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LCPS

Spanish I - AP Curriculum GuideWorld Languages and Cultures

LCPS

2013-2014

Spanish Level I- SY 2013 – 2014

LCPS

Spanish I Curriculum GuideWorld Languages and Cultures

LCPS

2013-2014


AP THEME: PERSONAL AND PUBLIC IDENTITIESAP SUBTHEME: Language and Identity

Recommended pacing: 3 Weeks(Unit 1 Q1)

Virginia State Foreign Language Standards of Learning for Level:SI.1 The student will exchange simple spoken and written information in Spanish.SI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in Spanish using familiar phrases and sentences.SI.3 The student will understand simple spoken and written Spanish based on familiar topics that are presented through a variety of media.SI.4 The student will use verbal and non-verbal cues to understand simple spoken and written messages in Spanish.SI.5 The student will present orally and in writing information in Spanish that contains a variety of familiar vocabulary, phrases, and structural patterns.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE (Facts & Skills)

• Use basic greetings, farewells, and expressions of courtesy both orally and in writing

• Use formal and informal forms to address in familiar situations

• Read and listen to information about the alphabet

• Read and listen to information about the calendar, weather, and seasons.

•Introduce ser and estar

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Connect with other disciplines and acquire information Talk about new vocabulary through the recognition of cognates.

Similarities between Spanish and English alphabet. Explore attitudes when reacting to gaining knowledge and

understanding of other cultures.

.

Compare and contrast the Spanish language and the cultures in the countries where it is spoken

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

Use numbers 1-100 to quantify (age, time, items, possessions, etc.)

Respond to classroom commands.

Use feminine, masculine, singular, plural articles (un, una, unos, unas, el, la, los, las)

Respond to basic interrogatives (who, what, where, when, why, how)


USEFUL VOCABULARY

Q1/Para Empezar: Greetings, Weather & Seasons

SALUDOS MANDATOS EL CLIMA/LAS ESTACIONES

LOS DÍAS /LOS MESES SENTIMIENTOS

PALABRAS INTERROGATIVAS OTRAS PALABRAS Y

EXPRESIONES

de bienvenidaabreopen

el abrigocoat

el añoyear

asustadoscared

¿Adónde?Where to?

¿Cómo está el clima?How's the weather?

¡Buenas noches!Good Evening! /Good Night!

caminawalk

la chaquetajacket

el calendario calendar

contentohappy/content

¿Cómo?How?

¿Cómo se deletrea?How do you spell…?

¡Buenas tardes!Good Afternoon!

cierraclose

la temperatura el díaday

emocionadoexcited

¿Con quién?With whom?

¿Cómo se dice?How do you say…?

¡Buenos días!Good morning!

correrun

las botasboots

el mesmonth

enfermosick

¿Cuál?Which?

¿Cómo se escribe?How do you write…?

¡Hola!Hello!

entregahand in

los guantesgloves

la semanaweek

enojadoangry

¿Cuándo?When?

¿Cómo te llamas?What's your name?

¡Qué tal!What's up!/How is it going?

levanta la manoraise your hand el clima los días de la

semana

estoy cansadoI'm tired

¿Cuánto/a (s)?How many?

¿Cuál es la fecha?What's the date?

¿Cómo está Ud.?How are you (formal)?

por favorplease

está lloviendoit's raining

lunesMonday

felizhappy

¿De dónde?From where?

¿Cuántos años tienes?How old are you?

¿Cómo estás?How are you (inf.)?

quiere decir….It means...

está nevandoit's snowing

martesTuesday

me siento malI feel bad

¿Dónde?Where?

¿Qué día es hoy?What day is today?

¿Qué pasa?What's up?/What's happening?

repiterepeat

hace calorit's hot

miércolesWednesday

no me siento bienI don't feel well

¿Por qué?Why?

¿Qué quiere decir?What does it mean?

¿Qué tal?What's up?

se deletrea…it's spelled...

hace fríoit's cold

juevesThursday

ocupadobusy

¿Qué?What?

¿Qué tiempo hace hoy?What's the weather today?

de despedidase diceit's said...

hace solit's sunny

viernesFriday

preocupadoworried/preoccupied

¿Quién?Who?

graciasthank you

¡Adiós!Good Bye!

se escribe….It's written...

hace vientoit's windy

sábadoSaturday

tengo calor I'm hot

porque because

me llamo...My name is...

¡Nos vemos!We'll see each other!

siéntatesit down

hay granizothere's hail

domingoSunday

tengo frioI'm cold

nada nothing

hasta luego'til later

silenciosilence

hay tormentathere's a storm

los mesesdel año

tengo hambreI'm hungry

números 0-100

hasta mañana'til tomorrow

hay un huracánthere's a hurricane

eneroJanuary

tengo sedI'm thirsty

se llama...his/her/you (form.) name is...

respuestasllueverains

febreroFebruary

tengo sueñoI'm sleepy

señorMr.

(muy) bien(very) well

nievasnows

marzoMarch

tristesad

señoraMrs.


¿Y tú?And you? (inf.)

soleadosunny

abrilApril

señoritaMiss

¿Y usted?And you? (form.)

ventosowindy

mayoMay

Soy……I am

de nadayour welcome

las estacionesdel año

junioJune

te presento a…this is...

encantado/adelighted

la estaciónseason

julioJuly

Tengo____añosI'm ___years old

es un placerit's a pleasure

el inviernowinter

agostoAugust

igualmentelikewise

el otoñoFall/Autumn

septiembreSeptember

mucho gustopleased to meet you

la primaveraSpring

octubreOctober

regular el veranoSummer

noviembreNovemberdiciembreDecember

RECYCLED/ONGOING TOPICS/STRUCTURES

¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? Me llamo____.¿Cómo está el clima? ¿Qué día es hoy? ¿En cuál estación del año estamos? ¿Cuál es tu nombre? Me llamo ____. ¿Qué tiempo hace hoy? Hace ____.Está ____. ¿Cómo te sientes? Me siento ____. ¿Hace calor? ¿Hace frío? ¿Qué letra es? ¿Cómo se escribe ____? Deletrea la palabra______. ¿Qué dice aquí? ¿Cómo se dice?

RESOURCES/ ACTIVITIES

Teachers resources available on 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 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 Calendar” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1275.html “Moo! Spanish Greetings” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1271.html

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead , 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.

Describe a picture using the vocabulary suggested.Prepare a presentation on a given topic.

http://www.teachersdiscovery.com/gp1v1271.html


http://www.telemundo.com/

http://www.holaciudad.com/

http://loudounvision.net/


appropriate rubrics for speaking and writing CPAs*

*Communicative Performance Assessments


APTHEME : CONTEMPORATY LIFE, FAMMILIES AND COMMUNITIESAP Topic: Leisure and Sports, Childhood and Adolescence


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topicsS 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studiedS 3.1 Students reinforce and further their knowledge of other disciplines through the foreign languageS 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesS 4.2 Students demonstrate understanding on the concept of culture through comparison between Hispanic cultures and their own.S 5.1 Students use the language both within and beyond the school settingCOMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

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 Obligations (tener que) Interrogative questions Extend, accept and decline invitations Express agreement and disagreement

Students research and discuss the popular hobbies and sports of their assigned Spanish speaking country.

Discuss the popularity of sports in Spanish speaking countries and their Own backgrounds.

Students discuss the popularity of 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.

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

Identify sports and favorite hobbies.

Discuss which hobbies they like, dislike and prefer.

Compare sports. Express agreement or

disagreement.

Identify -ar- er-& -ir infinitive verbs.

Gustar¿Qué te gusta hacer? (No) Megusta ____. ¿Qué te gusta más ___o___? Me gusta mucho_____. Meencanta ____. A mí también, a mítampoco, ¿Cuál es tu deportefavorito? ¿Cuál es tu pasatiempofavorito? “preferir”


USEFUL VOCABULARY

Q1/c1A: Likes & dislikes, leisures & activities

ACTIVIDADES GUSTARMe Gusta/No me gusta PRONOMBRES

OTRAS PALABRAS Y

EXPRESIONES

bailarto dance

leerto read

(A mí) me gusta _____.I like to _______.

yoI

a vecessometimes

cantarto sing

leer novelas (las)to read novels

(A mí) me gusta más _____.I like to _______ better.

túYou - informal

favorito(a)favorite

comprarto buy

leer revistas (las)to read magazines

(A mí) me gusta mucho_____.I like to _______ a lot.

ustedYou - formal

haythere is/are

correrto run

montar en bicicletato ride a bike

(A mí) no me gusta nada___.I don't like to_____ at all.

él/ellahe/she

muchoa lot

dibujarto draw

montar en monopatínto ride a skateboard

(A mí) no me gusta___.I don't like to_____.

nosotros/nosotraswe

muyvery

escribir cuentosto write stories

montarto ride

A mí también.I do too./ Me too.

vosotros/vosotrasyou - plural

oor

escuchar músicato listen to music

nadarto swim

A mí tampoco.I don't like to ___either.

ustedesyou - plural

pero a veces…..but sometimes...

esquiarto ski

pasar tiempo con amigosto spend time with friends

ni…nineither…nor, not…or

ellos / ellasthey

perobut

estudiarto study

patinarto skate

no le gusta...he/she doesn't like...you don't like... (formal)

pocoa little bit

hablar por teléfonoto talk on the phone

practicar deportesto practice sports

no te gusta…you don't like… (informal)

pueswell

hacerto do

tocar la guitarrato play the guitar

¿Qué más te gusta hacer?What else do you like to do?

siif

hacer la gimnasiato do gymnastics

trabajarto work

¿Qué te gusta más?What do you like better?

síyes

ir a la escuelato go to school

usar la computadorato use the computer

¿Te gusta______?Do you like to ____?

tengoI have

jugarto play

ver la teleto watch TV

¿Y a ti?And you?

tienehe/she/it hasyou have (formal)

jugar a la pelotato play baseball

viajarto travel

le gustahe/she likes/you like (formal)

tienesyou have (informal)

jugar al baloncestoto play basketball

me gustaI like

jugar al fútbol americanoto play football


jugar al fútbolto play soccer

ARTÍCULOS INDEFINIDOS

ARTÍCULOS DEFINIDOS

jugar al tenisto play tenis

un/una a/an

el/losthe

jugar videojuegosto play videogames

unos/unassome

la/lasthe

la lucha librewrestling


Vocabulario relacionado con los saludos, el clima, el calendario, las partes del cuerpo, las emocionesla hora, los números,


Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


NOTE: Teachers should use the appropriate rubrics for speaking and writing CPAs*


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task

Read a pen pal’s letter Read cultural information about school in Spanish speaking

countries and answer questions Use a story map graphic organizer to identify parts of a story

Create an entry on a voice thread discussion

Perform a dialog between students discussing what school is like.

Use an illustration of a classroom as a prompt for discussion between two students

Write a response to a pen pal’s letter

Create and present a display about student’s pen pal, their country school and other information

Create and present a slideshow about your school day

List all the vocabulary words to describe a situation

Write complete sentences to describe students in an imaginary classroom

APTHEME : CONTEMPORARY LIFE, FAMILIES AND COMMUNITIESAP Subtheme: Leisure and Sports. Who am I?

Recommended pacing: 3 Weeks(Unit 3 Q 1)

Virginia State Foreign Language Standards of Learning for Level :



S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topicsS 4.1 Students demonstrate understanding of the nature language through comparison between Spanish and English



Talk about: Personality traits Ask and tell what people are like Use adjectives to describe people Understand cultural perspectives on

friendship Express how often something is done

Explain how friendships are formed in Spanish-speaking countries

Discuss current Hispanic/American artists in the US

Talk about new vocabulary through the recognition of cognates

Expressing agreement ordisagreement

Talk about placement of adjectives & vocabulary through recognition ofcognates

Explain gender agreement rules with use of adjectives. Compare the use of possessive adjectives

Respond to personal questions.

Introduce yourself to others. Identify infinitives. Use

positive and negative statements to agree/disagree.

Talk about leisure activities.

Identify the body parts. Say what hurts. Respond

appropriately to questions. Describe yourself and others

(family members) using adjectives

Identify and apply the correct gender (masculine & feminine) of nouns and adjectives

Describe pictures by using adjectives.

Write phrases using adjectives.

Describe what you and others are wearing

.


USEFUL VOCABULARY Q1/c.1B - ¿Cómo eres?

PASATIEMPOS SUSTANTIVOS VERBOS ADJETIVOS DESCRIPCION FÍSICA

OTRAS PALABRAS Y EXPRESIONES

coleccionarto collect

el atletismoathletisism

competirto compete

animador/acheerleader

alto(a)tall

¿Cómo eres?What are you like?

el pasatiempopasstime

el baloncestobasketball

correrto run

artístico (a)artistic

anciano(a)elderly

¿Cómo es?What is he/she/you(f) like?

ir a pasearto go for a walk/stroll

el béisbolbaseball

empatarto tie a score

atlético(a)athletic

bajo(a)short

¿Cómo se llama?What's his/her/your(f) name?

ir de…to go...

el ciclismocycling/biking

entrarto enter

atrevido(a)daring

bonito(a)pretty ¿Eres…?

