5Exchange information using words, phrases and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.4Present information from age- and level-appropriate, culturally authentic materials orally or in writing.Enduring Understanding:Students will be able to tell about a family. Students may use their own or a fictional family in Spanish.Essentials Questions:Can a family album capture the essence of a family?Is it important to keep a record of family memories?Knowledge and Skills:Students will be able to describe the family by using: Family vocabulary including extended familyNumbers in SpanishVerb ser in the present formDefinite and indefinite articlesDescriptive adjectivesNoun-adjective agreementSingular and plural grammar rulesDemonstration of LearningInterpretive: Students will identify all family members from a fictional/famous family.Intrapersonal: Students will collaborate with a partner to create their individual family albums.Presentational: Students will present their family albums to class.Suggested Tasks and Activities:Interpretive: Students will identify family members from a Spanish story.Intrapersonal: Students will work with a partner to categorize and write about family members by using descriptive adjectives.Presentational: Students will create and present a family portrait.Technology Integration:Smart BoardFlashcards (digital and paper)Audio CdTechnology Integration/Resources: Role playing, Family albums, Spanish/English dictionaries, cooperative activities and Various Spanish stories.Career Ready PracticesCRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. 9.2 Career Awareness, Exploration, and Preparation9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. Technology Standards8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.Understand and use technology systems.8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.Select and use applications effectively and productively.8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.8.1.8.A.3: Use and/or develop a simulation that provides an environment to solve a real world problem or theory.8.1.8.A.4: Graph and calculate data within a spreadsheet and present a summary of the results8.1.8.A.5: Create a database query, sort and create a report and describe the process, and explain the report results.8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.Apply existing knowledge to generate new ideas, products, or processes.8.1.8.B.1: Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.Develop cultural understanding and global awareness by engaging with learners of other cultures.8.1.8.C.1: Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.Differentiation/Accommodations/ModificationsContentCurriculum, standardsProcessHow students make sense or understand information being taughtProductEvidence of LearningG&T CompactingFlexible groupingIndependent study/set own learning goalsInterest/station groupsVarying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsUse of technologyJournals/LogsChoice boardsPodcast/blogDebateDesign and conduct experimentsFormulate & defend theoryDesign a game RubricsELLCompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVocabulary listsVisuals/Modeling Varying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, choice, open ended…Centers/StationsScaffoldingChunkingE-Dictionaries, bilingual dictionariesExtended timeDifferentiated instructional outcomesUse of technology Frequent checks for understanding RubricsSimple to complexGroup tasksQuizzes, tests with various types of questionsGenerate charts or diagrams to show what was learnedAct out or role playAt RiskCompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVocabulary listsVisuals/Modeling Varying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsScaffoldingChunkingExtended timeDifferentiated instructional outcomesUse of technology Partner workFrequent checks for understanding RubricsSimple to complexGroup tasksQuizzes, testsOral AssessmentsGenerate charts or diagrams to show what was learnedAct out or role playIEP/504CompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVisuals/Modeling Varying levels of resources and materialsUse of technology Provide word boxesUse of a calculatorPresent fewer multiple choice answersAcknowledge alternate responses such as pictures and/or verbal instead of writtenTeacher may scribe for studentOral assessment instead of writtenTiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsScaffoldingExtended timeDifferentiated instructional outcomesPreferential SeatingUse of technology Small group/one-to-one instruction Teach information processing strategiesChunkingFrequent checks for understanding Access to teacher created notesUse of visual and multisensory formatsUse of assistive technologyUse of promptsVocabulary walls and anchor charts availableProvide