Spanish I - AP Curriculum Guide World Languages and Cultures LCPS
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LCPS Spanish I - AP Curriculum Guide World Languages and Cultures LCPS 2014-2015 LCPS Spanish I Curriculum Guide World Languages and Cultures LCPS 2014-2015 Spanish I, page 1 of 53 ACCORDING TO MODES OF COMMUNICATION The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes. Interpersonal Active negotiation of meaning among individuals Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications are made accordingly. Speaking and listening (conversation); reading and writing (text messages or via social media) Interpretive Interpretation of what the author, speaker, or producer wants the receiver of the message to understand One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials Presentational Creation of messages One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint) *Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012 Spanish I, page 2 of 53 Spanish I- SY 2014 – 2015 Recommended pacing: 3 weeks AP THEME: PERSONAL AND PUBLIC IDENTITIES AP SUBTHEME: Language and Identity Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level: SI.1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. SI.2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time. SI.2.2 Use proper formal and informal forms of address in familiar situations. SI.3.1 Identify key words, cognates and some formulaic expressions when listening and reading. SI.3.3 Follow simple instructions, such as those about classroom procedures or for using computers and other classroom technology. SI.4.1 Differentiate among basic types of statements, questions, and exclamations. SI.7.2 Identify key customs and traditions of Spanish-speaking cultures, such as greetings, celebrations, holiday practices, and forms of address that demonstrate politeness. SI.10.1 Recognize cognates, genders, level-appropriate idioms, and differences in writing systems. SI.10.2 Recognize differences in sound systems including basic sound distinctions and intonation patterns and their effects on the communication of meaning. COMMUNICATION CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: •Maintain a discussion related to greetings, farewells, and feelings ESSENTIAL KNOWLEDGE (Facts & Skills) -Interpersonal -Interpretive-Presentational •Discuss the alphabet, and feelings •Express and explain the use of the formal and informal forms Students demonstrate an understanding between the formal vs. the informal forms of address in Spanish speaking countries CONNECTIONS: Talk about new vocabulary through the recognition of cognates. Similarities between Spanish and English alphabet. Spanish I, page 3 of 53 Compare and contrast the Spanish language and the cultures in the countries where it is spoken Compare and contrast the social norm of formal vs. informal address between Spanish speaking countries and the Verbs ser and estar Respond to basic interrogatives (who, what, where, when, why, how) Express feelings and emotions Respond to basic classroom commands Exchange greetings Spanish I- SY 2014 – 2015 to address people •Express opinions about feelings and emotions United States Explore attitudes or feelings when reacting to gaining knowledge and understanding of other cultures. COMMUNITIES: INTERPRETIVE MODE: •Demonstrate comprehension of content from authentic audio visual texts relating to greeting exchange. Explore social issues in your own community or your school and compare them to issues in Spanish speaking communities. Identify local Spanish speaking communities and cultural events and farewells with friends or when meeting a new person. Alphabet and pronunciation Numbers 0-20 . •Interpret written texts and materials on formal and informal form of address. PRESENTATIONAL MODE: •Produce an activity showing proper pronunciation, greetings and farewells, and expressing feelings and emotions. PALABRAS INTERROGATIVAS SALUDOS de bienvenida USEFUL VOCABULARY respuestas ¿Adónde? To where? MANDATOS SENTIMIENTOS Y ESTADOS FÍSICOS abre open estar camina walk estar asustado to be scared to be (temporary) OTRAS PALABRAS Y EXPRESIONES ¿Cómo se deletrea? How do you spell…? ¿Cómo se dice? How do you say…? señora Mrs. ¡Buenas noches! Good Evening! / Good Night! (muy) bien ¡Buenas tardes! Good Afternoon! ¿Y tú? And you? (inf.) ¿Cómo? How? cierra close estar cansado (a) to be tired ¿Cómo se escribe? How do you write…? ser ¡Buenos días! Good morning! ¿Y usted? And you? (form.) ¿Con quién? With whom? corre run estar contento to be happy/content ¿Cómo te llamas? What's your name? Soy…… I am ¡Hola! de nada ¿Cuál?/¿Cuáles? entrega estar emocionado ¿Cuántos años tienes? (very) well señorita Miss to be (permanent characteristics) te presento a… Spanish I, page 4 of 53 Spanish I- SY 2014 – 2015 Hello! your welcome Which?/Which ones? hand in to be excited How old are you? this is... ¿Qué tal? What's up! How is it going? igualmente likewise ¿Cuándo? When? levanta la mano raise your hand estar enfermo to be sick ¿Qué quiere decir? What does it mean? tengo ¿Cuánto/a (s)? How many? repite repeat estar enojado to be angry eres tiene You are (informal) he/she/it has ¿Cómo está usted? más o menos How are you (formal)? more or less I have you have (formal) ¿Cómo estás tú? How are you (inf.)? mucho gusto ¿De dónde? pleased to meet you From where? siéntate sit down estar feliz to be happy es tienes he/she/it is you have (informal) you are (formal) ¿Qué pasa? What's up? ¿Dónde? Where? silencio silence estar ocupado to be busy What's happening? está números del 1-20 he/she/it is you are (formal) ¿Por qué? Why? estar preocupado estás to be worried/preoccupied you are (informal) Yo tengo ___años ¡Adiós! Good Bye! ¿Qué? What? estar triste estoy él/ella tiene ___años to be sad I am he/she is __years old ¡Nos vemos! We'll see each other! ¿Quién? Who? tener gracias thank you hasta luego 'til later porque because tener calor to be hot Me llamo... My name is... tener frío to be cold nada nothing tener hambre to be hungry por favor please de despedida hasta mañana 'til tomorrow Spanish I, page 5 of 53 to have I am ___years old Spanish I- SY 2014 – 2015 RECYCLED/ONGOING TOPICS/STRUCTURES ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Se llama... his/her/you (form.) name is... tener sueño to be sleepy señor Mr. ¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? Me llamo____. ¿Cuál es tu nombre? Me llamo ____. ¿Cuántos años tienes tú? ¿Cuántos años tiene él/ella? ¿Qué letra es? ¿Cómo se escribe ____? Deletrea la palabra______. ¿Qué dice aquí? ¿Cómo se dice? Usted vs. Tú. Números del 1-20 Teachers resources available on RESOURCES/ ACTIVITIES tener sed to be thirsty http://loudounvision.net/ LCPS Spanish Teacher Exchange Written dialogues, dramatization, oral conversations, free talk, comic strips, group work, picture as clue to meaning, transparencies, spelling, rhyming, listen to audio program, journal, create a picture dictionary For introductions, arrange students into two circles (an inner circle facing outwards and an outer circle facing in) where students face each other. Have students take turns greeting each other and then have the circles move in different directions. Repeat the greetings with a new student. “Moo! Spanish Greetings” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1271.html Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Read , understand, and be ready to answer the questions the teacher will ask you about the reading. Notice that not all the answers may appear in the reading. You may need to infer information. Use the A/B prompt to create a dialogue with a partner. Make sure you include everything you may require to answer the given prompt. *Communicative Performance Assessments Spanish I, page 6 of 53 Describe a picture using the vocabulary suggested. Prepare a presentation on a given topic. Spanish I- SY 2014 – 2015 Recommended pacing: 1 week AP THEME: PERSONAL AND PUBLIC IDENTITIES AP SUBTHEME: Language and Identity Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level : SI 1.2 Express likes and dislikes, requests, descriptions, and directions. SI 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. SI 3.1 Identify key words, cognates and some formulaic expressions when listening and reading. SI 4.1 Differentiate among basic types of statements, questions, and exclamations. SI 5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: •Maintain a discussion related to what people are like •Discuss physical descriptions and personality traits of self and others •Express opinions about what people are like Explain how friendships are formed in Spanish-speaking countries Discuss current Hispanic/American artists in the US INTERPRETIVE MODE: •Demonstrate comprehension of content from authentic audio visual texts relating to personality traits and the human body. •Interpret written texts and materials on descriptions. PRESENTATIONAL MODE: •Produce an activity showing proper use of adjectives when describing self and others. Talk about new vocabulary through the recognition of cognates Expressing agreement or disagreement Talk about placement of adjectives & vocabulary through recognition of cognates Explain gender agreement rules with use of adjectives. Compare the use of possessive adjectives Spanish I, page 7 of 53 Verb ser Personal pronouns Respond to personal questions. Use positive and negative statements to agree/disagree. Identify the body parts. Say what hurts. Respond appropriately to questions. Describe you and your family members using adjectives Identify and apply the correct gender (masculine & feminine) of nouns and adjectives Definite and Indefinite Spanish I- SY 2014 – 2015 Spanish I, page 8 of 53 Articles Describe pictures by using adjectives. Write phrases using adjectives. Spanish I- SY 2014 – 2015 USEFUL VOCABULARY PRONOMBRES ADJETIVOS OTRAS PALABRAS CUERPO HUMANO DESCRIPCION FÍSICA PERSONALES Y EXPRESIONES Q1 arriesgado(a) daring paciente pacient yo I el cuello neck alto(a) tall artístico (a) artistic perezoso(a) lazy tú You - informal el hombre/los hombres man/men anciano(a) elderly castaño brown hair ¿Cómo es? What is he/she/you(f) like? atlético(a) athletic reservado(a) reserved usted You - formal el pie/los pies foot/feet bajo(a) short corto short (length) ¿Cómo se llama? What's his/her/your(f) name? bueno(a) good serio(a) serious él/ella he/she la boca mouth bonito(a) pretty el pelo hair ¿De dónde eres? cansado(a) tired simpático (a) friendly nosotros/nosotras we la cabeza head calvo bald largo ¿Eres…? Are you…? contento(a) happy/content sociable sociable vosotros/vosotras you - plural la mujer / el bigote mustache liso/lacio straight hair ¿Qué te duele? deportista sportsminded/sporty talentoso (a) talented ustedes you - plural la nariz nose flaco(a) skinny negro black a veces sometimes desordenado(a) disorganized/messy trabajador hard-working (masc.) ellos / ellas they las manos hands gordo(a) fat oscuro de acuerdo agreed estudioso(a) studious trabajadora hard-working (fem.) las piernas legs guapo(a) handsome pelirrojo(a) redhair de of, from, about extrovertido(a) extrovert los brazos arms tez blanca rizado curly demasiado too, too much, too many generoso generous los dedos fingers tez morena las mujeres woman/women Spanish I, page 9 of 53 light skin dark skin el pelo long (length) dark rubio(a) blonde ¿Cómo eres? What are you like? Where are you from? What hurts? el amigo male friend Spanish I- SY 2014 – 2015 gracioso (a) funny los ojos eyes el chico boy/guy impaciente en in, on, at impacient inteligente intelligent entonces so, the malo (a) bad ARTÍCULOS DEFINIDOS ARTÍCULOS INDEFINIDOS eres negativo (a) negative el/la the un/una a/an es is ocupado(a) busy los/las the unos/unas some estar de acuerdo to be in agreement ordenado(a) organized you are la amiga female friend la chica girl/gal le gusta he/she/you(f) likes me duele ________ my ______ hurts muy very ni…..ni nor…nor no estoy de acuerdo I don't agree no le gusta he/she/you(f) Spanish I, page 10 of 53 Spanish I- SY 2014 – 2015 doesn't like no soy I'm not según mi familia according to my family según according to soy de… I’m from … soy I am un poco (de) a little (of) vives you live vivir to live vivo I live Greetings and interrogative words. RECYCLED/ONGOING TOPICS/STRUCTURES ¿Dónde vives? Vivo en ____. ¿De dónde eres? Soy de ____. ¿Cómo eres? “Ser” + adjective Teachers resources available on RESOURCES/ ACTIVITIES http://loudounvision.net/ LCPS Spanish Teacher Exchange For introductions: assign students different countries and have them introduce themselves using that nationality. Get magazine pictures of people and place them in plastic sheet protectors. Use them as flashcards to talk about physical descriptions in class or relationships. “Moo! Body Parts Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1161.html Spanish I, page 11 of 53 Spanish I- SY 2014 – 2015 ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Create a chart/graph to demonstrate the different physical traits in the class Suggested Interpersonal Task *Communicative Performance Assessments Write a letter/e-mail describing yourself Create posters showing a body with labeled parts Suggested Presentational Task *Communicative Performance Assessments Spanish I, page 12 of 53 Give a speech to ‘incoming’ students to describe personality traits in your class Have each student create a ‘show and tell mystery bag’ Have each student give a ‘Según mi...(familia, amigos, etc.)’ presentation Spanish I- SY 2014 – 2015 Recommended pacing: 3 weeks AP THEME: CONTEMPORARY LIFE AP SUBTHEME: Leisure and Sports Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level : S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time. S 3.1 Identify key words, cognates and some formulaic expressions when listening and reading. S 3.2 Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support. S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. S 5.1 Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources. COMMUNICATION -Interpersonal -Interpretive -Presentational Talk about preferences in leisure activities Read and listen to information about leisure activities, likes and dislikes (gustar) Listen to and understand information about infinitives Regular ar, er, ir verbs Learn how to ask questions Extend, accept and decline invitations Express agreement and disagreement CULTURES/ CONNECTIONS Students research and discuss the popular hobbies and sports of their COMPARISONS/ COMMUNITIES assigned Spanish speaking country. Discuss the popularity of sports in Spanish speaking countries and their own backgrounds. Students discuss the popularity of Spanish I, page 13 of 53 Students will discuss the differences between football and soccer and how they share the same name. Students will watch in school and at home a soccer game in Spanish and a soccer game in English and discuss in class the similarities and differences Play soccer VS another class ESSENTIAL KNOWLEDGE (Facts & Skills) Verb gustar Identify -ar- er-& -ir infinitive verbs. Gustar + infinitive, Gustar + noun Discuss which hobbies they like, dislike and prefer. Identify sports and favorite hobbies. Express agreement or disagreement with también Spanish I- SY 2014 – 2015 the sports and hobbies of their assigned Spanish speaking country. Students will discuss what makes some sports and hobbies more more popular that other throughout the Spanish speaking world. Spanish I, page 14 of 53 and tampoco. Compare sports. Spanish I- SY 2014 – 2015 USEFUL VOCABULARY ACTIVIDADES Y PASATIEMPOS VERBOS SUSTANTIVOS GUSTAR Me Gusta/No me gusta OTRAS PALABRAS Y EXPRESIONES Q1 bailar to dance jugar al baloncesto to play basketball pasear en bote (el) to ride a boat no sé jugar I don't know how to play el animador / (A mí) me gusta _____. I like to _______. ¿Cuántas veces? cantar to sing jugar al fútbol americano to play football patinar to skate poder to be able to el atletismo track and field (A mí) me gusta más _____. I like to _______ better. a veces sometimes chatear jugar al fútbol to play soccer practicar deportes to practice sports preferir to prefer el ciclismo cycling/biking (A mí) me gusta mucho_____. I like to _______ a lot. favorito(a) favorite coleccionar to collect jugar al tenis to play tenis practicar gimnasia querer to want el equipo team (A mí) no me gusta nada___. I don't like to_____ at all. hay there is/are comprar to buy jugar pelota/ al béisbol to play baseball tocar la guitarra to play the guitar saber to know how to el golf golf (A mí) no me gusta___. I don't like to_____. los deportes sports correr to run jugar videojuegos to play videogames tomar el sol salir to exit el jugador player A mí también. I do too./ Me too. los ejercicios exercises dibujar to draw jugar to play trabajar to work sé jugar I know how to play el pasatiempo passtime A mí tampoco. I don't like to ___either. mucho a lot enviar mensajes de texto la lucha libre wrestling usar la computadora to use the computer tú quieres el patinaje skating ni…ni neither…nor, not…or muy very escribir cuentos to write stories leer novelas (las) to read novels ver la tele to watch TV el tiempo libre free time no le gusta... he/she doesn't like... you don't like... (formal) o or escuchar música to listen to music leer revistas (las) to read magazines ver una película to see a movie yo quiero la cancha de… I want …court no te gusta… you don't like… (informal) pero a veces….. but sometimes... to chat on line to text to do gymnastics to sunbathe you want tú sabes you know Spanish I, page 15 of 53 la animadora cheerleader How many times? Spanish I- SY 2014 – 2015 esquiar to ski leer to read viajar to travel yo sé estudiar to study levantar pesas to lift weights jugar to play hablar por teléfono to talk on the phone montar en bicicleta to ride a bike ¿Qué te gusta más? What do you like better? preferir hacer to do montar en monopatín to ride a skateboard ¿Te gusta______? Do you like to ____? pues well hacer ejercicio to do exercise montar to ride ¿Y a ti? And you? si if ir a la escuela to go to school nadar to swim le gusta he/she likes/you like (formal) sí yes ir a pasear to go for a walk/stroll pasar tiempo con amigos to spend time with friends me gusta I like también I know la natación swimming ¿Qué más te gusta hacer? What else do you like to do? pero but la piscina pool ¿Qué te gusta hacer? poco a little What do you like to do? to prefer also/too tampoco neither RECYCLED/ Vocabulario relacionado con los saludos, las partes del cuerpo, las emociones, y la personalidad ONGOING TOPICS/ Gustar + infinitive, gustar + noun STRUCTURES Agreement and disagreement with the verb gustar Ni…ni Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange RESOURCES/ ACTIVITIES Spanish I, page 16 of 53 Spanish I- SY 2014 – 2015 Suggested Interpretive Task SSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpersonal Task Read and respond to a pen pal’s letter Read cultural information about after-school activities in Spanish speaking countries and answer questions Use a story map graphic organizer to identify parts of a story *Communicative Performance Assessments Spanish I, page 17 of 53 Create an entry on a voice thread discussion Perform a dialog between students discussing what activities they like. Use an illustration of a sport or two as a prompt for discussion between two students Write a response to a pen pal’s letter Suggested Presentational Task Create and present a display information about student’s pen pal and their country Create and present a slideshow about your favorite activities List all the vocabulary words to describe likes and dislikes Write complete sentences to describe students in a Spanish speaking country Spanish I- SY 2014 – 2015 Recommended pacing: 2 weeks AP THEME: GLOBAL CHALLENGES AP SUBTHEME: Environmental Issues Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level: SI.1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. SI.2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time. SI.3.1 Identify key words, cognates and some formulaic expressions when listening and reading. SI.4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. SI.5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns. SI.7.1 Identify main viewpoints of the cultures, such as those relating to the concept of time, education, transportation, and the roles of family members. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: •Maintain a discussion related to the weather, seasons and dates •Discuss and/or debate the weather •Express opinions about the weather and the seasons Students will demonstrate understanding on the difference in telling time and the date in Spanish speaking countries, and the perspectives on timeliness. CONNECTIONS: Students will be able to determine the seasons between the two hemispheres. INTERPRETIVE MODE: •Demonstrate comprehension of content from authentic audio visual texts relating to the weather, dates and time. Compare and contrast the seasons between hemispheres. Compare and contrast the way to tell time and date between Spanish speaking countries and the United States Compare the calendar (e.g. the beginning of the week) between Spanish speaking countries and the United States COMMUNITIES: Spanish I, page 18 of 53 Explore social issues in your ESSENTIAL KNOWLEDGE (Facts & Skills) Verbs estar and hacer Numbers 20-100 Telling time in analogue and digital forms Describe the weather Telling the date Starting the week on lunes Spanish I- SY 2014 – 2015 •Evaluate and interpret written texts and materials on weather, dates and time. own community or your school and compare them to issues in Spanish speaking communities. PRESENTATIONAL MODE: •Produce an activity showing ability to talk about the weather and tell time. Spanish I, page 19 of 53 Identify local Spanish speaking communities and cultural events Spanish I- SY 2014 – 2015 EL CLIMA/ LAS ESTACIONES Q1 LOS MESES LA HORA OTRAS PALABRAS Y EXPRESIONES el año year enero January ¿A qué hora es/son…? está lloviendo it's raining el calendario calendar febrero February ¿Qué hora es? está nevando it's snowing el día day marzo de la mañana March in the morning hace buen tiempo el mes month abril April de la noche la semana week mayo May de la tarde junio June en punto ¿Cuándo es tu cumpleaños o’clock When is your birthday? lunes Monday julio July es la… / son las… Mi cumpleaños es… it is… My birthday is… hace sol it's sunny martes Tuesday agosto August menos cuarto el cumpleaños quarter to / fourty five birthdate hace viento it's windy miércoles Wednesday septiembre September y cuarto ¿Cuándo se celebra …? quarter after / fifteen When is…? hay tormenta there's a storm jueves Thursday octubre October y media la temperature viernes Friday noviembre November el clima USEFUL VOCABULARY LOS DÍAS it’s nice hace calor it's hot hace frío it's cold Hace mal tiempo it’s bad temperature los días de la semana At what time is …? What time is it? in the evening ¿Cómo está el clima? How's the weather? ¿Cuál es la fecha? What's the date? ¿Qué día es hoy? What day is today? ¿Qué tiempo hace hoy? What's the weather today? números 20-100 in the afternoon half past / thirty Spanish I, page 20 of 53 Spanish I- SY 2014 – 2015 llueve it rains sábado Saturday nieva domingo Sunday it snows diciembre December soleado sunny las estaciones del año RECYCLED/ONGOING TOPICS/STRUCTURES el invierno winter el verano Summer el otoño Fall/Autumn la primavera Spring la estación season Recycle vocabulary for feelings and emotions related to the weather. ¿Cómo está el clima? ¿Qué día es hoy? ¿En cuál estación del año estamos? ¿Qué tiempo hace hoy? Hace ____. Está ____. ¿Hace calor? ¿Hace frío? El cumpleaños May introduce time concept here and expand it further and fully with the School/Schedule unit. Teachers resources available on RESOURCES/ ACTIVITIES http://loudounvision.net/ LCPS Spanish Teacher Exchange Video on what causes the seasons is available in Vision. Written dialogues, dramatization, oral conversations, free talk, comic strips, group work, picture as clue to meaning, transparencies, spelling, rhyming, listen to audio program, journal, create a picture dictionary Interactive calendar, www.holaciudad.com, www.telemundo.com “Moo! Spanish Calendar” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1275.html Spanish I, page 21 of 53 Spanish I- SY 2014 – 2015 ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Read , understand, and be ready to answer the questions the teacher will ask you about the reading. Notice that not all the answers may appear in the reading. You may need to infer information. Suggested Interpersonal Task Suggested Presentational Task Use the A/B prompt to create a dialogue with a partner. Make sure you include everything you may require to answer the given prompt. Describe a picture using the vocabulary suggested. *Communicative Performance Assessments Spanish I, page 22 of 53 Prepare a presentation on a given topic. Spanish I- SY 2014 – 2015 Recommended pacing: 5 weeks AP THEME : CONTEMPORARY LIFE AP SUBTHEME: Education Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level : S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 2.2 Use proper formal and informal forms of address in familiar situations. S 3.2 Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support. S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. S 5.2 Present basic information about topics such as oneself, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on present time. COMMUNICATION -Interpersonal -Interpretive -Presentational Talk about school schedules and subjects Discuss what students do during the school day Talk about location of objects and furniture in the classroom Ask about who is doing an action Express ownership and possession Read and listen to information regarding classroom, people, objects, furniture and the CULTURES/ CONNECTIONS Talk about uniforms and the design of physical education class Students will be exposed to the various Spanish speaking countries’ school systems. COMPARISONS/ COMMUNITIES Students are able to compare and contrast Spanish-speaking countries’ schools systems and their own. Compare and contrast behavior in school use of location words. ESSENTIAL KNOWLEDGE (Facts & Skills) Students create pen pal communications with a Spanish speaking student. Spanish I, page 23 of 53 Identify classroom items. Discuss school schedules. Tell time. Identify, talk about and describe different classes. Conjugate regular -ar verbs. Compare classes and teachers using comparative structures Describe the location of classroom objects. Estar + preposition of location Use ordinal numbers to describe their schedules. Spanish I- SY 2014 – 2015 USEFUL VOCABULARY SUSTANTIVOS PREPOSICIONES ADJETIVOS VERBOS Q2 NÚMEROS ORDINALES el archivo filing cabinet la bandera flag a la derecha de to the right of aburrido/a borring aprender to learn primero /a first el armario/el casillero locker la biblioteca library a la izquierda de to the left of desordenado/a disorganized asistir to attend segundo/ a second el asistente assistant la cafetería cafeteria afuera outside difícil hard enseñar to teach tercero/ a third el aula/el salón/ la sala de clases classroom la carpeta de argollas three-ring binder al centro center divertido/a amusing, fun enviar un correo electrónico to send an e-mail cuarto/ a fourth el bolígrafo / la pluma pen la carpeta folder al lado de next to fácil easy estudiar to study quinto/ a fifth el borrador eraser la compañera partner (female) allá/allí there, over there favorito / a favorite hablar to talk sexto/ a sixth el cartel poster la computadora/el ordenador computer aquí here interesante interesting hacer la tarea to do homework séptimo/ a seventh el compañero partner (male) la enfermería clinic arriba de above práctico/a practical hacer to do octavo/ a eighth el cuaderno notebook la goma/la pega glue cerca de near to necesitar to need noveno/ a ninth el diccionario dictionary la grapadora stapler debajo de under ADJETIVOS POSESIVOS presentar to present décimo / a tenth el director/rector la hoja de papel sheet of paper delante de in front of mi(s) my salir to exit el disco compacto compact disk la memoria portatil USB drive dentro de tu(s) your (informal) tener que… to have to… el enfermero/la enfermera la mesa después de la directora/rectora principal inside of Spanish I, page 24 of 53 su(s) Spanish I- SY 2014 – 2015 nurse table after his/her/your (formal) el escritorio teacher's desk la mochila detrás de behind nuestro/a (s) our ARTÍCULOS DEFINIDOS el gimnasio gym la oficina office en frente de in front of vuestro/a (s) your el/la the matemáticas mathematics el laboratorio la pantalla electronic screen en medio de in between su their/your (formal) los/las the español Spanish el lápiz pencil la papelera garbage can en on el libro book la pizarra/el pizarrón blackboard/whiteboard encima de on top of el maestro/el professor la prueba quiz lejos de far from laboratory la maestra/la profesora teacher backpack MATERIAS / LAS CLASES historia history ARTÍCULOS INDEFINIDOS biología biology más...que more...than un/una a/an educación física physical education el/la más…que… unos/unas some inglés English COMPARATIVOS el mapa map la puerta door el pasillo hallway la silla chair música music el programa program la tableta electrónica tablet artes plásticas art el pupitre student's desk la tarea homework ciencias naturales natural science el ratón mouse la ventana window ciencias sociales social science el recreo recess las tijeras scissors tecnología technology el reloj clock un examen exam el almuerzo lunch the most …than Spanish I, page 25 of 53 Spanish I- SY 2014 – 2015 el sacapuntas pencil sharpener el civismo civics el teclado keyboard el/la estudiante student RECYCLED/ONGOING TOPICS/STRUCTURES Expand on the concepts of telling time. Expand on definite articles, gender, and number agreement. ¿A qué hora tienes la clase de _____? ¿Cuándo tienes la clase de____? ¿Qué es? Es ____. Esto es ___. Eso es _____. “Estar” + Prepositional Phrases (locations). “Tener que + infinitive”, Comparisons (La clase de ___ es más interesante que la clase de____.) Superlatives (La clase de___ es la más __ de la escuela) Ordinal numbers. Conjugation of regular –ar verbs. RESOURCES/ ACTIVITIES Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS Suggested Interpretive Task NOTE: Teachers should develop these suggested Have students tell the class about the content of their ‘mochilas’ Read a student schedule and identify courses being taken Read a list of school supplies needed for the school year Create a web page to showcase your school Suggested Interpersonal Task Spanish I, page 26 of 53 Play the role of teacher-student in a dialog Use adjectives of possession to tell a student how to organize Suggested Presentational Task Using pictures of school supplies one student calls out vocabulary words and other student points to correct pictures Spanish I- SY 2014 – 2015 ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. his/her school supplies in their locker activities *Communicative Performance Assessments Spanish I, page 27 of 53 Make an illustrated school supply list Make a book of classes and necessary school supplies Spanish I- SY 2014 – 2015 Recommended pacing: 4 weeks AP THEME : CONTEMPORARY LIFE AP SUBTHEME: Professions, Leisure and Sports Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level : S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about location in your community Discuss about where you go and with whom Talk about activities outside school Extend, accept, and decline invitations Understand cultural perspectives on after school activities. Talk about how students traditionally engage in activities outside school Read sports advertisement The use of ir in conjuction with a and an infinitive The opportunities in the job market for bilingual people Spanish I, page 28 of 53 Identify and talk about different locations in a community. Talk about places you go in the community and what you do there. Tell when during the week you go and do activities Tell the time when you go and do activities. Tell the time of day you go to or do activities Identify professions and workplaces in your community. Respond to basic interrogatives (who, what, where, when, why, how) Poder + infinitive Ir a + infinitive Ir a + noun Para + infinitive Spanish I- SY 2014 – 2015 USEFUL VOCABULARY LUGARES PROFESIONES EXPRESIONES Q2 ACTIVIDADES (VERBOS) PALABRAS INTERROGATIVAS OTRAS PALABRAS Y EXPRESIONES el auditorio auditorium la biblioteca library el cartero mailman ¡Oye! Hey! Listen! ir a + lugar to go to + location ¿Adónde? To where? (él) puede he can el baile dance la casa house el dependiente salesperson ¡Ay! ¡Qué pena! Oh! What a shame! ir a + infinitivo….. to go to + infinitivo ¿Cómo? How? (tú) puedes you can el aeropuerto la escuela school el medico/doctor (a) doctor ¡Genial! Great! ir al cine to go to the movies ¿Con quién? With whom? (yo) puedo I can el café cafe la farmacia pharmacy el secretario(a) secretary ¡No me digas! Don't say! ir al medico to go to the doctor’s ¿Cuál?/¿Cuáles? Which?/Which ones? ¿A qué hora? At what time? el campo countryside la fiesta party el voluntario(a) volunteer ¡Qué buena idea! What a great idea! ir de campamento (el) to go camping ¿Cuándo? When? ¿Te gustaría? Would you like? el centro comercial mall la iglesia church la bibliotecaria librarian con mi(s) with my ir de compras to go shopping ¿Cuánto/a (s)? How many? a el = al to the (masculine) el cibercafé cybercafe la lección de piano piano lessons con tu(s) with your ¿De dónde? From where? a la una at one el cine movie theatre la librería bookstore demasiado too much ¿Dónde? Where? a la to the (feminine) el club club la mezquita mosque después afterwards ¿Por qué? Why? a las ocho at eight el club deportivo sport club la montaña mountains después de after ¿Qué? What? a to el colegio primary and secondary schools la oficina office en casa at home ¿Quién? Who? conmigo with me el complejo deportivo sport complex la película movie entonces then porque because contigo with you airport Spanish I, page 29 of 53 Spanish I- SY 2014 – 2015 el concierto concert la piscina pool generalmente generally ARTÍCULOS DEFINIDOS de/por la mañana in the morning el correo post office la playa beach lo siento I'm sorry el/la the de/por la noche in the evening el entrenamiento practice (sports) la plaza plaza los fines de semana on the weekends los/las the de/por la tarde in the afternoon el gimnasio gym la reunión reunion los lunes, los martes,… on Mondays ... el fin de semana weekend el hospital hospital la sinagoga sinagogue un poco de….. A little of... esta noche this evening el museo museum esta tarde this afternoon el parque park este fin de semana this weekend el partido game mañana tomorrow el restaurante restaurant me gustaría I would like el supermercado supermarket me quedo en casa I stay home el teatro theatre para + infinitivo in order to + infinitive el templo temple pasado mañana day after tomorrow Por la mañana in the morning por la noche in the evening Spanish I, page 30 of 53 Spanish I- SY 2014 – 2015 por la tarde in the afternoon solo(a) alone Spanish I, page 31 of 53 Spanish I- SY 2014 – 2015 RECYCLED/ONGOING TOPICS/STRUCTURES Telling time, and telling the time of day. Verb gustar. Dónde está ___? ¿Con quién vas ____? ¿Qué hace en ____? “Ir” + a + place, “Ir” + a + infinitive, poder + infinitive, Los fines de semana, el (los) lunes, el (los) martes... Para + infinitive Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange RESOURCES/ ACTIVITIES ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. “Moo! Spanish My City” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1258.html Suggested Interpretive Task Read a map of a town and identify places indicated Read a story about going into town Suggested Interpersonal Task Play the role of someone who works at a location in town. Help a customer Suggested Presentational Task *Communicative Performance Assessments Spanish I, page 32 of 53 Sequence pictures to tell a story and write the captions Draw a scene from a favorite place to visit in town and talk about it Draw a map if a city and identify places Spanish I- SY 2014 – 2015 Recommended pacing: 4 weeks AP THEME : GLOBAL CHALLENGE AP SUBTHEME: Health Issues, Nutrition and Food Safety Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level : S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time. S 3.1 Identify key words, cognates and some formulaic expressions when listening and reading. S 3.2 Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support. S 4.1 Differentiate among basic types of statements, questions, and exclamations. S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. S 5.1 Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources. S 5.2 Present basic information about topics such as oneself, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on present time. COMMUNICATION -Interpersonal -Interpretive -Presentational Talk about preferences concerning foods and beverages Talk about eating habits during different meals Talk about table setting and meal customs in Spanish-speaking cultures CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Explain eating habits Interpret etiquette for summoning a server; typical restaurant offerings Explain the variety of foods that Spanish I, page 33 of 53 Students are able to compare and contrast the various activities done in Spanish speaking countries to their own. ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about food (breakfast/lunch/dinner/bev erages) and Discuss what they like and don’t like. Spanish I- SY 2014 – 2015 are unique to various Spanish speaking countries and the European and African influence. Listen to and understand information about food items and restaurants, table settings and meal customs during breakfast, lunch and dinner Read: recipes for meals and beverages in Spanish; information about eating habits during different meals; restaurant menus; about fruits and vegetables; a restaurant Students are able to recognize through flavor and taste various foods and their proper usages. Students are able to research a recipe for their assigned Spanish speaking country and present to class review Students present the creation of a traditional dish and its history from their assigned Spanish speaking country Spanish I, page 34 of 53 Students compare and contrast the various eating habits amongst Spanish speaking countries and the United States. Students are able to order food in Spanish at a Spanish speaking restaurant. Talk about what food is healthy and how food tastes. Discuss ways of staying healthy and good eating habits. Conjugate regular –er and –ir verbs (comer, beber, compartir). Spanish I- SY 2014 – 2015 USEFUL VOCABULARY BEBIDAS/FRUTAS LA COMIDA VERBOS Q3 bebidas verduras OTRAS PALABRAS Y EXPRESIONES el helado icecream ¿Te gusta? Do you like it? ¡qué asco! How awful! el agua water el aguacate avocado el sándwich sandwich beber/tomar to drink ¿verdad? Right? el café coffee el brócoli broccoli el yogur yogurt caminar to walk agrio bitter/sour el chocolate chocolate el champiñón mushroom la pizza pizza comer to eat bueno para la salud good for the health el jugo juice el maíz corn la sopa soup compartir to share cada día each day el refresco soft-drink el pimiento green pepper la tortilla de huevos omelette comprender to understand calorías calories el té tea el tomate tomato las galletas cookies creer to believe con with el té caliente hot tea la calabaza pumpkin las papas fritas french fries dar to give dulce sweet el té helado iced tea la cebolla onion los huevos eggs deber must/should el almuerzo lunch jugo de……(naranja) (orange…juice) la ensalada salad los panqueques pancakes desear to want/to wish el desayuno breakfast la leche milk la lechuga lettuce los pasteles cakes me duele el estómago my stomack hurts el hambre hunger la limonada limonade la zanahoria carrot me duele it hurts me el postre dessert me encanta(n) I love…(not a person) enfermo sick las espinacas spinach condimentos Spanish I, page 35 of 53 Spanish I- SY 2014 – 2015 las judías verdes green beans el picante me gusta(n) I like horrible horrible el coco cocunut las papas potatoes la mantequilla butter no me gusta(n) I don't like horrible horrible el limón lemon las verduras/los vegetales vegetables la mayonesa mayonaise pedir to ask for la cena dinner el mango mango los guisantes peas la crema cream practicar to practice la dieta diet el melocotón/el durazno peach la mermelada jelly preferir to prefer la merienda snack el plátano banana la mostaza mustard preparar to prepare la salud health la pimienta pepper tener to have malo para la salud bad for the health frutas ensalada de frutas fruit salad granos hot sauce la cereza cherry el arroz rice la sal salt malo/mala bad la ciruela prune el cereal cereal la salsa de tomate tomato sauce nunca never la frambuesa raspberry los espaguetis spaghetti el azúcar sugar picante spicy la manzana apple el pan tostado toast la naranja orange el pan bread la carne meat porque because la papaya papaya la avena oatmeal el bistec beefsteak proteínas proteins carnes Spanish I, page 36 of 53 por su puesto of course Spanish I- SY 2014 – 2015 la pera pear la pasta pasta el pollo chicken rico/delicioso delicious la sandía watermelon los frijoles beans las salchichas sausages sabroso tasty la toronja grapefruit los granos grains el tocino bacon salado salty las fresas stawberries el jamón ham saludable healthy las frutas fruits la hamburguesa hamburger siempre always las uvas verdes/rojas green/red grapes el perro caliente hot dog sin without mariscos todos los días every day el pescado fish los mariscos seafood RECYCLED/ONGOING TOPICS/STRUCTURES La hora y el tiempo del día (por la mañana, etc.), el clima, el calendario, la hora, los números, las actividades, interrogativos. (No) Me gusta(n), Me encanta(n), ¿Qué prefieres? Prefiero_______. ¡Qué + adj! Spanish I, page 37 of 53 Spanish I- SY 2014 – 2015 Para mantener la salud, en el desayuno, en el almuerzo, en la cena Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange RESOURCES/ ACTIVITIES ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Food manipulatives Suggested Interpretive Task The class will read a story together, act on parts of the story to demonstrate understanding Suggested Interpersonal Task *Communicative Performance Assessments Spanish I, page 38 of 53 Create a skit that demonstrate knowledge of vocabulary Identify pictures of vocabulary with simple word responses Generate questions about the food eaten at home Interview a classmate about their favorite meals Role play a parent and a child during meal time Make suggestions for future meals Suggested Presentational Task Use objects from vocabulary and identify them as the table is set for dinner Use all the words that describe a meal scene Prepare a menu Prepare a skit between two students at a restaurant and present to class Spanish I- SY 2014 – 2015 Recommended pacing: 3 weeks AP THEME : GLOBAL CHALLENGES AP SUBTHEME: Nutrition and Food Safety Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level : S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. S 5.1 Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources. COMMUNICATION -Interpersonal -Interpretive -Presentational Learn how to read a menu Order a meal in a restaurant Ask to have something brought out to you Table settings, meal customs Listen to and understand information about food items and restaurants, table settings and CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Explain eating habits Go to Hispanic food section of a grocery store and make a list of foods available meal customs during breakfast, lunch and dinner Spanish I, page 39 of 53 ESSENTIAL KNOWLEDGE (Facts & Skills) Compare techniques for getting a servers attention, menu selections, typical breakfast habits Discover the local availability of foods from Spanish-speaking countries Going to a restaurant with your family Order food in a restaurant. Say they’re missing something. Talk about how food tastes. Discuss breakfast, lunch, dinner, beber, ages and preferences. Describe table settings Spanish I- SY 2014 – 2015 USEFUL VOCABULARY Q3 EL RESTAURANTE LA MESA LA COMIDA VERBOS OTRAS PALABRAS Y EXPRESIONES el baño bathroom el cuchillo knife a la plancha on the grill ofrecer to offer ¡Qué + adjetivo! How…! le/les recomiendo… I recommend... el camarero/el mesero waiter el mantel tablecloth asado roasted pagar to pay ¿Algo más? Anything else? me falta(n)… I need... el menú menu el plato plate comida caribeña Caribbean food para llevar for carry out ¿Cuánto cuesta? How much does it cost? me gustaría… I would like... la camarera/la mesera el tenedor fork comida china Chinese food pedir to ask for ¿Le/les ofrezco…? May I offer you…? muchísimo a lot la cocina kitchen el vaso glass comida francesa French food preferir ¿Le/les sirvo? May I serve you? muy caro very expensive la cuenta bill la cuchara spoon comida italiana Italian food probar to taste/to try out ¿Me trae…, por favor? Will you bring me…, please? nada nothing la propina tip la mesa table de plato principal as a main dish querer ahora now no me gusta I don't like la servilleta napkin de postre for dessert recomendar to recommend comida favorita favorite food otro (a) another la silla chair el plato principal main dish salir to exit/to go out De nada Your welcome para to/for/in order to servir to serve Gracias Thank you quiero ordenar/pedir… I want to order... la mejor comida quisiera waitress la taza cup to prefer to want los cubiertos Spanish I, page 40 of 53 Spanish I- SY 2014 – 2015 placesettings the best food I would like la peor comida the worst food solo only le traigo… I will bring you... todo all/everything ¿Me trae…? Will you bring me…? Spanish I, page 41 of 53 Spanish I- SY 2014 – 2015 RECYCLED/ONGOING TOPICS/STRUCTURES (No) Me gusta(n), Me encanta(n), ¿Qué prefieres? Prefiero_______. ¿Me trae ___? Quisiera________. Me gustaría______. ¿Algo más? ¿Cuánto cuesta? La cuenta por favor. Tengo hambre/sed/frío/calor. Me falta___. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange RESOURCES/ ACTIVITIES ASSESSMENTS/ RUBRICS Suggested Interpretive Task NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Food manipulatives to have students be the servers “Moo! Spanish Ordering Food” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1259.html Read a menu and make selections for a meal. Go online to a Spanish language menu Read and advertisement for several restaurants and answer questions about the content Use a reaction guide to react to a reading. (What I read, what I think about what I read) *Graphic organizer on VISION Suggested Interpersonal Task Spanish I, page 42 of 53 Identify pictures of vocabulary with simple word responses Generate questions about the topic Interview a classmate about their favorite restaurant Role play about placing or taking an order in a restaurant Negotiate in the target language to convince a group of friends where to go for dinner Suggested Presentational Task List all the words that describe a meal scene Create a comic strip including dialog in a cultural situation about food or meals Spanish I- SY 2014 – 2015 Recommended pacing: 2 weeks AP THEME : FAMILIES AND COMMUNITIES AP THEME: Family Structures Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level : SI 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. SI 1.2 Express likes and dislikes, requests, descriptions, and directions. SI 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. SI 4.1 Differentiate among basic types of statements, questions, and exclamations. SI 4.1 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. SI 7.1 Identify main viewpoints of the cultures, such as those relating to the concept of time, education, transportation, and the roles of family members. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES • Describe your family • Identify family structures in the US • Read and listen to information about families • Identify family structures in Hispanic families •Compare the use of possessive adjectives Describe family and family members. • Compare the role of family members Describe physical characteristics and personality traits of family members. Tell ages, names, likes, dislikes of family members. • Present information about your family • Discuss your family tree • Ask and tell ages • Express possession • Understand cultural perspectives on family and celebrations • Compare family and how families interact • Compare the role of families • Talk about new vocabulary through the recognition of cognates • Compare the uses of tener idioms with English • Explain the use of diminutives in Spanish Spanish I, page 43 of 53 ESSENTIAL KNOWLEDGE (Facts & Skills) Spanish I- SY 2014 – 2015 USEFUL VOCABULARY Q3 LA FAMILIA DESCRIPCIONES FÍSICAS ADJETIVOS ADJETIVOS POSESIVOS arriesgado(a) daring mi / mis my castaño brown hair artístico (a) artistic tu /tus your (informal) bajo(a) short corto short (length) atlético(a) athletic su /sus his/her/its/ your (formal) la mamá/la madre mother bonito(a) pretty el pelo hair bueno(a) good su /sus your (pl.)