Please Note: This is an exemplar of what a consensus map for a level 4 and higher target language could look like. Of course, the teachers of a
target language may need to rearrange the sequence, add/delete items, and customize it to fit the needs of their target language and their
students. We will continue to engage in conversations, reflection and revisions as we explore how to more clearly align and articulate our higher
level language consensus maps.
WORLD LANGUAGE CONSENSUS MAPPING EXEMPLAR
Semester: Fall/Winter/Spring: Levels IV/V/AP/IB
10 units
Plus suggestions and rubrics
THEME/UNIT
STUDENTS CAN…
TEACHING STRATEGIES
RESOURCES
ASSESSMENT
1. Home
Use appropriate vocabulary
Listening activities
Triángulo
Vocabulary quiz
Review a grammar concept/
Teacher’s discretion (TD)
In- class reading
Writing exercises
Conversational Role-play
Formal Oral presentation
(TD)
Reading comprehension
Rubric for writing
Rubric for speaking
2.
Health
Use appropriate vocabulary
Review a grammar concept/
Teacher’s discretion
Listening activities
In- class reading
Writing exercises
Conversational Role-play
Formal Oral presentation
Triángulo
(TD)
Vocabulary quiz
Reading comprehension
Rubric for writing
Rubric for speaking
3.
Environment
Use appropriate vocabulary
Listening activities
Triángulo
Vocabulary quiz
Review a grammar concept/
Teacher’s discretion
In- class reading
Short writing
Conversational
Formal Oral presentation
(TD)
Reading comprehension
Rubric for writing
Rubric for speaking
THEME/UNIT
STUDENTS CAN…
TEACHING STRATEGIES
RESOURCES
ASSESSMENT
4.
Use appropriate vocabulary
Review a grammar concept/
Teacher’s discretion
Listening activities
In-class readings
Short writing
Conversational
Oral presentation
Triángulo
(TD)
Vocabulary quiz
Reading comprehension
Rubric for writing
Rubric for speaking
Use appropriate vocabulary
Review a grammar concept/
Teacher’s discretion
Listening activities
Readings
Short writing
Conversational
Oral presentation
Triángulo
(TD)
Vocabulary quiz
Reading comprehension
Rubric for writing
Rubric for speaking
6. Sports
Use appropriate vocabulary
Review a grammar concept/
Teacher’s discretion
Listening activities
Readings
Short writing
Conversational
Oral presentation
Triángulo
(TD)
Vocabulary quiz
Reading comprehension
Rubric for writing
Rubric for speaking
7. Education
Use appropriate vocabulary
Listening activities
Triángulo
Vocabulary quiz
Tourism
5. Leisure
(Arts, Movies,
Music & Holidays)
Review a grammar concept/
Teacher’s discretion
Readings
Short writing
Conversational
Oral presentation
(TD)
Reading comprehension
Rubric for writing
Rubric for speaking
THEME/UNIT
STUDENTS CAN…
TEACHING STRATEGIES
RESOURCES
ASSESSMENT
8. Business
Use appropriate vocabulary
Review a grammar concept/
Teacher’s discretion
Listening activities
Readings
Short writing
Conversational
Oral presentation
Triángulo
(TD)
Vocabulary quiz
Reading comprehension
Rubric for writing
Rubric for speaking
Use appropriate vocabulary
Listening activities
Triángulo
Vocabulary quiz
Review a grammar concept/
Teacher’s discretion
Readings
Short writing
Conversational
Oral presentation
(TD)
Reading comprehension
Rubric for writing
Rubric for speaking
Use appropriate vocabulary
Listening activities
Triángulo
Vocabulary quiz
Review a grammar concept/
Teacher’s discretion
Readings
Short writing
Conversational
Oral presentation
(TD)
Reading comprehension
Rubric for writing
Rubric for speaking
(Looking for a
Job)
9. Family and
Friends
(Traits, Feelings)
10. Technology
(Internet, phones
Emails)
Listening Activities include:
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Songs/Fill in the blanks
Audio recordings (Textbook, YouTube, Radio, TV, Movie clips, etc)
Etc.
Oral Activities include:
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Role-play
Debates
Interviews
Oral presentations
Picture stories/descriptions
Etc.
Reading Activities include:
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Advertisements
Songs/Poems (Literature)
Short stories (Literature)
Newspaper/Magazine article
Etc.
Writing Activities include:
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Emails
Letters (formal and informal)
Postcards
Poster
Menu
Brochure/Pamphlet
Poem/Song
Short story
Newspaper/Magazine Article
Newspaper/Magazine Advertisement
Caricature
Etc.
NOTE:
At these levels it is expected to have all four skills (listening, speaking, reading and writing) integrated in the classroom:
I.
Listening/Speaking:
Students will be exposed to different listening experiences. These include different Spanish-speaking accents, listening context, ideas and varieties in the
language. Listening and speaking are integrated skills; rarely can they be separated from each other. Therefore, the listening comprehension will be evaluated
according to the student’s ability to manipulate the language and respond adequately to the situation.
Nevertheless, students should:
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recognize the sounds and rhythms that are important to communicate in the language
understand the grammatical structure and vocabulary
understand the language at a normal speed
be able to participate in a conversation appropriately
be able to follow a conversation
make deductions from context
use appropriate vocabulary and grammatical structures
respond, contribute and maintain a conversation
II. Reading:
In addition to the use of the textbook, the students will have access to a variety of authentic reading texts. Students will read travel brochures, menu guides,
letters, interviews, caricatures, biographies, editorials, advertisements, newspaper articles, emails, short literary texts (poetry, short stories, etc) and so forth.
Through the reading of these texts, students should:
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understand the general meaning of a text
locate details of a reading selection
understand the organization of the selection
understand the author’s intention in writing the text
gain a deeper appreciation of the culture
III. Writing:
Students will be required to produce a variety of written work. This written production will allow them the opportunity to express themselves. They should be
able to:
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use a wide range of vocabulary that is appropriate for this level
use accurate grammar
compose different types of texts (emails, letters, journals, etc.)
transmit a clear message
use appropriate registers for the type of text
express points of view
integrate ideas
express points of view
integrate ideas
OTHER INFORMATION:
Reading Strategies:
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First, look at the title—this will give you a general idea of what the text is about.
Read the entire text to get an idea of what it is about.
Look at the questions and possible answers in order to narrow down what you are looking for.
Most of the questions will follow very logically from the order of the reading.
Do NOT be concerned if you do not understand every word in the text. It is only important to comprehend the general theme and the underlying tone
If you do not know the answer, try to “academic guess”. Do NOT guess randomly.
If you understand the overall text and you can identify the main point in each paragraph, you’ve read the text properly. Don’t worry about the facts or
details (such as, names, dates, places, etc.) Focus on the whole text!
If you decide you do not know the answer, it is ok to skip.
PRACTICE, PRACTICE, PRACTICE!!! This is a skill you can develop.
RUBRICS: