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LCPS
Spanish I - AP Curriculum GuideWorld Languages and Cultures
LCPS
2013-2014
Spanish Level I- SY 2013 – 2014
LCPS
Spanish I Curriculum GuideWorld Languages and Cultures
LCPS
2013-2014
Spanish Level I- SY 2013 – 2014
AP THEME: PERSONAL AND PUBLIC IDENTITIESAP SUBTHEME: Language and Identity
Recommended pacing: 3 Weeks(Unit 1 Q1)
Virginia State Foreign Language Standards of Learning for Level:SI.1 The student will exchange simple spoken and written information in Spanish.SI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in Spanish using familiar phrases and sentences.SI.3 The student will understand simple spoken and written Spanish based on familiar topics that are presented through a variety of media.SI.4 The student will use verbal and non-verbal cues to understand simple spoken and written messages in Spanish.SI.5 The student will present orally and in writing information in Spanish that contains a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE (Facts & Skills)
• Use basic greetings, farewells, and expressions of courtesy both orally and in writing
• Use formal and informal forms to address in familiar situations
• Read and listen to information about the alphabet
• Read and listen to information about the calendar, weather, and seasons.
•Introduce ser and estar
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Connect with other disciplines and acquire information Talk about new vocabulary through the recognition of cognates.
Similarities between Spanish and English alphabet. Explore attitudes when reacting to gaining knowledge and
understanding of other cultures.
.
Compare and contrast the Spanish language and the cultures in the countries where it is spoken
Explore social issues in your own community or your school and compare them to issues in Spanish speaking communities.
Identify local Spanish speaking communities and cultural events
Use numbers 1-100 to quantify (age, time, items, possessions, etc.)
Respond to classroom commands.
Use feminine, masculine, singular, plural articles (un, una, unos, unas, el, la, los, las)
Respond to basic interrogatives (who, what, where, when, why, how)
Spanish Level I- SY 2013 – 2014
USEFUL VOCABULARY
Q1/Para Empezar: Greetings, Weather & Seasons
SALUDOS MANDATOS EL CLIMA/LAS ESTACIONES
LOS DÍAS /LOS MESES SENTIMIENTOS
PALABRAS INTERROGATIVAS OTRAS PALABRAS Y
EXPRESIONES
de bienvenidaabreopen
el abrigocoat
el añoyear
asustadoscared
¿Adónde?Where to?
¿Cómo está el clima?How's the weather?
¡Buenas noches!Good Evening! /Good Night!
caminawalk
la chaquetajacket
el calendario calendar
contentohappy/content
¿Cómo?How?
¿Cómo se deletrea?How do you spell…?
¡Buenas tardes!Good Afternoon!
cierraclose
la temperatura el díaday
emocionadoexcited
¿Con quién?With whom?
¿Cómo se dice?How do you say…?
¡Buenos días!Good morning!
correrun
las botasboots
el mesmonth
enfermosick
¿Cuál?Which?
¿Cómo se escribe?How do you write…?
¡Hola!Hello!
entregahand in
los guantesgloves
la semanaweek
enojadoangry
¿Cuándo?When?
¿Cómo te llamas?What's your name?
¡Qué tal!What's up!/How is it going?
levanta la manoraise your hand el clima los días de la
semana
estoy cansadoI'm tired
¿Cuánto/a (s)?How many?
¿Cuál es la fecha?What's the date?
¿Cómo está Ud.?How are you (formal)?
por favorplease
está lloviendoit's raining
lunesMonday
felizhappy
¿De dónde?From where?
¿Cuántos años tienes?How old are you?
¿Cómo estás?How are you (inf.)?
quiere decir….It means...
está nevandoit's snowing
martesTuesday
me siento malI feel bad
¿Dónde?Where?
¿Qué día es hoy?What day is today?
¿Qué pasa?What's up?/What's happening?
repiterepeat
hace calorit's hot
miércolesWednesday
no me siento bienI don't feel well
¿Por qué?Why?
¿Qué quiere decir?What does it mean?
¿Qué tal?What's up?
se deletrea…it's spelled...
hace fríoit's cold
juevesThursday
ocupadobusy
¿Qué?What?
¿Qué tiempo hace hoy?What's the weather today?
de despedidase diceit's said...
hace solit's sunny
viernesFriday
preocupadoworried/preoccupied
¿Quién?Who?
graciasthank you
¡Adiós!Good Bye!
se escribe….It's written...
hace vientoit's windy
sábadoSaturday
tengo calor I'm hot
porque because
me llamo...My name is...
¡Nos vemos!We'll see each other!
siéntatesit down
hay granizothere's hail
domingoSunday
tengo frioI'm cold
nada nothing
hasta luego'til later
silenciosilence
hay tormentathere's a storm
los mesesdel año
tengo hambreI'm hungry
números 0-100
hasta mañana'til tomorrow
hay un huracánthere's a hurricane
eneroJanuary
tengo sedI'm thirsty
se llama...his/her/you (form.) name is...
respuestasllueverains
febreroFebruary
tengo sueñoI'm sleepy
señorMr.
(muy) bien(very) well
nievasnows
marzoMarch
tristesad
señoraMrs.
Spanish Level I- SY 2013 – 2014
¿Y tú?And you? (inf.)
soleadosunny
abrilApril
señoritaMiss
¿Y usted?And you? (form.)
ventosowindy
mayoMay
Soy……I am
de nadayour welcome
las estacionesdel año
junioJune
te presento a…this is...
encantado/adelighted
la estaciónseason
julioJuly
Tengo____añosI'm ___years old
es un placerit's a pleasure
el inviernowinter
agostoAugust
igualmentelikewise
el otoñoFall/Autumn
septiembreSeptember
mucho gustopleased to meet you
la primaveraSpring
octubreOctober
regular el veranoSummer
noviembreNovemberdiciembreDecember
RECYCLED/ONGOING TOPICS/STRUCTURES
¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? Me llamo____.¿Cómo está el clima? ¿Qué día es hoy? ¿En cuál estación del año estamos? ¿Cuál es tu nombre? Me llamo ____. ¿Qué tiempo hace hoy? Hace ____.Está ____. ¿Cómo te sientes? Me siento ____. ¿Hace calor? ¿Hace frío? ¿Qué letra es? ¿Cómo se escribe ____? Deletrea la palabra______. ¿Qué dice aquí? ¿Cómo se dice?
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange Video on what causes the seasons is available in Vision. Written dialogues, dramatization, oral conversations, free talk, comic strips, group work, picture as clue to meaning, transparencies, spelling,
rhyming, listen to audio program, journal, create a picture dictionary Interactive calendar, www.holaciudad.com, www.telemundo.com For introductions, arrange students into two circles (an inner circle facing outwards and an outer circle facing in) where students face each other.
Have students take turns greeting each other and then have the circles move in different directions. Repeat the greetings with a new student. “Moo! Spanish Calendar” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1275.html “Moo! Spanish Greetings” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1271.html
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead , understand, and be ready to answer the questions the teacher will ask you about the reading. Notice that not all the answers may appear in the reading. You may need to infer information.
Use the A/B prompt to create a dialogue with a partner. Make sure you include everything you may require to answer the given prompt.
Describe a picture using the vocabulary suggested.Prepare a presentation on a given topic.
Spanish Level I- SY 2013 – 2014
appropriate rubrics for speaking and writing CPAs*
*Communicative Performance Assessments
Spanish Level I- SY 2013 – 2014
APTHEME : CONTEMPORATY LIFE, FAMMILIES AND COMMUNITIESAP Topic: Leisure and Sports, Childhood and Adolescence
Recommended pacing: 4 Weeks(Unit 2 Q1)
Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topicsS 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studiedS 3.1 Students reinforce and further their knowledge of other disciplines through the foreign languageS 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesS 4.2 Students demonstrate understanding on the concept of culture through comparison between Hispanic cultures and their own.S 5.1 Students use the language both within and beyond the school settingCOMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Talk about preferences in leisure activities Read and listen to information about leisure
activities, likes and dislikes (gustar) Listen to and understand information about
infinitives Regular ar, er, ir verbs Learn how to ask questions Obligations (tener que) Interrogative questions Extend, accept and decline invitations Express agreement and disagreement
Students research and discuss the popular hobbies and sports of their assigned Spanish speaking country.
Discuss the popularity of sports in Spanish speaking countries and their Own backgrounds.
Students discuss the popularity of the sports and hobbies of their assigned Spanish speaking country Students will discuss what makes some sports and hobbies more more popular that other throughout the Spanish speaking world.
Students will discuss the differences between football and soccer and how they share the same name.
Students will watch in school and at home a soccer game in Spanish and a soccer game in English and discuss in class the similarities and differences
Play soccer VS another class
Identify sports and favorite hobbies.
Discuss which hobbies they like, dislike and prefer.
Compare sports. Express agreement or
disagreement.
Identify -ar- er-& -ir infinitive verbs.
Gustar¿Qué te gusta hacer? (No) Megusta ____. ¿Qué te gusta más ___o___? Me gusta mucho_____. Meencanta ____. A mí también, a mítampoco, ¿Cuál es tu deportefavorito? ¿Cuál es tu pasatiempofavorito? “preferir”
Spanish Level I- SY 2013 – 2014
USEFUL VOCABULARY
Q1/c1A: Likes & dislikes, leisures & activities
ACTIVIDADES GUSTARMe Gusta/No me gusta PRONOMBRES
OTRAS PALABRAS Y
EXPRESIONES
bailarto dance
leerto read
(A mí) me gusta _____.I like to _______.
yoI
a vecessometimes
cantarto sing
leer novelas (las)to read novels
(A mí) me gusta más _____.I like to _______ better.
túYou - informal
favorito(a)favorite
comprarto buy
leer revistas (las)to read magazines
(A mí) me gusta mucho_____.I like to _______ a lot.
ustedYou - formal
haythere is/are
correrto run
montar en bicicletato ride a bike
(A mí) no me gusta nada___.I don't like to_____ at all.
él/ellahe/she
muchoa lot
dibujarto draw
montar en monopatínto ride a skateboard
(A mí) no me gusta___.I don't like to_____.
nosotros/nosotraswe
muyvery
escribir cuentosto write stories
montarto ride
A mí también.I do too./ Me too.
vosotros/vosotrasyou - plural
oor
escuchar músicato listen to music
nadarto swim
A mí tampoco.I don't like to ___either.
ustedesyou - plural
pero a veces…..but sometimes...
esquiarto ski
pasar tiempo con amigosto spend time with friends
ni…nineither…nor, not…or
ellos / ellasthey
perobut
estudiarto study
patinarto skate
no le gusta...he/she doesn't like...you don't like... (formal)
pocoa little bit
hablar por teléfonoto talk on the phone
practicar deportesto practice sports
no te gusta…you don't like… (informal)
pueswell
hacerto do
tocar la guitarrato play the guitar
¿Qué más te gusta hacer?What else do you like to do?
siif
hacer la gimnasiato do gymnastics
trabajarto work
¿Qué te gusta más?What do you like better?
síyes
ir a la escuelato go to school
usar la computadorato use the computer
¿Te gusta______?Do you like to ____?
tengoI have
jugarto play
ver la teleto watch TV
¿Y a ti?And you?
tienehe/she/it hasyou have (formal)
jugar a la pelotato play baseball
viajarto travel
le gustahe/she likes/you like (formal)
tienesyou have (informal)
jugar al baloncestoto play basketball
me gustaI like
jugar al fútbol americanoto play football
Spanish Level I- SY 2013 – 2014
jugar al fútbolto play soccer
ARTÍCULOS INDEFINIDOS
ARTÍCULOS DEFINIDOS
jugar al tenisto play tenis
un/una a/an
el/losthe
jugar videojuegosto play videogames
unos/unassome
la/lasthe
la lucha librewrestling
RECYCLED/ONGOING TOPICS/STRUCTURES
Vocabulario relacionado con los saludos, el clima, el calendario, las partes del cuerpo, las emocionesla hora, los números,
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 pen pal’s letter Read cultural information about school in Spanish speaking
countries and answer questions Use a story map graphic organizer to identify parts of a story
Create an entry on a voice thread discussion
Perform a dialog between students discussing what school is like.
Use an illustration of a classroom as a prompt for discussion between two students
Write a response to a pen pal’s letter
Create and present a display about student’s pen pal, their country school and other information
Create and present a slideshow about your school day
List all the vocabulary words to describe a situation
Write complete sentences to describe students in an imaginary classroom
APTHEME : CONTEMPORARY LIFE, FAMILIES AND COMMUNITIESAP Subtheme: Leisure and Sports. Who am I?
Recommended pacing: 3 Weeks(Unit 3 Q 1)
Virginia State Foreign Language Standards of Learning for Level :
Spanish Level I- SY 2013 – 2014
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topicsS 4.1 Students demonstrate understanding of the nature language through comparison between Spanish and English
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 ordisagreement
Talk about placement of adjectives & vocabulary through recognition ofcognates
Explain gender agreement rules with use of adjectives. Compare the use of possessive adjectives
Respond to personal questions.
Introduce yourself to others. Identify infinitives. Use
positive and negative statements to agree/disagree.
Talk about leisure activities.
Identify the body parts. Say what hurts. Respond
appropriately to questions. Describe yourself and others
(family members) using adjectives
Identify and apply the correct gender (masculine & feminine) of nouns and adjectives
Describe pictures by using adjectives.
