LCPS
Spanish I - AP Curriculum GuideWorld Languages and Cultures
LCPS
2014-2015
LCPS
Spanish I Curriculum GuideWorld Languages and Cultures
LCPS
2014-2015
Spanish I, page 1 of 53
ACCORDING TO MODES OF COMMUNICATION
The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes.
Interpersonal Interpretive PresentationalActive negotiation of meaning among individuals
Interpretation of what the author, speaker, or producer wants the receiver of the message to understand
Creation of messages
Participants observe and monitor one another to see how their meanings and intentions are being communicated.
One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer
One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.
Adjustments and clarifications are made accordingly.
Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective
To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture
Speaking and listening (conversation); reading and writing (text messages or via social media)
Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials
Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint)
*Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012
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Spanish I- SY 2014 – 2015
AP THEME: PERSONAL AND PUBLIC IDENTITIESAP SUBTHEME: Language and Identity
Recommended pacing: 3 weeks
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level:
SI.1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.
SI.2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time.
SI.2.2 Use proper formal and informal forms of address in familiar situations.
SI.3.1 Identify key words, cognates and some formulaic expressions when listening and reading.
SI.3.3 Follow simple instructions, such as those about classroom procedures or for using computers and other classroom technology.
SI.4.1 Differentiate among basic types of statements, questions, and exclamations.
SI.7.2 Identify key customs and traditions of Spanish-speaking cultures, such as greetings, celebrations, holiday practices, and forms of address that demonstrate politeness.
SI.10.1 Recognize cognates, genders, level-appropriate idioms, and differences in writing systems.
SI.10.2 Recognize differences in sound systems including basic sound distinctions and intonation patterns and their effects on the communication of meaning.
COMMUNICATION-Interpersonal
-Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
•Maintain a discussion related to greetings, farewells, and feelings
•Discuss the alphabet, and feelings
•Express and explain the use of the formal and informal forms
CULTURES:
Students demonstrate an understanding between the formal vs. the informal forms of address in Spanish speaking countries
CONNECTIONS:
Talk about new vocabulary through the recognition of cognates. Similarities between Spanish and English alphabet.
COMPARISONS:
Compare and contrast the Spanish language and the cultures in the countries where it is spoken
Compare and contrast the social norm of formal vs. informal address between Spanish speaking countries and the
Verbs ser and estar Respond to basic
interrogatives (who, what, where, when, why, how)
Express feelings and emotions
Respond to basic classroom commands
Exchange greetings
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Spanish I- SY 2014 – 2015
to address people
•Express opinions about feelings and emotions
INTERPRETIVE MODE:
•Demonstrate comprehension of content from authentic audio visual texts relating to greeting exchange.
•Interpret written texts and materials on formal and informal form of address.
PRESENTATIONAL MODE: •Produce an activity showing proper pronunciation, greetings and farewells, and expressing feelings and emotions.
Explore attitudes or feelings when reacting to gaining knowledge and understanding of other cultures.
.
United States
COMMUNITIES:
Explore social issues in your own community or your school and compare them to issues in Spanish speaking communities.
Identify local Spanish speaking communities and cultural events
and farewells with friends or when meeting a new person.
Alphabet and pronunciation
Numbers 0-20
USEFUL VOCABULARY
SALUDOSPALABRAS
INTERROGATIVASMANDATOS
SENTIMIENTOS Y ESTADOS FÍSICOS
OTRAS PALABRAS Y EXPRESIONES
de bienvenida respuestasabreopen
estar
to be (temporary)
¿Cómo se deletrea?How do you spell…? señora
Mrs.
¡Buenas noches!Good Evening! /Good Night!
(muy) bien
(very) well
¿Adónde?To where?
caminawalk
estar asustadoto be scared
¿Cómo se dice?How do you say…?
señorita
Miss
¡Buenas tardes!Good Afternoon!
¿Y tú?And you? (inf.)
¿Cómo?How?
cierraclose
estar cansado (a)to be tired
¿Cómo se escribe?How do you write…?
ser
to be (permanent characteristics)
¡Buenos días!Good morning!
¿Y usted?And you? (form.)
¿Con quién?With whom?
correrun
estar contentoto be happy/content
¿Cómo te llamas?What's your name?
Soy……I am
¡Hola!Hello!
de nadayour welcome
¿Cuál?/¿Cuáles?Which?/Which ones?
entregahand in
estar emocionado ¿Cuántos años tienes? te presento a…
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Spanish I- SY 2014 – 2015
to be excited How old are you? this is...
¿Qué tal?What's up!How is it going?
igualmentelikewise
¿Cuándo?When?
levanta la manoraise your hand
estar enfermoto be sick
¿Qué quiere decir?What does it mean?
tengo
I have
¿Cómo está usted?How are you (formal)?
más o menos
more or less
¿Cuánto/a (s)?How many?
repiterepeat
estar enojadoto be angry
eres
You are (informal)
tiene
he/she/it has
you have (formal)
¿Cómo estás tú?How are you (inf.)?
mucho gustopleased to meet you
¿De dónde?From where?
siéntatesit down
estar felizto be happy
es
he/she/it is
you are (formal)
tienes
you have (informal)
¿Qué pasa?What's up?
What's happening?
¿Dónde?Where?
silenciosilence
estar ocupadoto be busy
está
he/she/it is
you are (formal)
números del 1-20
de despedida¿Por qué?Why?
estar preocupadoto be worried/preoccupied
estás
you are (informal)
Yo tengo ___años
I am ___years old
¡Adiós!Good Bye!
¿Qué?What?
estar triste
to be sad
estoy
I am
él/ella tiene ___años
he/she is __years old
¡Nos vemos!We'll see each other!
¿Quién?Who?
tener
to have
graciasthank you
hasta luego'til later
porque because
tener calor to be hot
Me llamo...My name is...
hasta mañana'til tomorrow
tener fríoto be cold
nada nothing
tener hambreto be hungry
por favorplease
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Spanish I- SY 2014 – 2015
tener sedto be thirsty
Se llama...his/her/you (form.) name is...
tener sueñoto be sleepy
señorMr.
RECYCLED/ONGOING TOPICS/STRUCTURES
¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? Me llamo____. ¿Cuál es tu nombre? Me llamo ____. ¿Cuántos años tienes tú? ¿Cuántos años tiene él/ella? ¿Qué letra es? ¿Cómo se escribe ____? Deletrea la palabra______. ¿Qué dice aquí? ¿Cómo se dice? Usted vs. Tú. Números del 1-20
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Written dialogues, dramatization, oral conversations, free talk, comic strips, group work, picture as clue to meaning, transparencies, spelling, rhyming, listen to audio program, journal, create a picture dictionary
For introductions, arrange students into two circles (an inner circle facing outwards and an outer circle facing in) where students face each other. Have students take turns greeting each other and then have the circles move in different directions. Repeat the greetings with a new student.
“Moo! Spanish Greetings” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1271.htmlASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read , understand, and be ready to answer the questions the teacher will ask you about the reading. Notice that not all the answers may appear in the reading. You may need to infer information.
Use the A/B prompt to create a dialogue with a partner. Make sure you include everything you may require to answer the given prompt.
Describe a picture using the vocabulary suggested.
Prepare a presentation on a given topic.
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Spanish I- SY 2014 – 2015
AP THEME: PERSONAL AND PUBLIC IDENTITIESAP SUBTHEME: Language and Identity
Recommended pacing: 1 week
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level :
SI 1.2 Express likes and dislikes, requests, descriptions, and directions.
SI 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
SI 3.1 Identify key words, cognates and some formulaic expressions when listening and reading.
SI 4.1 Differentiate among basic types of statements, questions, and exclamations.
SI 5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
•Maintain a discussion related to what people are like
•Discuss physical descriptions and personality traits of self and others
•Express opinions about what people are like
INTERPRETIVE MODE:
•Demonstrate comprehension of content from authentic audio visual texts relating to personality traits and the human body.
•Interpret written texts and materials on descriptions.
PRESENTATIONAL MODE:
•Produce an activity showing proper use of adjectives when describing self and others.
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
Verb ser Personal pronouns Respond to personal
questions. Use positive and negative
statements to agree/disagree.
Identify the body parts. Say what hurts. Respond appropriately to
questions. Describe you and your family
members using adjectives Identify and apply the
correct gender (masculine & feminine) of nouns and adjectives
Definite and Indefinite Articles
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Describe pictures by using adjectives.
Write phrases using adjectives.
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Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
Q1
ADJETIVOSPRONOMBRES
PERSONALESCUERPO HUMANO DESCRIPCION FÍSICA
OTRAS PALABRAS
Y EXPRESIONES
arriesgado(a)daring
pacientepacient
yoI
el cuelloneck
alto(a)tall
el pelo¿Cómo eres?What are you like?
artístico (a)artistic
perezoso(a)lazy
túYou - informal
el hombre/los hombresman/men
anciano(a)elderly
castañobrown hair
¿Cómo es?What is he/she/you(f) like?
atlético(a)athletic
reservado(a)reserved
ustedYou - formal
el pie/los piesfoot/feet
bajo(a)short
cortoshort (length)
¿Cómo se llama?What's his/her/your(f) name?
bueno(a)good
serio(a)serious
él/ellahe/she
la bocamouth
bonito(a)pretty
el pelohair
¿De dónde eres?
Where are you from?
cansado(a)tired
simpático (a)friendly
nosotros/nosotraswe
la cabezahead
calvobald
largo
long (length)
¿Eres…?Are you…?
contento(a)happy/content
sociablesociable
vosotros/vosotrasyou - plural
la mujer /
las mujereswoman/women
el bigotemustache
liso/laciostraight hair
¿Qué te duele?
What hurts?
deportistasports-minded/sporty
talentoso (a)talented
ustedesyou - plural
la nariznose
flaco(a)skinny
negroblack
a vecessometimes
desordenado(a)disorganized/messy
trabajadorhard-working (masc.)
ellos / ellasthey
las manoshands
gordo(a)fat
oscuro
dark
de acuerdoagreed
estudioso(a)studious
trabajadorahard-working (fem.)
las piernaslegs
guapo(a)handsome
pelirrojo(a)redhair
deof, from, about
extrovertido(a)extrovert
los brazosarms
tez blanca
light skin
rizadocurly
demasiadotoo, too much, too many
generosogenerous
los dedosfingers
tez morena
dark skin
rubio(a)blonde el amigo
male friend
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Spanish I- SY 2014 – 2015
gracioso (a)funny
los ojoseyes
el chicoboy/guy
impaciente
impacient
enin, on, at
inteligenteintelligent
entoncesso, the
malo (a)bad
ARTÍCULOS DEFINIDOS
ARTÍCULOS INDEFINIDOS
eres
you are
negativo (a)negative
el/lathe
un/una a/an
esis
ocupado(a)busy
los/lasthe
unos/unassome
estar de acuerdoto be in agreement
ordenado(a)organized
la amiga
female friend
la chicagirl/gal
le gustahe/she/you(f) likes
me duele ________
my ______ hurts
muyvery
ni…..ninor…nor
no estoy de acuerdoI don't agree
no le gustahe/she/you(f)
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Spanish I- SY 2014 – 2015
doesn't like
no soyI'm not
según mi familiaaccording to my family
segúnaccording to
soy de…
I’m from …
soyI am
un poco (de)a little (of)
vives
you live
vivir
to live
vivo
I live
RECYCLED/ONGOING TOPICS/STRUCTURES
Greetings and interrogative words.
¿Dónde vives? Vivo en ____. ¿De dónde eres? Soy de ____. ¿Cómo eres? “Ser” + adjective
RESOURCES/ ACTIVITIES
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
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Spanish I- SY 2014 – 2015
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Create a chart/graph to demonstrate the different physical traits in the class
*Communicative Performance Assessments
Write a letter/e-mail describing yourself
Create posters showing a body with labeled parts
Give a speech to ‘incoming’ students to describe personality traits in your class
Have each student create a ‘show and tell mystery bag’
Have each student give a ‘Según mi...(familia, amigos, etc.)’ presentation
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Spanish I- SY 2014 – 2015
AP THEME: CONTEMPORARY LIFEAP SUBTHEME: Leisure and Sports
Recommended pacing: 3 weeks
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level :
S 1.2 Express likes and dislikes, requests, descriptions, and directions.
S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
S 2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time.
S 3.1 Identify key words, cognates and some formulaic expressions when listening and reading.
S 3.2 Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support.
S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message.
S 5.1 Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources.
COMMUNICATION-Interpersonal -Interpretive-Presentational
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 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
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
Verb gustar Identify -ar- er-& -ir infinitive
verbs. Gustar + infinitive, Gustar + noun Discuss which hobbies they
like, dislike and prefer. Identify sports and favorite
hobbies. Express agreement or
disagreement with también and tampoco.
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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.
Compare sports.
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Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
Q1
ACTIVIDADES Y PASATIEMPOS VERBOS SUSTANTIVOSGUSTAR
Me Gusta/No me gusta
OTRAS PALABRAS
Y EXPRESIONES
bailarto dance
jugar al baloncestoto play basketball
pasear en bote (el)to ride a boat
no sé jugarI don't know how to play
el animador /
la animadoracheerleader
(A mí) me gusta _____.I like to _______.
¿Cuántas veces?
How many times?
cantarto sing
jugar al fútbol americanoto play football
patinarto skate
poderto be able to
el atletismotrack and field
(A mí) me gusta más _____.I like to _______ better.
a vecessometimes
chatear
to chat on line
jugar al fútbolto play soccer
practicar deportesto practice sports
preferirto prefer
el ciclismocycling/biking
(A mí) me gusta mucho_____.I like to _______ a lot.
favorito(a)
favorite
coleccionarto collect
jugar al tenisto play tenis
practicar gimnasia
to do gymnastics
quererto want
el equipoteam
(A mí) no me gusta nada___.I don't like to_____ at all.
haythere is/are
comprarto buy
jugar pelota/ al béisbolto play baseball
tocar la guitarrato play the guitar
saberto know how to
el golfgolf
(A mí) no me gusta___.I don't like to_____.
los deportessports
correrto run
jugar videojuegosto play videogames
tomar el sol
to sunbathe
salirto exit
el jugadorplayer
A mí también.I do too./ Me too.
los ejerciciosexercises
dibujarto draw
jugarto play
trabajarto work
sé jugarI know how to play
el pasatiempopasstime
A mí tampoco.I don't like to ___either.
muchoa lot
enviar mensajes de texto
to text
la lucha librewrestling
usar la computadorato use the computer
tú quieres
you want
el patinajeskating
ni…nineither…nor, not…or
muyvery
escribir cuentosto write stories
leer novelas (las)to read novels
ver la teleto watch TV
tú sabes
you know
el tiempo librefree time
no le gusta...he/she doesn't like...you don't like... (formal)
oor
escuchar músicato listen to music
leer revistas (las)to read magazines
ver una películato see a movie
yo quiero
I want
la cancha de…
…court
no te gusta…you don't like… (informal)
pero a veces…..but sometimes...