/their el hermano brother la madrastra step-mother calvo bald largo contento(a) happy/content el nieto grandson la nieta granddaughter el bigote mustache liso/lacio straight hair deportista sports-minded/sporty el hijo son la persona person flaco(a) skinny negro black desordenado(a) disorganized/messy mayor/mayores older el padrastro step-father la prima cousin (female) gordo(a) fat oscuro estudioso(a) studious menor/menores younger el papá/el padre father la sobrina niece guapo(a) handsome pelirrojo(a) redhair extrovertido(a) extrovert viejo old el perro/la perra dog la tía aunt tez blanca rizado curly generoso generous joven young el primo(a) cousin los hermanos siblings tez morena rubio(a) blonde gracioso (a) funny ¿Cuántos años tiene(n)______? How old is _________? el sobrino nephew los nietos grandchildren impaciente Tiene(n)______? He/She/You(f)/They ______? el abuelo grandfather los hijos children alto(a) tall el gato/la gata cat los primos cousins anciano(a) elderly el esposo husband la hija daughter el hermanastro step-brother light skin dark skin el pelo long (length) dark impacient Spanish I, page 44 of 53 SOBRE LA EDAD Spanish I- SY 2014 – 2015 el tío uncle los padres parents inteligente intelligent la abuela grandmother los parientes relatives malo (a) bad la esposa wife los sobrinos nieces and nephews negativo (a) negative la hermana sister ocupado(a) busy la hermanastra step-sister ordenado(a) organized ¿Quién es ____? Es mi __. ¿Cuántos años tiene(n)? Tiene(n)__años. ¿Cómo es? ¿Cómo se llama? Se llama___. ¿Qué RECYCLED/ONGOING TOPICS/STRUCTURES le gusta hacer? Le gusta(n) __. Le encanta(n)__. “Tener”, Possessive Adjectives, “Ser” Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange RESOURCES/ ACTIVITIES ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. “Moo! Family Nouns Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1272.html Suggested Interpretive Task Read a story about families Suggested Interpersonal Task *Communicative Performance Assessments Spanish I, page 45 of 53 Create a dialog between a parent and a child Interview a student about their family structure or famous family structures Suggested Presentational Task Create a power point that demonstrates knowledge of family structure Spanish I- SY 2014 – 2015 Recommended pacing: 5 weeks AP THEME : CONTEMPORARY LIFE AP SUBTHEME: Housing and Shelter Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level : S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. COMMUNICATION -Interpersonal -Interpretive -Presentational Identify rooms in a house Name household chores Talk about your bedroom Describe bedroom items and electronic equipment Tell where you live Understand cultural perspectives on different types of housing CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Research house designs in Spanish speaking countries and different parts of the US. Spanish influence on architecture Look at Spanish language home magazines ESSENTIAL KNOWLEDGE (Facts & Skills) Compare family structures Compare houses/housing Talk about geographic and climate influences on housing structures Identify objects in the room, different rooms in the house and colors. Describe the location of different items. List chores give commands. Describe what people are doing right now (present progressive). Spanish I, page 46 of 53 Spanish I- SY 2014 – 2015 USEFUL VOCABULARY Q4 LA CASA PERTENENCIAS DOMÉSTICAS el apartamento apartment el coche/carro/auto car el armario/ el ropero closet el cuadro painting el ático attic ADJETIVOS OTRAS PALABRAS Y EXPRESIONES LOS QUEHACERES ayudar to help ¿De qué color es…..? What color is…? alto tall cocinar to cook ¿Qué estás haciendo? What are you doing? el despertador alarm clock bajo short cortar el césped to cut the grass bastante enough/sufficient el balcón balcony/porch el disco compacto compact disk bonito/a pretty dar de comer al… to feed…(the dog/the cat/…) el dinero money el baño bathroom el equipo de sonido sound system feo/a ugly dar to give la cosa thing el comedor dinning room el espejo mirror grande big hacer la cama to make the bed la posesión el corredor/el pasillo hallway el estante bookshelf pequeño small lavar el carro/coche to wash the car limpio clean el cuarto room el lavaplatos dishwasher importante important lavar la ropa to wash clothes si if el despacho study el lector DVD DVD player mismo/a same lavar los platos to wash the dishes sucio dirty el dormitorio/ la habitación/ el cuarto bedroom el refrigerador refrigerator propio/a one's own limpiar…(la cocina, el baño,…) to clean…(the kitchen, the bathroom, …) un momento one moment DESCRIPCIONES Spanish I, page 47 of 53 possession Spanish I- SY 2014 – 2015 el fregadero sink el reproductor de música (e.g., MP3) MP3 player/iPod el garaje garage el sofá sofa amarillo yellow poner la mesa to set the table el jardín garden el televisor television anaranjado orange quitar el polvo to dust el patio patio el video video azul blue sacar la basura to take out the garbage el piso floor la alfombra carpet blanco white el primer piso first floor la cama bed café/marrón brown el recibidor foyer la cómoda/el tocador chest of drawers gris gray el segundo piso second floor la computadora computer lila lilac haz do poder (o-ue) to be able to el sótano basement la escoba broom morado purple pon put poner (-go) to put la casa house la lámpara lamp negro black la chimenea fireplace la mesita side table rojo red ADJETIVOS POSESIVOS la cocina kitchen la nevera refrigerator rosado pink mi / mis my la escalera stairs/staircase la pantalla TV or computer screen verde green tu /tus your (informal) el /la mejor best la oficina las cortinas su /sus his/her/its/ your el/la peor COLORES Spanish I, page 48 of 53 pasar la aspiradora to vacuum Verbos MANDATOS IRREGULARES dormir (o-ue) to sleep recibir to receive vivir to live COMPARACIONES Spanish I- SY 2014 – 2015 office curtains la pared wall (formal) worst su /sus your (pl.)/their los/las peores the worst la planta alta upper level mejor/es que better than la planta baja lower level menos...que less than la sala family room para mí for me la ventana window para ti for you peor/es que worse than RECYCLED/ONGOING TOPICS/STRUCTURES Prepositions. ¿Dónde está _____? ¿De qué color es__? Mi dormitorio/habitación es___. ¿Qué estás haciendo? “Estar” + present participle. Regular affirmative tú commands and irregular commands for hacer y poner. “Tener que + Infinitive”. “Dormir”, “Poder”. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange RESOURCES/ ACTIVITIES ASSESSMENTS/ RUBRICS “Moo! Spanish My House” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1260.html Suggested Interpretive Task Suggested Interpersonal Task Spanish I, page 49 of 53 Suggested Presentational Task Spanish I- SY 2014 – 2015 NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Look online ads for home decorating and furniture items Read real state ads from Spanish speaking countries Create a booklet describing the rooms in your house and what chores are done there Create a dialog between a realtor and a client who is buying a home *Communicative Performance Assessments Spanish I, page 50 of 53 Design a house based on a US location vs. a Spanish speaking country and present to class Create and present a show about dream homes Record a radio or TV ad for home furnishing Create a drawing of your house or bedroom to talk about what you have and where they are located Spanish I- SY 2014 – 2015 Recommended pacing: 4 weeks AP THEME : CONTEMPORARY LIFE AP SUBTHEME: Holiday and Celebrations Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. Virginia State Foreign Language Standards of Learning for Level : SI 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. SI 1.2 Express likes and dislikes, requests, descriptions, and directions. SI 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. SI 4.1 Differentiate among basic types of statements, questions, and exclamations. SI 4.1 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. SI 7.2 Identify key customs and traditions of Spanish-speaking cultures, such as greetings, celebrations, holiday practices, and forms of address that demonstrate politeness. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) • Compare family celebrations • Talk about celebrations and parties • Understand cultural perspectives on family and celebrations Discuss the different celebrations from Spanish speaking countries Learn why Spanish speaking countries celebrate certain events. • Compare crafts Spanish I, page 51 of 53 Talk about decorations and activities at a party. Describe what people do to prepare for a party. Spanish I- SY 2014 – 2015 USEFUL VOCABULARY ACTIVIDADES PARA UNA FIESTA DECORACIONES abrir to open ADJETIVOS POSESIVOS CELEBRACIONES mi / mis my ¡Felicidades! Congratulations! apagar to turn off el globo balloon tu /tus your (informal) ¡Feliz cumpleaños! Happy Birthday! celebrar to celebrate el papel picado cut-paper decorations su /sus his/her/its/ your (formal) el aniversario anniversary cortar to cut el pastel cake su /sus your (pl.)/their la cámara camera cumplir años to have a birhday el regalo gift la fiesta de aniversario anniversary party decorar to decorate la flor flower la fiesta de cumpleaños birthday party encantar to love something la luz light la videograbadora videocamera hacer un video to make a video la piñata piñata las velas candles preferir to prefer las decoraciones decorations los preparativos preparations repartir to pass out las luces lights sacar fotos to take pictures soplar to blow Spanish I, page 52 of 53 Spanish I- SY 2014 – 2015 RECYCLED/ONGOING TOPICS/STRUCTURES Family vocabulary. “Venir”, “Invitar”, “Traer”, “Tener” + que, ¿Dónde es la celebración/ fiesta? ¿Cuándo es la celebración/ fiesta? Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange RESOURCES/ ACTIVITIES ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. “Moo! Spanish Sweet 15” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1428.html Suggested Interpretive Task Read a story about family celebrations Suggested Interpersonal Task Dialogue between two students about their family celebrations Interview a student about their family celebrations and who does what to prepare *Communicative Performance Assessments Spanish I, page 53 of 53 Suggested Presentational Task Plan a class party in Spanish Spanish II- SY 2014 – 2015 LCPS Spanish II Curriculum Guide World Languages and Cultures LCPS 2014-2015 Spanish II, page 1 of 28 Spanish II- SY 2014 – 2015 Spanish II, page 2 of 28 Spanish II- SY 2014 – 2015 ACCORDING TO MODES OF COMMUNICATION The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes. Interpersonal Active negotiation of meaning among individuals Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications are made accordingly. Speaking and listening (conversation); reading and writing (text messages or via social media) Interpretive Interpretation of what the author, speaker, or producer wants the receiver of the message to understand One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials Presentational Creation of messages One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint) *Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012 Spanish II, page 3 of 28 Spanish II – SY 2014 - 2015 Quarter 1 Unit 1: Repaso de Gramática AP THEME: Grammar review to help reinforce all AP Themes and Subthemes Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level II: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/2014/spanish/stds_spanish1-4.pdf SII.1 The student will exchange spoken and written information and ideas in Spanish. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another. COMMUNICATION -Interpersonal -Interpretive -Presentational INTERPERSONAL MODE: CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES CULTURES: COMPARISONS: • Maintain a discussion related to basic grammar learned in level I. • Discuss and/or debate: level I topics for review. Topics can include but are not limited to restaurant, places in the community, family, celebrations, etc. • Explore • Compare and contrast customs between the United States and Spanish-speaking countries. INTERPRETIVE MODE: Spanish-speaking cultures and relationships in other countries. CONNECTIONS: ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about: Aforementioned topics Vocabulary: Review level I vocabulary. • Make connections between the culture of the United States and Spanish-speaking countries. • Demonstrates comprehension of content from authentic audio, visual and text related to subjects presented from the previous level. PRESENTATIONAL MODE: • Produce oral and written reports on information about Spanish-speaking countries or previously mentioned topics. Spanish II, page 4 of 28 Grammar: present tense verbs (regular verbs, -ar, -er, -ir) verbs tener, hacer, querer, jugar, dormir, preferir, etc. stem-changing verbs present progressive correct word order of nouns and adjectives definite articles (el, la, los, las) and indefinite articles (un, una, unos, unas) interrogative words (por qué, cuándo, dónde, etc.) transition words (después, cuando, luego, etc.) Spanish II – SY 2014 - 2015 Quarter 1 Unit 1 USEFUL VOCABULARY RESOURCES/ACTIVITIES ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Interrogative Words ¿Por qué? ¿Cuándo? ¿Dónde? ¿Cuánto? ¿Qué? ¿Cómo? Transition and Connecting Words después luego mientras entonces a veces primero, segundo, etc. en la mañana, en la tarde, etc. ayer anoche antes durante ahora con porque para por Definite Articles el/la/los/las Indefinite Articles un/una/unos/unas Stem-Changing Verbs tener querer dormir jugar poder preferir Additional Grammar regular –ar, -er, -ir verbs present progressive tener que + infinitive ir + a + infinitive ser vs. estar noun/adjective agreement noun/adjective word order Yo-Go Verbs hacer poner traer tener (also stem-changing) jugar (also stem-changing) Realidades I , Realidades II, visual photos/PowerPoint’s. Suggested Interpretive Task Listening exercises Reading Exercises Suggested Interpersonal Task Students discuss with each other basic information, using grammar and vocabulary previously learned, in the target language. *Communicative Performance Assessments Spanish II, page 5 of 28 Suggested Presentational Task Spanish II – SY 2014 - 2015 Quarter 1 Unit 2A: Tu Día Escolar, Classroom Items, Activities, and Rules AP THEME: Contemporary Life, Science and Technology AP SUBTHEME: Education, Social Impact of Technology in the Classroom Virginia State Foreign Language Standards of Learning for Level II: Recommended pacing: 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. SII.1 SII.2 SII.4 SII.5 The student will exchange spoken and written information and ideas in Spanish. The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish. The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to: What you do in school. • Discuss and/or debate: Classroom rules, and impact of technology in the classroom • Express and explain: Ideas using affirmative and negative words. • Express opinions and react to: School rules and customs in other countries. • Explore • Compare and contrast: Rules and customs in other countries with those of your own school. attitudes when reacting to: Student-teacher relationships in a school setting. CONNECTIONS: • Make connections between: Grading systems in different Spanish-speaking countries INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to: School activities, subjects, rules, classroom items and good study habits. ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about: classroom objects School activities classroom rules impact of technology in the classroom Express affirmative/negative ideas Vocabulary school activities school rules classroom objects Grammar: the verbs tener, hacer, poner, traer; phrases: ‘tener que’, ‘(no) se prohíbe’, and ‘hay que’ followed by an infinitive stem-changing verbs affirmative/negative words Spanish II, page 6 of 28 Spanish II – SY 2014 - 2015 PRESENTATIONAL MODE: • Produce oral and written reports on: Present information about school activities, subjects, a favorite class, and rules. Quarter 1 Unit 2A USEFUL VOCABULARY What you do in class Classroom Rules School Objects aprender de memoria contestar (no) se permite a tiempo el armario el asiento dar un discurso empezar discutir el informe/ el ensayo la tarea entender entregar el bolígrafo/ la pluma el borrador el carnet de identidad el proyecto enseñar explicar hacer una pregunta pedir ayuda preguntar sacar una mala nota sacar una buena nota calificaciones RECYCLED/ONGOING TOPICS/STRUCTURES la regla/las reglas de la clase llegar tarde llegar temprano prestar atención repasar repetir respetar se prohíbe tener que Negative and Affirmative words a veces algo Classroom Technology Other Useful Words ¿Qué más…? acabar de + infinitive alguien el control remoto el laboratorio de computación el ratón algún/alguna (s) nadie el teclado el teléfono celular conocer el material/los materiales el cuaderno ningún/ninguno-a (s) la computadora el uniforme el lápiz el sacapuntas la carpeta la cinta adhesiva la grapadora la hoja de papel la mochila las tijeras los marcadores los materiales nunca siempre la impresora la pantalla es necesario examinar hay que + infinitive la materia/las materias lo que… otra vez para + infinitive sobre… tener que + infinitive almorzar General review: present tense verbs; stem-changing verbs in the present; go-go verbs, ser and estar, prepositions of location (al lado de, delante de, detrás de, etc); adjectives to describe the classes (aburrida, difícil, divertida, fácil, interesante, práctica, etc.); and words such as, primer piso, segundo piso, y sótano. New Grammar: expressions ‘tener que + infinitive’, ‘hay que+ infinitive’, and ‘(no)se prohíbe+ infinitive’; affirmative and negative words; RESOURCES/ACTIVITIES ASSESSMENTS/ RUBRICS NOTE: Teachers Realidades II (Chapter 1A), Realidades I (Chapter 6B), visual photos/PowerPoint’s of schools/students in Spanish-speaking countries, newspaper articles on education systems, practice workbook parts I & II, audio and video CDs. Suggested Interpretive Task View and describe classroom pictures Listening exercises Suggested Interpersonal Task Suggested Presentational Task Students describe to each other their daily class schedule including the location of the Create a visual schedule to present Create a graph/chart of differences between Spanish II, page 7 of 28 Spanish II – SY 2014 - 2015 should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Reading Exercises classroom, the time, and what is done in the class *Communicative Performance Assessments Spanish II, page 8 of 28 school here and in Spanish-speaking countries Create a visual chart of your ideal school with favorite rules Spanish II – SY 2014 - 2015 Quarter 1 Unit 2B: Tu Día Escolar, Extracurricular Activities AP THEME: Contemporary Life AP SUBTHEME: Education, Leisure, and Sports Recommended pacing: 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level II : SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures. SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to: What you do after school. • Express and explain: comparisons between people, things, or activities knowing a person vs. knowing a skill or information • Explore attitudes when reacting to: perspectives on extracurricular activities • Compare CONNECTIONS: • Make connections between: Use of social media (e.g., facebook model) to create projects and contrast: the different activities and sports of the US and Spanish speaking countries people and things • Express opinions and react to: how long has an activity been going on ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about: extracurricular activities places what people know (facts) or what they know how to do (skills) how long something has been going on Vocabulary extracurricular activities pastimes Grammar making comparisons using tan…como, and tanto(a/s)…como verbs saber, conocer, and ir expression ‘hace + time’ Understand cultural perspectives on extracurricular activities. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to: School activities, subjects, rules, classroom items and good study habits. PRESENTATIONAL MODE: • Produce oral and written reports on: favorite activities and pastimes Spanish II, page 9 of 28 Spanish II – SY 2014 - 2015 Quarter 1 Unit 2B USEFUL VOCABULARY Extracurricular Activities el ajedrez Athletic Activities Music and Drama Actions Internet Activities Other Useful Words and Phrases el animador/ la animadora el entrenador el bailarín/ la bailarina el coro asistir a crear una página de red ¿Cuánto tiempo hace que…? conocer estar en línea el interés el equipo el fotógrafo/ la fotógrafa el/la miembro el hockey hacer gimnasia el ensayo el/la cantante entrenar ganar hacer una búsqueda navegar en la Red entre hace + time + que… jugar a los bolos grabar oprimir (aquí) el pasatiempo la reunión/ las reuniones la fotografía la natación las artes marciales el músico/ la música ensayar la orquesta participar (en) perder redes sociales enviar un correo electrónico la oportunidad/ las oportunidades me interesa tan + adj + como la banda saber la canción/ las canciones la voz/ las voces sacar fotos el club/los clubes la práctica las actividades extracurriculares los jóvenes RECYCLED/ONGOING TOPICS/STRUCTURES el jugador/ la jugadora tantos (as) + noun + como ser miembro de… tomar lecciones volver (o-ue) General review: locations such as, el gimnasio, el cine, la sala/el salon de clases, la biblioteca, el laboratorio, la oficina, etc.; the verb ir New Grammar: Verbs saber and conocer; Making comparisons (más/menos...que, mejor/peor...que, menor/mayor...que, tan/tanto...como); superlatives (el más/menos...de); time expressions (using hace + time + que); RESOURCES/ ACTIVITIES ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Realidades II (Chapter 1B), visual photos/PowerPoint’s of schools/students doing sports, Spanish television news/sports reports (audio and visual), practice workbook parts I & II, audio and video CDs. Suggested Interpretive Task Create a chart/graph to demonstrate the popularity of different sports Create a web page to showcase your school activities Suggested Interpersonal Task Suggested Presentational Task Write a letter/e-mail describing your activities Create posters showing favorite hobbies Create a brochure of your school activities Give a speech to ‘incoming’ students to describe what is available *Communicative Performance Assessments Spanish II, page 10 of 28 Spanish II – SY 2014 - 2015 Quarter 2 Unit 3A: Un Evento Especial, Daily Routines and Getting Ready for a Special Event AP THEME: Families and Communities AP SUBTHME: Customs and Ceremonies Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: COMPARISONS: • Maintain a discussion related to: Daily routines and preparing for a special event • Talk about: Daily routines Getting ready for a special event • Compare and contrast: different activities/events of the US and Spanish speaking countries ESSENTIAL KNOWLEDGE (Facts & Skills) Describe: getting ready for a special event Talk about daily routines Vocabulary daily routines personal daily routine items body parts events INTERPRETIVE MODE: • Demonstrates comprehension of content from reading, watching and listening material relating to: daily routines and getting ready for a special events PRESENTATIONAL MODE: Grammar reflexive verbs verbs ser and estar possessive adjectives (long form) • Produce an oral report on: How to prepare for a special event Compare a special event in the US with those in a Spanish-speaking country Spanish II, page 11 of 28 Spanish II – SY 2014 - 2015 Quarter 2 Unit 3A USEFUL VOCABULARY RECYCLED/ONGOING TOPICS/STRUCTURES RESOURCES/ ACTIVITIES Getting Ready Things You Need Body Parts Special Events How you feel despertarse (e-ie) levantarse prepararse arreglarse (el pelo) bañarse el cepillo el champú el desodorante el gel el jabón el cuerpo la cabeza el pelo la cara los ojos entusiasmado (a) nervioso (a) tranquilo (a) apurado (a) cómodo (a) ducharse secarse lavarse (la cara) afeitarse cepillarse (los dientes/el pelo) peinarse mirarse ponerse vestirse (e-i) pintarse (el pelo/las uñas) cortarse (el pelo/las uñas) acostarse (o-ue) pedir prestado (a) a la pasta dental el agua de colonia el maquillaje el cepillo el peine el secador el espejo la ducha la toalla las joyas (de oro/de plata) el cinturón la nariz la boca los labios los dientes la oreja el cuello el pecho el estómago el brazo la muñeca la mano el dedo la pierna / las rodillas el pie la piel la espalda las cejas las pestañas el aniversario el baile (formal) el bautizo el concurso la audición/ las audiciones la boda la cita la confirmación la fiesta de quince años la graduación la primera comunión un evento especial emocionado(a) feliz /contento(a) Other Useful Words and Phrases antes de después de depende de luego por ejemplo mientras (tanto) lentamente rápidamente el salón de belleza la quinceañera el novio / la novia te ves (bien) luces (bien) primero finalmente en la mañana en la tarde en la noche guapo(a) General review: present tense, the verbs ser and estar, and telling time. New grammar structure: reflexive verbs, and possessive adjectives (long form) Realidades II (Chapter 2 A), Realidades I (Chapter 7A), Selecciones, Spanish television (audio and visual), practice workbook parts I & II, audio and video CDs. Spanish II, page 12 of 28 Spanish II – SY 2014 - 2015 ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Reading and listening to passages of daily routines and descriptions of events. Create models to review body parts. Simón dice game. Suggested Interpersonal Task Suggested Presentational Task Create a personal book/video journal/power point about daily routines. Write a letter about a special event you are going to. Create invitations to a special event Create and present a collage of a special event you attended. Record and present a special event. Create pieces of Dali/Picasso artwork with the body and present. *Communicative Performance Assessments Spanish II, page 13 of 28 Spanish II – SY 2014 - 2015 Quarter 2 Unit 3B: Un Evento Especial, Clothing and Fashion AP THEME: Beauty and Aesthetics, Families and Communities AP SUBTHEME: Ideals of Beauty, Holidays and Celebrations Virginia State Foreign Language Standards of Learning for Level II: Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to: Clothing and fashion • Ask for assistance in a shopping situation • Express opinions and react to: clothing preferences fashion fit • Investigate fashion styles and costs in Spanish-speaking countries. • Discuss different Spanishspeaking fashion designers. • Compare and contrast: traditional clothing from Spanish speaking countries to the U.S. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to: preferences in attire and personal choice PRESENTATIONAL MODE: • Produce an oral report on: a personal fashion design identifying the clothing worn according to body parts and /or climate • Evaluates and interprets written texts and materials on Spanish-speaking fashion designers. CONNECTIONS: • Make connections between fashion styles in Spanishspeaking countries and the U.S. • Make connections between historical contexts and current attitudes towards fashion. Spanish II, page 14 of 28 ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about: clothing and where to wear it fashion and materials sizing Vocabulary: clothing shopping numbers body parts Grammar: stem-changing verbs pensar, querer, and preferir demonstrative adjectives verb ‘quedar’ to express fit Spanish II – SY 2014 - 2015 Quarter 2 Unit 3B USEFUL VOCABULARY About Clothing el abrigo el suéter el traje el traje de baño el vestido la blusa la camisa la camiseta la chaqueta la falda la gorra la sudadera las botas los calcetines los jeans los pantalones los pantalones cortos los zapatos el calzado la corbata los guantes el sombrero la bufanda Types of Fabrics ¿De qué está hecho (a)? Está hecho (a) de… algodón cuero lana seda tejido tela sintética Colores: claro (a) de sólo un color de un sólo color oscuro (a) pastel vivo (a) Patrones: de puntitos floreado (a) rallado (a) / de rayas, a rayas Describing Clothing accesible el estilo la marca la talla el número estar de moda pasado (a) de moda nuevo (a) viejo (a) bonito (a) feo (a) corto (a) largo (a) elegante la talla pequeña mediano (a) grande extra grande About Specific Items ese/esa esos/esas este/esta estos/estas los/las dos un/una unos/unas Other Useful Words and Phrases ¿Cómo me/te queda(n)? me/te queda(n) bien/mal apretado (a) exagerado (a) flojo (a) llevar pensar (e-ie) preferir (e-ie) querer (e-ie) quizás tener razón escoger ¿Qué te parece? me parece que… me gusta RECYCLED/ONGOING TOPICS/STRUCTURES General review: stem changing verbs pensar, querer, preferir; indefinite articles, body parts; adjective/noun agreement New grammar: Demonstrative adjectives; verb quedar to express fit. RESOURCES/ ACTIVITIES Realidades I (Chapter 7A), Realidades II (Chapter 2 A), Selecciones, Spanish television (audio and visual), newspaper advertisements, authentic clothing items for comparisons, photos/ slideshow of clothing, fashion magazines, practice workbook parts I & II, audio and video CDs. ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking Suggested Presentational Task Design a clothing item or a fashion according to seasons/weather and/or body parts Give a speech on fashion design assessment rubrics. *Communicative Performance Assessments Spanish II, page 15 of 28 Spanish II – SY 2014 - 2015 Quarter 2 UNIT 4: De Compras, Shopping and Prices AP THEME: Contemporary Life, Global Challenges AP SUBTHEME: Advertising and Marketing, Economic Issues Virginia State Foreign Language Standards of Learning for Level II: Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to shopping for clothing, gifts, and accessories in the preterite tense. • Discuss and/or debate a variety of stores. • Express opinions and react to store advertisements clothing materials gifts and accessories pricing • Discuss the importance of specialty shops in Spanish-speaking countries. • Compare and contrast specialty shops. • Cross Curricular- Reinforce mathematics skills. • Compare and contrast traditional currencies from Spanish speaking countries to the U.S. • Reinforce knowledge of geography. CONNECTIONS: INTERPRETIVE MODE: • Demonstrate comprehension of content from authentic audio visual texts relating to shopping, clothes, gifts, and accessories in the preterite tense. • Evaluate and interpret authentic store advertisements. • Make connections between historical contexts and current attitudes towards fashion and shopping. • Make connections between clothing prices in Spanish-speaking countries and the U.S. COMMUNITIES: • Explore local stores that sell products from Spanish-speaking countries in your own community. • Identify local Spanish speaking communities and cultural events. Spanish II, page 16 of 28 ESSENTIAL KNOWLEDGE (Facts & Skills) Describe Events in the Past Talk about: Shopping and clothing Gifts and accessories Type of stores Prices Events in the past tense Vocabulary: Shopping Gift and accessories Places to shop Prices/Numbers Grammar: Preterite tense for regular verbs, and –car/-gar/-zar endings Direct object pronouns Demonstrative adjectives Using adjectives as nouns Spanish II – SY 2014 - 2015 PRESENTATIONAL MODE: Understand cultural perspectives on gift-giving and shopping in Spanish-speaking countries. • Produce an oral or written report on traditional gifts of Spanish-speaking countries. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to going to the mall. Quarter 2 Unit 4 USEFUL VOCABULARY Shopping Places el almacén el centro comercial el mercado la joyería la librería la zapatería la tienda la tienda de descuentos la tienda de electrodomésticos la tienda de ropa las tiendas de especialidades (pescadería, panadería, frutería) las tiendas departamentales la Red ¿Dónde? Gifts and Accessories Prices/Numbers el bolsa / la bolsa ¿Cuánto cuesta(n)…? costar (o-ue) el dólar el euro el peso las monedas los billetes el precio cien doscientos (as) trescientos (as) Sales and Purchases ¿En qué puedo servirle? la caja la caja registradora el/la dependiente el cajero / la cajera el cajero automático el cheque (personal) el cheque de viajero el cupón de regalo en efectivo la tarjeta de crédito cuatrocientos (as) quinientos (as) seiscientos (as) setecientos (as) ochocientos (as) novecientos (as) cientos mil en descuento el descuento la ganga la liquidación la oferta alto (a) bajo (a) barato (a) la entrada la salida el letrero el marcado ¡Uf! perdón ¡Vamos! en realidad caro (a) mucho poco tanto tan + adjetivo me/te importa (n) hace + time expression el llavero el monedero la billetera la cartera el portafolio el regalo el anillo la pulsera el reloj el reloj de pulsera los aretes el collar la cadena el perfume los anteojos / las gafas de sol el disco compacto un videojuego el software / el programa de computadora el teléfono celular Spanish II, page 17 of 28 Verbs Related to Shopping comprar Other Useful Words and Phrases ¿Cuándo? buscar encontrar (o-ue) anunciar entrar gastar mirar pagar (por) probarse regatear vender ayer anteayer / antier anoche la semana pasada el año pasado el pasado recientemente inmediatamente abierto (a) cerrado (a) Spanish II – SY 2014 - 2015 Quarter 2 Unit 4 RECYCLED/ONGOING TOPICS/STRUCTURES RESOURCES/ ACTIVITIES ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA rubrics for speaking and writing. Review of: location and position words (a la derecha de, a la izquierda de, al lado de, cerca de, delante de, detrás de, lejos de); hace + time expressions New Grammar: Regular preterite tense, including “-car”, “-gar”, and “-zar” verbs; direct object pronouns; demonstrative adjectives; and using adjectives as nouns. Realidades I (Chapter 7B), Realildades II (2B), newspaper articles/advertisements, authentic clothing items for ”purchasing”, store advertisements, radio or television advertisements. Suggested Interpretive Task Create a chart to compare and contrast places in which you buy gifts (internet, department stores, electronic stores, specialty stores). Listen to an advertisement on the radio for a clothing store that is going out of business, and answer true and false questions about what you hear. Suggested Interpersonal Task Suggested Presentational Task Perform a skit as a sales clerk and a customer. Describe back to school shopping experiences. Create an open-air market for different countries and have students “shop” and talk about preferences and pricing Create a TV or radio ad for a store. Create a poster to illustrate and describe things you bought for your boyfriend or girlfriend. Write an email to a friend describing what you bought at the mall. Quarter 3 Unit 5A: Experiencias, Errands & Places in the City AP THEME: Family and Communities, Contemporary Life, Personal and Public Identities AP SUBTHEME: Customs and Ceremonies, Travel, Beliefs, and Values Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States. Spanish II, page 18 of 28 Spanish II – SY 2014 - 2015 COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) • Shopping in open-air markets COMPARISONS: Talk about running errands in the community where you went what you bought INTERPERSONAL MODE: • Maintain a discussion related to: Experiencias en la ciudad • Talk about: Errands you did and where you did them Community stores and services • Explain: Why you weren’t able to do certain errands or household chores • Discuss: Things you have bought and where you bought them • Compare and contrast: the different places in your community and those of Spanish speaking countries, such as plazas Explain why you couldn’t do a certain errand or chore Vocabulary: places around town errands and chores Grammar: Direct object pronouns Irregular preterite forms of ir, ser, hacer, tener, estar, poder INTERPRETIVE MODE: • Demonstrates comprehension of content from reading, watching and listening material relating to: errands in the community and household chores PRESENTATIONAL MODE: • Produce an oral or written report on: A letter telling someone what chores they should do Interesting places in the city and what to do there Quarter 3 Unit 5A USEFUL VOCABULARY Places in the community el banco el cajero automático el centro el parque About Mail el centro comercial el cine el consultorio el hospital el museo el restaurante el supermercado la biblioteca el sello enviar (i-í) la carta la tarjeta postal echar una carta el buzón/ los buzones el correo el paquete Items in a SportingGoods Store el equipo deportivo el palo de golf la pelota la raqueta de tenis Pharmacy Products About Errands Other Useful Words el cepillo de dientes el champú el jabón la pasta dental cerrar (e-ie) cobrar un cheque cortar el césped hacer la cama ¡Cómo no! caramba casi ir cuidar a dar de comer al perro / al gato devolver (o-ue) (un libro) el médico / la médica el/la dentista ir a pie la gasolina lavar los platos/la ropa/el coche en seguida estar hacer hasta hasta pronto las diligencias/los deberes los quehaceres poder los patines Spanish II, page 19 of 28 Spanish II – SY 2014 - 2015 la escuela la estación de servicios/ las estaciones de servicios la farmacia la gasolinera la iglesia la librería la piscina la playa la plaza la tintorería limpiar el baño llenar (el tanque) por pronto pasar la aspiradora poner la mesa quitar el polvo sacar (un libro) se abre se cierra quedarse se me olvidó ser tener todavía varios(as) RECYCLED/ONGOING TOPICS/STRUCTURES General review of household chores, and telling time. New grammar structure: Direct object pronouns, and Irregular preterite forms of ir, ser, hacer, tener, estar, poder RESOURCES/ ACTIVITIES Realidades II (Chapter 3A), Realidades I (Chapter 6B), Selecciones, Spanish television (audio and visual), newspaper advertisements, authentic pictures of places around the community ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Listen and understand as people tell where they went, what they did, and give excuses Suggested Interpersonal Task Suggested Presentational Task Transform the classroom into a community with locations to go and do the errands. Have students be clerks/doctors and others be the client. Create a booklet describing the rooms in your house and what chores are done there Create a booklet describing the places around your town and what errands you do there *Communicative Performance Assessments Spanish II, page 20 of 28 Spanish II – SY 2014 - 2015 Quarter 3 Unit 5B: Experiencias, Traveling, Vacations, Modes of Transportation, and Nationalities AP THEME: Personal and Public Identities, Contemporary Life AP SUBTHEME: Nationalism and Patriotism, Travel Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: COMPARISONS: • Maintain a discussion related to: Experiencias durante un viaje de vacaciones • Talk about: acitivities done on vacation local attractions visited modes of transportation used how the trip was the local people • Talk about services available to Spanish-speakers at local tourist attractions INTERPRETIVE MODE: • Demonstrates comprehension of content from reading, watching and listening material relating to: what someone did and where he went during his vacation PRESENTATIONAL MODE: • Produce an oral or written report on: your best trip or vacation Spanish II, page 21 of 28 ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about travel vacations past events Vocabulary: vacation places activities modes of transportation nationalities Grammar: Personal ‘a’ Regular and irregular preterite for the verbs aprender, salir, ver, and ir Spanish II – SY 2014 - 2015 Quarter 3 Unit 5B USEFUL VOCABULARY Places to go on Vacation el estadio el lago el lugar el mar el monumento el museo el país el parque de diversiones el parque nacional el río el teatro el zoológico la ciudad la obra de teatro las pirámides Things to see on Vacation el animal el árbol el elefante el león el mono el oso el pájaro el tigre Things to do on Vacation Ways to Travel About Your Vacation Other Useful Words (comprar) recuerdos aprender (a) bucear descansar descansar montar a caballo pasear en bote tomar el sol a pie el aeropuerto el autobús el avión el barco el billete / el boleto el camión el carro/el coche ¿Cómo lo pasaste? ¿Qué hiciste? ¿Qué te pasó? ¿Te gustó? ¿Viste…? como dime me divertí a tiempo durante el lugar empacar la exposición la reservación pasarla bien / mal tarde la atracción/ las atracciones la jirafa la serpiente/la culebra la tortuga tomar fotos el helicóptero el hotel temprano visitar el metro el taxi el tren en taxi la bicicleta la motocicleta por mar por tierra por/en el viaje fantástico (a) fue un desastre impresionante ir de vacaciones me gustó regresar salir tremendo (a) vi viajar visitar luego entonces antes / después RECYCLED/ONGOING TOPICS/STRUCTURES Continued use of the regular preterite, and the irregular preterite of the verbs “ir/ser” New grammar: The personal ‘a’, the irregular preterite of the verb ver RESOURCES/ ACTIVITIES Realidades I (Chapter 8A), Realidades II (Chapter Para Empezar), Realidades II (Chapter 3A), Spanish television programs/movie on different vacation destinations, authentic brochures and pamphlets from tourist spots, travel magazines ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Listen and understand as people tell where they went, and what they did during their vacation Read and analyze train/bus/plane/cruise itineraries Suggested Interpersonal Task Suggested Presentational Task Write a letter about a vacation you took Write a letter about your dream vacation Create a scrapbook/collage about a trip Create a travel plan, including what you need to get ready and an itinerary, and talk about how your travel actually went. Create a commercial for a vacation destination *Communicative Performance Assessments Spanish II, page 22 of 28 Spanish II – SY 2014 - 2015 Quarter 3 Unit 6: Tú y Tu Comunidad AP THEME: Families and Communities, Global Challenges AP SUBTHEME: Citizenship, Environmental Issues Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level II: SII.1 The student will exchange spoken and written information and ideas in Spanish. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.11 The student will apply Spanish language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about getting around giving directions points of interest good driving habits Vocabulary: asking for and giving directions driving advice about driving Grammar: Direct object pronouns me, te, nos Regular and Irregular affirmative tú commands Present Progressive – irregular forms • Maintain a discussion related to: Giving directions to get around town • Talk about: getting to places around town good driving habits modes of transportation • Give commands to other people INTERPRETIVE MODE: • Demonstrates comprehension of content from reading, watching and listening material relating to: driving directions and advice PRESENTATIONAL MODE: • Produce an oral or written report on: how to get from a starting point to a point of interest Spanish II, page 23 of 28 Spanish II – SY 2014 - 2015 Quarter 3 Unit 6 USEFUL VOCABULARY About Driving el camión/los camiones el carro el coche el conductor / la conductora el cruce de calles el peatón el permiso de manejar To give and Receive Driving Advice ¡Basta! ancho (a) de acuerdo déjame en paz To ask for and give Directions ¿Cómo se va…? a la derecha a la izquierda aproximadamente Other Useful Words creer decir dormir este (punto cardinal) dejar despacio esperar las escaleras (mecánicas) leer norte el puente el semáforo estar seguro (a) estrecho (a) bajar complicado (a) cruzar / cruzar la calle derecho desde el tráfico el/la policía la avenida la carretera la cuadra la esquina la estatua la fuente la parada de (autobús, taxi, etc.) la plaza la señal de pare/ alto los pasillos poner una multa exceso de velocidad me estás poniendo nervioso (a) peligroso (a) quitar tener cuidado ya doblar el metro en medio de girar hasta manejar parar pasar por quedar seguir (e-i) subir tener prisa tomar próximo (a) repetir seguir servir sur traer vestir oeste pedir RECYCLED/ONGOING TOPICS/STRUCTURES Continued use of the present and preterite tenses, and local modes of transportation New grammar: Direct object pronouns me, te, nos; regular and irregular affirmative tú commands; present progressive – irregular forms RESOURCES/ ACTIVITIES RealidadesII (Chapter 3B), Realidades I (Chapter 8A), Selecciones, Spanish television (audio and visual), newspaper articles, authentic maps and road signs, workbook part 1 and 2. ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Read and listen to advice for establishing good driving habits Read and listen to driving directions Suggested Interpersonal Task Suggested Presentational Task Create a city map with labels Create road signs Write about things that might happen as you drive that would make you nervous Create a city map with points of interests and labels, then have the class follow your directions to the different points of interest. *Communicative Performance Assessments Spanish II, page 24 of 28 Spanish II – SY 2014 - 2015 Quarter 4 Unit 7A: Celebrando el Pasado, Childhood Activities AP THEME: Families and Communities AP SUBTHEME: Childhood and Adolescence, Friendship and Love Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States. COMMUNICATION -Interpersonal -Interpretive -Presentational INTERPERSONAL MODE: • Maintain a discussion related to: childhood toys, pets and activities, and to or for whom something is done • Talk about: Activities that you used to do as a child Pets, toys and games • Describe what you were like as a child CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES • Compare and contrast nursery rhymes and songs in Spanish-speaking countries to those in the US INTERPRETIVE MODE: • Demonstrates comprehension of content from reading, watching and listening material relating to: childhood, pets, toys, and games PRESENTATIONAL MODE: • Produce an oral or written report on: What you were like as a child and what you used to do Spanish II, page 25 of 28 ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about toys playing with other children what you used to do what you were like Vocabulary: Toys Animals Childhood activities and places Behaviors and characteristics Grammar: The imperfect tense of regular verbs: jugar, hacer, vivir The imperfect tense of irregular verbs ir, ver, and ser Spanish II – SY 2014 - 2015 Quarter 4 Unit 7A USEFUL VOCABULARY Toys Animals Things you used to do Places Explaining Actions de niño (a) de pequeño (a) de vez en cuando Personal Characteristics bien educado (a) consentido (a) creativo (a) el columpio el dinosaurio el juguete / los juguetes el muñeco el gato el perro el pez / los peces coleccionar ir de camping / acampar la escuela primaria el jardín de infantes el patio de recreo la guardería infantil la lagartija molestar el vecino / la vecina la verdad mentir (e-ie) obedecer (c-zc) desobediente el oso de peluche el tren eléctrico el triciclo la tortuga pelearse saltar (a la cuerda) tirar (la bola, la pelota, las piedras, etc.) la colección / las colecciones la cuerda ofrecer mentiroso (a) permitir obediente la muñeca los bloques por lo general portarse bien/mal todo el mundo prudente tímido (a) travieso (a) Other Useful Words niñez juventud generoso (a) inquieto (a) juguetón / juguetona RECYCLED/ONGOING TOPICS/STRUCTURES New grammar: Imperfect tense of regular verbs (jugar, hacer, vivir); Imperfect vs. Perfect Preterite; Imperfect tense of irregular verbs ir, ser, ver RESOURCES/ ACTIVITIES RealidadesII (Chapter 4A), Selecciones, Spanish television (audio and visual), newspaper articles, newspaper advertisements, toys, pictures, home videos, storybooks ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Interpret other students’ pictures of their childhood Create a fable for other students to read Write captions to a story using the perfect and imperfect preterite Suggested Interpersonal Task Suggested Presentational Task Write a simple storybook (fictional or personal) to share Create a home video or slideshow *Communicative Performance Assessments Spanish II, page 26 of 28 Spanish II – SY 2014 - 2015 Quarter 4 Unit 7B: Celebrando el Pasado, Family, Food, and Holiday Celebrations AP THEME: Families and Communities, Personal and Public Identities, Global Challenges AP SUBTHEME:: Family Structures, Beliefs and Values, Nutrition and Food Safety Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level II: SII.1 SII.2 SII.3 SII.5 The student will exchange spoken and written information and ideas in Spanish. The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated. COMMUNICATION -Interpersonal -Interpretive -Presentational INTERPERSONAL MODE: • Maintain a discussion related to family members, relatives, and holiday celebrations in the past • Talk about: Family and relatives How people interact Social/holiday gatherings Foods served at certain events INTERPRETIVE MODE: • Demonstrates comprehension of content from reading, watching and listening material relating to descriptions about a person from the past, holiday celebrations and family. PRESENTATIONAL MODE: • Produce an oral or written report on or about: Holiday celebrations Social gatherings Family/friends interactions Foods served at certain events CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES • Compare and contrast types of foods eaten at social gatherings. ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about Family and relatives Describe people and situations in the past How people interact Holiday celebrations Vocabulary: Family members Holiday celebrations Grammar: The imperfect tense: describing a situation in the past Using reflexives Spanish II, page 27 of 28 Spanish II – SY 2014 - 2015 Quarter 4 Unit 7B USEFUL VOCABULARY Family el abuelo el bisabuelo el cuñado el hermanastro el hermano el hijastro el nieto el padrastro la madrastra la madre la madrina la nieta la prima la sobrina la suegra la tía el padre el padrino el primo los abuelos los hermanos los padres el sobrino el suegro el tío familia, la la abuela la bisabuela la cuñada la hermana la hermanastra los parientes los tíos la hijastra Talking about people contar (o-ue) (chistes) el / la bebé feliz los mayores llevarse bien/mal llorar reírse (e-í) reunirse Manners and Customs abrazar(se) besar(se) dar(se) la mano despedirse (e-i) de los modales saludar(se) sonreír (e-í) About Special Events ¡Felicidades! alrededor de casarse (con) cumplir años charlar divertirse (e-ie) el aniversario el carbón (for children who have been bad) el del día festivo el desfile el día de los Reyes Magos Food arroz con gandules arroz con leche el dulce el helado el jamón el lechón el pavo el pescado Other Useful Words antiguo (a) beber comer el cuchillo el mantel el plato el tenedor el vaso el pollo el postre el queso es un sueño frecuentemente había el pesebre enorme felicitar hacer un picnic la boda la costumbre la fiesta de sorpresa la navidad la reunión / las reuniones las fiestas patronales las luces los fuegos artificiales los villancicos nacer Nochebuena Nochevieja regalar el refresco el rosca/roscón de reyes el turrón la comida la manzana las bebidas las tapas las uvas los mariscos la cuchara la mesa la servilleta la silla la taza los regalos mientras (que) ofrecer poner los pastel de tres leches los pasteles los polvorones los tamales recordar (o-ue) retirar(se) sentar(se) servir(se) RECYCLED/ONGOING TOPICS/STRUCTURES Imperfect tense, reflexives, “-ito” and “-isimo”, adjective/noun agreement (review). Present and preterite tense (review) RESOURCES/ ACTIVITIES Realidades II (Chapter 4B), family trees, magazines, menus, cookbooks, advertisements, product labels, plastic foods or pictures of foods, http://onlinefreespanish.com/aplica/lessons/familygame.htm, http://spanishplans.files.wordpress.com/2011/10/simpsonfamilyspanish.jpg, http://www.quia.com/sh/34838.html?AP_rand=1832158196, http://www.questgarden.com/04/55/8/051013102135/t-index.htm, Spanish II, page 28 of 28 Spanish II – SY 2014 - 2015 ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Dramatizations Suggested Interpersonal Task Suggested Presentational Task WebQuest about a Hispanic holiday, present and do a mock celebration Celebrate as a class a special Hispanic holiday Select a Hispanic celebration and present to the class Create a scrapbook/family photo album and illustrate pictures of family members celebrating a special holiday *Communicative Performance Assessments Spanish II, page 29 of 28 Spanish III – SY 2014 - 2015 LCPS Spanish III Curriculum Guide World Languages and Cultures LCPS 2014-2015 Spanish III, page 1 of 18 Spanish III – SY 2014 - 2015 ACCORDING TO MODES OF COMMUNICATION The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes. Interpersonal Active negotiation of meaning among individuals Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications are made accordingly. Speaking and listening (conversation); reading and writing (text messages or via social media) Interpretive Interpretation of what the author, speaker, or producer wants the receiver of the message to understand One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials Presentational Creation of messages One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint) *Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012 Spanish III, page 2 of 18 Spanish III – SY 2014 - 2015 AP THEME: Global Challenges http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml AP SUBTHEME: Environmental issues Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will understand spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts. SIII.5 The student will present in Spanish student-created and culturally authentic products, such as stories, poems, and skits. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: • Maintain a discussion related to Global Challenges. CULTURES: COMPARISONS: • Discuss and/or debate Natural Disasters. • Explore attitudes when reacting to Weather disasters within our community, the United States, and the world. • Compare and contrast The educational preparedness between the United States and Spanishspeaking countries. • Express and explain Information about natural disasters. • Express opinions and react to Past events related to natural disasters. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Natural disasters • Evaluates and interprets written texts and materials on Past weather and natural disasters. CONNECTIONS: • Make connections between historical contexts and current attitudes towards historical weather disasters within our community, the United States, and the world. COMMUNITIES: • Explore Natural Disasters and emergency preparation in your own community or your school and compare them to issues in Spanish speaking communities. . • Identify local Spanish- speaking Spanish III, page 3 of 18 ESSENTIAL KNOWLEDGE (Facts & Skills) Develop the ability to talk about world events, natural disasters, and relief efforts. Spanish III – SY 2014 - 2015 communities and cultural events. PRESENTATIONAL MODE: • Produce oral and written reports on Natural Disasters. • Produce an activity showing The impact and effects of natural disasters in our daily lives and the environment. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to The appropriate preparation for Emergencies and Natural Disasters. USEFUL VOCABULARY Vocabulary related to news broadcasts, newspaper articles, rescues, extreme weather events, and specific disasters such as hurricanes, floods, fires, floods, tornadoes, etc. See attached vocabulary list. RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses. RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5A, Red Cross Book. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Written dialogues, comic strips, listening to: audio/video programs and news broadcasts. Suggested Interpersonal Task Suggested Presentational Task Oral conversations, free talk, fill out a police report/escape routes. Dramatizations, comic strips, create a public service announcement; report on a natural disaster and effects. *Communicative Performance Assessments Spanish III, page 4 of 18 Spanish III – SY 2014 - 2015 AP THEME: Global Challenges AP SUBTHEME: Health issues Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will understand spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts. SIII.5 The student will present in Spanish student-created and culturally authentic products, such as stories, poems, and skits. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES • Maintain a discussion related to Global Challenges. CULTURES: COMPARISONS: • Discuss and/or debate Health Issues resulting from accidents. • Explore attitudes when reacting to medical care and ambulance services in Spanish speaking countries. • Compare and contrast emergency medical care and ambulance services in the United States and Spanishspeaking countries. ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: • Express and explain Information about an accident or emergency that occurred. • Express opinions and react to Past events related to accidents and emergencies. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Natural disasters CONNECTIONS: • Make connections between historical contexts and current attitudes towards international health organizations, further knowledge of basic first aid within our community, the United States, and the world. • Evaluates and interprets written texts and materials on Past weather and natural disasters. COMMUNITIES: • Explore Health and accidents in your own community or your school and compare them to issues in Spanishspeaking communities. • Identify local Spanish-speaking communities and cultural events. PRESENTATIONAL MODE: • Produce oral and written reports on an accident and Spanish III, page 5 of 18 Develop the ability to talk about health, emergency situations, emergency medical care, and hospital visits. Spanish III – SY 2014 - 2015 medical emergencies. • Produce an activity showing the ways to report an accident specific to parts of the body. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to health care, insurance, alternative medicines, medical terminology. USEFUL VOCABULARY Vocabulary related to accidents (how/when occurred), emergency room, hospital, medical terminology, body parts, treatments, and first responders. See attached vocabulary list. RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, and imperfect progressive. RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5B, role playing, department of health. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Written dialogues, comic strips, listening to: audio/video programs and news broadcasts. Suggested Interpersonal Task Suggested Presentational Task Oral conversations, free talk, fill out a police/medical report, and basic first aid. Dramatizations, comic strips, create a public service announcement; report on an accident that occurred. *Communicative Performance Assessments Spanish III, page 6 of 18 Spanish III – SY 2014 - 2015 AP THEME: Contemporary Life AP SUBTHEME: Leisure and Sports, Ideals of Beauty, & Music Recommended pacing: 4 weeks Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.4 The student will present information orally and in writing in Spanish, recombining familiar elements to create original sentences in paragraphs that are increasingly complex. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) • Maintain a discussion related to Contemporary Life. CULTURES: COMPARISONS: • Discuss and/or debate beauty pageants, sports, competitions related to daily life. Develop the ability to communicate opinions and • Explore attitudes when reacting to various Hispanic sports, competitions, and competitive events. • Compare and contrast Hispanic sporting events to U.S. sporting events. knowledge of sports, competitions, and contests. CONNECTIONS: COMMUNITIES: • Make connections between historical contexts and current attitudes towards Past sporting events/competitions (Olympics, World Cup, etc), impact of Hispanic players in the United States. • Explore Sporting events in your own community or your school and compare them to issues in Spanish-speaking communities. INTERPERSONAL MODE: • Express and explain information about sporting events and competitions. • Express opinions and react to feelings and reactions to information about sporting events and competitions. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Past sporting events and competitions. . • Identify local Spanish-speaking Spanish III, page 7 of 18 Spanish III – SY 2014 - 2015 • Evaluates and interprets written texts and materials on Past sporting events and competitions. communities and cultural events. PRESENTATIONAL MODE: • Produce oral and written reports on results of Past sporting events and competitions. • Produce an activity showing knowledge of sports competition and contests. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to interviews, reports, event results. USEFUL VOCABULARY Vocabulary related to athletes, sporting events, competitions, beauty pageants, and contests, different types of sports, interview and commentary vocabulary. See attached vocabulary list. RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, preterite stem-changing verbs, reflexive verbs. RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 6A, ESPN Deportes, FIFA, Disney Movie-El Camino al Dorado (Mesoamerican Ball Competition Clip, YouTube), La Pequeña Lulu – El Concurso de Belleza (YouTube) Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Written dialogues, listening to: audio/video of sporting events/contests, interviews, and news broadcasts. Suggested Interpersonal Task Suggested Presentational Task Oral conversations and free talk, debate about sporting events and cultural impact on society around the world. Dramatizations, comic strips, create presentation on athletes. *Communicative Performance Assessments Spanish III, page 8 of 18 Spanish III – SY 2014 - 2015 AP THEME: Beauty and Aesthetics AP SUBTHEME: Ideals of Beauty, Music, Performing Arts, Social impact of technology Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.5 The student will present in Spanish student-created and culturally authentic products, such as stories, poems, and skits. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: • Maintain a discussion related to Television and Movies. • Discuss and/or debate movie genres and television programming. CULTURES: COMPARISONS: • Explore attitudes when reacting to the impact of Spanish films/ actors in the entertainment industry. • Compare and contrast the film rating industry, award ceremonies, habits between the United States and Spanish-speaking countries. • Express and explain Information about movie themes, plots, and television programs. • Express opinions and react to movies and television shows (critiques) INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to television and CONNECTIONS: • Make connections between historical contexts and current attitudes towards the impact of Spanish actors in the United States and the world. Spanish III, page 9 of 18 COMMUNITIES: • Explore Television and Movies in your own community or your school and compare them to issues in Spanishspeaking communities. ESSENTIAL KNOWLEDGE (Facts & Skills) Develop the ability to talk about television, explain how you feel about watching television, understand cultural perspectives on television programs and movies in Spanish-speaking countries, discuss movie plots and characters, give opinions about movies. Spanish III – SY 2014 - 2015 movies • Identify local Spanish- speaking communities and cultural events. • Evaluates and interprets written texts and materials on film reviews. PRESENTATIONAL MODE: • Produce oral and written reports on preferences and attitudes towards movies and television. • Produce an activity showing the ways to express feelings regarding recently viewed films. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to movie genres and popularity of actors and actresses. USEFUL VOCABULARY Vocabulary related to movies, rentals, actors, acting, television programs, genres, roles, scenes, characters, critiques. See attached vocabulary list. RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to present perfect, review of verbs used with indirect object pronouns. RESOURCES/ ACTIVITIES Spanish television programs, Realidades 2 Chapter 6B, TV Guide, People en Español, Selecciones, Disney Movie – The Incredibles, Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Written dialogues/reviews, comic strips, listening to: audio/video reviews. Suggested Interpersonal Task Suggested Presentational Task Oral conversations, free talk, discuss: movies, opinions, actors, rating. Dramatizations create a movie or trailer. *Communicative Performance Assessments Spanish III, page 10 of 18 Spanish III – SY 2014 - 2015 AP THEME: Families and Communities AP SUBTHEME: Customs and Values Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.5 The student will present in Spanish student-created and culturally authentic products, such as stories, poems, and skits. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Talk about food and cooking, INTERPERSONAL MODE: • Maintain a discussion related to Meals, foods, traditional dishes, recipes, and cooking. ESSENTIAL KNOWLEDGE (Facts & Skills) CULTURES: COMPARISONS: tell others what not to do, • Explore attitudes when reacting to The traditional foods used in Hispanic dishes/recipes. • Compare and contrast The traditional dishes and foods of the United States and Spanish- speaking countries. describe what people generally • Discuss and/or debate Camping and cooking outdoors vs. indoors. • Express and explain Information about cooking and recipes. • Compare and contrast The regional cuisine of Spanish- speaking countries. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Traditional dishes and recipes. • Evaluates and interprets written texts and materials perspectives on recipes, food COMMUNITIES: • Express opinions and react to Traditional Hispanic foods and recipes. CONNECTIONS: • Make connections between historical contexts and current attitudes towards Healthy eating/preparation . Spanish III, page 11 of 18 do, understand cultural • Explore Hispanic restaurants and regional cuisine in your own community or your school. preparation, special foods and outdoor food vendors, discuss food and outdoor cooking, tell people what to do or not to do, indicate duration, exchange, • Identify local Spanish- speaking communities and cultural events. reason, and other expressions Spanish III – SY 2014 - 2015 on Traditional dishes and recipes. PRESENTATIONAL MODE: • Produce oral and written reports on Recipes and traditional dishes. • Produce an activity showing How to cook a traditional dish. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to The preparation of cooking recipes. USEFUL VOCABULARY Vocabulary related to names of foods, items in the kitchen, recipes, food preparation, outdoors, eating outdoors, describing the foods and the outdoors. See attached vocabulary list. RECYCLED/ONGOING TOPICS/STRUCTURES Review affirmative and negative tú commands. Introduction to affirmative and negative Usted and Ustedes commands, the impersonal se, and por vs. para. RESOURCES/ ACTIVITIES Spanish cooking shows, Spanish recipe books, Realidades 2 Chapter 7A and 7B, Disney movie – Ratatouille. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Written dialogues, comic strips, listening to: audio/video programs and cooking shows. Suggested Interpersonal Task Suggested Presentational Task Oral conversations, free talk, write an invitation for a picnic, create a menu, write an original recipe. Dramatizations, comic strips, create advertisement for a cooking show, create an advertisement for a kitchen appliance or cooking product. *Communicative Performance Assessments AP THEME: Contemporary Life AP SUBTHEME: Travel Recommended pacing: 4 weeks Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. Spanish III, page 12 of 18 Spanish III – SY 2014 - 2015 SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.9 The student will investigate and discuss why similarities and differences exist within and among cultures. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: • Maintain a discussion related to Travel and international travel. • Discuss and/or debate Vacation plans and travel. CULTURES: COMPARISONS: • Explore attitudes when reacting to Modes of transportation in Spanish- speaking countries. • Compare and contrast Tourist sites in the United States and Spanish speaking countries. • Express and explain Information about travel reservations, airports, and flights. • Express opinions and react to Travel recommendation. INTERPRETIVE MODE: CONNECTIONS: • Make connections between historical contexts and current attitudes towards International tourism and travel accommodations. • Demonstrates comprehension of content from authentic audio visual texts relating to Vacation and travel. • Evaluates and interprets written texts and materials on Vacation and travel recommendations. COMMUNITIES: • Explore Travel in your own community or your school and compare them to issues in Spanish- speaking communities. • Identify local Spanish- speaking communities and cultural events. PRESENTATIONAL MODE: • Produce oral and written reports on Vacation and travel recommendations. • Produce an activity showing Tourism and Travel arrangements. Spanish III, page 13 of 18 ESSENTIAL KNOWLEDGE (Facts & Skills) Talk about visiting an airport, plan for a trip to a foreign country, read about travel destinations in Spanishspeaking countries, understand cultural perspectives on traveling, discuss appropriate tourist behaviors, discuss differences among hotels between the United States and Spanishspeaking countries, and discuss various tourist attractions to visit in different Spanish -speaking countries. Spanish III – SY 2014 - 2015 • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Travel reservations, airports, and flights. USEFUL VOCABULARY Vocabulary related to travel planning, flight, airport, places to visit, hotel, tourist behaviors, tourist activities, and travel expressions. See attached vocabulary list. RECYCLED/ONGOING TOPICS/STRUCTURES Introduce the present tense of the subjunctive (including stem changing subjunctive) and subjunctive expressions. RESOURCES/ ACTIVITIES Authentic travel itineraries and schedules, tourist attraction brochures, ticket stubs, virtual tours online, photos of previous vacations, Realidades 2 Chapter 8A and 8B. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Written dialogues, comic strips, listening to: audio/video programs and news broadcasts. Suggested Interpersonal Task Suggested Presentational Task Oral conversations, free talk, create a travel itinerary with travel recommendations, fill out airport and customs forms, and perform basic first aid. Dramatizations, comic strips, create a commercial promoting tourism, design a poster to put in an airport stating rules and regulations for proper tourist behavior, create a travel brochure, create a scrapbook or a VoiceThread of a past vacation. *Communicative Performance Assessments Spanish III, page 14 of 18 Spanish III – SY 2014 - 2015 AP THEME: Contemporary Life AP SUBTHEME: Professions ***This unit was added to the Spanish III curriculum as a brief review to reinforce the future tense. *** Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.4 The student will present information orally and in writing in Spanish, recombining familiar elements to create original sentences in paragraphs that are increasingly complex. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: • Maintain a discussion related to Professions. CULTURES: COMPARISONS: • Discuss and/or debate Jobs and future professions. • Explore attitudes when reacting to various education systems and teenage employment in Hispanic countries. • Compare and contrast Teenage employment and lifestyle in Spanishspeaking countries to that in the United States. • Express and explain Information about various careers. • Express opinions and react to Information about future career choices. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Job description and interviews. CONNECTIONS: • Make connections between historical contexts and current attitudes towards Future career and education choices. Spanish III, page 15 of 18 COMMUNITIES: • Explore Job descriptions in your own community or your school and compare them to issues in Spanish- speaking ESSENTIAL KNOWLEDGE (Facts & Skills) Develop the ability to read and respond to a classified ad, participate in a job interview, and develop the ability to discuss plans for the future. Spanish III – SY 2014 - 2015 • Evaluates and interprets written texts and materials on Job descriptions. communities. PRESENTATIONAL MODE: • Identify local Spanish- speaking communities and cultural events. • Produce oral and written reports on Plans for the future. • Produce an activity showing Knowledge of job descriptions. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to interviews, career and education choices. USEFUL VOCABULARY Vocabulary related to professions, careers, and the future. See attached vocabulary list. RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to the future tense (including the irregulars). RESOURCES/ ACTIVITIES El tiempo latino, Washington Hispanic, Classified ads in Spanish newspapers, career center, Realidades 2 Chapter 9A. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Written dialogues, listening to: audio/video of interviews and classified ads. Suggested Interpersonal Task Suggested Presentational Task Oral conversations and free talk, debate about different educational choices, future plans, and fill out job applications. Dramatizations, comic strips, create presentation on various career and education choices, create a commercial for a job fair, and participate in a job fair. *Communicative Performance Assessments Spanish III, page 16 of 18 Spanish III – SY 2014 - 2015 AP THEME: Global Challenges AP SUBTHEME: Environmental Issues Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.4 The student will present information orally and in writing in Spanish, recombining familiar elements to create original sentences in paragraphs that are increasingly complex. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: • Maintain a discussion related to Plants, animals, and the natural world. • Discuss and/or debate Recycling and hopes/plans for the future. • Express and explain Information regarding the future and environmental issues. • Express opinions and react to Recycling and conservation practices. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Environmental CULTURES: COMPARISONS: • Explore attitudes when reacting to the impact of conversation in Spanish- speaking countries. • Compare and contrast the environmental impact of tourism and conservation practices in the United States and Spanish- speaking countries. CONNECTIONS: • Make connections between historical contexts and current attitudes towards the impact of conservation and protection of the ecosystem, wildlife, and future use of energy in the United States and the world. Spanish III, page 17 of 18 COMMUNITIES: • Explore Environmental Issues in your own community or your school and compare them to issues in Spanishspeaking communities. ESSENTIAL KNOWLEDGE (Facts & Skills) Be able to make predictions about the future, express doubts about ecological issues, discuss environmental issues and possible solutions, and understand cultural perspectives on ecological problems and solutions. Spanish III – SY 2014 - 2015 issues. • Identify local Spanish- speaking communities and cultural events. • Evaluates and interprets written texts and materials on Recycling, conservation, and environmental concerns. PRESENTATIONAL MODE: • Produce oral and written reports on Endangered animals. • Produce an activity showing The ways conserve and protect the environment. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Recycling and conservation practices. USEFUL VOCABULARY Vocabulary related to Earth, energy, animals, and the environment. See attached vocabulary list. RECYCLED/ONGOING TOPICS/STRUCTURES Review the future tense and the present tense of the subjunctive. RESOURCES/ ACTIVITIES Realidades 2 Chapter 9B, Selecciones, Spanish television news reports (audio and visual). Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Written dialogues/reviews, comic strips, listening to: audio/video on environmental concerns. Suggested Interpersonal Task Suggested Presentational Task Oral conversations, free talk, discuss: recycling, conservation, endangered species. Public service announcements, create a poster/collage advertising how to resolve some environmental issues, and debate on an issue. *Communicative Performance Assessments Spanish III, page 18 of 18 Spanish IVH – SY 2014 - 2015 LCPS Spanish IVH Curriculum Guide World Languages and Cultures LCPS 2014-2015 Spanish IVH, page 1 of 27 Spanish IVH – SY 2014 - 2015 ACCORDING TO MODES OF COMMUNICATION The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes. Interpersonal Active negotiation of meaning among individuals Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications are made accordingly. Speaking and listening (conversation); reading and writing (text messages or via social media) Interpretive Interpretation of what the author, speaker, or producer wants the receiver of the message to understand One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials Presentational Creation of messages One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint) *Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012 Spanish IVH, page 2 of 27 Spanish IVH – SY 2014 - 2015 AP THEME: Contemporary Life Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. AP SUBTHEME: Leisure and Sports, Housing and Shelter, Travel Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: CULTURES: COMPARISONS: •Preterit/imperfect • Maintain a discussion related to camping, ecotourism, leisure activities and sports. • Explore attitudes when reacting to ecotourism and the treatment of nature by ecotourists. • Compare and contrast national parks. •Present subjunctive with verbs of influence •camping vocabulary COMMUNITIES: • Discuss and/or debate camping, ecotourism, leisure activities and sports. • Express and explain camping, ecotourism, leisure activities and sports. • Express opinions and react to camping, ecotourism, leisure activities and sports. CONNECTIONS: • Make connections between historical contexts and current attitudes towards national parks and ecotourism. Spanish IVH, page 3 of 27 • Explore camping/ ecotourism in your own community or your school and compare them to issues in Spanishspeaking communities. • Identify local Spanish- speaking communities and cultural events related to camping and ecotourism. •ecotourism vocabulary Spanish IVH – SY 2014 - 2015 INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio and visual texts relating to camping, ecotourism, leisure activities and sports. • Evaluates and interprets written texts and materials on camping, ecotourism, leisure activities and sports. PRESENTATIONAL MODE: • Produce oral and written reports on camping, ecotourism, leisure activities and sports. • Produce an activity showing the preparation of a successful and safe camping site. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to safety and respect for the environment while camping or enjoying ecotourism. USEFUL VOCABULARY acercarse a, andar, dar un paseo, dejar de, escalar, perderse, refugiarse, el desierto, hermoso, -a, la naturaleza, el paisaje, el refugio, la roca, la sierra, el valle, los binoculares, la brújula, la linterna el repelente de insectos, el saco de dormir, la tienda de acampar, caer granizo, el granizo, el relámpago, el trueno, suceder, tener lugar, al amanecer, al anochecer, al principio, un rato, una vez allí, el abrelatas, la balsa, el bote inflable, la cantimplora, la caña de pescar, el casco, el chaleco salvavidas, los fósforos, la leña, el remo, el amanecer, el atardecer, en mediodía, la puesta del sol, la salida de sol, el sendero, hacer Spanish IVH, page 4 of 27 Spanish IVH – SY 2014 - 2015 ecoturismo, hacer senderismo, hacer tirolesa, montar a kayak, canoa, caballo, la cacería, descender en rappel, hacer escalada en montaña / escalar montañas, hacer rafting en rápidos, observar aves y mariposas, fauna y flora RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, outdoor vocabulary, present subjunctive RESOURCES/ ACTIVITIES Create a brochure with how to and safety tips for a camping trip, Public Service Announcement about safe camping/ use of nature, Plan an excursion to a National Park presenting ecotourism events and activities, Stage an actual campsite in the classroom or courtyard to introduce or practice vocabulary, Websites for national parks (el Yunque http://www.fs.usda.gov/elyunque, Parques nacionales de España http://reddeparquesnacionales.mma.es/parques/index.htm), http://www.ver-taal.com/telediario.htm Research national parks, dialogues about trips, discuss weather, songs: Zambambazo.com, news about current weather events, readings from Aventuras Literarias : "Una Carta a Dios" p. 57, "Poema XXIII" p. 96, Ventanas Dos: "Al Aire Libre" p. 54, Conversación y Controversia: "Los Climas" p.. 138, Read "Los Ojos de Carmen" by Blaine Ray, Ch. 1 of Realidades 3, list of cohesive devices for writing. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Writing based on the analysis of a listening and writing source. Suggested Interpersonal Task Suggested Presentational Task Simulated conversation about a camping trip. Present a plan for 3 day itinerary to a National Park of student’s choosing. *Communicative Performance Assessments Spanish IVH, page 5 of 27 Spanish IVH – SY 2014 - 2015 AP THEME: Global Challenges Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. We added the environment (Ch 9) to the first quarter because we felt that it lends itself to the camping topic we will explore at the beginning of the year. AP SUBTHEME: Environmental Issues Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: CULTURES: COMPARISONS: •Preterit/imperfect • Maintain a discussion related to conservation of the environment and where the environment is headed in the future. • Explore attitudes when reacting to the conservation of the environment. • Compare and contrast views towards conservation of the environment in the U.S. and Spanish- speaking countries. •Present subjunctive with verbs of influence •environment vocabulary Future tense • Discuss and/or debate the most important environmental issue. • Express and explain how to conserve the environment. COMMUNITIES: CONNECTIONS: • Make connections between historical contexts and current attitudes towards conservation of the environment. Spanish IVH, page 6 of 27 • Explore conservation of the environment in your own community or your school and compare them to issues in Spanish- speaking communities. Spanish IVH – SY 2014 - 2015 • Express opinions and react to the role of the individual citizen in the conservation of the environment. • Identify local Spanish- speaking communities and cultural events related to conservation of the environment. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio and visual texts relating to conservation of the environment. • Evaluates and interprets written texts and materials on conservation of the environment. PRESENTATIONAL MODE: • Produce oral and written reports on conservation of the environment. • Produce an activity showing how to reduce, reuse and recycle to conserve the environment. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to the conservation of the environment. Spanish IVH, page 7 of 27 Spanish IVH – SY 2014 - 2015 USEFUL VOCABULARY el aerosol, la contaminación, contaminado -a, el derrame de petróleo, el desperdicio, la fábrica, el pesticida, el petróleo, la pila, la batería, químico –a, el recipiente, el veneno, económico –a, la protección, el recurso natural, suficiente, afectar, agotar(se), amenazar, atrapar, castigar, colocar, conservar, crecer, dañar, depender de, derretir, deshacerse de, desperdiciar, detener, disminuir, echar, explotar, fomentar, limitar, producir, promover (ue), la caza, (en) peligro de extinción, la piel, la pluma, salvaje, el agujero, la amenaza, a menos que, con tal que, debido a, la electricidad, en cuanto, la escasez, estar a cargo de, excesivo –a, la falta de, el gobierno, grave, la limpieza, tan pronto como, tomar conciencia de, tomar medidas, la atmósfera, la capa de ozono, el clima, el efecto invernadero, el hielo, la preservación, el recalentamiento global, el rescate, la reserva natural, la selva tropical, la tierra, el ave, el águila calva, pl. las águilas calvas, la ballena, la especie, la foca RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, environmental vocabulary, present subjunctive RESOURCES/ ACTIVITIES Internet link activity Chapter 9 (http://www.fan-bo.org/fan/), http://www.greenpeace.org/mexico/es/, http://www.vertaal.com/telediario.htm Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Write an article for your school newspaper about how students can conserve the environment using a listening and writing source to write the article. Suggested Interpersonal Task Suggested Presentational Task Simulated conversation about the environment. Illustrated narrative expressing an endangered animal’s point of view – why is the animal endangered and what needs to be done to help change its fate. *Communicative Performance Assessments Spanish IVH, page 8 of 27 Spanish IVH – SY 2014 - 2015 AP THEME: Beauty and Aesthetics Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. AP SUBTHEME: Performing Arts, Visual Arts, Contributions to World Artistic Heritages, Music, Ideals of Beauty, Architecture Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.; •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures; •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: •Preterit/imperfect • Maintain a discussion related to different styles of art, dance, architecture and theater. • Explore attitudes when reacting to a work of art Or example of architecture • Compare and contrast views towards works of art or architecture over the years in different countries and styles. •Present subjunctive with verbs of influence • Discuss and/or debate the personal preference with regard to styles of art and music. • Express and explain how history has affected art, music, theater, architecture and dance. COMMUNITIES: CONNECTIONS: • Make connections between historical contexts and current attitudes towards works of art or building. • Express opinions and react to a work of art (song, painting, sculpture, etc.) Spanish IVH, page 9 of 27 • Explore works of art or architecture in your own community or your school and compare them to issues in Spanishspeaking communities. • Identify local Spanish -speaking communities and cultural events related to art, dance, theater, architecture, and music. ESSENTIAL KNOWLEDGE (Facts & Skills) •art/music/theater/dance/ architecture vocabulary Spanish IVH – SY 2014 - 2015 INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio and visual texts relating to art, dance, music, architecture, and theater. • Evaluates and interprets written texts and materials on art, dance, music, architecture, and theater. PRESENTATIONAL MODE: • Produce oral and written reports on the history of art, dance, music and theater. • Produce an activity showing understanding of an artist’s style and life. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to music, art, dance and theater. USEFUL VOCABULARY expresarse, sonar a, el sentimiento, inspirar, el autorretrato, el siglo, mostrar, el fondo, el taller, pararse, la fuente de inspiración, el tema, parecerse a, la pintura, parado/a, realizar, el retrato, sentado/a, destacar(se), la escultura, la paleta, la cerámica, el espectáculo, el pincel, la entrada, la figura, abstracto, el escenario, la naturaleza muerta, el/la escultor/a, la obra de arte RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, art/dance/music/theater vocabulary, present subjunctive, ser/estar, estar + participio pasado Spanish IVH, page 10 of 27 Spanish IVH – SY 2014 - 2015 RESOURCES/ ACTIVITIES Internet virtual museum - www.museodelprado.es/en ; Realidades III chap. 2; Draw a famous work based on an oral description; Critical reviews of famous works; Readings from Ventanas Dos: "De Paseo por El Prado" p. 46, "Arte del Mundo Hispano" p. 60 ; art books and museum guides, list of cohesive devices for writing., http://www.ver-taal.com/telediario.htm. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Writing based on the analysis of a listening and writing source. Suggested Interpersonal Task Suggested Presentational Task Interview a student about a personal work of art. Research an artist (musical artist, painter, sculptor, playwright, etc.), create a work of art in the style of the artist and present a brief presentation about the artist’s life. Write an imaginary interview of a famous artist. Spanish IVH, page 11 of 27 Spanish IVH – SY 2014 - 2015 AP THEME: Global Challenges and Contemporary Life AP SUBTHEME: Health Issues, Nutrition and Food Safety, Leisure and Sports Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.; •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures; •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to leading a healthy lifestyle. • Explore attitudes when reacting to differing diet/exercise plans. • Compare and contrast views towards diet and exercise. • Discuss and/or debate the benefits/challenges of living a healthy lifestyle. CONNECTIONS: COMMUNITIES: • Make connections between eating right and exercise and how it affects lifestyle, mood, etc. • Explore different nutrition/exercise plans. • Express and explain how to lead a healthy lifestyle and the changes one may have to make with regard to nutrition/exercise. Spanish IVH, page 12 of 27 • Identify local Spanish- speaking communities and cultural events related to nutrition and exercise. ESSENTIAL KNOWLEDGE (Facts & Skills) Commands Subjunctive Direct/Indirect Object Pronouns used separately. Spanish IVH – SY 2014 - 2015 • Express opinions and react to global health issues, exercise, and the different diets available. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio and visual texts relating to diet and exercise. • Evaluates and interprets written texts and materials pertaining to nutrition and exercise. PRESENTATIONAL MODE: • Produce oral and written reports on healthy diets or exercise plans. • Produce an activity showing an exercise routine. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to dieting and/or the different diets available. USEFUL VOCABULARY la alergia, el antibiótico, la aspirina, estar resfriado, -a, estornudar, la fiebre, el grado centigrado, la gripe, el jarabe, la tos,el corazón, el músculo, el oído, el pecho, aconsejar, contener, desarrollar, evitar, exigir, incluir, quejarse, saltar (una comida), tomar, abdominales, el calambre, débil, ejercicios aeróbicos, estar en forma, estirar, flexionar, fuerte, la fuerza, hacer bicicleta, hacer cinta/caminadora, hacer flexiones, relajar(se), respirar, yoga, la alimentación, los alimentos, apropiado -a, el calcio, el carbohidrato, la comida basura/chatarra, la dieta, la edad, la energía, equilibrado, -a, la estatura, la fibra, el hábito, alimenticio, el hierro, lleno, -a, la merienda, nutritivo, -a, el peso, la proteína, saludable, vacío -a, la vitamina, aguantar, aunque, el consejo, la manera, el nivel, caerse de sueño, concentrarse, confianza en sí mismo -a, estar de buen / mal humor, el estrés, estresado -a, preocuparse, sentirse fatal Spanish IVH, page 13 of 27 Spanish IVH – SY 2014 - 2015 RECYCLED/ONGOING TOPICS/STRUCTURES Commands, Subjunctive, Direct/Indirect Object Pronouns RESOURCES/ ACTIVITIES http://www.choosemyplate.gov/en-espanol.html (description of food pyramid in Spanish), http://kidshealth.org/parent/en_espanol/general/myplate_esp.html, http://www.eligevivirsano.cl/wp-content/uploads/2012/01/Guia-Alim-ActFis-y-Tabaco_Minsal2.pdf Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Read an article about healthy eating, watch a video about childhood obesity, and write a wellness plan for someone your age. Suggested Interpersonal Task Suggested Presentational Task Write a dialogue between a student and a personal trainer. Make a promotional video advertising a new exercise/diet plan (student must explain meals for a given day and lead exercises). Write a dialogue between two students in which one makes suggestions for improving the other student’s lifestyle. Spanish IVH, page 14 of 27 Spanish IVH – SY 2014 - 2015 AP THEME: Families and Communities, Personal and Public Identities AP SUBTHEME: Family Structures, Friendship and Love, Beliefs and Values Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.5 The student will produce and present in Spanish either student-created or culturally authentic essays, poetry, plays, podcasts, and stories on themes of general and personal interest. •SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to some type of conflict. • Explore attitudes when reacting to conflicts/relationships. • Compare and contrast conflicts between friends and conflicts between family members. ESSENTIAL KNOWLEDGE (Facts & Skills) • Discuss and/or debate the benefits/challenges of types of family structures. Spanish IVH, page 15 of 27 Subjunctive Nosotros Commands Por/para Relationship/Conflict vocabulary Present Perfect Spanish IVH – SY 2014 - 2015 • Express and explain how to deal with a conflict. CONNECTIONS: COMMUNITIES: • Make connections between conflicts and relationships. • Explore conflicts and relationships. • Express opinions and react to how people resolve conflicts in their personal lives. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio and visual texts relating to conflicts. • Evaluates and interprets written texts and materials on conflicts. PRESENTATIONAL MODE: • Produce oral and written interpersonal relationships. • Produce an activity showing suggestions for interpersonal relationships. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to conflict resolution/relationships. Spanish IVH, page 16 of 27 Spanish IVH – SY 2014 - 2015 USEFUL VOCABULARY Production: apoyar(se), pensar en sí mismo, comprensivo/a, caerse bien/mal, romper con, infantil, confiar, resolver, (in)maduro, contar con, tener la culpa, (ir)responsable, discutir, la amistad, juntos/as, engañar, la cualidad, justo/a, esperar que, agradable, ojalá, extrañar, amable,¡Qué va!, guardar (un secreto), amistoso/a, ¡Yo no fui!, hacer caso, antipático/a, ¡Déjame en paz!, mejorar, cariñoso/a, ¡Basta ya!, molestar, celoso/a; tener celos, pedir perdón, chismoso/a; chismear Recognition: aceptar tal como (ser), mentir, casado/a, acusar, pelearse; la pelea, consentido/a, alegrarse, ponerse de acuerdo, egoísta, arrepentirse, reconciliarse, mal educado/a, atreverse, reconocer, perezoso/a, burlarse de, temer que, puntual, desconfiar, tener paciencia, soltero/a, estar equivocado/a, el comportamiento, travieso/a, llevarse bien/mal con, el malentendido, vanidoso/a, llorar, ambicioso/a RECYCLED/ONGOING TOPICS/STRUCTURES Subjunctive, Nosotros Commands, Por/Para, Present Perfect Movies: "Viva Cuba", “La Misma Luna”, telenovelas, Songs: "Pobre Juan" by Maná, "Mojado" & RESOURCES/ ACTIVITIES "Si el Norte fuera el Sur" by Ricardo Arjona. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Read/Listen to a conflict and then write about the two sides of the conflict or pick a side and defend it. Suggested Interpersonal Task Suggested Presentational Task Give students a topic (a break-up, misunderstanding with a best friend or parent, etc.) and have them present a dialogue in groups of two. Write/Speak about a conflict they have had in their life and how they resolved it. Write an e-mail describing a problem/conflict to “Dear Abby” / La Doctora Corazón or respond to a prewritten e-mail as “Dear Abby”. Spanish IVH, page 17 of 27 Spanish IVH – SY 2014 - 2015 AP THEME: Contemporary Life Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. AP SUBTHEME: Professions/Education Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.5 The student will produce and present in Spanish either student-created or culturally authentic essays, poetry, plays, podcasts, and stories on themes of general and personal interest. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive CULTURES/ CONNECTIONS Spanish IVH, page 18 of 27 COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE Spanish IVH – SY 2014 - 2015 -Presentational (Facts & Skills) INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to some type of job you would like in the future. • Explore attitudes when reacting to types of available jobs. • Compare and contrast available jobs or volunteer opportunities in your community and why you would/would not like to do them. • Discuss and/or debate the benefits/challenges of different types of jobs. Subjunctive Future Conditional Perfect tenses Demonstrative pronouns • Express and explain how to apply for a job. • Express opinions and react to what it would be like to work in different jobs. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio and visual texts relating to employment/job choices. COMMUNITIES: CONNECTIONS: • Make connections between your skill set and the type of job you want in the future. • Explore jobs and volunteer opportunities. • Evaluates and interprets written texts and materials related to employment. PRESENTATIONAL MODE: • Produce oral and written reports on careers. • Produce an activity showing understanding of skills/abilities need for different types of jobs. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related the economy and employment.. USEFUL VOCABULARY el anuncio clasificado, los beneficios, el/la cliente(a), la compañía, el/la dueño(a), la fecha de nacimiento, el/la gerente, el puesto, el salario/el sueldo, la solicitud de empleo, la computación, el/la consejero(a), el/la mensajero(a), el/la niñero(a), el/la repartidor(a), el/la recepcionista, el/la salvavidas, agradable, dedicado, -a, flexible, injusto, -a, justo, -a, puntual, la responsabilidad, responsable, los conocimientos, la entrevista, la habilidad, la referencia, el requisito, a tiempo completo, a tiempo parcial, atender, construir (i➞y), cumplir con, donar, encargarse(de)(g➞gu), juntar fondos, presentarse, reparar, repartir, seguir (+ gerund), sembrar (ie), soler (ue), solicitar, la campaña, el centro de la comunidad, el centro de Spanish IVH, page 19 of 27 Spanish IVH – SY 2014 - 2015 rehabilitación, el centro recreativo, la ciudadanía, el/la ciudadano(a), el comedor de beneficencia, los derechos, la gente sin hogar, el hogar de ancianos, la ley, la manifestación, la marcha, el medio ambiente, el servicio social, la sociedad, beneficiar, educar, garantizar, organizar, proteger, a favor de, en contra (de), me es imposible, me encantaría, me interesaría, el/la abogado(a), el/la arquitecto(a), el/la banquero(a), el/la científico(a), el/la cocinero(a), el/la contador(a), el/la diseñador(a), la empresa, las finanzas, el hombre de negocios, la mujer de negocios, el/la ingeniero(a), el/la jefe(a), el/la juez(a), el/la peluquero(a), el/la programador(a), el/la redactor(a), el/la traductor(a), ambicioso, -a, capaz, cuidadoso, -a, eficiente, emprendedor, -a, maduro, -a RECYCLED/ONGOING TOPICS/STRUCTURES Subjunctive, Future, Conditional, Perfect Tenses, Demonstrative Pronouns Classified ads in Spanish, Job applications written in Spanish that can be found online or in the community. RESOURCES/ ACTIVITIES ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange Suggested Interpretive Task Read a classified ad and apply for a job citing the skills that they have that would make them a good candidate for the job. Suggested Interpersonal Task Suggested Presentational Task Write a dialogue in groups of two in which one student is the employer and one is the person applying for the job. Present information to the class about the education/experience needed for different careers. *Communicative Performance Assessments Create a pretend job fair in the classroom. Spanish IVH, page 20 of 27 Spanish IVH – SY 2014 - 2015 AP THEME: Personal and Public Identities Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. AP SUBTHEME: Beliefs and Values, Multiculturalism Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to the role of student government in a high school. • Explore attitudes when reacting to student government and student rights and responsibilities. • Compare and contrast student government and student rights and responsibilities in U.S. and Spanishspeaking countries. • Discuss and/or debate the rights/responsibilities of Spanish IVH, page 21 of 27 ESSENTIAL KNOWLEDGE (Facts & Skills) Present/Imperfect Subjunctive Conditional Commands Spanish IVH – SY 2014 - 2015 students in a high school. • Express and explain how students can make changes through student government. • Express opinions and react to the role of student government in a high school. CONNECTIONS: COMMUNITIES: • Make connections between student government and student rights and responsibilities. • Explore student government and student rights and responsibilities of the Spanish-speaking world. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio and visual texts relating to student government and student rights and responsibilities. • Evaluates and interprets written texts and materials related to student government and student rights and responsibilities. PRESENTATIONAL MODE: • Produce oral and written reports on student government and student rights and responsibilities. • Produce an activity demonstrating understanding of student government and student rights and responsibilities. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related student government and student rights and responsibilities. USEFUL VOCABULARY asegurar, el desempleo, el punto de vista, deber, la felicidad, la razón, funcionar, la igualdad, la tolerancia, sufrir, la justicia, ambos, tratar bien/mal, la libertad, libre, votar, la paz, la desigualdad, la pobreza, discriminar, el estado, el pensamiento, el apoyo, la garantía, la prensa, el castigo, la injusticia, mundial Spanish IVH, page 22 of 27 Spanish IVH – SY 2014 - 2015 RECYCLED/ONGOING TOPICS/STRUCTURES present subjunctive with impersonal expressions, commands RESOURCES/ ACTIVITIES Realidades 3-chapter 10, newsinslowspanish.com, washingtonhispanic.com, tiempolatino.com, song: "Justicia, Tierra y Libertad" by Maná, Mock Trial, movie: "Casi Casi", list of cohesive devices for writing, book: "Vida y Muerte en la Mara Salvatrucha." Selections from Conversación y Controversia: "La pena capital...muerte" p. 141, "La popularidad" p. 32, Aventuras Literarias "Mi Raza" p. 136. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Read an election speech and listen to a related listening and answer questions related to both. Suggested Interpersonal Task Suggested Presentational Task Simulated conversation – interview between old student government president and candidate for student government president. Class election – students must present why their candidate is the best for the position of president (persuade others). *Communicative Performance Assessments Spanish IVH, page 23 of 27 Spanish IVH – SY 2014 - 2015 AP THEME: Science and Technology AP SUBTHEME: Discoveries and Inventions, Future Technologies, The New Media, Social Impact of Technology Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. Spanish IVH, page 24 of 27 Spanish IVH – SY 2014 - 2015 COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to the future. • Explore attitudes when reacting to future/technologies/professions in the future. • Compare and contrast future/technologies/professions in the future in US and Spanish-speaking countries. • Discuss and/or debate new technologies. • Express and explain views on technology use in schools. COMMUNITIES: CONNECTIONS: • Make connections between • Express opinions and react to new inventions. future/technologies/professions in the future. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio and visual texts relating to future/technologies/professions in the future. • Evaluates and interprets written texts and materials related to future/technologies/professions in the future. Spanish IVH, page 25 of 27 • Explore future/technologies/professions in the future of the Spanish-speaking world. ESSENTIAL KNOWLEDGE (Facts & Skills) Present/Imperfect Subjunctive Future Conditional Perfect tenses Direct and Indirect Object Pronouns Spanish IVH – SY 2014 - 2015 PRESENTATIONAL MODE: • Produce oral and written reports on future/technologies/professions in the future. • Produce an activity showing understanding of future/technologies/professions in the future.. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to future/technologies/professions in the future. USEFUL VOCABULARY ahorrar, graduarse, la minoría, aumentar, lograr, la mayoría, averiguar, el desarrollo, la solicitud de empleo, contratar, el/la dueño/a, el sueldo, (des)aparecer, el/la gerente, a tiempo completo, descubrir, el hombre/la mujer de negocios, a tiempo parcial, despedir, el idioma, la lengua, encargarse (de), el/la jefe/a, curar, la entrevista, entrevistar, la máquina, el anuncio clasificado, la habilidad, la destreza, los medios de comunicación, los beneficios, el hogar de ancianos, la referencia, el colegio, la industria, el requisito, la empresa, el invento, la universidad, garantizar, seguir (+ gerundio) , capaz, habrá, seguir una carrera, como si fuera, mudarse, tomar decisiones, algún día, eficiente, cuidadoso/a, haré lo que me dé la gana RECYCLED/ONGOING TOPICS/STRUCTURES The present perfect, past perfect, demonstrative adjectives and pronouns, the future, direct and indirect object pronouns RESOURCES/ ACTIVITIES Realidades 3 Chapters 5 & 6, personal ads in newspapers, selections from Conversación y Controversia: "El año 2100", Movie, "La Misma Luna", Songs "Pobre Juan" by Maná, "Mojado" & "Si el Norte fuera el Sur" by Ricardo Arjona, list of cohesive devices for writing. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange Spanish IVH, page 26 of 27 Spanish IVH – SY 2014 - 2015 ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Read an article about technology and listen to a related audio. Answer questions about both. Suggested Interpersonal Task Suggested Presentational Task Simulated conversation – conversation about future plans. Present about what will happen in their lives in the future.. *Communicative Performance Assessments Spanish IVH, page 27 of 27 Spanish VH – SY 2014 - 2015 LCPS Spanish VH Curriculum Guide World Languages and Cultures LCPS 2014-2015 Spanish VH, page 1 of 22 Spanish VH – SY 2014 - 2015 ACCORDING TO MODES OF COMMUNICATION The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes. Interpersonal Active negotiation of meaning among individuals Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications are made accordingly. Speaking and listening (conversation); reading and writing (text messages or via social media) Interpretive Interpretation of what the author, speaker, or producer wants the receiver of the message to understand One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials Presentational Creation of messages One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint) *Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012 Spanish VH, page 2 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Personal and Public Identities; Contemporary Life AP SUBTHEMES : Personal Relations, National & Ethnic Identities, Personal Belief, Multiculturalism, Nationalism & Patriotism, Alienation & Assimilation, Language and Identity Education, Holidays & Celebrations, Current Events. Recommended pacing: Approximately 4.5 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Essential Questions: How do history and geography affect language and culture? Is the desire to survive enough motivation to push forward in life? Recommended Region(s) of Study: Spain, United States How does nationalism affect everyday life in Spain and Latin America? What have we learned from oppression, intolerance and lack of freedom? World Languages National Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S2: Students will understand and interpret spoken and written language on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation COMMUNICATION -Interpersonal -Interpretive CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) -Presentational Continue to obtain information on another’s thoughts and opinions (e.g., current social, political, or environmental issue). Discuss advantages and disadvantages of an idea or proposed course of action. Examine and discuss socio-cultural elements represented via the Internet. Infer a writer’s assumptions, purpose, or point of view in an editorial. Read an authentic historical text and relate it to the historical period. Interpret meaning through knowledge of cultural factors that affect meaning (e.g., word choice, intonation, setting, etc.). Observe and record information about societal issues in the target culture through a variety of authentic texts and media. Explore cultural components on the Internet. Watch and listen to TV or radio broadcasts in the language studied. Recognize roots in two languages and compare cognates. Demonstrate how idiomatic expressions reflect culture. Demonstrate language varieties within cultures through comparison of regional and/or social dialects. Analyze the relationship between cultural stereotyping and its implications in different cultures. USEFUL VOCABULARY Imagina pages 39 and 373. RECYCLED/ONGOING TOPICS/STRUCTURES Present tense, ser vs. estar, gustar & similar verbs, nouns & articles Spanish VH, page 3 of 22 Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 RESOURCES/ ACTIVITIES Imagina Lesson 1; Imagina pages 200, 346, 364 and 366 Triángulo page 60. Movie: Al otro lado Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task The students will read (as a class lead by the teacher) Poema 20 from Imagina page 20. Have students find symbols and roles and discuss, analyze. This could be in oral or written production form. Suggested Interpersonal Task Suggested Presentational Task Students will create a skit or dialogue that demonstrates knowledge of regionalism in Spain. Students research and give a ppt. presentation of different cultural aspects of Spain. Examples: Festivals (La Tomatina, La fiesta de San Fermín, las Fallas, La Feria, San Isidro , Semana Santa, Corpus Cristi, Los Castillos, Santiago de Compostela), holidays, regions, etc. Spanish VH, page 4 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Global Challenges, Contemporary Life, Personal and Public Identities AP SUBTHEMES : Diversity Issues, Economic Issues, Population & Demographics, Social Conscious, Human Rights, Peace & War, Multiculturalism, Language & Identity, Nationalism & Patriotism Recommended pacing: Approximately 4.5 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Essential Questions: What are the causes and effects of migratory movements? What is the impact of drug trafficking on global economy & social issues? How can indigenous cultures influence the development of identity? Recommended Region(s) of Study: Mexico, Guatemala, Honduras World Languages National Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S2: Students will understand and interpret spoken and written language on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Defend position on a given social topic. Continue to obtain information on another’s thoughts and opinions (e.g., current social, political, or environmental issue). Discuss advantages and disadvantages of an idea or proposed course of action. Write an editorial on a current issue. Examine and discuss socio-cultural elements represented in a text (e.g. values, attitudes and beliefs). Infer a writer’s assumptions, purpose, or point of view in an editorial. Read with understanding written materials in target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture. Suggest possible solutions to the economic and environmental challenges faced by the target culture(s). Observe and record information about societal issues in the target culture through a variety of authentic texts and media. Demonstrate how idiomatic expressions reflect culture. Spanish VH, page 5 of 22 Recognize that vocabulary conveys different meanings in various contexts. Compare and contrast career choices and social roles in the target cultures and their own. Analyze the relationship between cultural stereotyping and its implications in different cultures. Visit local establishments/social clubs owned and managed by native speakers. Engage in simple conversations with native-speaker personnel at site visited. ESSENTIAL KNOWLEDGE (Facts & Skills) Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 USEFUL VOCABULARY Imagina page 77. RECYCLED/ONGOING TOPICS/STRUCTURES Preterit tense, imperfect tense, the preterit vs. the imperfect, progressive forms, telling time Imagina Lesson 2; Imagina pages 149 and 152. RESOURCES/ ACTIVITIES Triángulo pages 26 and 42. Movie: A Better Life See VISION for resources on Guatemala, Honduras and Mexico. http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Students use online Spanish language newspapers to find a current event related to migration in Mexico, Guatemala and Honduras. They write an editorial in response to the event. Students later edit their writing with teacher guidance. Suggested Interpersonal Task Suggested Presentational Task The students debate the advantages and disadvantages of immigration based on the information they have researched. The students watch the movie A Better Life (or similar resource: movie, song, etc.) and speak for 2-3 minutes from the perspective of an immigrant or a family member who has been left behind. They should include in their speech what two countries are represented and the struggles and obstacles they have to overcome in their situation. Spanish VH, page 6 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Global Challenges, Families & Communities, Beauty & Aesthetics AP SUBTHEMES : Peace and War, Human Rights, Social Welfare, Human Geography, Visual and Performing Arts Recommended pacing: Approximately 4.5 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Essential Questions: How do extremist groups impact political systems? What impact did the Cold War have in Latin America? How can dictatorships affect the stimulation of new ideas? What role do the media play in the globalization of perspectives, practices and products? Recommended Region(s) of Study: El Caribe (Cuba, Puerto Rico, Dominican Republic) World Languages National Standards: S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Write an editorial on a current issue. Examine and discuss socio-cultural elements represented in a text (e.g. values, attitudes and beliefs). Infer a writer’s assumptions, purpose, or point of view in an editorial. Apply skills of critical analysis to oral communication. Write, review and edit own writing with teacher guidance. Present to class information learned from research paper using technology (e.g. video, etc.). Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.). Describe attitudes towards money in the target culture(s). Read with understanding written materials in the target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture. Study and analyze the cultural perspectives and practices in the films of the target culture. Describe the regions of the target culture. Use a map to retrace the location and Spanish VH, page 7 of 22 Compare and contrast career choices and social roles in the target cultures and their own. Watch and listen to TV or radio broadcasts in the language studied. ESSENTIAL KNOWLEDGE (Facts & Skills) Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 involvement of terrorist cells. Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns. Observe and record information about societal issues in the target culture through a variety of authentic texts and media. USEFUL VOCABULARY Imagina page 117. RECYCLED/ONGOING TOPICS/STRUCTURES The subjunctive in noun clauses, object pronouns, commands, possessive adjectives and pronouns, demonstrative adjectives and pronouns RESOURCES/ ACTIVITIES Imagina Lesson 3 Triángulo pages 2, 119, 169, 236, and 284. Movies: Viva Cuba, En el tiempo de las mariposas Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Students research the viewpoints of an extremist group in one of the countries and complete a graphic organizer on the positive and negative effects of the group’s activities. Suggested Interpersonal Task Suggested Presentational Task Students read a classmate’s editorial and respond in writing asking questions and commenting. Students write an editorial for a newspaper, either supporting or criticizing one of the extremist groups they have researched. Spanish VH, page 8 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Science and Technology, Global Challenges AP SUBTHEMES: Future Technologies, Social Impact of Technology, Social Conscious Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Essential Questions: How can technology shape the dynamics of trade patterns and new economies? How can we compare the political experiences of Cuba and El Salvador? What are the major commonalities and differences among the countries of Central America? Recommended Region(s) of Study: Nicaragua, El Salvador, Panama OJO: NOT COSTA RICA World Languages National Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Continue to obtain information on another’s thoughts and opinions (e.g. current social, political or environmental issues). Discuss advantages and disadvantages of an idea or proposed course of action (e.g. the year-round school, raising the age for getting a driver’s license to 18). Proofread compositions, checking for cohesiveness, flow of ideas, and clarity of meaning. Present to class information learned from research paper using technology (e.g. video, etc.). Read with understanding written materials in the target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture. Suggest possible solutions to economic and environmental challenges faced by the target culture(s). Describe the regions of the target culture. Observe and record information about societal issues in the target culture through a variety of authentic texts and media. Read literary texts and relate them to Spanish VH, page 9 of 22 Compare and contrast tangible products of the target cultures and their own (e.g. dress, toys, sports, equipment, etc.). Recognize the contribution of other parallel cultures (e.g. Native American, African and European) to the target culture. Plan an imaginary trip to a country of the language that includes itinerary, budget, transportation, etc. ESSENTIAL KNOWLEDGE (Facts & Skills) Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 the historical period about which or in which they were written. USEFUL VOCABULARY Imagina pages 155 and 231. Essential vocabulary for understanding the functionality of the Panama Canal: tramo, esclusas, trayecto, atajo, ingeniería RECYCLED/ONGOING TOPICS/STRUCTURES The subjunctive in adjectival clauses, reflexive verbs, por vs. para, to become RESOURCES/ ACTIVITIES Imagina Lesson 4. Movie: Voces Inocentes Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange Note: The use of VISION is especially important for both the Panama Canal and El Salvador ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Students will read written descriptions of their classmates’ inventions (see “Presentational Task”) and, imagining they are the developers, will rank the inventions in order of perceived success. Suggested Interpersonal Task Suggested Presentational Task Students will create interview questions for one of the inventors (see “Presentational task”) and then students will interview one or more classmates. Students will create an original invention that will economically improve trade between the hemispheres and will display their poster, glog or photo advertisement that includes visual support and a written description of their project. Spanish VH, page 10 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Global Challenges AP SUBTHEMES: Environmental Issues Recommended pacing: Approximately 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Essential Questions: What more can be done to prevent the destruction of natural resources in Latin America? How does the all-inclusive concept of tourism compare to ecotourism? Recommended Region(s) of Study: Ecuador, Costa Rica World Languages National Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire & use information from a variety of sources available in the world language, using technology, print, audiovisual, media, data & human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Defend position on given social topic. Debate the value of specific cultural traditions. Continue to obtain information on another’s thoughts and opinions (e.g. current social, political or environmental issues). Write and present an original story. Proofread and peer-edit writing. Present to class information learned from research paper using technology (e.g. video, etc.). Continue to identify roles and responsibilities of men, women and children in the target culture(s). Self-monitor and self-evaluate language use according to audience. Observe and record information about societal issues in the target culture through a variety of authentic texts and media. Read literary texts and relate them to the historical period about which or in which they were written. Spanish VH, page 11 of 22 Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.). Compare and contrast career choices and social roles in the target cultures and their own. Analyze the relationship between cultural stereotyping and its implications in different cultures. Prepare article for school newspaper in target language about cultural aspects of target countries. Establish and maintain communication with peers in the target culture. ESSENTIAL KNOWLEDGE (Facts & Skills) Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 USEFUL VOCABULARY Imagina page 193. RECYCLED/ONGOING TOPICS/STRUCTURES Future, conditional, relative pronouns, que vs. cual, neuter lo RESOURCES/ ACTIVITIES Imagina lesson 5; Imagina page 260. Triángulo pages 11 and 204. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Students research in articles and on internet to determine how countries are responding to environmental issues. Write a summary for one country. Suggested Interpersonal Task Suggested Presentational Task Students will debate the pros, cons and preferences regarding the two touristic perspectives. Students will create a mini-lesson on what to do and what not to do to protect and preserve the environment. Spanish VH, page 12 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Families and Communities, Personal and Public Identities AP SUBTHEMES: Citizenship, Family Structures, Age & Class Recommended pacing: Approximately 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Essential Questions: How are families and communities affected by political oppression? What does it mean for a country to respect the human rights and freedoms of its citizens? Recommended Region(s) of Study: Chile World Languages National Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire & use information from a variety of sources available in the world language, using technology, print, audiovisual, media, data & human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Defend position on given social topic. Debate the value of specific cultural traditions. Continue to obtain information on another’s thoughts and opinions (e.g. current social, political or environmental issues). Write and present an original story. Proofread and peer-edit writing. Present to class information learned from research paper using technology (e.g. video, etc.). Continue to identify roles and responsibilities of men, women and children in the target culture(s). Self-monitor and self-evaluate language use according to audience. Observe and record information about societal issues in the target culture through a variety of authentic texts and media. Read literary texts and relate them to the historical period about which or in which they were written. Spanish VH, page 13 of 22 Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.). Compare and contrast career choices and social roles in the target cultures and their own. Analyze the relationship between cultural stereotyping and its implications in different cultures. Prepare article for school newspaper in target language about cultural aspects of target countries. Establish and maintain ESSENTIAL KNOWLEDGE (Facts & Skills) Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 communication with peers in the target culture. USEFUL VOCABULARY Imagina page 231. RECYCLED/ONGOING TOPICS/STRUCTURES subjunctive in adverbial clauses, past subjunctive, comparatives and superlatives, diminutives and augmentatives RESOURCES/ ACTIVITIES Imagina lesson 6 Triángulo pages 52, 127, 211, 245 Movie: Machuca. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Students watch Machuca and explain in writing how government policies affected the main characters. Suggested Interpersonal Task Suggested Presentational Task Students will work in pairs to create an interview of a grandparent of a desaparecido or one of the military officers. Students give a political speech in which their platform emphasizes the importance of human rights and what needs to be done in their country to protect those rights. *Communicative Performance Assessments Spanish VH, page 14 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Contemporary Life, Global Challenges AP SUBTHEMES : Education, Professional Careers, Economic Issues Essential Questions: Given the economic issues that we face today, would the new generation have more or less opportunities than their parents? How does the geography of a nation impact its economy and international trade? Recommended pacing: Approximately 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Recommended Region(s) of Study: Bolivia, Paraguay World Languages National Standards: S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Use authentic documents to compare costs of goods and services in the home (e.g. gasoline, food, shelter, etc.) Examine and discuss socio-cultural elements represented via the Internet. Infer a writer’s assumptions, purpose, or point of view in an editorial. Identify and understand organizational elements of writing (e.g. titles, paragraphs, bibliography). Present to class information learned from research paper using technology (e.g. video, etc.). Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.). Read with understanding written materials in the target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture. Suggest possible solutions to the economic and environmental challenges faced by the target culture(s). Identify and analyze the role of television in shaping attitudes and values in target culture(s). Examine how target culture immigrants to the U.S. preserve their cultural traditions. Discuss topics from other school Spanish VH, page 15 of 22 Compare and contrast career choices and social roles in the target cultures and their own. Compare and contrast tangible products of the target culture and their own (e.g. dress, toys, sports, equipment, etc.). Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture. Recognize words in the target language heard/seen outside of school (e.g. on TV – Sesame Street, on cereal boxes, etc.). Visit local ESSENTIAL KNOWLEDGE (Facts & Skills) Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns. establishments/social clubs owned and managed by native speakers. USEFUL VOCABULARY Imagina page 267. RECYCLED/ONGOING TOPICS/STRUCTURES present perfect, present perfect subjunctive, uses of se, past participles used as adjectives, time expressions with hacer RESOURCES/ ACTIVITIES Imagina lesson 7 Triángulo pages 102 and 135. AP Spanish Temas Workbook page 58. Movie: Even the Rain Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Students read an article on one of the trade groups (e.g. NAFTA, CAFTA, MERCOSUR, and UE). They must identify how that group has used and/or developed use of technology to impact globalization. Suggested Interpersonal Task Suggested Presentational Task Students have “comment” sheets that they must move around the room to “paste/post” on each other’s Facebook pages. The creators of each “Facebook page” must respond to all comments “posted” on their profile. Students create a Facebook profile “page”/poster for their group which they display in the classroom. They must include a description of their group and what technologies they have developed/use. Spanish VH, page 16 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Family and Communities, Science and Technology AP SUBTHEMES: Social Conscious, Human Geography, Effects of Technology on the Individual and Society Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Essential Questions: Are all scientific and technological advances a benefit to human kind? What is the cultural impact of the invention of agricultural terraces? What aspects of the Peruvian culture result in their international fame? Recommended Region(s) of Study: Peru World Languages National Standards: S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Use authentic documents to compare costs of goods and services in the home (e.g. gasoline, food, shelter, etc.) Examine and discuss socio-cultural elements represented in text (e.g. values, attitudes and beliefs). Read an authentic historical text and relate it to the historical period. Write, review and edit own writing with teacher guidance. Present to class information learned from research paper using technology (e.g. video, etc.). Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.). Describe attitudes toward money in the target culture(s). Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Pizarro). Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns. Spanish VH, page 17 of 22 Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.). Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture. Explore cultural components on the Internet. Watch and listen to TV or ESSENTIAL KNOWLEDGE (Facts & Skills) Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 radio broadcasts in the language studied. USEFUL VOCABULARY Imagina page 301. RECYCLED/ONGOING TOPICS/STRUCTURES past perfect, past perfect subjunctive, uses of the infinitive, prepositions RESOURCES/ ACTIVITIES Imagina lesson 8. Triángulo page 110. AP Spanish Temas Workbook page 98. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Teachers make a copy of p. 295 of the Imagina book for each student or group and cut the paragraphs. Students are given the paragraphs to read and organize into a logical order and then must identify 3 sentences in the paragraphs that serve as good summaries of the article. Suggested Interpersonal Task Suggested Presentational Task Students choose a place in South America inhabited by indigenous people. They imagine they are writing “back-in-time” to an Incan and ask any questions about the location they would like to know. Then, they pass the postcard to a friend who will take the postcard home and research the answers to the questions. They must then respond with a postcard to the author of the original postcard. As a homework assignment, students find examples (print, video, audio) that identify the Incan influence on today’s culture (choose a specific aspect of the culture, i.e. food, education, professions, art, etc.) in South American countries. Spanish VH, page 18 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Global Challenges, Contemporary Life AP SUBTHEMES: Social Conscious, Entertainment & Free Time Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Essential Questions: How can one find a balance between escaping everyday life to relax and the desire to stay connected 24 hours a day? How can the people of a nation resolve social conflict and recover from atrocities that have taken place in the past? Recommended Region(s) of Study: Argentina, Uruguay World Languages National Standards: S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Use authentic documents to compare costs of goods and services in the home (e.g. gasoline, food, shelter, etc.) Examine and discuss socio-cultural elements represented in text (e.g. values, attitudes and beliefs). Read an authentic historical text and relate it to the historical period. Write, review and edit own writing with teacher guidance. Present to class information learned from research paper using technology (e.g. video, etc.). Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.). Describe attitudes toward money in the target culture(s). Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.). Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns. Spanish VH, page 19 of 22 Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.). Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture. Explore cultural components on the Internet. Watch and listen to TV or ESSENTIAL KNOWLEDGE (Facts & Skills) Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 radio broadcasts in the language studied. USEFUL VOCABULARY Imagina page 335. Recycle Imagina page 231. RECYCLED/ONGOING TOPICS/STRUCTURES Future perfect, conditional perfect, si clauses, transitional expressions RESOURCES/ ACTIVITIES Imagina lesson 9. Triángulo pages 11, 35, 76, 92 and 220. Movie: Cautiva, La historia oficial. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Students read an article or watch a video from the website http://www.abuelas.org.ar/ and write a journal entry on their reaction to the article. Suggested Interpersonal Task Suggested Presentational Task After watching Cautiva or La historia oficial students work in groups of three to role-play orally a situation similar to one of those presented in the film. Students will imagine that they have just found out that they are one of the grandchildren taken away by the military during the Videla years. They will present a two minute summary of their experience. *Communicative Performance Assessments Spanish VH, page 20 of 22 Spanish V Honors– SY 2014 - 2015 AP THEMES: Global Challenges, Contemporary Life, Personal and Public Identities AP SUBTHEMES: Social Conscious, Lifestyle, Traditions and Social Values, Global Citizenship Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Essential Questions: In what type of society do we want to live? What are the benefits and challenges of multiculturalism? In what way does the behavior of an individual affect the life of a community? Recommended Region(s) of Study: Colombia, Venezuela World Languages National Standards: S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES Use authentic documents to compare costs of goods and services in the home (e.g. gasoline, food, shelter, etc.) Examine and discuss socio-cultural elements represented in text (e.g. values, attitudes and beliefs). Read an authentic historical text and relate it to the historical period. Write, review and edit own writing with teacher guidance. Present to class information learned from research paper using technology (e.g. video, etc.). Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.). Describe attitudes toward money in the target culture(s). Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.). Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns. Spanish VH, page 21 of 22 Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.). Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture. Explore cultural components on the Internet. Watch and listen to TV or ESSENTIAL KNOWLEDGE (Facts & Skills) Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive). Spanish V Honors– SY 2014 - 2015 radio broadcasts in the language studied. USEFUL VOCABULARY Imagina page 373. RECYCLED/ONGOING TOPICS/STRUCTURES Passive voice, negative and affirmative expressions, summary of the indicative vs. the subjunctive, pero vs. sino RESOURCES/ ACTIVITIES Imagina lesson 10. Imagina pages 122-127 (cortometraje), 331-334. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Students analyze the songs of Juanes (La historia de Juan, Minas piedras, A Dios le pido). Suggested Interpersonal Task Suggested Presentational Task Students create a dialogue between a Chavista and an anti-Chavista. Students will write a three paragraph essay in which they describe the pros and cons of multiculturalism in a society. *Communicative Performance Assessments Spanish VH, page 22 of 22 Spanish AP– SY 2014 - 2015 LCPS Spanish AP Language and Culture World Languages and Cultures LCPS Spanish AP, page 1 of 22 Spanish AP– SY 2014 - 2015 ACCORDING TO MODES OF COMMUNICATION The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes. Interpersonal Active negotiation of meaning among individuals Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications are made accordingly. Speaking and listening (conversation); reading and writing (text messages or via social media) Interpretive Interpretation of what the author, speaker, or producer wants the receiver of the message to understand One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials Presentational Creation of messages One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint) *Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012 Spanish AP, page 2 of 22 Spanish AP– SY 2014 - 2015 AP THEME : Families and Communities AP SUBTHEME : Friendship and Love, Family structures Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. ¿Qué es para ti ser un(a) buen(a) amigo(a)? National Foreign Language Standards of Learning for Level AP: COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Spanish AP, page 3 of 23 Spanish AP– SY 2014 - 2015 COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to friendship. • Explore attitudes when reacting to cultural differences in friendship. • Compare and contrast types of friendships. See vocabulary and grammar topics for the theme. Additional resources are available on VISION. CONNECTIONS: COMMUNITIES: • Make connections between historical contexts and current attitudes towards multicultural/international friendships. • Explore interpersonal relationships • Discuss and/or debate characteristics of a good/bad friend. • Express and explain what you would consider the ideal friend. • Express opinions and react to betrayal by friends. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to love. • Evaluates and interprets written texts and materials on relationships. PRESENTATIONAL MODE: in your own community or your school and compare them to issues in Spanish speaking communities. . • Produce oral and written reports on the importance of developing a good friendship. • Produce an activity showing the understanding of how to be a good friend. • Identify local Spanish/speaking communities and cultural events. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to friendship. USEFUL VOCABULARY Refer to appropriate “Families and Community” vocabulary lists as provided by teacher. RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 1 and Lección 2 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION. Spanish AP, page 4 of 23 Spanish AP– SY 2014 - 2015 RESOURCES/ ACTIVITIES VENN diagram displaying characteristics your best friend in elementary school had and your current best friend has – what are the common characteristics that make them your best friend? Students write a description of their ideal best friend. Students write descriptions of when they felt betrayed by a friend. Students listen to and analyze the song “Amigo” by Roberto Carlos or “Cosas del Amor” by Olga Tañon and Milly Quesada. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Suggested Interpretive Task Students will read situations dealing with friendships and will discuss the situations and their responses/viewpoints in pairs/groups. Suggested Interpersonal Task Suggested Presentational Task Students will find one student who agrees with their responses/viewpoints in the class and one student who disagrees and will discuss why they agree/disagree. Students present their viewpoints to the class in a dialogue/debate setting. *Communicative Performance Assessments Spanish AP, page 5 of 23 Spanish AP– SY 2014 - 2015 AP THEME : Families and Communities AP SUBTHEME : Family Structures Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. ¿Cómo mejoramos la vida familiar en nuestro país? National Foreign Language Standards of Learning for Level AP: COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Spanish AP, page 6 of 23 Spanish AP– SY 2014 - 2015 COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to the family theme. • Explore attitudes when reacting to the importance of family. • Compare and contrast family relationships in the United States and Spanish-speaking cultures. See vocabulary and grammar topics for the theme. Additional resources are available on VISION. • Discuss and/or debate issues in the family. • Express and explain family dynamics. • Express opinions and react to family interaction. CONNECTIONS: • Make connections between historical contexts and current attitudes towards family theme. INTERPRETIVE MODE: . COMMUNITIES: • Explore family elements in your own community or your school and compare them to issues in Spanish speaking communities. • Demonstrate comprehension of content from authentic audio visual texts relating to the extended family. • Evaluate and interpret written texts and materials on family issues. • Identify local Spanish speaking communities and cultural events. PRESENTATIONAL MODE: • Produce oral and written reports on roles in the family. • Produce an activity showing family dynamics. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to family structures. USEFUL VOCABULARY Refer to appropriate “Families and Community” vocabulary lists as provided by teacher. RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 3 and Lección 4 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION. Spanish AP, page 7 of 23 Spanish AP– SY 2014 - 2015 RESOURCES/ ACTIVITIES Conversation about what activities promote or maintain the family unit in your culture. Reading in Continuemos page 32 “¿Eres un papá de medio tiempo?”. Listening Activity page 205 of Triangulo “Los hombres toman más en serio la paternidad”. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS Suggested Interpretive Task NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Students listen to and/or read a selection from and respond to content / analysis questions based on the reading. *Communicative Performance Assessments Suggested readings/options: La Casa en Mango Street (VISION) Los gallinazos sin plumas (story) Suggested Interpersonal Task Suggested Presentational Task Students imagine they are one of the characters from the reading selection they have done (see “Interpretive Task”) and write to one of their classmates describing their situation at the end of the story. The classmate should respond suggesting solutions as to how they can improve their situation (focusing on the family). Students write an alternate ending to the story they have read. Esperanza renace (http://edsitement.neh.gov/lessonplan/esperanza-rising-learning-notbe-afraid-start-over) Spanish AP, page 8 of 23 Spanish AP– SY 2014 - 2015 AP THEME : Science and Technology AP SUBTHEME : New Media, Social impact of technology Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. ¿Cómo afecta la tecnología la vida cotidiana ? National Foreign Language Standards of Learning for Level AP: COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Spanish AP, page 9 of 23 Spanish AP– SY 2014 - 2015 COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: • Maintain a discussion related to technological discoveries and inventions. • Discuss and/or debate technological ethical questions. • Express and explain the meaning of intellectual property. • Express opinions and react to the social impact of technology. INTERPRETIVE MODE: • Demonstrate comprehension of content from authentic audio visual texts relating to the “new media”. CULTURES: COMPARISONS: • Explore attitudes when reacting to the use of technology in schools. • Compare and contrast the use of technology among generations. CONNECTIONS: COMMUNITIES: • Make connections between historical contexts and current attitudes towards old and new technology. • Explore technological advancements . ESSENTIAL KNOWLEDGE (Facts & Skills) See vocabulary and grammar topics for the theme. Additional resources are available on VISION. in your own community or your school and compare them to issues in Spanish speaking communities. • Identify local Spanish speaking communities and cultural events. • Evaluate and interpret written texts and materials on current research topics. PRESENTATIONAL MODE: • Produce oral and written reports on discoveries and innovations. • Produce an activity showing future technologies. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to social media. USEFUL VOCABULARY Refer to appropriate “Science and Technology” vocabulary lists as provided by teacher. Refer to Lección 6 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION. RECYCLED/ONGOING TOPICS/STRUCTURES Spanish AP, page 10 of 23 Spanish AP– SY 2014 - 2015 RESOURCES/ ACTIVITIES Brainstorm a list of technologies teen use in everyday life Imagine what kind of technologies will exist in the future Interview different students in Spanish to find which technology or social media they use the most. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Students listen to / read a recent news publication about the effect of social media in current affairs. They write structured and organized summarization notes regarding the main points discussed in the article. Suggested Interpersonal Task Suggested Presentational Task Students use a graphic organizer that outlines in what ways different types of technology (i.e. social media) can affect daily life. Students work in pairs/groups to choose what the most effective technology would be to spread news according to their student body. They should describe and give reasons as to why it would be the most effective in a 3-5-minute oral presentation. Example: Los indignados en España La primavera árabe El rol de la blogger Yoani Sanchez Spanish AP, page 11 of 23 Spanish AP– SY 2014 - 2015 AP THEME : Beauty and Aesthetics AP SUBTHEME : Ideals of beauty Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. ¿Qué nos permite percibir la belleza? National Foreign Language Standards of Learning for Level AP: COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Spanish AP, page 12 of 23 Spanish AP– SY 2014 - 2015 COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: • Maintain a discussion related to tourism. CULTURES: COMPARISONS: • Discuss and/or debate effects of tourism on Spanish-speaking countries. • Explore attitudes when reacting to artistic heritage. • Compare and contrast traditional and modern artistic identity. CONNECTIONS: COMMUNITIES: • Make connections between historical contexts and current attitudes towards the performance arts. • Explore the arts ESSENTIAL KNOWLEDGE (Facts & Skills) See vocabulary and grammar topics for the theme. Additional resources are available on VISION. • Express and explain what makes a cultural icon. • Express opinions and react to examples of the arts in Spanish-speaking countries. INTERPRETIVE MODE: • Demonstrate comprehension of content from authentic audio visual texts relating to the performing arts. • Evaluate and interpret written texts and materials on contributions to World Artistic Heritage. . in your own community or your school and compare them to issues in Spanish speaking communities. • Identify local Spanish speaking communities and cultural events. PRESENTATIONAL MODE: • Produce oral and written reports on literature. • Produce an activity showing a visual art. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to ideals of beauty. USEFUL VOCABULARY Refer to appropriate “Beauty and Aesthetics” vocabulary lists as provided by teacher. RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 5 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION. Spanish AP, page 13 of 23 Spanish AP– SY 2014 - 2015 RESOURCES/ ACTIVITIES Choose a country and research cultural highlights to use in future projects. Listening activity in Ver-taal.com “Los turistas extranjeros en España”. http://www.vertaal.com/noticias_20090830_turistas.htm Complete digital activity. Activity page 97 from Triángulo “Presentación oral dos”. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Students listen to / read « La Patum de Berga », declarada Patrimonio Oral e Inmaterial de la Humanidad » (AP Spanish : Preparing for the Language Examination p. 177) and answer questions related to the activity. Suggested Interpersonal Task Suggested Presentational Task Students compose a dialogue between a travel agent and a tourist asking questions about the cultural components of a country that the travel agent answers. Students plan and present a travel plan/itinerary based on the conversation they have with the “travel agent,” being sure to explain the cultural offerings of the country. Spanish AP, page 14 of 23 Spanish AP– SY 2014 - 2015 AP THEME : Contemporary Life AP SUBTHEME : Rites of Passage ¿Por qué la sociedad y las distintas culturas necesitan establecer ritos de pasaje? Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. National Foreign Language Standards of Learning for Level AP: COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Spanish AP, page 15 of 23 Spanish AP– SY 2014 - 2015 COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to adulthood. • Explore attitudes when reacting to different cultural rites of passage. • Compare and contrast indigenous and non-indigenous rites of passage. • Express and explain customs related to adulthood. CONNECTIONS: COMMUNITIES: • Express opinions and react to different rites of passage. • Make connections between historical contexts and current attitudes towards the idea of adulthood. • Explore age identity in your own community or your school and compare them to issues in Spanish speaking communities. • Discuss and/or debate housing/shelter and independence. INTERPRETIVE MODE: • Demonstrate comprehension of content from authentic audio visual texts relating to becoming an adult. . ESSENTIAL KNOWLEDGE (Facts & Skills) See vocabulary and grammar topics for the theme. Additional resources are available on VISION. • Identify local Spanish speaking communities and cultural events. • Evaluate and interpret written texts and materials on important life milestones. PRESENTATIONAL MODE: • Produce oral and written reports on the “coming of age”. • Produce an activity showing your family’s rites of passage. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to tradition . USEFUL VOCABULARY Refer to appropriate “Contemporary Life” vocabulary lists as provided by teacher. Refer to Lección 7 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION. RECYCLED/ONGOING TOPICS/STRUCTURES Investigate how your own family celebrates different stages of life, and discuss in groups or pairs the similarities and Spanish AP, page 16 of 23 Spanish AP– SY 2014 - 2015 RESOURCES/ ACTIVITIES differences. Read an article about indigenous rite of passage and create your own list of principles for adulthood. http://www.desdeamerica.org.ar/pdf/texto10_ind.htm Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Students listen to / read “¿A qué edad nos convertimos en adultos?” (A toda vela p. 79-80) or “Las medias rojas” by Emilia Pardo Bazáan and respond to content / application questions regarding the reading. Suggested Interpersonal Task Suggested Presentational Task Students write an interview to someone from another culture in their class about what their “Rites of Passage” are and then find a Spanishspeaker in their school or community whom they can interview. (Students should verbally record their interview if resources are available. If not, they should record in writing the answers in Spanish and ask the Spanishspeaker to sign off that the conversation took place in Spanish.) Students write a persuasive essay citing previously researched resources answering the question, “¿Cree que los niños dejan de ser niños demasiado pronto?” Spanish AP, page 17 of 23 Spanish AP– SY 2014 - 2015 AP THEME : Global Challenges AP SUBTHEME : Health Issues, Nutrition and Food Safety ¿Por qué debe prestar atención la sociedad a los problemas médicos ? Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. National Foreign Language Standards of Learning for Level AP: COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Spanish AP, page 18 of 23 Spanish AP– SY 2014 - 2015 COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to nutrition. • Explore attitudes when reacting to how health issues impact society. • Compare and contrast traditional and current medicine. CONNECTIONS: COMMUNITIES: • Demonstrate comprehension of content from authentic audio visual texts relating to health issues. • Make connections between historical contexts and current attitudes towards medical treatments. • Evaluate and interpret written texts and materials on current health trends. . • Explore home remedies in your own community or your school and compare them to issues in Spanish speaking communities. • Discuss and/or debate different illnesses. ESSENTIAL KNOWLEDGE (Facts & Skills) See vocabulary and grammar topics for the theme. Additional resources are available on VISION. • Express and explain preventative medicine. • Express opinions and react to home remedies. INTERPRETIVE MODE: PRESENTATIONAL MODE: • Identify local Spanish speaking communities and cultural events. • Produce oral and written reports on traditional medicine. • Produce an activity showing solutions to a health issue. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to body image. USEFUL VOCABULARY Refer to appropriate “Global Challenges” vocabulary lists as provided by teacher. Refer to Lección 8 and Lección 9 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION. RECYCLED/ONGOING TOPICS/STRUCTURES Spanish AP, page 19 of 23 Spanish AP– SY 2014 - 2015 RESOURCES/ ACTIVITIES Students find a reading on a current health issue in a Spanish-speaking country and discuss it with the class. Listen to either song “el yerberito” by Celia Cruz or “El Yerbatero” by Juanes and list and discuss homemade remedies used in Spanish-speaking countries. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students then orally give and take the quizzes of their classmates after the teacher has assessed the content of their creations. Students choose a health issue that they deem to be important and develop a 2-3 minute persuasive speech convincing their classmates to take action against the problem. They should describe the problem and specify preventative steps. ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. Students read “Inglaterra prohíbe la comida basura en los colegios” (A toda vela p. 162) and create a five item interactive / question-and-answer quiz for a classmate based on the article. *Communicative Performance Assessments Spanish AP, page 20 of 23 Spanish AP– SY 2014 - 2015 AP THEME : Personal and Public Identities AP SUBTHEME : Gender and Sexuality, Multiculturalism, Beliefs and Values ¿Cómo se distingue la diferencia entre lo masculino y lo femenino en la cultura de los EE.UU. versus otras culturas hispanohablantes? Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. National Foreign Language Standards of Learning for Level AP: COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Spanish AP, page 21 of 23 Spanish AP– SY 2014 - 2015 COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES INTERPERSONAL MODE: CULTURES: COMPARISONS: • Maintain a discussion related to feminism. • Explore attitudes when reacting to gender discrimination. • Compare and contrast social values on gender. INTERPRETIVE MODE: CONNECTIONS: COMMUNITIES: • Demonstrate comprehension of content from authentic audio visual texts relating to gender in the media. • Make connections between historical contexts and current attitudes towards gender identity. • Explore gender expectations • Discuss and/or debate machismo. ESSENTIAL KNOWLEDGE (Facts & Skills) See vocabulary and grammar topics for the theme. Additional resources are available on VISION. • Express and explain stereotypes. • Express opinions and react to gender roles. in your own community or your school and compare them to issues in Spanish speaking communities. . • Evaluate and interpret written texts and materials on multiculturalism. PRESENTATIONAL MODE: • Identify local Spanish speaking communities and cultural events. • Produce oral and written reports on beliefs and values. • Produce an activity showing the reversal of gender roles. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to results of gender reversal. USEFUL VOCABULARY Refer to appropriate “Personal and Public Identities” vocabulary lists as provided by teacher. Refer to Lección 10 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION. RECYCLED/ONGOING TOPICS/STRUCTURES Spanish AP, page 22 of 23 Spanish AP– SY 2014 - 2015 Read the literature on VISION. RESOURCES/ ACTIVITIES Listen to the poem “Superwoman” on Vision and discuss feminism. Students write and present a poem of their own defending your own gender role. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments Suggested Interpretive Task Students read a selection and cite comparisons / contrasts with the origins of their native countries. Examples: Suggested Interpersonal Task Suggested Presentational Task Students have a roundtable debate/discussion about the roles of men and women in society and which gender is favored. Students write a short skit to perform with puppets based on class roundtable (can reverse gender roles, exaggerate gender roles, etc.) Sor Juana: “Los hombres necios” Las de barranco “Superwoman” by Gloria Velásquez “Me quieres blanca” by Alfonsina Storni Other similar literature (i.e., articles found on VISION) Spanish AP, page 23 of 23