Write phrases using adjectives.
Describe what you and others are wearing
.
Spanish Level I- SY 2013 – 2014
USEFUL VOCABULARY Q1/c.1B - ¿Cómo eres?
PASATIEMPOS SUSTANTIVOS VERBOS ADJETIVOS DESCRIPCION FÍSICA
OTRAS PALABRAS Y EXPRESIONES
coleccionarto collect
el atletismoathletisism
competirto compete
animador/acheerleader
alto(a)tall
¿Cómo eres?What are you like?
el pasatiempopasstime
el baloncestobasketball
correrto run
artístico (a)artistic
anciano(a)elderly
¿Cómo es?What is he/she/you(f) like?
ir a pasearto go for a walk/stroll
el béisbolbaseball
empatarto tie a score
atlético(a)athletic
bajo(a)short
¿Cómo se llama?What's his/her/your(f) name?
ir de…to go...
el ciclismocycling/biking
entrarto enter
atrevido(a)daring
bonito(a)pretty ¿Eres…?
Are you…?ir de campamento (el)to go camping
el equipoteam
ganarto win
bueno(a)good
calvobald
¿Te gustaría?Would you like?
ir de comprasto go shopping
el fútbol americanofootball
jugarto play
cansado(a)tired
el bigotemustache
a vecessometimes
ir de pesca (la)to go fishing
el fútbolsoccer
llevar puestoto wear
contento(a)happy/content
flaco(a)skinny
de acuerdoagreed
pasear en…to ride in...
el golfgolf
llevarto wear
deportistasports-minded/sporty
gordo(a)fat
demasiadotoo, too much, too many
pasear en bote (el)to ride a boat
el juego de pelotabaseball
montar (en)to ride on
desordenado(a)disorganized/messy
guapo(a)handsome
el amigomale friend
pasear en carro/auto (el)to ride a car/auto
el jugadorplayer
nadarto swim
estudioso(a)studious
tez blancalight skin
el chicoboy/guy
textearto text
el patinajeskating
no sé jugarI don't know how to play
extrovertido(a)extrovert
tez morenadark skin
entoncesso, the
el tenistenis
perderto lose
generosogenerous el pelo es
is
CUERPO HUMANOel tiempo librefree time
poderto be able to
gracioso (a)funny
castañobrown hair
estar de acuerdoto be in agreement
el cuelloneck
la cancha de……court
practicarto practice
impacienteimpacient
cortoshort (length)
la amigafemale friend
el hombre/los hombresman/men
la nataciónswimming
preferirto prefer
inteligenteintelligent
el pelohair
la chicagirl/gal
el pie/los piesfoot/feet
la piscinapool
quererto want
malo (a)bad
largolong (length) le gusta
he/she/you(f) likesla bocamouth
la raquetaracket
saberto know how to
negativo (a)negative
liso/laciostraight hair
me gustaría...I would like...
la cabezahead
las artesaníaslocal crafts
salirto exit
ocupado(a)busy
negroblack
muyvery
Spanish Level I- SY 2013 – 2014
la mujer/las mujereswoman/women
sé jugarI know how to play
ordenado(a)organized
oscurodark
ni…..ninor…nor
la nariznose
tener queto have to
pacientepacient
pelirrojo(a)redhair
no estoy de acuerdoI don't agree
las manoshands
perezoso(a)lazy
rizadocurly
no le gustahe/she/you(f) doesn't like
las piernaslegs
reservado(a)reserved
rubio(a)blonde
no soyI'm not
los brazosarms
serio(a)serious
ARTÍCULOS DEFINIDOS
según mi familiaaccording to my family
los dedosfingers
simpático (a)friendly
el/losthe
segúnaccording to
los ojoseyes
sociablesociable
la/lasthe
soyI am
talentoso (a)talented
ARTÍCULOS INDEFINIDOS
un poco (de)a little (of)
trabajadorhard-working (masc.)
un/una a/an en
in, on, attrabajadorahard-working (fem.)
unos/unassome
deof, from, about
RECYCLED/ONGOING TOPICS/STRUCTURES
¿Cuántos años tienes? Tengo ___ años. ¿Dónde vives? Vivo en ____. ¿De dóndeEres? Soy de ____. ¿Cuándo es tu cumpleaños? Mi cumpleaños es______. ¿Cuántos hermanos tienes? Tengo___hermanos. ¿Cuál es tu color favorito? Mi color favorito es___. Me gusta _____. No me gusta_____. ¿Cómo eres?¿Cómo es? ¿Cómo se llama? “Ser” + adjective
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange For introductions: assign students different countries and have them introduce themselves using that nationality. Get magazine pictures of people and place them in plastic sheet protectors. Use them as flashcards to talk about physical descriptions in
class or relationships. “Moo! Body Parts Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1161.html
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate rubrics for speaking and writing CPAs**Communicative Performance Assessments
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Create a chart/graph to demonstrate the
popularity of different sports Create a web page to showcase your school
activities
Write a letter/e-mail describing your activities
Create posters showing favorite hobbies
Give a speech to ‘incoming’ students to describe what is available
Have each student create a ‘show and tell mystery bag’
Have each student give a ‘Según mi...(familia, amigos, etc.)’ presentation
Spanish Level I- SY 2013 – 2014
AP THEME : CONTEMPORARY LIFEAP Topic: Education
Recommended pacing: 3 Weeks(Unit 4 Q2)
Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studiedS 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesS 4.2 Students demonstrate understanding of the concept of culture through comparison between Hispanic cultures and their own.S 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
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 (Laclase de ___ es más interesante que laclase____.), Superlatives (La clase de___ es la más __ de la escuela
Spanish Level I- SY 2013 – 2014
USEFUL VOCABULARY Q2/c2A-B: La sala de clases y la escuelaSUSTANTIVOS PREPOSICIONES ADJETIVOS VERBOS NÚMEROS
ORDINALESel archivofiling cabinet
el/la estudiantestudent
a la derecha deto the right of
aburrido/aborring
aprenderto learn
primero /afirst
el armario/el casillerolocker
la banderaflag
¿Dónde?Where?
desordenado/adisorganized
asistirto attend
segundo/ asecond
el asistenteassistant
la bibliotecalibrary
a la izquierda deto the left of
difícilhard
bajarto go down
tercero/ athird
el aula/el salón/ la sala de clasesclassroom
la cafeteríacafeteria
a ver…let's see...
divertido/aamusing, fun
enseñarto teach
cuarto/ afourth
el bolígrafo / la plumapen
la carpeta de argollasthree-ring binder
abajounder/below
fácileasy
estudiarto study
quinto/ afifth
el borradoreraser
la carpetafolder
afueraoutside
favorito / afavorite
grabarto record
sexto/ asixth
el cartelposter
la compañerapartner (female)
al centrocenter
inquieto/arestless
hablarto talk
séptimo/ aseventh
el comedordinning room
la computadora/el ordenadorcomputer
al lado denext to
interesanteinteresting
hacer las tareasto do homework
octavo/ aeighth
el compañeropartner (male)
la enfermeríasickbay
allá/allíthere, over there
mucho/aa lot
hacerto do
noveno/ aninth
el cuadernonotebook
la goma/la pegaglue
aquíhere
ordenado/aorganized
imprimirto make copies
décimo / atenth
el diccionariodictionary
la grapadorastapler
arriba deabove
poco/aa little
ir a…to go to...
décimo primeroeleventh
el disco compactocompact disk
la hoja de papelsheet of paper
cerca denear to
práctico/apractical
irto go
décimo segundotwelfth
el escritorioteacher's desk
la maestrateacher (female)
debajo deunder
mandar un correoto send mail
el gimnasiogym
la mesatable
delante dein front of
mandarto send
el laboratoriolaboratory
la mochilabackpack
dentro deinside of
Navegarto navigate
el lápizpencil
la oficinaoffice
después de after
necesitarto need
MATERIAS /LAS CLASES
el librobook
la pantallaelectronic screen
detrás de behind
presentarto present
matemáticasmathematics
el maestroteacher (male)
la papeleragarbage can
en frente dein front of
salirto exit
españolSpanish
el mapamap
la pizarra/el pizarrónblackboard/whiteboard
en medio de in between
tener que…to have to…
historiahistory
el pasillohallway
la profesoraprofessor (female)
enon
ADJETIVOS POSESIVOS
biologíabiology
el profesorprofessor (male)
la pruebaquiz
encima deon top of
mi(s)my
educación físicaphysical education
Spanish Level I- SY 2013 – 2014
el programaprogram
la puertadoor
lejos defar from
mío(s)mine
inglésEnglish
el pupitrestudent's desk
la radioradio
más...quemore...than
tu(s)your (informal)
músicamusic
el ratónmouse
la silla chair
tuyo(s)yours (informal)
artes plásticasart
el recreorecess
la tableta electrónicatablet
su(s)his/her/your (formal)
ciencias naturalesnatural science
el relojclock
la tareahomework
suyo(s)yours (formal)
ciencias socialessocial science
el sacapuntaspencil sharpener
la ventanawindow
nuestro/a (s)our
tecnologíatechnology
el tecladokeyboard
las tijerasscissors
vuestro/a (s)your
el almuerzolunch
la memoria portatilUSB drive
un examenexam
sutheir/your (formal)
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 añoestamos? ¿Cuál es tu nombre? Me llamo ____. ¿Qué tiempo hace hoy? Hace ____.Está ____. ¿Cómo te sientes? Me siento ____. ¿Hace calor? ¿Hace frío? ¿Qué letra es? ¿Cómo se escribe ____? Deletreala palabra______. ¿Qué dice aquí? ¿Cómo se dice?, los números, las actividades, vocabulario relacionado con la personalidad.
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange Have students tell the class about the content of their ‘mochilas’
ASSESSMENTS/ RUBRICS
NOTE: Teachers should 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 Level I- SY 2013 – 2014
AP THEME : CONTEMPORARY LIFEAP Topic: Professions, leisure and travelLugares en tu cominidad
Recommended pacing: 3 Weeks(Unit 5 Q2)
Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.COMMUNICATION-Interpersonal -Interpretive-Presentational
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 Level I- SY 2013 – 2014
USEFUL VOCABULARY Q2/c.4A-B: Places in your communiy & Professions LUGARES PROFESIONES EXPRESIONES ACTIVIDADES
(VERBOS)OTRAS PALABRAS Y
EXPRESIONESel auditorioauditorium
la montañamountains
doctor (a)doctor
¡Oye!Hey! Listen!
ir de comprasto go shopping
(él) puedehe can
el bailedance
la oficinaoffice
el abogadolawyer
¡Ay! ¡Qué pena!Oh! What a shame!
ir a + infinitivo…..to go to + infinitivo
(tú) puedesyou can
el bancobank
la oficina de…….the office of….
el carnicerobutcher
¡Genial!Great!
ir a + lugarto go to + location
(yo) puedoI can
el café cafe
la películamovie
el carpinterocarpenter
¡No me digas!Don't say!
ir al cineto go to the movies
¿A qué hora?At what time?
el campocountryside
la piscinapool
el carteromailman
¡Qué buena idea!What a great idea!
ir al medicoto go to the doctors
¿Te gustaría?Would you like?
el centro comercialmall
la playabeach
el dependientesalesperson
con mi(s)with my
ir de campamentoto go camping
a el = alto the (masculine)
el cinemovie theatre
la plazaplaza
el jardinerogardner
con tu(s)with your
ir de pescato go fishing
a la unaat one
el clubclub
la práctica de …practice
el mecánicomechanic
demasiadotoo much
ir de…..to go...
a lato the (feminine)
el club deportivosport club
la reuniónreunion
el panaderobaker
despuésafterwards
jugar a + deporteto play a + sport
a las ochoat eight
el colegioprivate school
la sinagogasinagogue
ingeniero(a)engineer
después deafter
jugar al balompiéto play soccer
ato
el complejo deportivosport complex
un cibercafécybercafe
la bibliotecarialibrarian
en casaat home
jugar al fútbol americanoto play football
acompañadoaccompanied
el conciertoconcert
maestro(a)teacher
entoncesthen
jugar al baloncestoto play basketball
conmigowith me
el correopost office
oficinistaoffice clerk
generalmentegenerally
jugar a la pelotato play baseball
contigowith you
el gimnasiogym
secretario(a)secretary
lo sientoI'm sorry
jugar al golfto play golf
de la mañanain the morning
el hospitalhospital
voluntario(a)volunteer
los fines de semanaon the weekends
jugar al tenisto play tenis
de la nochein the evening
el museomuseum
los lunes, los martes,…on Mondays ...
jugar al vóleibolto play volleyball
de la tardein the afternoon
el parquepark
un poco de…..A little of...
leer un libroto read a book
el fin de semanaweekend
el parque de diversionesamusement park
me gustaríaI would like
esta nochethis evening
Spanish Level I- SY 2013 – 2014
el partidogame
me quedo en casaI stay home
esta tardethis afternoon
el restauranterestaurant
me recogespick me up
este fin de semanathis weekend
el supermercadosupermarket
nos encontramoswe meet
mañana tomorrow
el teatrotheatre
te recojoI pick you up
para + infinitivoin order to + infinitive
el templotemple
tengo queI have to
pasado mañana day after tomorrow
la bibliotecalibrary
ver una películato see a movie
Por la mañanain the morning
la casahouse
por la nochein the evening
la discotecadisco
por la tardein the afternoon
la escuelaschool
solo(a)alone
la farmaciapharmacy
tener que ______to have to
la fiestaparty
tú quieresyou want
la iglesiachurch
tú sabesyou know
la lección de pianopiano lessons
yo quieroI want
la libreríabookstore
yo séI know
la mezquitamosque
Spanish Level I- SY 2013 – 2014
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
RESOURCES/ ACTIVITIESTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
“Moo! Spanish My City” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1258.html
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 Level I- SY 2013 – 2014
AP THEME : FAMILIES AND COMMUNTIES, CONTEMPORARY LIFE, GLOBAL CHALLENGEAP Topic: Health Issues, Customs and Ceremonies, Nutrition and Food Safety
Recommended pacing: 3 Weeks(Unit 6 Q3)
Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsS 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.S 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studiedS 3.1Students reinforce and further their knowledge of other disciplines through the foreign languageS 3.2Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesS 4.1Students demonstrate understanding of the nature of language through comparisons of the language studied and their ownS 4.2Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.S 5.1 Students use the language both within and beyond the school settingS 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.COMMUNICATION-Interpersonal -Interpretive-Presentational
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/beverages) and discuss what they like and don’t like.
