8th+curriculum+map

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Teacher’s Name Runfola & Gorlweski School: TMS Grade Level/Course Spanish/Grade 8 Year 2010-2011 Curriculum Map

2. Review of Spanish 7 topics || 1. Review of Spanish 7 topics 2. Professions 3. House and Home 4. Dia de los Muertos || 1. Chapter 8 (Food) || # Chapter 8 continued resources || # Textbook: Ven Conmigo – En Camino series by Holt resources || 1. Textbook: Ven Conmigo – En Camino series by Holt 2.Workbooks Resources || 5. Professions Vocab. 6.Ser with Professions || ## Food vocabulary . . . . . . . . . . . . . . . . . . . . . . . . **. Literacy Strategies ** || # Understanding cross-cultural differences  // . . . . . . . . . ..
 * || September || October || November || December ||
 * Unit Title/Theme || 1. Introduction
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Holidays (from C1 and C2) ||
 * Related Literature || # <span style="font-family: Georgia,serif; font-size: 90%;">Textbook: Ven Conmigo – En Camino series by Holt
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Workbooks
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Integrated multimedia resources || # <span style="font-family: Georgia,serif; font-size: 90%;">Textbook: Ven Conmigo – En Camino series by Holt
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Workbooks
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Integrated multimedia
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Workbooks
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Integrated multimedia
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Integrated multimedia
 * Content (include specific vocabulary) || # <span style="font-family: Georgia,serif; font-size: 90%;">Importance of L2 learning
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Spanish-speaking countries
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Personal ID
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Greetings
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Calendar/weather
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">School supplies/subjects
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Time
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Family
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Adjectives with the verb SER
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Sports
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Animals || # <span style="font-family: Georgia,serif; font-size: 90%;">Regular AR, ER, IR verb conjugations
 * 11) <span style="font-family: Georgia,serif; font-size: 90%;">Household chores
 * 12) <span style="font-family: Georgia,serif; font-size: 90%;">House and Home Mini-unit (rooms, furniture, appliances, things outside of the house, types of houses)
 * 13) <span style="font-family: Georgia,serif; font-size: 90%;">Possessive adjectives
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Cultural foods from target culture
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Talking about meals
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Ordering in a restaurant
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">O to UE stem-changing verbs
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Gustar/Encantar
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Indirect object pronouns || # <span style="font-family: Georgia,serif; font-size: 90%;">Commenting on food
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Tener expressions
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Setting the table
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Ordering in a restaurant
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Paying the bill in a restaurant
 * 11) <span style="font-family: Georgia,serif; font-size: 90%;">Currency in Europe (EUROS) and other Spanish-speaking countries
 * 12) <span style="font-family: Georgia,serif; font-size: 90%;">Numbers 0 to 100.000
 * 13) <span style="font-family: Georgia,serif; font-size: 90%;">Cross-cultural Holidays (Christmas, New Years, 3 Kings) ||
 * Skills
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Labeling world map
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Telling time
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Expressing day/date in the TL
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Predicting weather forecast
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Describing others
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Discussing family
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Discussing Sports
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Describing Animals
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Identifying appropriate Sports vocab
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Compare/contrast various sports (worldwide)
 * 11) <span style="font-family: Georgia,serif; font-size: 90%;">Identifying appropriate animal vocab and pet/animal places (barn, zoo, etc)
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking) <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">

Certain strategies are incorporated into lessons to enhance literacy throughout a topic.// * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">**Read authentic material** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">E <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">** xit slips ** <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) || # <span style="font-family: Georgia,serif; font-size: 90%;">Conjugating verbs

<span style="font-family: Georgia,serif; font-size: 11pt;">
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Showing ownership
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Making Future Career Plans
 * 3) Identifying rooms, furniture, appliances
 * 4) Identifying household chores needed for each room
 * 5) Understanding different styles of living (cross-cultural)
 * 6) Expressing addresses

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 11pt;">. . . . ..
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking)

<span style="font-family: Georgia,serif; font-size: 11pt;">
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">**Read authentic material** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">E <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">** xit slips ** <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) || # <span style="font-family: Georgia,serif; font-size: 90%;">Comparing/contrasting meals in target cultures (Internet research)
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Reading recipes in C2
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Skits (restaurant performance)
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Conjugating O to UE verbs
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Stating likes/dislikes of food
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Describing foods using taste and sampling of authentic foods
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Creating menus with authentic foods

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 11pt;">. . . . ..
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking)

<span style="font-family: Georgia,serif; font-size: 11pt;"> <span style="color: #ffffff; font-family: Georgia,serif; font-size: 11pt;">. . ..
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">**Read authentic material** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">E <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">** xit slips ** <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) || # <span style="font-family: Georgia,serif; font-size: 90%;">Writing a persuasive essay
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Restaurant scene skit (oral/written form)
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Expression moods (hunger, thirst, etc.)
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Compare/contrast currency in USA and Europe
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Solving math problems in the TL
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Setting the table with props
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Sampling (tasting) foods from various cultures within class
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Compare and Contrast cross-cultural holidays
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking)