Are you…?ir de campamento (el)to go camping

el equipoteam

ganarto win

bueno(a)good

calvobald

¿Te gustaría?Would you like?

ir de comprasto go shopping

el fútbol americanofootball

jugarto play

cansado(a)tired

el bigotemustache

a vecessometimes

ir de pesca (la)to go fishing

el fútbolsoccer

llevar puestoto wear

contento(a)happy/content

flaco(a)skinny

de acuerdoagreed

pasear en…to ride in...

el golfgolf

llevarto wear

deportistasports-minded/sporty

gordo(a)fat

demasiadotoo, too much, too many

pasear en bote (el)to ride a boat

el juego de pelotabaseball

montar (en)to ride on

desordenado(a)disorganized/messy

guapo(a)handsome

el amigomale friend

pasear en carro/auto (el)to ride a car/auto

el jugadorplayer

nadarto swim

estudioso(a)studious

tez blancalight skin

el chicoboy/guy

textearto text

el patinajeskating

no sé jugarI don't know how to play

extrovertido(a)extrovert

tez morenadark skin

entoncesso, the

el tenistenis

perderto lose

generosogenerous el pelo es

is

CUERPO HUMANOel tiempo librefree time

poderto be able to

gracioso (a)funny

castañobrown hair

estar de acuerdoto be in agreement

el cuelloneck

la cancha de……court

practicarto practice

impacienteimpacient

cortoshort (length)

la amigafemale friend

el hombre/los hombresman/men

la nataciónswimming

preferirto prefer

inteligenteintelligent

el pelohair

la chicagirl/gal

el pie/los piesfoot/feet

la piscinapool

quererto want

malo (a)bad

largolong (length) le gusta

he/she/you(f) likesla bocamouth

la raquetaracket

saberto know how to

negativo (a)negative

liso/laciostraight hair

me gustaría...I would like...

la cabezahead

las artesaníaslocal crafts

salirto exit

ocupado(a)busy

negroblack

muyvery


la mujer/las mujereswoman/women

sé jugarI know how to play

ordenado(a)organized

oscurodark

ni…..ninor…nor

la nariznose

tener queto have to

pacientepacient

pelirrojo(a)redhair

no estoy de acuerdoI don't agree

las manoshands

perezoso(a)lazy

rizadocurly

no le gustahe/she/you(f) doesn't like

las piernaslegs

reservado(a)reserved

rubio(a)blonde

no soyI'm not

los brazosarms

serio(a)serious

ARTÍCULOS DEFINIDOS

según mi familiaaccording to my family

los dedosfingers

simpático (a)friendly

el/losthe

segúnaccording to

los ojoseyes

sociablesociable

la/lasthe

soyI am

talentoso (a)talented

ARTÍCULOS INDEFINIDOS

un poco (de)a little (of)

trabajadorhard-working (masc.)

un/una a/an en

in, on, attrabajadorahard-working (fem.)

unos/unassome

deof, from, about


¿Cuántos años tienes? Tengo ___ años. ¿Dónde vives? Vivo en ____. ¿De dóndeEres? Soy de ____. ¿Cuándo es tu cumpleaños? Mi cumpleaños es______. ¿Cuántos hermanos tienes? Tengo___hermanos. ¿Cuál es tu color favorito? Mi color favorito es___. Me gusta _____. No me gusta_____. ¿Cómo eres?¿Cómo es? ¿Cómo se llama? “Ser” + adjective


Teachers resources available on 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

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate rubrics for speaking and writing CPAs**Communicative Performance Assessments

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Create a chart/graph to demonstrate the

popularity of different sports Create a web page to showcase your school

activities

Write a letter/e-mail describing your activities

Create posters showing favorite hobbies

Give a speech to ‘incoming’ students to describe what is available

Have each student create a ‘show and tell mystery bag’

Have each student give a ‘Según mi...(familia, amigos, etc.)’ presentation




AP THEME : CONTEMPORARY LIFEAP Topic: Education


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studiedS 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesS 4.2 Students demonstrate understanding of the concept of culture through comparison between Hispanic cultures and their own.S 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



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 use of location words.

Talk about uniforms and the design of physical education class

Students will be exposed to the various Spanish speaking countries’ school systems.

Students are able to compare and contrast

Spanish-speaking countries’ schools systems and their own.

Compare and contrast behavior in school

Students create pen pal communications with a Spanish speaking student.

Identify classroom items. Discuss school schedules. Identify, talk about and

describe different classes. Conjugate regular -ar verbs. Compare classes and teachers

using comparative structures Describe the location of

classroom objects. Use ordinal numbers to

describe their schedules.

¿Qué es? Es ____. Esto es ___. Eso es___.“Estar” + Prepositional Phrases(locations).“Tener”, Comparisons (Laclase de ___ es más interesante que laclase____.), Superlatives (La clase de___ es la más __ de la escuela


USEFUL VOCABULARY Q2/c2A-B: La sala de clases y la escuelaSUSTANTIVOS PREPOSICIONES ADJETIVOS VERBOS NÚMEROS

ORDINALESel archivofiling cabinet

el/la estudiantestudent

a la derecha deto the right of

aburrido/aborring

aprenderto learn

primero /afirst

el armario/el casillerolocker

la banderaflag

¿Dónde?Where?

desordenado/adisorganized

asistirto attend

segundo/ asecond

el asistenteassistant

la bibliotecalibrary

a la izquierda deto the left of

difícilhard

bajarto go down

tercero/ athird

el aula/el salón/ la sala de clasesclassroom

la cafeteríacafeteria

a ver…let's see...

divertido/aamusing, fun

enseñarto teach

cuarto/ afourth

el bolígrafo / la plumapen

la carpeta de argollasthree-ring binder

abajounder/below

fácileasy

estudiarto study

quinto/ afifth

el borradoreraser

la carpetafolder

afueraoutside

favorito / afavorite

grabarto record

sexto/ asixth

el cartelposter

la compañerapartner (female)

al centrocenter

inquieto/arestless

hablarto talk

séptimo/ aseventh

el comedordinning room

la computadora/el ordenadorcomputer

al lado denext to

interesanteinteresting

hacer las tareasto do homework

octavo/ aeighth

el compañeropartner (male)

la enfermeríasickbay

allá/allíthere, over there

mucho/aa lot

hacerto do

noveno/ aninth

el cuadernonotebook

la goma/la pegaglue

aquíhere

ordenado/aorganized

imprimirto make copies

décimo / atenth

el diccionariodictionary

la grapadorastapler

arriba deabove

poco/aa little

ir a…to go to...

décimo primeroeleventh

el disco compactocompact disk

la hoja de papelsheet of paper

cerca denear to

práctico/apractical

irto go

décimo segundotwelfth

el escritorioteacher's desk

la maestrateacher (female)

debajo deunder

mandar un correoto send mail

el gimnasiogym

la mesatable

delante dein front of

mandarto send

el laboratoriolaboratory

la mochilabackpack

dentro deinside of

Navegarto navigate

el lápizpencil

la oficinaoffice

después de after

necesitarto need

MATERIAS /LAS CLASES

el librobook

la pantallaelectronic screen

detrás de behind

presentarto present

matemáticasmathematics

el maestroteacher (male)

la papeleragarbage can

en frente dein front of

salirto exit

españolSpanish

el mapamap

la pizarra/el pizarrónblackboard/whiteboard

en medio de in between

tener que…to have to…

historiahistory

el pasillohallway

la profesoraprofessor (female)

enon

ADJETIVOS POSESIVOS

biologíabiology

el profesorprofessor (male)

la pruebaquiz

encima deon top of

mi(s)my

educación físicaphysical education


el programaprogram

la puertadoor

lejos defar from

mío(s)mine

inglésEnglish

el pupitrestudent's desk

la radioradio

más...quemore...than

tu(s)your (informal)

músicamusic

el ratónmouse

la silla chair

tuyo(s)yours (informal)

artes plásticasart

el recreorecess

la tableta electrónicatablet

su(s)his/her/your (formal)

ciencias naturalesnatural science

el relojclock

la tareahomework

suyo(s)yours (formal)

ciencias socialessocial science

el sacapuntaspencil sharpener

la ventanawindow

nuestro/a (s)our

tecnologíatechnology

el tecladokeyboard

las tijerasscissors

vuestro/a (s)your

el almuerzolunch

la memoria portatilUSB drive

un examenexam

sutheir/your (formal)


¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? ¿Cómo está el clima? ¿Qué día es hoy? ¿En cuál estación del añoestamos? ¿Cuál es tu nombre? Me llamo ____. ¿Qué tiempo hace hoy? Hace ____.Está ____. ¿Cómo te sientes? Me siento ____. ¿Hace calor? ¿Hace frío? ¿Qué letra es? ¿Cómo se escribe ____? Deletreala palabra______. ¿Qué dice aquí? ¿Cómo se dice?, los números, las actividades, vocabulario relacionado con la personalidad.


Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange 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

Play the role of teacher-student in a dialog

Use adjectives of possession to tell a student how to organize his/her school supplies in their locker

Using pictures of school supplies one student calls out vocabulary words and other student points to correct pictures

Make an illustrated school supply list

Make a book of classes and necessary school supplies



AP THEME : CONTEMPORARY LIFEAP Topic: Professions, leisure and travelLugares en tu cominidad


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.COMMUNICATION-Interpersonal -Interpretive-Presentational


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 peopel

Identify and talk about different locations in a community. Talk about places you go in the

community and what you do there.

Identify professions and workplaces in your community.


USEFUL VOCABULARY Q2/c.4A-B: Places in your communiy & Professions LUGARES PROFESIONES EXPRESIONES ACTIVIDADES

(VERBOS)OTRAS PALABRAS Y

EXPRESIONESel auditorioauditorium

la montañamountains

doctor (a)doctor

¡Oye!Hey! Listen!

ir de comprasto go shopping

(él) puedehe can

el bailedance

la oficinaoffice

el abogadolawyer

¡Ay! ¡Qué pena!Oh! What a shame!

ir a + infinitivo…..to go to + infinitivo

(tú) puedesyou can

el bancobank

la oficina de…….the office of….

el carnicerobutcher

¡Genial!Great!

ir a + lugarto go to + location

(yo) puedoI can

el café cafe

la películamovie

el carpinterocarpenter

¡No me digas!Don't say!

ir al cineto go to the movies

¿A qué hora?At what time?

el campocountryside

la piscinapool

el carteromailman

¡Qué buena idea!What a great idea!

ir al medicoto go to the doctors

¿Te gustaría?Would you like?

el centro comercialmall

la playabeach

el dependientesalesperson

con mi(s)with my

ir de campamentoto go camping

a el = alto the (masculine)

el cinemovie theatre

la plazaplaza

el jardinerogardner

con tu(s)with your

ir de pescato go fishing

a la unaat one

el clubclub

la práctica de …practice

el mecánicomechanic

demasiadotoo much

ir de…..to go...

a lato the (feminine)

el club deportivosport club

la reuniónreunion

el panaderobaker

despuésafterwards

jugar a + deporteto play a + sport

a las ochoat eight

el colegioprivate school

la sinagogasinagogue

ingeniero(a)engineer

después deafter

jugar al balompiéto play soccer

ato

el complejo deportivosport complex

un cibercafécybercafe

la bibliotecarialibrarian

en casaat home

jugar al fútbol americanoto play football

acompañadoaccompanied

el conciertoconcert

maestro(a)teacher

entoncesthen

jugar al baloncestoto play basketball

conmigowith me

el correopost office

oficinistaoffice clerk

generalmentegenerally

jugar a la pelotato play baseball

contigowith you

el gimnasiogym

secretario(a)secretary

lo sientoI'm sorry

jugar al golfto play golf

de la mañanain the morning

el hospitalhospital

voluntario(a)volunteer

los fines de semanaon the weekends

jugar al tenisto play tenis

de la nochein the evening

el museomuseum

los lunes, los martes,…on Mondays ...

jugar al vóleibolto play volleyball

de la tardein the afternoon

el parquepark

un poco de…..A little of...

leer un libroto read a book

el fin de semanaweekend

el parque de diversionesamusement park

me gustaríaI would like

esta nochethis evening


el partidogame

me quedo en casaI stay home

esta tardethis afternoon

el restauranterestaurant

me recogespick me up

este fin de semanathis weekend

el supermercadosupermarket

nos encontramoswe meet

mañana tomorrow

el teatrotheatre

te recojoI pick you up

para + infinitivoin order to + infinitive

el templotemple

tengo queI have to

pasado mañana day after tomorrow

la bibliotecalibrary

ver una películato see a movie

Por la mañanain the morning

la casahouse

por la nochein the evening

la discotecadisco

por la tardein the afternoon

la escuelaschool

solo(a)alone

la farmaciapharmacy

tener que ______to have to

la fiestaparty

tú quieresyou want

la iglesiachurch

tú sabesyou know

la lección de pianopiano lessons

yo quieroI want

la libreríabookstore

yo séI know

la mezquitamosque



Dónde está ___? ¿Con quién vas ____? ¿Qué hace en ____? “Ir” + a + place, “Ir” + a + infinitive, Los fines de semana, el(los) lunes, el (los) martes... Para + infinitive

RESOURCES/ ACTIVITIESTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

“Moo! Spanish My City” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1258.html





Read a map of a town and identify places indicated Read a story about going into town

Play the role of someone who works at a location in town.

Help a customer

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




AP THEME : FAMILIES AND COMMUNTIES, CONTEMPORARY LIFE, GLOBAL CHALLENGEAP Topic: Health Issues, Customs and Ceremonies, Nutrition and Food Safety


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsS 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.S 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studiedS 3.1Students reinforce and further their knowledge of other disciplines through the foreign languageS 3.2Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesS 4.1Students demonstrate understanding of the nature of language through comparisons of the language studied and their ownS 4.2Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.S 5.1 Students use the language both within and beyond the school settingS 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.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

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 review

Students present the creation of a traditional dish and its history from their assigned Spanish speaking country

Explain eating habits Interpret etiquette for summoning a

server; typical restaurant offerings Explain the variety of foods that are

unique to various Spanish speaking countries and the European and African influence.

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

Students are able to compare and contrast the various activities done in Spanish speaking countries to their own.

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 food (breakfast/lunch/dinner/beverages) and discuss what they like and don’t like.

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).

(No) Me gusta(n), Me encanta(n), ¿Qué prefieres? Prefiero_______. ¡Qué + adj!Para mantener la salud, en el desayuno, en el almuerzo, en la cena


USEFUL VOCABULARY Q3/c.3A-B: Food and Health

BEBIDAS/FRUTAS LA COMIDA VERBOS OTRAS PALABRAS Y EXPRESIONES

bebidas verduras el heladoicecream

¿te gusta?Do you like it?

¡qué asco!How aweful!

el aguawater

el aguacateavocado

el rellenofilling

abiertoopened

¿por qué?Why?

el cafécoffee

el apiocelery

el sándwichsandwich

bajar de pesoto loose weight

¿verdad?Right?

el chocolatechocolate

el brócolibroccoli

el yoguryogurt

beberto drink

agriobitter/sour

el jugojuice

el champiñónmushroom

la pizzapizza

caminarto walk

bebidas hidratanteshydrating drinks

el refrescobeverage

el maízcorn

la sopasoup

cerradoclosed

bueno good

el té tea

el pimientogreen pepper

la tortilla de huevosomellet

comerto eat

bueno para la saludgood for the health

el té calientehot tea

el tomatetomato

las galletascookies

compartirto share

cada díaeach day

el té heladoiced tea

la calabazapumpkin

las papas fritasfrench fries

comprenderto understand

caloríascalories

jugo de……(naranja)(orange…juice)

la cebollaonion

los huevoseggs

creerto believe

conwith

la lechemilk

la ensaladasalad

los panquequespancakes

darto give

dulcesweet

la limonadalimonade

la lechugalettuce

los pastelescakes

debermust/should

el almuerzolunch

la sodasoda

la zanahoriacarrot condimentos desear

to want/to wishel desayunobreakfast

frutas las espinacasspinach

la mantequillabutter

hacer ejercicioto do exercise

el postredessert

el cocococunut

las judías verdesgreen beans

la mayonesamayonaise

hacerto do / to make

enfermosick

el limónlemon

las papaspotatoes

la cremacream

levantar pesasto lift weights

hambrehunger

el mangomango

las verduras/los vegetalesvegetables

la mermeladajelly

los deportessports

horriblehorrible

el melocotón/el duraznopeach

los espárragosasparagus

la mostazamustard

los ejerciciosexercises

la cenadinner

el plátano/bananabanana

los guisantespeas

la pimientapepper

me duele la barrigamy stomack hurts

la dietadiet


ensalada de frutasfruit salad granos la sal

saltme dueleit hurts me

la meriendasnack

la cerezacherry

el arrozrice

la salsa de tomatetomato sauce

me encanta(n)I love…(not a person)

la saludhealth

la ciruelaprune

el cerealcereal

el azúcarsugar

me gusta(n)I like

malo para la saludbad for the health

la frambuesaraspberry

el espaguetispaghetti carnes

no me gusta(n)I don't like

malo/malabad

la manzanaapple

el pan tostadotoast

la carnemeat

pedirto ask for

más o menosmore or less

la naranjaorange

el panbread

el bistecbeefsteak

practicarto practice

nuncanever

la papayapapaya

la avenaoatmeal

el pollochicken

preferirto prefer

picantespicy

la perapear

la pastapasta

las salchichassausages

prepararto prepare

por su puestoof course

la sandíawatermelon

los frijolesbeans

el tocinobacon

subir de pesoto gain weight

porquebecause

la toronjagrapefruit

los granosgrains

el jamónham

tener hambreto be hungry

proteínasproteins

las fresasstawberries

la hamburguesahamburger

tenerto have

ricodelicious

las frutasfruits

el perro calientehot dog

traerto bring

sabrosotasty

las uvas verdes/rojasgreen/red grapes mariscos

saladosalty

el pescadofish

saludablehealthy

los mariscosseafood

sano healthysiemprealwayssinwithouttodos los díasevery day


Saludos, el clima, el calendario, la hora, los números, las actividades, vocabulario relacionado conla personalidad, el horario escolar, interrogativos.