a Study GuideGraphic organizersTeacher modeling or anchor charts on boardProvide multi-level reading materialChunk learning into smaller segmentsSmall group instructionRubricsSimple to complexGroup tasksQuizzes, testsOral AssessmentsGenerate charts or diagrams to show what was learnedAct out or role playInstructional Routines for Core Instructional DeliveryCollaborative Problem Solving Connect Previous Knowledge to New Learning Making Thinking Visible Develop and Demonstrate Mathematical Practices Inquiry-Oriented and Exploratory ApproachMultiple Solution Paths and Strategies Use of Multiple Representations Explain the Rationale of your Math Work Quick Writes Pair/Trio SharingTurn and Talk Charting Gallery Walks Small Group and Whole Class Discussions Student ModelingAnalyze Student Work Identify Student’s Mathematical Understanding Identify Student’s Mathematical Misunderstandings Interviews Role Playing Diagrams, Charts, Tables, and Graphs Anticipate Likely and Possible Student Responses Collect Different Student Approaches Multiple Response Strategies Asking Assessing and Advancing Questions Revoicing Marking Recapping Challenging Pressing for Accuracy and Reasoning Maintain the Cognitive DemandContent Area: World LanguageGrade Level : SeventhUnit Title: Conjugation of regular verbs-Conjugaccion de verbosInterdisciplinary Connections:Comprehension and CollaborationSL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own e to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.Acknowledge new information expressed by others and, when warranted, modify their own views.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.Presentation of Knowledge and IdeasSL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.21st Century Themes: Global Awareness21st Century Skills:Learning and Innovation SkillsCreativity and Innovation Think criticallyWork Creatively with OthersImplement InnovationsCritical Thinking and Problem SolvingReason EffectivelyUse Systems ThinkingMake Judgments and DecisionsSolve ProblemsCommunication and CollaborationCommunicate ClearlyCollaborate with OthersInformation, Media and Technology SkillsInformation LiteracyAccess and Evaluate InformationUse and Manage InformationICT LiteracyApply Technology EffectivelyLife and Career SkillsFlexibility and AdaptabilityAdapt to ChangeBe FlexibleInitiative and Self-DirectionManage Goals and TimeWork IndependentlyBe Self-directed LearnersSocial and Cross Cultural SkillsInteract with othersWork Effectively in Diverse TeamsProductivity and AccountabilityManage ProjectsProduce ResultsLeadership and ResponsibilityGuide and Lead OthersBe Responsible to OthersModifications for Various Learners: ESL, IEPs, 504s, Gifted and Talented: Visual Supports, Hands-On Activities, Rephrasing, Clarification of Directions, Student Redirection, Choice of Activities, Multi-Leveled Questions, Extra Time, Technology UseUnit Title: Conjugation of Regular Verbs-Conjugaccion de Verbos Time Frame: 10 weeksStandard: 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas while also gaining and understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Cumulative Progress Indicators:7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age-and level appropriate, culturally authentic materials on familiar topics7.1.NM.B.5Exchange information using words, phrases and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.4Present information from age- and level-appropriate, culturally authentic materials orally or in writing.Enduring Understanding:Students will be able to conjugate regular -ar and -er verbs in the present tense.Essentials Questions:What are some of the similarities and differences between Spanish and English grammar rules? Is it important to follow these rules to communicate effectively?Knowledge and Skills:Students will be able to conjugate verbs by using:Various regular -ar verbs in the infinitive formVarious regular -er verbs in the infinitive formVerb endings in the present tenseConjugation rulesSubject pronouns Demonstration of LearningInterpretive: Students will distinguish between infinitive and conjugated verbs in the present tense.Intrapersonal: Students will work with a partner to conjugate er and ar verbs in the present tense. Presentational: Students will create and present a poster demonstrating verb conjugation rules.Suggested Tasks and Activities:Interpretive: Students will listen to a text and identify verbs in the infinitive and conjugated forms in the present tense.Intrapersonal: Students will work in groups to play the roll and conjugate cube game. Students will write responses.Presentational: Students will read conjugated verb sentences in Spanish to the class. Technology Integration:Smart BoardFlashcards (digital and paper)Audio CdResources: Role playing, Verb Game cubes, worksheets, cooperative activities and Various Spanish stories.Career Ready PracticesCRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. 