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LOUDOUN COUNTY PUBLIC SCHOOLS
WORLD LANGUAGES AND CULTURES Spanish Curriculum I – AP 2012-2013
August 2012
Spanish Curriculum I – AP SY 2012 – 2013
NOTES
Spanish Curriculum I – AP SY 2012 – 2013
SPANISH LEVEL I
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: PERSONAL AND PUBLIC IDENTITIES
AP SUBTHEME: Language and Identity
Recommended pacing: 3 Weeks
Virginia State Foreign Language Standards of Learning for Level I:
SI.1 The student will exchange simple spoken and written information in Spanish.
SI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in Spanish using familiar phrases and sentences.
SI.3 The student will understand simple spoken and written Spanish based on familiar topics that are presented through a variety of media.
SI.4 The student will use verbal and non-verbal cues to understand simple spoken and written messages in Spanish.
SI.5 The student will present orally and in writing information in Spanish that contains a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
CULTURES/ CONNECTIONS COMPARISONS/
COMMUNITIES
ESSENTIAL
KNOWLEDGE
(Facts & Skills)
• Use basic greetings, farewells, and expressions
of courtesy both orally and in writing
• Use formal and informal forms to address in
familiar situations
• Read and listen to information about the
alphabet
• Read and listen to information about the
calendar, weather, and seasons.
•Introduce ser and estar
Students demonstrate an understanding of the
relationship between the practices and
perspectives of the culture studied.
Students demonstrate an understanding of the
relationship between the products and
perspectives of the culture studied.
Connect with other disciplines and acquire
information
Talk about new vocabulary through the
recognition of cognates. Similarities between
Spanish and English alphabet.
Explore attitudes when reacting to gaining
knowledge and understanding of other
cultures.
.
Compare and contrast the
Spanish language and the
cultures in the countries
where it is spoken
Explore social issues in your
own community or your
school and compare them to
issues in Spanish speaking
communities.
Identify local Spanish
speaking communities and
cultural events
Use numbers 1-100 to
quantify (age, time, items,
possessions, etc.)
Respond to classroom
commands.
Use feminine, masculine,
singular, plural articles
(un, una, unos, unas, el,
la, los, las)
Respond to basic
interrogatives (who, what,
where, when, why, how)
A brief introduction of
clothing: Identify whether
conditions and
appropriate clothing
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
SALUDOS MANDATOS EL CLIMA LAS ESTACIONES
DEL AÑO / DIAS
MESES
SENTIMIENTOS OTRAS PALABRAS Y
EXPRESIONES
(muy) bien por favor está lloviendo primavera estoy cansado ¿Cómo te llamas?
¡Adiós! soleado otoño feliz me llamo
¡Buenas noches levanta la mano hace viento verano enfermo ¿Cómo está Ud.?
¡Buenas tardes! camina hay tormenta invierno triste ¿Cómo esta?
¡Buenos días! siéntate hace sol semana preocupado ¿Qué pasa?
¡Hola! cierra hace calor mes ocupado ¿Qué tal?
abre llueve año contento ¿Y tú?
¡Nos vemos! corre hace frio día asustado ¿Y usted?
¡Qué tal! entrega está nevando estación enojado Soy……
¿Y tú? repite ventoso el calendario tengo hambre nada
silencio nieva enero tengo sueno regular
de nada hay granizo febrero tengo sed gracias
encantado/a ¿Cómo se dice? hay un huracán marzo tengo calor señor
es un placer se dice la temperatura abril tengo frio señora
gracias ¿Cómo se
escribe?
los guantes mayo tengo____años señorita
hasta luego se escribe…. la chaqueta junio te presento a
hasta mañana ¿Qué quiere
decir?
el suéter julio no me siento bien se llama
igualmente quiere decir…. las botas agosto me siento mal ¿Qué día es hoy?
mucho gusto el abrigo septiembre ¿Cuál es la fecha?
octubre
noviembre ¿Cómo está el clima
diciembre ¿Qué tiempo hace hoy?
números 0-100
RECYCLED/ONGOING
TOPICS/STRUCTURES
¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? ¿Cómo está el clima? ¿Qué día es hoy? ¿En cuál estación del año
estamos? ¿Cuál es tu nombre? Me llamo ____. ¿Qué tiempo hace hoy? Hace ____.
Está ____. ¿Cómo te sientes? Me siento ____. ¿Hace calor? ¿Hace frío? ¿Qué letra es? ¿Cómo se escribe ____? Deletrea la
palabra______. ¿Qué dice aquí? ¿Cómo se dice?
Spanish Curriculum I – AP SY 2012 – 2013
RESOURCES/ ACTIVITIES
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
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Interactive calendar, www.holaciudad.com, www.telemundo.com
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
rubrics for speaking and writing CPAs*
*Communicative Performance
Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read , understand, and be ready to answer
the questions the teacher will ask you
about the reading. Notice that not all the
answers may appear in the reading. You
may need to infer information.
Use the A/B prompt to create a
dialogue with a partner. Make sure
you include everything you may
require to answer the given prompt.
Describe a picture using the
vocabulary suggested.
Prepare a presentation on a given
topic.
Spanish Curriculum I – AP SY 2012 – 2013
APTHEME : CONTEMPORARY LIFE, FAMILIES AND COMMUNITIES AP Subtheme: Leisure and Sports. Who am I?
Recommended pacing: 3 Weeks
Virginia State Foreign Language Standards of Learning for Level I:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
S 4.1 Students demonstrate understanding of the nature language through comparison between Spanish and English
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Talk about:
Personality traits
Ask and tell what people are like
Use adjectives to describe people
Understand cultural perspectives on
friendship
Express how often something is done
Explain how friendships are formed
in Spanish-speaking countries
Discuss current Hispanic/American
artists in the US
Talk about new vocabulary
through the recognition of
cognates
Expressing agreement or
disagreement
Talk about placement of
adjectives & vocabulary
through recognition of
cognates
Explain gender agreement rules
with use of adjectives. Compare
the use of possessive adjectives
Respond to personal
questions.
Introduce yourself to others.
Identify infinitives. Use
positive and negative
statements to agree/disagree.
Talk about leisure
activities.
Identify the body parts.
Say what hurts. Respond
appropriately to questions.
Describe yourself and others
(family members) using
adjectives
Identify and apply the correct
gender (masculine &
feminine) of nouns and
adjectives
Describe pictures by using
adjectives.
Write phrases using
adjectives.
Describe what you and others
are wearing
.
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
ACTIVIDADES ADJETIVO
S
DESCRIPCION
FISICA
CUERPO
HUMANO
PRONOMBRE
S
OTRAS PALABRAS Y
EXPRESIONES
bailar gracioso (a) el bigote la cabeza yo ¿Qué más te gusta
hacer?
correr impaciente Calvo el cuello tu/ Ud. ¿Y a ti? jugar:
videojuegos
al tenis
al futbol
al baloncesto
inteligente pelo negro, rojo,
castaño, rubio,
rizado, corto, liso,
lacio, largo,
pelirrojo
los
hombres
él/ella o
dibujar extrovertido Gordo los brazos nosotros si estudiar emocionado Flaco las piernas vosotros me gusta montar en
bicicleta
trabajador
trabajadora
alto(a) las manos ustedes no me gusta
patinar ordenado bajo(a) los pies ellos / ellas a mí también tocar la guitarra paciente bonito(a) el pecho también
hablar por
teléfono
perezoso, (a) guapo(a) el dedo /los
dedos ARTICULOS
DEFINIDOS
pues
jugar reservado(a) Bonita la nariz un mucho leer las revistas bueno(a) Llevo + ropa la boca una poco viajar malo (a) llevar puesto los ojos unos pero a veces….. escribir cuentos artístico (a) pantalón unas a veces escuchar música atrevido(a) camisa según ir a la escuela serio(a) Blusa ARTICULOS
INDEFINIDOS
según mi familia…
cantar simpático (a) falda el pero esquiar sociable vestido la muy nadar talentoso (a) chaqueta los le gusta pasar tiempo con trabajador (a) suéter las no le gusta practicar deportes deportista medias ver la tele negativo (a) zapatos trabajar generoso tocar la guitarra usar la
computadora
apasionado(a)
Spanish Curriculum I – AP SY 2012 – 2013
RECYCLED/ONGOING TOPICS/STRUCTURES
Cómo te llamas? Me llamo____. ¿Cuántos años tienes? Tengo ___ años. ¿Dónde vives? Vivo en ____. ¿De dónde
Eres? Soy de ____. ¿Cuándo es tu cumpleaños? Mi cumpleaños es______. ¿Cuántos hermanos tienes? Tengo
___hermanos. ¿Cuál es tu color favorito? Mi color favorito es___. Me gusta _____. No me gusta_____. ¿Cómo eres?
¿Cómo es? ¿Cómo se llama? “Ser” + adjective RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
rubrics for speaking and writing CPAs*
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Create a chart/graph to
demonstrate the popularity
of different sports
Create a web page to
showcase your school
activities
Write a letter/e-mail describing
your activities
Create posters showing favorite
hobbies
Create a brochure of your school
activities
Give a speech to „incoming‟ students
to describe what is available
Spanish Curriculum I – AP SY 2012 – 2013
APTHEME : CONTEMPORATY LIFE, FAMMILIES AND COMMUNITIES
AP Topic: Leisure and Sports, Childhood and Adolescence
Recommended pacing: 4 Weeks
Virginia State Foreign Language Standards of Learning for Level I:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
S 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
S 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language
S 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
S 4.2 Students demonstrate understanding on the concept of culture through comparison between Hispanic cultures and their own.
S 5.1 Students use the language both within and beyond the school setting
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Talk about preferences in leisure activities
Read and listen to information about leisure
activities, likes and dislikes (gustar)
Listen to and understand information about
infinitives
Regular ar, er, ir verbs
Learn how to ask questions
Obligations (tener que)
Interrogative questions
Extend, accept and decline invitations
Express agreement and disagreement
Students research and discuss the
popular hobbies and sports of their
assigned Spanish speaking country.
Discuss the popularity of sports in
Spanish speaking countries and their
Own backgrounds.
Students discuss the popularity of
the sports and hobbies of their
assigned Spanish speaking country
Students will discuss what makes
some sports and hobbies more
more popular that other throughout
the Spanish speaking world.
Students will discuss the
differences between football and
soccer and how they share the
same name.
Students will watch in school and
at home a soccer game in Spanish
and a soccer game in English and
discuss in class the similarities and
differences
Play soccer VS another class
Identify sports and favorite
hobbies.
Discuss which hobbies they
like, dislike and prefer.
Compare sports.
Express agreement or
disagreement.
Identify -ar- er-& -ir infinitive
verbs.
Gustar
¿Qué te gusta hacer? (No) Me
gusta ____. ¿Qué te gusta más
___o
___? Me gusta mucho_____. Me
encanta ____. A mí también, a mí
tampoco, ¿Cuál es tu deporte
favorito? ¿Cuál es tu pasatiempo
favorito? “preferir”
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
PASATIEMPOS DEPORTES VERBOS INTERROGATIVOS OTRAS PALABRAS Y
EXPRESIONES
hablar por teléfono futbol correr ¿Qué? ganar
ir al cine baloncesto nadar ¿Cuándo? perder
jugar videojuegos beisbol jugar ¿Cómo? ganó
leer natación competir ¿Quién? perdió
leer libros atletismo practicar ¿Con quién? empatar
leer revistas ciclismo montar (en) ¿Por qué? jugador
montar en bici(cleta) futbol
americano
llevar el equipo
pasar tiempo con…… tenis entrar el estadio
pasear patinaje salir la cancha de……
textear la raqueta ¿Te gusta? estar de acuerdo
tocar la guitarra juego de pelota me gusta de acuerdo
usar la computadora golf preferir no estoy de acuerdo
ver la tele la gorra ir con…… a mí también
ir de camping la pantaloneta solo a mí tampoco
el concierto la camiseta acompañado la piscina
el baile zapatos se jugar la raqueta
ir de pesca shorts no se jugar los palos de golf
monopatín las medias ¿Te gustaría? el teléfono celular
cantar la sudadera me gustaría el tiempo libre
coleccionar querer ir a + infinitivo
dibujar poder Conmigo
leer revistas tener que contigo
artesanías cansado ¡Qué buena idea!
contento demasiado
ocupado entonces
enfermo un poco (de)
bailar ni…..ni
saber
RECYCLED/ONGOING TOPICS/STRUCTURES
Vocabulario relacionado con los saludos, el clima, el calendario, las partes del cuerpo, las emociones
la hora, los números,
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish Curriculum I – AP SY 2012 – 2013
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
rubrics for speaking and writing CPAs*
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a pen pal‟s letter
Read cultural information about
school in Spanish speaking
countries and answer questions
Use a story map graphic
organizer to identify parts of a
story
Create an entry on a voice
thread discussion
Perform a dialog between
students discussing what
school is like.
Use an illustration of a
classroom as a prompt for
discussion between two
students
Write a response to a pen
pal‟s letter
Create and present a display
about student‟s pen pal,
their country school and
other information
Create and present a
slideshow about your school
day
List all the vocabulary
words to describe a situation
Write complete sentences to
describe students in an
imaginary classroom
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : CONTEMPORARY LIFE
AP Topic: Education
Recommended pacing: 3 Weeks
Virginia State Foreign Language Standards of Learning for Level I:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
S 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
S 4.2 Students demonstrate understanding of the concept of culture through comparison between Hispanic cultures and their own.
S 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Talk about school schedules and subjects
Discuss what students do during the school day
Talk about location of objects and furniture in
the classroom
Ask about who is doing an action
Express ownership and possession
Read and listen to information regarding
classroom, people, objects, furniture and the
use of location words.
Talk about uniforms and the design
of physical education class
Students will be exposed to the
various Spanish speaking countries‟
school systems.
Students are able to compare and
contrast
Spanish-speaking countries‟
schools systems and their own.
Compare and contrast behavior
in school
Students create pen pal communications
with a Spanish speaking student.
Identify classroom items.
Discuss school schedules.
Identify, talk about and
describe different classes.
Conjugate regular -ar verbs.
Compare classes and teachers
using comparative structures
Describe the location of
classroom objects.
Use ordinal numbers to
describe their schedules.
¿Qué es? Es ____. Esto es ___. Eso es
___.
“Estar” + Prepositional Phrases
(locations).
“Tener”, Comparisons (La
clase de ___ es más interesante que la
clase____.),
Superlatives (La clase de
___ es la más __ de la escuela
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
VOCABULARIO
GENERAL
VOCABULARIO
GENERAL
PREPOSICIONES ADJETIVOS VERBOS NÚMEROS
ORDINALES
el bolígrafo / la pluma la mesa debajo de fácil imprimir primero /ra
la carpeta la puerta encima de difícil salir segundo/ da
el cuaderno la ventana al lado de interesante navegar tercero/ ra
el sacapuntas la mochila detrás de aburrido mandar cuarto/ ta
la pizarra/pizarrón el salón de clases delante de divertido hacer quinto/ ta
el/la estudiante el archive en frente de ordenado mandar un
correo
sexto/ ta
hoja de papel el armario dentro de desordenado presentar séptimo/ ma
el lápiz el diccionario afuera inquieto grabar octavo/ va
el libro la papelera a la derecha aburrida bajar noveno/ na
el asistente la goma a la izquierda divertida entrar en la red decimo / ma
el escritorio la cafetería cerca de favorito / a hacer las tareas decimo primero
la silla gráficos lejos de práctico estudiar decimo segundo
el aula la radio en medio de mucho ir
el recreo el teclado arriba poco ir a
la bandera el disco compacto abajo asistir
el sacapuntas la tarea al centro hablar MATERIAS
el ordenador la prueba antes de enseñar matemáticas
la computadora un examen después de tener que……. español
el comedor la biblioteca más que historia
la goma la oficina a ver…… biología
el laboratorio la enfermería aquí educación física
la cámara digital el gimnasio allí inglés
el ratón el pasillo allá POSESIÓN música
la pantalla el casillero donde mío/a artes plásticas
el disquete el director en suyo/a ciencias
la grapadora el profesor tuyo/a sociales
el sacapuntas la profesora nuestro/a tecnología
las tijeras el maestro vuestro/a
el pupitre la maestra
el libro el mapa mis
el teclado la mesa tus
el cartel el compañero sus
el reloj la compañera
la silla el programa mi
el diccionario tu
su
Spanish Curriculum I – AP SY 2012 – 2013
RECYCLED/ONGOING TOPICS/STRUCTURES
¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? ¿Cómo está el clima? ¿Qué día es hoy? ¿En cuál
estación del año
estamos? ¿Cuál es tu nombre? Me llamo ____. ¿Qué tiempo hace hoy? Hace ____.
Está ____. ¿Cómo te sientes? Me siento ____. ¿Hace calor? ¿Hace frío? ¿Qué letra es? ¿Cómo se escribe
____? Deletrea
la palabra______. ¿Qué dice aquí? ¿Cómo se dice?, los números, las actividades, vocabulario relacionado con
la personalidad. RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
rubrics for speaking and writing CPAs*
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a student schedule and
identify courses being taken
Read a list of school supplies
needed for the school year
Play the role of teacher-student
in a dialog
Use adjectives of possession to
tell a student how to organize
his/her school supplies in their
locker
Using pictures of school supplies
one student calls out vocabulary
words and other student points to
correct pictures
Make an illustrated school
supply list
Make a book of classes and
necessary school supplies
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : FAMILIES AND COMMUNTIES, CONTEMPORARY LIFE, GLOBAL CHALLENGE AP Topic: Health Issues, Customs and Ceremonies, Nutrition and Food Safety
Recommended pacing: 4 Weeks
Virginia State Foreign Language Standards of Learning for Level I :
S 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
S 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
S 3.1Students reinforce and further their knowledge of other disciplines through the foreign language
S 3.2Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
S 4.1Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
S 4.2Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
S 5.1 Students use the language both within and beyond the school setting
S 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Talk about preferences concerning foods and
beverages
Talk about eating habits during different meals
Talk about table setting and meal customs in
Spanish-speaking cultures
Listen to and understand information about
food items and restaurants, table settings and
meal customs during breakfast, lunch and dinner
Read: recipes for meals and beverages in
Spanish; information about eating habits
during different meals; restaurant menus;
about fruits and vegetables; a restaurant
review
Students present the creation of a traditional
dish and its history from their assigned
Spanish speaking country
Explain eating habits
Interpret etiquette for summoning a
server; typical restaurant offerings
Explain the variety of foods that are
unique to various Spanish speaking
countries and the European and
African influence.
