ap theme: personal and public identities - ver una película. to see a movie yo ... identify...

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


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



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…



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



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.


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

http://loudounvision.net/


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

Recommended pacing: 1 week


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


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



Describe pictures by using adjectives.

Write phrases using adjectives.



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



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)



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


Greetings and interrogative words.

¿Dónde vives? Vivo en ____. ¿De dónde eres? Soy de ____. ¿Cómo eres? “Ser” + adjective



For introductions: assign students different countries and have them introduce themselves using that nationality. Get magazine pictures of people and place them in plastic sheet protectors. Use them as flashcards to talk about physical

descriptions in class or relationships. “Moo! Body Parts Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1161.html





ASSESSMENTS/ RUBRICS




Create a chart/graph to demonstrate the different physical traits in the class


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



AP THEME: CONTEMPORARY LIFEAP SUBTHEME: Leisure and Sports




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.



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.



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.



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...



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




ACTIVITIES

SSESSMENTS/ RUBRICS




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



AP THEME: GLOBAL CHALLENGESAP SUBTHEME: Environmental Issues



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.



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



•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



USEFUL VOCABULARY

Q1

EL CLIMA/LAS ESTACIONES

LOS DÍASLOS MESES LA HORA


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



llueveit rains

sábadoSaturday

diciembreDecember

nieva

it snows

domingoSunday

soleadosunny

las estaciones

del año

el inviernowinter

el veranoSummer

la estaciónseason

el otoñoFall/Autumn

la primaveraSpring


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.



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



http://www.telemundo.com/

http://www.holaciudad.com/







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.



AP THEME : CONTEMPORARY LIFEAP SUBTHEME: Education






S 2.2 Use proper formal and informal forms of address in familiar situations.



S 5.2 Present basic information about topics such as oneself, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on present time.

COMMUNICATION-Interpersonal -Interpretive -Presentational


Talk about school schedules and subjects Discuss what students do during the school day Talk about location of objects and furniture in

the classroom Ask about who is doing an action Express ownership and possession Read and listen to information regarding

classroom, people, objects, furniture and the

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.



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)



nurse

el escritorioteacher's desk

la mochila

backpack

detrás de behind

nuestro/a (s)our


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



el sacapuntaspencil sharpener

el civismo

civics

el tecladokeyboard

el/la estudiantestudent


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.



Have students tell the class about the content of their ‘mochilas’





Read a student schedule and identify courses being taken

Read a list of school supplies needed for the school year Create a web page to showcase your school

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





AP THEME : CONTEMPORARY LIFEAP SUBTHEME: Professions, Leisure and Sports




S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.





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


USEFUL VOCABULARY

Q2

LUGARES PROFESIONES EXPRESIONES ACTIVIDADES (VERBOS)

PALABRAS INTERROGATIVAS


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



sport complex

el conciertoconcert

la piscinapool

generalmentegenerally


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



por la tardein the afternoon

solo(a)alone




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



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





Read a map of a town and identify places indicated Read a story about going into town Play the role of someone who

works at a location in town. Help a customer

Sequence pictures to tell a story and write the captions

Draw a scene from a favorite place to visit in town and talk about it

Draw a map if a city and identify places





AP THEME : GLOBAL CHALLENGEAP SUBTHEME: Health Issues, Nutrition and Food Safety






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 4.1 Differentiate among basic types of statements, questions, and exclamations.



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.



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.



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).



USEFUL VOCABULARY

Q3BEBIDAS/FRUTAS LA COMIDA VERBOS


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



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



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


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





Food manipulatives





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

knowledge of vocabulary Identify pictures of vocabulary

with simple word responses Generate questions about the

food eaten at home Interview a classmate about

their favorite meals Role play a parent and a child

during meal time Make suggestions for future

meals

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

Use all the words that describe a meal scene

Prepare a menu Prepare a skit between two

students at a restaurant and present to class




AP THEME : GLOBAL CHALLENGESAP SUBTHEME: Nutrition and Food Safety







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




Learn how to read a menu Order a meal in a restaurant Ask to have something brought out to you Table settings, meal customs Listen to and understand information about

food items and restaurants, table settings and

meal customs during breakfast, lunch and dinner

Explain eating habits Go to Hispanic food section of a

grocery store and make a list of foods available

Compare techniques for getting a servers attention, menu selections, typical breakfast

habits

Discover the local availability of foods from Spanish-speaking

countries

Going to a restaurant with your family

Order food in a restaurant.