Talk about what food is healthy and how food tastes.
Discuss ways of staying healthy and good eating habits.
Conjugate regular –er and –ir verbs (comer, beber, compartir).
(No) Me gusta(n), Me encanta(n), ¿Qué prefieres? Prefiero_______. ¡Qué + adj!Para mantener la salud, en el desayuno, en el almuerzo, en la cena
Spanish Level I- SY 2013 – 2014
USEFUL VOCABULARY Q3/c.3A-B: Food and Health
BEBIDAS/FRUTAS LA COMIDA VERBOS OTRAS PALABRAS Y EXPRESIONES
bebidas verduras el heladoicecream
¿te gusta?Do you like it?
¡qué asco!How aweful!
el aguawater
el aguacateavocado
el rellenofilling
abiertoopened
¿por qué?Why?
el cafécoffee
el apiocelery
el sándwichsandwich
bajar de pesoto loose weight
¿verdad?Right?
el chocolatechocolate
el brócolibroccoli
el yoguryogurt
beberto drink
agriobitter/sour
el jugojuice
el champiñónmushroom
la pizzapizza
caminarto walk
bebidas hidratanteshydrating drinks
el refrescobeverage
el maízcorn
la sopasoup
cerradoclosed
bueno good
el té tea
el pimientogreen pepper
la tortilla de huevosomellet
comerto eat
bueno para la saludgood for the health
el té calientehot tea
el tomatetomato
las galletascookies
compartirto share
cada díaeach day
el té heladoiced tea
la calabazapumpkin
las papas fritasfrench fries
comprenderto understand
caloríascalories
jugo de……(naranja)(orange…juice)
la cebollaonion
los huevoseggs
creerto believe
conwith
la lechemilk
la ensaladasalad
los panquequespancakes
darto give
dulcesweet
la limonadalimonade
la lechugalettuce
los pastelescakes
debermust/should
el almuerzolunch
la sodasoda
la zanahoriacarrot condimentos desear
to want/to wishel desayunobreakfast
frutas las espinacasspinach
la mantequillabutter
hacer ejercicioto do exercise
el postredessert
el cocococunut
las judías verdesgreen beans
la mayonesamayonaise
hacerto do / to make
enfermosick
el limónlemon
las papaspotatoes
la cremacream
levantar pesasto lift weights
hambrehunger
el mangomango
las verduras/los vegetalesvegetables
la mermeladajelly
los deportessports
horriblehorrible
el melocotón/el duraznopeach
los espárragosasparagus
la mostazamustard
los ejerciciosexercises
la cenadinner
el plátano/bananabanana
los guisantespeas
la pimientapepper
me duele la barrigamy stomack hurts
la dietadiet
Spanish Level I- SY 2013 – 2014
ensalada de frutasfruit salad granos la sal
saltme dueleit hurts me
la meriendasnack
la cerezacherry
el arrozrice
la salsa de tomatetomato sauce
me encanta(n)I love…(not a person)
la saludhealth
la ciruelaprune
el cerealcereal
el azúcarsugar
me gusta(n)I like
malo para la saludbad for the health
la frambuesaraspberry
el espaguetispaghetti carnes
no me gusta(n)I don't like
malo/malabad
la manzanaapple
el pan tostadotoast
la carnemeat
pedirto ask for
más o menosmore or less
la naranjaorange
el panbread
el bistecbeefsteak
practicarto practice
nuncanever
la papayapapaya
la avenaoatmeal
el pollochicken
preferirto prefer
picantespicy
la perapear
la pastapasta
las salchichassausages
prepararto prepare
por su puestoof course
la sandíawatermelon
los frijolesbeans
el tocinobacon
subir de pesoto gain weight
porquebecause
la toronjagrapefruit
los granosgrains
el jamónham
tener hambreto be hungry
proteínasproteins
las fresasstawberries
la hamburguesahamburger
tenerto have
ricodelicious
las frutasfruits
el perro calientehot dog
traerto bring
sabrosotasty
las uvas verdes/rojasgreen/red grapes mariscos
saladosalty
el pescadofish
saludablehealthy
los mariscosseafood
sano healthysiemprealwayssinwithouttodos los díasevery day
RECYCLED/ONGOING TOPICS/STRUCTURES
Saludos, el clima, el calendario, la hora, los números, las actividades, vocabulario relacionado conla personalidad, el horario escolar, interrogativos.
Spanish Level I- SY 2013 – 2014
RESOURCES/ ACTIVITIESTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
“Moo! Spanish Ordering Food” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1259.html Food manipulatives
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 Level I- SY 2013 – 2014
AP THEME : CONTEMPORARY LIFE, GLOBAL CHALLENGESAP Topic: Health Issues, Leisure, Holidays and Celebrations
Recommended pacing: 3 Weeks(Unit 7 Q3)
Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.5.1: Students use the language both within and beyond the school setting.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
Learn how to read a menu Order a meal in a restaurant Ask to have something brought out to you Table settings, meal customs Listen to and understand information about
food items and restaurants, table settings and meal customs during breakfast, lunch and dinner
Explain eating habits Go to Hispanic food section of a
grocery store and make a list of foods available
Compare techniques for getting a servers attention, menu selections, typical breakfast
habits
Discover the local availability of foods from Spanish-speaking
countries
Going to a restaurant with your family
Order food in a restaurant.
Say they’re missing something.
Talk about how food tastes.
Discuss breakfast, lunch, dinner, beber,ages and preferences.
Describe table settings
Spanish Level I- SY 2013 – 2014
USEFUL VOCABULARY Q3/c5B: El Restaurante/Introducción a la familia
EL RESTAURANTE LA MESA LA COMIDA VERBOS OTRAS PALABRAS
Y EXPRESIONES
el bañobathroom
el cuchilloknife
¡Qué asco!How awful!
el picantehot sauce
beberto drink
¡Qué + adjetivo!How…!
le/les recomiendo…I recommend...
el camarero/el meserowaiter
el manteltablecloth
a la planchaon the grill
el plato principalprincipal dish
comerto eat
¿Algo más?Anything else?
le/les sugieroI suggest
el menúmenu
el platoplate
agriosour
el postredessert
compartirto share
¿Cuánto cuesta?How much does it cost?
me falta(n)…I need...
el/la acompañantecompanion
el tenedorfork
asadoroasted
el vinowine
desearto want
¿Está incluida la propina?Is the tip included?
me gustaría…I would like...
la camarera/la meserawaitress
el vasoglass
comida caribeñaCaribbean food
horriblehorrible
estar lleno(a)to be full
¿Le/les ofrezco…?May I offer you…?
muchísimoa lot
la cocinakitchen
la copawine glass
comida chinaChinese food
la bebidabeverage
ofrecerto offer
¿Le/les sirvo?May I serve you?
muchoa lot
la cuentabill
la cuchara pequeñasmall spoon
comida francesaFrench food
la pimientapepper
pagarto pay
¿Me trae…, por favor?Will you bring me…, please?
muy carovery expensive
la propinatip
la cucharaspoon
comida italianaItalian food
la salsalt
para llevarfor carry out
ahoranow
nadanothing
la mesatable
de plato principalas a main dish
liviano(a)light
pararseto stand oneself up
comida favoritafavorite food
no me gustaI don't like
la servilletanapkin
de postrefor dessert
pesado(a)heavy
pedirto ask for
De nadaYour welcome
otro (a)another
la sillachair
delicioso(a)delicious
picantehot/spicy
probarto taste/to try out
GraciasThank you
parato/for/in order to
la tazacup
dulcesweet
rico (a)rich/tasty
recomendarto recommend
la mejor comidathe best food
pocoa little bit
los cubiertosplacesettings
el azúcarsugar
saladosalty
salirto exit/to go out
la peor comidathe worst food
por favorplease
sentarseto sit oneself down
Le traigo…I will bring you...
quiero ordenar…I want to order...
LA FAMILIAservirto serve
quisieraI would like
abuelagrandmother
los padresparents
servirseto serve oneself
soloonly
Spanish Level I- SY 2013 – 2014
abuelograndfather
los parientesrelatives
sugerirto suggest
todoall/everything
el esposohusband
el padrastrostepfather
tener hambreto be hungry
un poco dea little bit of
el hijoson
la madrastrastepmother
tener calorto be hot
yo traigoI bring
el nietograndson
la mamá/la madremother
tener fríoto be cold
el papá/el padrefather
primocousin (male)
tener sedto be thirsty
hermanasister
tíouncle
tener sueñoto be sleepy
hermanobrother
los primoscousins
tomarto drink
la esposawife
primacousin (female)
traerto bring
los hermanossiblings
tíaaunt
venirto come
los hijoschildren
la sobrinaniece
Spanish Level I- SY 2013 – 2014
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/ ACTIVITIESTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Food manipulatives to have students be the servers and the
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 Level I- SY 2013 – 2014
AP THEME : CONTEMPORARY LIFE, FAMILIES AND COMMUNITIESAP Topic: Housing, Shelter, Family StructuresLa casa y los que haceres
Recommended pacing: 3 Weeks(Unit 8 Q4)
Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparison between Hispanic cultures and their own.
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 andcolors. Describe the location ofdifferent items. List chores andgive commands. Describe whatpeople are doing right now(present progressive).
Spanish Level I- SY 2013 – 2014
USEFUL VOCABULARY Q4/c6A-B: La casa y los quehaceres
LA CASA PERTENENCIAS DOMÉSTICAS ADJETIVOS LOS QUEHACERES OTRAS PALABRAS Y
EXPRESIONES
el apartamentoapartment
el coche/carro/autocar DESCRIPCIONES ayudar
to help¿cuáles?Which ones?
el armario/el roperocloset
el cuadropainting
altotall
cocinarto cook
¿De qué color es…..?What color is…?
el áticoattic
el despertadoralarm clock
bajoshort
cortar el céspedto cut the grass
¿Qué estás haciendo?What are you doing?
el balcónbalcony/porch
el disco compactocompact disk
bonito/apretty
dar de comer al…to feed…(the dog/the cat/…)
a la derecha(de)to the right of
el bañobathroom
el equipo de sonidosound system
feo/augly
darto give
a la izquierda (de)to the left of
el comedordinning room
el espejomirror
grandebig
hacer la camato make the bed
bastanteenough/sufficient
el corredor/el pasillohallway
el estantebookshelf
pequeñosmall
lavar el carroto wash the car
cerca (de)near to
el cuartoroom
el lavaplatosdishwasher
importanteimportant
lavar la ropato wash clothes
el dineromoney
el despachostudy
el lector DVDDVD player
mismo/asame
lavar los platosto wash the dishes
la cosathing
el dormitorio/la habitación/el cuartobedroom
el refrigeradorrefrigerator
propio/aone's own
limpiar…(la cocina, el baño,…)to clean…(the kitchen, the bathroom, …)
la posesiónpossession
el fregaderosink
el reproductor de música (e.g., MP3)MP3 player/iPod
COLORESpasar la aspiradorato vacuum
lejos (de)far from
el garajegarage
el sofásofa
amarilloyellow
poner la mesato set the table
limpioclean
el jardíngarden
el televisortelevision
anaranjadoorange
quitar el polvoto dust
siif
el patiopatio
el videovideo
azulblue
sacar la basurato take out the garbage
suciodirty
el pisofloor
la alfombracarpet
blancowhite
un momentoone moment
Spanish Level I- SY 2013 – 2014
el primer pisofirst floor
la camabed
café/marrónbrown Vebos
el recibidorfoyer
la cómoda/el tocadorchest of drawers
grisgray Mandatos Irregulares
dormir (o-ue)to sleep
el segundo pisosecond floor
la computadoracomputer
lilalilac
hazdo
poder (o-ue)to be able to
el sótanobasement
la escobabroom
moradopurple
ponput
poner (-go)to put
la casahouse
la lámparalamp
negroblack
recibirto receive
la chimeneafireplace
la mesitaside table
rojored
vivirto live
la cocinakitchen
la neverarefrigerator
rosadopink Comparaciones
la escalerastairs/staircase
la pantallaTV or computer screen
verdegreen
el /la mejorbest
la habitaciónbedroom
las cortinascurtains
el/la peorworst
la oficinaoffice
los/las peoresthe worst
la paredwall
mejor/es quebetter than
la planta altaupper level
menos...queless than
la planta bajalower level
para mífor me
la salafamily room
para tifor you
la ventanawindow
peor/es queworse than
RECYCLED/ONGOING TOPICS/STRUCTURES
¿Dónde está _____? ¿De qué color es__? Mi dormitorio/habitación es___. ¿Qué estás haciendo? “Estar” + presentparticiple. Regular affirmative tú commands (pon & haz), “Tener” que + Infinitive. “Dormir”, “Poder”.