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Spanish I- SY 2014 – 2015
esquiarto ski
leerto read
viajarto travel
yo sé
I know
la nataciónswimming
¿Qué más te gusta hacer?What else do you like to do?
perobut
estudiarto study
levantar pesasto lift weights
jugarto play
la piscinapool
¿Qué te gusta hacer?
What do you like to do?
pocoa little
hablar por teléfonoto talk on the phone
montar en bicicletato ride a bike
¿Qué te gusta más?What do you like better?
preferir
to prefer
hacerto do
montar en monopatínto ride a skateboard
¿Te gusta______?Do you like to ____?
pueswell
hacer ejercicioto do exercise
montarto ride
¿Y a ti?And you?
siif
ir a la escuelato go to school
nadarto swim
le gustahe/she likes/you like (formal)
síyes
ir a pasearto go for a walk/stroll
pasar tiempo con amigosto spend time with friends
me gustaI like
también
also/too
tampoco
neither
RECYCLED/
ONGOING TOPICS/
STRUCTURES
Vocabulario relacionado con los saludos, las partes del cuerpo, las emociones, y la personalidad
Gustar + infinitive, gustar + noun
Agreement and disagreement with the verb gustar
Ni…ni
RESOURCES/ Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
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Spanish I- SY 2014 – 2015
ACTIVITIES
SSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read and respond to a pen pal’s letter Read cultural information about after-school activities in
Spanish speaking countries and answer questions Use a story map graphic organizer to identify parts of a
story
Create an entry on a voice thread discussion
Perform a dialog between students discussing what activities they like.
Use an illustration of a sport or two as a prompt for discussion between two students
Write a response to a pen pal’s letter
Create and present a display information about student’s pen pal and their country
Create and present a slideshow about your favorite activities
List all the vocabulary words to describe likes and dislikes
Write complete sentences to describe students in a Spanish speaking country
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Spanish I- SY 2014 – 2015
AP THEME: GLOBAL CHALLENGESAP SUBTHEME: Environmental Issues
Recommended pacing: 2 weeks
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level:
SI.1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
SI.2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time.
SI.3.1 Identify key words, cognates and some formulaic expressions when listening and reading.
SI.4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message.
SI.5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns.
SI.7.1 Identify main viewpoints of the cultures, such as those relating to the concept of time, education, transportation, and the roles of family members.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
•Maintain a discussion related to the weather, seasons and dates
•Discuss and/or debate the weather
•Express opinions about the weather and the seasons
INTERPRETIVE MODE:
•Demonstrate comprehension of content from authentic audio visual texts relating to the weather, dates and time.
CULTURES:
Students will demonstrate understanding on the difference in telling time and the date in Spanish speaking countries, and the perspectives on timeliness.
CONNECTIONS:
Students will be able to determine the seasons between the two hemispheres.
COMPARISONS:
Compare and contrast the seasons between hemispheres.
Compare and contrast the way to tell time and date between Spanish speaking countries and the United States
Compare the calendar (e.g. the beginning of the week) between Spanish speaking countries and the United States
COMMUNITIES:
Explore social issues in your
Verbs estar and hacer Numbers 20-100 Telling time in analogue
and digital forms Describe the weather Telling the date Starting the week on
lunes
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Spanish I- SY 2014 – 2015
•Evaluate and interpret written texts and materials on weather, dates and time.
PRESENTATIONAL MODE: •Produce an activity showing ability to talk about the weather and tell time.
own community or your school and compare them to issues in Spanish speaking communities.
Identify local Spanish speaking communities and cultural events
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Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
Q1
EL CLIMA/LAS ESTACIONES
LOS DÍASLOS MESES LA HORA
OTRAS PALABRAS Y EXPRESIONES
el climael añoyear
eneroJanuary
¿A qué hora es/son…?
At what time is …?
¿Cómo está el clima?How's the weather?
está lloviendoit's raining
el calendario calendar
febreroFebruary
¿Qué hora es?
What time is it?
¿Cuál es la fecha?What's the date?
está nevandoit's snowing
el díaday
marzo
March
de la mañana
in the morning
¿Qué día es hoy?What day is today?
hace buen tiempo
it’s nice
el mesmonth
abrilApril
de la noche
in the evening
¿Qué tiempo hace hoy?What's the weather today?
hace calorit's hot
la semanaweek
mayoMay
de la tarde
in the afternoon
números 20-100
hace fríoit's cold
los días de la semana
junioJune
en punto
o’clock
¿Cuándo es tu cumpleaños
When is your birthday?
Hace mal tiempo
it’s bad
lunesMonday
julioJuly
es la… / son las…
it is…
Mi cumpleaños es…
My birthday is…
hace solit's sunny
martesTuesday
agostoAugust
menos cuarto
quarter to / fourty five
el cumpleaños
birthdate
hace vientoit's windy
miércolesWednesday
septiembreSeptember
y cuarto
quarter after / fifteen
¿Cuándo se celebra …?
When is…?
hay tormentathere's a storm
juevesThursday
octubreOctober
y media
half past / thirty
la temperature
temperature
viernesFriday
noviembreNovember
Spanish I, page 20 of 53
Spanish I- SY 2014 – 2015
llueveit rains
sábadoSaturday
diciembreDecember
nieva
it snows
domingoSunday
soleadosunny
las estaciones
del año
el inviernowinter
el veranoSummer
la estaciónseason
el otoñoFall/Autumn
la primaveraSpring
RECYCLED/ONGOING TOPICS/STRUCTURES
Recycle vocabulary for feelings and emotions related to the weather. ¿Cómo está el clima? ¿Qué día es hoy? ¿En cuál estación del año estamos? ¿Qué tiempo hace hoy? Hace ____. Está ____. ¿Hace calor? ¿Hace frío? El cumpleaños
May introduce time concept here and expand it further and fully with the School/Schedule unit.
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 “Moo! Spanish Calendar” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1275.html
Spanish I, page 21 of 53
Spanish I- SY 2014 – 2015
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read , understand, and be ready to answer the questions the teacher will ask you about the reading. Notice that not all the answers may appear in the reading. You may need to infer information.
Use the A/B prompt to create a dialogue with a partner. Make sure you include everything you may require to answer the given prompt.
Describe a picture using the vocabulary suggested.
Prepare a presentation on a given topic.
Spanish I, page 22 of 53
Spanish I- SY 2014 – 2015
AP THEME : CONTEMPORARY LIFEAP SUBTHEME: Education
Recommended pacing: 5 weeks
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level :
S 1.2 Express likes and dislikes, requests, descriptions, and directions.
S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
S 2.2 Use proper formal and informal forms of address in familiar situations.
S 3.2 Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support.
S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message.
S 5.2 Present basic information about topics such as oneself, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on present time.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
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. Tell time. Identify, talk about and
describe different classes. Conjugate regular -ar verbs. Compare classes and
teachers using comparative structures
Describe the location of classroom objects.
Estar + preposition of location
Use ordinal numbers to describe their schedules.
Spanish I, page 23 of 53
Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
Q2SUSTANTIVOS PREPOSICIONES ADJETIVOS VERBOS
NÚMEROS ORDINALES
el archivofiling cabinet
la banderaflag
a la derecha deto the right of
aburrido/aborring
aprenderto learn
primero /afirst
el armario/el casillerolocker
la bibliotecalibrary
a la izquierda deto the left of
desordenado/adisorganized
asistirto attend
segundo/ asecond
el asistenteassistant
la cafeteríacafeteria
afueraoutside
difícilhard
enseñarto teach
tercero/ athird
el aula/el salón/ la sala de clasesclassroom
la carpeta de argollasthree-ring binder
al centrocenter
divertido/aamusing, fun
enviar un correo electrónicoto send an e-mail
cuarto/ afourth
el bolígrafo / la plumapen
la carpetafolder
al lado denext to
fácileasy
estudiarto study
quinto/ afifth
el borradoreraser
la compañerapartner (female)
allá/allíthere, over there
favorito / afavorite
hablarto talk
sexto/ asixth
el cartelposter
la computadora/el ordenadorcomputer
aquíhere
interesanteinteresting
hacer la tareato do homework
séptimo/ aseventh
el compañeropartner (male)
la enfermeríaclinic
arriba deabove
práctico/apractical
hacerto do
octavo/ aeighth
el cuadernonotebook
la goma/la pegaglue
cerca denear to
necesitarto need
noveno/ aninth
el diccionariodictionary
la grapadorastapler
debajo deunder
ADJETIVOS POSESIVOSpresentarto present
décimo / atenth
el director/rector
la directora/rectora
principal
la hoja de papelsheet of paper
delante dein front of
mi(s)my
salirto exit
el disco compactocompact disk
la memoria portatilUSB drive
dentro de
inside of
tu(s)your (informal)
tener que…to have to…
el enfermero/la enfermera la mesatable
después de after
su(s)his/her/your (formal)
Spanish I, page 24 of 53
Spanish I- SY 2014 – 2015
nurse
el escritorioteacher's desk
la mochila
backpack
detrás de behind
nuestro/a (s)our
ARTÍCULOS DEFINIDOS
MATERIAS /LAS CLASES
el gimnasiogym
la oficinaoffice
en frente dein front of
vuestro/a (s)your
el/lathe
matemáticasmathematics
el laboratorio
laboratory
la pantallaelectronic screen
en medio de in between
sutheir/your (formal)
los/lasthe
españolSpanish
el lápizpencil
la papeleragarbage can
enon
historiahistory
el librobook
la pizarra/el pizarrónblackboard/whiteboard
encima deon top of
COMPARATIVOSARTÍCULOS INDEFINIDOS
biologíabiology
el maestro/el professor
la maestra/la profesorateacher
la pruebaquiz
lejos defar from
más...quemore...than
un/una a/an
educación físicaphysical education
el mapamap
la puertadoor
el/la más…que…
the most …than
unos/unassome
inglésEnglish
el pasillohallway
la silla chair
músicamusic
el programaprogram
la tableta electrónicatablet
artes plásticasart
el pupitrestudent's desk
la tareahomework
ciencias naturalesnatural science
el ratónmouse
la ventanawindow
ciencias socialessocial science
el recreorecess
las tijerasscissors
tecnologíatechnology
el relojclock
un examenexam
el almuerzolunch
Spanish I, page 25 of 53
Spanish I- SY 2014 – 2015
el sacapuntaspencil sharpener
el civismo
civics
el tecladokeyboard
el/la estudiantestudent
RECYCLED/ONGOING TOPICS/STRUCTURES
Expand on the concepts of telling time. Expand on definite articles, gender, and number agreement. ¿A qué hora tienes la clase de _____? ¿Cuándo tienes la clase de____? ¿Qué es? Es ____. Esto es ___. Eso es _____. “Estar” + Prepositional Phrases (locations). “Tener que + infinitive”, Comparisons (La clase de ___ es más interesante que la clase de____.) Superlatives (La clase de___ es la más __ de la escuela) Ordinal numbers. Conjugation of regular –ar verbs.
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Have students tell the class about the content of their ‘mochilas’
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a student schedule and identify courses being taken
Read a list of school supplies needed for the school year Create a web page to showcase your school
activities
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
Spanish I, page 26 of 53
Spanish I- SY 2014 – 2015
Spanish I, page 27 of 53
AP THEME : CONTEMPORARY LIFEAP SUBTHEME: Professions, Leisure and Sports
Recommended pacing: 4 weeks
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.
S 1.2 Express likes and dislikes, requests, descriptions, and directions.
S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Talk about location in your community Discuss about where you go and with whom Talk about activities outside school Extend, accept, and decline invitations Understand cultural perspectives on after school
activities.
Talk about how students traditionally engage in activities outside school
Read sports advertisement
The use of ir in conjuction with a and an infinitive
The opportunities in the job market for bilingual people
Identify and talk about different locations in a community.
Talk about places you go in the community and what you do there.
Tell when during the week you go and do activities
Tell the time when you go and do activities.
Tell the time of day you go to or do activities
Identify professions and workplaces in your community.
Respond to basic interrogatives (who, what, where, when, why, how)
Poder + infinitive Ir a + infinitive Ir a + noun Para + infinitive
Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
Q2
LUGARES PROFESIONES EXPRESIONES ACTIVIDADES (VERBOS)
PALABRAS INTERROGATIVAS
OTRAS PALABRAS Y EXPRESIONES
el auditorioauditorium
la bibliotecalibrary
el carteromailman
¡Oye!Hey! Listen!
ir a + lugarto go to + location
¿Adónde?To where?
(él) puedehe can
el bailedance
la casahouse
el dependientesalesperson
¡Ay! ¡Qué pena!Oh! What a shame!
ir a + infinitivo…..to go to + infinitivo
¿Cómo?How?
(tú) puedesyou can
el aeropuerto
airport
la escuelaschool
el medico/doctor (a)doctor
¡Genial!Great!
ir al cineto go to the movies
¿Con quién?With whom?
(yo) puedoI can
el café cafe
la farmaciapharmacy
el secretario(a)secretary
¡No me digas!Don't say!
ir al medicoto go to the doctor’s
¿Cuál?/¿Cuáles?Which?/Which ones?
¿A qué hora?At what time?
el campocountryside
la fiestaparty
el voluntario(a)volunteer
¡Qué buena idea!What a great idea!
ir de campamento (el)to go camping
¿Cuándo?When?