Say they’re missing something.

Talk about how food tastes.

Discuss breakfast, lunch, dinner, beber,ages and preferences.

Describe table settings



USEFUL VOCABULARY

Q3

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



la peor comidathe worst food

soloonly

le traigo…I will bring you...

todoall/everything

¿Me trae…?

Will you bring me…?



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___.



Food manipulatives to have students be the servers “Moo! Spanish Ordering Food” from Teacher’s Discovery






Read a menu and make selections for a meal. Go online to a Spanish language menu

Read and advertisement for several restaurants and answer questions about the content

Use a reaction guide to react to a reading. (What I read, what I think about what I read)

*Graphic organizer on VISION

Identify pictures of vocabulary with simple word responses

Generate questions about the topic

Interview a classmate about their favorite restaurant

Role play about placing or taking an order in a restaurant

Negotiate in the target language to convince a group of friends where to go for dinner

List all the words that describe a meal scene

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





AP THEME : FAMILIES AND COMMUNITIESAP THEME: Family Structures




SI 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.




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.



• 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.



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 ______?



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


¿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”



“Moo! Family Nouns Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1272.html





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





AP THEME : CONTEMPORARY LIFEAP SUBTHEME: Housing and Shelter










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).



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



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


el /la mejorbest

la oficinaoffice

las cortinascurtains

su /sushis/her/its/ your

el/la peor



(formal) worst

la paredwall


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


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”.



“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







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



AP THEME : CONTEMPORARY LIFEAP SUBTHEME: Holiday and Celebrations




SI 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.




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.



• 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.



USEFUL VOCABULARY

ACTIVIDADES PARA UNA FIESTA

DECORACIONES ADJETIVOS POSESIVOS CELEBRACIONES

abrirto open

mi / mismy

¡Felicidades!Congratulations!

apagarto turn off

el globoballoon


¡Feliz cumpleaños!Happy Birthday!

celebrarto celebrate

el papel picadocut-paper decorations

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

el aniversarioanniversary

cortarto cut

el pastelcake


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




Family vocabulary.

“Venir”, “Invitar”, “Traer”,

“Tener” + que, ¿Dónde es la celebración/ fiesta? ¿Cuándo es la celebración/ fiesta?



“Moo! Spanish Sweet 15” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1428.html





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 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 – 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


INTERPERSONAL MODE:• Maintain a discussion related to basic grammar learned in level I.• Discuss and/or debate: level I topics for review. Topics can include but are not limited to restaurant, places in the community, family, celebrations, etc.

INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio, visual and text related to subjects presented from the previous level.

PRESENTATIONAL MODE:• Produce oral and written reports on information about Spanish-speaking countries or previously mentioned topics.

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

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

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

Talk about: Aforementioned topics

Vocabulary:

Review level I vocabulary.

Grammar:present tense verbs (regular verbs, -ar, -er, -ir) verbs tener, hacer, querer, jugar, dormir, preferir, etc.stem-changing verbspresent progressivecorrect word order of nouns and adjectivesdefinite articles (el, la, los, las) and indefinite articles (un, una, unos, unas)interrogative words (por qué, cuándo, dónde, etc.)

transition words (después, cuando, luego, etc.)



Quarter 1Unit 1

USEFUL VOCABULARY

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

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

RESOURCES/ACTIVITIES Realidades I , Realidades II, visual photos/PowerPoint’s.





Listening exercisesReading Exercises

Students discuss with each other basic information, using grammar and vocabulary previously learned, in the target language.



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


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.



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



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


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.


NOTE: Teachers


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



should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.


Reading Exercises classroom, the time, and what is done in the class

school here and in Spanish-speaking countriesCreate a visual chart of your ideal school with favorite rules



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


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.



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.



Quarter 1Unit 2B

USEFUL VOCABULARY

Extracurricular Activities

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

el ajedrez el animador/la animadora

el bailarín/la bailarina

asistir a crear una página de red ¿Cuánto tiempo hace que…?

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

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

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

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

grabar oprimir (aquí) la oportunidad/las oportunidades

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

las artes marciales la orquesta perder enviar un correo electrónico tan + adj + como

la fotografía el jugador/la jugadora

la banda saber tantos (as) + noun + como

la práctica la canción/las canciones

sacar fotos

las actividades extracurriculares

la voz/las voces

ser miembro de…

los jóvenes tomar leccionesvolver (o-ue)


General review: locations such as, el gimnasio, el cine, la sala/el salon de clases, la biblioteca, el laboratorio, la oficina, etc.; the verb ir

New Grammar: Verbs saber and conocer; Making comparisons (más/menos...que, mejor/peor...que, menor/mayor...que, tan/tanto...como); superlatives (el más/menos...de); time expressions (using hace + time + que);


Realidades II (Chapter 1B), visual photos/PowerPoint’s of schools/students doing sports, Spanish television news/sports reports (audio and visual), practice workbook parts I & II, audio and video CDs.

ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.*Communicative Performance Assessments


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

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

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



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



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


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)



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


General review: present tense, the verbs ser and estar, and telling time.New grammar structure: reflexive verbs, and possessive adjectives (long form)


Realidades II (Chapter 2 A), Realidades I (Chapter 7A), Selecciones, Spanish television (audio and visual), practice workbook parts I & II, audio and video CDs.



ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.



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.



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


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



Quarter 2Unit 3B

USEFUL VOCABULARY

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


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


Realidades I (Chapter 7A), Realidades II (Chapter 2 A), Selecciones, Spanish television (audio and visual), newspaper advertisements,authentic clothing items for comparisons, photos/ slideshow of clothing, fashion magazines, practice workbook parts I & II, audio and video CDs.

ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments


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



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



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.



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




• 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



Quarter 2Unit 4


Review of: location and position words (a la derecha de, a la izquierda de, al lado de, cerca de, delante de, detrás de, lejos de); hace + time expressionsNew Grammar: Regular preterite tense, including “-car”, “-gar”, and “-zar” verbs; direct object pronouns; demonstrative adjectives; and using adjectives as nouns.

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

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


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



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.





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



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


General review of household chores, and telling time.New grammar structure: Direct object pronouns, and Irregular preterite forms of ir, ser, hacer, tener, estar, poder


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





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

Transform the classroom into a community with locations to go and do the errands. Have students be clerks/doctors and others be the client.

Create a booklet describing the rooms in your house and what chores are done thereCreate a booklet describing the places around your town and what errands you do there



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



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.



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


your best trip or vacation

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

Talk about travelvacationspast events

Vocabulary: vacation placesactivitiesmodes of transportationnationalities

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



Quarter 3Unit 5B

USEFUL VOCABULARY

Places to go on Vacation

Things to see on Vacation

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

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

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

el parque nacional la atracción/las atracciones

tomar fotos el helicóptero el hotel temprano

el río la jirafa visitar el metro el viaje luegoel teatro la serpiente/la culebra el taxi fantástico (a) entoncesel zoológico la tortuga el tren fue un desastre antes / 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


Continued use of the regular preterite, and the irregular preterite of the verbs “ir/ser”New grammar: The personal ‘a’, the irregular preterite of the verb ver


Realidades I (Chapter 8A), Realidades II (Chapter Para Empezar), Realidades II (Chapter 3A), Spanish television programs/movie on different vacation destinations, authentic brochures and pamphlets from tourist spots, travel magazines

ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments


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

Write a letter about a vacation you tookWrite a letter about your dream vacationCreate a scrapbook/collage about a trip

Create a travel plan, including what you need to get ready and an itinerary, and talk about how your travel actually went.Create a commercial for a vacation destination



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



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.



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


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

Talk about getting aroundgiving directionspoints of interestgood driving habits

Vocabulary: asking for and giving directionsdriving adviceabout driving

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



Quarter 3Unit 6

USEFUL VOCABULARY

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

déjame en paz aproximadamente este (punto cardinal)

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

cruzar la callenorte

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

tomar


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


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

ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.*Communicative Performance Assessments


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.



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



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.



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


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



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)


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


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

ASSESSMENTS/ RUBRICSNOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.



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

Write a simple storybook (fictional or personal) to share

Create a home video or slideshow



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



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


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



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)


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,







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


LCPS

Spanish III Curriculum GuideWorld Languages and Cultures

LCPS

2014-2015

Spanish III – SY 2014 - 2015
















Spanish III, page 2 of 18


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.


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.


http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml



• 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





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.



AP THEME: Global Challenges AP SUBTHEME: Health issues





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.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language.



(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.


• 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.



medical emergencies.

• Produce an activity showing the ways to report an accident specific to parts of the body.



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






Oral conversations, free talk, fill out a police/medical report, and basic first aid.