Students are able to recognize
through flavor and taste various
foods and their proper usages.
Students are able to research a
recipe for their assigned Spanish
speaking country and present to
class
Students are able to compare
and contrast the various
activities done in Spanish
speaking countries to their own.
Students compare and contrast
the various eating habits
amongst Spanish speaking
countries and the United States.
Students are able to order food
in Spanish at a Spanish
speaking restaurant.
Talk about food
(breakfast/lunch/dinner/bever
ages) and discuss what they
like and don‟t like.
Talk about what food is
healthy and how food tastes.
Discuss ways of staying
healthy and good eating
habits.
Conjugate regular –er and –ir
verbs (comer, beber,
compartir).
(No) Me gusta(n), Me encanta(n),
¿Qué prefieres? Prefiero_______.
¡Qué + adj!
Para mantener la salud, en el
desayuno, en el almuerzo, en la cena
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
BEBIDAS/FRUTAS LA COMIDA VERBOS OTRAS PALABRAS Y
EXPRESIONES
el agua los huevos el arroz el espagueti comer el desayuno
el refresco el cereal la ensalada la pasta beber el almuerzo
la soda el pan la carne las tortillas compartir la cena
la leche la mantequilla el pollo el bistec hacer el postre
el jugo los panqueques el pescado las galletas dar la merienda
jugo de…… el tocino los mariscos las galletas traer dulce
la limonada el jamón la cebolla el helado preferir picante
el café las salchichas la lechuga las frutas creer salado
el plátano/banana la mermelada el tomate la sopa caminar agrio
la sandia café la zanahoria las judías deber el salero
las uvas verdes/rojas azúcar el maíz los guisantes desear sin
el té sal los frijoles puré de papas pedir con
el chocolate el pimiento hamburguesa los granos tener la salud
el limón la pimienta perro caliente sándwich tener hambre bueno para la salud
la naranja la avena mazorca la chuleta de… hacer ejercicio malo para la salud
el melón tortilla de huevos las papas el cordero creer bueno
el aguacate el apio papas fritas la ternera practicar malo/mala
la manzana el brócoli piza la crema los deportes rico
te helado la calabaza los ejercicios sabroso
la cereza el champiñón subir de peso hambre
la ciruela la col bajar de peso la dieta
el durazno la coliflor preparar saludable
la sandia los espárragos escalar calorías
el coco las espinacas me gusta bebidas hidratantes
la pera la mayonesa no me gusta proteínas
la toronja la mostaza me encanta más o menos
la frambuesa la salsa de
tomate
más o menos por su puesto
el yogur el pan tostado ¿te gusta? nunca
ensalada de frutas los cereales abierto siempre
el té helado cerrado todos los días
las verduras comprender ¿verdad?
los pasteles levantar pesas ¡qué asco!
relleno sano cada día
las fresas enfermo horrible
la lima me duele ¿por qué?
la papaya me duele la barriga porque
el mango horno
Spanish Curriculum I – AP SY 2012 – 2013
RECYCLED/ONGOING TOPICS/STRUCTURES
Saludos, el clima, el calendario, la hora, los números, las actividades, vocabulario relacionado con
la personalidad, el horario escolar, interrogativos.
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
rubrics for speaking and writing CPAs*
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
The class will read a story together,
act on parts of the story to
demonstrate understanding
Create a skit that demonstrate
knowledge of vocabulary
Identify pictures of vocabulary
with simple word responses
Generate questions about the
food eaten at home
Interview a classmate about their
favorite meals
Role play a parent and a child
during meal time
Make suggestions for future
meals
Use objects from vocabulary and
identify them as the table is set
for dinner
Use all the words that describe a
meal scene
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : CONTEMPORARY LIFE, GLOBAL CHALLENGES AP Topic: Health Issues, Leisure, Holidays and Celebrations
Recommended pacing: 3 Weeks
Virginia State Foreign Language Standards of Learning for Level I: S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Learn how to read a menu
Order a meal in a restaurant
Ask to have something brought out to you
Table settings, meal customs
Listen to and understand information about
food items and restaurants, table settings and
meal customs during breakfast, lunch and dinner
Explain eating habits
Go to Hispanic food section of a
grocery store and make a list of
foods available
Compare techniques for getting
a servers attention, menu
selections, typical breakfast
habits
Discover the local availability
of foods from Spanish-speaking
countries
Order food in a
restaurant.
Say they‟re missing
something.
Talk about how food
tastes.
Discuss breakfast,
lunch, dinner, beber,
ages and preferences.
Describe table settings
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
EL
RESTAURANTE
VERBOS OTRAS PALABRAS Y
EXPRESIONES
el camarero la mesa la sal comer plato principal me gustaría……..
la camarera la silla la pimienta tomar postre quiero ordenar……
el mesero el plato el picante beber acompañante me falta…..
la mesera la taza delicioso salir la bebida Quisiera
el menú la cuchara picante pagar para tomar ¿cuánto cuesta?
la propina la cuchara
chica
salado sentarse para beber ¡qué + adjetivo!
¿está incluida la
propina?
el cuchillo dulce pararse todo ¿algo más?
les recomiendo.. el tenedor rico para llevar solo ¿Me trae ……?
le recomiendo... la servilleta delicioso servirse nada ¿Me trae por favor……..?
les ofrezco… el vaso tener
hambre
compartir poco por favor
le ofrezco…… la copa tener sed estar lleno mucho tengo frio
le sugiero el baño el vino llevar liviano no me gusta
les sugiero la cocina agrio servir pesado le traigo
le sirvo el mantel desabrido sugerir un poco de muy caro
les sirvo servilleta de
papel/ tela
horrible ofrecer comida italiana comida favorita
la cuenta ¡Qué asco! probar comida china la mejor comida
recomendar comida francesa la peor comida
asado Ahora
a la plancha si me gusta
Muchísimo
gracias
de nada
otro / a
Spanish Curriculum I – AP SY 2012 – 2013
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.
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
rubrics for speaking and writing CPAs*
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a menu and make
selections for a meal. Go online
to a Spanish language menu
Read and advertisement for
several restaurants and answer
questions about the content
Use a reaction guide to react to
a reading. (What I read, what I
think about what I read)
*Graphic organizer on VISION
Identify pictures of vocabulary
with simple word responses
Generate questions about the
topic
Interview a classmate about their
favorite restaurant
Role play about placing or taking
an order in a restaurant
Negotiate in the target language
to convince a group of friends
where to go for dinner
List all the words that describe a
meal scene
Create a comic strip including
dialog in a cultural situation
about food or meals
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : CONTEMPORARY LIFE AP Topic: Professions, leisure and travel
Lugares en tu cominidad (Unit 2, Q3
Recommended pacing: 3 Weeks
Virginia State Foreign Language Standards of Learning for Level I: S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Talk about location in your community
Discuss about where you go and with whom
Talk about activities outside school
Extend, accept, and decline invitations
Understand cultural perspectives on after school
activities.
Talk about how students traditionally
engage in activities outside school
Read sports advertisement
The use of ir in conjuction with a
and an infinitive
The opportunities in the job market
for bilingual peopel
Identify and talk about
different locations in a
community. Talk about
places you go in the
community and what you
do there.
Identify professions and
workplaces in your
community.
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
LUGARES EXPRESIONES PROFESION VERBOS OTRAS PALABRAS Y
EXPRESIONES
el gimnasio la playa ¡Oye! doctor (a) ir de compras Conmigo
el parque la montaña ¡Qué buena idea! enfermero(a) ver una película Contigo
el centro comercial el campo la reunión el mecánico ir al cine Solo
el supermercado el restaurante ¡Ay! ¡Qué pena! el abogado leer un libro Acompañado
la biblioteca la discoteca genial voluntario(a) ir al medico (yo) puedo
el hospital el café lo siento el carpintero ir de pesca (tu) puedes
la escuela un cibercafé demasiado anciano(s) jugar al….. (el) puede
el colegio la oficina entonces el dependiente ir a….. ¿a qué hora?
el museo la oficina
de…….
un poco de….. el carnicero ir de….. Por la mañana
la librería la mezquita maestro(a) lección de piano por la tarde
las piscina la sinagoga el cartero la práctica de por la noche
el correo el templo el jardinero ¿Te gustaría? a la una
la iglesia la casa el panadero me gustaría a las ocho
la plaza el parque de
diversiones
la bibliotecaria tengo que de la mañana
el cine la película ingeniero(a) te recojo de la tarde
el auditorio el teatro oficinista me recoges de la noche
el banco secretario(a) nos encontramos el fin de semana
el club este fin de semana
la farmacia esta noche
complejo deportivo club deportivo mañana
la piscina pasado mañana
RECYCLED/ONGOING TOPICS/STRUCTURES
Dónde está ___? ¿Con quién vas ____? ¿Qué hace en ____? “Ir” + a + place, “Ir” + a + infinitive, Los fines de
semana, el
(los) lunes, el (los) martes... Para + infinitive
Spanish Curriculum I – AP SY 2012 – 2013
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
rubrics for speaking and writing CPAs*
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a map of a town and identify
places indicated
Read a story about going into town
Play the role of someone who
works at a location in town.
Help a customer
Sequence pictures to tell a story
and write the captions
Draw a scene from a favorite
place to visit in town and talk
about it
Draw a map if a city and identify
places
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : FAMILIES AND COMMUNITIES, CONTEMPORARY LIFE AP Topic: Holiday Celebrations, Family Structures
La familia y las celebraciones (Unit 3, Q3
Recommended pacing: 3 Weeks
Virginia State Foreign Language Standards of Learning for Level I : S1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
S1.2 Students understand and interpret written and spoken language on a variety of topics.
S1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
S 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
• Describe your family
• Read and listen to information about families
• Present information about your family
• Discuss your family tree
• Talk about celebrations and parties
• Ask and tell ages
• Express possession
• Understand cultural perspectives on family and
celebrations
• Compare family celebrations
• Compare the role of families
• Compare crafts
•Compare the use of possessive
adjectives
• Compare the role of family members
and how families interact
• Talk about new vocabulary through the recognition of cognates • Compare the uses of tener idioms
With English
• Compare the use of possessive
adjectives
• Explain the use of diminutives in
Spanish
Describe family and family
members.
Describe physical characteristics
and personality traits of family
members.
Tell ages, names, likes, dislikes
of family members. Talk about
decorations and activities at a
party. Describe what people do
to
prepare for a party.
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
LA FAMILIA VERBOS OTRAS PALABRAS Y
EXPRESIONES
el papá mi / mis tener la cámara la fiesta de cumpleaños
la mamá tu /tus celebrar la videograbadora las decoraciones
hermano (a) su /sus comprar el globo los preparativos
tío (a) mayor apagar la luz el aniversario
abuelo (a) mayores soplar las luces la fiesta de aniversario
primo (a) menor bailar la flor
padrastro menores cantar el papel picado
madrastra viejo cortar la piñata
hermanastro (a) joven abrir el pastel
el esposo decorar el regalo
la esposa sacar fotos la comida
sobrino (a) hacer un video
el hijo gustar
la hija encantar
los hijos preferir
la mujer de….. repartir
el marido de…… cumplir años
los primos tener años
la nieta
el nieto
los nietos
los sobrinos
los hermanos
los padres
el gato
el perro
la persona
cuñado/a
los parientes
Spanish Curriculum I – AP SY 2012 – 2013
RECYCLED/ONGOING TOPICS/STRUCTURES
¿Quién es ____? Es mi __. ¿Cuántos años tiene(n)? Tiene(n)__años. ¿Cómo es? ¿Cómo se llama? Se llama___.
¿Qué
le gusta hacer? Le gusta(n) __. Le encanta(n)__. “Tener”, Possessive Adjectives, “Ser” “Venir”, “Invitar”,
“Traer”,
“Tener” + que, ¿Dónde es la celebración/ fiesta? ¿Cuándo es la celebración/ fiesta?
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
rubrics for speaking and writing CPAs*
*Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a story about families
Create a dialog between a
parent and a child Interview a student about their
family structure or famous
family structures
Create a power point that
demonstrates knowledge of
family structure
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : CONTEMPORARY LIFE, FAMILIES AND COMMUNITIES AP Topic: Housing, Shelter, Family Structures
La casa y los que haceres Unit 1, Q4
Recommended pacing: 3 Weeks
Virginia State Foreign Language Standards of Learning for Level I:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.2 Students demonstrate understanding of the concept of culture through comparison between Hispanic cultures and their own.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Identify rooms in a house
Name household chores
Talk about your bedroom
Describe bedroom items and electronic
equipment
Tell where you live
Understand cultural perspectives on different
types of housing
Research house designs in Spanish
speaking countries and different
parts of the US. Spanish influence
on architecture
Look at Spanish language home
magazines
Identify family structures in the US
Identify family structures in
Hispanic families
Compare family structures
Compare houses/housing
Talk about geographic and
climate influences on housing
structures
Identify objects in the room,
different rooms in the house and
colors. Describe the location of
different items. List chores and
give commands. Describe what
people are doing right now
(present progressive).
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
LA CASA ADJETIVOS LOS
QUEHACERES
OTRAS PALABRAS Y
EXPRESIONES
la casa el comedor las cortinas bonito/a cortar el césped ¿de qué color es…..?
el armario el cuarto el dormitorio feo/a lavar los platos mejor (es) que
la cama la escalera el estante grande lavar el carro el /la mejor
la cómoda el garaje la pared pequeño hacer la cama menos que
el despertador el piso el lector DVD importante quitar el polvo peor(es) que
la chimenea la sala la pantalla mismo/a pasar la aspiradora el/la peor
el despacho el sótano la
computadora
propio/a sacar la basura los/las peores
la oficina el sofá la escoba blanco dar de comer al… la cosa
el espejo el lavaplatos el cuadro negro limpiar para mí
la lámpara el coche/carro/auto rojo ayudar para ti
la mesita el ático azul cocinar la posesión
la pared el refrigerador amarillo dar mismo/a
el disco compacto la nevera verde limpiar cerca (de)
el equipo de sonido el fregadero café/marrón limpiar el/la….. lejos (de)
el televisor el balcón gris poner vivir
el video la planta alta morado poner la mesa limpio
el apartamento la planta baja rosado poder sucio
el baño primer piso lila bastante
la cocina segundo piso anaranjado ¿cuáles?
la habitación alto el dinero
el pasillo bajo un momento
el corredor ¿qué estas haciendo?
la ventana recibir
al armario si
el recibidor a la derecha(de)
a la izquierda (de)
RECYCLED/ONGOING TOPICS/STRUCTURES
¿Dónde está _____? ¿De qué color es__? Mi dormitorio/habitación es___. ¿Qué estás haciendo? “Estar” + present
participle. Regular affirmative tú commands (pon & haz), “Tener” que + Infinitive. “Dormir”, “Poder”.
Spanish Curriculum I – AP SY 2012 – 2013
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
rubrics for speaking and writing CPAs*
*Communicative Performance
Assessments
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
Spanish Curriculum I – AP SY 2012 – 2013
SPANISH LEVEL II
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Contemporary Life, Science and Technology AP SUBTHEME: Education, Social Impact of Technology in the Classroom.
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 unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
Maintain a discussion related to:
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. PRESENTATIONAL MODE:
• Produce oral and written reports on:
Present information about school activities,
subjects, a favorite class, and rules.
CULTURES:
• Explore attitudes when reacting to:
Student-teacher relationships in a school
setting.
CONNECTIONS:
• Make connections between: Grading
systems in different Spanish-speaking
countries
COMPARISONS:
• Compare and contrast: Rules and
customs in other countries with
those of your own school.
Talk about
o classroom objects
o School activities
o classroom rules
o impact of
technology in the
classroom
Express affirmative and
negative ideas
Vocabulary
o school activities
o school rules
o classroom objects
Grammar:
o the verbs tener,
hacer, poner, traer
o the phrases „tener
que‟, „(no) se
prohíbe‟, and „hay
que‟ followed by
an infinitive
o stem-changing
verbs
o affirmative and
negative words
Spanish Curriculum I – AP SY 2012 – 2013
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 acabar de + infinitive
dar un discurso Empezar el bolígrafo/
la pluma
alguien el ratón almorzar
discutir Entender el borrador algún/alguna (s) el teclado conocer
el informe/
el ensayo
Entregar el carnet de identidad nadie el teléfono celular el material/los materiales
el laboratorio 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 necesario
enseñar llegar temprano el sacapuntas siempre la pantalla examinar
explicar prestar atención la carpeta la pluma electrónica hay que + infinitive
hacer una pregunta Repasar la cinta adhesiva la tableta electrónica la materia/las materias
la palabra Repetir la grapadora lo que…
la tarea Respetar la hoja de papel otra vez
pedir ayuda se prohíbe la mochila para + infinitive
preguntar tener que las Tijeras sobre…
sacar una buena nota
/calificaciones
los marcadores tener que + infinitive
sacar una mala nota los materiales
RECYCLED/ONGOING TOPICS/STRUCTURES
General review: present tense verbs; stem-changing verbs in the present; go-go verbs, ser and estar, prepositions of location (al lado de,
delante de, detrás de, etc); adjectives to describe the classes (aburrida, difícil, divertida, fácil, interesante, práctica, etc.); and words such
as, primer piso, segundo piso, y sótano.
