Woodland Park School District
Pacing Guide Content Area: World LanguageGrade Level: SixthUnit 1: Greetings/Introductions –Saludos/ IntroduccionesTen WeeksUnit 2: My School- Mi EscuelaTen WeeksUnit 3: Professions/ Las ProfesionesEight WeeksUnit 4: Leisure Activities-Sports/Pasatiempo-DeportesFive WeeksContent Area: World LanguageGrade Level : SixthUnit 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 prehension and CollaborationSL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own e to discussions prepared, having read or studied required material; 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, set specific goals and deadlines, and define individual roles as needed.Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.Presentation of Knowledge and IdeasSL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation). SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.6. 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.CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.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 Standards8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.8.1.8.A.4: Graph and calculate data within a spreadsheet and present a summary of the results.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).Unit Title: Greetings- Saludos 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 utilize appropriate expressions, subject pronouns, and the correct form of the verb estar during greetings and leave taking with their classmate(s).Essentials Questions:How would you initiate a conversation with a new student in your class?How do our gestures help us communicate with others?Knowledge and Skills:Students will be able to express greetings by using : Greeting vocabulary to ask and respond to simple questionsLeave taking expressions Formal and informal expressions Subject Pronouns (singular and plural)Courtesy wordsNumbers 1-31 in SpanishVerb estarDemonstration of LearningInterpretive: Students will complete sentences/questions in Spanish based on pictorial cuesIntrapersonal: Students will work cooperatively to translate conversations into English Presentational: Present translation assignment to classSuggested Tasks and Activities:Interpretive: Students will interpret simple written text, flashcard, cartoons and/or videos.Intrapersonal: Students will interview each other and review vocabulary using Total Physical Responses/role play, collaboratively complete written assignmentsPresentational: Students will present their cartoons to the entire classTechnology Integration:Smart BoardFlashcards (digital and paper)Audio CdResources: Role playing, Cooperative activities and Various Spanish stories.Formative/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 : SixthUnit 2: School-La EscuelaInterdisciplinary 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 prehension and CollaborationSL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own e to discussions prepared, having read or studied required material; 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, set specific goals and deadlines, and define individual roles as needed.Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.Presentation of Knowledge and IdeasSL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation). SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.6. 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.CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.9.1 Personal Financial Literacy9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.Technology Standards8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.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.4: Graph and calculate data within a spreadsheet and present a summary of the results.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)Unit 2: School-La EscuelaTime 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.1Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 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 use basic vocabulary to express likes/dislikes in reference to school subjects. Students will compare school celebrations in the United States and a Latin American country. Students will utilize the Spanish alphabet to spell words. Essentials Question(s):How does your school experiences compare to that of a student in a Latin American country? Knowledge and Skills:Students will be able to: State their preferences in regards to school subjects Possessive adjectivesCompare/contrast themselves with a student in a Latin American countryReview calendar vocabulary Identify and label the studied Latin American country on a mapSpell words of choice in SpanishDemonstate auditory comprehension of the Spanish alphabet Demonstration of LearningInterpretive: Identify Spanish school subjects from a Spanish scheduleIntrapersonal: Compare and contrast their ideal schedules, in groups students will create a Spanish picture dictionaryPresentational: Create and present a Spanish school scheduleSuggested Tasks and Activities:Interpretive: Interpretive reading tasksIntrapersonal: Cooperatively fill in blanks on a schedule in SpanishPresentational: Present learned information from researched school day in a Spanish-speaking country Technology Integration:Smart BoardFlashcards (digital and paper)Audio CdResources: Various Spanish stories and the calendar.Formative/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 : SixthUnit 3: Professions/Las ProfesionesInterdisciplinary 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 prehension and CollaborationSL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own e to discussions prepared, having read or studied required material; 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, set specific goals and deadlines, and define individual roles as needed.Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.Presentation of Knowledge and IdeasSL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation). SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.6. 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.CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.9.1 Personal Financial Literacy9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.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.9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions. Technology Standards8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.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.4: Graph and calculate data within a spreadsheet and present a summary of the results.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)Unit 3: Professions/Las ProfesionesTime Frame: 8 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.1Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 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 use basic vocabulary to express likes/dislikes in reference to school subjects. Students will compare school celebrations in the United States and a Latin American country. Students will utilize the Spanish alphabet to spell words. Essentials Question(s):How does your school experiences compare to that of a student in a Latin American country? Knowledge and Skills:Students will be able to: State their preferences in regards to school subjects Possessive adjectivesCompare/contrast themselves with a student in a Latin American countryReview calendar vocabulary Identify and label the studied Latin American country on a mapSpell words of choice in SpanishDemonstate auditory comprehension of the Spanish alphabet Demonstration of LearningInterpretive: Identify Spanish school subjects from a Spanish scheduleIntrapersonal: Compare and contrast their ideal schedules, in groups students will create a Spanish picture dictionaryPresentational: Create and present a Spanish school scheduleSuggested Tasks and Activities:Interpretive: Interpretive reading tasksIntrapersonal: Cooperatively fill in blanks on a schedule in SpanishPresentational: Present learned information from researched school day in a Spanish-speaking country Technology Integration:Smart BoardFlashcards (digital and paper)Audio CdResources: Various Spanish stories and the calendar.Formative/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 DemandContent Area: World LanguageGrade Level : SixthUnit 4: Leisure Activities-Sports/Pasatiempo-DeportesInterdisciplinary 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 prehension and CollaborationSL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own e to discussions prepared, having read or studied required material; 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, set specific goals and deadlines, and define individual roles as needed.Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.Presentation of Knowledge and IdeasSL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation). SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.6. 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.CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.9.1 Personal Financial Literacy9.1.8.A.6: Explain how income affects spending decisions. 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.9.2.8.B.7: Evaluate the impact of online activities and social media on employer decisions. Technology Standards8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.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.4: Graph and calculate data within a spreadsheet and present a summary of the results.8.2.8.B.5: Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies.Unit 4: Leisure Activities-Sports/Pasatiempo-DeportesTime Frame: 5 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.1Recognize 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.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 express preferences of leisure activities and sports in Spanish using learned and newly introduced vocabulary words.Essential Question(s):Is it important to be an active individual? What types of activities do you participate in to remain active during the week?Knowledge and Skills:Students will be able to state preferences by using : Introduced Spanish Leisure Activities vocabularyIntroduced Spanish Sports vocabularyDefinite/Indefinite ArticlesSpanish colors wordsSpanish Days of the week/Spanish Time of DaySpanish preference vocabulary such as: Me gusta.., No me gusta, también, peroSpanish NumbersSubject PronounsDemonstration of LearningInterpretive: Identify Spanish sports/leisure activities on flashcardsIntrapersonal: Complete a written inventory on classmates likes/dislikes in reference to Sports/Leisure ActivitiesPresentational: Present research on national sport played in assigned Spanish speaking countrySuggested Tasks and Activities:Interpretive: Identify Spanish Sports/Leisure Activities in teacher created paragraph(s)Intrapersonal: Survey classmates on their favorite and least favorite Sports and Leisure Activities using a checklistPresentational: Game of CharadesTechnology Integration:Smart BoardFlashcards (digital and paper)Audio CdResources: Family puppets, Various Spanish stories and pictures (young and older people).Formative/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 4: 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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