9.2 Career Awareness, Exploration, and Preparation9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. Technology Standards8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.Understand and use technology systems.8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.Select and use applications effectively and productively.8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.8.1.8.A.3: Use and/or develop a simulation that provides an environment to solve a real world problem or theory.8.1.8.A.4: Graph and calculate data within a spreadsheet and present a summary of the results8.1.8.A.5: Create a database query, sort and create a report and describe the process, and explain the report results.8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.Apply existing knowledge to generate new ideas, products, or processes.8.1.8.B.1: Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.Develop cultural understanding and global awareness by engaging with learners of other cultures.8.1.8.C.1: Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.Differentiation/Accommodations/ModificationsContentCurriculum, standardsProcessHow students make sense or understand information being taughtProductEvidence of LearningG&T CompactingFlexible groupingIndependent study/set own learning goalsInterest/station groupsVarying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsUse of technologyJournals/LogsChoice boardsPodcast/blogDebateDesign and conduct experimentsFormulate & defend theoryDesign a game RubricsELLCompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVocabulary listsVisuals/Modeling Varying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, choice, open ended…Centers/StationsScaffoldingChunkingE-Dictionaries, bilingual dictionariesExtended timeDifferentiated instructional outcomesUse of technology Frequent checks for understanding RubricsSimple to complexGroup tasksQuizzes, tests with various types of questionsGenerate charts or diagrams to show what was learnedAct out or role playAt RiskCompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVocabulary listsVisuals/Modeling Varying levels of resources and materialsUse of technology Tiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsScaffoldingChunkingExtended timeDifferentiated instructional outcomesUse of technology Partner workFrequent checks for understanding RubricsSimple to complexGroup tasksQuizzes, testsOral AssessmentsGenerate charts or diagrams to show what was learnedAct out or role playIEP/504CompactingFlexible groupingControlled choiceMulti-sensory learning-auditory, visual, kinesthetic, tactilePre-teach vocabularyVisuals/Modeling Varying levels of resources and materialsUse of technology Provide word boxesUse of a calculatorPresent fewer multiple choice answersAcknowledge alternate responses such as pictures and/or verbal instead of writtenTeacher may scribe for studentOral assessment instead of writtenTiered Assignments Leveled questions- written responses, think-pair-share, multiple choice, open ended…Centers/StationsScaffoldingExtended timeDifferentiated instructional outcomesPreferential SeatingUse of technology Small group/one-to-one instruction Teach information processing strategiesChunkingFrequent checks for understanding Access to teacher created notesUse of visual and multisensory formatsUse of assistive technologyUse of promptsVocabulary walls and anchor charts availableProvide a Study GuideGraphic organizersTeacher modeling or anchor charts on boardProvide multi-level reading materialChunk learning into smaller segmentsSmall group instructionRubricsSimple to complexGroup tasksQuizzes, testsOral AssessmentsGenerate charts or diagrams to show what was learnedAct out or role playInstructional Routines for Core Instructional DeliveryCollaborative Problem Solving Connect Previous Knowledge to New Learning Making Thinking Visible Develop and Demonstrate Mathematical Practices Inquiry-Oriented and Exploratory ApproachMultiple Solution Paths and Strategies Use of Multiple Representations Explain the Rationale of your Math Work Quick Writes Pair/Trio SharingTurn and Talk Charting Gallery Walks Small Group and Whole Class Discussions Student ModelingAnalyze Student Work Identify Student’s Mathematical Understanding Identify Student’s Mathematical Misunderstandings Interviews Role Playing Diagrams, Charts, Tables, and Graphs Anticipate Likely and Possible Student Responses Collect Different Student Approaches Multiple Response Strategies Asking Assessing and Advancing Questions Revoicing Marking Recapping Challenging Pressing for Accuracy and Reasoning Maintain the Cognitive Demand ................
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