 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">**Read authentic material** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">E <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">** xit slips ** <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) ||
 * Assessments || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Projects || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Projects
 * 11) Day of the Dead Video
 * 12) Websites (freerice.com, quizlet.com) || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 13) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 14) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 15) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 16) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 17) <span style="font-family: Georgia,serif; font-size: 90%;">Projects || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 18) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 19) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 20) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 21) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 22) <span style="font-family: Georgia,serif; font-size: 90%;">Projects
 * 23) <span style="font-family: Georgia,serif; font-size: 90%;">I <span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 11pt;">nternet (ex. www.goanimate.com) ||

2. Introduce chapter 11 || # <span style="font-family: Georgia,serif; font-size: 90%;">Chapter 11 (Health) || # <span style="font-family: Georgia,serif; font-size: 90%;">Chapter 7 2.Workbooks 3. Integrated multimedia resources || <span style="font-family: Georgia,serif; font-size: 11pt;">1.Textbook: Ven Conmigo – En Camino series by Holt 2.Workbooks 3. Integrated multimedia resources || <span style="font-family: Georgia,serif; font-size: 11pt;">1. Integrated multimedia resources || <span style="font-family: Georgia,serif; font-size: 11pt;">1.Textbook: Ven Conmigo – En Camino series by Holt 2.Workbooks 3.Integrated multimedia resources <span style="font-family: Georgia,serif; font-size: 11pt;">Material/resources || 2. Introduce body vocabulary 3. Me duele/Tengo dolor de... 4.Sentirse || 1. Continue Body Vocab 2. Emotions, moods and Physical conditions 3. Expressing Illness 4. Medical related buildings/places in the community || # <span style="font-family: Georgia,serif; font-size: 90%;">Making suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
 * || January || February || March || April ||
 * Unit Title/Theme || # <span style="font-family: Georgia,serif; font-size: 90%;">Chapter 9 (clothing)
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Begin Chapter 10 (celebrations) || <span style="font-family: Georgia,serif; font-size: 11pt;">1. Chapter 10 con't
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Introduction of Part 1 (NYS Proficiency Exam)
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Interrogatives Review ||
 * Related Literature || <span style="font-family: Georgia,serif; font-size: 11pt;">1.Textbook: Ven Conmigo – En Camino series by Holt
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">NYS exam preparation
 * Content (include specific vocabulary) || # <span style="font-family: Georgia,serif; font-size: 90%;">Clothing vocabulary
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Llevar
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Making comparisons
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Asking/stating prices
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Department stores
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Ordinal numbers (first – tenth)
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Place vocabulary
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Prepositions with the use of ESTAR
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Directions to stores
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Prices with COSTAR
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Appropriate household chores with clothing
 * 11) <span style="font-family: Georgia,serif; font-size: 90%;">Cross Cultural Holidays
 * 12) <span style="font-family: Georgia,serif; font-size: 90%;">Asking/Giving an opnion
 * 13) <span style="font-family: Georgia,serif; font-size: 90%;">Asking for help and repsonding to requests
 * 14) <span style="font-family: Georgia,serif; font-size: 90%;">Informal commands
 * 15) <span style="font-family: Georgia,serif; font-size: 90%;">Extending invites (Holidays/Parties/Etc)
 * 16) <span style="font-family: Georgia,serif; font-size: 90%;">Present progressive || 1. Make invitations/host a party
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Reflexive verbs
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Talking on the phone (all components)
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">E-IE stem changing verbs
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Making plans
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Extending invites
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Accepting/Declining invites
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Reflexive Pronouns (getting ready)
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">TenerExpressions
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Introduction of rules and procedures on Parts 1a and 1b
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Interrogatives ||
 * Skills