¿Te gustaría?Would you like?
el centro comercialmall
la iglesiachurch
la bibliotecarialibrarian
con mi(s)with my
ir de comprasto go shopping
¿Cuánto/a (s)?How many?
a el = alto the (masculine)
el cibercafécybercafe
la lección de pianopiano lessons
con tu(s)with your
¿De dónde?From where?
a la unaat one
el cinemovie theatre
la libreríabookstore
demasiadotoo much
¿Dónde?Where?
a lato the (feminine)
el clubclub
la mezquitamosque
despuésafterwards
¿Por qué?Why?
a las ochoat eight
el club deportivosport club
la montañamountains
después deafter
¿Qué?What?
ato
el colegioprimary and secondary schools
la oficinaoffice
en casaat home
¿Quién?Who?
conmigowith me
el complejo deportivo
la películamovie
entoncesthen
porque because
contigowith you
Spanish I, page 28 of 53
Spanish I- SY 2014 – 2015
sport complex
el conciertoconcert
la piscinapool
generalmentegenerally
ARTÍCULOS DEFINIDOS
de/por la mañanain the morning
el correopost office
la playabeach
lo sientoI'm sorry
el/lathe
de/por la nochein the evening
el entrenamiento practice (sports)
la plazaplaza
los fines de semanaon the weekends
los/lasthe
de/por la tardein the afternoon
el gimnasiogym
la reuniónreunion
los lunes, los martes,…on Mondays ...
el fin de semanaweekend
el hospitalhospital
la sinagogasinagogue
un poco de…..A little of...
esta nochethis evening
el museomuseum
esta tardethis afternoon
el parquepark
este fin de semanathis weekend
el partidogame
mañana tomorrow
el restauranterestaurant
me gustaríaI would like
el supermercadosupermarket
me quedo en casaI stay home
el teatrotheatre
para + infinitivoin order to + infinitive
el templotemple
pasado mañana day after tomorrow
Por la mañanain the morning
por la nochein the evening
Spanish I, page 29 of 53
Spanish I- SY 2014 – 2015
por la tardein the afternoon
solo(a)alone
Spanish I, page 30 of 53
Spanish I- SY 2014 – 2015
RECYCLED/ONGOING TOPICS/STRUCTURES
Telling time, and telling the time of day. Verb gustar. Dónde está ___? ¿Con quién vas ____? ¿Qué hace en ____? “Ir” + a + place, “Ir” + a + infinitive, poder + infinitive, Los fines de semana, el (los) lunes, el (los) martes... Para + infinitive
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
“Moo! Spanish My City” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1258.html
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
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
Spanish I, page 31 of 53
Spanish I- SY 2014 – 2015
AP THEME : GLOBAL CHALLENGEAP SUBTHEME: Health Issues, Nutrition and Food Safety
Recommended pacing: 4 weeks
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level :
S 1.2 Express likes and dislikes, requests, descriptions, and directions.
S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
S 2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time.
S 3.1 Identify key words, cognates and some formulaic expressions when listening and reading.
S 3.2 Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support.
S 4.1 Differentiate among basic types of statements, questions, and exclamations.
S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message.
S 5.1 Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources.
S 5.2 Present basic information about topics such as oneself, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on present time.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
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
Explain eating habits Interpret etiquette for summoning
a server; typical restaurant offerings
Explain the variety of foods that
Students are able to compare and contrast the various activities done in Spanish speaking countries to their own.
Talk about food (breakfast/lunch/dinner/beverages) and
Discuss what they like and don’t like.
Spanish I, page 32 of 53
Spanish I- SY 2014 – 2015
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
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 compare and contrast the various eating habits amongst Spanish speaking countries and the United States.
Students are able to order food in Spanish at a Spanish speaking restaurant.
Talk about what food is healthy and how food tastes.
Discuss ways of staying healthy and good eating habits.
Conjugate regular –er and –ir verbs (comer, beber, compartir).
Spanish I, page 33 of 53
Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
Q3BEBIDAS/FRUTAS LA COMIDA VERBOS
OTRAS PALABRAS Y EXPRESIONES
bebidas verdurasel heladoicecream
¿Te gusta?Do you like it?
¡qué asco!How awful!
el aguawater
el aguacateavocado
el sándwichsandwich
beber/tomarto drink
¿verdad?Right?
el cafécoffee
el brócolibroccoli
el yoguryogurt
caminarto walk
agriobitter/sour
el chocolatechocolate
el champiñónmushroom
la pizzapizza
comerto eat
bueno para la saludgood for the health
el jugojuice
el maízcorn
la sopasoup
compartirto share
cada díaeach day
el refrescosoft-drink
el pimientogreen pepper
la tortilla de huevosomelette
comprenderto understand
caloríascalories
el té tea
el tomatetomato
las galletascookies
creerto believe
conwith
el té calientehot tea
la calabazapumpkin
las papas fritasfrench fries
darto give
dulcesweet
el té heladoiced tea
la cebollaonion
los huevoseggs
debermust/should
el almuerzolunch
jugo de……(naranja)(orange…juice)
la ensaladasalad
los panquequespancakes
desearto want/to wish
el desayunobreakfast
la lechemilk
la lechugalettuce
los pastelescakes
me duele el estómagomy stomack hurts
el hambrehunger
la limonadalimonade
la zanahoriacarrot
me dueleit hurts me
el postredessert
las espinacasspinach
condimentosme encanta(n)I love…(not a person)
enfermosick
Spanish I, page 34 of 53
Spanish I- SY 2014 – 2015
frutaslas judías verdesgreen beans
el picante
hot sauce
me gusta(n)I like
horriblehorrible
el cocococunut
las papaspotatoes
la mantequillabutter
no me gusta(n)I don't like
horriblehorrible
el limónlemon
las verduras/los vegetalesvegetables
la mayonesamayonaise
pedirto ask for
la cenadinner
el mangomango
los guisantespeas
la cremacream
practicarto practice
la dietadiet
el melocotón/el duraznopeach
la mermeladajelly
preferirto prefer
la meriendasnack
el plátanobanana
la mostazamustard
prepararto prepare
la saludhealth
ensalada de frutasfruit salad
granosla pimientapepper
tenerto have
malo para la saludbad for the health
la cerezacherry
el arrozrice
la salsalt
malo/malabad
la ciruelaprune
el cerealcereal
la salsa de tomatetomato sauce
nuncanever
la frambuesaraspberry
los espaguetisspaghetti
el azúcarsugar
picantespicy
la manzanaapple
el pan tostadotoast
carnespor su puestoof course
la naranjaorange
el panbread
la carnemeat
porquebecause
la papayapapaya
la avenaoatmeal
el bistecbeefsteak
proteínasproteins
la pera la pasta el pollo rico/delicioso
Spanish I, page 35 of 53
Spanish I- SY 2014 – 2015
pear pasta chicken delicious
la sandíawatermelon
los frijolesbeans
las salchichassausages
sabrosotasty
la toronjagrapefruit
los granosgrains
el tocinobacon
saladosalty
las fresasstawberries
el jamónham
saludablehealthy
las frutasfruits
la hamburguesahamburger
siemprealways
las uvas verdes/rojasgreen/red grapes
el perro calientehot dog
sinwithout
mariscos
todos los díasevery day
el pescadofish
los mariscosseafood
RECYCLED/ONGOING TOPICS/STRUCTURES
La hora y el tiempo del día (por la mañana, etc.), el clima, el calendario, la hora, los números, las actividades, interrogativos.
(No) Me gusta(n), Me encanta(n), ¿Qué prefieres? Prefiero_______. ¡Qué + adj!
Para mantener la salud, en el desayuno, en el almuerzo, en la cena
Spanish I, page 36 of 53
Spanish I- SY 2014 – 2015
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Food manipulatives
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
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
Prepare a menu Prepare a skit between two
students at a restaurant and present to class
Spanish I, page 37 of 53
Spanish I- SY 2014 – 2015
AP THEME : GLOBAL CHALLENGESAP SUBTHEME: Nutrition and Food Safety
Recommended pacing: 3 weeks
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.
S 1.2 Express likes and dislikes, requests, descriptions, and directions.
S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
S 5.1 Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
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
Spanish I, page 38 of 53
Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
Q3
EL RESTAURANTE LA MESA LA COMIDA VERBOSOTRAS PALABRAS Y
EXPRESIONES
el bañobathroom
el cuchilloknife
a la planchaon the grill
ofrecerto offer
¡Qué + adjetivo!How…!
le/les recomiendo…I recommend...
el camarero/el meserowaiter
el manteltablecloth
asadoroasted
pagarto pay
¿Algo más?Anything else?
me falta(n)…I need...
el menúmenu
el platoplate
comida caribeñaCaribbean food
para llevarfor carry out
¿Cuánto cuesta?How much does it cost?
me gustaría…I would like...
la camarera/la mesera
waitress
el tenedorfork
comida chinaChinese food
pedirto ask for
¿Le/les ofrezco…?May I offer you…?
muchísimoa lot
la cocinakitchen
el vasoglass
comida francesaFrench food
preferir
to prefer
¿Le/les sirvo?May I serve you?
muy carovery expensive
la cuentabill
la cucharaspoon
comida italianaItalian food
probarto taste/to try out
¿Me trae…, por favor?Will you bring me…, please?
nadanothing
la propinatip
la mesatable
de plato principalas a main dish
querer
to want
ahoranow
no me gustaI don't like
la servilletanapkin
de postrefor dessert
recomendarto recommend
comida favoritafavorite food
otro (a)another
la sillachair
el plato principalmain dish
salirto exit/to go out
De nadaYour welcome
parato/for/in order to
la tazacup
servirto serve
GraciasThank you
quiero ordenar/pedir…I want to order...
los cubiertosplacesettings
la mejor comidathe best food
quisieraI would like
Spanish I, page 39 of 53
Spanish I- SY 2014 – 2015
la peor comidathe worst food
soloonly
le traigo…I will bring you...
todoall/everything
¿Me trae…?
Will you bring me…?
Spanish I, page 40 of 53
Spanish I- SY 2014 – 2015
RECYCLED/ONGOING TOPICS/STRUCTURES (No) Me gusta(n), Me encanta(n), ¿Qué prefieres? Prefiero_______. ¿Me trae ___? Quisiera________. Me gustaría______. ¿Algo más? ¿Cuánto cuesta? La cuenta por favor. Tengo hambre/sed/frío/calor. Me falta___.
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Food manipulatives to have students be the servers “Moo! Spanish Ordering Food” from Teacher’s Discovery
http://www.teachersdiscovery.com/gp1v1259.html
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
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
Spanish I, page 41 of 53
Spanish I- SY 2014 – 2015
AP THEME : FAMILIES AND COMMUNITIESAP THEME: Family Structures
Recommended pacing: 2 weeks
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level :
SI 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.
SI 1.2 Express likes and dislikes, requests, descriptions, and directions.
SI 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
SI 4.1 Differentiate among basic types of statements, questions, and exclamations.
SI 4.1 Use basic culturally appropriate gestures, body language, and intonation to clarify the message.
SI 7.1 Identify main viewpoints of the cultures, such as those relating to the concept of time, education, transportation, and the roles of family members.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
• Describe your family
• Read and listen to information about families
• Present information about your family
• Discuss your family tree
• Ask and tell ages
• Express possession
• Understand cultural perspectives on family and
celebrations
• Identify family structures in the US
• Identify family structures in Hispanic families
• Compare family
• Compare the role of families
•Compare the use of possessive adjectives
• Compare the role of family members
and how families interact
• Talk about new vocabulary through the recognition of cognates
• Compare the uses of tener idioms
with English
• 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.
Spanish I, page 42 of 53
Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
Q3
LA FAMILIA DESCRIPCIONES FÍSICAS ADJETIVOS ADJETIVOS POSESIVOS
el abuelograndfather
los hijoschildren
alto(a)tall
el peloarriesgado(a)daring
mi / mismy
el gato/la gatacat
los primoscousins
anciano(a)elderly
castañobrown hair
artístico (a)artistic
tu /tusyour (informal)
el esposohusband
la hijadaughter
bajo(a)short
cortoshort (length)
atlético(a)athletic
su /sushis/her/its/ your (formal)
el hermanastrostep-brother
la mamá/la madremother
bonito(a)pretty
el pelohair
bueno(a)good
su /susyour (pl.)/their
el hermanobrother
la madrastrastep-mother
calvobald
largo
long (length)
contento(a)happy/content
el nietograndson
la nietagranddaughter
el bigotemustache
liso/laciostraight hair
deportistasports-minded/sporty SOBRE LA EDAD
el hijoson
la personaperson
flaco(a)skinny
negroblack
desordenado(a)disorganized/messy
mayor/mayoresolder
el padrastrostep-father
la primacousin (female)
gordo(a)fat
oscuro
dark
estudioso(a)studious
menor/menoresyounger
el papá/el padrefather
la sobrinaniece
guapo(a)handsome
pelirrojo(a)redhair
extrovertido(a)extrovert
viejoold
el perro/la perradog
la tíaaunt
tez blanca
light skin
rizadocurly
generosogenerous
jovenyoung
el primo(a)cousin
los hermanossiblings
tez morena
dark skin
rubio(a)blonde
gracioso (a)funny
¿Cuántos años tiene(n)______?How old is _________?
el sobrinonephew
los nietosgrandchildren
impaciente
impacient
Tiene(n)______?He/She/You(f)/They ______?
Spanish I, page 43 of 53
Spanish I- SY 2014 – 2015
el tíouncle
los padresparents
inteligenteintelligent
la abuelagrandmother
los parientesrelatives
malo (a)bad
la esposawife
los sobrinosnieces and nephews
negativo (a)negative
la hermanasister
ocupado(a)busy
la hermanastrastep-sister
ordenado(a)organized
RECYCLED/ONGOING TOPICS/STRUCTURES
¿Quién es ____? Es mi __. ¿Cuántos años tiene(n)? Tiene(n)__años. ¿Cómo es? ¿Cómo se llama? Se llama___. ¿Qué
le gusta hacer? Le gusta(n) __. Le encanta(n)__. “Tener”, Possessive Adjectives, “Ser”
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
“Moo! Family Nouns Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1272.html
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task 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 I, page 44 of 53
Spanish I- SY 2014 – 2015
AP THEME : CONTEMPORARY LIFEAP SUBTHEME: Housing and Shelter
Recommended pacing: 5 weeks
Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.
S 1.2 Express likes and dislikes, requests, descriptions, and directions.
S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
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
Compare family structures Compare houses/housing Talk about geographic and
climate influences on housing structures
Identify objects in the room, different rooms in the house and colors.
Describe the location ofdifferent items.
List chores give commands. Describe what
people are doing right now
(present progressive).