RESOURCES/ ACTIVITIESTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
“Moo! Spanish My House” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1260.html
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Look online ads for home decorating Create a booklet describing Design a house based on a
Spanish Level I- SY 2013 – 2014
rubrics for speaking and writing CPAs*
*Communicative Performance Assessments
and furniture items Read real state ads from Spanish
speaking countries
the rooms in your house and what chores are done there
Create a dialog between a realtor and a client who is buying a home
US location vs. a Spanish speaking country and present to class
Create and present a show about dream homes
Record a radio or TV ad for home furnishing
Create a drawing of your house or bedroom to talk about what you have and where they are located
Spanish Level I- SY 2013 – 2014
AP THEME : FAMILIES AND COMMUNITIES, CONTEMPORARY LIFEAP Topic: Holiday Celebrations, Family StructuresLa familia y las celebraciones
Recommended pacing: 3 Weeks(Unit 9 Q4)
Virginia State Foreign Language Standards of Learning for Level :S1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsS1.2 Students understand and interpret written and spoken language on a variety of topics.S1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topicsS 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
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 membersand how families interact• Talk about new vocabulary through the recognition of cognates• Compare the uses of tener idioms With English• Compare the use of possessive adjectives• Explain the use of diminutives in Spanish
Describe family and family members. Describe physical characteristics
and personality traits of family members.
Tell ages, names, likes, dislikes of family members. Talk about decorations and activities at a party. Describe what people do to
prepare for a party.
Spanish Level I- SY 2013 – 2014
USEFUL VOCABULARY
Q4/c5A: La familia y celebraciones
LA FAMILIAACTIVIDADES EN/PARA UNA
FIESTADECORACIONES ADJETIVOS
POSESIVOS CELEBRACIONES
el papá/el padrefather
el nietograndson
tenerto have
el globoballoon
mi / mismy
la fiesta de cumpleañosbirthday party
la mamá/la madremother
los nietosgrandchildren
celebrarto celebrate
la luz light
tu /tusyour (informal)
los preparativospreparations
hermanobrother
los sobrinosnieces and nephews
comprarto buy
las luceslights
su /sushis/her/its/your (formal)
el aniversarioanniversary
tíouncle
los hermanossiblings
apagarto turn off
la florflower
su /susyour (pl.)/their
la fiesta de aniversarioanniversary party
abuelograndfather
los padresparents
soplarto blow
el papel picadocut-paper decorations
las velascandles
primocousin (male)
el gato/la gatacat
bailarto dance
la piñatapiñata SOBRE LA EDAD
la cámaracamera
padrastrostep-father
el perro/la perradog
cantarto sing
el pastelcake
mayor/mayoresolder
la videograbadoravideocamera
madrastrastep-mother
la personaperson
cortarto cut
el regalogift
menor/menoresyounger
¡Feliz cumpleaños!Happy Birthday!
hermanastrostep-brother
cuñadobrother-in-law
abrirto open
la comidafood
viejoold
¡Felicidades!Congratulations!
el esposohusband
los parientesrelatives
decorarto decorate
las decoracionesdecorations
jovenyoung
la esposawife
hermanasister
sacar fotosto take pictures
¿Cuántos años tiene(n)______?How old is _________?
sobrinonephew
tíaaunt
hacer un videoto make a video
Tiene(n)______?He/She/You(f)/They ______?
el hijoson
abuelagrandmother
gustarto like
la hijadaughter
primacousin (female)
encantarto love something
los hijoschildren
hermanastrastep-sister
preferirto prefer
los primoscousins
sobrinaniece
repartirto pass out
la nietagranddaughter
cuñadasister-in-law
cumplir añosto have a birhday
Spanish Level I- SY 2013 – 2014
tener añosto be certain years old
RECYCLED/ONGOING TOPICS/STRUCTURES
¿Quién es ____? Es mi __. ¿Cuántos años tiene(n)? Tiene(n)__años. ¿Cómo es? ¿Cómo se llama? Se llama___. ¿Quéle gusta hacer? Le gusta(n) __. Le encanta(n)__. “Tener”, Possessive Adjectives, “Ser” “Venir”, “Invitar”, “Traer”,“Tener” + que, ¿Dónde es la celebración/ fiesta? ¿Cuándo es la celebración/ fiesta?
RESOURCES/ ACTIVITIES
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange “Moo! Spanish Sweet 15” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1428.html “Moo! Family Nouns Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1272.html
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 Level II – SY 2013 – 2014
LCPS
[Type the document title]
[Type the document subtitle]
agoetz
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.]
Spanish Level II – SY 2013 – 2014
Quarter 1Unit 1: Repaso de GramáticaAP THEME: Grammar review to help reinforce all AP Themes and Subthemes
Recommended pacing: 2 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:Maintain a discussion related to basic grammar learned in level I.Discuss and/or debate: level I topics for review. Topics can include but are not limited to restaurant, places in the community, family, celebrations, etc.
INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio, visual and text related to subjects presented from the previous level.
PRESENTATIONAL MODE:• Produce oral and written reports on information about Spanish-speaking countries or previously mentioned topics.
CULTURES:• Explore Spanish-speaking cultures and relationships in other countries.
CONNECTIONS:• Make connections between the culture of the United States and Spanish-speaking countries.
COMPARISONS:• Compare and contrast customs between the United States and Spanish-speaking countries.
Talk about: Aforementioned topics
Vocabulary:Review level I vocabulary.Grammar:
present tense verbs (regular verbs, -ar, -er, -ir)verbs tener, hacer, querer, jugar, dormir, preferir, etc.stem-changing verbspresent progressivecorrect word order of nouns and adjectivesdefinite articles (el, la, los, las) and indefinite articles (un, una, unos, unas)interrogative words (por qué, cuándo, dónde, etc.)transition words (después, cuando, luego, etc.)
Spanish Level II – SY 2013 – 2014
Quarter 1Unit 1
USEFUL VOCABULARY
Interrogative Words Transition and Connecting Words Definite Articles Stem-Changing Verbs Additional Grammar¿Por qué? después el/la/los/las tener regular –ar, -er, -ir verbs¿Cuándo? luego querer present progressive¿Dónde? mientras Indefinite Articles dormir tener que + infinitive¿Cuánto? entonces un/una/unos/unas jugar ir + a + infinitive¿Qué? a veces poder ser vs. estar¿Cómo? primero, segundo, etc. preferir noun/adjective agreement
en la mañana, en la tarde, etc. noun/adjective word orderayer Yo-Go Verbsanoche hacerantes ponerdurante traerahora tener (also stem-changing)con jugar (also stem-changing)porqueparapor
Spanish Level II – SY 2013 – 2014
Quarter 1Unit 2A: Tu Día Escolar, Classroom Items, Activities, and RulesAP THEME: Contemporary Life, Science and TechnologyAP SUBTHEME: Education, Social Impact of Technology in the Classroom
Recommended pacing: 3 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons 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 classroomExpress and explain: Ideas using affirmative and negative words.Express opinions and react to: School rules and customs in other countries.
INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to: School activities, subjects, rules, classroom items and good study habits.
PRESENTATIONAL MODE:• Produce oral and written reports on: Present information about school activities, subjects, a favorite class, and rules.
CULTURES:• Explore attitudes when reacting to: Student-teacher relationships in a school setting.
CONNECTIONS:• Make connections between: Grading systems in different Spanish-speaking countries
COMPARISONS:• Compare and contrast: Rules and customs in other countries with those of your own school.
Talk aboutclassroom objectsSchool activitiesclassroom rulesimpact of technology in the classroom
Express affirmative andnegative ideasVocabulary
school activitiesschool rulesclassroom objects
Grammar:the verbs tener, hacer, poner, traerthe phrases ‘tener que’, ‘(no) se prohíbe’, and ‘hay que’ followed by an infinitivestem-changing verbsaffirmative and negative words
Spanish Level II – SY 2013 – 2014
Spanish Level II – SY 2013 – 2014
Quarter 1Unit 2A
USEFUL VOCABULARY
What you do in class Classroom Rules School Objects Negative and Affirmative words
Classroom Technology Other Useful Words
aprender de memoria (no) se permite el armario a veces el control remoto ¿Qué más…?contestar a tiempo el asiento algo el laboratorio de
computaciónacabar de + infinitive
dar un discurso empezar el bolígrafo/la pluma
alguien el ratón almorzar
discutir entender el borrador algún/alguna (s) el teclado conocerel informe/el ensayo
entregar el carnet de identidad nadie el teléfono celular el material/los materiales
la tarea la regla/las reglas de la clase
el cuaderno ningún/ninguno-a (s) la computadora el uniforme
el proyecto llegar tarde el lápiz nunca la impresora es necesarioenseñar llegar temprano el sacapuntas siempre la pantalla examinarexplicar prestar atención la carpeta hay que + infinitivehacer una pregunta repasar la cinta adhesiva la materia/las materiaspedir ayuda repetir la grapadora lo que…preguntar respetar la hoja de papel otra vezsacar una mala nota se prohíbe la mochila para + infinitivesacar una buena nota tener que las tijeras sobre…calificaciones los marcadores tener que + infinitive
los materiales
RECYCLED/ONGOING TOPICS/STRUCTURES General review: present tense verbs; stem-changing verbs in the present; go-go verbs, ser and estar, prepositions of location
(al lado de, delante de, detrás de, etc); adjectives to describe the classes (aburrida, difícil, divertida, fácil, interesante, práctica, etc.); and words such as, primer piso, segundo piso, y sótano.
New Grammar: expressions ‘tener que + infinitive’, ‘hay que+ infinitive’, and ‘(no)se prohíbe+ infinitive’; affirmative and negative words;
RESOURCES/ACTIVITIESRealidades II (Chapter 1A), Realidades I (Chapter 6B), visual photos/PowerPoint’s of schools/students in Spanish-speaking countries, newspaper articles on education systems, practice workbook parts I & II, audio and video CDs.
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
View and describe classroom picturesListening exercisesReading Exercises
Students describe to each other their daily class schedule including the location of the classroom, the time, and what is done in the class
Create a visual schedule to presentCreate a graph/chart of differences between school here and in Spanish-speaking countriesCreate a visual chart of your ideal school with favorite rules
Spanish Level II – SY 2013 – 2014
Quarter 1Unit 2B: Tu Día Escolar, Extracurricular ActivitiesAP THEME: Contemporary LifeAP SUBTHEME: Education, Leisure, and Sports
Recommended pacing: 3 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons 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:
comparisons between people, things, or activitiesknowing a person vs. knowing a skill or information
• Express opinions and react to: how long has an activity been going on
INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to: School activities, subjects, rules, classroom items and good study habits.
PRESENTATIONAL MODE:• Produce oral and written reports on: favorite activities and pastimes
CULTURES:• Explore attitudes when reacting to: perspectives on extracurricular activities
CONNECTIONS:• Make connections between: Use of social media (e.g., facebook model) to create projects
COMPARISONS:• Compare and contrast:the different activities and sports of the US and Spanish speaking countriespeople and things
Talk aboutextracurricular activitiesplaceswhat people know (facts) or what they know how to do (skills)how long something has been going on
Vocabularyextracurricular activitiespastimes
Grammarmaking comparisons using tan…como, and tanto(a/s)…comoverbs saber, conocer, and irexpression ‘hace + time’
Understand cultural perspectives on extracurricular activities.
Spanish Level II – SY 2013 – 2014
Quarter 1Unit 2B
USEFUL VOCABULARY
Extracurricular Activities
Athletic Activities Music and Drama Actions Internet Activities Other Useful Words and Phrases
el ajedrez el animador/la animadora
el bailarín/la bailarina
asistir a crear una página de red
¿cuánto tiempo hace que…?
el club/los clubes el entrenador el coro conocer estar en línea el interés
el equipo el hockey el ensayo entrenar hacer una búsqueda entreel fotógrafo/la fotógrafa
hacer gimnasia el/la cantante ganar navegar en la red hace + time + que…
el/la miembro jugar a los bolos el músico/la música
grabar oprimir (aquí) la oportunidad/las oportunidades
el pasatiempo la natación ensayar participar (en) redes sociales me interesala reunión/las reuniones
las artes marciales la orquesta perder enviar un correo electrónico
tan + adj + como
la fotografía el jugador/la jugadora
la banda saber tantos (as) + noun + como
la práctica la canción/las canciones
sacar fotos
las actividades extracurriculares
la voz/las voces
ser miembro de…
los jóvenes tomar leccionesvolver (o-ue)
RECYCLED/ONGOING TOPICS/STRUCTURES
General review: locations such as, el gimnasio, el cine, la sala/el salon de clases, la biblioteca, el laboratorio, la oficina, etc.; the verb ir
New Grammar: Verbs saber and conocer; Making comparisons (más/menos...que, mejor/peor...que, menor/mayor...que, tan/tanto...como); superlatives (el más/menos...de); time expressions (using hace + time + que);
RESOURCES/ ACTIVITIES
Realidades II (Chapter 1B), visual photos/PowerPoint’s of schools/students doing sports, Spanish television news/sports reports (audio and visual), practice workbook parts I & II, audio and video CDs.