New Grammar: expressions „tener que + infinitive‟, „hay que+ infinitive‟, and „(no)se prohíbe+ infinitive‟; affirmative and negative
words;
RESOURCES/ACTIVITIES
Realidades II (Chapter 1A), Realidades I (Chapter 6B), visual photos/PowerPoint‟s of schools/students in Spanish-speaking countries,
newspaper articles on education systems, practice workbook parts I & II, audio and video CDs.
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
View and describe classroom
pictures
Listening exercises
Reading Exercises
Students describe to each other their daily
class schedule including the location of the
classroom, the time, and what is done in the
class
Create a visual schedule to present
Create a graph/chart of differences
between school here and in
Spanish-speaking countries
Create a visual chart of your ideal
school with favorite rules
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Contemporary Life AP SUBTHEME: Education, Leisure, and Sports
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 unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
Maintain a discussion related to: What
you do after school.
Express and explain:
o comparisons between people,
things, or activities
o knowing 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 countries
people and things
Talk about
o extracurricular
activities
o places
o what people know
(facts) or what
they know how to
do (skills)
o how long
something has
been going on
Vocabulary
o extracurricular
activities
o pastimes
Grammar
o making
comparisons using
tan…como, and
tanto(a/s)…como
o verbs saber,
conocer, and ir
o expression „hace +
time‟
Spanish Curriculum I – AP SY 2012 – 2013
Understand cultural
perspectives on
extracurricular activities. 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 Entre
el 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 interesa
la reunión/
las reuniones
las artes marciales la orquesta perder tan + adj + como
la fotografía el jugador/
la jugadora
la banda saber visitar salones de
charla
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 lecciones
volver (o-ue)
RECYCLED/ONGOING TOPICS/STRUCTURES
General review: locations such as, el gimnasio, el cine, la sala/el salon de clases, la biblioteca, el laboratorio, la oficina, etc.; the verb ir
New Grammar: Verbs saber and conocer; Making comparisons (más/menos...que, mejor/peor...que, menor/mayor...que, tan/tanto...como);
superlatives (el más/menos...de); time expressions (using hace + time + que);
RESOURCES/ ACTIVITIES
Realidades II (Chapter 1B), visual photos/PowerPoint‟s of schools/students doing sports, Spanish television news/sports reports (audio and
visual), practice workbook parts I & II, audio and video CDs.
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Create a chart/graph to demonstrate the popularity of
different sports
Create a web page to showcase your school activities
Write a letter/e-mail
describing your activities
Create posters showing
favorite hobbies
Create a brochure of your
school activities
Give a speech to „incoming‟
students to describe what is
available
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Beauty and Aesthetics, Families and Communities
AP SUBTHEME: Ideals of Beauty, Customs and Ceremonies
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
Maintain a discussion related to: How
much does a clothing item cost
Ask for assistance in a shopping
situation
Express opinions and react to:
o clothing preferences
o fashion
o fit
o pricing
INTERPRETIVE MODE:
Demonstrates comprehension of content
from authentic audio visual texts relating
to: preferences in attire, personal choice,
prices PRESENTATIONAL MODE:
Produce an oral report on: a personal
fashion design identifying the clothing
worn according to body parts and /or
climate
CULTURES:
Investigate fashion styles
and costs in Spanish-
speaking countries CONNECTIONS:
Make connections
between fashion styles in
Spanish-speaking
countries and the U.S.
(Spanish fashion design
popular in U.S.)
Make connections
between clothing prices
in Spanish-speaking
countries and the U.S.
COMPARISONS:
• Compare and contrast: traditional
clothing and currencies from Spanish
speaking countries to the U.S.
Talk about:‟
o shopping
o clothing and
where to wear it
o fashion
o sizing
o prices
Vocabulary
o clothing
o shopping
o numbers
o body parts
Grammar
o stem-changing
verbs pensar,
querer, and
preferir
o demonstrative
adjectives
o verb „quedar‟ to
epress fit
Understand different
currencies compared to
that of the US.
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
About Shopping About Clothing Prices/Numbers About the Body About Specific Items Other Useful Words and Phrases
¿En qué puedo
servirle?
¿Cómo me/te
queda(n)?
¿Cuánto cuesta(n)…? el brazo ese/esa ¡Vamos!
buscar el abrigo cien el cuello esos/esas apretado (a)
comprar el suéter costar (o-ue) el cuerpo este/esta bonito (a)
el cajero/
la cajera
el traje cuatrocientos (as) el estómago estos/estas corto (a)
el/la dependiente el traje de baño doscientos (as) el pecho los/las dos elegante
encontrar (o-ue) el vestido el dólar el pie/los pies un/una feo (a)
entrar la blusa el euro la boca unos/unas flojo (a)
la caja la camisa el peso la cabeza grande
la tienda la camiseta el precio la muñeca la talla
la tienda de ropa la chaqueta en descuento las manos largo (a)
la falda las monedas las orejas mediano
la gorra los billetes las piernas pensar (e-ie)
la sudadera mil los dedos pequeño
las botas Mucho los ojos perdón
llevar novecientos (as) preferir (e-ie)
los calcetines ochocientos (as) querer (e-ie)
los jeans poco quizás
los pantalones quinientos (as) tener razón
los pantalones cortos seiscientos (as)
los zapatos setecientos (as)
me/te queda(n)
bien/mal
tanto
nuevo (a) trescientos (as)
RECYCLED/ONGOING TOPICS/STRUCTURES
General review: stem changing verbs pensar, querer, preferir; indefinite articles, body parts; adjective/noun agreement
New grammar: Demonstrative adjectives; verb quedar to express fit. RESOURCES/ ACTIVITIES
Realidades I (Chapter 7A), Realidades II (Chapter 2 A), Selecciones, Spanish television (audio and visual), newspaper advertisements,
authentic clothing items for comparisons, photos/ slideshow of clothing, authentic clothing items for ”purchasing”, practice workbook
parts I & II, audio and video CDs.
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Create models to review body parts and
clothing, Simón dice game
Create pieces of Dali/Picasso artwork
with the body and present
Describe back to school
shopping experiences
Create an open-air market for
different countries and have
students “shop” and talk about
preferences, fit, and pricing
Design a clothing item or a
fashion according to
seasons/weather and/or body
parts
Give a speech on fashion design
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Families and Communities
AP SUBTHME: Customs and Ceremonies
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
Maintain a discussion related to: Daily
routines and preparing for a special
event
Talk about:
o Clothing for different events
o Daily routines 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:
o information about a special
event and the clothing one
would wear at that event
o Compare 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:
o getting ready for
a special event
o what you wear
for certain events
Talk about daily routines
Vocabulary
o daily routines
o clothing
o events
o personal daily
routine items
Grammar
o reflexive verbs
o verbs ser and
estar
o possessive
adjectives (long
form)
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
Getting Ready Things You Need Special Events How you feel Other Useful Words and Phrases
acostarse (o-ue) el agua de colonia el aniversario entusiasmado (a) antes de
afeitarse el cepillo el baile (formal) nervioso (a) después de
arreglarse (el pelo) el champú el bautizo tranquilo (a) depende de
bañarse el cinturón el concurso apurado (a) elegante
cepillarse (los dientes/el pelo) el desodorante la audición/
las audiciones
cómodo (a) luego
cortarse (el pelo/las uñas) el espejo la boda por ejemplo
despertarse (e-ie) el gel la cita mientras (tanto)
ducharse el jabón la confirmación te ves (bien)
levantarse el maquillaje la fiesta de quince años la piel
lavarse (la cara) el peine la graduación la quinceañera
pedir prestado (a) a el pelo la primera comunión lentamente
pintarse (el pelo/las uñas) el salón de belleza un evento especial rápidamente
ponerse el secador
prepararse la ducha
secarse la pasta dental
vestirse (e-i) la toalla
mirarse las joyas (de oro/de plata)
peinarse las uñas
los labios
RECYCLED/ONGOING TOPICS/STRUCTURES
General review: present tense, the verbs ser and estar, and telling time.
New grammar structure: reflexive verbs, and possessive adjectives (long form)
RESOURCES/ ACTIVITIES
Realidades II (Chapter 2 A), Realidades I (Chapter 7A), Selecciones, Spanish television (audio and visual), newspaper advertisements,
authentic clothing items for comparisons, photos/ slideshow of clothing, authentic clothing items for ”purchasing”, practice workbook
parts I & II, audio and video CDs.
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Authentic photos or slideshow of
special events
Reading and listening to passages of
daily routines and descriptions of
events
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 had or went
to
Record and present a special
event
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Global Challenges AP SUBTHEME: Economic 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 unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions
S 1.2 Students understand and interpret written and spoken language on a variety of topics
S1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S4.2 Students demonstrate understanding of the concept of culture through comparison between Hispanic cultures and their own.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to shopping
and gifts.
• Discuss and/or debate varieties of stores.
• Express and explain store advertisements.
• Express opinions and react to store
advertisements.
INTERPRETIVE MODE: • Demonstrates comprehension of content
from authentic audio visual texts relating to
shopping and gifts.
• Evaluates and interprets written texts and
materials on store advertisements.
PRESENTATIONAL MODE: • Produce oral and written reports on
traditional gifts of Spanish-speaking
countries.
• Produce an activity showing preferences
and plans.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to going to the mall.
CULTURES: • Cross Curricular- Reinforce
mathematics skills
• Discuss the importance of specialty
shops in Spanish-speaking countries.
• Reinforce knowledge of
geography.
CONNECTIONS: • Make connections between
historical contexts and current
attitudes towards shopping. .
COMPARISONS: • Compare and contrast specialty
shops.
COMMUNITIES: • Explore local stores that sell
products from Spanish-speaking
countries in your own community
or your school.
• Identify local Spanish speaking
communities and cultural events.
Describe events in the past
Talk about:
o Gifts and accessories
o Type of stores
o Shopping and buying
Vocabulary:
o Places to shop
o Gifts
o Accessories
o Buying and selling
Grammar:
o Preterite tense for
regular –ar verbs, and
–car/-gar/-zar endings
o Direct object
pronouns
Understanding cultural
perspectives on gift-giving.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Contemporary Life AP SUBTHEME: Advertising and Marketing, Holidays and Celebrations
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions
S 1.2 Students understand and interpret written and spoken language on a variety of topics
S 3.1 Students reinforce and further their knowledge of other disciplines
S 5.1 Students use Spanish both within and beyond the school setting
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to shopping for
clothing in the preterite tense.
• Discuss and/or debate shopping and fashion.
• Express and explain store advertisements.
• Express opinions and react to
store advertisements
fashion
clothing materials
INTERPRETIVE MODE: • Demonstrates comprehension of content
from authentic audio visual texts relating to
shopping, clothes, and timeframe (past)
• Evaluates and interprets written texts and
materials on Spanish-speaking fashion
designers.
PRESENTATIONAL MODE: • Produce oral and written reports on
traditional clothing of Spanish-speaking
countries.
• Produce an activity showing preferences and
plans.
• Produce an oral or written presentation
reflecting current trends and/or attitudes in
society related to fashion.
CULTURES:
• Cross Curricular- Reinforce
mathematics skills.
• Discuss different Spanish-speaking
fashion designers.
• Reinforce knowledge of
geography.
CONNECTIONS:
• Make connections between
historical contexts and current
attitudes towards fashion. .
COMPARISONS: • Compare and contrast specialty
shops. COMMUNITIES: • Explore local stores that sell
products from Spanish-speaking
countries in your own community
or your school.
• Identify local Spanish speaking
communities and cultural events.
Talk about:
o Shopping and
clothing.
o Events in the past
tense
o Differences in
sizing.
o Fashion and
materials
Vocabulary
o Clothing
o Fashion
o Shopping
o Materials
Grammar:
o Preterite of regular
–er/-ir verbs
o Demonstrative
adjectives
o Using adjectives as
nouns
Understand the different
currencies compared to that
of the US.
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL
VOCABULARY
Shopping Places Types of Fabrics Describing Clothing Gifts Sales and Purchases Other Useful Words and
Phrases
el almacén ¿De qué está hecho (a)? accesible el anillo alto (a) ¡Uf!
el centro comercial algodón apretado (a) el bolsa / la bolsa bajo (a) ¿Cuándo?
el mercado cuero el calzado el collar barato (a) ¿Cuánto cuesta?
la joyería Está hecho (a) de… el estilo el disco compacto caro (a) ¿Dónde?
la librería lana el número el llavero cientos ¿Qué te parece?
la Red seda escoger el monedero el cajero / la cajera abierto (a)
la tienda de descuentos tejido estar de moda el perfume el cajero automático anoche
la tienda de electrodomésticos tela sintética exagerado (a) el portafolio el cheque (personal) anteayer / antier
la tienda de ropa extra grande el regalo el cheque de viajero anunciar
la zapatería flojo (a) el reloj el cupón de regalo ayer
las tiendas de especialidades grande el reloj de pulsera el precio cerrado (a)
las tiendas departamentales la marca el software / el programa
de computadora
en efectivo costar
la talla el sombrero la caja el año pasado
mediano (a) el teléfono celular la caja registradora el descuento
pasado (a) de moda la billetera la tarjeta de crédito el letrero
pequeña la bufanda tan + adjetivo el marcado
quedar… la cadena el novio / la novia
la cartera el pasado
la corbata en realidad
Colores: la pulsera encontrar
claro (a) los anteojos de sol gastar
de sólo un color / de un
sólo color
los aretes hace + time expression
oscuro (a) los guantes inmediatamente
pastel un videojuego la entrada
vivo (a) la ganga
la liquidación
la oferta
Patrones: la salida
de puntitos la semana pasada
floreado (a) me parece que…
rallado (a) me/te importa (n)
mirar
pagar (por)
probarse
recientemente
regatear
vender
Spanish Curriculum I – AP SY 2012 – 2013
RECYCLED/ONGOING TOPICS/STRUCTURES
Review of: location and position words (a la derechade, a la izquierda de, al lado de, cerca de, delante de,
detrás de, lejos de); hace + time expressions
New Grammar: Regular preterite of “-ar”, “-car”, “-gar”, and “-zar” verbs; regular preterite tense of “-er/-ir”
verbs; direct object pronouns; demonstrative adjectives; and using adjectives as nouns.
RESOURCES/ ACTIVITIES
Realidades I (Chapter 7B), Realildades II (2B), newspaper articles/advertisements, fashion magazines, actual
clothing items, store advertisements, radio or television advertisements
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Create a chart to compare and
contrast places in which you buy
gifts (internet, department stores,
electronic stores, specialty stores).
Listen to an advertisement on the
radio for a clothing store that is going
out of business, and answer true and
false questions about what you hear.
Create a poster to illustrate and
describe all the things you have
bought for your boyfriend or
girlfriend.
Perform a skit as a sales clerk
and a customer.
Write an email to a friend
describing what you bought at the
mall.
Describe a gift you‟ve bought.
Create a TV or radio ad for a
store.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Family and Communities, Contemporary Life, Personal and Public Identities
AP SUBTHEME: Customs and Ceremonies, Travel, Beliefs and Values
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.1 Students use Spanish both within and beyond the school setting
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
Maintain a discussion related to:
Experiencias en la ciudad
Talk about: o Errands you did and where you
did them o Community stores and services
Explain: Why you weren‟t able to do
certain errands or household chores
Discuss: Things you have bought and
where you bought them 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:
o A letter telling someone what
chores they should do
o Interesting places in the city and
what to do there
Shopping in open-air markets
COMPARISONS: • Compare and contrast: the
different places in your community
and those of Spanish speaking
countries, such as plazas
Talk about running
errands in the
community
o where you
went
o what you
bought
Explain why you
couldn‟t do a certain
errand or chore
Vocabulary:
o places around
town
o errands and
chores
Grammar:
o Direct object
pronouns
o Irregular
preterite
forms of ir,
ser, hacer,
tener, estar,
poder
Spanish Curriculum I – AP SY 2012 – 2013
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 caramba
el centro el correo la pelota el jabón cortar el césped casi
el parque el paquete la raqueta de tenis la pasta dental hacer la cama ir
el centro comercial el sello los patines cuidar a en seguida
el cine enviar (i-í) dar de comer al perro / al gato estar
el consultorio la carta devolver (o-ue) (un libro) hacer
el hospital la tarjeta postal el médico / la médica hasta
el museo el/la dentista hasta pronto
el restaurante ir a pie Las diligencias/los deberes
el supermercado la gasolina Los quehaceres
la biblioteca lavar los platos/la ropa/el coche poder
la escuela limpiar el baño por
la estación de servicios/
las estaciones de
servicios
llenar (el tanque) pronto
la farmacia pasar la aspiradora quedarse
la gasolinera poner la mesa se me olvidó
la iglesia quitar el polvo ser
la librería sacar (un libro) tener
la piscina se abre todavía
la playa se cierra varios(as)
la plaza
la tintorería
RECYCLED/ONGOING TOPICS/STRUCTURES
General review of household chores, and telling time.
New grammar structure: Direct object pronouns, and Irregular preterite forms of ir, ser, hacer, tener, estar, poder
RESOURCES/ ACTIVITIES
Realidades II (Chapter 3A), Realidades I (Chapter 6B), Selecciones, Spanish television (audio and visual), newspaper advertisements,
authentic pictures of places around the community
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Listen and understand as people tell where
they went, what they did, and give excuses
Transform the classroom into a
community with locations to go
and do the errands. Have
students be clerks/doctors and
others be the client.
