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Pacing Guide Content Area: World LanguageGrade Level: EighthUnit 1: Greetings - Introductions/Saludos - IntroduccionesFourteen SessionsUnit 2: Parts of the Body – El Cuerpo Ten SessionsUnit 3: Shopping- Ir de ComprasSixteen SessionsContent Area: World LanguageGrade Level : EighthUnit 1: Greetings - Introductions/Saludos – IntroduccionesInterdisciplinary ConnectionsComprehension and CollaborationNJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Presentation of Knowledge and IdeasNJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.Progress Indicators for Speaking and ListeningSL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 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 and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and IdeasSL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.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.Unit 1: Greetings - Introductions/Saludos - Introducciones Time Frame: 14 sessionsStandard: 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.1Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.4Identify familiar people, places, and objects based on simple oral and/or written descriptions.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 ask and answer the questions in Spanish:“?De dónde eres?” Where are you from? ?Cómo eres? What are you like?Essentials Questions:Why is it important to learn of one’s nationality/country of origin?Why is it important to be able to describe yourself and others?Are there any custom/gesture differences in the way introductions take place in various countries?Knowledge and Skills:Students will be able to use oral and written text to describe self and others by using: Review descriptive adjectives/noun-adjective agreementthe verb ser in the present tense/subject pronounsappropriate greeting and leave taking expressionsvocabulary related to physical characteristics, age, and pastime activitiesappropriate intonation when asking questionsnumbers 1-31 in SpanishSpanish speaking countries/capitalsDemonstration of LearningInterpretive: Read and translate dialogue in Spanish.Intrapersonal: Collaborate to create a Spanish dialogue to be used in a selected scenario.Presentational: Present dialogue to classSuggested Tasks and Activities:Interpretive: Students will interpret simple written text and/or videosVocabulary Review ActivitiesIntrapersonal: Students will interview each other to find out personal informationPresentational: Students will share the information learned about their classmate to the classTechnology Integration:Smart BoardFlashcards (digital and paper)Audio CdResources: Various Authentic Texts, Dice/Matching Game, Role-Play, Study Guide, English-Spanish Dictionary, Illustrations, Cooperative ActivitiesFormative/Summative/Benchmark Assessments: Diagnostic Assessment (as Pre-Assessment): Assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction.Pre-assessments per grade levelSummer packet review Daily Problem of the DayDiagnostic Pre-Chapter Assessment “Am I Ready” for each chapterFormative Assessments: Assesses a student’s performance during instruction, and usually occurs regularly throughout the instruction process.Writing Prompts, Journals, and Portfolios, Do-Now(s), Exit Tickets, (performance assessments), Hands on Labs, Projects, Menu Choice boards, Anticipatory Sets, Problem of the WeekSummative Assessments: Measures a student’s achievement at the end of instruction.Diagnostic Quizzes, Activities, Tasks, Challenge Problems, Unit Tests, Chapter Tests, End of Unit Writing Submissions, End of Unit Projects, Benchmark Assessments, midterms and finals (if applicable per grade level)Assessment Masters – Diagnostic Test for each unit Chapter Test – on level (2A)STAR 360 benchmark assessmentsCriterion-Referenced Assessment: Measures a student’s performance against a goal, specific objective, or standard.Norm-Referenced Assessment: Compares a student’s performance against other students (a national group or other “norm”)Alternate AssessmentsInterim/Benchmark AssessmentEvaluates student performance?at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments.Unit 1: 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 : EighthUnit 2: Parts of the Body – El CuepoInterdisciplinary ConnectionsComprehension and CollaborationNJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Presentation of Knowledge and IdeasNJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.Progress Indicators for Speaking and ListeningSL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 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 and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and IdeasSL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Career Ready PracticesCRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.9.2 Career Awareness, Exploration, and PreparationSTRAND B: CAREER EXPLORATION 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan. 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. 9.1 Personal Financial LiteracySTRAND E: BECOMING A CRITICAL CONSUMER9.1.8.E.4 Prioritize personal wants and needs when making purchases.