“Moo! Spanish Ordering Food” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1259.html Food manipulatives





The class will read a story together, act on parts of the story to demonstrate understanding

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

Use objects from vocabulary and identify them as the table is set for dinner

Use all the words that describe a meal scene




AP THEME : CONTEMPORARY LIFE, GLOBAL CHALLENGESAP Topic: Health Issues, Leisure, Holidays and Celebrations


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.5.1: Students use the language both within and beyond the school setting.



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 meal customs during breakfast, lunch and dinner

Explain eating habits Go to Hispanic food section of a

grocery store and make a list of foods available

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


USEFUL VOCABULARY Q3/c5B: El Restaurante/Introducción a la familia

EL RESTAURANTE LA MESA LA COMIDA VERBOS OTRAS PALABRAS

Y EXPRESIONES

el bañobathroom

el cuchilloknife

¡Qué asco!How awful!

el picantehot sauce

beberto drink

¡Qué + adjetivo!How…!

le/les recomiendo…I recommend...

el camarero/el meserowaiter

el manteltablecloth

a la planchaon the grill

el plato principalprincipal dish

comerto eat

¿Algo más?Anything else?

le/les sugieroI suggest

el menúmenu

el platoplate

agriosour

el postredessert

compartirto share

¿Cuánto cuesta?How much does it cost?

me falta(n)…I need...

el/la acompañantecompanion

el tenedorfork

asadoroasted

el vinowine

desearto want

¿Está incluida la propina?Is the tip included?

me gustaría…I would like...

la camarera/la meserawaitress

el vasoglass

comida caribeñaCaribbean food

horriblehorrible

estar lleno(a)to be full

¿Le/les ofrezco…?May I offer you…?

muchísimoa lot

la cocinakitchen

la copawine glass

comida chinaChinese food

la bebidabeverage

ofrecerto offer

¿Le/les sirvo?May I serve you?

muchoa lot

la cuentabill

la cuchara pequeñasmall spoon

comida francesaFrench food

la pimientapepper

pagarto pay

¿Me trae…, por favor?Will you bring me…, please?

muy carovery expensive

la propinatip

la cucharaspoon

comida italianaItalian food

la salsalt

para llevarfor carry out

ahoranow

nadanothing

la mesatable

de plato principalas a main dish

liviano(a)light

pararseto stand oneself up

comida favoritafavorite food

no me gustaI don't like

la servilletanapkin

de postrefor dessert

pesado(a)heavy

pedirto ask for

De nadaYour welcome

otro (a)another

la sillachair

delicioso(a)delicious

picantehot/spicy

probarto taste/to try out

GraciasThank you

parato/for/in order to

la tazacup

dulcesweet

rico (a)rich/tasty

recomendarto recommend

la mejor comidathe best food

pocoa little bit

los cubiertosplacesettings

el azúcarsugar

saladosalty

salirto exit/to go out

la peor comidathe worst food

por favorplease

sentarseto sit oneself down

Le traigo…I will bring you...

quiero ordenar…I want to order...

LA FAMILIAservirto serve

quisieraI would like

abuelagrandmother

los padresparents

servirseto serve oneself

soloonly


abuelograndfather

los parientesrelatives

sugerirto suggest

todoall/everything

el esposohusband

el padrastrostepfather

tener hambreto be hungry

un poco dea little bit of

el hijoson

la madrastrastepmother

tener calorto be hot

yo traigoI bring

el nietograndson

la mamá/la madremother

tener fríoto be cold

el papá/el padrefather

primocousin (male)

tener sedto be thirsty

hermanasister

tíouncle

tener sueñoto be sleepy

hermanobrother

los primoscousins

tomarto drink

la esposawife

primacousin (female)

traerto bring

los hermanossiblings

tíaaunt

venirto come

los hijoschildren

la sobrinaniece


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.


Food manipulatives to have students be the servers and the





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

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

List all the words that describe a meal scene

Create a comic strip including dialog in a cultural situation about food or meals



AP THEME : CONTEMPORARY LIFE, FAMILIES AND COMMUNITIESAP Topic: Housing, Shelter, Family StructuresLa casa y los que haceres


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparison between Hispanic cultures and their own.



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

Research house designs in Spanish speaking countries and different parts of the US. Spanish influence on architecture

Look at Spanish language home magazines

Identify family structures in the US Identify family structures in

Hispanic families

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 andcolors. Describe the location ofdifferent items. List chores andgive commands. Describe whatpeople are doing right now(present progressive).


USEFUL VOCABULARY Q4/c6A-B: La casa y los quehaceres

LA CASA PERTENENCIAS DOMÉSTICAS ADJETIVOS LOS QUEHACERES OTRAS PALABRAS Y

EXPRESIONES

el apartamentoapartment

el coche/carro/autocar DESCRIPCIONES ayudar

to help¿cuáles?Which ones?

el armario/el roperocloset

el cuadropainting

altotall

cocinarto cook

¿De qué color es…..?What color is…?

el áticoattic

el despertadoralarm clock

bajoshort

cortar el céspedto cut the grass

¿Qué estás haciendo?What are you doing?

el balcónbalcony/porch

el disco compactocompact disk

bonito/apretty

dar de comer al…to feed…(the dog/the cat/…)

a la derecha(de)to the right of

el bañobathroom

el equipo de sonidosound system

feo/augly

darto give

a la izquierda (de)to the left of

el comedordinning room

el espejomirror

grandebig

hacer la camato make the bed

bastanteenough/sufficient

el corredor/el pasillohallway

el estantebookshelf

pequeñosmall

lavar el carroto wash the car

cerca (de)near to

el cuartoroom

el lavaplatosdishwasher

importanteimportant

lavar la ropato wash clothes

el dineromoney

el despachostudy

el lector DVDDVD player

mismo/asame

lavar los platosto wash the dishes

la cosathing

el dormitorio/la habitación/el cuartobedroom

el refrigeradorrefrigerator

propio/aone's own

limpiar…(la cocina, el baño,…)to clean…(the kitchen, the bathroom, …)

la posesiónpossession

el fregaderosink

el reproductor de música (e.g., MP3)MP3 player/iPod

COLORESpasar la aspiradorato vacuum

lejos (de)far from

el garajegarage

el sofásofa

amarilloyellow

poner la mesato set the table

limpioclean

el jardíngarden

el televisortelevision

anaranjadoorange

quitar el polvoto dust

siif

el patiopatio

el videovideo

azulblue

sacar la basurato take out the garbage

suciodirty

el pisofloor

la alfombracarpet

blancowhite

un momentoone moment


el primer pisofirst floor

la camabed

café/marrónbrown Vebos

el recibidorfoyer

la cómoda/el tocadorchest of drawers

grisgray Mandatos Irregulares

dormir (o-ue)to sleep

el segundo pisosecond floor

la computadoracomputer

lilalilac

hazdo

poder (o-ue)to be able to

el sótanobasement

la escobabroom

moradopurple

ponput

poner (-go)to put

la casahouse

la lámparalamp

negroblack

recibirto receive

la chimeneafireplace

la mesitaside table

rojored

vivirto live

la cocinakitchen

la neverarefrigerator

rosadopink Comparaciones

la escalerastairs/staircase

la pantallaTV or computer screen

verdegreen

el /la mejorbest

la habitaciónbedroom

las cortinascurtains

el/la peorworst

la oficinaoffice

los/las peoresthe worst

la paredwall

mejor/es quebetter than

la planta altaupper level

menos...queless than

la planta bajalower level

para mífor me

la salafamily room

para tifor you

la ventanawindow

peor/es queworse than


¿Dónde está _____? ¿De qué color es__? Mi dormitorio/habitación es___. ¿Qué estás haciendo? “Estar” + presentparticiple. Regular affirmative tú commands (pon & haz), “Tener” que + Infinitive. “Dormir”, “Poder”.


“Moo! Spanish My House” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1260.html


NOTE: Teachers should use the appropriate


Look online ads for home decorating Create a booklet describing Design a house based on a




rubrics for speaking and writing CPAs*


and furniture items Read real state ads from Spanish

speaking countries

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

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


AP THEME : FAMILIES AND COMMUNITIES, CONTEMPORARY LIFEAP Topic: Holiday Celebrations, Family StructuresLa familia y las celebraciones


Virginia State Foreign Language Standards of Learning for Level :S1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsS1.2 Students understand and interpret written and spoken language on a variety of topics.S1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topicsS 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.



• Describe your family• Read and listen to information about families• Present information about your family• Discuss your family tree• Talk about celebrations and parties• Ask and tell ages• Express possession• Understand cultural perspectives on family and celebrations

• Compare family celebrations• Compare the role of families• Compare crafts

•Compare the use of possessive adjectives• Compare the role of family membersand how families interact• Talk about new vocabulary through the recognition of cognates• Compare the uses of tener idioms With English• Compare the use of possessive adjectives• Explain the use of diminutives in Spanish

Describe family and family members. Describe physical characteristics

and personality traits of family members.

Tell ages, names, likes, dislikes of family members. Talk about decorations and activities at a party. Describe what people do to

prepare for a party.


USEFUL VOCABULARY

Q4/c5A: La familia y celebraciones

LA FAMILIAACTIVIDADES EN/PARA UNA

FIESTADECORACIONES ADJETIVOS

POSESIVOS CELEBRACIONES

el papá/el padrefather

el nietograndson

tenerto have

el globoballoon

mi / mismy

la fiesta de cumpleañosbirthday party

la mamá/la madremother

los nietosgrandchildren

celebrarto celebrate

la luz light

tu /tusyour (informal)

los preparativospreparations

hermanobrother

los sobrinosnieces and nephews

comprarto buy

las luceslights

su /sushis/her/its/your (formal)

el aniversarioanniversary

tíouncle

los hermanossiblings

apagarto turn off

la florflower

su /susyour (pl.)/their

la fiesta de aniversarioanniversary party

abuelograndfather

los padresparents

soplarto blow

el papel picadocut-paper decorations

las velascandles

primocousin (male)

el gato/la gatacat

bailarto dance

la piñatapiñata SOBRE LA EDAD

la cámaracamera

padrastrostep-father

el perro/la perradog

cantarto sing

el pastelcake

mayor/mayoresolder

la videograbadoravideocamera

madrastrastep-mother

la personaperson

cortarto cut

el regalogift

menor/menoresyounger

¡Feliz cumpleaños!Happy Birthday!

hermanastrostep-brother

cuñadobrother-in-law

abrirto open

la comidafood

viejoold

¡Felicidades!Congratulations!

el esposohusband

los parientesrelatives

decorarto decorate

las decoracionesdecorations

jovenyoung

la esposawife

hermanasister

sacar fotosto take pictures

¿Cuántos años tiene(n)______?How old is _________?

sobrinonephew

tíaaunt

hacer un videoto make a video

Tiene(n)______?He/She/You(f)/They ______?

el hijoson

abuelagrandmother

gustarto like

la hijadaughter

primacousin (female)

encantarto love something

los hijoschildren

hermanastrastep-sister

preferirto prefer

los primoscousins

sobrinaniece

repartirto pass out

la nietagranddaughter

cuñadasister-in-law

cumplir añosto have a birhday


tener añosto be certain years old


¿Quién es ____? Es mi __. ¿Cuántos años tiene(n)? Tiene(n)__años. ¿Cómo es? ¿Cómo se llama? Se llama___. ¿Quéle gusta hacer? Le gusta(n) __. Le encanta(n)__. “Tener”, Possessive Adjectives, “Ser” “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 “Moo! Spanish Sweet 15” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1428.html “Moo! Family Nouns Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1272.html




Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Read a story about families Create a dialog between a

parent and a child Interview a student about their

family structure or famous family structures

Create a power point that demonstrates knowledge of family structure




Spanish Level II – SY 2013 – 2014

LCPS

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agoetz

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Quarter 1Unit 1: Repaso de GramáticaAP THEME: Grammar review to help reinforce all AP Themes and Subthemes

Recommended pacing: 2 weeksTeachers 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 unit.


S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE (Facts & Skills)

INTERPERSONAL MODE: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.

INTERPRETIVE MODE:• 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.

CULTURES:• Explore Spanish-speaking cultures and relationships in other countries.

CONNECTIONS:• Make connections between the culture of the United States and Spanish-speaking countries.

COMPARISONS:• Compare and contrast customs between the United States and Spanish-speaking countries.

Talk about: Aforementioned topics

Vocabulary:Review level I vocabulary.Grammar:

present tense verbs (regular verbs, -ar, -er, -ir)verbs tener, hacer, querer, jugar, dormir, preferir, etc.stem-changing verbspresent progressivecorrect word order of nouns and adjectivesdefinite 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.)


Quarter 1Unit 1

USEFUL VOCABULARY

Interrogative Words Transition and Connecting Words Definite Articles Stem-Changing Verbs Additional Grammar¿Por qué? después el/la/los/las tener regular –ar, -er, -ir verbs¿Cuándo? luego querer present progressive¿Dónde? mientras Indefinite Articles dormir tener que + infinitive¿Cuánto? entonces un/una/unos/unas jugar ir + a + infinitive¿Qué? a veces poder ser vs. estar¿Cómo? primero, segundo, etc. preferir noun/adjective agreement

en la mañana, en la tarde, etc. noun/adjective word orderayer Yo-Go Verbsanoche hacerantes ponerdurante traerahora tener (also stem-changing)con jugar (also stem-changing)porqueparapor


Quarter 1Unit 2A: Tu Día Escolar, Classroom Items, Activities, and RulesAP THEME: Contemporary Life, Science and TechnologyAP SUBTHEME: Education, Social Impact of Technology in the Classroom



S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.COMMUNICATION-Interpersonal -Interpretive-Presentational


INTERPERSONAL MODE:Maintain a discussion related to: What you do in school.Discuss and/or debate: Classroom rules, and impact of technology in the classroomExpress and explain: Ideas using affirmative and negative words.Express opinions and react to: School rules and customs in other countries.