Create a booklet describing the
rooms in your house and what
chores are done there
Create a booklet describing the
places around your town and
what errands you do there
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Personal and Public Identities, Contemporary LIfe AP SUBTHEME: Nationalism and Patriotism, Travel
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.1 Students use Spanish both within and beyond the school setting
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
Maintain a discussion related to:
Experiencias durante un viaje de
vacaciones
Talk about: o acitivities done on vacation o local attractions visited o modes of transportation used o how the trip was o the local people
INTERPRETIVE MODE: • Demonstrates comprehension of content from
reading, watching and listening material relating
to: what someone did and where he went during
his vacation
PRESENTATIONAL MODE: • Produce an oral or written report on:
o your best trip or vacation
COMPARISONS:
Talk about services available
to Spanish-speakers at local
tourist attractions
Talk about
o travel
o vacations
o past events
Vocabulary:
o vacation places
o activities
o modes of
transportation
o nationalities
Grammar:
o Personal „a‟
o Regular and irregular
preterite for the verbs
aprender, salir, ver,
and ir
Spanish Curriculum I – AP SY 2012 – 2013
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 tiempo
el lago el árbol aprender (a) el aeropuerto ¿Qué hiciste? durante
el lugar el elefante bucear el autobús ¿Qué te pasó? el lugar
el mar el león descansar el avión ¿Te gustó? empacar
el monumento el mono descansar el barco ¿Viste…? la exposición
el museo el oso montar a caballo el billete / el boleto como la reservación
el país el pájaro pasear en bote el camión dime pasarla bien / mal
el parque de
diversiones
el tigre tomar el sol el carro/el coche el boleto tarde
el parque nacional la atracción/
las atracciones
tomar fotos el helicóptero el hotel temprano
el río la jirafa visitar el metro el viaje
el teatro la serpiente/la culebra el taxi fantástico (a)
el zoológico la tortuga el tren fue un desastre
la ciudad en taxi impresionante
la obra de teatro la bicicleta ir de vacaciones
las pirámides la motocicleta me gustó
por mar regresar
por tierra salir
por/en tremendo (a)
vi
viajar
visitar
RECYCLED/ONGOING TOPICS/STRUCTURES
Continued use of the regular preterite, and the irregular preterite of the verbs “ir/ser”
New grammar: The personal „a‟, the irregular preterite of the verb ver
RESOURCES/ ACTIVITIES
Realidades I (Chapter 8A), Realidades II (Chapter Para Empezar), Realidades II (Chapter 3A), Spanish television programs/movie on
different vacation destinations, authentic brochures and pamphlets from tourist spots, travel magazines
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Listen and understand as people tell
where they went, and what they did
during their vacation
Read and analyze
train/bus/plane/cruise itineraries
Write a letter about a vacation you
took
Write a letter about your dream
vacation
Create a scrapbook/collage about a
trip
Create a travel plan, including what
you need to get ready and an
itinerary, and talk about how your
travel actually went.
Create a commercial for a vacation
destination
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Families and Communities, Global Challenges AP SUBTHEME: Citizenship, Environmental Issues
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.1 Students use Spanish both within and beyond the school setting
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
Maintain a discussion related to: Giving
directions to get around town
Talk about: o getting to places around town o good driving habits o modes of transportation
Give commands to other people INTERPRETIVE MODE: • Demonstrates comprehension of content from
reading, watching and listening material relating
to: driving directions and advice PRESENTATIONAL MODE: • Produce an oral or written report on:
o how to get from a starting point
to a point of interest
Talk about
o getting around
o giving directions
o points of interest
o good driving habits
Vocabulary:
o asking for and giving
directions
o driving advice
o about driving
Grammar:
o Direct object
pronouns me, te, nos
o Regular and Irregular
affirmative tú
commands
o Present Progressive –
irregular forms
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
About Driving To give and Receive Driving Advice To ask for and give Directions Other Useful Words
el camión/los camiones ¡Basta! ¿Cómo se va…? creer
el carro ancho (a) a la derecha decir
el coche de acuerdo a la izquierda dormir
el conductor /
la conductora
déjame en paz aproximadamente este (punto cardinal)
el cruce de calles dejar bajar las escaleras (mecánicas)
el peatón despacio complicado (a) leer
el permiso de manejar esperar cruzar /
cruzar la calle
norte
el Puente estar seguro (a) derecho oeste
el semáforo estrecho (a) desde pedir
el tráfico exceso de velocidad doblar próximo (a)
el/la policía Me estás poniendo nervioso (a) el metro repetir
la avenida peligroso (a) en medio de seguir
la carretera quitar girar servir
la cuadra tener cuidado hasta sur
la esquina ya manejar traer
la estatua parar vestir
la fuente pasar
la parada de (autobús, taxi,
etc.)
por
la plaza quedar
la señal de pare seguir (e-i)
los pasillos subir
poner una multa tener prisa
tomar
RECYCLED/ONGOING TOPICS/STRUCTURES
Continued use of the present and preterite tenses, and local modes of transportation
New grammar: Direct object pronouns me, te, nos; regular and irregular affirmative tú commands; present progressive – irregular forms
RESOURCES/ ACTIVITIES
RealidadesII (Chapter 3B), Realidades I (Chapter 8A), Selecciones, Spanish television (audio and visual), newspaper articles, authentic
maps and road signs, workbook part 1 and 2.
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read and listen to advice for
establishing good driving habits
Read and listen to driving directions
Create a city map with labels
Create road signs
Write about things that might happen
as you drive that would make you
nervous
Create a city map with points of
interests and labels, then have
the class follow your directions
to the different points of
interest.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Families and Communities AP SUBTHEME: Childhood and Adolescence, Friendship and Love
Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.1 Students use Spanish both within and beyond the school setting
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
Maintain a discussion related to:
childhood toys, pets and activities, and to
or for whom something is done
Talk about: o Activities that you used to do as a
child o Pets, toys and games
Describe what you were like as a child INTERPRETIVE MODE: • Demonstrates comprehension of content from
reading, watching and listening material relating
to: childhood, pets, toys, and games
PRESENTATIONAL MODE: • Produce an oral or written report on:
o What you were like as a child and
what you used to do
Compare and contrast nursery
rhymes and songs in Spanish-speaking
countries to those in the US
Talk about
o toys
o playing with
other children
o what you used to
do
o what you were
like
Vocabulary:
o Toys
o Animals
o Childhood
activities and
places
o Behaviors and
characteristics
Grammar:
o The imperfect
tense of regular
verbs: jugar,
hacer, vivir
o The imperfect
tense of irregular
verbs ir, ver, and
ser
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
Toys Animals Things you used to do Places Explanining
Actions
Personal
Characteristics
Other Useful Words
el columpio el gato coleccionar el jardín de infantes de niño (a) bien educado (a) el mundo
el dinosaurio el perro ir de campamento el patio de recreo de pequeño (a) consentido (a) la moneda
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 (bola, pelota,
piedras, etc.)
obedecer (c-zc) juguetón / juguetona
la colección /
las colecciones
ofrecer mentiroso (a)
la cuerda permitir obediente
la muñeca por lo general prudente
los bloques portarse bien/mal tímido (a)
todo el mundo travieso (a)
RECYCLED/ONGOING TOPICS/STRUCTURES
New grammar: Imperfect tense of regular verbs (jugar, hacer, vivir); Imperfect vs. Perfect Preterite; Imperfect tense of irregular verbs
ir, ser, ver
RESOURCES/ ACTIVITIES
RealidadesII (Chapter 4A), Selecciones, Spanish television (audio and visual), newspaper articles, newspaper advertisements, toys,
pictures, home videos, storybooks
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Interpret other students‟ pictures of their
childhood
Create a fable for other students to read
Write captions to a story using the
perfect and imperfect preterite
Write a simple storybook
(fictional or personal) to share
Create a home video or slideshow
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Families and Communities, Personal and Public Identities, Global Challenges AP SUBTHEME:: Family Structures, Beliefs and Values, Nutrition and Food Safety
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level II:
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
S 1.2 Students understand and interpret written and spoken language on a variety of topics.
S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
S 4.2 Students demonstrate understanding of the concept of cultura through comparisons between Hispanic cultures and their own.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: Maintain a discussion related to: family members,
relatives, and holiday celebrations in the past
Talk about:
o Family, and relatives
o How people interact
o Social/holiday gatherings
o Foods served at certain events
INTERPRETIVE MODE: • Demonstrates comprehension of content from reading,
watching and listening material relating to: descriptions
about a person from the past, holiday celebrations and
family
PRESENTATIONAL MODE: • Produce an oral or written report on or about:
o Holiday celebrations
o Social gatherings
o Family/friends interactions
o Foods served at certain events
Compare and contrast types of
foods
eaten at social gatherings
Talk about
o Family and
relatives
o Describe people
and situations in
the past
o How people
interact
o Holiday
celebrations
Vocabulary:
o Family members
o Holiday
celebrations
Grammar:
o The imperfect
tense: describing
a situation in the
past
o Reciprocal
actions: using
reflexives
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
Family Talking about people About Special Events Food Other Useful Words
el 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 beber
el cuñado la madrina feliz casarse (con) el dulce comer
el hermanastro la nieta los mayores cumplir años el helado el cuchillo
el hermano la prima llevarse bien/mal charlar el jamón el mantel
el hijastro la sobrina llorar divertirse (e-ie) el lechón el plato
el nieto la suegra reírse (e-í) el aniversario el pavo el tenedor
el padrastro la tía reunirse el carbón el pescado el vaso
el padre los abuelos el del día festivo el pollo es un sueño
el padrino los hermanos el desfile el postre frecuentemente
el primo los padres el día de los Reyes Magos el queso había
el sobrino los parientes Manners and Customs el pesebre el refresco la cuchara
el suegro los tíos abrazar(se) enorme el roscón de reyes la mesa
el tío besar(se) felicitar el turrón la servilleta
familia, la dar(se) la mano hacer un picnic la comida la silla
la abuela despedirse (e-i) de la boda la manzana la taza
la bisabuela los modales la costumbre las bebidas los regalos
la cuñada saludar(se) la fiesta de sorpresa las tapas mientras (que)
la hermana sonreír (e-í) la navidad las uvas ofrecer
la hermanastra la reunión /
las reuniones
los 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)
nacer
noche buena
noche vieja
regalar
RECYCLED/ONGOING TOPICS/STRUCTURES
Imperfect tense, reciprocal actions, “ito” and “isimo”, adjective/noun agreement (review). Present and preterite tense (review)
RESOURCES/ ACTIVITIES
Realidades II (Chapter 4B), family trees, magazines, menus, cookbooks, advertisements, product labels, plastic foods or pictures of
foods, http://onlinefreespanish.com/aplica/lessons/familygame.htm,
http://spanishplans.files.wordpress.com/2011/10/simpsonfamilyspanish.jpg, http://www.quia.com/sh/34838.html?AP_rand=1832158196,
http://www.questgarden.com/04/55/8/051013102135/t-index.htm,
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Dramatizations
WebQuest about a Hispanic holiday,
present and do a mock celebration
Celebrate as a class a special Hispanic
holiday
Select a Hispanic celebration and
present to the class
Create a scrapbook/family photo album
and illustrate pictures of family
members celebrating a special holiday
Spanish Curriculum I – AP SY 2012 – 2013
SPANISH LEVEL III
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Global Challenges AP SUBTHEME: Environmental issues
***The HEALTH theme has been eliminated from Spanish III, it is covered in Spanish IV***
Recommended pacing: 4 weeks III
Virginia State Foreign Language Standards of Learning for Level III SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits. SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
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.
PRESENTATIONAL MODE: • Produce oral and written reports on Natural Disasters. • Produce an activity showing The impact and effects of natural disasters in our daily lives and the environment.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to The appropriate preparation for Emergencies and Natural Disasters.
CULTURES: • Explore attitudes when reacting to Weather disasters within our community, the United States, and the world.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards historical weather disasters within our community, the United States, and the world.
.
COMPARISONS: • Compare and contrast The educational preparedness between the United States and Spanish- speaking countries. COMMUNITIES: • Explore Natural Disasters and emergency preparation
in your own community or your school and compare them to issues in Spanish
speaking communities. • Identify local Spanish- speaking
communities and cultural events.
Develop the ability to talk about world events, natural disasters, and relief efforts.
USEFUL VOCABULARY
Vocabulary related to news broadcasts, newspaper articles, rescues, extreme weather events, and specific disasters such as hurricanes, floods, fires, floods, tornadoes, etc. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses.
RESOURCES/ ACTIVITIES
El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5A, Red Cross Book. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish Curriculum I – AP SY 2012 – 2013
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues, comic strips, listening to: audio/video programs and news broadcasts.
Oral conversations, free talk, fill out a police report/escape routes.
Dramatizations, comic strips, create a public service announcement; report on a natural disaster and effects.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Global Challenges AP SUBTHEME: Health issues
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level III SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits. SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to Global Challenges. • Discuss and/or debate Health Issues resulting from accidents. • Express and explain Information about an accident or emergency that occurred. • Express opinions and react to Past events related to accidents and emergencies.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Natural disasters
• Evaluates and interprets written texts and materials on Past weather and natural disasters.
PRESENTATIONAL MODE: • Produce oral and written reports on an accident and medical emergencies. • Produce an activity showing the ways to report an accident specific to parts of the body.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to health care, insurance, alternative medicines, medical terminology.
CULTURES: • Explore attitudes when reacting to medical care and ambulance services in Spanish speaking countries.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards international health organizations, further knowledge of basic first aid within our community, the United States, and the world.
COMPARISONS: • Compare and contrast emergency medical care and ambulance services in the United States and Spanish- speaking countries.
COMMUNITIES: • Explore Health and accidents in your
own community or your school and compare them to issues in Spanish-
speaking communities. • Identify local Spanish-speaking
communities and cultural events.
Develop the ability to talk about health, emergency situations, emergency medical care, and hospital visits.
USEFUL VOCABULARY Vocabulary related to accidents (how/when occurred), emergency room, hospital, medical terminology, body parts, treatments, and first responders. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, and imperfect progressive.
RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5B, role playing, department of health. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues, comic strips, listening to: audio/video programs and news broadcasts.
Oral conversations, free talk, fill out a police/medical report, and basic first aid.
Dramatizations, comic strips, create a public service announcement; report on an accident that occurred.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Contemporary Life AP SUBTHEME: Leisure and Sports, Ideals of Beauty, & Music
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level III SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to Contemporary Life. • Discuss and/or debate beauty pageants, sports, competitions related to daily life. • Express and explain information about sporting events and competitions. • Express opinions and react to feelings and reactions to information about sporting events and competitions.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Past sporting events and competitions.
• Evaluates and interprets written texts and materials on Past sporting events and competitions.
PRESENTATIONAL MODE: • Produce oral and written reports on results of Past sporting events and competitions. • Produce an activity showing knowledge of sports competition and contests.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to interviews, reports, event results.
CULTURES: • Explore attitudes when reacting to various Hispanic sports, competitions, and competitive events.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards Past sporting events/competitions (Olympics, World Cup, etc), impact of Hispanic players in the United States.
.
COMPARISONS: • Compare and contrast Hispanic sporting events to U.S. sporting events.
COMMUNITIES: • Explore Sporting events in your own
community or your school and compare them to issues in Spanish-speaking
communities. • Identify local Spanish-speaking
communities and cultural events.
Develop the ability to communicate opinions and knowledge of sports, competitions, and contests.
USEFUL VOCABULARY Vocabulary related to athletes, sporting events, competitions, beauty pageants, and contests, different types of sports, interview and commentary vocabulary. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, preterite stem-changing verbs, reflexive verbs.
RESOURCES/ ACTIVITIES
El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 6A, ESPN Deportes, FIFA, Disney Movie-El Camino al Dorado (Mesoamerican Ball Competition Clip, YouTube), La Pequeña Lulu – El Concurso de Belleza (YouTube) Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish Curriculum I – AP SY 2012 – 2013
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues, listening to: audio/video of sporting events/contests, interviews, and news broadcasts.
Oral conversations and free talk, debate about sporting events and cultural impact on society around the world.
Dramatizations, comic strips, create presentation on athletes.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Beauty and Aesthetics AP SUBTHEME: Ideals of Beauty, Music, Performing Arts, Social impact of technology
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level III SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to Television and Movies. • Discuss and/or debate movie genres and television programming. • Express and explain Information about movie themes, plots, and television programs. • Express opinions and react to movies and television shows (critiques)
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to television and movies
• Evaluates and interprets written texts and materials on film reviews.
PRESENTATIONAL MODE: • Produce oral and written reports on preferences and attitudes towards movies and television. • Produce an activity showing the ways to express feelings regarding recently viewed films.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to movie genres and popularity of actors and actresses.
CULTURES: • Explore attitudes when reacting to the impact of Spanish films/ actors in the entertainment industry.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards the impact of Spanish actors in the United States and the world.
COMPARISONS: • Compare and contrast the film rating industry, award ceremonies, habits between the United States and Spanish-speaking countries.
COMMUNITIES: • Explore Television and Movies in your
own community or your school and compare them to issues in Spanish-
speaking communities. • Identify local Spanish- speaking
communities and cultural events.
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.
USEFUL VOCABULARY
Vocabulary related to movies, rentals, actors, acting, television programs, genres, roles, scenes, characters, critiques. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to present perfect, review of verbs used with indirect object pronouns.
RESOURCES/ ACTIVITIES Spanish television programs, Realidades 2 Chapter 6B, TV Guide, People en Español, Selecciones, Disney Movie – The Incredibles, Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues/reviews, comic strips, listening to: audio/video reviews.
Oral conversations, free talk, discuss: movies, opinions, actors, rating.
Dramatizations create a movie or trailer.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Families and Communities AP SUBTHEME: Customs and Values
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level III SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to Meals, foods, traditional dishes, recipes, and cooking. • Discuss and/or debate Camping and cooking outdoors vs. indoors. • Express and explain Information about cooking and recipes. • Express opinions and react to Traditional Hispanic foods and recipes.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Traditional dishes and recipes.