ASSESSMENTS/ RUBRICSNOTE: Teachers should 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 sportsCreate a web page to showcase your school activities
Write a letter/e-mail describing your activitiesCreate posters showing favorite hobbies
Create a brochure of your school activitiesGive a speech to ‘incoming’ students to describe what is available
Spanish Level II – SY 2013 – 2014
Quarter 2Unit 3A: Un Evento Especial, Daily Routines and Getting Ready for a Special EventAP THEME: Families and CommunitiesAP SUBTHME: Customs and Ceremonies
Recommended pacing: 2 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons 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 eventTalk about:
Daily routinesGetting ready for a special event
INTERPRETIVE MODE:Demonstrates comprehension of content from reading, watching and listening material relating to: daily routines and getting ready for a special events
PRESENTATIONAL MODE:• Produce an oral report on:
How to prepare for a special eventCompare a special event in the US with those in a Spanish-speaking country
COMPARISONS:• Compare and contrast: different activities/events of the US and Spanish speaking countries
Describe:getting ready for a special event
Talk about daily routines
Vocabularydaily routinespersonal daily routine itemsbody partsevents
Grammarreflexive verbsverbs ser and estarpossessive adjectives (long form)
Spanish Level II – SY 2013 – 2014
Quarter 2Unit 3A
USEFUL VOCABULARY
Getting Ready Things You Need Body Parts Special Events How you feel Other Useful Wordsand Phrases
despertarse (e-ie) el champú el cuerpo el aniversario entusiasmado (a) antes delevantarse el jabón el cepillo la cabeza el baile (formal) nervioso (a) después deprepararse el gel el pelo el bautizo tranquilo (a) depende dearreglarse (el pelo) el desodorante la cara el concurso apurado (a) luegobañarse la pasta dental los ojos la audición/
las audicionescómodo (a) por ejemplo
ducharse el agua de colonia la nariz la boda emocionado(a) mientras (tanto)secarse el maquillaje la boca la cita feliz /contento(a) lentamentelavarse (la cara) el cepillo los labios la confirmación rápidamenteafeitarse el peine los dientes la fiesta de quince años el salón de bellezacepillarse (los dientes/el pelo) el secador la oreja la graduación la quinceañerapeinarse el espejo el cuello la primera comunión el novio / la noviamirarse la ducha el pecho un evento especial te ves (bien)ponerse la toalla el estómago luces (bien)vestirse (e-i) las joyas (de oro/de plata) el brazo primeropintarse (el pelo/las uñas) el cinturón la muñeca finalmentecortarse (el pelo/las uñas) la mano en la mañanaacostarse (o-ue) el dedo en la tardepedir prestado (a) a la pierna / las rodillas en la noche
el pie guapo(a)la piella espaldalas cejaslas pestañas
RECYCLED/ONGOING TOPICS/STRUCTURES General review: present tense, the verbs ser and estar, and telling time.
New grammar structure: reflexive verbs, and possessive adjectives (long form)
RESOURCES/ ACTIVITIES
Realidades II (Chapter 2 A), Realidades I (Chapter 7A), Selecciones, Spanish television (audio and visual), practice workbook parts I & II, audio and video CDs.
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Reading and listening to passages of daily routines and descriptions of events.
Create a personal book/video journal/power point about daily routines.
Create and present a collage of a special event you attended.
Spanish Level II – SY 2013 – 2014
rubrics for speaking and writing IPAs.
Create models to review body parts.Simón dice game.
Write a letter about a special event you are going to.Create invitations to a special event.
Record and present a special event.Create pieces of Dali/Picasso artwork with the body and present.
Quarter 2Unit 3B: Un Evento Especial, Clothing and FashionAP THEME: Beauty and Aesthetics, Families and CommunitiesAP SUBTHEME: Ideals of Beauty, Holidays and Celebrations
Recommended pacing: 2 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons 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: Clothing and fashionAsk for assistance in a shopping situationExpress opinions and react to:
clothing preferencesfashionfit
INTERPRETIVE MODE:Demonstrates comprehension of content from authentic audio visual texts relating to: preferences in attire and personal choice
PRESENTATIONAL MODE:Produce an oral report on: a personal fashion design identifying the clothing worn according to body parts and /or climateEvaluates and interprets written texts and
CULTURES:Investigate fashion styles and costs in Spanish-speaking countries.Discuss different Spanish-speaking fashion designers.
CONNECTIONS:Make connections between fashion styles in Spanish-speaking countries and the U.S.
Make connections between historical contexts and current attitudes towards fashion.
COMPARISONS:• Compare and contrast: traditional clothing from Spanish speaking countries to the U.S.
Talk about:clothing and where to wear itfashion and materialssizing
Vocabulary:clothingshoppingnumbersbody parts
Grammar:stem-changing verbs pensar, querer, and preferirdemonstrative adjectivesverb ‘quedar’ to express fit
Spanish Level II – SY 2013 – 2014
materials on Spanish-speaking fashion designers.
Quarter 2Unit 3B
USEFUL VOCABULARY
About Clothing Types of Fabrics Describing Clothing About Specific Items Other Useful Words and Phrasesel abrigo ¿De qué está hecho (a)? accesible ese/esa ¿Cómo me/te queda(n)?el suéter está hecho (a) de… el estilo esos/esas me/te queda(n) bien/malel traje algodón la marca este/esta apretado (a)el traje de baño cuero la talla estos/estas exagerado (a)el vestido lana el número los/las dos flojo (a)la blusa seda estar de moda un/una llevarla camisa tejido pasado (a) de moda unos/unas pensar (e-ie)la camiseta tela sintética nuevo (a) preferir (e-ie)la chaqueta viejo (a) querer (e-ie)la falda Colores: bonito (a) quizásla gorra claro (a) feo (a) tener razónla sudadera de sólo un color corto (a) escogerlas botas de un sólo color largo (a) ¿Qué te parece?los calcetines oscuro (a) elegante me parece que…los jeans pastel la talla me gustalos pantalones vivo (a) pequeñalos pantalones cortos mediano (a)los zapatos Patrones: grandeel calzado de puntitos extra grandela corbata floreado (a)los guantes rallado (a) / de rayas, a rayasel sombrerola bufanda
RECYCLED/ONGOING TOPICS/STRUCTURES
General review: stem changing verbs pensar, querer, preferir; indefinite articles, body parts; adjective/noun agreementNew grammar: Demonstrative adjectives; verb quedar to express fit.
RESOURCES/ ACTIVITIES
Realidades I (Chapter 7A), Realidades II (Chapter 2 A), Selecciones, Spanish television (audio and visual), newspaper advertisements,authentic clothing items for comparisons, photos/ slideshow of clothing, fashion magazines, practice workbook parts I & II, audio and video CDs.
ASSESSMENTS/ Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish Level II – SY 2013 – 2014
RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Design a clothing item or a fashion according to seasons/weather and/or body partsGive a speech on fashion design
Quarter 2UNIT 4: De Compras, Shopping and PricesAP THEME: Contemporary Life, Global ChallengesAP SUBTHEME: Advertising and Marketing, Economic Issues
Recommended pacing: 4 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinionsS 1.2 Students understand and interpret written and spoken language on a variety of topicsS 3.1 Students reinforce and further their knowledge of other disciplinesS 5.1 Students use Spanish both within and beyond the school settingCOMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to shopping for clothing, gifts, and accessories in the preterite tense.• Discuss and/or debate a variety of stores.• Express opinions and react to
store advertisementsclothing materialsgifts and accessoriespricing
INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to shopping, clothes, gifts, and accessories in the preterite tense.• Evaluate and interpret authentic store
CULTURES:
• Discuss the importance of specialty shops in Spanish-speaking countries.
• Cross Curricular- Reinforce mathematics skills.
• Reinforce knowledge of geography.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards fashion and shopping.
COMPARISONS:• Compare and contrast specialty shops.
• Compare and contrast traditional currencies from Spanish speaking countries to the U.S.
COMMUNITIES:• Explore local stores that sell products from Spanish-speaking countries in your own community.
• Identify local Spanish speaking communities and cultural events.
Describe Events in the Past
Talk about:Shopping and clothingGifts and accessoriesType of storesPricesEvents in the past tense
Vocabulary:ShoppingGift and accessoriesPlaces to shopPrices/Numbers
Grammar:Preterite tense for regular verbs, and –car/-gar/-zar
Spanish Level II – SY 2013 – 2014
advertisements.
PRESENTATIONAL MODE:• Produce an oral or written report on traditional gifts of Spanish-speaking countries.• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to going to the mall.
• Make connections between clothing prices in Spanish-speaking countries and the U.S.
endingsDirect object pronounsDemonstrative adjectivesUsing adjectives as nouns
Understand cultural perspectives on gift-giving and shopping in Spanish-speaking countries.
Quarter 2Unit 4
USEFUL VOCABULARY
Shopping Places Gifts and Accessories Prices/Numbers Sales and Purchases Verbs Related to Shopping
Other Useful Words and Phrases
el almacén el bolsa / la bolsa ¿Cuánto cuesta(n)…? ¿En qué puedo servirle? comprar ¿Cuándo?el centro comercial el llavero costar (o-ue) la caja buscar ayerel mercado el monedero el dólar la caja registradora encontrar (o-ue) anteayer / antierla joyería la billetera el euro el/la dependiente anunciar anochela librería la cartera el peso el cajero / la cajera entrar la semana pasadala zapatería el portafolio las monedas el cajero automático gastar el año pasadola tienda el regalo los billetes el cheque (personal) mirar el pasadola tienda de descuentos el anillo el precio el cheque de viajero pagar (por) recientementela tienda de electrodomésticos la pulsera cien el cupón de regalo probarse inmediatamentela tienda de ropa el reloj doscientos (as) en efectivo regatear abierto (a)las tiendas de especialidades (pescadería, panadería, frutería)
el reloj de pulsera trescientos (as) la tarjeta de crédito vender cerrado (a)
las tiendas departamentales los aretes cuatrocientos (as) en descuento la entradala Red el collar quinientos (as) el descuento la salida¿Dónde? la cadena seiscientos (as) la ganga el letrero
el perfume setecientos (as) la liquidación el marcadolos anteojos / las gafas de sol
ochocientos (as) la oferta ¡Uf!
el disco compacto novecientos (as) alto (a) perdónun videojuego cientos bajo (a) ¡Vamos!el software / el programa de computadora
mil barato (a) en realidad
el teléfono celular caro (a) me/te importa (n)mucho hace + time expressionpocotantotan + adjetivo
Spanish Level II – SY 2013 – 2014
Quarter 2Unit 4
RECYCLED/ONGOING TOPICS/STRUCTURES
Review of: location and position words (a la derecha de, a la izquierda de, al lado de, cerca de, delante de, detrás de, lejos de); hace + time expressionsNew Grammar: Regular preterite tense, including “-car”, “-gar”, and “-zar” verbs; direct object pronouns; demonstrative adjectives; and using adjectives as nouns.
RESOURCES/ ACTIVITIES Realidades I (Chapter 7B), Realildades II (2B), newspaper articles/advertisements, authentic clothing items for ”purchasing”, store advertisements, radio or television advertisements.
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskCreate a chart to compare and contrast places in which you buy gifts (internet, department stores, electronic stores, specialty stores).Listen to an advertisement on the radio for a clothing store that is going out of business, and answer true and false questions about what you hear.
Perform a skit as a sales clerk and a customer.Describe back to school shopping experiences.Create an open-air market for different countries and have students “shop” and talk about preferences and pricing
Create a TV or radio ad for a store.Create a poster to illustrate and describe things you bought for your boyfriend or girlfriend.Write an email to a friend describing what you bought at the mall.