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: Present information about school activities, subjects, a favorite class, and rules.

CULTURES:• Explore attitudes when reacting to: Student-teacher relationships in a school setting.

CONNECTIONS:• Make connections between: Grading systems in different Spanish-speaking countries

COMPARISONS:• Compare and contrast: Rules and customs in other countries with those of your own school.

Talk aboutclassroom objectsSchool activitiesclassroom rulesimpact of technology in the classroom

Express affirmative andnegative ideasVocabulary

school activitiesschool rulesclassroom objects

Grammar:the verbs tener, hacer, poner, traerthe phrases ‘tener que’, ‘(no) se prohíbe’, and ‘hay que’ followed by an infinitivestem-changing verbsaffirmative and negative words


Quarter 1Unit 2A

USEFUL VOCABULARY

What you do in class Classroom Rules School Objects Negative and Affirmative words

Classroom Technology Other Useful Words

aprender de memoria (no) se permite el armario a veces el control remoto ¿Qué más…?contestar a tiempo el asiento algo el laboratorio de

computaciónacabar de + infinitive

dar un discurso empezar el bolígrafo/la pluma

alguien el ratón almorzar

discutir entender el borrador algún/alguna (s) el teclado conocerel informe/el ensayo

entregar el carnet de identidad nadie el teléfono celular el material/los materiales

la tarea la regla/las reglas de la clase

el cuaderno ningún/ninguno-a (s) la computadora el uniforme

el proyecto llegar tarde el lápiz nunca la impresora es necesarioenseñar llegar temprano el sacapuntas siempre la pantalla examinarexplicar prestar atención la carpeta hay que + infinitivehacer una pregunta repasar la cinta adhesiva la materia/las materiaspedir ayuda repetir la grapadora lo que…preguntar respetar la hoja de papel otra vezsacar una mala nota se prohíbe la mochila para + infinitivesacar una buena nota tener que las tijeras sobre…calificaciones los marcadores tener que + infinitive

los materiales

RECYCLED/ONGOING TOPICS/STRUCTURES 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/ACTIVITIESRealidades 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.

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.


View and describe classroom picturesListening exercisesReading Exercises

Students describe to each other their daily class schedule including the location of the classroom, the time, and what is done in the class

Create a visual schedule to presentCreate a graph/chart of differences between school here and in Spanish-speaking countriesCreate a visual chart of your ideal school with favorite rules


Quarter 1Unit 2B: Tu Día Escolar, Extracurricular ActivitiesAP THEME: Contemporary LifeAP SUBTHEME: Education, Leisure, and Sports



S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.



INTERPERSONAL MODE:Maintain a discussion related to: What you do after school.Express and explain:

comparisons between people, things, or activitiesknowing a person vs. knowing a skill or information

• Express opinions and react to: how long has an activity been going on

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

CULTURES:• Explore attitudes when reacting to: perspectives on extracurricular activities

CONNECTIONS:• Make connections between: Use of social media (e.g., facebook model) to create projects

COMPARISONS:• Compare and contrast:the different activities and sports of the US and Spanish speaking countriespeople and things

Talk aboutextracurricular activitiesplaceswhat people know (facts) or what they know how to do (skills)how long something has been going on

Vocabularyextracurricular activitiespastimes

Grammarmaking comparisons using tan…como, and tanto(a/s)…comoverbs saber, conocer, and irexpression ‘hace + time’

Understand cultural perspectives on extracurricular activities.


Quarter 1Unit 2B

USEFUL VOCABULARY

Extracurricular Activities

Athletic Activities Music and Drama Actions Internet Activities Other Useful Words and Phrases

el ajedrez el animador/la animadora

el bailarín/la bailarina

asistir a crear una página de red

¿cuánto tiempo hace que…?

el club/los clubes el entrenador el coro conocer estar en línea el interés

el equipo el hockey el ensayo entrenar hacer una búsqueda entreel fotógrafo/la fotógrafa

hacer gimnasia el/la cantante ganar navegar en la red hace + time + que…

el/la miembro jugar a los bolos el músico/la música

grabar oprimir (aquí) la oportunidad/las oportunidades

el pasatiempo la natación ensayar participar (en) redes sociales me interesala reunión/las reuniones

las artes marciales la orquesta perder enviar un correo electrónico

tan + adj + como

la fotografía el jugador/la jugadora

la banda saber tantos (as) + noun + como

la práctica la canción/las canciones

sacar fotos

las actividades extracurriculares

la voz/las voces

ser miembro de…

los jóvenes tomar leccionesvolver (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);


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.



Create a chart/graph to demonstrate the popularity of different sportsCreate a web page to showcase your school activities

Write a letter/e-mail describing your activitiesCreate posters showing favorite hobbies

Create a brochure of your school activitiesGive a speech to ‘incoming’ students to describe what is available


Quarter 2Unit 3A: Un Evento Especial, Daily Routines and Getting Ready for a Special EventAP THEME: Families and CommunitiesAP SUBTHME: Customs and Ceremonies






INTERPERSONAL MODE:Maintain a discussion related to: Daily routines and preparing for a special eventTalk about:

Daily routinesGetting ready for a special event

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:• Produce an oral report on:

How to prepare for a special eventCompare a special event in the US with those in a Spanish-speaking country

COMPARISONS:• Compare and contrast: different activities/events of the US and Spanish speaking countries

Describe:getting ready for a special event

Talk about daily routines

Vocabularydaily routinespersonal daily routine itemsbody partsevents

Grammarreflexive verbsverbs ser and estarpossessive adjectives (long form)


Quarter 2Unit 3A

USEFUL VOCABULARY

Getting Ready Things You Need Body Parts Special Events How you feel Other Useful Wordsand Phrases

despertarse (e-ie) el champú el cuerpo el aniversario entusiasmado (a) antes delevantarse el jabón el cepillo la cabeza el baile (formal) nervioso (a) después deprepararse el gel el pelo el bautizo tranquilo (a) depende dearreglarse (el pelo) el desodorante la cara el concurso apurado (a) luegobañarse la pasta dental los ojos la audición/

las audicionescómodo (a) por ejemplo

ducharse el agua de colonia la nariz la boda emocionado(a) mientras (tanto)secarse el maquillaje la boca la cita feliz /contento(a) lentamentelavarse (la cara) el cepillo los labios la confirmación rápidamenteafeitarse el peine los dientes la fiesta de quince años el salón de bellezacepillarse (los dientes/el pelo) el secador la oreja la graduación la quinceañerapeinarse el espejo el cuello la primera comunión el novio / la noviamirarse la ducha el pecho un evento especial te ves (bien)ponerse la toalla el estómago luces (bien)vestirse (e-i) las joyas (de oro/de plata) el brazo primeropintarse (el pelo/las uñas) el cinturón la muñeca finalmentecortarse (el pelo/las uñas) la mano en la mañanaacostarse (o-ue) el dedo en la tardepedir prestado (a) a la pierna / las rodillas en la noche

el pie guapo(a)la piella espaldalas cejaslas pestañas

RECYCLED/ONGOING TOPICS/STRUCTURES 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.

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS


Reading and listening to passages of daily routines and descriptions of events.

Create a personal book/video journal/power point about daily routines.

Create and present a collage of a special event you attended.


rubrics for speaking and writing IPAs.

Create models to review body parts.Simón dice game.

Write a letter about a special event you are going to.Create invitations to a special event.

Record and present a special event.Create pieces of Dali/Picasso artwork with the body and present.

Quarter 2Unit 3B: Un Evento Especial, Clothing and FashionAP THEME: Beauty and Aesthetics, Families and CommunitiesAP SUBTHEME: Ideals of Beauty, Holidays and Celebrations






INTERPERSONAL MODE:Maintain a discussion related to: Clothing and fashionAsk for assistance in a shopping situationExpress opinions and react to:

clothing preferencesfashionfit

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 climateEvaluates and interprets written texts and

CULTURES:Investigate fashion styles and costs in Spanish-speaking countries.Discuss different Spanish-speaking fashion designers.

CONNECTIONS:Make connections between fashion styles in Spanish-speaking countries and the U.S.

Make connections between historical contexts and current attitudes towards fashion.

COMPARISONS:• Compare and contrast: traditional clothing from Spanish speaking countries to the U.S.

Talk about:clothing and where to wear itfashion and materialssizing

Vocabulary:clothingshoppingnumbersbody parts

Grammar:stem-changing verbs pensar, querer, and preferirdemonstrative adjectivesverb ‘quedar’ to express fit


materials on Spanish-speaking fashion designers.

Quarter 2Unit 3B

USEFUL VOCABULARY

About Clothing Types of Fabrics Describing Clothing About Specific Items Other Useful Words and Phrasesel abrigo ¿De qué está hecho (a)? accesible ese/esa ¿Cómo me/te queda(n)?el suéter está hecho (a) de… el estilo esos/esas me/te queda(n) bien/malel traje algodón la marca este/esta apretado (a)el traje de baño cuero la talla estos/estas exagerado (a)el vestido lana el número los/las dos flojo (a)la blusa seda estar de moda un/una llevarla camisa tejido pasado (a) de moda unos/unas pensar (e-ie)la camiseta tela sintética nuevo (a) preferir (e-ie)la chaqueta viejo (a) querer (e-ie)la falda Colores: bonito (a) quizásla gorra claro (a) feo (a) tener razónla sudadera de sólo un color corto (a) escogerlas botas de un sólo color largo (a) ¿Qué te parece?los calcetines oscuro (a) elegante me parece que…los jeans pastel la talla me gustalos pantalones vivo (a) pequeñalos pantalones cortos mediano (a)los zapatos Patrones: grandeel calzado de puntitos extra grandela corbata floreado (a)los guantes rallado (a) / de rayas, a rayasel sombrerola bufanda


General review: stem changing verbs pensar, querer, preferir; indefinite articles, body parts; adjective/noun agreementNew grammar: Demonstrative adjectives; verb quedar to express fit.


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/ Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task


RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.

Design a clothing item or a fashion according to seasons/weather and/or body partsGive a speech on fashion design

Quarter 2UNIT 4: De Compras, Shopping and PricesAP THEME: Contemporary Life, Global ChallengesAP SUBTHEME: Advertising and Marketing, Economic Issues



S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinionsS 1.2 Students understand and interpret written and spoken language on a variety of topicsS 3.1 Students reinforce and further their knowledge of other disciplinesS 5.1 Students use Spanish both within and beyond the school settingCOMMUNICATION-Interpersonal -Interpretive-Presentational


INTERPERSONAL MODE:• 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 advertisementsclothing materialsgifts and accessoriespricing

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

CULTURES:

• Discuss the importance of specialty shops in Spanish-speaking countries.

• Cross Curricular- Reinforce mathematics skills.

• Reinforce knowledge of geography.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards fashion and shopping.

COMPARISONS:• Compare and contrast specialty shops.

• Compare and contrast traditional currencies from Spanish speaking countries to 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.

Describe Events in the Past

Talk about:Shopping and clothingGifts and accessoriesType of storesPricesEvents in the past tense

Vocabulary:ShoppingGift and accessoriesPlaces to shopPrices/Numbers

Grammar:Preterite tense for regular verbs, and –car/-gar/-zar


advertisements.

PRESENTATIONAL MODE:• 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.

• Make connections between clothing prices in Spanish-speaking countries and the U.S.

endingsDirect object pronounsDemonstrative adjectivesUsing adjectives as nouns

Understand cultural perspectives on gift-giving and shopping in Spanish-speaking countries.

Quarter 2Unit 4

USEFUL VOCABULARY

Shopping Places Gifts and Accessories Prices/Numbers Sales and Purchases Verbs Related to Shopping

Other Useful Words and Phrases

el almacén el bolsa / la bolsa ¿Cuánto cuesta(n)…? ¿En qué puedo servirle? comprar ¿Cuándo?el centro comercial el llavero costar (o-ue) la caja buscar ayerel mercado el monedero el dólar la caja registradora encontrar (o-ue) anteayer / antierla joyería la billetera el euro el/la dependiente anunciar anochela librería la cartera el peso el cajero / la cajera entrar la semana pasadala zapatería el portafolio las monedas el cajero automático gastar el año pasadola tienda el regalo los billetes el cheque (personal) mirar el pasadola tienda de descuentos el anillo el precio el cheque de viajero pagar (por) recientementela tienda de electrodomésticos la pulsera cien el cupón de regalo probarse inmediatamentela tienda de ropa el reloj doscientos (as) en efectivo regatear abierto (a)las tiendas de especialidades (pescadería, panadería, frutería)

el reloj de pulsera trescientos (as) la tarjeta de crédito vender cerrado (a)

las tiendas departamentales los aretes cuatrocientos (as) en descuento la entradala Red el collar quinientos (as) el descuento la salida¿Dónde? la cadena seiscientos (as) la ganga el letrero

el perfume setecientos (as) la liquidación el marcadolos anteojos / las gafas de sol

ochocientos (as) la oferta ¡Uf!

el disco compacto novecientos (as) alto (a) perdónun videojuego cientos bajo (a) ¡Vamos!el software / el programa de computadora

mil barato (a) en realidad

el teléfono celular caro (a) me/te importa (n)mucho hace + time expressionpocotantotan + adjetivo


Quarter 2Unit 4


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 expressionsNew Grammar: Regular preterite tense, including “-car”, “-gar”, and “-zar” verbs; direct object pronouns; demonstrative adjectives; and using adjectives as nouns.

RESOURCES/ ACTIVITIES Realidades I (Chapter 7B), Realildades II (2B), newspaper articles/advertisements, authentic clothing items for ”purchasing”, store advertisements, radio or television advertisements.


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskCreate 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.