• Evaluates and interprets written texts and materials on Traditional dishes and recipes.
PRESENTATIONAL MODE: • Produce oral and written reports on Recipes and traditional dishes. • Produce an activity showing How to cook a traditional dish.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to The preparation of cooking recipes.
CULTURES: • Explore attitudes when reacting to The traditional foods used in Hispanic dishes/recipes. • Compare and contrast The regional cuisine of Spanish- speaking countries.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards Healthy eating/preparation
.
COMPARISONS: • Compare and contrast The traditional dishes and foods of the United States and Spanish- speaking countries. COMMUNITIES: • Explore Hispanic restaurants and regional cuisine in your own community
or your school. • Identify local Spanish- speaking
communities and cultural events.
Talk about food and cooking, tell others what not to do, describe what people generally do, understand cultural perspectives on recipes, food preparation, special foods and outdoor food vendors, discuss food and outdoor cooking, tell people what to do or not to do, indicate duration, exchange, reason, and other expressions
USEFUL VOCABULARY
Vocabulary related to names of foods, items in the kitchen, recipes, food preparation, outdoors, eating outdoors, describing the foods and the outdoors. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review affirmative and negative tú commands. Introduction to affirmative and negative Usted and Ustedes commands, the impersonal se, and por vs. para.
RESOURCES/ ACTIVITIES
Spanish cooking shows, Spanish recipe books, Realidades 2 Chapter 7A and 7B, Disney movie – Ratatouille. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues, comic strips, listening to: audio/video programs and cooking shows.
Oral conversations, free talk, write an invitation for a picnic, create a menu, write an original recipe.
Dramatizations, comic strips, create advertisement for a cooking show, create an advertisement for a kitchen appliance or cooking product.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Contemporary Life AP SUBTHEME: Travel
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level III SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. SIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the Spanish language. SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to Travel and international travel. • Discuss and/or debate Vacation plans and travel. • Express and explain Information about travel reservations, airports, and flights. • Express opinions and react to Travel recommendation.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Vacation and travel.
• Evaluates and interprets written texts and materials on Vacation and travel recommendations.
PRESENTATIONAL MODE: • Produce oral and written reports on Vacation and travel recommendations. • Produce an activity showing Tourism and Travel arrangements.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Travel reservations, airports, and flights.
CULTURES: • Explore attitudes when reacting to Modes of transportation in Spanish- speaking countries.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards International tourism and travel accommodations.
COMPARISONS: • Compare and contrast Tourist sites in the United States and Spanish -speaking countries.
COMMUNITIES: • Explore Travel in your own community
or your school and compare them to issues in Spanish- speaking
communities. • Identify local Spanish- speaking
communities and cultural events.
Talk about visiting an airport, plan for a trip to a foreign country, read about travel destinations in Spanish- speaking countries, understand cultural perspectives on traveling, discuss appropriate tourist behaviors, discuss differences among hotels between the United States and Spanish- speaking countries, and discuss various tourist attractions to visit in different Spanish -speaking countries.
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
Spanish Curriculum I – AP SY 2012 – 2013
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues, comic strips, listening to: audio/video programs and news broadcasts.
Oral conversations, free talk, create a travel itinerary with travel recommendations, fill out airport and customs forms, and perform basic first aid.
Dramatizations, comic strips, create a commercial promoting tourism, design a poster to put in an airport stating rules and regulations for proper tourist behavior, create a travel brochure, create a scrapbook or a VoiceThread of a past vacation.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Contemporary Life AP SUBTHEME: Professions
***This unit was added to the Spanish III curriculum as a brief review to reinforce the future tense. ***
Recommended pacing: 2 weeks
Virginia State Foreign Language Standards of Learning for Level III SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to Professions. • Discuss and/or debate Jobs and future professions. • Express and explain Information about various careers. • Express opinions and react to Information about future career choices.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Job description and interviews.
• Evaluates and interprets written texts and materials on Job descriptions.
PRESENTATIONAL MODE: • Produce oral and written reports on Plans for the future. • Produce an activity showing Knowledge of job descriptions.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to interviews, career and education choices.
CULTURES: • Explore attitudes when reacting to various education systems and teenage employment in Hispanic countries.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards Future career and education choices.
COMPARISONS: • Compare and contrast Teenage employment and lifestyle in Spanish-speaking countries to that in the United States.
COMMUNITIES: • Explore Job descriptions in your own
community or your school and compare them to issues in Spanish- speaking
communities. • Identify local Spanish- speaking
communities and cultural events.
Develop the ability to read and respond to a classified ad, participate in a job interview, and develop the ability to discuss plans for the future.
USEFUL VOCABULARY Vocabulary related to professions, careers, and the future. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to the future tense (including the irregulars).
RESOURCES/ ACTIVITIES
El tiempo latino, Washington Hispanic, Classified ads in Spanish newspapers, career center, Realidades 2 Chapter 9A. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish Curriculum I – AP SY 2012 – 2013
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues, listening to: audio/video of interviews and classified ads.
Oral conversations and free talk, debate about different educational choices, future plans, and fill out job applications.
Dramatizations, comic strips, create presentation on various career and education choices, create a commercial for a job fair, and participate in a job fair.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Global Challenges AP SUBTHEME: Environmental Issues
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level III SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to Plants, animals, and the natural world. • Discuss and/or debate Recycling and hopes/plans for the future. • Express and explain Information regarding the future and environmental issues. • Express opinions and react to Recycling and conservation practices.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Environmental issues.
• Evaluates and interprets written texts and materials on Recycling, conservation, and environmental concerns.
PRESENTATIONAL MODE: • Produce oral and written reports on Endangered animals. • Produce an activity showing The ways conserve and protect the environment.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Recycling and conservation practices.
CULTURES: • Explore attitudes when reacting to the impact of conversation in Spanish- speaking countries.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards the impact of conservation and protection of the ecosystem, wildlife, and future use of energy in the United States and the world.
COMPARISONS: • Compare and contrast the environmental impact of tourism and conservation practices in the United States and Spanish- speaking countries.
COMMUNITIES: • Explore Environmental Issues in your
own community or your school and compare them to issues in Spanish-
speaking communities. • Identify local Spanish- speaking
communities and cultural events.
Be able to make predictions about the future, express doubts about ecological issues, discuss environmental issues and possible solutions, and understand cultural perspectives on ecological problems and solutions.
USEFUL VOCABULARY
Vocabulary related to Earth, energy, animals, and the environment. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review the future tense and the present tense of the subjunctive.
RESOURCES/ ACTIVITIES Realidades 2 Chapter 9B, Selecciones, Spanish television news reports (audio and visual). Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues/reviews, comic strips, listening to: audio/video on environmental concerns.
Oral conversations, free talk, discuss: recycling, conservation, endangered species.
Public service announcements, create a poster/collage advertising how to resolve some environmental issues, and debate on an issue.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Science and Technology AP SUBTHEME: Future Technologies, The New Media, and Social Impact of Technology
Recommended pacing: 2 weeks
Virginia State Foreign Language Standards of Learning for Level III SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to The use of technology. • Discuss and/or debate Technological advances. • Express and explain The use of technology. • Express opinions and react to Technological advances.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to The use of technology.
• Evaluates and interprets written texts and materials on The use of technology and technological advances.
PRESENTATIONAL MODE: • Produce oral and written reports on The use of technology. • Produce an activity showing Technological advances.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Technological advances and the use of technology.
CULTURES: • Explore attitudes when reacting to the impact and use of technology in Spanish-speaking countries.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards technological uses and advances in the United States and the world.
COMPARISONS: • Compare and contrast the technological advances in the United States and Spanish- speaking countries.
COMMUNITIES: • Explore Technology usage in your
own community or your school and compare them to issues in Spanish-
speaking communities. • Identify local Spanish- speaking
communities and cultural events.
Be able to have basic understanding of a Spanish language website; be able to talk basically about the technology that students use on a daily basis.
USEFUL VOCABULARY
Vocabulary related to technology and the computer. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Continuous computer lab usage. Review the use of commands and the future tense.
RESOURCES/ ACTIVITIES Spanish websites. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues/reviews, comic strips, listening to: audio/video on the use of technology and technological advances.
Oral conversations, free talk, discuss: the use of technology and technological advances.
Continuous computer lab usage; creating their own Spanish language webpage; web quests; create a pamphlet for the school TRT in Spanish on computer usage
Spanish Curriculum I – AP SY 2012 – 2013
SPANISH LEVEL IV
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Contemporary Life
AP SUBTHEME: Leisure and Sports, Housing and Shelter, Travel
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level IV: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language. •SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to camping/ecotourism. • Discuss and/or debate camping/ecotourism.
• Express and explain camping/ecotourism.
• Express opinions and react to camping/ecotourism.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to camping/ecotourism.
• Evaluates and interprets written texts and materials on camping/ecotourism.
PRESENTATIONAL MODE: • Produce oral and written reports on camping/ecotourism.
• Produce an activity showing the preparation of a successful and safe camping site.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to safety and respect for the environment while camping or enjoying ecotourism.
CULTURES: • Explore attitudes when reacting to ecotourism and the treatment of nature by ecotourists.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards national parks and ecotourism.
COMPARISONS: • Compare and contrast national parks.
COMMUNITIES: • Explore camping/ ecotourism in your own community or your school and compare them to issues in Spanish- speaking communities. • Identify local Spanish- speaking communities and cultural events related to camping and ecotourism.
•Preterit/imperfect •Present subjunctive with verbs of influence •camping vocabulary •ecotourism vocabulary
Spanish Curriculum I – AP SY 2012 – 2013
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
RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, outdoor vocabulary, present subjunctive
RESOURCES/ ACTIVITIES
Create a brochure with how to and safety tips for a camping trip, Public Service Announcement about safe camping/ use of nature, Plan an excursion to a National Park presenting ecotourism events and activities, Stage an actual campsite in the classroom or courtyard to introduce or practice vocabulary, Websites for national parks (el Yunque - http://www.fs.usda.gov/elyunque, Parques nacionales de España -http://reddeparquesnacionales.mma.es/parques/index.htm), http://www.ver-taal.com/telediario.htm Research national parks, dialogues about trips, discuss weather, songs: Zambambazo.com, news about current weather events, readings from Aventuras Literarias : "Una Carta a Dios" p. 57, "Poema XXIII" p. 96, Ventanas Dos: "Al Aire Libre" p. 54, Conversación y Controversia: "Los Climas" p.. 138, Read "Los Ojos de Carmen" by Blaine Ray, Ch. 1 of Realidades 3, list of cohesive devices for writing. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Writing based on the analysis of a listening and writing source.
Simulated conversation about a camping trip.
Present a plan for 3 day itinerary to a National Park of student’s choosing.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Global Challenges
We added the environment (Ch 9) to the first quarter because we felt that it lends itself to the
camping topic we will explore at the beginning of the year. AP SUBTHEME: Environmental Issues
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level IV: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language. •SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to conservation of the environment. • Discuss and/or debate the most important environmental issue.
• Express and explain how to conserve the environment.
• Express opinions and react to the role of the individual citizen in the conservation of the environment.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to conservation of the environment.
• Evaluates and interprets written texts and materials on conservation of the environment.
CULTURES: • Explore attitudes when reacting to the conservation of the environment.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards conservation of the environment.
COMPARISONS: • Compare and contrast views towards conservation of the environment in the U.S. and Spanish- speaking countries.
COMMUNITIES: • Explore conservation of the environment in your own community or your school and compare them to issues in Spanish- speaking communities. • Identify local Spanish- speaking communities and cultural events related to conservation of the environment.
•Preterit/imperfect •Present subjunctive with verbs of influence •environment vocabulary
Spanish Curriculum I – AP SY 2012 – 2013
PRESENTATIONAL MODE: • Produce oral and written reports on conservation of the environment.
• Produce an activity showing how to reduce, reuse and recycle to conserve the environment.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to the conservation of the environment.
USEFUL VOCABULARY
el aerosol, la contaminación, contaminado -a, el derrame de petróleo, el desperdicio, la fábrica, el pesticida, el petróleo, la pila, la batería, químico –a, el recipiente, el veneno, económico –a, la protección, el recurso natural, suficiente, afectar, agotar(se), amenazar, atrapar, castigar, colocar, conservar, crecer, dañar, depender de, derretir, deshacerse de, desperdiciar, detener, disminuir, echar, explotar, fomentar, limitar, producir, promover (ue), la caza, (en) peligro de extinción, la piel, la pluma, salvaje, el agujero, la amenaza, a menos que, con tal que, debido a, la electricidad, en cuanto, la escasez, estar a cargo de, excesivo –a, la falta de, el gobierno, grave, la limpieza, tan pronto como, tomar conciencia de, tomar medidas, la atmósfera, la capa de ozono, el clima, el efecto invernadero, el hielo, la preservación, el recalentamiento global, el rescate, la reserva natural, la selva tropical, la tierra, el ave, el águila calva, pl. las águilas calvas, la ballena, la especie, la foca
RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, environmental vocabulary, present subjunctive
RESOURCES/ ACTIVITIES
Internet link activity Chapter 9 (http://www.fan-bo.org/fan/), http://www.greenpeace.org/mexico/es/, http://www.ver-taal.com/telediario.htm Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Write an article for your school newspaper about how students can conserve the environment using a listening and writing source to write the article.
Simulated conversation about the environment.
Illustrated narrative expressing an endangered animal’s point of view – why is the animal endangered and what needs to be done to help change its fate.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Beauty and Aesthetics
AP SUBTHEME: Performing Arts, Visual Arts, Contributions to World Artistic Heritages, Music,
Ideals of Beauty
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level IV:
•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.;
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.;
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures;
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to different styles of art, dance, and/or theater. • Discuss and/or debate the personal preference with regard to styles of art and music.
• Express and explain how history has affected art, music, theater and/or dance.
• Express opinions and react to a work of art (song, painting, sculpture, etc.)
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to art, dance, music and/or theater.
• Evaluates and interprets written texts and materials on art, dance, music and/or theater.
PRESENTATIONAL MODE: • Produce oral and written reports on the history of art, dance, music and/or theater.
• Produce an activity showing understanding of an artist’s style and life.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to music, art, dance and/or theater.
CULTURES: • Explore attitudes when reacting to a work of art.
CONNECTIONS: • Make connections between historical contexts and current attitudes towards works of art.
COMPARISONS: • Compare and contrast views towards works of art over the years in different countries and styles.
COMMUNITIES: • Explore works of art in your own community or your school and compare them to issues in Spanish- speaking communities. • Identify local Spanish -speaking communities and cultural events related to art, dance, theater and/or music.
•Preterit/imperfect •Present subjunctive with verbs of influence •art/music/theater/dance vocabulary
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
expresarse, sonar a, el sentimiento, inspirar, el autorretrato, el siglo, mostrar, el fondo, el taller, pararse, la fuente de inspiración, el tema, parecerse a, la pintura, parado/a, realizar, el retrato, sentado/a, destacar(se), la escultura, la paleta, la cerámica, el espectáculo, el pincel, la entrada, la figura, abstracto, el escenario, la naturaleza muerta, el/la escultor/a, la obra de arte
RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, art/dance/music/theater vocabulary, present subjunctive, ser/estar, estar + participio pasado
RESOURCES/ ACTIVITIES
Internet virtual museum - www.museodelprado.es/en ; Realidades III chap. 2; Draw a famous work based on an oral description; Critical reviews of famous works; Readings from Ventanas Dos: "De Paseo por El Prado" p. 46, "Arte del Mundo Hispano" p. 60 ; art books and museum guides, list of cohesive devices for writing., http://www.ver-taal.com/telediario.htm. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writings.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Writing based on the analysis of a listening and writing source.
Interview a student about a personal work of art. Write an imaginary interview of a famous artist.
Research an artist (musical artist, painter, sculptor, playwright, etc.), create a work of art in the style of the artist and present a brief presentation about the artist’s life.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Global Challenges and Contemporary Life
AP SUBTHEME: Health Issues, Nutrition and Food Safety, Leisure and Sports
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level IV:
•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.;
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.;
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures;
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to leading a healthy lifestyle. • Discuss and/or debate the benefits/challenges of living a healthy.
• Express and explain how to lead a healthy lifestyle and the changes one may have to make with regard to nutrition/exercise.
• Express opinions and react to global health issues, exercise, and the different diets available.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to diet and exercise.
• Evaluates and interprets written texts and materials pertaining to nutrition and exercise.
PRESENTATIONAL MODE: • Produce oral and written reports on healthy diets or exercise plans.
• Produce an activity showing an exercise routine.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to dieting and/or the different diets available.
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.
Spanish Curriculum I – AP SY 2012 – 2013
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 Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Read an article about healthy eating, watch a video about childhood obesity, and write a wellness plan for someone your age.
Write a dialogue between a student and a personal trainer. Write a dialogue between two students in which one makes suggestions for improving the other student’s lifestyle.
Make a promotional video advertising a new exercise/diet plan (student must explain meals for a given day and lead exercises).
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Families and Communities
AP SUBTHEME: Family Structures, Friendship and Love
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level IV: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.
•SIV.5 The student will present in Spanish student-created and culturally authentic essays, poetry, plays, and/or stories.
•SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to some type of conflict. • Discuss and/or debate the benefits/challenges of types of family structures.
• Express and explain how to deal with a conflict.
• Express opinions and react to how people have dealt with conflict.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to conflicts.
• Evaluates and interprets written texts and materials on conflicts.
PRESENTATIONAL MODE: • Produce oral and written reports on suggestions for conflict resolution.
• Produce an activity showing conflict resolution.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to conflict resolution/relationships.
CULTURES: • Explore attitudes when reacting to conflicts/relationships.
CONNECTIONS: • Make connections between conflicts and relationships.
COMPARISONS: • Compare and contrast conflicts between friends and conflicts between family members.