Spanish Level II – SY 2013 – 2014
Quarter 3Unit 5A: Experiencias, Errands & Places in the CityAP THEME: Family and Communities, Contemporary Life, Personal and Public IdentitiesAP SUBTHEME: Customs and Ceremonies, Travel, Beliefs, and Values
Recommended pacing: 2 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.1 Students use Spanish both within and beyond the school settingCOMMUNICATION-Interpersonal -Interpretive -Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:Maintain a discussion related to: Experiencias en la ciudadTalk about:
Errands you did and where you did themCommunity stores and services
Explain: Why you weren’t able to do certain errands or household choresDiscuss: Things you have bought and where you bought them
INTERPRETIVE MODE:• Demonstrates comprehension of content from reading, watching and listening material relating to: errands in the community and household chores
PRESENTATIONAL MODE:• Produce an oral or written report on:
A letter telling someone what chores they should doInteresting places in the city and what to do there
Shopping in open-air markets COMPARISONS:• Compare and contrast: thedifferent places in your community and those of Spanish speaking countries, such as plazas
Talk about running errands in the community
where you wentwhat you bought
Explain why you couldn’t do a certain errand or choreVocabulary:
places around townerrands and chores
Grammar:Direct object pronounsIrregular preterite forms of ir, ser, hacer, tener, estar, poder
Spanish Level II – SY 2013 – 2014
Quarter 3Unit 5A
USEFUL VOCABULARY
Places in the community
About Mail Items in a Sporting-Goods Store
Pharmacy Products About Errands Other Useful Words
el banco echar una carta el equipo deportivo el cepillo de dientes cerrar (e-ie) ¡cómo no!el cajero automático el buzón/ los buzones el palo de golf el champú cobrar un cheque carambael centro el correo la pelota el jabón cortar el césped casiel parque el paquete la raqueta de tenis la pasta dental hacer la cama irel centro comercial el sello los patines cuidar a en seguidael cine enviar (i-í) dar de comer al perro / al gato estarel consultorio la carta devolver (o-ue) (un libro) hacerel hospital la tarjeta postal el médico / la médica hastael museo el/la dentista hasta prontoel restaurante ir a pie las diligencias/los deberesel supermercado la gasolina los quehaceresla biblioteca lavar los platos/la ropa/el coche poderla escuela limpiar el baño porla estación de servicios/las estaciones de servicios
llenar (el tanque) pronto
la farmacia pasar la aspiradora quedarsela gasolinera poner la mesa se me olvidóla iglesia quitar el polvo serla librería sacar (un libro) tenerla piscina se abre todavíala playa se cierra varios(as)la plazala tintorería
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/ RUBRICSNOTE: 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 thereCreate a booklet describing the places
Spanish Level II – SY 2013 – 2014
around your town and what errands you do there
Quarter 3Unit 5B: Experiencias, Traveling, Vacations, Modes of Transportation, and NationalitiesAP THEME: Personal and Public Identities, Contemporary LifeAP SUBTHEME: Nationalism and Patriotism, Travel
Recommended pacing: 2 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.1 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 vacacionesTalk about:
acitivities done on vacationlocal attractions visitedmodes of transportation usedhow the trip wasthe local people
INTERPRETIVE MODE:• Demonstrates comprehension of content from reading, watching and listening material relating to: what someone did and where he went during his vacation
PRESENTATIONAL MODE:• Produce an oral or written report on:
your best trip or vacation
COMPARISONS:Talk about services availableto Spanish-speakers at localtourist attractions
Talk about travelvacationspast events
Vocabulary:vacation placesactivitiesmodes of transportationnationalities
Grammar:Personal ‘a’Regular and irregular preterite for the verbs aprender, salir, ver, and ir
Spanish Level II – SY 2013 – 2014
Quarter 3Unit 5B
USEFUL VOCABULARY
Places to go on Vacation
Things to see on Vacation
Things to do on Vacation Ways to Travel About Your Vacation Other Useful Words
el estadio el animal (comprar) recuerdos a pie ¿Cómo lo pasaste? a tiempoel lago el árbol aprender (a) el aeropuerto ¿Qué hiciste? duranteel lugar el elefante bucear el autobús ¿Qué te pasó? el lugarel mar el león descansar el avión ¿Te gustó? empacarel monumento el mono descansar el barco ¿Viste…? la exposiciónel museo el oso montar a caballo el billete / el boleto como la reservaciónel país el pájaro pasear en bote el camión dime pasarla bien / malel parque de diversiones
el tigre tomar el sol el carro/el coche me divertí tarde
el parque nacional la atracción/las atracciones
tomar fotos el helicóptero el hotel temprano
el río la jirafa visitar el metro el viaje luegoel teatro la serpiente/la culebra el taxi fantástico (a) entoncesel zoológico la tortuga el tren fue un desastre antes / despuesla ciudad en taxi impresionantela obra de teatro la bicicleta ir de vacacioneslas pirámides la motocicleta me gustó
por mar regresarpor tierra salirpor/en tremendo (a)
viviajarvisitar
RECYCLED/ONGOING TOPICS/STRUCTURES
Continued use of the regular preterite, and the irregular preterite of the verbs “ir/ser”New grammar: The personal ‘a’, the irregular preterite of the verb ver
RESOURCES/ ACTIVITIES
Realidades I (Chapter 8A), Realidades II (Chapter Para Empezar), Realidades II (Chapter 3A), Spanish television programs/movie on different vacation destinations, authentic brochures and pamphlets from tourist spots, travel magazines
ASSESSMENTS/ RUBRICSNOTE: Teachers should 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 vacationRead and analyze train/bus/plane/cruise itineraries
Write a letter about a vacation you tookWrite a letter about your dream vacationCreate a scrapbook/collage about a trip
Create a travel plan, including what you need to get ready and an itinerary, and talk about how your travel actually went.Create a commercial for a vacation destination
Spanish Level II – SY 2013 – 2014
Quarter 3Unit 6: Tú y Tu ComunidadAP THEME: Families and Communities, Global ChallengesAP SUBTHEME: Citizenship, Environmental Issues
Recommended pacing: 2 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.1 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 townTalk about:
getting to places around towngood driving habitsmodes of transportation
Give commands to other people
INTERPRETIVE MODE:• Demonstrates comprehension of content from reading, watching and listening material relating to: driving directions and advice
PRESENTATIONAL MODE:• Produce an oral or written report on:
how to get from a starting point to a point of interest
Talk about getting aroundgiving directionspoints of interestgood driving habits
Vocabulary:asking for and giving directionsdriving adviceabout driving
Grammar:Direct object pronouns me, te, nosRegular and Irregular affirmative tú commandsPresent Progressive – irregular forms
Spanish Level II – SY 2013 – 2014
Quarter 3Unit 6
USEFUL VOCABULARY
About Driving To give and Receive Driving Advice To ask for and give Directions Other Useful Wordsel camión/los camiones ¡Basta! ¿Cómo se va…? creerel carro ancho (a) a la derecha decirel coche de acuerdo a la izquierda dormirel conductor /la conductora
déjame en paz aproximadamente este (punto cardinal)
el cruce de calles dejar bajar las escaleras (mecánicas)el peatón despacio complicado (a) leerel permiso de manejar esperar cruzar /
cruzar la callenorte
el Puente estar seguro (a) derecho oesteel semáforo estrecho (a) desde pedirel tráfico exceso de velocidad doblar próximo (a)el/la policía me estás poniendo nervioso (a) el metro repetirla avenida peligroso (a) en medio de seguirla carretera quitar girar servirla cuadra tener cuidado hasta surla esquina ya manejar traerla estatua parar vestirla fuente pasarla parada de (autobús, taxi, etc.) porla plaza quedarla señal de pare/ alto seguir (e-i)los pasillos subirponer una multa tener prisa
tomar
RECYCLED/ONGOING TOPICS/STRUCTURES
Continued use of the present and preterite tenses, and local modes of transportationNew grammar: Direct object pronouns me, te, nos; regular and irregular affirmative tú commands; present progressive – irregular forms
RESOURCES/ ACTIVITIES
RealidadesII (Chapter 3B), Realidades I (Chapter 8A), Selecciones, Spanish television (audio and visual), newspaper articles, authenticmaps and road signs, workbook part 1 and 2.
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Read and listen to advice for establishing good driving habitsRead and listen to driving directions
Create a city map with labelsCreate road signsWrite about things that might happen as
Create a city map with points of interests and labels, then have the class follow your directions to the
Spanish Level II – SY 2013 – 2014
IPAs. you drive that would make you nervous different points of interest.
Quarter 4Unit 7A: Celebrando el Pasado, Childhood ActivitiesAP THEME: Families and CommunitiesAP SUBTHEME: Childhood and Adolescence, Friendship and Love
Recommended pacing: 2 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.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 doneTalk about:
Activities that you used to do as a childPets, toys and games
Describe what you were like as a child
INTERPRETIVE MODE:• Demonstrates comprehension of content from reading, watching and listening material relating to: childhood, pets, toys, and games
PRESENTATIONAL MODE:• Produce an oral or written report on:
What you were like as a child and what you used to do
Compare and contrast nurseryrhymes and songs in Spanish-speakingcountries to those in the US
Talk abouttoysplaying with other childrenwhat you used to dowhat you were like
Vocabulary:ToysAnimalsChildhood activities and placesBehaviors and characteristics
Grammar:The imperfect tense of regular verbs: jugar, hacer, vivirThe imperfect tense of irregular verbs ir, ver, and ser
Spanish Level II – SY 2013 – 2014
Quarter 4Unit 7A
USEFUL VOCABULARY
Toys Animals Things you used to do Places Explaining Actions
Personal Characteristics
Other Useful Words
el columpio el gato coleccionar el jardín de infantes de niño (a) bien educado (a)el dinosaurio el perro ir de campamento el patio de recreo de pequeño (a) consentido (a)el juguete /los juguetes
el pez / los peces la escuela primaria la guardería infantil de vez en cuando creativo (a)
el muñeco la lagartija molestar el vecino /la vecina
desobediente
el oso de peluche la tortuga pelearse la verdad generoso (a)el tren eléctrico saltar (a la cuerda) mentir (e-ie) inquieto (a)el triciclo tirar (la bola, la pelota,
las piedras, etc.)obedecer (c-zc) juguetón / juguetona
la colección /las colecciones
ofrecer mentiroso (a)
la cuerda permitir obedientela muñeca por lo general prudentelos bloques portarse bien/mal tímido (a)
todo el mundo travieso (a)
RECYCLED/ONGOING TOPICS/STRUCTURES
New grammar: Imperfect tense of regular verbs (jugar, hacer, vivir); Imperfect vs. Perfect Preterite; Imperfect tense of irregular verbs ir, ser, ver
RESOURCES/ ACTIVITIES
RealidadesII (Chapter 4A), Selecciones, Spanish television (audio and visual), newspaper articles, newspaper advertisements, toys, pictures, home videos, storybooks
ASSESSMENTS/ RUBRICSNOTE: Teachers should 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 childhoodCreate a fable for other students to readWrite captions to a story using the perfect and imperfect preterite
Write a simple storybook (fictional or personal) to share
Create a home video or slideshow
Spanish Level II – SY 2013 – 2014
Quarter 4Unit 7B: Celebrando el Pasado, Family, Food, and Holiday CelebrationsAP THEME: Families and Communities, Personal and Public Identities, Global ChallengesAP SUBTHEME:: Family Structures, Beliefs and Values, Nutrition and Food Safety
Recommended pacing: 4 weeksTeachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons 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 pastTalk about:
Family and relativesHow people interactSocial/holiday gatheringsFoods served at certain events
INTERPRETIVE MODE:• Demonstrates comprehension of content from reading, watching and listening material relating to descriptionsabout a person from the past, holiday celebrations and family.
PRESENTATIONAL MODE:• Produce an oral or written report on or about:
Compare and contrast types of foods eaten at social gatherings. Talk about
Family and relatives Describe people and
situations in the past How people interact Holiday celebrations
Vocabulary: Family members Holiday celebrations
Grammar: The imperfect tense:
describing a situation in the past
Using reflexives
Spanish Level II – SY 2013 – 2014
Holiday celebrationsSocial gatheringsFamily/friends interactionsFoods served at certain events
Quarter 4Unit 7B
USEFUL VOCABULARY
Family Talking about people About Special Events Food Other Useful Wordsel abuelo la madrastra contar (o-ue) (chistes) ¡Felicidades! arroz con gandules antiguo (a)el bisabuelo la madre el / la bebé alrededor de arroz con leche beberel cuñado la madrina feliz casarse (con) el dulce comerel hermanastro la nieta los mayores cumplir años el helado el cuchilloel hermano la prima llevarse bien/mal charlar el jamón el mantelel hijastro la sobrina llorar divertirse (e-ie) el lechón el platoel nieto la suegra reírse (e-í) el aniversario el pavo el tenedorel padrastro la tía reunirse el carbón (for children who
have been bad)el pescado el vaso
el padre los abuelos el del día festivo el pollo es un sueñoel padrino los hermanos el desfile el postre frecuentementeel primo los padres el día de los Reyes Magos el queso habíael sobrino los parientes Manners and Customs el pesebre el refresco la cucharael suegro los tíos abrazar(se) enorme el rosca/roscón de reyes la mesael tío besar(se) felicitar el turrón la servilletafamilia, la dar(se) la mano hacer un picnic la comida la sillala abuela despedirse (e-i) de la boda la manzana la tazala bisabuela los modales la costumbre las bebidas los regalosla cuñada saludar(se) la fiesta de sorpresa las tapas mientras (que)la hermana sonreír (e-í) la navidad las uvas ofrecerla hermanastra la reunión /
las reunioneslos mariscos poner
la hijastra las fiestas patronales los pastel de tres leches recordar (o-ue)las luces los pasteles retirar(se)los fuegos artificiales los polvorones sentar(se)los villancicos los tamales servir(se)nacerNochebuenaNocheviejaregalar
RECYCLED/ONGOING TOPICS/STRUCTURES Imperfect tense, reflexives, “-ito” and “-isimo”, adjective/noun agreement (review). Present and preterite tense (review)
RESOURCES/ Realidades II (Chapter 4B), family trees, magazines, menus, cookbooks, advertisements, product labels, plastic foods or
Spanish Level II – SY 2013 – 2014
ACTIVITIES pictures of foods, http://onlinefreespanish.com/aplica/lessons/familygame.htm, http://spanishplans.files.wordpress.com/2011/10/simpsonfamilyspanish.jpg, http://www.quia.com/sh/34838.html?AP_rand=1832158196, http://www.questgarden.com/04/55/8/051013102135/t-index.htm,
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Dramatizations WebQuest about a Hispanic holiday, present and do a mock celebrationCelebrate as a class a special Hispanic holiday
Select a Hispanic celebration and present to the classCreate a scrapbook/family photo album and illustrate pictures of family members celebrating a special holiday
LCPS
Spanish III Curriculum GuideWorld Languages and Cultures
LCPS
2013-2014
Spanish III – SY 2013 - 2014AP THEME: Global ChallengesAP SUBTHEME: Environmental issues ***The HEALTH theme has been eliminated from Spanish III, it is covered in Spanish IV***
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits.SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational
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 presentationreflecting current trends and/or attitudes insociety related to The appropriate preparation for Emergencies and Natural Disasters.