Spanish I, page 45 of 53
Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
Q4 LA CASA
PERTENENCIAS DOMÉSTICAS
ADJETIVOS LOS QUEHACERESOTRAS PALABRAS Y
EXPRESIONES
el apartamentoapartment
el coche/carro/autocar
DESCRIPCIONESayudarto help
¿De qué color es…..?What color is…?
el armario/el roperocloset
el cuadropainting
altotall
cocinarto cook
¿Qué estás haciendo?What are you doing?
el áticoattic
el despertadoralarm clock
bajoshort
cortar el céspedto cut the grass
bastanteenough/sufficient
el balcónbalcony/porch
el disco compactocompact disk
bonito/apretty
dar de comer al…to feed…(the dog/the cat/…)
el dineromoney
el bañobathroom
el equipo de sonidosound system
feo/augly
darto give
la cosathing
el comedordinning room
el espejomirror
grandebig
hacer la camato make the bed
la posesión
possession
el corredor/el pasillohallway
el estantebookshelf
pequeñosmall
lavar el carro/cocheto wash the car
limpioclean
el cuartoroom
el lavaplatosdishwasher
importanteimportant
lavar la ropato wash clothes
siif
el despachostudy
el lector DVDDVD player
mismo/asame
lavar los platosto wash the dishes
suciodirty
el dormitorio/la habitación/el cuartobedroom
el refrigeradorrefrigerator
propio/aone's own
limpiar…(la cocina, el baño,…)to clean…(the kitchen, the bathroom, …)
un momentoone moment
Spanish I, page 46 of 53
Spanish I- SY 2014 – 2015
el fregaderosink
el reproductor de música (e.g., MP3)MP3 player/iPod
COLORESpasar la aspiradorato vacuum
el garajegarage
el sofásofa
amarilloyellow
poner la mesato set the table
el jardíngarden
el televisortelevision
anaranjadoorange
quitar el polvoto dust
el patiopatio
el videovideo
azulblue
sacar la basurato take out the garbage
el pisofloor
la alfombracarpet
blancowhite
el primer pisofirst floor
la camabed
café/marrónbrown
Verbos
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
ADJETIVOS POSESIVOSvivirto live
la cocinakitchen
la neverarefrigerator
rosadopink
mi / mismy
COMPARACIONES
la escalerastairs/staircase
la pantallaTV or computer screen
verdegreen
tu /tusyour (informal)
el /la mejorbest
la oficinaoffice
las cortinascurtains
su /sushis/her/its/ your
el/la peor
Spanish I, page 47 of 53
Spanish I- SY 2014 – 2015
(formal) worst
la paredwall
su /susyour (pl.)/their
los/las peoresthe worst
la planta altaupper level
mejor/es quebetter than
la planta bajalower level
menos...queless than
la salafamily room
para mífor me
la ventanawindow
para tifor you
peor/es queworse than
RECYCLED/ONGOING TOPICS/STRUCTURES
Prepositions. ¿Dónde está _____? ¿De qué color es__? Mi dormitorio/habitación es___. ¿Qué estás haciendo? “Estar” + present participle. Regular affirmative tú commands and irregular commands for hacer y poner. “Tener que + Infinitive”. “Dormir”, “Poder”.
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
“Moo! Spanish My House” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1260.html
ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish I, page 48 of 53
Spanish I- SY 2014 – 2015
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Look online ads for home decorating and furniture items
Read real state ads from Spanish speaking countries
Create a booklet describing the rooms in your house and what chores are done there
Create a dialog between a realtor and a client who is buying a home
Design a house based on a US location vs. a Spanish speaking country and present to class
Create and present a show about dream homes
Record a radio or TV ad for home furnishing
Create a drawing of your house or bedroom to talk about what you have and where they are located
Spanish I, page 49 of 53
Spanish I- SY 2014 – 2015
AP THEME : CONTEMPORARY LIFEAP SUBTHEME: Holiday and Celebrations
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 themes.
Virginia State Foreign Language Standards of Learning for Level :
SI 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.
SI 1.2 Express likes and dislikes, requests, descriptions, and directions.
SI 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.
SI 4.1 Differentiate among basic types of statements, questions, and exclamations.
SI 4.1 Use basic culturally appropriate gestures, body language, and intonation to clarify the message.
SI 7.2 Identify key customs and traditions of Spanish-speaking cultures, such as greetings, celebrations, holiday practices, and forms of address that demonstrate politeness.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
• Talk about celebrations and parties
• Understand cultural perspectives on family and
celebrations
Discuss the different celebrations from Spanish speaking countries
Learn why Spanish speaking countries celebrate certain events.
• Compare family celebrations
• Compare crafts Talk about decorations and activities at a party.
Describe what people do to prepare for a party.
Spanish I, page 50 of 53
Spanish I- SY 2014 – 2015
USEFUL VOCABULARY
ACTIVIDADES PARA UNA FIESTA
DECORACIONES ADJETIVOS POSESIVOS CELEBRACIONES
abrirto open
mi / mismy
¡Felicidades!Congratulations!
apagarto turn off
el globoballoon
tu /tusyour (informal)
¡Feliz cumpleaños!Happy Birthday!
celebrarto celebrate
el papel picadocut-paper decorations
su /sushis/her/its/your (formal)
el aniversarioanniversary
cortarto cut
el pastelcake
su /susyour (pl.)/their
la cámaracamera
cumplir añosto have a birhday
el regalogift
la fiesta de aniversarioanniversary party
decorarto decorate
la florflower
la fiesta de cumpleañosbirthday party
encantarto love something
la luz light
la videograbadoravideocamera
hacer un videoto make a video
la piñatapiñata
las velascandles
preferirto prefer
las decoracionesdecorations
los preparativospreparations
repartirto pass out
las luceslights
sacar fotosto take pictures
soplarto blow
Spanish I, page 51 of 53
Spanish I- SY 2014 – 2015
RECYCLED/ONGOING TOPICS/STRUCTURES
Family vocabulary.
“Venir”, “Invitar”, “Traer”,
“Tener” + que, ¿Dónde es la celebración/ fiesta? ¿Cuándo es la celebración/ fiesta?
RESOURCES/ ACTIVITIES
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
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a story about family celebrations Dialogue between two students about their family celebrations
Interview a student about their family celebrations and who does what to prepare
Plan a class party in Spanish
Spanish I, page 52 of 53
Spanish II- SY 2014 – 2015LCPS
Spanish II Curriculum GuideWorld Languages and Cultures
LCPS
2014-2015
Spanish II, page 1 of 28
Spanish II- SY 2014 – 2015
Spanish II, page 2 of 28
Spanish II- SY 2014 – 2015
ACCORDING TO MODES OF COMMUNICATION
The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes.
Interpersonal Interpretive PresentationalActive negotiation of meaning among individuals
Interpretation of what the author, speaker, or producer wants the receiver of the message to understand
Creation of messages
Participants observe and monitor one another to see how their meanings and intentions are being communicated.
One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer
One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.
Adjustments and clarifications are made accordingly.
Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective
To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture
Speaking and listening (conversation); reading and writing (text messages or via social media)
Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials
Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint)
*Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012
Spanish II, page 3 of 28
Spanish II – SY 2014 - 2015
Quarter 1Unit 1: Repaso de GramáticaAP THEME: Grammar review to help reinforce all AP Themes and Subthemes
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/2014/spanish/stds_spanish1-4.pdf
SII.1 The student will exchange spoken and written information and ideas in Spanish.SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.COMMUNICATION-Interpersonal -Interpretive-Presentational
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.)
Spanish II, page 4 of 28
Spanish II – SY 2014 - 2015
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
RESOURCES/ACTIVITIES Realidades I , Realidades II, visual photos/PowerPoint’s.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Listening exercisesReading Exercises
Students discuss with each other basic information, using grammar and vocabulary previously learned, in the target language.
Spanish II, page 5 of 28
Spanish II – SY 2014 - 2015
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
Recommended pacing: 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.1 The student will exchange spoken and written information and ideas in Spanish.SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.SII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish.SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs.SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated.SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to: What you do in school.• Discuss and/or debate: Classroom rules, and impact of technology in the classroom• Express and explain: Ideas using affirmative and negative words.• Express opinions and react to: School rules and customs in other countries.
INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to: School activities, subjects, rules, classroom items and good study habits.
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 about:classroom objectsSchool activitiesclassroom rulesimpact of technology in the classroom
Express affirmative/negative ideasVocabulary
school activitiesschool rulesclassroom objects
Grammar:the verbs tener, hacer, poner, traer; phrases: ‘tener que’, ‘(no) se prohíbe’, and ‘hay que’ followed by an infinitive stem-changing verbsaffirmative/negative words
Spanish II, page 6 of 28
Spanish II – SY 2014 - 2015
PRESENTATIONAL MODE:• Produce oral and written reports on: Present information about school activities, subjects, a favorite class, and rules.
Quarter 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/ RUBRICS
NOTE: Teachers
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
View and describe classroom pictures Listening exercises
Students describe to each other their daily class schedule including the location of the
Create a visual schedule to presentCreate a graph/chart of differences between
Spanish II, page 7 of 28
Spanish II – SY 2014 - 2015
should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Reading Exercises classroom, the time, and what is done in the class
school here and in Spanish-speaking countriesCreate a visual chart of your ideal school with favorite rules
Spanish II, page 8 of 28
Spanish II – SY 2014 - 2015
Quarter 1Unit 2B: Tu Día Escolar, Extracurricular ActivitiesAP THEME: Contemporary LifeAP SUBTHEME: Education, Leisure, and Sports
Recommended pacing: 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II :
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures.SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
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 about:extracurricular 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.
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Spanish II – SY 2014 - 2015
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)
RECYCLED/ONGOING TOPICS/STRUCTURES
General review: locations such as, el gimnasio, el cine, la sala/el salon de clases, la biblioteca, el laboratorio, la oficina, etc.; the verb ir
New Grammar: Verbs saber and conocer; Making comparisons (más/menos...que, mejor/peor...que, menor/mayor...que, tan/tanto...como); superlatives (el más/menos...de); time expressions (using hace + time + que);
RESOURCES/ ACTIVITIES
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.
ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
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
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Spanish II – SY 2014 - 2015
Quarter 2Unit 3A: Un Evento Especial, Daily Routines and Getting Ready for a Special EventAP THEME: Families and CommunitiesAP SUBTHME: Customs and Ceremonies
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs.SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States.COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to: Daily routines and preparing for a special event• Talk 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)
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Spanish II – SY 2014 - 2015
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 cepillo el cuerpo el aniversario entusiasmado (a) antes delevantarse el champú la cabeza el baile (formal) nervioso (a) después deprepararse el desodorante el pelo el bautizo tranquilo (a) depende dearreglarse (el pelo) el gel la cara el concurso apurado (a) luegobañarse el jabón los ojos la audición/
las audicionescómodo (a) por ejemplo
ducharse la pasta dental la nariz la boda emocionado(a) mientras (tanto)secarse el agua de colonia la boca la cita feliz /contento(a) lentamentelavarse (la cara) el maquillaje los labios la confirmación rápidamenteafeitarse el cepillo los dientes la fiesta de quince años el salón de bellezacepillarse (los dientes/el pelo) el peine la oreja la graduación la quinceañerapeinarse el secador el cuello la primera comunión el novio / la noviamirarse el espejo el pecho un evento especial te ves (bien)ponerse la ducha el estómago luces (bien)vestirse (e-i) la toalla el brazo primeropintarse (el pelo/las uñas) las joyas (de oro/de plata) la muñeca finalmentecortarse (el pelo/las uñas) el cinturón 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)
RESOURCES/ ACTIVITIES
Realidades II (Chapter 2 A), Realidades I (Chapter 7A), Selecciones, Spanish television (audio and visual), practice workbook parts I & II, audio and video CDs.
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Spanish II – SY 2014 - 2015
ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Reading and listening to passages of daily routines and descriptions of events. Create models to review body parts. Simón dice game.
Create a personal book/video journal/power point about daily routines.Write a letter about a special event you are going to.Create invitations to a special event
Create and present a collage of a special event you attended.Record and present a special event.Create pieces of Dali/Picasso artwork with the body and present.
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Spanish II – SY 2014 - 2015
Quarter 2Unit 3B: Un Evento Especial, Clothing and FashionAP THEME: Beauty and Aesthetics, Families and CommunitiesAP SUBTHEME: Ideals of Beauty, Holidays and Celebrations
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 theme.
Virginia State Foreign Language Standards of Learning for Level II:SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs.SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated.SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States.COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to: Clothing and fashion• Ask for assistance in a shopping situation• Express 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 climate• Evaluates and interprets written texts and materials on Spanish-speaking fashion designers.
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
Spanish II, page 14 of 28
Spanish II – SY 2014 - 2015
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
RECYCLED/ONGOING TOPICS/STRUCTURES
General review: stem changing verbs pensar, querer, preferir; indefinite articles, body parts; adjective/noun agreementNew grammar: Demonstrative adjectives; verb quedar to express fit.
RESOURCES/ ACTIVITIES
Realidades I (Chapter 7A), Realidades II (Chapter 2 A), Selecciones, Spanish television (audio and visual), newspaper advertisements,authentic clothing items for comparisons, photos/ slideshow of clothing, fashion magazines, practice workbook parts I & II, audio and video CDs.
ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Design a clothing item or a fashion according to seasons/weather and/or body partsGive a speech on fashion design
Spanish II, page 15 of 28
Spanish II – SY 2014 - 2015
Quarter 2UNIT 4: De Compras, Shopping and PricesAP THEME: Contemporary Life, Global ChallengesAP SUBTHEME: Advertising and Marketing, Economic Issues
Recommended pacing: 4 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 theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.SII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish.SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures.SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelatedSII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
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 advertisements.
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.• Make connections between clothing prices in Spanish-speaking countries and the U.S.
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 endingsDirect object pronounsDemonstrative adjectivesUsing adjectives as nouns
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Spanish II – SY 2014 - 2015
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.
Understand cultural perspectives on gift-giving and shopping in Spanish-speaking countries.
Quarter 2Unit 4 USEFUL VOCABULARY
Shopping PlacesGifts and Accessories Prices/Numbers Sales and
PurchasesVerbs 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
Spanish II, page 17 of 28
Spanish II – SY 2014 - 2015
Quarter 2Unit 4
RECYCLED/ONGOING TOPICS/STRUCTURES
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.
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate CPA rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Create a chart to compare and contrast places in which you buy gifts (internet, department stores, electronic stores, specialty stores).Listen to an advertisement on the radio for a clothing store that is going out of business, and answer true and false questions about what you hear.
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
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs.SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States.