COMMUNITIES: • Explore conflicts and relationships.
Subjunctive
Nosotros Commands
Por/para
Relationship/Conflict vocabulary
Present Perfect
Spanish Curriculum I – AP SY 2012 – 2013
USEFUL VOCABULARY
Production: apoyar(se), pensar en sí mismo, comprensivo/a, caerse bien/mal, romper con, infantil,
confiar, resolver, (in)maduro, contar con, tener la culpa, (ir)responsable, discutir, la amistad,
juntos/as, engañar, la cualidad, justo/a, esperar que, agradable, ojalá, extrañar, amable,¡Qué va!,
guardar (un secreto), amistoso/a, ¡Yo no fui!, hacer caso, antipático/a, ¡Déjame en paz!, mejorar,
cariñoso/a, ¡Basta ya!, molestar, celoso/a; tener celos, pedir perdón, chismoso/a; chismear
Recognition: aceptar tal como (ser), mentir, casado/a, acusar, pelearse; la pelea, consentido/a,
alegrarse, ponerse de acuerdo, egoísta, arrepentirse, reconciliarse, mal educado/a, atreverse,
reconocer, perezoso/a, burlarse de, temer que, puntual, desconfiar, tener paciencia, soltero/a, estar
equivocado/a, el comportamiento, travieso/a, llevarse bien/mal con, el malentendido, vanidoso/a,
llorar, ambicioso/a
RECYCLED/ONGOING TOPICS/STRUCTURES Subjunctive, Nosotros Commands, Por/Para, Present Perfect RESOURCES/ ACTIVITIES
Movies: "Viva Cuba", “La Misma Luna”, telenovelas, Songs: "Pobre Juan" by Maná, "Mojado" &
"Si el Norte fuera el Sur" by Ricardo Arjona. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writings.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read/Listen to a conflict and then
write about the two sides of the
conflict or pick a side and defend
it.
Give students a topic (a break-up,
misunderstanding with a best
friend or parent, etc.) and have
them present a dialogue in groups
of two.
Write an e-mail describing a
problem/conflict to “Dear Abby” /
La Doctora Corazón or respond to
a pre-written e-mail as “Dear
Abby”.
Write/Speak about a conflict they have had in their life and how they resolved it.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Contemporary Life
AP SUBTHEME: Professions/Education
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level IV: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and
complexity.
•SIV.5 The student will present in Spanish student-created and culturally authentic essays, poetry, plays, and/or stories.
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures.
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject
areas.
•SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.
•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to some type of job you would like in the future. • Discuss and/or debate the benefits/challenges of different types of jobs.
• Express and explain how to deal applying for a job.
• Express opinions and react to what it would be like to work different jobs.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to employment/job choice
• Evaluates and interprets written texts and materials related to employment.
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
Spanish Curriculum I – AP SY 2012 – 2013
PRESENTATIONAL MODE: • Produce oral and written reports on careers.
• Produce an activity showing understanding of skills/abilities need for different types of jobs.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related the economy and employment..
USEFUL VOCABULARY
el anuncio clasificado, los beneficios, el/la cliente(a), la compañía, el/la dueño(a), la fecha de nacimiento, el/la gerente, el
puesto, el salario/el sueldo, la solicitud de empleo, la computación, el/la consejero(a), el/la mensajero(a), el/la niñero(a),
el/la repartidor(a), el/la recepcionista, el/la salvavidas, agradable, dedicado, -a, flexible, injusto, -a, justo, -a, puntual, la
responsabilidad, responsable, los conocimientos, la entrevista, la habilidad, la referencia, el requisito, a tiempo completo, a
tiempo parcial, atender, construir (i➞y), cumplir con, donar, encargarse(de)(g➞gu), juntar fondos, presentarse, reparar,
repartir, seguir (+ gerund), sembrar (ie), soler (ue), solicitar, la campaña, el centro de la comunidad, el centro de
rehabilitación, el centro recreativo, la ciudadanía, el/la ciudadano(a), el comedor de beneficencia, los derechos, la gente sin
hogar, el hogar de ancianos, la ley, la manifestación, la marcha, el medio ambiente, el servicio social, la sociedad,
beneficiar, educar, garantizar, organizar, proteger, a favor de, en contra (de), me es imposible, me encantaría, me
interesaría, el/la abogado(a), el/la arquitecto(a), el/la banquero(a), el/la científico(a), el/la cocinero(a), el/la contador(a), el/la
diseñador(a), la empresa, las finanzas, el hombre de negocios, la mujer de negocios, el/la ingeniero(a), el/la jefe(a), el/la
juez(a), el/la peluquero(a), el/la programador(a), el/la redactor(a), el/la traductor(a), ambicioso, -a,
capaz, cuidadoso, -a, eficiente, emprendedor, -a, maduro, -a
RECYCLED/ONGOING TOPICS/STRUCTURES Subjunctive, Future, Conditional, Perfect Tenses, Demonstrative Pronouns
RESOURCES/ ACTIVITIES
Classified ads in Spanish, Job applications written in Spanish that can be found online or in the community.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a classified ad and apply for a
job citing the skills that they have
that would make them a good
candidate for the job.
Write a dialogue in groups of two in
which one student is the employer
and one is the person applying for
the job.
Create a pretend job fair in the
classroom.
Present information to the class
about the education/experience
needed for different careers.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Beauty and Aesthetics
AP SUBTHEME: Architecture, Contributions to World Artistic Heritage
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level IV: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.
•SIV.5 The student will present in Spanish student-created and culturally authentic essays, poetry, plays, and/or stories.
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures.
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
•SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global
community.
•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.
•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to the mix of cultures due to cultural heritage of the past • Discuss and/or debate the mix of cultures due to cultural heritage of the past
• Express and explain how culture affects architecture.
• Express opinions and react to the treatment of native citizens.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to history/architecture.
• Evaluates and interprets written texts and materials related to history/architecture.
CULTURES: • Explore attitudes when reacting to architecture.
CONNECTIONS: • Make connections between mixing of cultures, legends and architecture.
COMPARISONS: • Compare and contrast mixing of cultures in U.S. and Spain. COMMUNITIES: • Explore local architecture and the architecture of the Spanish-speaking world.
Imperfect Subjunctive
Pero y sino
Spanish Curriculum I – AP SY 2012 – 2013
PRESENTATIONAL MODE: • Produce oral and written reports on architecture.
• Produce an activity showing understanding of how cultures have mixed to create societies of today.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related the mixing of cultures.
USEFUL VOCABULARY
aparecer, medir, la sombra, dudar, pesar, la Tierra, brillar, la creencia, la leyenda, convertirse, el/la dios(a), el
mito, cubrir, extraño/a, la pirámide, existir, la imagen, las ruinas, la civilización, el intento, cualquier, conquistar,
la mezcla, desconocido/a, descubrir, el poder, poderoso/a, gobernar, la raza, único/a, luchar, el resultado, la
guerra, la semejanza, establecer, la época, la población, expulsar, la herencia, el reto, fundar(se), el imperio, la
riqueza, el/la árabe, el/la indígena, el/la soldado, el arma, las armas, la influencia, la batalla, el intercambio RECYCLED/ONGOING TOPICS/STRUCTURES Family of words, present subjunctive, differences between pero and sino, subjunctive in adjective
clauses, the conditional RESOURCES/ ACTIVITIES
Realidades 3 chapters 7 and 8, Aventuras Literarias: "Leyenda" p. 27, Leyendas Latinoamericanas, songs: "El
Cuco" by Cienfue, "Identidad Latinoamericana" by Calle 13, list of cohesive devices for writing. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read a legend, listen to an audio
about mixing of cultures and write
a paragraph about mix of cultures.
Simulated conversation about
architecture and how it has
changed over time in Spain.
Pick a tourist attraction with
architecture that has been
produced through the mixing of
cultures and explain it to the
class.
.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Personal and Public Identities
AP SUBTHEME: Beliefs and Values, Multiculturalism
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level IV: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures.
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.
•SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global
community.
•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.
•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to the role of student government in a high school. • Discuss and/or debate the rights/responsibilities of students in a high school.
• Express and explain how students can make changes through student government.
• Express opinions and react to the role of student government in a high school.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to student government and student rights and responsibilities.
• Evaluates and interprets written texts and materials related to student government and student rights and responsibilities.
CULTURES: • Explore attitudes when reacting to student government and student rights and responsibilities.
CONNECTIONS: • Make connections between student government and student rights and responsibilities.
COMPARISONS: • Compare and contrast student government and student rights and responsibilities in U.S. and Spanish-speaking countries.
COMMUNITIES: • Explore student government and student rights and responsibilities of the Spanish-speaking world.
Present/Imperfect Subjunctive
Conditional
Commands
Spanish Curriculum I – AP SY 2012 – 2013
PRESENTATIONAL MODE: • Produce oral and written reports on student government and student rights and responsibilities.
• Produce an activity showing understanding of student government and student rights and responsibilities.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related student government and student rights and responsibilities.
USEFUL VOCABULARY
asegurar, el desempleo, el punto de vista, deber, la felicidad, la razón, funcionar, la igualdad, la tolerancia, sufrir,
la justicia, ambos, tratar bien/mal, la libertad, libre, votar, la paz, la desigualdad, la pobreza, discriminar, el
estado, el pensamiento, el apoyo, la garantía, la prensa, el castigo, la injusticia, mundial RECYCLED/ONGOING TOPICS/STRUCTURES present subjunctive with impersonal expressions, commands
RESOURCES/ ACTIVITIES
Realidades 3-chapter 10, newsinslowspanish.com, washingtonhispanic.com, tiempolatino.com, song: "Justicia,
Tierra y Libertad" by Maná, Mock Trial, movie: "Casi Casi", list of cohesive devices for writing, book: "Vida y
Muerte en la Mara Salvatrucha." Selections from Conversación y Controversia: "La pena capital...muerte" p.
141, "La popularidad" p. 32, Aventuras Literarias "Mi Raza" p. 136. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read an election speech and listen
to a related listening and answer
questions related to both.
Simulated conversation – interview
between old student government
president and candidate for student
government president.
Class election – students must
present why their candidate is the
best for the position of president
(persuade others).
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME: Science and Technology
AP SUBTHEME: Discoveries and Inventions, Future Technologies, The New Media, Social Impact
of Technology
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level IV:
•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics
related to contemporary and historical events and issues.
•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.
•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.
•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and
complexity.
•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures.
•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject
areas.
•SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the
global community.
•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.
•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and
occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE: • Maintain a discussion related to the future. • Discuss and/or debate new technologies.
• Express and explain views on technology use in schools.
• Express opinions and react to new inventions.
INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to future/technologies/professions in the future.
• Evaluates and interprets written texts and materials related to future/technologies/professions in the future.
CULTURES: • Explore attitudes when reacting to future/technologies/professions in the future.
CONNECTIONS: • Make connections between future/technologies/professions in the future.
COMPARISONS: • Compare and contrast future/technologies/professions in the future in US and Spanish-speaking countries.
COMMUNITIES: • Explore future/technologies/professions in the future of the Spanish-speaking world.
Present/Imperfect Subjunctive
Future
Conditional
Perfect tenses
Direct and Indirect Object Pronouns
Spanish Curriculum I – AP SY 2012 – 2013
PRESENTATIONAL MODE: • Produce oral and written reports on future/technologies/professions in the future.
• Produce an activity showing understanding of future/technologies/professions in the future.. . • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to future/technologies/professions in the future.
USEFUL VOCABULARY
ahorrar, graduarse, la minoría, aumentar, lograr, la mayoría, averiguar, el desarrollo, la solicitud de empleo,
contratar, el/la dueño/a, el sueldo, (des)aparecer, el/la gerente, a tiempo completo, descubrir, el hombre/la mujer
de negocios, a tiempo parcial, despedir, el idioma, la lengua, encargarse (de), el/la jefe/a, curar, la entrevista,
entrevistar, la máquina, el anuncio clasificado, la habilidad, la destreza, los medios de comunicación, los
beneficios, el hogar de ancianos, la referencia, el colegio, la industria, el requisito, la empresa, el invento, la
universidad, garantizar, seguir (+ gerundio) , capaz, habrá, seguir una carrera, como si fuera, mudarse, tomar
decisiones, algún día, eficiente, cuidadoso/a, haré lo que me dé la gana RECYCLED/ONGOING TOPICS/STRUCTURES The present perfect, past perfect, demonstrative adjectives and pronouns, the future, direct and
indirect object pronouns
RESOURCES/ ACTIVITIES
Realidades 3 Chapters 5 & 6, personal ads in newspapers, selections from Conversación y
Controversia: "El año 2100", Movie, "La Misma Luna", Songs "Pobre Juan" by Maná, "Mojado" &
"Si el Norte fuera el Sur" by Ricardo Arjona, list of cohesive devices for writing. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writings.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read an article about technology
and listen to a related audio.
Answer questions about both.
Simulated conversation –
conversation about future plans.
Present about what will happen in
their lives in the future.
.
Spanish Curriculum I – AP SY 2012 – 2013
SPANISH LEVEL V
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Personal and Public Identities AP SUBTHEME : Alienation and Assimilation, Language and Identity, Multiculturalism, Nationalism and
Patriotism
Essential Question : How do history and geography affect language and culture ?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V: National/State Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S2: Students will understand and interpret spoken and written language on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Continue to obtain information on another’s thoughts and opinions (e.g., current social, political, or environmental issue).
Discuss advantages and disadvantages of an idea or proposed course of action.
Examine and discuss socio-cultural elements represented via the Internet.
Infer a writer’s assumptions, purpose, or point of view in an editorial.
Read an authentic historical text and relate it to the historical period.
Interpret meaning through knowledge of cultural factors that affect meaning (e.g., word choice, intonation, setting, etc.).
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Explore cultural components on the Internet.
Watch and listen to TV or radio broadcasts in the language studied.
Recognize roots in two languages and compare cognates.
Demonstrate how idiomatic expressions reflect culture.
Demonstrate language varieties within cultures through comparison of regional and/or social dialects.
Analyze the relationship between cultural stereotyping and its implications in different cultures.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum entitled history. See vocabulary lists for Spanish V curriculum entitled geography.
RECYCLED/ONGOING TOPICS/STRUCTURES
Present tense, ser vs. estar, gustar & similar verbs, nouns & articles
RESOURCES/ ACTIVITIES
Students research 2-3 major political parties of Spain. Have some students represent a particular political party and present their political platform. Conduct a mock election where students must justify their choice. Students select a controversial current event in Spain (the veil issue, bullfighting polemic). Have students come up with advantages and disadvantages (Using a Venn diagram or other graphic organizer) Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish Curriculum I – AP SY 2012 – 2013
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
The students will read (as a class lead by the teacher) one of the literary works from the pacing guide. Have students find symbols and roles and discuss, analyze. This could be in oral or written production form.
Students will create a skit or dialogue that demonstrates knowledge of regionalism in Spain.
Students research and give a ppt. presentation of different cultural aspects of Spain. Examples: Festivals (La Tomatina, La fiesta de San Fermín, las Fallas, La Feria, San Isidro , Semana Santa, Corpus Cristi, Los Castillos, Santiago de Compostela), holidays, regions, etc.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Contemporary Life AP SUBTHEME : Education, Holidays and Celebrations, etc.
Essential Question : How does nationalism affect everyday life in Spain ?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V: S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Write an editorial on a current issue.
Examine and discuss socio-cultural elements represented via the Internet.
Continue to explore cultural components of Internet.
Write, review, and edit own writing with teacher guidance.
Present to class information learned from research paper using technology
Interpret meaning through knowledge of cultural factors that affect meaning (e.g., word choice, intonation, setting, etc.)
Describe attitudes toward money in the target culture(s).
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Explore every day events which occur in the target country(s) using multiple sources.
Compare and contrast male and female heroes from both cultures and how people celebrate their heroes
Analyze the relationship between cultural stereotyping and its implications in different cultures.
Travel (true or vicarious trip) with family or school on vacation to a country where target language is spoken.
Attend museum with target culture exhibit on display.
Explore an area of interest on the Internet.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum entitled history. See vocabulary lists for Spanish V curriculum entitled economy.
RECYCLED/ONGOING TOPICS/STRUCTURES
Adjectives, passive voice, negative & affirmative expressions, summary of the indicative vs. subjunctive
RESOURCES/ ACTIVITIES
Students read a text written using high frequency words from Spain that may have a different connotation/denotation in different areas. The students will attempt to identify the Latin American version of the Spanish words. Example: Almuerzo = morning snack in Spain. Almuerzo = lunch in most of Latin America. Students read an excerpt from El poema de Mio Cid. Students use the Internet to find examples of how El Cid is represented in Spain. Students compare El Cid to an American hero of their choice, including both their lives and their representations today. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish Curriculum I – AP SY 2012 – 2013
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Students use an online Spanish newspaper (www.elpais.es) to find a current event related to regionalism/nationalism in Spain. They write an editorial in response to the event. Students later edit their writing with teacher guidance.
Students will write a blog, letter, or email post of 60-80 words based on a teacher-chosen current event in Spain. To follow up, students must respond/comment on classmates’ postings.
Students work in groups to research the effects of nationalism in the regions of Spain as assigned to them by their teacher. Students must use a variety of authentic texts and media to obtain their information. Each group researches a different region and creates a Glog (www.glogster.edu ) to present the information. Students then share their Glogs with the class.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Personal and Public Identities AP SUBTHEME : Multiculturalism, Nationalism and Patriotism, Alienation and Assimilation, Language and
Identity
Essential Question : What is Spain’s impact on the world ?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V: S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Identify and understand organizational elements of writing.
Proofread compositions, checking for cohesiveness, flow of ideas, and clarity of meaning.
Identify and discuss significant individuals/heroes and events in the target culture(s).
Analyze the literature and arts that depict cultural products, practices and perspectives.