Literacy Strategies || # <span style="font-family: Georgia,serif; font-size: 90%;">Clothing TPR (identifying clothes one wears daily) <span style="font-family: Georgia,serif; font-size: 11pt;"> <span style="color: #ffffff; font-family: Georgia,serif; font-size: 90%;">. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//. . ..
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Word ID (identifying appropriate clothing articles for season, weather, events, etc.)
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Labeling clothes
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Conjugating verbs
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Writing a personal note
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Performing for fashion shows and assuming the role of announcer
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Giving directions
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Listing clothes with stores
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Identifying department stores
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Creating authentic catalogs for department stores
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Asking for prices of clothing articles (department store setting)
 * 11) <span style="font-family: Georgia,serif; font-size: 90%;">Write a shirt story in present progressive
 * 12) <span style="font-family: Georgia,serif; font-size: 90%;">TPR activities (commands)
 * 13) <span style="font-family: Georgia,serif; font-size: 90%;">Creating invites
 * 14) <span style="font-family: Georgia,serif; font-size: 90%;">Role playing (Skit on Party Planning)
 * 15) <span style="font-family: Georgia,serif; font-size: 90%;">Party Planning Agenda (sequence)
 * 16) <span style="font-family: Georgia,serif; font-size: 90%;">Commenting on Party Planning
 * 17) <span style="font-family: Georgia,serif; font-size: 90%;">Making a request to a friend before, during or after party planning
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking)
 * Certain strategies are incorporated into lessons to enhance literacy throughout a topic.**//
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read authentic material ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Exit slips ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) || # <span style="font-family: Georgia,serif; font-size: 90%;">Compare/contrast holidays in C1 and C2
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Identify body parts (TPR)
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Expressing hurt with doler and sentirse

<span style="font-family: Georgia,serif; font-size: 11pt;">

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">. . . . . . . . <span style="color: #ffffff; font-family: Georgia,serif; font-size: 90%;">. ..
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking)

<span style="font-family: Georgia,serif; font-size: 11pt;">
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">**Read authentic material** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">E <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">** xit slips ** <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) || # <span style="font-family: Georgia,serif; font-size: 90%;">Verb conjugations
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Making appts with drs.
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Living a healthy lifestyle
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Skits, role playing (Illnesses)

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 90%;">. . . . . . . . . . . . . . ..
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking)

<span style="font-family: Georgia,serif; font-size: 11pt;">
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">**Read authentic material** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">E <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">** xit slips ** <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) || # <span style="font-family: Georgia,serif; font-size: 90%;">Answer Phone/Leave message
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Expressing Daily Routine of getting ready
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Generating questions and answers with interrogatives
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Acquiring skills for tasks A, B, C, D
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Communicative activities related to given topics for tasks A, B, C, __D__

<span style="color: #ffffff; font-family: Georgia,serif; font-size: 90%;">. . . . . . . .. ..
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">**Read authentic material** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">E <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">** xit slips ** <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) ||
 * Assessments || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Projects (ex. Fashion Show/Puppet shows) - <span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 90%;"> use of FLIP video || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Projects
 * 11) <span style="font-family: Georgia,serif; font-size: 90%;">Graphic organizers
 * 12) <span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 90%;">Cinco de mayo and Quinceanera DVD || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 13) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 14) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 15) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 16) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 17) <span style="font-family: Georgia,serif; font-size: 90%;">Various communicative activities
 * 18) <span style="font-family: Georgia,serif; font-size: 90%;">Projects
 * 19) <span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 90%;">MTV cribs videos || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 20) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 21) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 22) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 23) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 24) <span style="font-family: Georgia,serif; font-size: 90%;">Projects
 * 25) <span style="font-family: Georgia,serif; font-size: 90%;">Various communicative activities ||

2. Preterit tense (regular and irregular verbs) – Chapter 11 (Note: Teach after Speaking Exam) 3. Review of all topics from level 1a and 1b ||  ||   || <span style="color: #ffffff; font-family: Georgia,serif; font-size: 90%;">. . . . . . . . . . . . . . . . . . . . . <span style="font-family: Georgia,serif; font-size: 90%;"> Literacy Strategies ** || # <span style="font-family: Georgia,serif; font-size: 90%;">Compare and contrast el cinco de mayo holiday with appropriate US holiday
 * || May || June ||  ||   ||
 * Unit Title/Theme || # <span style="font-family: Georgia,serif; font-size: 90%;">el cinco de mayo (Holiday)
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Formal Speaking of Proficiency Exam continued
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Introduction of State Exam for listening, reading, and writing components
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Ser vs. Estar
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Saber vs. Conocer
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Travel/Transportation- chapter 12 || <span style="font-family: Georgia,serif; font-size: 11pt;">1. Review of Proficiency Exam (all sections)
 * Related Literature || # <span style="font-family: Georgia,serif; font-size: 90%;">Integrated multimedia resources
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Textbook: Ven Conmigo – En Camino series by Holt
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Workbooks
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">NYS exam review preparation material || # <span style="font-family: Georgia,serif; font-size: 90%;">Textbook: Ven Conmigo – En Camino series by Holt
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Workbooks
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Integrated multimedia resources
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Previous Proficiency Exams ||   ||   ||
 * Content (include specific vocabulary) || # <span style="font-family: Georgia,serif; font-size: 90%;">Holiday (Mexico)- el cinco de mayo
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Continuation of topics for tasks A, B, C, D
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Rules and strategies for listening and reading sections
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Rules for writing section
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Ser vs. Estar with appropriate uses
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Saber vs. Conocer with appropriate uses
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Necessary Travel vocabulary
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Traveling overseas (passport, visa, travel agent, tickets, itinerary, etc)
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Transportation vocab || # <span style="font-family: Georgia,serif; font-size: 90%;">All topics from level 1a and 1b included in comprehensive state exam
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Sports/Equipment vocabulary
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Cultural awareness of sports (bullfighting, jai alai, soccer)
 * 11) <span style="font-family: Georgia,serif; font-size: 90%;">Preterit tense (regular and irregular verbs
 * 12) <span style="font-family: Georgia,serif; font-size: 90%;">Preterit tense vocabulary (last week, yesterday, etc.) ||   ||   ||
 * Skills
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Understanding meaning of Mexican holiday
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Translations
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Writing assignments (graphic organizers)
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Reading skills (skim/scan)
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Reading ads/packets/realia
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Compare and contrast Ser vs. Estar
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Identifying appropriate uses of Ser and Estar
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Compare and contrast Saber vs. Conocer
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Identify appropriate uses of Saber and Conocer
 * 11) <span style="font-family: Georgia,serif; font-size: 90%;">Understanding travel procedures
 * 12) <span style="font-family: Georgia,serif; font-size: 90%;">Identifying appropriate travel vocabulary
 * 13) <span style="font-family: Georgia,serif; font-size: 90%;">Making vacation plans
 * 14) <span style="font-family: Georgia,serif; font-size: 90%;">Understanding immigration and customs
 * 15) <span style="font-family: Georgia,serif; font-size: 90%;">Identifying professions within the community
 * 16) <span style="font-family: Georgia,serif; font-size: 90%;">Identifying modes of transportation
 * 17) <span style="font-family: Georgia,serif; font-size: 90%;">Understanding Modes of transportation Culturally (Daily living)