Dramatizations, comic strips, create a public service announcement; report on an accident that occurred.



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





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.






(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.



• Evaluates and interprets written texts and materials on Past sporting events and competitions.


• Produce oral and written reports on results of Past sporting events and competitions.

• Produce an activity showing knowledge of sports competition and contests.



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





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.



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













(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.



movies

• Evaluates and interprets written texts and materials on film reviews.


• Produce oral and written reports on preferences and attitudes towards movies and television.

• Produce an activity showing the ways to express feelings regarding recently viewed films.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to movie genres and popularity of actors and actresses.


USEFUL VOCABULARY Vocabulary related to movies, rentals, actors, acting, television programs, genres, roles, scenes, characters, critiques. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to present perfect, review of verbs used with indirect object pronouns.

RESOURCES/ ACTIVITIES Spanish television programs, Realidades 2 Chapter 6B, TV Guide, People en Español, Selecciones, Disney Movie – The Incredibles, Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange





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.



AP THEME: Families and Communities AP SUBTHEME: Customs and Values












(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.


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



on Traditional dishes and recipes.


• 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





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











SIII.9 The student will investigate and discuss why similarities and differences exist within and among cultures.




(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.


• 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.


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.



• 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






Oral conversations, free talk, create a travel itinerary with travel recommendations, fill out airport and customs forms, and perform basic first aid.

Dramatizations, comic strips, create a commercial promoting tourism, design a poster to put in an airport stating rules and regulations for proper tourist behavior, create a travel brochure, create a scrapbook or a VoiceThread of a past vacation.



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













(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.



• Evaluates and interprets written texts and materials on Job descriptions.


• 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.


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





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.



AP THEME: Global Challenges AP SUBTHEME: Environmental Issues












(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.



• Evaluates and interprets written texts and materials on Recycling, conservation, and environmental concerns.


• Produce oral and written reports on Endangered animals.

• Produce an activity showing The ways conserve and protect the environment.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Recycling and conservation practices.


USEFUL VOCABULARY Vocabulary related to Earth, energy, animals, and the environment. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Review the future tense and the present tense of the subjunctive.

RESOURCES/ ACTIVITIES Realidades 2 Chapter 9B, Selecciones, Spanish television news reports (audio and visual). Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange





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 IVH – SY 2014 - 2015

LCPS

Spanish IVH Curriculum GuideWorld Languages and Cultures

LCPS

2014-2015

Spanish IVH, page 1 of 27


AP THEME: Contemporary Life

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


Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml

•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication.

•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.

•SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources.

•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.

•SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community.



(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




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.


• 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.



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,



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.






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.


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


AP THEME: Global ChallengesWe added the environment (Ch 9) to the first quarter because we felt that it lends itself to the camping topic we will explore at the beginning of the year.

AP SUBTHEME: Environmental Issues








•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.



(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:



•environment vocabulary

Future tense




• 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.


• Produce oral and written reports on conservation of the environment.

• Produce an activity showing how to reduce, reuse and recycle to conserve the environment.



• 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.



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





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.


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


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

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


AP THEME: Beauty and Aesthetics

AP SUBTHEME: Performing Arts, Visual Arts, Contributions to World Artistic Heritages, Music, Ideals of Beauty, Architecture





•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;




(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



•art/music/theater/dance/ architecture vocabulary




• 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.


• 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.



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


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.






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.




AP THEME: Global Challenges and Contemporary Life

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





•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;





(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.




• 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.


• Produce oral and written reports on healthy diets or exercise plans.

• Produce an activity showing an exercise routine.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to dieting and/or the different diets available.

USEFUL VOCABULARY la alergia, el antibiótico, la aspirina, estar resfriado, -a, estornudar, la fiebre, el grado centigrado, la gripe, el jarabe, la tos,el corazón, el músculo, el oído, el pecho, aconsejar, contener, desarrollar, evitar, exigir, incluir, quejarse, saltar (una comida), tomar, abdominales, el calambre, débil, ejercicios aeróbicos, estar en forma, estirar, flexionar, fuerte, la fuerza, hacer bicicleta, hacer cinta/caminadora, hacer flexiones, relajar(se), respirar, yoga, la alimentación, los alimentos, apropiado -a, el calcio, el carbohidrato, la comida basura/chatarra, la dieta, la edad, la energía, equilibrado, -a, la estatura, la fibra, el hábito, alimenticio, el hierro, lleno, -a, la merienda, nutritivo, -a, el peso, la proteína, saludable, vacío -a, la vitamina, aguantar, aunque, el consejo, la manera, el nivel, caerse de sueño, concentrarse, confianza en



sí mismo -a, estar de buen / mal humor, el estrés, estresado -a, preocuparse, sentirse fatal