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.8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems.Apply the design process.8.2.8.D.1: Design and create a product that addresses a real world problem using a design process under specific constraints.Unit 2: Parts of the Body/El CuerpoTime Frame: 10 sessionsStandard: 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.1Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.4Identify 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.C.4Present information from age- and level-appropriate, culturally authentic materials orally or in writing.Enduring Understanding:Students will be able to identify body parts in Spanish and utilize the vocabulary to express ailment(s).Essentials Questions:What information could the body parts help you communicate to others?How could you express different ailments in Spanish?Knowledge and Skills:Students will be able to express themselves in Spanish by using: Body Parts vocabularyReflexive verbs and subject pronounsthe verb tener in the present tensethe verb sentir (to feel)vocabulary related to expressing ailments/painappropriate intonation when asking questionsSpanish numbersSingular and plural grammar rulesDemonstration of LearningInterpretive: Identify and name body parts and ailments in Spanish (at least 10)Intrapersonal: Collaborate to create a body diagram to be labeled in English and Spanish, label pictures that depict an ailment Presentational: Presentation of body diagram and teacher created skit to classSuggested Tasks and Activities:Interpretive: Students will interpret simple written text and/or videos,vocabulary review activitiesIntrapersonal: Students will collaborate to answer questions in Spanish relevant to the topics taughtPresentational: Students will write and share sentences containing vocabulary taught within the unit to the classTechnology Integration:Smart BoardFlashcards (digital and paper)Audio CdResources: Various Authentic Texts, Dice/Matching Game, Role-Play, Study Guide, English-Spanish Dictionary, Illustrations, Cooperative Activities, WorksheetsFormative/Summative/Benchmark Assessments: Diagnostic Assessment (as Pre-Assessment): Assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction.Pre-assessments per grade levelSummer packet review Daily Problem of the DayDiagnostic Pre-Chapter Assessment “Am I Ready” for each chapterFormative Assessments: Assesses a student’s performance during instruction, and usually occurs regularly throughout the instruction process.Writing Prompts, Journals, and Portfolios, Do-Now(s), Exit Tickets, (performance assessments), Hands on Labs, Projects, Menu Choice boards, Anticipatory Sets, Problem of the WeekSummative Assessments: Measures a student’s achievement at the end of instruction.Diagnostic Quizzes, Activities, Tasks, Challenge Problems, Unit Tests, Chapter Tests, End of Unit Writing Submissions, End of Unit Projects, Benchmark Assessments, midterms and finals (if applicable per grade level)Assessment Masters – Diagnostic Test for each unit Chapter Test – on level (2A)STAR 360 benchmark assessmentsCriterion-Referenced Assessment: Measures a student’s performance against a goal, specific objective, or standard.Norm-Referenced Assessment: Compares a student’s performance against other students (a national group or other “norm”)Alternate AssessmentsInterim/Benchmark AssessmentEvaluates student performance?at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments.Unit 2: 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 : EighthUnit 3: Shopping – Ir de comprasInterdisciplinary ConnectionsComprehension and CollaborationNJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Presentation of Knowledge and IdeasNJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.Progress Indicators for Speaking and ListeningSL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 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 and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and IdeasSL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Career Ready PracticesCRP2. 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. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. 9.2 Career Awareness, Exploration, and PreparationSTRAND B: CAREER EXPLORATION 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan. 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. 9.1 Personal Financial Literacy STRAND A: INCOME AND CAREERS9.1.8.A.1 Explain the meaning and purposes of taxes and tax deductions and why fees for various benefits (e.g., medical benefits) are taken out of pay. 9.1.8.A.4 Relate earning power to quality of life across cultures. 9.1.8.A.5 Relate how the demand for certain skills determines an individual’s earning power. 9.1.8.A.6 Explain how income affects spending decisions. STRAND B: MONEY MANAGEMENT9.1.8.B.1 Distinguish among cash, check, credit card, and debit card. 9.1.8.B.3 Justify the concept of “paying yourself first” as a financial savings strategy. 9.1.8.B.8 Develop a system for keeping and using financial records. 