Read with understanding written materials in target language(s) (e.g., current periodicals) about social, political and economic is-sues pertinent to the target culture.
Describe the regions of the target culture(s).
Examine how target culture immigrants to the U.S. preserve their cultural traditions.
Use a map to retrace the military campaigns/journeys of famous historical figures.
Recognize that vocabulary conveys different meanings in various contexts.
Examine various genres of literature and oral communication to hypothesize the worldviews of different cultures.
Compare and contrast tangible products of the target cultures and their own (e.g., dress, toys, sports, equipment, etc.).
Visit local establishments or social clubs owned and managed by native speakers.
Watch and listen to TV or radio broadcasts in the language studied.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum entitled human rights and economy.
See vocabulary lists for Spanish V curriculum entitled geography.
RECYCLED/ONGOING TOPICS/STRUCTURES
Pero vs. sino, time expressions with hacer, use of the infinitive, transitional expressions
The students work in pairs to come up with Spanish words and expressions commonly used by English speakers.
Spanish Curriculum I – AP SY 2012 – 2013
RESOURCES/ ACTIVITIES
Research and describe (written or orally) the economic impact brought by the Spaniards to the New World. Examples: Grapes, sugar, bananas, oranges, horses, cattle, coffee, pigs, chickens. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students will select one of the four trips of Christopher Columbus and write journal entries (ship-log) from the perspective of a crew-member on the ship. They should include the name of the ship, and they should provide background information on the trip.
Students will role play the interaction of the Spaniards/Natives upon arrival in the New World.
The students will research one of the following themes to orally present to the class: (1) Justify why October 12 has a different name and meaning in Spain and Latin America: Día de la Hispanidad vs. Día de la Raza. (2) Research and describe the economic impact brought by the Spaniards to the New World and vice versa. Examples: Spain: Grapes, sugar, bananas, oranges, horses, cattle, coffee, pigs, chickens, etc. New World: gold, chocolate, tomatoes, squash, etc.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Global Challenges AP SUBTHEME : Diversity issues, economic issues, human rights, environmental issues
Essential Question : What are the causes and effects of migratory movements?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S2: Students will understand and interpret spoken and written language on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Defend position on a given social topic.
Continue to obtain information on another’s thoughts and opinions (e.g., current social, political, or environmental issue).
Discuss advantages and disadvantages of an idea or proposed course of action.
Write an editorial on a current issue.
Examine and discuss socio-cultural elements represented in a text (e.g. values, attitudes and beliefs).
Infer a writer’s assumptions, purpose, or point of view in an editorial.
Read with understanding written materials in target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.
Suggest possible solutions to the economic and environmental challenges faced by the target culture(s).
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Demonstrate how idiomatic expressions reflect culture.
Recognize that vocabulary conveys different meanings in various contexts.
Compare and contrast career choices and social roles in the target cultures and their own.
Analyze the relationship between cultural stereotyping and its implications in different cultures.
Visit local establishments/social clubs owned and managed by native speakers.
Engage in simple conversations with native-speaker personnel at site visited.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum entitled geography, and history.
See vocabulary lists for Spanish V curriculum entitled human rights and economy.
RECYCLED/ONGOING TOPICS/STRUCTURES Preterit tense, imperfect tense, the preterit vs. the imperfect
RESOURCES/ ACTIVITIES
The students watch the movie La misma Luna and write an essay related to who is the most affected, the one who leaves or the one left behind. Students use an online Spanish language newspaper to find a current event related to migration in Mexico, Guatemala, Honduras, El Salvador. They write an editorial in response to the event. Students later edit their writing with teacher guidance. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish Curriculum I – AP SY 2012 – 2013
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students use online Spanish language newspapers to find a current event related to migration in Mexico, Guatemala, Honduras, El Salvador. They write an editorial in response to the event. Students later edit their writing with teacher guidance.
The students debate the advantages and disadvantages of immigration based on the information they have researched.
The students watch the movie Al Otro Lado (or similar resource: movie, song, etc.) and speak for 2-3 minutes from the perspective of an immigrant or a family member who has been left behind. They should include in their speech what two countries are represented and the struggles and obstacles they have to overcome in their situation.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Global Challenges AP SUBTHEME : Human Rights, Peace and War, Economic issues
Essential Question : What role do cartels and drug trafficking play in global economy and social issues?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Defend position on a given social topic.
Continue to express own thoughts and opinions on topics of social and personal interests such as music, literature, the arts and the sciences.
Discuss advantages and disadvantages of an idea or proposed course of action.
Present to class information learned from research paper using technology (e.g. video, etc.).
Suggest possible solutions to the economic and environmental challenges faced by the target culture(s).
Identify and analyze the role of television in sharing attitudes and values in the target culture(s).
Study and analyze the cultural perspectives and practices in the films of the target culture.
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Compare and contrast career choices and social roles in the target cultures and their own.
Analyze the relationship between cultural stereotyping and its implications in different cultures.
Watch and listen to TV or radio broadcasts in the language studied.
Explore cultural components on the internet.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum entitled human rights.
See vocabulary lists for Spanish V curriculum entitled economy.
RECYCLED/ONGOING TOPICS/STRUCTURES
Progressive forms, telling time, the subjunctive in adjective clauses, reflexive verbs
RESOURCES/ ACTIVITIES
Students use an online Spanish language newspaper to find a current event related to drug trafficking in Mexico, Guatemala, Honduras, El Salvador. They write an editorial in response to the event. Students later edit their writing with teacher guidance. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish Curriculum I – AP SY 2012 – 2013
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read an article provided by the teacher and listen to a related audio selection (suggested websites: www.audistico.es, www.informador.com.mx). They respond with a “quick-write.”
Students use the “quick-write” from the “Interpretive Task” column to exchange viewpoints with a partner.
Students work in groups to research the effects that narcotrafficking has had in the U.S. – Mexico border. Students must use a variety of authentic texts and media to obtain their information. Each group researches a different border state and creates a Glog (www.glogster.edu) to present the information. Students then share their Glogs with the class.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Personal and Public Identities AP SUBTHEME : Multiculturalism, Language and Identity, Nationalism and Patriotism
Essential Question : How can indigenous cultures influence the development of identity?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:
Debate the value of specific cultural traditions.
Continue to express own thoughts and opinions on topics of social and personal interests such as music, literature, the arts and the sciences.
Engage in more conversations on a variety of topics.
Write and present an original story.
Continue to identify roles and responsibilities of men, women and children in the target culture(s).
Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.)
Describe attitudes towards money in the target culture(s).
Analyze the literature and arts that depict cultural products, practices and perspectives.
Recognize and/or taste/make foods and crafts from target culture(s).
Read with understanding written materials in target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.
Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).
Recognize words in the target language heard/seen outside of school.
Visit local establishments/social clubs owned and managed by native speakers.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum entitled history. See vocabulary lists for Spanish V curriculum entitled geography.
RECYCLED/ONGOING TOPICS/STRUCTURES
Por vs. para, to become, prepositions, past subjunctive
Students discuss Mesoamerican indigenous cultures based on their research and identify how it has impacted the culture of
Spanish Curriculum I – AP SY 2012 – 2013
RESOURCES/ ACTIVITIES
Mexico, Honduras, Guatemala, and El Salvador. Resources: www.cdi.gob.mx (Mexican indigenous groups), www.unpan.org (in search field type in name of indigenous group) Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students will read articles on different indigenous topics at different learning stations and will complete an information packet to summarize their learning.
After reading an authentic article from the Mesoamerican countries about struggles the indigenous cultures face presented by the teacher, half of the students will take the “pro” side and half will take the “con” side and will debate. (Example: http://www.consumer.es/web/es/solidaridad/2004/02/25/96216.php or other similar article)
Students will orally present how indigenous cultures have been, and will be, important in preserving the national identity of a specific country.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Global Challenges AP SUBTHEME : Peace and War, Human Rights
How do extremist groups impact political systems?
Recommended pacing: Approximately 3 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V:
S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Write an editorial on a current issue.
Examine and discuss socio-cultural elements
represented in a text (e.g. values, attitudes and
beliefs).
Infer a writer‟s assumptions, purpose, or point
of view in an editorial.
Apply skills of critical analysis to oral
communication.
Write, review and edit own writing with teacher
guidance.
Present to class information learned from
research paper using technology (e.g. video,
etc.).
Interpret meaning through knowledge of
cultural factors that affect meaning (e.g.
word choice, intonation, setting, etc.).
Describe attitudes towards money in the
target culture(s).
Read with understanding written materials
in the target language(s) (e.g. current
periodicals) about social, political and
economic issues pertinent to the target
culture.
Study and analyze the cultural perspectives
and practices in the films of the target
culture.
Describe the regions of the target culture.
Use a map to retrace the location and
involvement of terrorist cells.
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.
Compare and contrast career choices and social roles in the target cultures and their own.
Watch and listen to TV or radio
broadcasts in the language
studied.
Students will be
able to address the
essential question
integrating the three
modes of
communication
(interpersonal,
presentational and
interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum
entitled history.
See vocabulary lists for Spanish V curriculum
entitled human rights.
RECYCLED/ONGOING TOPICS/STRUCTURES
The subjunctive in noun clauses, object pronouns, commands
Spanish Curriculum I – AP SY 2012 – 2013
RESOURCES/ ACTIVITIES
In small groups, choose one of the focus countries, research the various extremist groups on the
internet/library and make a chart comparing and contrasting the viewpoints of the groups.
Students choose one of the focus countries, construct and illustrate a timeline showing the political
development from Spanish conquest OR independence to the present,with an emphasis on extremist
influence. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students research the viewpoints
of an extremist group in one of
the countries and complete a
graphic organizer on the positive
and negative effects of the
group‟s activities.
Students read a classmate‟s
editorial and respond in writing
asking questions and commenting.
Students write an editorial for a
newspaper, either supporting or
criticizing one of the extremist
groups they have researched.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Beauty and Aesthetics AP SUBTHEME : Literature, Music, performing arts, visual arts
How can dictatorships affect the stimulation of artistic talents?
Recommended pacing: Approximately 3 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V:
S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Defend position on a given social topic.
Continue to initiate and maintain discussions
where some responses may be unpredictable
(e.g. scenarios).
Continue to obtain information on another‟s
thoughts and opinions (e.g. current social,
political or environmental issues).
Proofread and peer-edit writing.
Present to class information learned from
research paper using technology (e.g. video,
etc.).
Use elements of humor, irony and satire
of the target language in written and oral
presentations.
Self-monitor and self-evaluate language
use according to audience.
Discuss topics from other school
subjects in the target language, including
political and historical concepts,
worldwide health issues and
environmental concerns.
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Compare and contrast cultural
meaning of proverbs, sayings,
jokes, riddles in target
language/cultures and US. This
may be carried out partly in
English (e.g. “You move your
fee and you lose your seat.”/”El
que se va a Sevilla/melipilla,
pierde su silla.”).
Watch and listen to TV or radio
broadcasts in the language
studied.
Students will be able to
address the essential
question integrating the
three modes of
communication
(interpersonal,
presentational and
interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum
entitled economy.
See vocabulary lists for Spanish V curriculum
entitled history and human rights.
RECYCLED/ONGOING TOPICS/STRUCTURES
Possessive adjectives/pronouns, demonstrative adjectives/pronouns, future tense, conditional tense
RESOURCES/ ACTIVITIES
Students research media from a selected country on the internet (newspapers, news programs) and write an
opinion piece on whether there is political bias reflected in the media.
Students read novel/watch movie of “El tiempo de las mariposas”. Discuss in class how politics affected the
lives of the Mirabal sisters. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish Curriculum I – AP SY 2012 – 2013
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Students will read the poem(s)
associated with the United Fruit
Company and identify and
research the dictators mentioned
in the poem.
AND
Students will listen to a song and
illustrate their interpretation of the
song and how it has to do with
dictatorships. (Examples of songs:
“El Politico” by Kinito Mendez,
“Me cambiaron las preguntas”by
Santarosa, “Señor Matanza” by
Manu Chao)
Students create a mock radio
interview with partners based on
the artists they have researched in
the “Presentational Task”. They
should include questions about the
interpretation and meaning of their
art.
Students choose an artist who has
been influenced by a political
system and research and prepare
ppt/brochure/poster/presentation,
etc.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Science and Technology AP SUBTHEME : Future Technologies, Social Impact of Technology
Based on the example of the Panama Canal, how can technology shape the dynamics of trade patterns?
Recommended pacing: Approximately 3 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V:
S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Continue to obtain information on another‟s
thoughts and opinions (e.g. current social,
political or environmental issues).
Discuss advantages and disadvantages of an
idea or proposed course of action (e.g. the
year-round school, raising the age for getting
a driver‟s license to 18).
Proofread compositions, checking for
cohesiveness, flow of ideas, and clarity of
meaning.
Present to class information learned from
research paper using technology (e.g. video,
etc.).
Read with understanding written
materials in the target language(s) (e.g.
current periodicals) about social,
political and economic issues pertinent
to the target culture.
Suggest possible solutions to economic
and environmental challenges faced by
the target culture(s).
Describe the regions of the target
culture.
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Read literary texts and relate them to the historical period about which or in which they were written.
Compare and contrast tangible products of the target cultures and their own (e.g. dress, toys, sports, equipment, etc.).
Recognize the contribution of other parallel cultures (e.g. Native American, African and European) to the target culture.
Plan an imaginary trip to a country of the language that includes itinerary, budget, transportation, etc.
Students will be
able to address the
essential question
integrating the three
modes of
communication
(interpersonal,
presentational and
interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum
entitled economy.
See vocabulary lists for Spanish V curriculum
entitled history and geography.
RECYCLED/ONGOING TOPICS/STRUCTURES
relative pronouns, qué vs. cuál, the neuter lo, if clauses
RESOURCES/ ACTIVITIES
Students read article in portfolio on proposed Chinese-Colombian canal and create a Venn diagram
comparing and contrasting the two canals.
Students watch video on Panama Canal and summarize key points on Promethean board. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish Curriculum I – AP SY 2012 – 2013
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
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.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Families and Communities AP SUBTHEME : Citizenship, Family Structures, Age and Class
How are families and communities affected by political oppression?
Recommended pacing: Approximately 3 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V:
S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Defend position on given social topic.
Debate the value of specific cultural
traditions.
Continue to obtain information on another‟s
thoughts and opinions (e.g. current social,
political or environmental issues).
Write and present an original story.
Proofread and peer-edit writing.
Present to class information learned from
research paper using technology (e.g. video,
etc.).
Continue to identify roles and
responsibilities of men, women and
children in the target culture(s).
Self-monitor and self-evaluate language
use according to audience.
Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
Read literary texts and relate them to the historical period about which or in which they were written.
Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).
Compare and contrast career choices and social roles in the target cultures and their own.
Analyze the relationship between cultural stereotyping and its implications in different cultures.
Prepare article for school
newspaper in target language
about cultural aspects of target
countries.
Establish and maintain
communication with peers in
the target culture.
Students will be
able to address the
essential question
integrating the three
modes of
communication
(interpersonal,
presentational and
interpretive).
USEFUL VOCABULARY
See vocabulary lists for Spanish V curriculum
entitled human rights.
See vocabulary lists for Spanish V curriculum
entitled history.
RECYCLED/ONGOING TOPICS/STRUCTURES
subjunctive in adverbial clauses, comparatives and superlatives, adverbs, diminutives and augmentatives
RESOURCES/ ACTIVITIES
In pairs, students write a dialogue between a member of a past totalitarian government and a victim of
torture or a child of “desaparecidos”. Present the dialogues in class. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish Curriculum I – AP SY 2012 – 2013
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students watch movie “Cautiva”
or “La historia oficial” and
explain in writing how
government policies affected the
main characters.
OR
Students research in articles and
on internet to determine how
countries (e.g., Argentina, Chile,
Uruguay) are responding in the
present to atrocities from the past.
Write a summary for one country.
Students will work in pairs to
create an interview of a
grandparent of a “desaparecido” or
one of the military officers.
Students choose one of the
“desaparecidos” from the website
(http://www.desaparecidos.org/ar
g/victimas/muro2.html) or from
the article on Vision that has
enough information to give an
oral presentation of the
background of the person they‟ve
chosen.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Science and Technology AP SUBTHEME : Future technologies, Intellectual property, Social impact of technology
How can a country influence the development of technology looking specifically at the example of countries in South America?
Recommended pacing: Approximately 3 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V:
S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Use authentic documents to compare costs of
goods and services in the home (e.g. gasoline,
food, shelter, etc.)
Examine and discuss socio-cultural elements
represented via the Internet.
Infer a writer‟s assumptions, purpose, or point
of view in an editorial.
Identify and understand organizational
elements of writing (e.g. titles, paragraphs,
bibliography).
Present to class information learned from
research paper using technology (e.g. video,
etc.).
Interpret meaning through knowledge of
cultural factors that affect meaning (e.g.
word choice, intonation, setting, etc.).
Read with understanding written
materials in the target language(s) (e.g.
current periodicals) about social,
political and economic issues pertinent
to the target culture.
Suggest possible solutions to the
economic and environmental challenges
faced by the target culture(s).
Identify and analyze the role of
television in shaping attitudes and values
in target culture(s).
Examine how target culture immigrants
to the U.S. preserve their cultural
traditions.
Discuss topics from other school
subjects in the target language, including
political and historical concepts,
worldwide health issues and
environmental concerns.
Compare and contrast career choices and social roles in the target cultures and their own.
Compare and contrast tangible products of the target culture and their own (e.g. dress, toys, sports, equipment, etc.).
Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture.
Recognize words in the target language heard/seen outside of school (e.g. on TV – Sesame Street, on cereal boxes, etc.).
Visit local establishments/social clubs owned and managed by native speakers.
Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).