RECYCLED/ONGOING TOPICS/STRUCTURES Commands, Subjunctive, Direct/Indirect Object Pronouns

RESOURCES/ ACTIVITIES http://www.choosemyplate.gov/en-espanol.html (description of food pyramid in Spanish), http://kidshealth.org/parent/en_espanol/general/myplate_esp.html,

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






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).


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

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

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


AP THEME: Families and Communities, Personal and Public Identities

AP SUBTHEME: Family Structures, Friendship and Love, Beliefs and Values






•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.




(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




• 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.


• Produce oral and written interpersonal relationships.

• Produce an activity showing suggestions for interpersonal relationships.



society related to conflict resolution/relationships.

CONNECTIONS:

• Make connections between conflicts and relationships.

COMMUNITIES:

• Explore conflicts and relationships.



USEFUL VOCABULARY Production: apoyar(se), pensar en sí mismo, comprensivo/a, caerse bien/mal, romper con, infantil,

confiar, resolver, (in)maduro, contar con, tener la culpa, (ir)responsable, discutir, la amistad,

juntos/as, engañar, la cualidad, justo/a, esperar que, agradable, ojalá, extrañar, amable,¡Qué va!,

guardar (un secreto), amistoso/a, ¡Yo no fui!, hacer caso, antipático/a, ¡Déjame en paz!, mejorar,

cariñoso/a, ¡Basta ya!, molestar, celoso/a; tener celos, pedir perdón, chismoso/a; chismear

Recognition: aceptar tal como (ser), mentir, casado/a, acusar, pelearse; la pelea, consentido/a,

alegrarse, ponerse de acuerdo, egoísta, arrepentirse, reconciliarse, mal educado/a, atreverse,

reconocer, perezoso/a, burlarse de, temer que, puntual, desconfiar, tener paciencia, soltero/a, estar

equivocado/a, el comportamiento, travieso/a, llevarse bien/mal con, el malentendido, vanidoso/a,

llorar, ambicioso/a

RECYCLED/ONGOING TOPICS/STRUCTURES Subjunctive, Nosotros Commands, Por/Para, Present Perfect


Movies: "Viva Cuba", “La Misma Luna”, telenovelas, Songs: "Pobre Juan" by Maná, "Mojado" &

"Si el Norte fuera el Sur" by Ricardo Arjona.






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.



AP THEME: Contemporary Life

AP SUBTHEME: Professions/Education






•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.





COMMUNICATION-Interpersonal -Interpretive





-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.


• Produce oral and written reports on careers.

• Produce an activity showing understanding of skills/abilities need for different types of jobs.



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),



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


Classified ads in Spanish, Job applications written in Spanish that can be found online or in the community.






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.



AP THEME: Personal and Public Identities

AP SUBTHEME: Beliefs and Values, Multiculturalism














(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




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.


• 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



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


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.






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).




AP THEME: Science and Technology

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

















(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




• 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.








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..


LCPS

Spanish VH Curriculum GuideWorld Languages and Cultures

LCPS

2014-2015

Spanish VH – SY 2014 - 2015
















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



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



Triángulo page 60.

Movie: Al otro lado






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.




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 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.



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).


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

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


Demonstrate how idiomatic expressions reflect culture.

Recognize that vocabulary conveys different meanings in various contexts.

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


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

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




USEFUL VOCABULARY Imagina page 77.

RECYCLED/ONGOING TOPICS/STRUCTURES Preterit tense, imperfect tense, the preterit vs. the imperfect, progressive forms, telling time


Imagina Lesson 2; Imagina pages 149 and 152.

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





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.




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 Region(s) of Study: El Caribe (Cuba, Puerto Rico, Dominican Republic)


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.



(Facts & Skills)

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

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


Apply skills of critical analysis to oral communication.

Write, review and edit own writing with teacher guidance.

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.






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.


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






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.




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


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.



(Facts & Skills)

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

Discuss advantages and disadvantages of an idea or proposed course of action (e.g. the year-round school, raising the age for getting a driver’s license to 18).

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



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

Describe the regions of the target culture.