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 3Unit 5A: Experiencias, Errands & Places in the CityAP THEME: Family and Communities, Contemporary Life, Personal and Public IdentitiesAP SUBTHEME: Customs and Ceremonies, Travel, Beliefs, and Values



S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.1 Students use Spanish both within and beyond the school settingCOMMUNICATION-Interpersonal -Interpretive -Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE

(Facts & Skills)

INTERPERSONAL MODE:Maintain a discussion related to: Experiencias en la ciudadTalk about:

Errands you did and where you did themCommunity stores and services

Explain: Why you weren’t able to do certain errands or household choresDiscuss: Things you have bought and where you bought them

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 doInteresting places in the city and what to do there

Shopping in open-air markets COMPARISONS:• Compare and contrast: thedifferent places in your community and those of Spanish speaking countries, such as plazas

Talk about running errands in the community

where you wentwhat you bought

Explain why you couldn’t do a certain errand or choreVocabulary:

places around townerrands and chores

Grammar:Direct object pronounsIrregular preterite forms of ir, ser, hacer, tener, estar, poder


Quarter 3Unit 5A

USEFUL VOCABULARY

Places in the community

About Mail Items in a Sporting-Goods Store

Pharmacy Products About Errands Other Useful Words

el banco echar una carta el equipo deportivo el cepillo de dientes cerrar (e-ie) ¡cómo no!el cajero automático el buzón/ los buzones el palo de golf el champú cobrar un cheque carambael centro el correo la pelota el jabón cortar el césped casiel parque el paquete la raqueta de tenis la pasta dental hacer la cama irel centro comercial el sello los patines cuidar a en seguidael cine enviar (i-í) dar de comer al perro / al gato estarel consultorio la carta devolver (o-ue) (un libro) hacerel hospital la tarjeta postal el médico / la médica hastael museo el/la dentista hasta prontoel restaurante ir a pie las diligencias/los deberesel supermercado la gasolina los quehaceresla biblioteca lavar los platos/la ropa/el coche poderla escuela limpiar el baño porla estación de servicios/las estaciones de servicios

llenar (el tanque) pronto

la farmacia pasar la aspiradora quedarsela gasolinera poner la mesa se me olvidóla iglesia quitar el polvo serla librería sacar (un libro) tenerla piscina se abre todavíala playa se cierra varios(as)la plazala tintorería


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


Realidades II (Chapter 3A), Realidades I (Chapter 6B), Selecciones, Spanish television (audio and visual), newspaper advertisements,authentic pictures of places around the community



Listen and understand as people tell where they went, what they did, and give excuses

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 thereCreate a booklet describing the places


around your town and what errands you do there

Quarter 3Unit 5B: Experiencias, Traveling, Vacations, Modes of Transportation, and NationalitiesAP THEME: Personal and Public Identities, Contemporary LifeAP SUBTHEME: Nationalism and Patriotism, Travel



S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.1 Students use Spanish both within and beyond the school setting

COMMUNICATION-Interpersonal -Interpretive -Presentational


INTERPERSONAL MODE:Maintain a discussion related to: Experiencias durante un viaje de vacacionesTalk about:

acitivities done on vacationlocal attractions visitedmodes of transportation usedhow the trip wasthe local people

INTERPRETIVE MODE:• Demonstrates comprehension of content from reading, watching and listening material relating to: what someone did and where he went during his vacation


your best trip or vacation

COMPARISONS:Talk about services availableto Spanish-speakers at localtourist attractions

Talk about travelvacationspast events

Vocabulary:vacation placesactivitiesmodes of transportationnationalities

Grammar:Personal ‘a’Regular and irregular preterite for the verbs aprender, salir, ver, and ir


Quarter 3Unit 5B

USEFUL VOCABULARY

Places to go on Vacation

Things to see on Vacation

Things to do on Vacation Ways to Travel About Your Vacation Other Useful Words

el estadio el animal (comprar) recuerdos a pie ¿Cómo lo pasaste? a tiempoel lago el árbol aprender (a) el aeropuerto ¿Qué hiciste? duranteel lugar el elefante bucear el autobús ¿Qué te pasó? el lugarel mar el león descansar el avión ¿Te gustó? empacarel monumento el mono descansar el barco ¿Viste…? la exposiciónel museo el oso montar a caballo el billete / el boleto como la reservaciónel país el pájaro pasear en bote el camión dime pasarla bien / malel parque de diversiones

el tigre tomar el sol el carro/el coche me divertí tarde

el parque nacional la atracción/las atracciones

tomar fotos el helicóptero el hotel temprano

el río la jirafa visitar el metro el viaje luegoel teatro la serpiente/la culebra el taxi fantástico (a) entoncesel zoológico la tortuga el tren fue un desastre antes / despuesla ciudad en taxi impresionantela obra de teatro la bicicleta ir de vacacioneslas pirámides la motocicleta me gustó

por mar regresarpor tierra salirpor/en tremendo (a)

viviajarvisitar


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


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



Listen and understand as people tell where they went, and what they did during their vacationRead and analyze train/bus/plane/cruise itineraries

Write a letter about a vacation you tookWrite a letter about your dream vacationCreate 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


Quarter 3Unit 6: Tú y Tu ComunidadAP THEME: Families and Communities, Global ChallengesAP SUBTHEME: Citizenship, Environmental Issues



S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.1 Students use Spanish both within and beyond the school setting



INTERPERSONAL MODE:Maintain a discussion related to: Giving directions to get around townTalk about:

getting to places around towngood driving habitsmodes 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


how to get from a starting point to a point of interest

Talk about getting aroundgiving directionspoints of interestgood driving habits

Vocabulary:asking for and giving directionsdriving adviceabout driving

Grammar:Direct object pronouns me, te, nosRegular and Irregular affirmative tú commandsPresent Progressive – irregular forms


Quarter 3Unit 6

USEFUL VOCABULARY

About Driving To give and Receive Driving Advice To ask for and give Directions Other Useful Wordsel camión/los camiones ¡Basta! ¿Cómo se va…? creerel carro ancho (a) a la derecha decirel coche de acuerdo a la izquierda dormirel conductor /la conductora

déjame en paz aproximadamente este (punto cardinal)

el cruce de calles dejar bajar las escaleras (mecánicas)el peatón despacio complicado (a) leerel permiso de manejar esperar cruzar /

cruzar la callenorte

el Puente estar seguro (a) derecho oesteel semáforo estrecho (a) desde pedirel tráfico exceso de velocidad doblar próximo (a)el/la policía me estás poniendo nervioso (a) el metro repetirla avenida peligroso (a) en medio de seguirla carretera quitar girar servirla cuadra tener cuidado hasta surla esquina ya manejar traerla estatua parar vestirla fuente pasarla parada de (autobús, taxi, etc.) porla plaza quedarla señal de pare/ alto seguir (e-i)los pasillos subirponer una multa tener prisa

tomar


Continued use of the present and preterite tenses, and local modes of transportationNew grammar: Direct object pronouns me, te, nos; regular and irregular affirmative tú commands; present progressive – irregular forms


RealidadesII (Chapter 3B), Realidades I (Chapter 8A), Selecciones, Spanish television (audio and visual), newspaper articles, authenticmaps and road signs, workbook part 1 and 2.

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing


Read and listen to advice for establishing good driving habitsRead and listen to driving directions

Create a city map with labelsCreate road signsWrite about things that might happen as

Create a city map with points of interests and labels, then have the class follow your directions to the


IPAs. you drive that would make you nervous different points of interest.

Quarter 4Unit 7A: Celebrando el Pasado, Childhood ActivitiesAP THEME: Families and CommunitiesAP SUBTHEME: Childhood and Adolescence, Friendship and Love



S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.1 Students use Spanish both within and beyond the school setting



INTERPERSONAL MODE:Maintain a discussion related to: childhood toys, pets and activities, and to or for whom something is doneTalk about:

Activities that you used to do as a childPets, toys and games

Describe what you were like as a child

INTERPRETIVE MODE:• Demonstrates comprehension of content from reading, watching and listening material relating to: childhood, pets, toys, and games


What you were like as a child and what you used to do

Compare and contrast nurseryrhymes and songs in Spanish-speakingcountries to those in the US

Talk abouttoysplaying with other childrenwhat you used to dowhat you were like

Vocabulary:ToysAnimalsChildhood activities and placesBehaviors and characteristics

Grammar:The imperfect tense of regular verbs: jugar, hacer, vivirThe imperfect tense of irregular verbs ir, ver, and ser


Quarter 4Unit 7A

USEFUL VOCABULARY

Toys Animals Things you used to do Places Explaining Actions

Personal Characteristics

Other Useful Words

el columpio el gato coleccionar el jardín de infantes de niño (a) bien educado (a)el dinosaurio el perro ir de campamento el patio de recreo de pequeño (a) consentido (a)el juguete /los juguetes

el pez / los peces la escuela primaria la guardería infantil de vez en cuando creativo (a)

el muñeco la lagartija molestar el vecino /la vecina

desobediente

el oso de peluche la tortuga pelearse la verdad generoso (a)el tren eléctrico saltar (a la cuerda) mentir (e-ie) inquieto (a)el triciclo tirar (la bola, la pelota,

las piedras, etc.)obedecer (c-zc) juguetón / juguetona

la colección /las colecciones

ofrecer mentiroso (a)

la cuerda permitir obedientela muñeca por lo general prudentelos bloques portarse bien/mal tímido (a)

todo el mundo travieso (a)


New grammar: Imperfect tense of regular verbs (jugar, hacer, vivir); Imperfect vs. Perfect Preterite; Imperfect tense of irregular verbs ir, ser, ver


RealidadesII (Chapter 4A), Selecciones, Spanish television (audio and visual), newspaper articles, newspaper advertisements, toys, pictures, home videos, storybooks



Interpret other students’ pictures of their childhoodCreate a fable for other students to readWrite captions to a story using the perfect and imperfect preterite

Write a simple storybook (fictional or personal) to share

Create a home video or slideshow


Quarter 4Unit 7B: Celebrando el Pasado, Family, Food, and Holiday CelebrationsAP THEME: Families and Communities, Personal and Public Identities, Global ChallengesAP SUBTHEME:: Family Structures, Beliefs and Values, Nutrition and Food Safety





CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

INTERPERSONAL MODE:Maintain a discussion related to family members, relatives, and holiday celebrations in the pastTalk about:

Family and relativesHow people interactSocial/holiday gatheringsFoods served at certain events

INTERPRETIVE MODE:• Demonstrates comprehension of content from reading, watching and listening material relating to descriptionsabout a person from the past, holiday celebrations and family.

PRESENTATIONAL MODE:• Produce an oral or written report on or about:

Compare and contrast types of foods eaten at social gatherings. 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


Holiday celebrationsSocial gatheringsFamily/friends interactionsFoods served at certain events

Quarter 4Unit 7B

USEFUL VOCABULARY

Family Talking about people About Special Events Food Other Useful Wordsel abuelo la madrastra contar (o-ue) (chistes) ¡Felicidades! arroz con gandules antiguo (a)el bisabuelo la madre el / la bebé alrededor de arroz con leche beberel cuñado la madrina feliz casarse (con) el dulce comerel hermanastro la nieta los mayores cumplir años el helado el cuchilloel hermano la prima llevarse bien/mal charlar el jamón el mantelel hijastro la sobrina llorar divertirse (e-ie) el lechón el platoel nieto la suegra reírse (e-í) el aniversario el pavo el tenedorel padrastro la tía reunirse el carbón (for children who

have been bad)el pescado el vaso

el padre los abuelos el del día festivo el pollo es un sueñoel padrino los hermanos el desfile el postre frecuentementeel primo los padres el día de los Reyes Magos el queso habíael sobrino los parientes Manners and Customs el pesebre el refresco la cucharael suegro los tíos abrazar(se) enorme el rosca/roscón de reyes la mesael tío besar(se) felicitar el turrón la servilletafamilia, la dar(se) la mano hacer un picnic la comida la sillala abuela despedirse (e-i) de la boda la manzana la tazala bisabuela los modales la costumbre las bebidas los regalosla cuñada saludar(se) la fiesta de sorpresa las tapas mientras (que)la hermana sonreír (e-í) la navidad las uvas ofrecerla hermanastra la reunión /

las reunioneslos mariscos poner

la hijastra las fiestas patronales los pastel de tres leches recordar (o-ue)las luces los pasteles retirar(se)los fuegos artificiales los polvorones sentar(se)los villancicos los tamales servir(se)nacerNochebuenaNocheviejaregalar

RECYCLED/ONGOING TOPICS/STRUCTURES Imperfect tense, reflexives, “-ito” and “-isimo”, adjective/noun agreement (review). Present and preterite tense (review)

RESOURCES/ Realidades II (Chapter 4B), family trees, magazines, menus, cookbooks, advertisements, product labels, plastic foods or


ACTIVITIES 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,



Dramatizations WebQuest about a Hispanic holiday, present and do a mock celebrationCelebrate as a class a special Hispanic holiday

Select a Hispanic celebration and present to the classCreate a scrapbook/family photo album and illustrate pictures of family members celebrating a special holiday

LCPS

Spanish III Curriculum GuideWorld Languages and Cultures

LCPS

2013-2014

Spanish III – SY 2013 - 2014AP THEME: Global ChallengesAP SUBTHEME: Environmental issues ***The HEALTH theme has been eliminated from Spanish III, it is covered in Spanish IV***

Recommended pacing: 4 weeks

Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to 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 stories, poems, and/or skits.SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to Global Challenges.• Discuss and/or debate Natural Disasters.• 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.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 presentationreflecting current trends and/or attitudes insociety related to The appropriate preparation for Emergencies and Natural Disasters.

CULTURES:• Explore attitudes when reacting to Weather disasters within our community, the United States, and the world.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards historical weather disasters within our community, the United States, and the world..

COMPARISONS:• Compare and contrast The educational preparedness between the United States and Spanish- speaking countries.

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 communities and cultural events.

Develop the ability to talk about world events, natural disasters, and relief efforts.

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/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, comic strips, listening to: audio/video programs and news broadcasts.

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.

Spanish III – SY 2013 - 2014AP THEME: Global ChallengesAP SUBTHEME: Health issues


Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to 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 stories, poems, and/or skits.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to Global Challenges.• Discuss and/or debate Health Issues resulting from accidents.• 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• Evaluates and interprets written texts and materials on Past weather and natural disasters.PRESENTATIONAL MODE:• Produce oral and written reports on an accident and medical emergencies.• Produce an activity showing the ways to report an accident specific to parts of the body.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to health care, insurance, alternative medicines, medical terminology.

CULTURES:• Explore attitudes when reacting to medical care and ambulance services in Spanish speaking countries.

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.

COMPARISONS:• Compare and contrast emergency medical care and ambulance services in the United States and Spanish- speaking countries.

COMMUNITIES:• Explore Health and accidents in your own community or your school and compare them to issues in Spanish- speaking communities.

• Identify local Spanish-speaking communities and cultural events.

Develop the ability to talk about health, emergency situations, emergency medical care, and hospital visits.

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



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.

AP THEME: Contemporary LifeAP SUBTHEME: Leisure and Sports, Ideals of Beauty, & Music


Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.

Spanish III – SY 2013 - 2014SIII.2 The student will demonstrate skills necessary to 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, combining learned and original language in increasingly complex sentences and paragraphs.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 knowledge of connections between Spanish and other subject areas.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to Contemporary Life.• Discuss and/or debate beauty pageants, sports, competitions related to daily life.• 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.• Evaluates and interprets written texts and materials on Past sporting events and competitions.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 presentationreflecting current trends and/or attitudes insociety related to interviews, reports, event results.

CULTURES:• Explore attitudes when reacting to various Hispanic sports, competitions, and competitive events.