<span style="font-family: Georgia,serif; font-size: 11pt;">
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking)

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//**Certain strategies are incorporated into lessons to enhance literacy throughout a topic.**//

<span style="font-family: Georgia,serif; font-size: 11pt;">
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">**Read authentic material** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">E <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">** xit slips ** <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) || # <span style="font-family: Georgia,serif; font-size: 90%;">Former Proficiency Exams
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Listening activities (listening to passages)
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Reading passages and realia (reading comprehension)
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Writing tasks
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Expressing what you did in the past
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Talking about where you went and when

.
 * all 4 language skills incorporated within activities (listening, reading, writing, speaking) <span style="font-family: Georgia,serif; font-size: 90%;">
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">**Read authentic material** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers used magazines, articles, recipes, etc. in the Target Culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Echo and choral reading, popcorn ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students repeated vocabulary for authentic pronunciation and read authentic material to reinforce reading skills. Pre-reading strategies were used as well as modeling.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">E <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">** xit slips ** <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Slips were used at the end of lessons for student comprehension checks as well as closures to the lesson.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Letter writing ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students wrote letters to classmates and pen-pals in the TL.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Think-pair-share ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students brainstormed vocabulary on own prior to “teaching” partner.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Modeling language of process ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Teachers modeled authenticity of language through the use of DVD, CD and videos.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Venn Diagram ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students used VD to compare and contrast TL and TC to their native language and culture.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Word walls ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Teachers created FL word walls in 3 languages to promote literacy. Also, individual topic word walls were displayed in classroom to reinforce literacy.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Read alouds ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;"> (Students read through text, dialogues, and various authentic prints.)
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 90%;">** Concept maps ** <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 10pt;">(Students used graphic organizers for letter writing and pre and post-reading.) ||  ||   ||
 * Assessments || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 1) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 2) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 3) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 4) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 5) <span style="font-family: Georgia,serif; font-size: 90%;">Projects
 * 6) <span style="font-family: Georgia,serif; font-size: 90%;">Former NYS Proficiency Exams
 * 7) <span style="font-family: Georgia,serif; font-size: 90%;">Comprehension checks (exit slips) || # <span style="font-family: Georgia,serif; font-size: 90%;">Tests/Quizzes
 * 8) <span style="font-family: Georgia,serif; font-size: 90%;">Classwork/homework
 * 9) <span style="font-family: Georgia,serif; font-size: 90%;">Informal teacher observation
 * 10) <span style="font-family: Georgia,serif; font-size: 90%;">Student responses
 * 11) <span style="font-family: Georgia,serif; font-size: 90%;">Oral/written dialogues (rubrics)
 * 12) <span style="font-family: Georgia,serif; font-size: 90%;">Projects
 * 13) <span style="font-family: Georgia,serif; font-size: 90%;">Former NYS Proficiency Exams
 * 14) <span style="font-family: Georgia,serif; font-size: 90%;">Various communicative assessments
 * 15) <span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 90%;">Use of internet activities for Review (gohrw.com) ||   ||   ||