Spanish II, page 18 of 28
Spanish II – SY 2014 - 2015
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to: Experiencias en la ciudad• Talk about:
Errands you did and where you did themCommunity stores and services
• Explain: Why you weren’t able to do certain errands or household chores• Discuss: Things you have bought and where you bought them
INTERPRETIVE MODE:• Demonstrates comprehension of content from reading, watching and listening material relating to: errands in the community and household chores
PRESENTATIONAL MODE:• Produce an oral or written report on:
A letter telling someone what chores they should do
Interesting places in the city and what to do there
• 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 chore
Vocabulary: 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 poder
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Spanish II – SY 2014 - 2015
la 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
RECYCLED/ONGOING TOPICS/STRUCTURES
General review of household chores, and telling time.New grammar structure: Direct object pronouns, and Irregular preterite forms of ir, ser, hacer, tener, estar, poder
RESOURCES/ ACTIVITIES
Realidades II (Chapter 3A), Realidades I (Chapter 6B), Selecciones, Spanish television (audio and visual), newspaper advertisements,authentic pictures of places around the community
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
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
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Spanish II – SY 2014 - 2015
Quarter 3Unit 5B: Experiencias, Traveling, Vacations, Modes of Transportation, and NationalitiesAP THEME: Personal and Public Identities, Contemporary LifeAP SUBTHEME: Nationalism and Patriotism, Travel
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures.SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to: Experiencias durante un viaje de vacaciones• Talk 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
PRESENTATIONAL MODE:• Produce an oral or written report on:
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
Spanish II, page 21 of 28
Spanish II – SY 2014 - 2015
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 / despuésla 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
RECYCLED/ONGOING TOPICS/STRUCTURES
Continued use of the regular preterite, and the irregular preterite of the verbs “ir/ser”New grammar: The personal ‘a’, the irregular preterite of the verb ver
RESOURCES/ ACTIVITIES
Realidades I (Chapter 8A), Realidades II (Chapter Para Empezar), Realidades II (Chapter 3A), Spanish television programs/movie on different vacation destinations, authentic brochures and pamphlets from tourist spots, travel magazines
ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
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
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Spanish II – SY 2014 - 2015
Quarter 3Unit 6: Tú y Tu ComunidadAP THEME: Families and Communities, Global ChallengesAP SUBTHEME: Citizenship, Environmental Issues
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.1 The student will exchange spoken and written information and ideas in Spanish.SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs.SII.11 The student will apply Spanish language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to: Giving directions to get around town• Talk 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
PRESENTATIONAL MODE:• Produce an oral or written report on:
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
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Spanish II – SY 2014 - 2015
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
RECYCLED/ONGOING TOPICS/STRUCTURES
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
RESOURCES/ ACTIVITIES
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 develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
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 you drive that would make you nervous
Create a city map with points of interests and labels, then have the class follow your directions to the different points of interest.
Spanish II, page 24 of 28
Spanish II – SY 2014 - 2015
Quarter 4Unit 7A: Celebrando el Pasado, Childhood ActivitiesAP THEME: Families and CommunitiesAP SUBTHEME: Childhood and Adolescence, Friendship and Love
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 theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures.SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to: childhood toys, pets and activities, and to or for whom something is done• Talk about:
Activities that you used to do as a 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
PRESENTATIONAL MODE:• Produce an oral or written report on:
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 about toysplaying 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
Spanish II, page 25 of 28
Spanish II – SY 2014 - 2015
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) niñez el dinosaurio el perro ir de camping / acampar el patio de recreo de pequeño (a) consentido (a) juventud 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)
RECYCLED/ONGOING TOPICS/STRUCTURES
New grammar: Imperfect tense of regular verbs (jugar, hacer, vivir); Imperfect vs. Perfect Preterite; Imperfect tense of irregular verbs ir, ser, ver
RESOURCES/ ACTIVITIES
RealidadesII (Chapter 4A), Selecciones, Spanish television (audio and visual), newspaper articles, newspaper advertisements, toys, pictures, home videos, storybooks
ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
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
Spanish II, page 26 of 28
Spanish II – SY 2014 - 2015
Quarter 4Unit 7B: Celebrando el Pasado, Family, Food, and Holiday Celebrations AP THEME: Families and Communities, Personal and Public Identities, Global ChallengesAP SUBTHEME:: Family Structures, Beliefs and Values, Nutrition and Food Safety
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level II:
SII.1 The student will exchange spoken and written information and ideas in Spanish.SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences.SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts.SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs.SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures.SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated.COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to family members, relatives, and holiday celebrations in the past• Talk 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:
Holiday celebrationsSocial gatheringsFamily/friends interactionsFoods served at certain events
• Compare and contrast types of foods eaten at social gatherings.
Talk about Family and relativesDescribe people and situations in the pastHow people interactHoliday celebrations
Vocabulary: Family membersHoliday celebrations
Grammar: The imperfect tense: describing a situation in the pastUsing reflexives
Spanish II, page 27 of 28
Spanish II – SY 2014 - 2015
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/ ACTIVITIES
Realidades II (Chapter 4B), family trees, magazines, menus, cookbooks, advertisements, product labels, plastic foods or pictures of foods, http://onlinefreespanish.com/aplica/lessons/familygame.htm, http://spanishplans.files.wordpress.com/2011/10/simpsonfamilyspanish.jpg, http://www.quia.com/sh/34838.html?AP_rand=1832158196, http://www.questgarden.com/04/55/8/051013102135/t-index.htm,
Spanish II, page 28 of 28
Spanish II – SY 2014 - 2015
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Dramatizations WebQuest about a Hispanic holiday, present and do a mock celebration Celebrate as a class a special Hispanic holiday
Select a Hispanic celebration and present to the class Create a scrapbook/family photo album and illustrate pictures of family members celebrating a special holiday
Spanish II, page 29 of 28
LCPS
Spanish III Curriculum GuideWorld Languages and Cultures
LCPS
2014-2015
Spanish II – SY 2014 - 2015
Spanish II, page 30 of 28
Spanish III – SY 2014 - 2015
ACCORDING TO MODES OF COMMUNICATION
The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes.
Interpersonal Interpretive PresentationalActive negotiation of meaning among individuals
Interpretation of what the author, speaker, or producer wants the receiver of the message to understand
Creation of messages
Participants observe and monitor one another to see how their meanings and intentions are being communicated.
One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer
One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.
Adjustments and clarifications are made accordingly.
Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective
To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture
Speaking and listening (conversation); reading and writing (text messages or via social media)
Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials
Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint)
*Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012
Spanish III, page 2 of 18
Spanish III – SY 2014 - 2015
AP THEME: Global Challenges http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtmlAP SUBTHEME: Environmental issues
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme
Virginia State Foreign Language Standards of Learning for Level 3
SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
SIII.3 The student will understand spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts.
SIII.5 The student will present in Spanish student-created and culturally authentic products, such as stories, poems, and skits.
SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas.
SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
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.
Develop the ability to talk about world events, natural disasters, and relief efforts.
Spanish III, page 3 of 18
Spanish III – SY 2014 - 2015
PRESENTATIONAL MODE:
• Produce oral and written reports on Natural Disasters.
• Produce an activity showing The impact and effects of natural disasters in our daily lives and the environment.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to The appropriate preparation for Emergencies and Natural Disasters.
• Identify local Spanish- speaking communities and cultural events.
USEFUL VOCABULARY Vocabulary related to news broadcasts, newspaper articles, rescues, extreme weather events, and specific disasters such as hurricanes, floods, fires, floods, tornadoes, etc. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses.
RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5A, Red Cross Book. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Written 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, page 4 of 18
Spanish III – SY 2014 - 2015
AP THEME: Global Challenges AP SUBTHEME: Health issues
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme
Virginia State Foreign Language Standards of Learning for Level 3
SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
SIII.3 The student will understand spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts.
SIII.5 The student will present in Spanish student-created and culturally authentic products, such as stories, poems, and skits.
SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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
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.
Spanish III, page 5 of 18
Spanish III – SY 2014 - 2015
medical emergencies.
• Produce an activity showing the ways to report an accident specific to parts of the body.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to health care, insurance, alternative medicines, medical terminology.
USEFUL VOCABULARY Vocabulary related to accidents (how/when occurred), emergency room, hospital, medical terminology, body parts, treatments, and first responders. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, and imperfect progressive.
RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5B, role playing, department of health. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Written dialogues, comic strips, listening to: audio/video programs and news broadcasts.
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.
Spanish III, page 6 of 18
Spanish III – SY 2014 - 2015
AP THEME: Contemporary Life AP SUBTHEME: Leisure and Sports, Ideals of Beauty, & Music
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level 3
SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
SIII.4 The student will present information orally and in writing in Spanish, recombining familiar elements to create original sentences in paragraphs that are increasingly complex.
SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.
SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas.
SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)
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.
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.
Develop the ability to communicate opinions and
knowledge of sports, competitions, and contests.
Spanish III, page 7 of 18
Spanish III – SY 2014 - 2015
• 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 presentation
reflecting current trends and/or attitudes in
society related to interviews, reports, event results.
• Identify local Spanish-speaking communities and cultural events.
USEFUL VOCABULARY Vocabulary related to athletes, sporting events, competitions, beauty pageants, and contests, different types of sports, interview and commentary vocabulary. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, preterite stem-changing verbs, reflexive verbs.
RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 6A, ESPN Deportes, FIFA, Disney Movie-El Camino al Dorado (Mesoamerican Ball Competition Clip, YouTube), La Pequeña Lulu – El Concurso de Belleza (YouTube) Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Written 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.
Spanish III, page 8 of 18
Spanish III – SY 2014 - 2015
AP THEME: Beauty and Aesthetics AP SUBTHEME: Ideals of Beauty, Music, Performing Arts, Social impact of technology
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme
Virginia State Foreign Language Standards of Learning for Level 3
SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
SIII.5 The student will present in Spanish student-created and culturally authentic products, such as stories, poems, and skits.
SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.
SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas.
SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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
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 cultural
perspectives on television
programs and movies in
Spanish-speaking countries, discuss movie plots and characters, give opinions about movies.
Spanish III, page 9 of 18
Spanish III – SY 2014 - 2015
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.
• Identify local Spanish- speaking communities and cultural events.
USEFUL VOCABULARY Vocabulary related to movies, rentals, actors, acting, television programs, genres, roles, scenes, characters, critiques. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to present perfect, review of verbs used with indirect object pronouns.
RESOURCES/ ACTIVITIES Spanish television programs, Realidades 2 Chapter 6B, TV Guide, People en Español, Selecciones, Disney Movie – The Incredibles, Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Written dialogues/reviews, comic strips, listening to: audio/video reviews.
Oral conversations, free talk, discuss: movies, opinions, actors, rating.
Dramatizations create a movie or trailer.
Spanish III, page 10 of 18
Spanish III – SY 2014 - 2015
AP THEME: Families and Communities AP SUBTHEME: Customs and Values
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme
Virginia State Foreign Language Standards of Learning for Level 3
SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
SIII.5 The student will present in Spanish student-created and culturally authentic products, such as stories, poems, and skits.
SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.
SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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
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.
• Identify local Spanish- speaking communities and cultural events.
Talk about food and cooking,
tell others what not to do,
describe what people generally
do, understand cultural
perspectives on recipes, food
preparation, special foods and
outdoor food vendors, discuss
food and outdoor cooking, tell
people what to do or not to do,
indicate duration, exchange,
reason, and other expressions
Spanish III, page 11 of 18
Spanish III – SY 2014 - 2015
on Traditional dishes and recipes.
PRESENTATIONAL MODE:
• Produce oral and written reports on Recipes and traditional dishes.
• Produce an activity showing How to cook a traditional dish.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to The preparation of cooking recipes.
USEFUL VOCABULARY Vocabulary related to names of foods, items in the kitchen, recipes, food preparation, outdoors, eating outdoors, describing the foods and the outdoors. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review affirmative and negative tú commands. Introduction to affirmative and negative Usted and Ustedes commands, the impersonal se, and por vs. para.
RESOURCES/ ACTIVITIES Spanish cooking shows, Spanish recipe books, Realidades 2 Chapter 7A and 7B, Disney movie – Ratatouille. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Written 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 Life AP SUBTHEME: Travel
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level 3
SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
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Spanish III – SY 2014 - 2015
SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.
SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas.
SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
SIII.9 The student will investigate and discuss why similarities and differences exist within and among cultures.
SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
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.
• Identify local Spanish- speaking communities and cultural events.
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.
Spanish III, page 13 of 18
Spanish III – SY 2014 - 2015
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Travel reservations, airports, and flights.
USEFUL VOCABULARY Vocabulary related to travel planning, flight, airport, places to visit, hotel, tourist behaviors, tourist activities, and travel expressions. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Introduce the present tense of the subjunctive (including stem changing subjunctive) and subjunctive expressions.
RESOURCES/ ACTIVITIES Authentic travel itineraries and schedules, tourist attraction brochures, ticket stubs, virtual tours online, photos of previous vacations, Realidades 2 Chapter 8A and 8B. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Written dialogues, comic strips, listening to: audio/video programs and news broadcasts.
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.
Spanish III, page 14 of 18
Spanish III – SY 2014 - 2015
AP THEME: Contemporary Life AP SUBTHEME: Professions ***This unit was added to the Spanish III curriculum as a brief review to reinforce the future tense. ***
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme
Virginia State Foreign Language Standards of Learning for Level 3
SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
SIII.4 The student will present information orally and in writing in Spanish, recombining familiar elements to create original sentences in paragraphs that are increasingly complex.
SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.
SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas.
SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
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
Develop the ability to read and respond to a classified ad, participate in a job interview, and develop the ability to discuss plans for the future.
Spanish III, page 15 of 18
Spanish III – SY 2014 - 2015
• 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.
communities.
• Identify local Spanish- speaking communities and cultural events.
USEFUL VOCABULARY Vocabulary related to professions, careers, and the future. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to the future tense (including the irregulars).
RESOURCES/ ACTIVITIES El tiempo latino, Washington Hispanic, Classified ads in Spanish newspapers, career center, Realidades 2 Chapter 9A. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Written 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.
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Spanish III – SY 2014 - 2015
AP THEME: Global Challenges AP SUBTHEME: Environmental Issues
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme
Virginia State Foreign Language Standards of Learning for Level 3
SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
SIII.4 The student will present information orally and in writing in Spanish, recombining familiar elements to create original sentences in paragraphs that are increasingly complex.
SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.
SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas.
SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
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.
Spanish III, page 17 of 18
Spanish III – SY 2014 - 2015
• 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.
• Identify local Spanish- speaking communities and cultural events.