CONNECTIONS:• 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..

COMPARISONS:• Compare and contrast Hispanic sporting events to U.S. sporting events.

COMMUNITIES:• Explore Sporting events in your own community or your school and compare them to issues in Spanish-speaking communities.

• Identify local Spanish-speaking communities and cultural events.

Develop the ability to communicate opinions andknowledge of sports, competitions, and contests.

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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, listening to: audio/video of sporting events/contests, interviews, and news broadcasts.

Oral conversations and free talk, debate about sporting events and cultural impact on society around the world.

Dramatizations, comic strips, create presentation on athletes.

AP THEME: Beauty and AestheticsAP SUBTHEME: Ideals of Beauty, Music, Performing Arts, Social impact of technology


Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.

Spanish III – SY 2013 - 2014SIII.2 The student will demonstrate skills necessary to 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 stories, poems, and/or 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 knowledge of connections between Spanish and other subject areas.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to Television and Movies.• Discuss and/or debate movie genres and television programming.• 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 movies• 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.

CULTURES:• Explore attitudes when reacting to the impact of Spanish films/ actors in the entertainment industry.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards the impact of Spanish actors in the United States and the world.

COMPARISONS:• Compare and contrast the film rating industry, award ceremonies, habits between the United States and Spanish-speaking countries.

COMMUNITIES:• Explore Television and Movies in your own community or your school and compare them to issues in Spanish-speaking communities.


Develop the ability to talk about television, explain how you feel about watching television, understand culturalperspectives on televisionprograms and movies inSpanish-speaking countries, discuss movie plots and characters, give opinions about movies.

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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues/reviews, comic strips, listening to: audio/video reviews.

Oral conversations, free talk, discuss: movies, opinions, actors, rating.

Dramatizations create a movie or trailer.

AP THEME: Families and CommunitiesAP SUBTHEME: Customs and Values


Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.

Spanish III – SY 2013 - 2014SIII.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 stories, poems, and/or 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 discuss in Spanish why similarities and differences exist within and among cultures.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to Meals, foods, traditional dishes, recipes, and cooking.• Discuss and/or debate Camping and cooking outdoors vs. indoors.• Express and explain Information about cooking and recipes.• Express opinions and react to Traditional Hispanic foods and recipes.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to Traditional dishes and recipes.• Evaluates and interprets written texts and materials 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.

CULTURES:• Explore attitudes when reacting to The traditional foods used in Hispanic dishes/recipes.• Compare and contrast The regional cuisine of Spanish- speaking countries.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards Healthy eating/preparation.

COMPARISONS:• Compare and contrast The traditional dishes and foods of the United States and Spanish- speaking countries.

COMMUNITIES:• Explore Hispanic restaurants and regional cuisine in your own community or your school.


Talk about food and cooking,tell others what not to do,describe what people generallydo, understand culturalperspectives on recipes, foodpreparation, special foods andoutdoor food vendors, discussfood and outdoor cooking, tellpeople what to do or not to do,indicate duration, exchange,reason, and other expressions

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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, comic strips, listening to: audio/video programs and cooking shows.

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.

AP THEME: Contemporary LifeAP SUBTHEME: Travel


Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to 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.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.

Spanish III – SY 2013 - 2014SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.SIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the Spanish language.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to Travel and international travel.• Discuss and/or debate Vacation plans and travel.• Express and explain Information about travel reservations, airports, and flights.• Express opinions and react to Travel recommendation.INTERPRETIVE MODE:• 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.PRESENTATIONAL MODE:• Produce oral and written reports on Vacation and travel recommendations.• Produce an activity showing Tourism and Travel arrangements.• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Travel reservations, airports, and flights.

CULTURES:• Explore attitudes when reacting to Modes of transportation in Spanish- speaking countries.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards International tourism and travel accommodations.

COMPARISONS:• Compare and contrast Tourist sites in the United States and Spanish -speaking countries.

COMMUNITIES:• Explore Travel in your own community or your school and compare them to issues in Spanish- speaking communities.


Talk about visiting an airport, plan for a trip to a foreign country, read about travel destinations in Spanish- speaking countries, understand cultural perspectives on traveling, discuss appropriate tourist behaviors, discuss differences among hotels between the United States and Spanish- speaking countries, and discuss various tourist attractions to visit in different Spanish -speaking countries.

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



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.

AP THEME: Contemporary LifeAP SUBTHEME: Professions ***This unit was added to the Spanish III curriculum as a brief review to reinforce the future tense. ***


Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to 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.

Spanish III – SY 2013 - 2014SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs.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 knowledge of connections between Spanish and other subject areas.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to Professions.• Discuss and/or debate Jobs and future professions.• 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.• Evaluates and interprets written texts and materials on Job descriptions.PRESENTATIONAL MODE:• 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.

CULTURES:• Explore attitudes when reacting to various education systems and teenage employment in Hispanic countries.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards Future career and education choices.

COMPARISONS:• Compare and contrast Teenage employment and lifestyle in Spanish-speaking countries to that in the United States.

COMMUNITIES:• Explore Job descriptions in your own community or your school and compare them to issues in Spanish- speaking communities.


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.

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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, listening to: audio/video of interviews and classified ads.

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.

AP THEME: Global ChallengesAP SUBTHEME: Environmental Issues


Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to 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, combining learned and original language in increasingly complex sentences and paragraphs.SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.

Spanish III – SY 2013 - 2014SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)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 issues.• 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.

CULTURES:• Explore attitudes when reacting to the impact of conversation in 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.

COMPARISONS:• Compare and contrast the environmental impact of tourism and conservation practices in the United States and Spanish- speaking countries.

COMMUNITIES:• Explore Environmental Issues in your own community or your school and compare them to issues in Spanish- speaking communities.


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.

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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues/reviews, comic strips, listening to: audio/video on environmental concerns.

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.

AP THEME: Science and TechnologyAP SUBTHEME: Future Technologies, The New Media, and Social Impact of Technology


Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.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 knowledge of connections between Spanish and other subject areas.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive


Spanish III – SY 2013 - 2014-Presentational (Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to The use of technology.• Discuss and/or debate Technological advances.• Express and explain The use of technology.• Express opinions and react to Technological advances.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to The use of technology.• Evaluates and interprets written texts and materials on The use of technology and technological advances.PRESENTATIONAL MODE:• Produce oral and written reports on The use of technology.• Produce an activity showing Technological advances.• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Technological advances and the use of technology.

CULTURES:• Explore attitudes when reacting to the impact and use of technology in Spanish-speaking countries.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards technological uses and advances in the United States and the world.

COMPARISONS:• Compare and contrast the technological advances in the United States and Spanish- speaking countries.

COMMUNITIES:• Explore Technology usage in your own community or your school and compare them to issues in Spanish- speaking communities.


Be able to have basic understanding of a Spanish language website; be able to talk basically about the technology that students use on a daily basis.

USEFUL VOCABULARY Vocabulary related to technology and the computer. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Continuous computer lab usage. Review the use of commands and the future tense.

RESOURCES/ ACTIVITIES Spanish websites. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues/reviews, comic strips, listening to: audio/video on the use of technology and technological advances.

Oral conversations, free talk, discuss: the use of technology and technological advances.

Continuous computer lab usage; creating their own Spanish language webpage; web quests; create a pamphlet for the school TRT in Spanish on computer usage

LCPS

Spanish IVH Curriculum GuideWorld Languages and Cultures

LCPS

2013-2014

Spanish IV Honors– SY 2013 - 2014

AP THEME: Contemporary Life

AP SUBTHEME: Leisure and Sports, Housing and Shelter, Travel

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 unit.

Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend 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 expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language. •SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to camping/ecotourism.

• Discuss and/or debate camping/ecotourism.

• Express and explain camping/ecotourism.

• Express opinions and react to camping/ecotourism.

INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to camping/ecotourism.

• Evaluates and interprets written texts and materials on camping/ecotourism.

PRESENTATIONAL MODE:• Produce oral and written reports on camping/ecotourism.

• Produce an activity showing the preparation of a successful and safe camping site.

• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to safety and respect for the environment while camping or enjoying

CULTURES:• Explore attitudes when reacting to ecotourism and the treatment of nature by ecotourists.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards national parks and ecotourism.

COMPARISONS:• Compare and contrast national parks.

COMMUNITIES:

• Explore camping/ ecotourism in your own community or your school and compare them to issues in Spanish- speaking communities.

• Identify local Spanish- speaking communities and cultural events related to camping and ecotourism.

•Preterit/imperfect•Present subjunctive with verbs of influence•camping vocabulary•ecotourism vocabulary


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 linternael 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

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 aboutcurrent weather events, readings from Aventuras Literarias : "Una Carta a Dios" p. 57, "PoemaXXIII" 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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWriting based on the analysis of a listening and writing source.

Simulated conversation about a camping trip.

Present a plan for 3 day itinerary to a National Park of student’s choosing.

http://www.fs.usda.gov/elyunque


AP THEME: Global ChallengesWe 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:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend 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 expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to conservation of the environment and where the environment is headed in the future.

• Discuss and/or debate the most important environmental issue.

• Express and explain how to conserve the environment.

• Express opinions and react to the role of the individual citizen in the conservation of the environment.

INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to conservation of the environment.

• Evaluates and interprets written texts and materials on conservation of the environment.

CULTURES:• Explore attitudes when reacting to the conservation of the environment.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards conservation of the environment.

COMPARISONS:• Compare and contrast views towards conservation of the environment in the U.S. and Spanish- speaking countries.

COMMUNITIES:

• Explore conservation of the environment in your own community or your school and compare them to issues in Spanish- speaking communities.

• Identify local Spanish- speaking communities and cultural events related to conservation of the environment.

•Preterit/imperfect•Present subjunctive with verbs of influence•environment vocabularyFuture tense


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 presentationreflecting current trends and/or attitudes insociety related to the conservation of the environment.

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.ver-taal.com/telediario.htm Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWrite an article for your school newspaper about how students can conserve the environment using a listening and writing source to write the article.

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.

http://www.ver-taal.com/telediario.htm


http://www.greenpeace.org/mexico/es/

http://www.fan-bo.org/fan/


AP THEME: Beauty and Aesthetics

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:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.;•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.



(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to different styles of art, dance, and/or theater.

• 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 and/or dance.

• Express opinions and react to a work of art (song, painting, sculpture, etc.)

INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to art, dance, music, architecture, and/or theater.

• Evaluates and interprets written texts and materials on art, dance, music, architecture, ,and/or theater.

PRESENTATIONAL MODE:• Produce oral and written reports on the history of art, dance, music and/or theater.

CULTURES:• Explore attitudes when reacting to a work of art Or example of architecture

CONNECTIONS:• Make connections between historical contexts and current attitudes towards works of art or building.

COMPARISONS:• Compare and contrast views towards works of art or architecture over the years in different countries and styles.

COMMUNITIES:• Explore works of art or architecture in your own community or your school and compare them to issues in Spanish- speaking communities.

• Identify local Spanish -speaking communities and cultural events related to art, dance, theater, architecture, and/or music.

•Preterit/imperfect•Present subjunctive with verbs of influence•art/music/theater/dance/ architecture vocabulary


• Produce an activity showing understanding of an artist’s style and life.

• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to music, art, dance and/or 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

RESOURCES/ ACTIVITIESInternet virtual museum - www.museodelprado.es/en ; Realidades III chap. 2; Draw a famous work basedon an oral description; Critical reviews of famous works; Readings from Ventanas Dos: "De Paseo porEl Prado" p. 46, "Arte del Mundo Hispano" p. 60 ; art books and museum guides, list of cohesivedevices for writing., http://www.ver-taal.com/telediario.htm. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writings.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWriting based on the analysis of a listening and writing source.

Interview a student about a personal work of art.

Write an imaginary interview of a famous artist.

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.



AP THEME: Global Challenges and Contemporary Life

AP SUBTHEME: Health Issues, Nutrition and Food Safety, Leisure and Sports


Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.;•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 and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to leading a healthy lifestyle.

• Discuss and/or debate the benefits/challenges of living a healthy.

• Express and explain how to lead a healthy lifestyle and the changes one may have to make with regard to nutrition/exercise.

• Express opinions and react to global health issues, exercise, and the different diets available.

INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to diet and exercise.

• Evaluates and interprets written texts and materials pertaining to nutrition and exercise.

CULTURES:• Explore attitudes when reacting to differing diet/exercise plans.

CONNECTIONS:• Make connections between eating right and exercise and how it affects lifestyle, mood, etc.

COMPARISONS:• Compare and contrast views towards diet and exercise.

COMMUNITIES:• Explore different nutrition/exercise plans.

• Identify local Spanish- speaking communities and cultural events related to nutrition and exercise.

Commands Subjunctive Direct/Indirect Object

Pronouns used separately.


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

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.pdfTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead an article about healthy eating, watch a video about childhood obesity, and write a wellness plan for someone your age.

Write a dialogue between a student and a personal trainer.

Write a dialogue between two students in which one makes suggestions for improving the other student’s lifestyle.

Make a promotional video advertising a new exercise/diet plan (student must explain meals for a given day and lead exercises).

http://www.eligevivirsano.cl/wp-content/uploads/2012/01/Guia-Alim-ActFis-y-Tabaco_Minsal2.pdf

http://kidshealth.org/parent/en_espanol/general/myplate_esp.html

http://www.choosemyplate.gov/en-espanol.html


AP THEME: Families and Communities

AP SUBTHEME: Family Structures, Friendship and Love


Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.•SIV.5 The student will present in Spanish student-created and culturally authentic essays, poetry, plays, and/or stories.•SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community.•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.



(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to some type of conflict.

• Discuss and/or debate the benefits/challenges of types of family structures.

• Express and explain how to deal with a conflict.

• Express opinions and react to how people have dealt with conflict.

INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to conflicts.

• Evaluates and interprets written texts and materials on conflicts.

CULTURES:• Explore attitudes when reacting to conflicts/relationships.

CONNECTIONS:• Make connections between conflicts and relationships.

COMPARISONS:• Compare and contrast conflicts between friends and conflicts between family members.

COMMUNITIES:• Explore conflicts and relationships.

Subjunctive Nosotros Commands Por/para Relationship/Conflict

vocabulary Present Perfect


PRESENTATIONAL MODE:• Produce oral and written reports on suggestions for conflict resolution.

• Produce an activity showing conflict resolution.

• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to conflict resolution/relationships.

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; chismearRecognition: 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, estarequivocado/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

RESOURCES/ ACTIVITIESMovies: "Viva Cuba", “La Misma Luna”, telenovelas, Songs: "Pobre Juan" by Maná, "Mojado" &"Si el Norte fuera el Sur" by Ricardo Arjona. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead/Listen to a conflict and then write about the two sides of the conflict or pick a side and defend it.

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 an e-mail describing a problem/conflict to “Dear Abby” / La Doctora Corazón or respond to a pre-written e-mail as “Dear Abby”.