Read literary texts and relate them to

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.




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


Note: The use of VISION is especially important for both the Panama Canal and El Salvador





Students will read written descriptions of their classmates’ inventions (see “Presentational Task”) and, imagining they are the developers, will rank the inventions in order of perceived success.

Students will create interview questions for one of the inventors (see “Presentational task”) and then students will interview one or more classmates.

Students will create an original invention that will economically improve trade between the hemispheres and will display their poster, glog or photo advertisement that includes visual support and a written description of their project.




AP 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 Region(s) of Study: Ecuador, Costa Rica


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.



(Facts & Skills)

Defend position on given social topic. Debate the value of specific cultural

traditions. Continue to obtain information on another’s

thoughts and opinions (e.g. current social, political or environmental issues).

Write and present an original story. Proofread and peer-edit writing. Present to class information learned from

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

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

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


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

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



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

Establish and maintain communication with peers in




the target culture.USEFUL VOCABULARY Imagina page 193.

RECYCLED/ONGOING TOPICS/STRUCTURES Future, conditional, relative pronouns, que vs. cual, neuter lo

RESOURCES/ ACTIVITIES Imagina lesson 5; Imagina page 260.







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.




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 Region(s) of Study: Chile


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.



(Facts & Skills)

Defend position on given social topic. Debate the value of specific cultural

traditions. Continue to obtain information on another’s

thoughts and opinions (e.g. current social, political or environmental issues).

Write and present an original story. Proofread and peer-edit writing. Present to class information learned from

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

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

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


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




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




Establish and maintain communication with peers in the target culture.


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.






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.




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 Region(s) of Study: Bolivia, Paraguay


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.



(Facts & Skills)

Use authentic documents to compare costs of goods and services in the home (e.g. gasoline, food, shelter, etc.)

Examine and discuss socio-cultural elements represented via the Internet.


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




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 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.).




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.


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


AP Spanish Temas Workbook page 58.

Movie: Even the Rain






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.




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 Region(s) of Study: Peru





(Facts & Skills)


Examine and discuss socio-cultural elements represented in text (e.g. values, attitudes and beliefs).





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).









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 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.




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 Region(s) of Study: Argentina, Uruguay





(Facts & Skills)








Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.).









USEFUL VOCABULARY Imagina page 335.Recycle Imagina page 231.

RECYCLED/ONGOING TOPICS/STRUCTURES Future perfect, conditional perfect, si clauses, transitional expressions


Triángulo pages 11, 35, 76, 92 and 220.

Movie: Cautiva, La historia oficial.






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.


http://www.abuelas.org.ar/



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 Region(s) of Study: Colombia, Venezuela





(Facts & Skills)








Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.).









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


Imagina pages 122-127 (cortometraje), 331-334.






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.


LCPS

Spanish AP Language and Culture

World Languages and CulturesLCPS


Spanish AP– SY 2014 - 2015
















Spanish AP, page 53 of 22


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.





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.


• 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.



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


• 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.



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.






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.




AP THEME : Families and Communities AP SUBTHEME : Family Structures

¿Cómo mejoramos la vida familiar en nuestro país?

















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.


• Produce oral and written reports on roles in the family.

• Produce an activity showing family dynamics.



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




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



RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 3 and Lección 4 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.

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”.






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.


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





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

¿Cómo afecta la tecnología la vida cotidiana ?












Standard 5.1: Students use the language both within and beyond the school setting



Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.





(Facts & Skills)

INTERPERSONAL MODE:

• Maintain a discussion related to 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.


• Produce oral and written reports on discoveries and innovations.

• Produce an activity showing future technologies.



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




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



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

RESOURCES/ 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.






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.




AP THEME : Beauty and AestheticsAP SUBTHEME : Ideals of beauty

¿Qué nos permite percibir la belleza?

















(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.


• Produce oral and written reports on literature.

• Produce an activity showing a visual art.



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




USEFUL VOCABULARY Refer to appropriate “Beauty and Aesthetics” vocabulary lists as provided by teacher.



RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 5 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.



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”.






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.



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


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

















(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.


• 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.



USEFUL VOCABULARY Refer to appropriate “Contemporary Life” vocabulary lists as provided by teacher.





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






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?”



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


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

















(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.


• 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.



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.



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.






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.




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?

















(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.


• 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




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





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.






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.)



ap theme: personal and public identities - ver una película. to see a movie yo ... identify...

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