9.1.8.B.9 Determine the most appropriate use of various financial products and services (e.g., ATM, debit cards, credit cards, check books). STRAND C: CREDIT AND DEBT MANAGEMENT9.1.8.C.3 Compare and contrast debt and credit management strategies. 9.1.8.C.5 Calculate the cost of borrowing various amounts of money using different types of credit (e.g., credit cards, installment loans, mortgages). 9.1.8.C.7 Determine potential consequences of using “easy access” credit (e.g., using a line of credit vs. obtaining a loan for a specific purpose). 9.1.8.C.8 Explain the purpose of a credit score and credit record, and summarize borrowers’ credit report rights. STRAND D: PLANNING, SAVING, AND INVESTING9.1.8.D.2 Differentiate among various savings tools and how to use them most effectively. 9.1.8.D.5 Explain the economic principle of supply and demand.STRAND E: BECOMING A CRITICAL CONSUMER9.1.8.E.3 Compare and contrast product facts versus advertising claims. 9.1.8.E.4 Prioritize personal wants and needs when making purchases.9.1.8.E.5 Analyze interest rates and fees associated with financial services, credit cards, debit cards, and gift cards. STRAND G: INSURING AND PROTECTING9.1.8.G.1 Explain why it is important to develop plans for protecting current and future personal assets against loss. 9.1.8.G.3 Analyze the need for and value of different types of insurance and the impact of deductibles. 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).8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live.The characteristics and scope of technology.8.2.8.A.1: Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs).The core concepts of technology.8.2.8.A.2: Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.Unit 3: Shopping/Ir de comprasTime Frame: 16 sessionsStandard: 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.1Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.4Identify 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 areas7.1.NM.C.4Present information from age- and level-appropriate, culturally authentic materials orally or in writing.Enduring Understanding:Students will be able to identify items of clothing and places to go shop in their community in Spanish.Essentials Questions:How would you express that you need to purchase something in Spanish? Is it important to know the exchange rate of the United States currency in foreign countries?Are landmarks an important aspect of a community?Knowledge and Skills:Students will be able to express themselves in Spanish by using: Clothing vocabularyCommunity vocabularySubject Pronounsthe verbs necesitar (I need ..), querer ( I want..) and estar (in reference to location),and tener ( I have..) in the present tensevocabulary related to expressing preferencesappropriate intonation when asking questionsSpanish numbersSingular and plural grammar rulesSample currency from select Spanish speaking countries Spanish colorsExpressing quantity vocabularyDemonstration of LearningInterpretive: Identify and label clothing items and places in the community in Spanish (at least 10)Intrapersonal: Collaborate to create a skit that incorporates at least 10 Spanish vocabulary words taught throughout the lessonPresentational: Presentation of skit to the classSuggested Tasks and Activities:Interpretive: Students will interpret simple written text and/or videos,vocabulary review activitiesIntrapersonal: Students will collaborate to answer questions in Spanish relevant to the topics taughtPresentational: Students will write and share sentences containing vocabulary taught within the unit to the classTechnology Integration:Smart BoardFlashcards (digital and paper)Audio CdFormative/Summative/Benchmark Assessments: Diagnostic Assessment (as Pre-Assessment): Assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction.Pre-assessments per grade levelSummer packet review Daily Problem of the DayDiagnostic Pre-Chapter Assessment “Am I Ready” for each chapterFormative Assessments: Assesses a student’s performance during instruction, and usually occurs regularly throughout the instruction process.Writing Prompts, Journals, and Portfolios, Do-Now(s), Exit Tickets, (performance assessments), Hands on Labs, Projects, Menu Choice boards, Anticipatory Sets, Problem of the WeekSummative Assessments: Measures a student’s achievement at the end of instruction.Diagnostic Quizzes, Activities, Tasks, Challenge Problems, Unit Tests, Chapter Tests, End of Unit Writing Submissions, End of Unit Projects, Benchmark Assessments, midterms and finals (if applicable per grade level)Assessment Masters – Diagnostic Test for each unit Chapter Test – on level (2A)STAR 360 benchmark assessmentsCriterion-Referenced Assessment: Measures a student’s performance against a goal, specific objective, or standard.Norm-Referenced Assessment: Compares a student’s performance against other students (a national group or other “norm”)Alternate AssessmentsInterim/Benchmark AssessmentEvaluates student performance?at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments.Unit 3: 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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