CULTURES:• Explore attitudes when reacting to Weather disasters within our community, the United States, and the world.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards historical weather disasters within our community, the United States, and the world..
COMPARISONS:• Compare and contrast The educational preparedness between the United States and Spanish- speaking countries.
COMMUNITIES:• Explore Natural Disasters and emergency preparation in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish- speaking communities and cultural events.
Develop the ability to talk about world events, natural disasters, and relief efforts.
USEFUL VOCABULARY Vocabulary related to news broadcasts, newspaper articles, rescues, extreme weather events, and specific disasters such as hurricanes, floods, fires, floods, tornadoes, etc. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses.
RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5A, Red Cross Book. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, comic strips, listening to: audio/video programs and news broadcasts.
Oral conversations, free talk, fill out a police report/escape routes.
Dramatizations, comic strips, create a public service announcement; report on a natural disaster and effects.
Spanish III – SY 2013 - 2014AP THEME: Global ChallengesAP SUBTHEME: Health issues
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits.SIII.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 presentationreflecting current trends and/or attitudes insociety related to health care, insurance, alternative medicines, medical terminology.
CULTURES:• Explore attitudes when reacting to medical care and ambulance services in Spanish speaking countries.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards international health organizations, further knowledge of basic first aid within our community, the United States, and the world.
COMPARISONS:• Compare and contrast emergency medical care and ambulance services in the United States and Spanish- speaking countries.
COMMUNITIES:• Explore Health and accidents in your own community or your school and compare them to issues in Spanish- speaking communities.
• Identify local Spanish-speaking communities and cultural events.
Develop the ability to talk about health, emergency situations, emergency medical care, and hospital visits.
USEFUL VOCABULARY Vocabulary related to accidents (how/when occurred), emergency room, hospital, medical terminology, body parts, treatments, and first responders. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, and imperfect progressive.
RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5B, role playing, department of health. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, comic strips, listening to: audio/video programs and news broadcasts.
Oral conversations, free talk, fill out a police/medical report, and basic first aid.
Dramatizations, comic strips, create a public service announcement; report on an accident that occurred.
AP THEME: Contemporary LifeAP SUBTHEME: Leisure and Sports, Ideals of Beauty, & Music
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
Spanish III – SY 2013 - 2014SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs.SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational
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 presentationreflecting current trends and/or attitudes insociety related to interviews, reports, event results.
CULTURES:• Explore attitudes when reacting to various Hispanic sports, competitions, and competitive events.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards Past sporting events/competitions (Olympics, World Cup, etc), impact of Hispanic players in the United States..
COMPARISONS:• Compare and contrast Hispanic sporting events to U.S. sporting events.
COMMUNITIES:• Explore Sporting events in your own community or your school and compare them to issues in Spanish-speaking communities.
• Identify local Spanish-speaking communities and cultural events.
Develop the ability to communicate opinions andknowledge of sports, competitions, and contests.
USEFUL VOCABULARY Vocabulary related to athletes, sporting events, competitions, beauty pageants, and contests, different types of sports, interview and commentary vocabulary. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, preterite stem-changing verbs, reflexive verbs.
RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 6A, ESPN Deportes, FIFA, Disney Movie-El Camino al Dorado (Mesoamerican Ball Competition Clip, YouTube), La Pequeña Lulu – El Concurso de Belleza (YouTube) Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, listening to: audio/video of sporting events/contests, interviews, and news broadcasts.
Oral conversations and free talk, debate about sporting events and cultural impact on society around the world.
Dramatizations, comic strips, create presentation on athletes.
AP THEME: Beauty and AestheticsAP SUBTHEME: Ideals of Beauty, Music, Performing Arts, Social impact of technology
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.
Spanish III – SY 2013 - 2014SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits.SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational
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 culturalperspectives on televisionprograms and movies inSpanish-speaking countries, discuss movie plots and characters, give opinions about movies.
USEFUL VOCABULARY Vocabulary related to movies, rentals, actors, acting, television programs, genres, roles, scenes, characters, critiques. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to present perfect, review of verbs used with indirect object pronouns.
RESOURCES/ ACTIVITIES Spanish television programs, Realidades 2 Chapter 6B, TV Guide, People en Español, Selecciones, Disney Movie – The Incredibles, Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues/reviews, comic strips, listening to: audio/video reviews.
Oral conversations, free talk, discuss: movies, opinions, actors, rating.
Dramatizations create a movie or trailer.
AP THEME: Families and CommunitiesAP SUBTHEME: Customs and Values
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.
Spanish III – SY 2013 - 2014SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits.SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational
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 generallydo, understand culturalperspectives on recipes, foodpreparation, special foods andoutdoor food vendors, discussfood and outdoor cooking, tellpeople what to do or not to do,indicate duration, exchange,reason, and other expressions
USEFUL VOCABULARY Vocabulary related to names of foods, items in the kitchen, recipes, food preparation, outdoors, eating outdoors, describing the foods and the outdoors. See attached vocabulary list.
RECYCLED/ONGOING TOPICS/STRUCTURES Review affirmative and negative tú commands. Introduction to affirmative and negative Usted and Ustedes commands, the impersonal se, and por vs. para.
RESOURCES/ ACTIVITIES Spanish cooking shows, Spanish recipe books, Realidades 2 Chapter 7A and 7B, Disney movie – Ratatouille. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, comic strips, listening to: audio/video programs and cooking shows.
Oral conversations, free talk, write an invitation for a picnic, create a menu, write an original recipe.
Dramatizations, comic strips, create advertisement for a cooking show, create an advertisement for a kitchen appliance or cooking product.
AP THEME: Contemporary LifeAP SUBTHEME: Travel
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.
Spanish III – SY 2013 - 2014SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.SIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the Spanish language.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational
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
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, comic strips, listening to: audio/video programs and news broadcasts.
Oral conversations, free talk, create a travel itinerary with travel recommendations, fill out airport and customs forms, and perform basic first aid.
Dramatizations, comic strips, create a commercial promoting tourism, design a poster to put in an airport stating rules and regulations for proper tourist behavior, create a travel brochure, create a scrapbook or a VoiceThread of a past vacation.
AP THEME: Contemporary LifeAP SUBTHEME: Professions ***This unit was added to the Spanish III curriculum as a brief review to reinforce the future tense. ***
Recommended pacing: 2 weeks
Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.
Spanish III – SY 2013 - 2014SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs.SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational
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
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues, listening to: audio/video of interviews and classified ads.
Oral conversations and free talk, debate about different educational choices, future plans, and fill out job applications.
Dramatizations, comic strips, create presentation on various career and education choices, create a commercial for a job fair, and participate in a job fair.
AP THEME: Global ChallengesAP SUBTHEME: Environmental Issues
Recommended pacing: 4 weeks
Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs.SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.
Spanish III – SY 2013 - 2014SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational
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/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues/reviews, comic strips, listening to: audio/video on environmental concerns.
Oral conversations, free talk, discuss: recycling, conservation, endangered species.
Public service announcements, create a poster/collage advertising how to resolve some environmental issues, and debate on an issue.
AP THEME: Science and TechnologyAP SUBTHEME: Future Technologies, The New Media, and Social Impact of Technology
Recommended pacing: 2 weeks
Virginia State Foreign Language Standards of Learning for Level 3SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.SIII.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
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
Spanish III – SY 2013 - 2014-Presentational (Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to The use of technology.• Discuss and/or debate Technological advances.• Express and explain The use of technology.• Express opinions and react to Technological advances.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to The use of technology.• Evaluates and interprets written texts and materials on The use of technology and technological advances.PRESENTATIONAL MODE:• Produce oral and written reports on The use of technology.• Produce an activity showing Technological advances.• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Technological advances and the use of technology.
CULTURES:• Explore attitudes when reacting to the impact and use of technology in Spanish-speaking countries.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards technological uses and advances in the United States and the world.
COMPARISONS:• Compare and contrast the technological advances in the United States and Spanish- speaking countries.
COMMUNITIES:• Explore Technology usage in your own community or your school and compare them to issues in Spanish- speaking communities.
• 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/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWritten dialogues/reviews, comic strips, listening to: audio/video on the use of technology and technological advances.
Oral conversations, free talk, discuss: the use of technology and technological advances.
Continuous computer lab usage; creating their own Spanish language webpage; web quests; create a pamphlet for the school TRT in Spanish on computer usage
LCPS
Spanish IVH Curriculum GuideWorld Languages and Cultures
LCPS
2013-2014
Spanish IV Honors– SY 2013 - 2014
AP THEME: Contemporary Life
AP SUBTHEME: Leisure and Sports, Housing and Shelter, Travel
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language. •SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
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 presentationreflecting current trends and/or attitudes insociety related to safety and respect for the environment while camping or enjoying
CULTURES:• Explore attitudes when reacting to ecotourism and the treatment of nature by ecotourists.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards national parks and ecotourism.
COMPARISONS:• Compare and contrast national parks.
COMMUNITIES:
• Explore camping/ ecotourism in your own community or your school and compare them to issues in Spanish- speaking communities.
• Identify local Spanish- speaking communities and cultural events related to camping and ecotourism.
•Preterit/imperfect•Present subjunctive with verbs of influence•camping vocabulary•ecotourism vocabulary
Spanish IV Honors– SY 2013 - 2014
ecotourism.
USEFUL VOCABULARY acercarse a, andar, dar un paseo, dejar de, escalar, perderse, refugiarse, el desierto, hermoso, -a,la naturaleza, el paisaje, el refugio, la roca, la sierra, el valle, los binoculares, la brújula, la linternael repelente de insectos, el saco de dormir, la tienda de acampar, caer granizo, el granizo, el relámpago,el trueno, suceder, tener lugar, al amanecer, al anochecer, al principio, un rato, una vez allí, el abrelatas,la balsa, el bote inflable, la cantimplora, la caña de pescar, el casco, el chaleco salvavidas, los fósforos,la leña, el remo, el amanecer, el atardecer, en mediodía, la puesta del sol, la salida de sol, el sendero
RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, outdoor vocabulary, present subjunctive
RESOURCES/ ACTIVITIES Create a brochure with how to and safety tips for a camping trip, Public Service Announcement about safe camping/ use of nature, Plan an excursion to a National Park presenting ecotourism events and activities, Stage an actual campsite in the classroom or courtyard to introduce or practice vocabulary, Websites for national parks (el Yunque - http://www.fs.usda.gov/elyunque, Parques nacionales de España -http://reddeparquesnacionales.mma.es/parques/index.htm), http://www.ver-taal.com/telediario.htm
Research national parks, dialogues about trips, discuss weather, songs: Zambambazo.com, news aboutcurrent weather events, readings from Aventuras Literarias : "Una Carta a Dios" p. 57, "PoemaXXIII" p. 96, Ventanas Dos: "Al Aire Libre" p. 54, Conversación y Controversia: "Los Climas" p..138, Read "Los Ojos de Carmen" by Blaine Ray, Ch. 1 of Realidades 3, list of cohesive devices for writing.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWriting based on the analysis of a listening and writing source.
Simulated conversation about a camping trip.
Present a plan for 3 day itinerary to a National Park of student’s choosing.
Spanish IV Honors– SY 2013 - 2014
AP THEME: Global ChallengesWe added the environment (Ch 9) to the first quarter because we felt that it lends itself to the camping topic we will explore at the beginning of the year.AP SUBTHEME: Environmental Issues
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:• Maintain a discussion related to conservation of the environment and where the environment is headed in the future.
• Discuss and/or debate the most important environmental issue.
• Express and explain how to conserve the environment.
• Express opinions and react to the role of the individual citizen in the conservation of the environment.
INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to conservation of the environment.
• Evaluates and interprets written texts and materials on conservation of the environment.
CULTURES:• Explore attitudes when reacting to the conservation of the environment.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards conservation of the environment.
COMPARISONS:• Compare and contrast views towards conservation of the environment in the U.S. and Spanish- speaking countries.
COMMUNITIES:
• Explore conservation of the environment in your own community or your school and compare them to issues in Spanish- speaking communities.
• Identify local Spanish- speaking communities and cultural events related to conservation of the environment.
•Preterit/imperfect•Present subjunctive with verbs of influence•environment vocabularyFuture tense
Spanish IV Honors– SY 2013 - 2014
PRESENTATIONAL MODE:• Produce oral and written reports on conservation of the environment.
• Produce an activity showing how to reduce, reuse and recycle to conserve the environment.
• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to the conservation of the environment.