Write/Speak about a conflict they have had in their life and how they resolved it.


AP THEME: Contemporary Life

AP SUBTHEME: Professions/Education


Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend 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 present in Spanish student-created and culturally authentic essays, poetry, plays, and/or stories.•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 discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community.•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to some type of job you would like in the future.

• Discuss and/or debate the benefits/challenges of different types of jobs.

• Express and explain how to deal applying for a job.

CULTURES:• Explore attitudes when reacting to types of available jobs.

CONNECTIONS:• Make connections between your skill set and the type of job you want in the future.

COMPARISONS:• Compare and contrast available jobs or volunteer opportunities in your community and why you would/would not like to do them.

COMMUNITIES:• Explore jobs and volunteer opportunities.

Subjunctive Future Conditional Perfect tenses Demonstrative

pronouns


• Express opinions and react to what it would be like to work different jobs.

INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to employment/job choice

• 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 presentationreflecting current trends and/or attitudes insociety 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 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

RESOURCES/ ACTIVITIESClassified ads in Spanish, Job applications written in Spanish that can be found online or in the community.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead a classified ad and apply for a job citing the skills that they have

Write a dialogue in groups of two in which one student is the employer

Present information to the class about the education/experience


that would make them a good candidate for the job.

and one is the person applying for the job.

Create a pretend job fair in the classroom.

needed for different careers.

AP THEME: Personal and Public Identities

AP SUBTHEME: Beliefs and Values, Multiculturalism


Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend 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 discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community.•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to the role of student government in a high school.

• Discuss and/or debate the rights/responsibilities of students in a high school.

• Express and explain how students can make changes through student government.

CULTURES:• Explore attitudes when reacting to student government and student rights and responsibilities.

CONNECTIONS:• Make connections between student government and student rights and responsibilities.

COMPARISONS:• Compare and contrast student government and student rights and responsibilities in U.S. and Spanish-speaking countries.

COMMUNITIES:• Explore student government and student rights and responsibilities of the Spanish-speaking world.

Present/Imperfect Subjunctive

Conditional Commands


• Express opinions and react to the role of student government in a high school.

INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio 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 showing understanding of student government and student rights and responsibilities.

• Produce an oral or written presentationreflecting current trends and/or attitudes insociety 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

RECYCLED/ONGOING TOPICS/STRUCTURES present subjunctive with impersonal expressions, commands

RESOURCES/ ACTIVITIESRealidades 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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead an election speech and listen to a related listening and answer questions related to both.

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).



AP THEME: Science and Technology

AP SUBTHEME: Discoveries and Inventions, Future Technologies, The New Media, Social Impact of Technology


Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topicsrelated to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend 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 discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community.•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational


(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to the future.

• Discuss and/or debate new technologies.

• Express and explain views on technology use in schools.

CULTURES:• Explore attitudes when reacting to future/technologies/professions in the future.

COMPARISONS:• Compare and contrast future/technologies/professions in the future in US and Spanish-speaking countries.

COMMUNITIES:

Present/Imperfect Subjunctive

Future Conditional Perfect tenses Direct and Indirect

Object Pronouns


• Express opinions and react to new inventions.

INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio 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.

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 presentationreflecting current trends and/or attitudes insociety related to future/technologies/professions in the future.

CONNECTIONS:• Make connections betweenfuture/technologies/professions in the future.

• Explore future/technologies/professions in the future of the Spanish-speaking world.

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 andindirect object pronouns

RESOURCES/ ACTIVITIESRealidades 3 Chapters 5 & 6, personal ads in newspapers, selections from Conversación yControversia: "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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead an article about technology and listen to a related audio. Answer questions about both.

Simulated conversation – conversation about future plans.

Present about what will happen in their lives in the future.

.

LCPS

Spanish VH Curriculum GuideWorld Languages and Cultures

LCPS

2013-2014

Spanish V Honors– SY 2013 - 2014

AP THEME : Personal and Public IdentitiesAP SUBTHEME : Alienation and Assimilation, Language and Identity, Multiculturalism, Nationalism and Patriotism

Essential Question : How do history and geography affect language and culture ?

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 unit.

Virginia State Foreign Language Standards of Learning for Level 5:National/State 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 participationCOMMUNICATION-Interpersonal -Interpretive-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.

Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).

USEFUL VOCABULARY See vocabulary lists for Spanish V curriculum entitled history. See vocabulary lists for Spanish V curriculum entitled geography.

RECYCLED/ONGOING TOPICS/STRUCTURESPresent tense, ser vs. estar, gustar & similar verbs, nouns & articles

RESOURCES/ ACTIVITIESStudents research 2-3 major political parties of Spain. Have some students represent a particular political party and present their political platform. Conduct a mock election where students must justify their choice.Students select a controversial current event in Spain (the veil issue, bullfighting polemic). Have students come up with advantages and disadvantages (Using a Venn diagram or other graphic organizer)


ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task



NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.

The students will read (as a class lead by the teacher) one of the literary works from the pacing guide. Have students find symbols and roles and discuss, analyze. This could be in oral or written production form.

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.


AP THEME : Contemporary LifeAP SUBTHEME : Education, Holidays and Celebrations, etc.

Essential Question : How does nationalism affect everyday life in Spain ?


Virginia State Foreign Language Standards of Learning for Level 5: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.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


Write an editorial on a current issue. Examine and discuss socio-cultural elements

represented via the Internet. Continue to explore cultural components of

Internet. Write, review, and edit own writing with

teacher guidance. Present to class information learned from

research paper using technology

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).


Explore every day events which occur in the target country(s) using multiple sources.

Compare and contrast male and female heroes from both cultures and how people celebrate their heroes


Travel (true or vicarious trip) with family or school on vacation to a country where target language is spoken.

Attend museum with target culture exhibit on display.

Explore an area of interest on the Internet.


USEFUL VOCABULARY See vocabulary lists for Spanish V curriculum entitled history. See vocabulary lists for Spanish V curriculum entitled economy.

RECYCLED/ONGOING TOPICS/STRUCTURESAdjectives, passive voice, negative & affirmative expressions, summary of the indicative vs. subjunctive

RESOURCES/ ACTIVITIESStudents read a text written using high frequency words from Spain that may have a different connotation/denotation in different areas. The students will attempt to identify the Latin American version of the Spanish words. Example: Almuerzo = morning snack in Spain. Almuerzo = lunch in most of Latin America.Students read an excerpt from El poema de Mio Cid. Students use the Internet to find examples of how El Cid is represented in Spain. Students compare El Cid to an American hero of their choice, including both their lives and their representations today.

Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher ExchangeASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task




Students use an online Spanish newspaper (www.elpais.es) to find a current event related to regionalism/nationalism in Spain. They write an editorial in response to the event. Students later edit their writing with teacher guidance.

Students will write a blog, letter, or email post of 60-80 words based on a teacher-chosen current event in Spain. To follow up, students must respond/comment on classmates’ postings.

Students work in groups to research the effects of nationalism in the regions of Spain as assigned to them by their teacher. Students must use a variety of authentic texts and media to obtain their information. Each group researches a different region and creates a Glog (www.glogster.edu ) to present the information. Students then share their Glogs with the class.

http://www.glogster.edu/

http://www.elpais.es/


AP THEME : Personal and Public IdentitiesAP SUBTHEME : Multiculturalism, Nationalism and Patriotism, Alienation and Assimilation, Language and Identity

Essential Question : What is Spain’s impact on the world ?


Virginia State Foreign Language Standards of Learning for Level 5: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.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


Identify and understand organizational elements of writing.

Proofread compositions, checking for cohesiveness, flow of ideas, and clarity of meaning.

Identify and discuss significant individuals/heroes and events in the target culture(s).

Analyze the literature and arts that depict cultural products, practices and perspectives.

Read with understanding written materials in target language(s) (e.g., current periodicals) about social, political and economic is-sues pertinent to the target culture.

Describe the regions of the target culture(s).

Examine how target culture immigrants to the U.S. preserve their cultural traditions.

Use a map to retrace the military campaigns/journeys of famous historical figures.

Recognize that vocabulary conveys different meanings in various contexts.

Examine various genres of literature and oral communication to hypothesize the worldviews of different cultures.

Compare and contrast tangible products of the target cultures and their own (e.g., dress, toys, sports, equipment, etc.).

Visit local establishments or social clubs owned and managed by native speakers.



USEFUL VOCABULARY See vocabulary lists for Spanish V curriculum entitled human rights and economy.

See vocabulary lists for Spanish V curriculum entitled geography.

RECYCLED/ONGOING TOPICS/STRUCTURESPero vs. sino, time expressions with hacer, use of the infinitive, transitional expressions

RESOURCES/ ACTIVITIESThe students work in pairs to come up with Spanish words and expressions commonly used by English speakers.Research and describe (written or orally) the economic impact brought by the Spaniards to the New World. Examples: Grapes,


sugar, bananas, oranges, horses, cattle, coffee, pigs, chickens.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents will select one of the four trips of Christopher Columbus and write journal entries (ship-log) from the perspective of a crew-member on the ship. They should include the name of the ship, and they should provide background information on the trip.

Students will role play the interaction of the Spaniards/Natives upon arrival in the New World.

The students will research one of the following themes to orally present to the class: (1) Justify why October 12 has a different name and meaning in Spain and Latin America: Día de la Hispanidad vs. Día de la Raza. (2) Research and describe the economic impact brought by the Spaniards to the New World and vice versa. Examples: Spain: Grapes, sugar, bananas, oranges, horses, cattle, coffee, pigs, chickens, etc. New World: gold, chocolate, tomatoes, squash, etc.



AP THEME : Global ChallengesAP SUBTHEME : Diversity issues, economic issues, human rights, environmental issues

Essential Question : What are the causes and effects of migratory movements?


Virginia State Foreign Language Standards of Learning for Level 5: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


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).


Write an editorial on a current issue. Examine and discuss socio-cultural elements

represented in a text (e.g. values, attitudes and beliefs).


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).


Demonstrate how idiomatic expressions reflect culture.

Recognize that vocabulary conveys different meanings in various contexts.

Compare and contrast career choices and social roles in the target cultures and their own.


Visit local establishments/social clubs owned and managed by native speakers.

Engage in simple conversations with native-speaker personnel at site visited.


USEFUL VOCABULARY See vocabulary lists for Spanish V curriculum entitled geography, and history.

See vocabulary lists for Spanish V curriculum entitled human rights and economy.

RECYCLED/ONGOING TOPICS/STRUCTURES Preterit tense, imperfect tense, the preterit vs. the imperfect

RESOURCES/ ACTIVITIESThe students watch the movie La misma Luna and write an essay related to who is the most affected, the one who leaves or the one left behind.Students use an online Spanish language newspaper to find a current event related to migration in Mexico, Guatemala, Honduras, El Salvador. They write an editorial in response to the event. Students later edit their writing with teacher guidance.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange





Students use online Spanish language newspapers to find a current event related to migration in Mexico, Guatemala, Honduras, El Salvador. They write an editorial in response to the event. Students later edit their writing with teacher guidance.

The students debate the advantages and disadvantages of immigration based on the information they have researched.

The students watch the movie Al OtroLado (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.


AP THEME : Global ChallengesAP SUBTHEME : Human Rights, Peace and War, Economic issues

Essential Question : What role do cartels and drug trafficking play in global economy and social issues?


Virginia State Foreign Language Standards of Learning for Level 5: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


Defend position on a given social topic. Continue to express own thoughts and

opinions on topics of social and personal interests such as music, literature, the arts and the sciences.


Present to class information learned from research paper using technology (e.g. video, etc.).


Identify and analyze the role of television in sharing attitudes and values in the target culture(s).

Study and analyze the cultural perspectives and practices in the films of the target culture.





Explore cultural components on the internet.


USEFUL VOCABULARY See vocabulary lists for Spanish V curriculum entitled human rights.

See vocabulary lists for Spanish V curriculum entitled economy.

RECYCLED/ONGOING TOPICS/STRUCTURESProgressive forms, telling time, the subjunctive in adjective clauses, reflexive verbs

RESOURCES/ ACTIVITIESStudents use an online Spanish language newspaper to find a current event related to drug trafficking in Mexico, Guatemala, Honduras, El Salvador. They write an editorial in response to the event. Students later edit their writing with teacher guidance.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange





Students read an article provided by the teacher and listen to a related audio selection (suggested websites: www.audistico.es, www.informador.com.mx). They respond with a “quick-write.”

Students use the “quick-write” from the “Interpretive Task” column to exchange viewpoints with a partner.

Students work in groups to research the effects that narcotrafficking has had in the U.S. – Mexico border. Students must use a variety of authentic texts and media to obtain their information. Each group researches a different border state and creates a Glog (www.glogster.edu) to present the information. Students then share their Glogs with the class.

http://www.informador.com.mx/

http://www.audistico.es/


AP THEME : Personal and Public IdentitiesAP SUBTHEME : Multiculturalism, Language and Identity, Nationalism and Patriotism

Essential Question : How can indigenous cultures influence the development of identity?




INTERPERSONAL MODE: Debate the value of specific cultural

traditions. Continue to express own thoughts and

opinions on topics of social and personal interests such as music, literature, the arts and the sciences.

Engage in more conversations on a variety of topics.

Write and present an original story.

Continue to identify roles and responsibilities of men, women and children in the target culture(s).

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).

Analyze the literature and arts that depict cultural products, practices and perspectives.

Recognize and/or taste/make foods and crafts from target culture(s).

Read with understanding written materials in target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.

Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).

Recognize words in the target language heard/seen outside of school.



USEFUL VOCABULARY See vocabulary lists for Spanish V curriculum entitled history. See vocabulary lists for Spanish V curriculum entitled geography.

RECYCLED/ONGOING TOPICS/STRUCTURESPor vs. para, to become, prepositions, past subjunctive

Students discuss Mesoamerican indigenous cultures based on their research and identify how it has impacted the culture of


RESOURCES/ ACTIVITIES Mexico, Honduras, Guatemala, and El Salvador.Resources: www.cdi.gob.mx (Mexican indigenous groups), www.unpan.org (in search field type in name of indigenous group)Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents will read articles on different indigenous topics at different learning stations and will complete an information packet to summarize their learning.

After reading an authentic article from the Mesoamerican countries about struggles the indigenous cultures face presented by the teacher, half of the students will take the “pro” side and half will take the “con” side and will debate. (Example: http://www.consumer.es/web/es/solidaridad/2004/02/25/96216.php or other similar article)

Students will orally present how indigenous cultures have been, and will be, important in preserving the national identity of a specific country.

http://www.consumer.es/web/es/solidaridad/2004/02/25/96216.php

http://www.consumer.es/web/es/solidaridad/2004/02/25/96216.php


http://www.unpan.org/

http://www.cdi.gob.mx/


AP THEME : Global ChallengesAP SUBTHEME : Peace and War, Human Rights

How do extremist groups impact political systems?