USEFUL VOCABULARY Vocabulary related to Earth, energy, animals, and the environment. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review the future tense and the present tense of the subjunctive.
RESOURCES/ ACTIVITIES Realidades 2 Chapter 9B, Selecciones, Spanish television news reports (audio and visual). Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Written 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.
Spanish III, page 18 of 18
Spanish IVH – SY 2014 - 2015
LCPS
Spanish IVH Curriculum GuideWorld Languages and Cultures
LCPS
2014-2015
Spanish IVH, page 1 of 27
Spanish IVH – SY 2014 - 2015
ACCORDING TO MODES OF COMMUNICATION
The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes.
Interpersonal Interpretive PresentationalActive negotiation of meaning among individuals
Interpretation of what the author, speaker, or producer wants the receiver of the message to understand
Creation of messages
Participants observe and monitor one another to see how their meanings and intentions are being communicated.
One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer
One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.
Adjustments and clarifications are made accordingly.
Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective
To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture
Speaking and listening (conversation); reading and writing (text messages or via social media)
Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials
Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint)
*Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012
Spanish IVH, page 2 of 27
Spanish IVH – SY 2014 - 2015
AP THEME: Contemporary Life
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 theme.
Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml
•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources.
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
•SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to camping, ecotourism, leisure activities and sports.
• Discuss and/or debate camping, ecotourism, leisure activities and sports.
• Express and explain camping, ecotourism, leisure activities and sports.
• Express opinions and react to camping, ecotourism, leisure activities and sports.
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
•Preterit/imperfect
•Present subjunctive with verbs of influence
•camping vocabulary
•ecotourism vocabulary
Spanish IVH, page 3 of 27
Spanish IVH – SY 2014 - 2015
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio and visual texts relating to camping, ecotourism, leisure activities and sports.
• Evaluates and interprets written texts and materials on camping, ecotourism, leisure activities and sports.
PRESENTATIONAL MODE:
• Produce oral and written reports on camping, ecotourism, leisure activities and sports.
• Produce an activity showing the preparation of a successful and safe camping site.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to safety and respect for the environment while camping or enjoying ecotourism.
related to camping and ecotourism.
USEFUL VOCABULARY acercarse a, andar, dar un paseo, dejar de, escalar, perderse, refugiarse, el desierto, hermoso, -a,
la naturaleza, el paisaje, el refugio, la roca, la sierra, el valle, los binoculares, la brújula, la linterna
el repelente de insectos, el saco de dormir, la tienda de acampar, caer granizo, el granizo, el relámpago,
el trueno, suceder, tener lugar, al amanecer, al anochecer, al principio, un rato, una vez allí, el abrelatas,
Spanish IVH, page 4 of 27
Spanish IVH – SY 2014 - 2015
la balsa, el bote inflable, la cantimplora, la caña de pescar, el casco, el chaleco salvavidas, los fósforos,
la leña, el remo, el amanecer, el atardecer, en mediodía, la puesta del sol, la salida de sol, el sendero, hacer ecoturismo, hacer senderismo, hacer tirolesa, montar a kayak, canoa, caballo, la cacería, descender en rappel, hacer escalada en montaña / escalar montañas, hacer rafting en rápidos, observar aves y mariposas, fauna y flora
RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, outdoor vocabulary, present subjunctive
RESOURCES/ ACTIVITIES Create a brochure with how to and safety tips for a camping trip, Public Service Announcement about safe camping/ use of nature, Plan an excursion to a National Park presenting ecotourism events and activities, Stage an actual campsite in the classroom or courtyard to introduce or practice vocabulary, Websites for national parks (el Yunque - http://www.fs.usda.gov/elyunque, Parques nacionales de España -http://reddeparquesnacionales.mma.es/parques/index.htm), http://www.ver-taal.com/telediario.htm
Research national parks, dialogues about trips, discuss weather, songs: Zambambazo.com, news about
current weather events, readings from Aventuras Literarias : "Una Carta a Dios" p. 57, "Poema
XXIII" p. 96, Ventanas Dos: "Al Aire Libre" p. 54, Conversación y Controversia: "Los Climas" p..
138, Read "Los Ojos de Carmen" by Blaine Ray, Ch. 1 of Realidades 3, list of cohesive devices for writing.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Writing 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.
Spanish IVH, page 5 of 27
Spanish IVH – SY 2014 - 2015
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
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml
•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources.
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
•SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community.
•SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• 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.
CULTURES:
• Explore attitudes when reacting to the conservation of the environment.
CONNECTIONS:
COMPARISONS:
• Compare and contrast views towards conservation of the environment in the U.S. and Spanish- speaking countries.
COMMUNITIES:
•Preterit/imperfect
•Present subjunctive with verbs of influence
•environment vocabulary
Future tense
Spanish IVH, page 6 of 27
Spanish IVH – SY 2014 - 2015
• 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 and visual texts relating to conservation of the environment.
• Evaluates and interprets written texts and materials on conservation of the environment.
PRESENTATIONAL MODE:
• Produce oral and written reports on conservation of the environment.
• Produce an activity showing how to reduce, reuse and recycle to conserve the environment.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
• Make connections between historical contexts and current attitudes towards conservation of the environment. • 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.
Spanish IVH, page 7 of 27
Spanish IVH – SY 2014 - 2015
society 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
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Write an article for your school newspaper about how students can conserve the environment using a listening and writing source to write the article.
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.
Spanish IVH, page 8 of 27
Spanish IVH – SY 2014 - 2015
AP THEME: Beauty and Aesthetics
AP SUBTHEME: Performing Arts, Visual Arts, Contributions to World Artistic Heritages, Music, Ideals of Beauty, Architecture
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml
•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.;
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures;
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to different styles of art, dance, architecture and 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, architecture and dance.
CULTURES:
• Explore attitudes when reacting to a work of art Or example of architecture
CONNECTIONS:
• Make connections between historical contexts and current attitudes towards
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
•Preterit/imperfect
•Present subjunctive with verbs of influence
•art/music/theater/dance/ architecture vocabulary
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Spanish IVH – SY 2014 - 2015
• Express opinions and react to a work of art (song, painting, sculpture, etc.)
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio and visual texts relating to art, dance, music, architecture, and theater.
• Evaluates and interprets written texts and materials on art, dance, music, architecture, and theater.
PRESENTATIONAL MODE:
• Produce oral and written reports on the history of art, dance, music and theater.
• Produce an activity showing understanding of an artist’s style and life.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to music, art, dance and theater.
works of art or building. communities.
• Identify local Spanish -speaking communities and cultural events related to art, dance, theater, architecture, and music.
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 pasadoSpanish IVH, page 10 of 27
Spanish IVH – SY 2014 - 2015
Spanish IVH, page 11 of 27
Spanish IVH – SY 2014 - 2015
RESOURCES/ ACTIVITIES Internet virtual museum - www.museodelprado.es/en ; Realidades III chap. 2; Draw a famous work based
on an oral description; Critical reviews of famous works; Readings from Ventanas Dos: "De Paseo por
El Prado" p. 46, "Arte del Mundo Hispano" p. 60 ; art books and museum guides, list of cohesive
devices for writing., http://www.ver-taal.com/telediario.htm.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Writing 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.
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Spanish IVH – SY 2014 - 2015
AP THEME: Global Challenges and Contemporary Life
AP SUBTHEME: Health Issues, Nutrition and Food Safety, Leisure and Sports
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml
•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.;
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures;
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
•SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to leading a healthy lifestyle.
• Discuss and/or debate the benefits/challenges of living a healthy lifestyle.
• Express and explain how to lead a healthy lifestyle and the changes one may have to make with regard to nutrition/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.
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Spanish IVH – SY 2014 - 2015
• Express opinions and react to global health issues, exercise, and the different diets available.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio and visual texts relating to diet and exercise.
• Evaluates and interprets written texts and materials pertaining to nutrition and exercise.
PRESENTATIONAL MODE:
• Produce oral and written reports on healthy diets or exercise plans.
• Produce an activity showing an exercise routine.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to dieting and/or the different diets available.
USEFUL VOCABULARY la alergia, el antibiótico, la aspirina, estar resfriado, -a, estornudar, la fiebre, el grado centigrado, la gripe, el jarabe, la tos,el corazón, el músculo, el oído, el pecho, aconsejar, contener, desarrollar, evitar, exigir, incluir, quejarse, saltar (una comida), tomar, abdominales, el calambre, débil, ejercicios aeróbicos, estar en forma, estirar, flexionar, fuerte, la fuerza, hacer bicicleta, hacer cinta/caminadora, hacer flexiones, relajar(se), respirar, yoga, la alimentación, los alimentos, apropiado -a, el calcio, el carbohidrato, la comida basura/chatarra, la dieta, la edad, la energía, equilibrado, -a, la estatura, la fibra, el hábito, alimenticio, el hierro, lleno, -a, la merienda, nutritivo, -a, el peso, la proteína, saludable, vacío -a, la vitamina, aguantar, aunque, el consejo, la manera, el nivel, caerse de sueño, concentrarse, confianza en
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Spanish IVH – SY 2014 - 2015
sí mismo -a, estar de buen / mal humor, el estrés, estresado -a, preocuparse, sentirse fatal
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Spanish IVH – SY 2014 - 2015
RECYCLED/ONGOING TOPICS/STRUCTURES Commands, Subjunctive, Direct/Indirect Object Pronouns
RESOURCES/ ACTIVITIES http://www.choosemyplate.gov/en-espanol.html (description of food pyramid in Spanish), http://kidshealth.org/parent/en_espanol/general/myplate_esp.html,
http://www.eligevivirsano.cl/wp-content/uploads/2012/01/Guia-Alim-ActFis-y-Tabaco_Minsal2.pdf
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read 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).
Spanish IVH, page 16 of 27
Spanish IVH – SY 2014 - 2015
AP THEME: Families and Communities, Personal and Public Identities
AP SUBTHEME: Family Structures, Friendship and Love, Beliefs and Values
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml
•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources.
•SIV.5 The student will produce and present in Spanish either student-created or culturally authentic essays, poetry, plays, podcasts, and stories on themes of general and personal interest.
•SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
•SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
CULTURES:
• Explore attitudes when reacting to conflicts/relationships.
COMPARISONS:
• Compare and contrast conflicts between friends and conflicts between family members.
Subjunctive Nosotros Commands Por/para Relationship/Conflict
vocabulary Present Perfect
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Spanish IVH – SY 2014 - 2015
• Express and explain how to deal with a conflict.
• Express opinions and react to how people resolve conflicts in their personal lives.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio and visual texts relating to conflicts.
• Evaluates and interprets written texts and materials on conflicts.
PRESENTATIONAL MODE:
• Produce oral and written interpersonal relationships.
• Produce an activity showing suggestions for interpersonal relationships.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to conflict resolution/relationships.
CONNECTIONS:
• Make connections between conflicts and relationships.
COMMUNITIES:
• Explore conflicts and relationships.
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Spanish IVH – SY 2014 - 2015
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Spanish IVH – SY 2014 - 2015
USEFUL VOCABULARY Production: apoyar(se), pensar en sí mismo, comprensivo/a, caerse bien/mal, romper con, infantil,
confiar, resolver, (in)maduro, contar con, tener la culpa, (ir)responsable, discutir, la amistad,
juntos/as, engañar, la cualidad, justo/a, esperar que, agradable, ojalá, extrañar, amable,¡Qué va!,
guardar (un secreto), amistoso/a, ¡Yo no fui!, hacer caso, antipático/a, ¡Déjame en paz!, mejorar,
cariñoso/a, ¡Basta ya!, molestar, celoso/a; tener celos, pedir perdón, chismoso/a; chismear
Recognition: aceptar tal como (ser), mentir, casado/a, acusar, pelearse; la pelea, consentido/a,
alegrarse, ponerse de acuerdo, egoísta, arrepentirse, reconciliarse, mal educado/a, atreverse,
reconocer, perezoso/a, burlarse de, temer que, puntual, desconfiar, tener paciencia, soltero/a, estar
equivocado/a, el comportamiento, travieso/a, llevarse bien/mal con, el malentendido, vanidoso/a,
llorar, ambicioso/a
RECYCLED/ONGOING TOPICS/STRUCTURES Subjunctive, Nosotros Commands, Por/Para, Present Perfect
RESOURCES/ ACTIVITIES
Movies: "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
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read/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.
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Spanish IVH – SY 2014 - 2015
AP THEME: Contemporary Life
AP SUBTHEME: Professions/Education
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml
•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.
•SIV.5 The student will produce and present in Spanish either student-created or culturally authentic essays, poetry, plays, podcasts, and stories on themes of general and personal interest.
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures.
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
•SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
•SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community.
•SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
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Spanish IVH – SY 2014 - 2015
-Presentational (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 apply for a job.
• Express opinions and react to what it would be like to work in different jobs.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio and visual texts relating to employment/job choices.
• Evaluates and interprets written texts and materials related to employment.
PRESENTATIONAL MODE:
• Produce oral and written reports on careers.
• Produce an activity showing understanding of skills/abilities need for different types of jobs.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related the economy and employment..
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
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),
Spanish IVH, page 22 of 27
Spanish IVH – SY 2014 - 2015
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/ ACTIVITIES
Classified 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
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a classified ad and apply for a job citing the skills that they have that would make them a good candidate for the job.
Write a dialogue in groups of two in which one student is the employer and one is the person applying for the job.
Create a pretend job fair in the classroom.
Present information to the class about the education/experience needed for different careers.
Spanish IVH, page 23 of 27
Spanish IVH – SY 2014 - 2015
AP THEME: Personal and Public Identities
AP SUBTHEME: Beliefs and Values, Multiculturalism
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml
•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures.
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
•SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
•SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community.
•SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to the role of
CULTURES:
• Explore attitudes when reacting to
COMPARISONS:
• Compare and contrast student
Present/Imperfect Subjunctive
Conditional
Spanish IVH, page 24 of 27
Spanish IVH – SY 2014 - 2015
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.
• Express opinions and react to the role of student government in a high school.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio and visual texts relating to student government and student rights and responsibilities.
• Evaluates and interprets written texts and materials related to student government and student rights and responsibilities.
PRESENTATIONAL MODE:
• Produce oral and written reports on student government and student rights and responsibilities.
• Produce an activity demonstrating understanding of student government and student rights and responsibilities.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related student government and student rights and responsibilities.
student government and student rights and responsibilities.