USEFUL VOCABULARY
See vocabulary list for Spanish V curriculum
entitled economy.
RECYCLED/ONGOING TOPICS/STRUCTURES
present perfect, present perfect subjunctive, uses of se, past participles used as adjectives
Spanish Curriculum I – AP SY 2012 – 2013
RESOURCES/ ACTIVITIES
Students research the currencies of the area and discuss in class how they have been affected by
globalization. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Students read an article on one of
the trade groups (e.g. NAFTA,
CAFTA, MERCOSUR, and UE).
They must identify how that
group has used and/or developed
use of technology to impact
globalization.
Students have “comment” sheets
that they must move around the
room to “paste/post” on each
other‟s Facebook pages. The
creators of each “Facebook page”
must respond to all comments
“posted” on their profile.
Students create a Facebook
profile “page”/poster for their
group which they display in the
classroom. They must include a
description of their group and
what technologies they have
developed/use.
Spanish Curriculum I – AP SY 2012 – 2013
AP THEME : Contemporary Life AP SUBTHEME : Education, Professions, Housing and Shelter, Leisure and Sports
How have indigenous people influenced the politics and culture of today?
Recommended pacing: Approximately 3 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level V:
S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. COMMUNICATION -Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Use authentic documents to compare
costs of goods and services in the
home (e.g. gasoline, food, shelter,
etc.)
Examine and discuss socio-cultural
elements represented in text (e.g.
values, attitudes and beliefs).
Read an authentic historical text and
relate it to the historical period.
Write, review and edit own writing
with teacher guidance.
Present to class information learned
from research paper using technology
(e.g. video, etc.).
Interpret meaning through
knowledge of cultural factors that
affect meaning (e.g. word choice,
intonation, setting, etc.).
Describe attitudes toward money
in the target culture(s).
Use a map to retrace the military
campaigns/journeys of famous
historical/legendary figures (e.g.
Charlemagne, Columbus,
Napoleon, Aeneas, Odysseus,
etc.).
Discuss topics from other school
subjects in the target language,
including political and historical
concepts, worldwide health issues
and environmental concerns.
Compare and contrast
male and female heroes
from both cultures and
how people celebrate their
heroes (e.g. equestrian
statues, legends, pictures,
etc.).
Recognize the
contributions of other
parallel cultures (e.g.
Native American, African,
and European) to the
target culture.
Explore cultural
components on the
Internet.
Watch and listen to TV or
radio broadcasts in the
language studied.
Students will be
able to address the
essential question
integrating the three
modes of
communication
(interpersonal,
presentational and
interpretive).
USEFUL VOCABULARY
See vocabulary list for Spanish V curriculum
entitled economy.
See vocabulary list for Spanish V curriculum
entitled history and human rights.
RECYCLED/ONGOING TOPICS/STRUCTURES
present perfect, present perfect subjunctive, uses of se, past participles used as adjectives
Students compile a Glog summarizing in text and pictures the European effect across the region as presented
Spanish Curriculum I – AP SY 2012 – 2013
RESOURCES/ ACTIVITIES
throughout the quarter. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Teachers make a copy of p. 295 of the Imagina book for each student or group and cut the paragraphs. Students are given the paragraphs to read and organize into a logical order and then must identify 3 sentences in the paragraphs that serve as good summaries of the article.
Students choose a place in South America inhabited by indigenous people. They imagine they are writing “back-in-time” to an Incan and ask any questions about the location they would like to know. Then, they pass the postcard to a friend who will take the postcard home and research the answers to the questions. They must then respond with a postcard to the author of the original postcard.
As a homework assignment, students find examples (print, video, audio) that identify the Incan influence on today’s culture (choose a specific aspect of the culture, i.e. food, education, professions, art, etc.) in South American countries.
Spanish Curriculum I – AP SY 2012 – 2013
SPANISH LEVEL
AP
Spanish Curriculum I – AP SY 2012 – 2013
Essential Understanding Primary Claim C: The student synthesizes
information from a variety of authentic audio,
visual and audio-visual resources.
Primary Claim D: The student
synthesizes information from a
variety of authentic written
Activities/ Resources/
Assessment
Spoken Interpretive Communication
Students synthesize information from a variety of
authentic audio, visual and audio-visual resources
and demonstrate their comprehension in various
ways.
Students are able to identify the distinguishing
characteristics of individual resources and show an
understanding of an array of language structures and
vocabulary, which include idiomatic and culturally
authentic expressions that are appropriate to a range
of audiences.
Students can determine the purpose of the messages
contained in individual resources and the point of
view of their authors by using a variety of strategies.
Students monitor their comprehension and use
further resources to enhance their understanding.
Students examine and compare the products,
practices and perspectives of the Spanish culture(s),
and evaluate similarities and differences in the
perspectives of their own culture and the Spanish
culture.
Students can integrate knowledge of content across
• The student demonstrates comprehension of
content from authentic audio resources.
• The student demonstrates comprehension of
content from authentic audio-visual resources.
• The student demonstrates comprehension of
content from authentic visual resources.
• The student demonstrates understanding of a
variety of vocabulary, including idiomatic and
culturally authentic expressions.
• The student understands the purpose of a message
and point of view of its author.
• The student identifies the distinguishing
characteristics of authentic audio, visual, and
audio-visual resources.
• The student demonstrates critical
viewing/listening of audio, visual and audio-
visual resources in the Spanish cultural context.
• The student examines, compares and reflects on
products, practices, and/or perspectives of the
Spanish culture(s).
• The student evaluates similarities and differences
in the perspectives of the Spanish culture and their
own culture as found in audio, visual, and audio-
visual communications.
• The student demonstrates know
ledge and understanding of content
across disciplines.
• The student demonstrates
comprehension of content from
written communications.
• The student demonstrates
understanding of a variety of
vocabulary, including idiomatic
and culturally authentic
expressions.
• The student understands the purpose
of a message and point of view of
its author.
• The student identifies the
distinguishing characteristics of
authentic written and print
resources.
• The student demonstrates critical
reading of written and print
resources in the Spanish cultural
context.
• The student monitors
Textbooks
Album
Workbook AP Spanish
Preparing for the language
exam
Conversación y
Controversia Websites
www.studyspanish.com www.apcentral.collegeboard.c
om
www.conjuguemos.com http://tpduggan.tripod.com/power
p.html http://www.colby.edu/~bknelson/ exercises
www.elpais.es
www.nacion.co.cr
www.cnnenespanol.com
www.univision.com
www.yahoo.es
www.nuevoshorizontes.org
www.realiaproject.org
www.beelinetv.com
www.bbcmundo.com
Revista ECOS.
Select videos such as
“Cautiva”
“El Norte
Spanish Curriculum I – AP SY 2012 – 2013
Major Concept 1 (Objective): Interpersonal Communication
Essential Understanding Primary Claim A: The student engages in
spoken interpersonal communications. Primary Claim B: The student engages in written interpersonal
communications.
Activities/ Resources/
Assessment
Spoken Interpersonal Communication
Students participate in a spoken exchange of
information, opinions, and ideas in a variety of
situations.
Students are able not only to initiate and sustain
interaction, but also to elicit further information.
Students use an array of verbal and non-verbal
strategies to negotiate meaning and state and
support their opinions.
Students understand and use a variety of language
structures and vocabulary, which include idiomatic
expressions that are culturally appropriate to a range
of audiences.
Students can integrate knowledge of content across
disciplines and demonstrate an understanding of
social, political, historical, artistic, and geographic
features of Spanish culture communities
The student engages in the oral exchange
of information, opinion, and ideas in a
variety of time frames in formal situations.
The student engages in the oral exchange
of information, opinions and ideas in a
variety of time frames in informal
situations.
The student elicits information and clarifies
meaning by using a variety of strategies.
The student states and supports an
opinion in oral interactions.
The student initiates and sustains
interaction through the use of various
verbal and non-verbal strategies.
The student understands a variety of
vocabulary, including idiomatic and
culturally appropriate expressions.
The student engages in the written
exchange of information, opinions
and ideas in a variety of time
frames in formal situations.
The student engages in the written
exchange of information, opinions
and ideas in a variety of time
frames in informal situations.
The student writes formal (business
or academic) correspondence in a
variety of media using appropriate
formats and conventions.
The student writes informal
(personal) correspondence in a
variety of media using appropriate
formats and conventions.
Textbooks
Album
Workbook AP Spanish
Preparing for the language
exam
Conversación y
Controversia
Websites
www.studyspanish.com www.apcentral.collegeboard.c
om
www.conjuguemos.com http://tpduggan.tripod.com/power
p.html
http://www.colby.edu/~bknelson/ exercises
www.elpais.es
www.nacion.co.cr
www.cnnenespanol.com
www.univision.com
www.yahoo.es
www.nuevoshorizontes.org
www.realiaproject.org
www.beelinetv.com
www.bbcmundo.com
Spanish Curriculum I – AP SY 2012 – 2013
Essential Understanding Primary Claim A: The student engages in
spoken interpersonal communications. Primary Claim B: The student
engages in written interpersonal
communications.
Activities/ Resources/
Assessment
Written Interpersonal Communication
Students use a variety of media to participate in a
written exchange of information, opinions, and
ideas in various situations.
Students write formal and informal correspondence
using appropriate formats and conventions to
initiate as well as sustain interaction.
Students negotiate meaning with their
correspondent by eliciting information and stating
and supporting their opinions.
Students understand and use a variety of language
structures and vocabulary, which include idiomatic
expressions that are culturally appropriate to a range
of audiences.
Students' written communication is characterized by
legible and comprehensible language and the
appropriate use of letters and characters.
Students can integrate knowledge of content across
disciplines and demonstrate an understanding of
social, political, historical, artistic, and geographic
features of Spanish culture communities.
The student uses a variety of vocabulary,
including idiomatic and culturally appropriate
expressions on a variety of topics.
The student self-monitors and adjusts
language production.
The student demonstrates an understanding of
social, political, historical, artistic and/or
geographic features of Spanish culture
communities.
The student demonstrates knowledge
and understanding of content across
disciplines.
The student elicits
information and clarifies
meaning by using a variety of
strategies.
The student states and supports an
opinion.
The student initiates and sustains
interaction during written
interpersonal communication in a
variety of media.
The student understands a variety
of vocabulary, including idiomatic
and culturally appropriate
expressions.
The student uses a variety of
vocabulary, including idiomatic
and culturally appropriate
expressions on a variety of
topics.
The student self-monitors and
adjusts language production.
Revista ECOS.
Select videos such as
“Cautiva”
“El Norte”
Spanish Curriculum I – AP SY 2012 – 2013
Essential Understanding Primary Claim A: The student engages in
spoken interpersonal communications. Primary Claim B: The student engages in written interpersonal
communications.
Activities/ Resources/
Assessment
The student demonstrates an
understanding of social,
political, historical, artistic
and/or geographic features of
Spanish culture communities.
The student demonstrates
knowledge and understanding
of content across disciplines.
Spanish Curriculum I – AP SY 2012 – 2013
Essential Understanding Primary Claim C: The student synthesizes
information from a variety of authentic audio,
visual and audio-visual resources.
Primary Claim D: The student
synthesizes information from a
variety of authentic written
Activities/ Resources/
Assessment
disciplines and demonstrate an understanding of
Spanish culture communities.
Written Interpretive Communication
Students synthesize information from a variety of
authentic written and print resources and demonstrate
their comprehension in various ways.
Students can identify the distinguishing
characteristics of resources and demonstrate
understanding of an array of language structures and
vocabulary, including idiomatic and cultural
expressions that are appropriate to a range of
audiences.
Students can determine the purpose of the messages
contained in individual resources, and the point of
view of their authors by employing critical reading in
the Spanish cultural context.
Students monitor their comprehension and use
further resources to enhance their understanding.
Students examine and compare the products,
practices and perspectives of the Spanish culture(s),
and evaluate similarities and differences in the
perspectives of their own culture and the Spanish
culture as suggested by the resources.
Students can integrate knowledge of content across
disciplines and demonstrate an understanding of
• The student demonstrates an understanding of
social, political, historical, artistic and/or
geographic features of Spanish culture
communities.
• The student demonstrates know ledge and
understanding of content across disciplines.
comprehension and uses other sources to enhance understanding.
• The student examines compares and
reflects on products, practices,
and/or perspectives of the Spanish
culture(s).
• The student evaluates similarities
and differences in the perspectives
of the Spanish culture and their
own culture as found in written
communications.
• The student demonstrates an
understanding of social, political,
historical, artistic and/or
geographic features of Spanish
culture communities.
• The student demonstrates
knowledge and understanding of
content across disciplines.
Spanish Curriculum I – AP SY 2012 – 2013
Major Concept 3 (Objective): Presentational Communication
Essential Understanding Primary Claim E: The student successfully plans,
produces and presents spoken presentational communications.
Primary Claim F: The student successfully plans and produces written presentational communications.
Activities/
Resources/
Assessment
Spoken Presentational Communication
Students successfully plan, produce and present a
variety of spoken communications that demonstrate,
in style and tone, consideration of their audience.
Students use reference tools, acknowledge their
sources and cite them appropriately.
Students produce and present original stories,
personal narratives, performances or presentations.
Students retell stories and summarize information in
narrative form.
Students create and give persuasive speeches and
expound not only on familiar topics, but also on
topics requiring research.
Students self-monitor and adjust language
production as necessary.
Students are able to integrate knowledge of content
across disciplines and demonstrate an understanding
of social, political, historical, artistic, and
geographic features of Spanish culture
• The student produces a variety of
creative speeches (original story,
personal narrative, performance /
presentation).
• The student retells or summarizes
information in narrative form,
demonstrating a consideration of
audience.
• The student creates and gives a persuasive speech.
• The student expounds on familiar topics
and those requiring research.
• The student uses reference tools,
acknowledges sources and cites
them appropriately.
• The student self-monitors and
adjusts language production.
• The student demonstrates an
understanding of social, political,
historical, artistic and/or geographic
features of Spanish culture communities.
• The student produces a variety of
creative writings (original story,
personal narrative, performance
/presentation).
• The student retells or summarizes
information in narrative form,
demonstrating a consideration of
audience.
• The student produces a persuasive
essay.
• The student produces expository
writing including research papers
and reports.
• The student uses reference tools,
acknowledges sources and cites
them appropriately.
• The student self-edits written work
for content, organization, and
grammar.
• The student demonstrates an
understanding of social, political,
historical, artistic and/or geographic
Textbooks
Album
Workbook AP Spanish
Preparing for the
language exam
Conversación y
Controversia
Websites
www.studyspanish.com www.apcentral.collegeboa
rd.com
www.conjuguemos.co
m http://tpduggan.tripod.com/po werp.html
http://www.colby.edu/~bknel
son/exercises
www.elpais.es
www.nacion.co.cr
www.cnnenespanol.co
m
www.univision.com
www.yahoo.es
www.nuevoshorizontes. org
www.realiaproject.org
www.beelinetv.com
www.bbcmundo.com
Spanish Curriculum I – AP SY 2012 – 2013
Essential Understanding Primary Claim E: The student successfully plans,
produces and presents spoken presentational
communications.
Primary Claim F: The student successfully plans and produces written presentational communications.
Activities/ Resources/
Assessment
communities.
Written Presentational Communication
Students successfully plan, produce and present a
variety of written presentational communications
that demonstrate, in style and tone, consideration
of their audience.
Students use reference tools, and they are able to
acknowledge sources and cite them appropriately
in their presentational writing.
Students produce and present a variety of creative
writings, original stories, personal narratives, or
presentations.
Students retell stories or give a summary of
information from a variety of authentic sources.
Students produce persuasive essays and expository
writings, including research papers and reports.
Students edit their written work for content,
organization and grammar.
Students are able to integrate knowledge of content
• The student demonstrates knowledge
and understanding of content across
disciplines.
features of Spanish culture communities.
• The student demonstrates
knowledge and understanding of
content across disciplines.
Revista ECOS.
Select videos such as
“Cautiva”
“El Norte
Spanish Curriculum I – AP SY 2012 – 2013
Essential Understanding Primary Claim E: The student successfully plans,
produces and presents spoken presentational
communications.
Primary Claim F: The student successfully plans and produces written presentational communications.
Activities/ Resources/
Assessment
across disciplines and demonstrate an
understanding of social, political, historical,
artistic, and geographic features of Spanish culture
communities.
Spanish Curriculum I – AP SY 2012 – 2013
Global Challenges Change over
Time Science and
Technology Contemporary
Life Personal and
Families and Beauty and
Media and Mass Public Identities
Communities Aesthetics
Communication
climate change
architecture access to technology
career
alienation
age Issues
architecture cross- cultural communication
economic growth
celebrations
bioethics
current events
assimilation
citizenship contributions to
world heritage
current events
endangered species
historical figures
catalysts of change
daily life
career and work
class issues cultural
perspectives
generation gapes
environmental
issues
history
Heath care
health and healing
ethnicity
community service
design
linguistic variation
food acquisition and safety
holidays
impact on tradition holidays and celebrations
fitting in
discrimination
fashion personal technology
geography
independence innovation over time
housing
foreignness
education
film
pop culture
habitats
language
intellectual property
leisure
gender
ethnicity
language
print media
immigration issues
literary arts
inventions
lifestyles
multiculturalism
family structure
literature
tele- Communications
international trade music medicine literature nationalism friendship nature the Web
managing natural resources
political geography
nature
longevity
patriotism
gender issues
performing arts
Web technologies
peace politics persons of note performing arts racism law visual arts
philosophical thought & religion
revolution
marginalized
right to life
pop culture
religion
people(s)
pluralism
rituals social impacts of emerging technologies
Professional life
role of languages
parenting
politics role of religion in society space exploration rites of passage sexual identity religion
population social customs stem-cell research school life stereotypes social networking protecting resources values water issues stress tolerance social welfare
recycling
visual arts
the world is flat urban and rural development