Virginia State Foreign Language Standards of Learning for Level 5: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


(Facts & Skills) Write an editorial on a current issue. Examine and discuss socio-cultural elements

represented in a text (e.g. values, attitudes and beliefs).


Apply skills of critical analysis to oral communication.

Write, review and edit own writing with teacher guidance.


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

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 See vocabulary lists for Spanish V curriculum entitled history.

See vocabulary lists for Spanish V curriculum entitled human rights.

RECYCLED/ONGOING TOPICS/STRUCTURESThe subjunctive in noun clauses, object pronouns, commands

In small groups, choose one of the focus countries, research the various extremist groups on the


RESOURCES/ ACTIVITIES internet/library and make a chart comparing and contrasting the viewpoints of the groups.Students choose one of the focus countries, construct and illustrate a timeline showing the political development from Spanish conquest OR independence to the present,with an emphasis on extremist influence.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents 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.

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.



AP THEME : Beauty and AestheticsAP SUBTHEME : Literature, Music, performing arts, visual arts

How can dictatorships affect the stimulation of artistic talents?


Virginia State Foreign Language Standards of Learning for Level 5: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.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


(Facts & Skills) Defend position on a given social topic. Continue to initiate and maintain discussions

where some responses may be unpredictable (e.g. scenarios).

Continue to obtain information on another’s thoughts and opinions (e.g. current social, political or environmental issues).

Proofread and peer-edit writing. Present to class information learned from

research paper using technology (e.g. video, etc.).

Use elements of humor, irony and satire of the target language in written and oral presentations.

Self-monitor and self-evaluate language use according to audience.

Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns.


Compare and contrast cultural meaning of proverbs, sayings, jokes, riddles in target language/cultures and US. This may be carried out partly in English (e.g. “You move your fee and you lose your seat.”/”El que se va a Sevilla/melipilla, pierde su silla.”).



USEFUL VOCABULARY See vocabulary lists for Spanish V curriculum entitled economy.

See vocabulary lists for Spanish V curriculum entitled history and human rights.

RECYCLED/ONGOING TOPICS/STRUCTURES Possessive adjectives/pronouns, demonstrative adjectives/pronouns, future tense, conditional tense

RESOURCES/ ACTIVITIES Students research media from a selected country on the internet (newspapers, news programs) and write an opinion piece on whether there is political bias reflected in the media.Students read novel/watch movie of “El tiempo de las mariposas”. Discuss in class how politics affected the lives of the Mirabal sisters.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange




NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.

Students will read the poem(s) associated with the United Fruit Company and identify and research the dictators mentioned in the poem.ANDStudents will listen to a song and illustrate their interpretation of the song and how it has to do with dictatorships. (Examples of songs: “El Politico” by Kinito Mendez, “Me cambiaron las preguntas”by Santarosa, “Señor Matanza” by Manu Chao)

Students create a mock radio interview with partners based on the artists they have researched in the “Presentational Task”. They should include questions about the interpretation and meaning of their art.

Students choose an artist who has been influenced by a political system and research and prepare ppt/brochure/poster/presentation, etc.


AP THEME : Science and TechnologyAP SUBTHEME : Future Technologies, Social Impact of Technology

Based on the example of the Panama Canal, how can technology shape the dynamics of trade patterns?




(Facts & Skills) 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.



Suggest possible solutions to economic and environmental challenges faced by the target culture(s).

Describe the regions of the target culture.


Read literary texts and relate them to the historical period about which or in which they were written.

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.


USEFUL VOCABULARY See vocabulary lists for Spanish V curriculum entitled economy.

See vocabulary lists for Spanish V curriculum entitled history and geography.

RECYCLED/ONGOING TOPICS/STRUCTURESrelative pronouns, qué vs. cuál, the neuter lo, if clauses

RESOURCES/ ACTIVITIESStudents read article in portfolio on proposed Chinese-Colombian canal and create a Venn diagram comparing and contrasting the two canals.Students watch video on Panama Canal and summarize key points on Promethean board.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange





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.

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.


AP THEME : Families and CommunitiesAP SUBTHEME : Citizenship, Family Structures, Age and Class

How are families and communities affected by political oppression?




(Facts & Skills) 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.


Read literary texts and relate them to the historical period about which or in which they were written.




Prepare article for school newspaper in target language about cultural aspects of target countries.

Establish and maintain communication with peers in the target culture.


USEFUL VOCABULARY See vocabulary lists for Spanish V curriculum entitled human rights.

See vocabulary lists for Spanish V curriculum entitled history.

RECYCLED/ONGOING TOPICS/STRUCTURESsubjunctive in adverbial clauses, comparatives and superlatives, adverbs, diminutives and augmentatives

RESOURCES/ ACTIVITIESIn pairs, students write a dialogue between a member of a past totalitarian government and a victim of torture or a child of “desaparecidos”. Present the dialogues in class.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange




Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents watch movie “Cautiva ” or “La historia oficial ” and explain in writing how government policies affected the main characters.ORStudents research in articles and on internet to determine how countries (e.g., Argentina, Chile, Uruguay) are responding in the present to atrocities from the past. Write a summary for one country.

Students will work in pairs to create an interview of a grandparent of a “desaparecido” or one of the military officers.

Students choose one of the “desaparecidos” from the website (http://www.desaparecidos.org/arg/victimas/muro2.html) or from the article on Vision that has enough information to give an oral presentation of the background of the person they’ve chosen.


AP THEME : Science and TechnologyAP SUBTHEME : Future technologies, Intellectual property, Social impact of technology

How can a country influence the development of technology looking specifically at the example of countries in South America?


Virginia State Foreign Language Standards of Learning for Level 5: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


(Facts & Skills) 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.


Identify and understand organizational elements of writing (e.g. titles, paragraphs, bibliography).





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.



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.).



USEFUL VOCABULARY See vocabulary list for Spanish V curriculum entitled economy.

RECYCLED/ONGOING TOPICS/STRUCTURESpresent perfect, present perfect subjunctive, uses of se, past participles used as adjectives

RESOURCES/ ACTIVITIESStudents research the currencies of the area and discuss in class how they have been affected by globalization.




Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents 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.

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.



AP THEME : Contemporary LifeAP SUBTHEME : Education, Professions, Housing and Shelter, Leisure and Sports

How have indigenous people influenced the politics and culture of today?


Virginia State Foreign Language Standards of Learning for Level 5: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


(Facts & Skills) 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.



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.).



Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture.

Explore cultural components on the Internet.



USEFUL VOCABULARY See vocabulary list for Spanish V curriculum entitled economy.

See vocabulary list for Spanish V curriculum entitled history and human rights.

RECYCLED/ONGOING TOPICS/STRUCTURESpresent perfect, present perfect subjunctive, uses of se, past participles used as adjectives

Students compile a Glog summarizing in text and pictures the European effect across the region as presented


RESOURCES/ ACTIVITIES throughout the quarter.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskTeachers 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.

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.


LCPS

Spanish AP Language and CultureWorld Languages and Cultures

agoetz

[Pick the date]

Spanish AP– SY 2013 - 2014

AP THEME : Families and CommunitiesAP SUBTHEME : Friendship and Love, Family structures¿Qué es para ti ser un(a) buen(a) amigo(a)?

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 unit.

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.



(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to friendship.• Discuss and/or debate characteristics of a good/bad friend.

CULTURES:• Explore attitudes when reacting to cultural differences in friendship.

COMPARISONS:• Compare and contrast types of friendships.

See vocabulary and grammar topics for the unit. Additional resources are available on VISION.


• 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:• 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.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to friendship.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards multicultural/international friendships..

COMMUNITIES:

• Explore interpersonal relationships in your own community or your school and compare them to issues in Spanish speaking communities.

• Identify local Spanish/speaking communities and cultural events.

USEFUL VOCABULARY Refer to appropriate “Families and Community” vocabulary lists as provided by teacher.

RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 1 and Lección 2 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.

RESOURCES/ ACTIVITIESVENN 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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents will read situations dealing with friendships and will discuss the situations and their responses/viewpoints in pairs/groups.

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.



AP THEME : Families and CommunitiesAP SUBTHEME : Family Structures

¿Cómo mejoramos la vida familiar en nuestro país?













COMMUNICATION-Interpersonal -Interpretive



-Presentational (Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to the family unit.• Discuss and/or debate issues in the family.• Express and explain family dynamics.• Express opinions and react to family interaction.

INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to the extended family.• Evaluate and interpret written texts and materials on family issues.PRESENTATIONAL MODE:• Produce oral and written reports on roles in the family.• Produce an activity showing family dynamics.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to family structures.

CULTURES:• Explore attitudes when reacting to the importance of family.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards family unit..

COMPARISONS:• Compare and contrast family relationships in the United States and Spanish-speaking cultures.

COMMUNITIES:• Explore family elements in your own community or your school and compare them to issues in Spanish speaking communities.



USEFUL VOCABULARY Refer to appropriate “Families and Community” vocabulary lists as provided by teacher.


RESOURCES/ ACTIVITIESConversation 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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to and/or read a selection from and respond to content / analysis questions based on the reading.

Suggested readings/options:La Casa en Mango Street (VISION)Los gallinazos sin plumas (story)

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

Students write an alternate ending to the story they have read.



Esperanza renace (http://edsitement.neh.gov/lesson-plan/esperanza-rising-learning-not-be-afraid-start-over)

family).

AP THEME : Science and TechnologyAP SUBTHEME : New Media, Social impact of technology

¿Cómo afecta la tecnología la vida cotidiana ?










Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

http://edsitement.neh.gov/lesson-plan/esperanza-rising-learning-not-be-afraid-start-over




Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.





(Facts & Skills)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”.• 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 presentationreflecting current trends and/or attitudes insociety related to social media.

CULTURES:• Explore attitudes when reacting to the use of technology in schools.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards old and new technology..

COMPARISONS:• Compare and contrast the use of technology among generations.

COMMUNITIES:• Explore technological advancements in your own community or your school and compare them to issues in Spanish speaking communities.



USEFUL VOCABULARY Refer to appropriate “Science and Technology” vocabulary lists as provided by teacher.

RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 6 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.

RESOURCES/ ACTIVITIESBrainstorm a list of technologies teen use in everyday lifeImagine what kind of technologies will exist in the futureInterview 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 ExchangeASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents 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.

Example:Los indignados en EspañaLa primavera árabeEl rol de la blogger Yoani Sanchez

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.

AP THEME : Beauty and AestheticsAP SUBTHEME : Ideals of beauty

¿Qué considera el turista oferta cultural de un país?

















(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to tourism.• Discuss and/or debate effects of tourism on Spanish-speaking countries.• 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.PRESENTATIONAL MODE:• Produce oral and written reports on literature.• Produce an activity showing a visual art.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to ideals of beauty.

CULTURES:• Explore attitudes when reacting to artistic heritage.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards the performance arts..

COMPARISONS:• Compare and contrast traditional and modern artistic identity.

COMMUNITIES:• Explore the arts in your own community or your school and compare them to issues in Spanish speaking communities.



USEFUL VOCABULARY Refer to appropriate “Beauty and Aesthetics” vocabulary lists as provided by teacher.Refer to Lección 5 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.



RESOURCES/ ACTIVITIESChoose a country and research cultural highlights to use in future projects.Listening activity in Ver-taal.com “Los turistas extranjeros en España”. http://www.ver-taal.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 ExchangeASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents 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.

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.

AP THEME : Contemporary LifeAP SUBTHEME : Rites of Passage¿Por qué la sociedad y las distintas culturas necesitan establecer ritos de pasaje ?







http://www.ver-taal.com/noticias_20090830_turistas.htm











(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to adulthood.• Discuss and/or debate housing/shelter and independence.• Express and explain customs related to adulthood.• Express opinions and react to different rites of passage.INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to becoming an adult.• 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.

CULTURES:• Explore attitudes when reacting to different cultural rites of passage.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards the idea of adulthood..

COMPARISONS:• Compare and contrast indigenous and non-indigenous rites of passage.

COMMUNITIES:• Explore age identity in your own community or your school and compare them to issues in Spanish speaking communities.




• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to tradition .USEFUL VOCABULARY Refer to appropriate “Contemporary Life”

vocabulary lists as provided by teacher.


RESOURCES/ ACTIVITIESInvestigate how your own family celebrates different stages of life, and discuss in groups or pairs the similarities and 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.htmTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents 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.

Students write an interview to someone from another culture in their class about what their “Rites of Passage” are and then find a Spanish-speaker 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 Spanish-speaker 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?”

AP THEME : Global ChallengesAP SUBTHEME : Health Issues, Nutrition and Food Safety¿Por qué debe prestar atención la sociedad a los problemas médicos ?




Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions


http://www.desdeamerica.org.ar/pdf/texto10_ind.htm


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.











(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to nutrition.• Discuss and/or debate different illnesses.• Express and explain preventative medicine.• Express opinions and react to home remedies.

INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to health issues.• Evaluate and interpret written texts and materials on current health trends.PRESENTATIONAL MODE:

CULTURES:• Explore attitudes when reacting to how health issues impact society.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards medical treatments..

COMPARISONS:• Compare and contrast traditional and current medicine.

COMMUNITIES:• Explore home remedies in your own community or your school and compare them to issues in Spanish speaking communities.

• Identify local Spanish speaking



• Produce oral and written reports on traditional medicine.• Produce an activity showing solutions to a health issue.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to body image.

communities and cultural events.

USEFUL VOCABULARY Refer to appropriate “Global Challenges” vocabulary lists as provided by teacher.


RESOURCES/ ACTIVITIESStudents 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 TaskStudents 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.

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.



AP THEME : Personal and Public IdentitiesAP 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 ?















(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to feminism.• Discuss and/or debate machismo.

CULTURES:• Explore attitudes when reacting to gender discrimination.

COMPARISONS:• Compare and contrast social values on gender.

See vocabulary and grammar topics for the unit. Additional resources


• Express and explain stereotypes.• Express opinions and react to gender roles.

INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to gender in the media.• Evaluate and interpret written texts and materials on multiculturalism.PRESENTATIONAL MODE:• Produce oral and written reports on beliefs and values.• Produce an activity showing the reversal of gender roles.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to results of gender reversal.

CONNECTIONS:• Make connections between historical contexts and current attitudes towards gender identity..

COMMUNITIES:• Explore gender expectations in your own community or your school and compare them to issues in Spanish speaking communities.


are available on VISION.

USEFUL VOCABULARY Refer to appropriate “Personal and Public Identities” vocabulary lists as provided by teacher.


RESOURCES/ ACTIVITIESRead the literature on VISION.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


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read a selection and cite comparisons / contrasts with the origins of their native countries.

Examples:Sor Juana: “Los hombres necios”Las de barranco“Superwoman” by Gloria Velasquez“Me quieres blanca” by Alfonsina StorniOther similar literature (i.e., articles found on VISION)

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.)


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