CONNECTIONS:
• Make connections between student government and student rights and responsibilities.
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.
Commands
Spanish IVH, page 25 of 27
Spanish IVH – SY 2014 - 2015
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/ ACTIVITIES
Realidades 3-chapter 10, newsinslowspanish.com, washingtonhispanic.com, tiempolatino.com, song: "Justicia, Tierra y Libertad" by Maná, Mock Trial, movie: "Casi Casi", list of cohesive devices for writing, book: "Vida y Muerte en la Mara Salvatrucha." Selections from Conversación y Controversia: "La pena capital...muerte" p. 141, "La popularidad" p. 32, Aventuras Literarias "Mi Raza" p. 136.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read 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).
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Spanish IVH – SY 2014 - 2015
AP THEME: Science and Technology
AP SUBTHEME: Discoveries and Inventions, Future Technologies, The New Media, Social Impact of Technology
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml
•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures.
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
•SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language.
•SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community.
•SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
Spanish IVH, page 27 of 27
Spanish IVH – SY 2014 - 2015
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
• Express opinions and react to new inventions.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio and visual texts relating to future/technologies/professions in the future.
• Evaluates and interprets written texts and materials related to future/technologies/professions in the future.
CULTURES:
• Explore attitudes when reacting to future/technologies/professions in the future.
CONNECTIONS:
• Make connections between
future/technologies/professions in the future.
COMPARISONS:
• Compare and contrast future/technologies/professions in the future in US and Spanish-speaking countries.
COMMUNITIES:
• Explore future/technologies/professions in the future of the Spanish-speaking world.
Present/Imperfect Subjunctive
Future Conditional Perfect tenses Direct and Indirect
Object Pronouns
Spanish IVH, page 28 of 27
Spanish IVH – SY 2014 - 2015
PRESENTATIONAL MODE:
• Produce oral and written reports on future/technologies/professions in the future.
• Produce an activity showing understanding of future/technologies/professions in the future..
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to future/technologies/professions in the future.
USEFUL VOCABULARY ahorrar, graduarse, la minoría, aumentar, lograr, la mayoría, averiguar, el desarrollo, la solicitud de empleo, contratar, el/la dueño/a, el sueldo, (des)aparecer, el/la gerente, a tiempo completo, descubrir, el hombre/la mujer de negocios, a tiempo parcial, despedir, el idioma, la lengua, encargarse (de), el/la jefe/a, curar, la entrevista, entrevistar, la máquina, el anuncio clasificado, la habilidad, la destreza, los medios de comunicación, los beneficios, el hogar de ancianos, la referencia, el colegio, la industria, el requisito, la empresa, el invento, la universidad, garantizar, seguir (+ gerundio) , capaz, habrá, seguir una carrera, como si fuera, mudarse, tomar decisiones, algún día, eficiente, cuidadoso/a, haré lo que me dé la gana
RECYCLED/ONGOING TOPICS/STRUCTURES The present perfect, past perfect, demonstrative adjectives and pronouns, the future, direct and
indirect object pronouns
RESOURCES/ ACTIVITIES Realidades 3 Chapters 5 & 6, personal ads in newspapers, selections from Conversación y
Controversia: "El año 2100", Movie, "La Misma Luna", Songs "Pobre Juan" by Maná, "Mojado" &
"Si el Norte fuera el Sur" by Ricardo Arjona, list of cohesive devices for writing.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish IVH, page 29 of 27
Spanish IVH – SY 2014 - 2015
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read 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..
Spanish IVH, page 30 of 27
LCPS
Spanish VH Curriculum GuideWorld Languages and Cultures
LCPS
2014-2015
Spanish VH – SY 2014 - 2015
ACCORDING TO MODES OF COMMUNICATION
The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes.
Interpersonal Interpretive PresentationalActive negotiation of meaning among individuals
Interpretation of what the author, speaker, or producer wants the receiver of the message to understand
Creation of messages
Participants observe and monitor one another to see how their meanings and intentions are being communicated.
One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer
One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.
Adjustments and clarifications are made accordingly.
Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective
To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture
Speaking and listening (conversation); reading and writing (text messages or via social media)
Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials
Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint)
*Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012
Spanish VH, page 31 of 22
Spanish V Honors– SY 2014 - 2015
AP THEMES: Personal and Public Identities; Contemporary Life AP SUBTHEMES : Personal Relations, National & Ethnic Identities, Personal Belief, Multiculturalism,
Nationalism & Patriotism, Alienation & Assimilation, Language and Identity Education, Holidays & Celebrations, Current Events.
Essential Questions: How do history and geography affect language and culture?Is the desire to survive enough motivation to push forward in life?How does nationalism affect everyday life in Spain and Latin America?What have we learned from oppression, intolerance and lack of freedom?
Recommended pacing: Approximately 4.5 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: Spain, United States
World Languages National Standards:S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.S2: Students will understand and interpret spoken and written language on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
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 Imagina pages 39 and 373.
RECYCLED/ONGOING TOPICS/STRUCTURES Present tense, ser vs. estar, gustar & similar verbs, nouns & articles
RESOURCES/ ACTIVITIES Imagina Lesson 1; Imagina pages 200, 346, 364 and 366
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Triángulo page 60.
Movie: Al otro lado
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
The students will read (as a class lead by the teacher) Poema 20 from Imagina page 20. Have students find symbols and roles and discuss, analyze. This could be in oral or written production form.
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.
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Spanish V Honors– SY 2014 - 2015
AP THEMES: Global Challenges, Contemporary Life, Personal and Public Identities AP SUBTHEMES : Diversity Issues, Economic Issues, Population & Demographics, Social Conscious, Human
Rights, Peace & War, Multiculturalism, Language & Identity, Nationalism & Patriotism
Essential Questions: What are the causes and effects of migratory movements?What is the impact of drug trafficking on global economy & social issues?How can indigenous cultures influence the development of identity?
Recommended pacing: Approximately 4.5 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: Mexico, Guatemala, Honduras
World Languages National Standards:
S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.S2: Students will understand and interpret spoken and written language on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Defend position on a given social topic. Continue to obtain information on another’s
thoughts and opinions (e.g., current social, political, or environmental issue).
Discuss advantages and disadvantages of an idea or proposed course of action.
Write an editorial on a current issue. Examine and discuss socio-cultural elements
represented in a text (e.g. values, attitudes and beliefs).
Infer a writer’s assumptions, purpose, or point of view in an editorial.
Read with understanding written materials in target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.
Suggest possible solutions to the economic and environmental challenges faced by the target culture(s).
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Demonstrate how idiomatic expressions reflect culture.
Recognize that vocabulary conveys different meanings in various contexts.
Compare and contrast career choices and social roles in the target cultures and their own.
Analyze the relationship between cultural stereotyping and its implications in different cultures.
Visit local establishments/social clubs owned and managed by native speakers.
Engage in simple conversations with native-speaker personnel at site visited.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
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USEFUL VOCABULARY Imagina page 77.
RECYCLED/ONGOING TOPICS/STRUCTURES Preterit tense, imperfect tense, the preterit vs. the imperfect, progressive forms, telling time
RESOURCES/ ACTIVITIES
Imagina Lesson 2; Imagina pages 149 and 152.
Triángulo pages 26 and 42.
Movie: A Better Life
See VISION for resources on Guatemala, Honduras and Mexico. http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students use online Spanish language newspapers to find a current event related to migration in Mexico, Guatemala and Honduras. They write an editorial in response to the event. Students later edit their writing with teacher guidance.
The students debate the advantages and disadvantages of immigration based on the information they have researched.
The students watch the movie A Better Life (or similar resource: movie, song, etc.) and speak for 2-3 minutes from the perspective of an immigrant or a family member who has been left behind. They should include in their speech what two countries are represented and the struggles and obstacles they have to overcome in their situation.
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AP THEMES: Global Challenges, Families & Communities, Beauty & Aesthetics AP SUBTHEMES : Peace and War, Human Rights, Social Welfare, Human Geography, Visual
and Performing Arts
Essential Questions: How do extremist groups impact political systems?What impact did the Cold War have in Latin America?How can dictatorships affect the stimulation of new ideas?What role do the media play in the globalization of perspectives, practices and products?
Recommended pacing: Approximately 4.5 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: El Caribe (Cuba, Puerto Rico, Dominican Republic)
World Languages National Standards:
S2: Students will understand and interpret spoken and written language on a variety of topics.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S5: Students will reinforce and expand their knowledge of other areas of study through the world language.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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).
Infer a writer’s assumptions, purpose, or point of view in an editorial.
Apply skills of critical analysis to oral communication.
Write, review and edit own writing with teacher guidance.
Present to class information learned from research paper using technology (e.g. video, etc.).
Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.).
Describe attitudes towards money in the target culture(s).
Read with understanding written materials in the target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.
Study and analyze the cultural perspectives and practices in the films of the target culture.
Describe the regions of the target culture. Use a map to retrace the location and
involvement of terrorist cells.
Compare and contrast career choices and social roles in the target cultures and their own.
Watch and listen to TV or radio broadcasts in the language studied.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
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Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns. Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
USEFUL VOCABULARY Imagina page 117.
RECYCLED/ONGOING TOPICS/STRUCTURES The subjunctive in noun clauses, object pronouns, commands, possessive adjectives and pronouns, demonstrative adjectives and pronouns
RESOURCES/ ACTIVITIES Imagina Lesson 3
Triángulo pages 2, 119, 169, 236, and 284.
Movies: Viva Cuba, En el tiempo de las mariposas
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students research the viewpoints of an extremist group in one of the countries and complete a graphic organizer on the positive and negative effects of the group’s activities.
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.
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AP THEMES: Science and Technology, Global ChallengesAP SUBTHEMES: Future Technologies, Social Impact of Technology, Social Conscious
Essential Questions: How can technology shape the dynamics of trade patterns and new economies?How can we compare the political experiences of Cuba and El Salvador?What are the major commonalities and differences among the countries of Central America?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: Nicaragua, El Salvador, Panama
OJO: NOT COSTA RICA
World Languages National Standards:
S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
Present to class information learned from research paper using technology (e.g. video, etc.).
Read with understanding written materials in the target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.
Suggest possible solutions to economic and environmental challenges faced by the target culture(s).
Describe the regions of the target culture.
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Read literary texts and relate them to
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.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
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the historical period about which or in which they were written.
USEFUL VOCABULARY Imagina pages 155 and 231.
Essential vocabulary for understanding the functionality of the Panama Canal: tramo, esclusas, trayecto, atajo, ingeniería
RECYCLED/ONGOING TOPICS/STRUCTURES The subjunctive in adjectival clauses, reflexive verbs, por vs. para, to become
RESOURCES/ ACTIVITIES Imagina Lesson 4.
Movie: Voces Inocentes
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Note: The use of VISION is especially important for both the Panama Canal and El Salvador
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students will read written descriptions of their classmates’ inventions (see “Presentational Task”) and, imagining they are the developers, will rank the inventions in order of perceived success.
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.
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Spanish V Honors– SY 2014 - 2015
AP THEMES: Global Challenges AP SUBTHEMES: Environmental Issues
Essential Questions: What more can be done to prevent the destruction of natural resources in Latin America?How does the all-inclusive concept of tourism compare to ecotourism?
Recommended pacing: Approximately 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: Ecuador, Costa Rica
World Languages National Standards:
S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S6: Students will acquire & use information from a variety of sources available in the world language, using technology, print, audiovisual, media, data & human resources.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Read literary texts and relate them to the historical period about which or in which they were written.
Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).
Compare and contrast career choices and social roles in the target cultures and their own.
Analyze the relationship between cultural stereotyping and its implications in different cultures.
Prepare article for school newspaper in target language about cultural aspects of target countries.
Establish and maintain communication with peers in
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
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Spanish V Honors– SY 2014 - 2015
the target culture.USEFUL VOCABULARY Imagina page 193.
RECYCLED/ONGOING TOPICS/STRUCTURES Future, conditional, relative pronouns, que vs. cual, neuter lo
RESOURCES/ ACTIVITIES Imagina lesson 5; Imagina page 260.
Triángulo pages 11 and 204.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students research in articles and on internet to determine how countries are responding to environmental issues. Write a summary for one country.
Students will debate the pros, cons and preferences regarding the two touristic perspectives.
Students will create a mini-lesson on what to do and what not to do to protect and preserve the environment.
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Spanish V Honors– SY 2014 - 2015
AP THEMES: Families and Communities, Personal and Public Identities AP SUBTHEMES: Citizenship, Family Structures, Age & Class
Essential Questions: How are families and communities affected by political oppression?What does it mean for a country to respect the human rights and freedoms of its citizens?
Recommended pacing: Approximately 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: Chile
World Languages National Standards:
S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S6: Students will acquire & use information from a variety of sources available in the world language, using technology, print, audiovisual, media, data & human resources.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Read literary texts and relate them to the historical period about which or in which they were written.
Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).
Compare and contrast career choices and social roles in the target cultures and their own.
Analyze the relationship between cultural stereotyping and its implications in different cultures.
Prepare article for school newspaper in target language about cultural aspects of target countries.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
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Spanish V Honors– SY 2014 - 2015
Establish and maintain communication with peers in the target culture.
USEFUL VOCABULARY Imagina page 231.
RECYCLED/ONGOING TOPICS/STRUCTURES subjunctive in adverbial clauses, past subjunctive, comparatives and superlatives, diminutives and augmentatives
RESOURCES/ ACTIVITIES Imagina lesson 6
Triángulo pages 52, 127, 211, 245
Movie: Machuca.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students watch Machuca and explain in writing how government policies affected the main characters.
Students will work in pairs to create an interview of a grandparent of a desaparecido or one of the military officers.
Students give a political speech in which their platform emphasizes the importance of human rights and what needs to be done in their country to protect those rights.
Spanish VH, page 43 of 22
Spanish V Honors– SY 2014 - 2015
AP THEMES: Contemporary Life, Global Challenges AP SUBTHEMES : Education, Professional Careers, Economic Issues
Essential Questions: Given the economic issues that we face today, would the new generation have more or less opportunities than their parents?How does the geography of a nation impact its economy and international trade?
Recommended pacing: Approximately 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: Bolivia, Paraguay
World Languages National Standards:
S2: Students will understand and interpret spoken and written language on a variety of topics.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S5: Students will reinforce and expand their knowledge of other areas of study through the world language.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
Infer a writer’s assumptions, purpose, or point of view in an editorial.
Identify and understand organizational elements of writing (e.g. titles, paragraphs, bibliography).
Present to class information learned from research paper using technology (e.g. video, etc.).
Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.).
Read with understanding written materials in the target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.
Suggest possible solutions to the economic and environmental challenges faced by the target culture(s).
Identify and analyze the role of television in shaping attitudes and values in target culture(s).
Examine how target culture immigrants to the U.S. preserve their cultural traditions.
Compare and contrast career choices and social roles in the target cultures and their own.
Compare and contrast tangible products of the target culture and their own (e.g. dress, toys, sports, equipment, etc.).
Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture.
Recognize words in the target language heard/seen outside of school (e.g. on TV – Sesame Street, on cereal boxes, etc.).
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
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Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns.
Visit local establishments/social clubs owned and managed by native speakers.
USEFUL VOCABULARY Imagina page 267.
RECYCLED/ONGOING TOPICS/STRUCTURES present perfect, present perfect subjunctive, uses of se, past participles used as adjectives, time expressions with hacer
RESOURCES/ ACTIVITIES Imagina lesson 7
Triángulo pages 102 and 135.
AP Spanish Temas Workbook page 58.
Movie: Even the Rain
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read an article on one of the trade groups (e.g. NAFTA, CAFTA, MERCOSUR, and UE). They must identify how that group has used and/or developed use of technology to impact globalization.
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.
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Spanish V Honors– SY 2014 - 2015
AP THEMES: Family and Communities, Science and Technology AP SUBTHEMES: Social Conscious, Human Geography, Effects of Technology on the Individual and Society
Essential Questions: Are all scientific and technological advances a benefit to human kind?What is the cultural impact of the invention of agricultural terraces?What aspects of the Peruvian culture result in their international fame?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: Peru
World Languages National Standards:
S2: Students will understand and interpret spoken and written language on a variety of topics.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S5: Students will reinforce and expand their knowledge of other areas of study through the world language.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
Present to class information learned from research paper using technology (e.g. video, etc.).
Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.).
Describe attitudes toward money in the target culture(s).
Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Pizarro).
Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns.
Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).
Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture.
Explore cultural components on the Internet.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
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Spanish V Honors– SY 2014 - 2015
Watch and listen to TV or radio broadcasts in the language studied.
USEFUL VOCABULARY Imagina page 301. RECYCLED/ONGOING TOPICS/STRUCTURES past perfect, past perfect subjunctive, uses of the infinitive, prepositions
RESOURCES/ ACTIVITIES Imagina lesson 8.
Triángulo page 110.
AP Spanish Temas Workbook page 98.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Teachers make a copy of p. 295 of the Imagina book for each student or group and cut the paragraphs. Students are given the paragraphs to read and organize into a logical order and then must identify 3 sentences in the paragraphs that serve as good summaries of the article.
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.
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Spanish V Honors– SY 2014 - 2015
AP THEMES: Global Challenges, Contemporary LifeAP SUBTHEMES: Social Conscious, Entertainment & Free Time
Essential Questions: How can one find a balance between escaping everyday life to relax and the desire to stay connected 24 hours a day?How can the people of a nation resolve social conflict and recover from atrocities that have taken place in the past?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: Argentina, Uruguay
World Languages National Standards:
S2: Students will understand and interpret spoken and written language on a variety of topics.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S5: Students will reinforce and expand their knowledge of other areas of study through the world language.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
Present to class information learned from research paper using technology (e.g. video, etc.).
Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.).
Describe attitudes toward money in the target culture(s).
Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.).
Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns.
Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).
Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture.
Explore cultural components on the Internet.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
Spanish VH, page 48 of 22
Spanish V Honors– SY 2014 - 2015
Watch and listen to TV or radio broadcasts in the language studied.
USEFUL VOCABULARY Imagina page 335.Recycle Imagina page 231.
RECYCLED/ONGOING TOPICS/STRUCTURES Future perfect, conditional perfect, si clauses, transitional expressions
RESOURCES/ ACTIVITIES Imagina lesson 9.
Triángulo pages 11, 35, 76, 92 and 220.
Movie: Cautiva, La historia oficial.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read an article or watch a video from the website http://www.abuelas.org.ar/ and write a journal entry on their reaction to the article.
After watching Cautiva or La historia oficial students work in groups of three to role-play orally a situation similar to one of those presented in the film.
Students will imagine that they have just found out that they are one of the grandchildren taken away by the military during the Videla years. They will present a two minute summary of their experience.
Spanish VH, page 49 of 22
Spanish V Honors– SY 2014 - 2015
AP THEMES: Global Challenges, Contemporary Life, Personal and Public Identities AP SUBTHEMES: Social Conscious, Lifestyle, Traditions and Social Values, Global Citizenship
Essential Questions: In what type of society do we want to live?What are the benefits and challenges of multiculturalism?In what way does the behavior of an individual affect the life of a community?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
Recommended Region(s) of Study: Colombia, Venezuela
World Languages National Standards:
S2: Students will understand and interpret spoken and written language on a variety of topics.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S5: Students will reinforce and expand their knowledge of other areas of study through the world language.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
Present to class information learned from research paper using technology (e.g. video, etc.).
Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.).
Describe attitudes toward money in the target culture(s).
Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.).
Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns.
Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).
Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture.
Explore cultural components on the Internet.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
Spanish VH, page 50 of 22
Spanish V Honors– SY 2014 - 2015
Watch and listen to TV or radio broadcasts in the language studied.
USEFUL VOCABULARY Imagina page 373. RECYCLED/ONGOING TOPICS/STRUCTURES Passive voice, negative and affirmative expressions, summary of the indicative vs. the subjunctive, pero vs. sino
RESOURCES/ ACTIVITIES Imagina lesson 10.
Imagina pages 122-127 (cortometraje), 331-334.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students analyze the songs of Juanes (La historia de Juan, Minas piedras, A Dios le pido).
Students create a dialogue between a Chavista and an anti-Chavista.
Students will write a three paragraph essay in which they describe the pros and cons of multiculturalism in a society.
Spanish VH, page 51 of 22
LCPS
Spanish AP Language and Culture
World Languages and CulturesLCPS
Spanish V Honors– SY 2014 - 2015
Spanish VH, page 52 of 22
Spanish AP– SY 2014 - 2015
ACCORDING TO MODES OF COMMUNICATION
The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes.
Interpersonal Interpretive PresentationalActive negotiation of meaning among individuals
Interpretation of what the author, speaker, or producer wants the receiver of the message to understand
Creation of messages
Participants observe and monitor one another to see how their meanings and intentions are being communicated.
One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer
One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.
Adjustments and clarifications are made accordingly.
Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective
To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture
Speaking and listening (conversation); reading and writing (text messages or via social media)
Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials
Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint)
*Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012
Spanish AP, page 53 of 22
Spanish AP– SY 2014 - 2015
AP THEME : Families and Communities AP 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 theme.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Spanish AP, page 54 of 23
Spanish AP– SY 2014 - 2015
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to friendship.
• Discuss and/or debate characteristics of a good/bad friend.
• Express and explain what you would consider the ideal friend.
• Express opinions and react to betrayal by friends.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from authentic audio visual texts relating to love.
• Evaluates and interprets written texts and materials on relationships.
PRESENTATIONAL MODE:
• 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 presentation
reflecting current trends and/or attitudes in
society related to friendship.
CULTURES:
• Explore attitudes when reacting to cultural differences in friendship.
CONNECTIONS:
• Make connections between historical contexts and current attitudes towards multicultural/international friendships.
.
COMPARISONS:
• Compare and contrast types of 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.
See vocabulary and grammar topics for the theme. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Families and Community” vocabulary lists as provided by teacher.
Spanish AP, page 55 of 23
Spanish AP– SY 2014 - 2015
RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 1 and Lección 2 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
RESOURCES/ ACTIVITIES VENN diagram displaying characteristics your best friend in elementary school had and your current best friend has – what are the common characteristics that make them your best friend?
Students write a description of their ideal best friend.
Students write descriptions of when they felt betrayed by a friend.
Students listen to and analyze the song “Amigo” by Roberto Carlos or “Cosas del Amor” by Olga Tañon and Milly Quesada.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students 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.
Spanish AP, page 56 of 23
Spanish AP– SY 2014 - 2015
AP THEME : Families and Communities AP SUBTHEME : Family Structures
¿Cómo mejoramos la vida familiar en nuestro país?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Spanish AP, page 57 of 23
Spanish AP– SY 2014 - 2015
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to the family theme.
• 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 presentation
reflecting current trends and/or attitudes in
society 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 theme.
.
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.
• Identify local Spanish speaking communities and cultural events.
See vocabulary and grammar topics for the theme. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Families and Community” vocabulary lists as provided by teacher.
Spanish AP, page 58 of 23
Spanish AP– SY 2014 - 2015
RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 3 and Lección 4 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
RESOURCES/ ACTIVITIES Conversation about what activities promote or maintain the family unit in your culture.
Reading in Continuemos page 32 “¿Eres un papá de medio tiempo?”.
Listening Activity page 205 of Triangulo “Los hombres toman más en serio la paternidad”.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students 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)Esperanza renace (http://edsitement.neh.gov/lesson-plan/esperanza-rising-learning-not-be-afraid-start-over)
Students imagine they are one of the characters from the reading selection they have done (see “Interpretive Task”) and write to one of their classmates describing their situation at the end of the story. The classmate should respond suggesting solutions as to how they can improve their situation (focusing on the family).
Students write an alternate ending to the story they have read.
Spanish AP, page 59 of 23
Spanish AP– SY 2014 - 2015
AP THEME : Science and Technology AP SUBTHEME : New Media, Social impact of technology
¿Cómo afecta la tecnología la vida cotidiana ?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Spanish AP, page 60 of 23
Spanish AP– SY 2014 - 2015
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Spanish AP, page 61 of 23
Spanish AP– SY 2014 - 2015
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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 presentation
reflecting current trends and/or attitudes in
society 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.
• Identify local Spanish speaking communities and cultural events.
See vocabulary and grammar topics for the theme. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Science and Technology” vocabulary lists as provided by teacher.
Spanish AP, page 62 of 23
Spanish AP– SY 2014 - 2015
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 6 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
RESOURCES/ ACTIVITIES Brainstorm a list of technologies teen use in everyday life
Imagine what kind of technologies will exist in the future
Interview different students in Spanish to find which technology or social media they use the most.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students listen to / read a recent news publication about the effect of social media in current affairs. They write structured and organized summarization notes regarding the main points discussed in the article.
Example:
Los indignados en España
La primavera árabe
El 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.
Spanish AP, page 63 of 23
Spanish AP– SY 2014 - 2015
AP THEME : Beauty and AestheticsAP SUBTHEME : Ideals of beauty
¿Qué nos permite percibir la belleza?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Spanish AP, page 64 of 23
Spanish AP– SY 2014 - 2015
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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 presentation
reflecting current trends and/or attitudes in
society 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.
• Identify local Spanish speaking communities and cultural events.
See vocabulary and grammar topics for the theme. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Beauty and Aesthetics” vocabulary lists as provided by teacher.
Spanish AP, page 65 of 23
Spanish AP– SY 2014 - 2015
RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 5 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
Spanish AP, page 66 of 23
Spanish AP– SY 2014 - 2015
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 Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students listen to / read « La Patum de Berga », declarada Patrimonio Oral e Inmaterial de la Humanidad » (AP Spanish : Preparing for the Language Examination p. 177) and answer questions related to the activity.
Students compose a dialogue between a travel agent and a tourist asking questions about the cultural components of a country that the travel agent answers.
Students plan and present a travel plan/itinerary based on the conversation they have with the “travel agent,” being sure to explain the cultural offerings of the country.
Spanish AP, page 67 of 23
Spanish AP– SY 2014 - 2015
AP THEME : Contemporary Life AP SUBTHEME : Rites of Passage¿Por qué la sociedad y las distintas culturas necesitan establecer ritos de pasaje?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Spanish AP, page 68 of 23
Spanish AP– SY 2014 - 2015
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to tradition .
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.
• Identify local Spanish speaking communities and cultural events.
See vocabulary and grammar topics for the theme. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Contemporary Life” vocabulary lists as provided by teacher.
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 7 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
Spanish AP, page 69 of 23
Spanish AP– SY 2014 - 2015
RESOURCES/ ACTIVITIES
Investigate 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.htm
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students listen to / read “¿A qué edad nos convertimos en adultos?” (A toda vela p. 79-80) or “Las medias rojas” by Emilia Pardo Bazáan and respond to content / application questions regarding the reading.
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?”
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Spanish AP– SY 2014 - 2015
AP THEME : Global ChallengesAP SUBTHEME : Health Issues, Nutrition and Food Safety¿Por qué debe prestar atención la sociedad a los problemas médicos ?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
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Spanish AP– SY 2014 - 2015
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(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:
• Produce oral and written reports on traditional medicine.
• Produce an activity showing solutions to a health issue.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to body image.
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 communities and cultural events.
See vocabulary and grammar topics for the theme. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Global Challenges” vocabulary lists as provided by teacher.
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 8 and Lección 9 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
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Spanish AP– SY 2014 - 2015
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Spanish AP– SY 2014 - 2015
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
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read “Inglaterra prohíbe la comida basura en los colegios” (A toda vela p. 162) and create a five item interactive / question-and-answer quiz for a classmate based on the article.
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.
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Spanish AP– SY 2014 - 2015
AP THEME : Personal and Public Identities AP SUBTHEME : Gender and Sexuality, Multiculturalism, Beliefs and Values
¿Cómo se distingue la diferencia entre lo masculino y lo femenino en la cultura de los EE.UU. versus otras culturas hispanohablantes?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
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Spanish AP– SY 2014 - 2015
COMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Maintain a discussion related to feminism.
• Discuss and/or debate machismo.
• 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 presentation reflecting current trends and/or attitudes in society related to results of gender reversal.
CULTURES:
• Explore attitudes when reacting to gender discrimination.
CONNECTIONS:
• Make connections between historical contexts and current attitudes towards gender identity.
.
COMPARISONS:
• Compare and contrast social values on gender.
COMMUNITIES:
• Explore gender expectations
in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking communities and cultural events.
See vocabulary and grammar topics for the theme. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Personal and Public Identities” vocabulary lists as provided by teacher.
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 10 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
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Spanish AP– SY 2014 - 2015
RESOURCES/ ACTIVITIES
Read 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
ASSESSMENTS/ RUBRICS
NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students 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 Velásquez
“Me quieres blanca” by Alfonsina Storni
Other 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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