USEFUL VOCABULARY el aerosol, la contaminación, contaminado -a, el derrame de petróleo, el desperdicio, la fábrica, el pesticida, el petróleo, la pila, la batería, químico –a, el recipiente, el veneno, económico –a, la protección, el recurso natural, suficiente, afectar, agotar(se), amenazar, atrapar, castigar, colocar, conservar, crecer, dañar, depender de, derretir, deshacerse de, desperdiciar, detener, disminuir, echar, explotar, fomentar, limitar, producir, promover (ue), la caza, (en) peligro de extinción, la piel, la pluma, salvaje, el agujero, la amenaza, a menos que, con tal que, debido a, la electricidad, en cuanto, la escasez, estar a cargo de, excesivo –a, la falta de, el gobierno, grave, la limpieza, tan pronto como, tomar conciencia de, tomar medidas, la atmósfera, la capa de ozono, el clima, el efecto invernadero, el hielo, la preservación, el recalentamiento global, el rescate, la reserva natural, la selva tropical, la tierra, el ave, el águila calva, pl. las águilas calvas, la ballena, la especie, la foca
RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, environmental vocabulary, present subjunctive
RESOURCES/ ACTIVITIES Internet link activity Chapter 9 (http://www.fan-bo.org/fan/), http://www.greenpeace.org/mexico/es/, http://www.ver-taal.com/telediario.htm Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWrite an article for your school newspaper about how students can conserve the environment using a listening and writing source to write the article.
Simulated conversation about the environment.
Illustrated narrative expressing an endangered animal’s point of view – why is the animal endangered and what needs to be done to help change its fate.
Spanish IV Honors– SY 2013 - 2014
AP THEME: Beauty and Aesthetics
AP SUBTHEME: Performing Arts, Visual Arts, Contributions to World Artistic Heritages, Music, Ideals of Beauty, Architecture
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.;•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.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, architecture, and/or theater.
• Evaluates and interprets written texts and materials on art, dance, music, architecture, ,and/or theater.
PRESENTATIONAL MODE:• Produce oral and written reports on the history of art, dance, music and/or theater.
CULTURES:• Explore attitudes when reacting to a work of art Or example of architecture
CONNECTIONS:• Make connections between historical contexts and current attitudes towards works of art or building.
COMPARISONS:• Compare and contrast views towards works of art or architecture over the years in different countries and styles.
COMMUNITIES:• Explore works of art or architecture in your own community or your school and compare them to issues in Spanish- speaking communities.
• Identify local Spanish -speaking communities and cultural events related to art, dance, theater, architecture, and/or music.
•Preterit/imperfect•Present subjunctive with verbs of influence•art/music/theater/dance/ architecture vocabulary
Spanish IV Honors– SY 2013 - 2014
• Produce an activity showing understanding of an artist’s style and life.
• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to music, art, dance and/or theater.
USEFUL VOCABULARY expresarse, sonar a, el sentimiento, inspirar, el autorretrato, el siglo, mostrar, el fondo, el taller, pararse, la fuente de inspiración, el tema, parecerse a, la pintura, parado/a, realizar, el retrato, sentado/a, destacar(se), la escultura, la paleta, la cerámica, el espectáculo, el pincel, la entrada, la figura, abstracto, el escenario, la naturaleza muerta, el/la escultor/a, la obra de arte
RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, art/dance/music/theater vocabulary, present subjunctive, ser/estar, estar + participio pasado
RESOURCES/ ACTIVITIESInternet virtual museum - www.museodelprado.es/en ; Realidades III chap. 2; Draw a famous work basedon an oral description; Critical reviews of famous works; Readings from Ventanas Dos: "De Paseo porEl Prado" p. 46, "Arte del Mundo Hispano" p. 60 ; art books and museum guides, list of cohesivedevices for writing., http://www.ver-taal.com/telediario.htm. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writings.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWriting based on the analysis of a listening and writing source.
Interview a student about a personal work of art.
Write an imaginary interview of a famous artist.
Research an artist (musical artist, painter, sculptor, playwright, etc.), create a work of art in the style of the artist and present a brief presentation about the artist’s life.
Spanish IV Honors– SY 2013 - 2014
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:•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.
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 IV Honors– SY 2013 - 2014
PRESENTATIONAL MODE:• Produce oral and written reports on healthy diets or exercise plans.
• Produce an activity showing an exercise routine.
• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to dieting and/or the different diets available.USEFUL VOCABULARY la alergia, el antibiótico, la aspirina, estar resfriado, -a, estornudar, la fiebre, el grado
centigrado, la gripe, el jarabe, la tos,el corazón, el músculo, el oído, el pecho, aconsejar, contener, desarrollar, evitar, exigir, incluir, quejarse, saltar (una comida), tomar, abdominales, el calambre, débil, ejercicios aeróbicos, estar en forma, estirar, flexionar, fuerte, la fuerza, hacer bicicleta, hacer cinta/caminadora, hacer flexiones, relajar(se), respirar, yoga, la alimentación, los alimentos, apropiado -a, el calcio, el carbohidrato, la comida basura/chatarra, la dieta, la edad, la energía, equilibrado, -a, la estatura, la fibra, el hábito, alimenticio, el hierro, lleno, -a, la merienda, nutritivo, -a, el peso, la proteína, saludable, vacío -a, la vitamina, aguantar, aunque, el consejo, la manera, el nivel, caerse de sueño, concentrarse, confianza en sí mismo -a, estar de buen / mal humor, el estrés, estresado -a, preocuparse, sentirse fatal
RECYCLED/ONGOING TOPICS/STRUCTURES Commands, Subjunctive, Direct/Indirect Object Pronouns
RESOURCES/ ACTIVITIES http://www.choosemyplate.gov/en-espanol.html (description of food pyramid in Spanish), http://kidshealth.org/parent/en_espanol/general/myplate_esp.html,http://www.eligevivirsano.cl/wp-content/uploads/2012/01/Guia-Alim-ActFis-y-Tabaco_Minsal2.pdfTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead an article about healthy eating, watch a video about childhood obesity, and write a wellness plan for someone your age.
Write a dialogue between a student and a personal trainer.
Write a dialogue between two students in which one makes suggestions for improving the other student’s lifestyle.
Make a promotional video advertising a new exercise/diet plan (student must explain meals for a given day and lead exercises).
Spanish IV Honors– SY 2013 - 2014
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:•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.
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 IV Honors– SY 2013 - 2014
PRESENTATIONAL MODE:• Produce oral and written reports on suggestions for conflict resolution.
• Produce an activity showing conflict resolution.
• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to conflict resolution/relationships.
USEFUL VOCABULARY Production: apoyar(se), pensar en sí mismo, comprensivo/a, caerse bien/mal, romper con, infantil,confiar, resolver, (in)maduro, contar con, tener la culpa, (ir)responsable, discutir, la amistad,juntos/as, engañar, la cualidad, justo/a, esperar que, agradable, ojalá, extrañar, amable,¡Qué va!,guardar (un secreto), amistoso/a, ¡Yo no fui!, hacer caso, antipático/a, ¡Déjame en paz!, mejorar,cariñoso/a, ¡Basta ya!, molestar, celoso/a; tener celos, pedir perdón, chismoso/a; chismearRecognition: aceptar tal como (ser), mentir, casado/a, acusar, pelearse; la pelea, consentido/a,alegrarse, ponerse de acuerdo, egoísta, arrepentirse, reconciliarse, mal educado/a, atreverse,reconocer, perezoso/a, burlarse de, temer que, puntual, desconfiar, tener paciencia, soltero/a, estarequivocado/a, el comportamiento, travieso/a, llevarse bien/mal con, el malentendido, vanidoso/a,llorar, ambicioso/a
RECYCLED/ONGOING TOPICS/STRUCTURES Subjunctive, Nosotros Commands, Por/Para, Present Perfect
RESOURCES/ ACTIVITIESMovies: "Viva Cuba", “La Misma Luna”, telenovelas, Songs: "Pobre Juan" by Maná, "Mojado" &"Si el Norte fuera el Sur" by Ricardo Arjona. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writings.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead/Listen to a conflict and then write about the two sides of the conflict or pick a side and defend it.
Give students a topic (a break-up, misunderstanding with a best friend or parent, etc.) and have them present a dialogue in groups of two.
Write an e-mail describing a problem/conflict to “Dear Abby” / La Doctora Corazón or respond to a pre-written e-mail as “Dear Abby”.
Write/Speak about a conflict they have had in their life and how they resolved it.
Spanish IV Honors– SY 2013 - 2014
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:•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.
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 IV Honors– SY 2013 - 2014
• Express opinions and react to what it would be like to work different jobs.
INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to employment/job choice
• Evaluates and interprets written texts and materials related to employment.
PRESENTATIONAL MODE:• Produce oral and written reports on careers.
• Produce an activity showing understanding of skills/abilities need for different types of jobs.
• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related the economy and employment..USEFUL VOCABULARY el anuncio clasificado, los beneficios, el/la cliente(a), la compañía, el/la dueño(a), la fecha de
nacimiento, el/la gerente, el puesto, el salario/el sueldo, la solicitud de empleo, la computación, el/la consejero(a), el/la mensajero(a), el/la niñero(a), el/la repartidor(a), el/la recepcionista, el/la salvavidas, agradable, dedicado, -a, flexible, injusto, -a, justo, -a, puntual, la responsabilidad, responsable, los conocimientos, la entrevista, la habilidad, la referencia, el requisito, a tiempo completo, a tiempo parcial, atender, construir (i➞y), cumplir con, donar, encargarse(de)(g➞gu), juntar fondos, presentarse, reparar, repartir, seguir (+ gerund), sembrar (ie), soler (ue), solicitar, la campaña, el centro de la comunidad, el centro de rehabilitación, el centro recreativo, la ciudadanía, el/la ciudadano(a), el comedor de beneficencia, los derechos, la gente sin hogar, el hogar de ancianos, la ley, la manifestación, la marcha, el medio ambiente, el servicio social, la sociedad, beneficiar, educar, garantizar, organizar, proteger, a favor de, en contra (de), me es imposible, me encantaría, me interesaría, el/la abogado(a), el/la arquitecto(a), el/la banquero(a), el/la científico(a), el/la cocinero(a), el/la contador(a), el/la diseñador(a), la empresa, las finanzas, el hombre de negocios, la mujer de negocios, el/la ingeniero(a), el/la jefe(a), el/la juez(a), el/la peluquero(a), el/la programador(a), el/la redactor(a), el/la traductor(a), ambicioso, -a,capaz, cuidadoso, -a, eficiente, emprendedor, -a, maduro, -a
RECYCLED/ONGOING TOPICS/STRUCTURES Subjunctive, Future, Conditional, Perfect Tenses, Demonstrative Pronouns
RESOURCES/ ACTIVITIESClassified ads in Spanish, Job applications written in Spanish that can be found online or in the community.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead a classified ad and apply for a job citing the skills that they have
Write a dialogue in groups of two in which one student is the employer
Present information to the class about the education/experience
Spanish IV Honors– SY 2013 - 2014
that would make them a good candidate for the job.
and one is the person applying for the job.
Create a pretend job fair in the classroom.
needed for different careers.
AP THEME: Personal and Public Identities
AP SUBTHEME: Beliefs and Values, Multiculturalism
Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.•SIV.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.
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 IV Honors– SY 2013 - 2014
• Express opinions and react to the role of student government in a high school.
INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to student government and student rights and responsibilities.
• Evaluates and interprets written texts and materials related to student government and student rights and responsibilities.
PRESENTATIONAL MODE:• Produce oral and written reports on student government and student rights and responsibilities.
• Produce an activity showing understanding of student government and student rights and responsibilities.
• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related student government and student rights and responsibilities.
USEFUL VOCABULARY asegurar, el desempleo, el punto de vista, deber, la felicidad, la razón, funcionar, la igualdad, la tolerancia, sufrir, la justicia, ambos, tratar bien/mal, la libertad, libre, votar, la paz, la desigualdad, la pobreza, discriminar, el estado, el pensamiento, el apoyo, la garantía, la prensa, el castigo, la injusticia, mundial
RECYCLED/ONGOING TOPICS/STRUCTURES present subjunctive with impersonal expressions, commands
RESOURCES/ ACTIVITIESRealidades 3-chapter 10, newsinslowspanish.com, washingtonhispanic.com, tiempolatino.com, song: "Justicia, Tierra y Libertad" by Maná, Mock Trial, movie: "Casi Casi", list of cohesive devices for writing, book: "Vida y Muerte en la Mara Salvatrucha." Selections from Conversación y Controversia: "La pena capital...muerte" p. 141, "La popularidad" p. 32, Aventuras Literarias "Mi Raza" p. 136. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead an election speech and listen to a related listening and answer questions related to both.
Simulated conversation – interview between old student government president and candidate for student government president.
Class election – students must present why their candidate is the best for the position of president (persuade others).
Spanish IV Honors– SY 2013 - 2014
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:•SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topicsrelated to contemporary and historical events and issues.•SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.•SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources.•SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.•SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures.•SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.•SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community.•SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language.•SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.COMMUNICATION-Interpersonal -Interpretive-Presentational
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.
CULTURES:• Explore attitudes when reacting to future/technologies/professions in the future.
COMPARISONS:• Compare and contrast future/technologies/professions in the future in US and Spanish-speaking countries.
COMMUNITIES:
Present/Imperfect Subjunctive
Future Conditional Perfect tenses Direct and Indirect
Object Pronouns
Spanish IV Honors– SY 2013 - 2014
• Express opinions and react to new inventions.
INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to future/technologies/professions in the future.
• Evaluates and interprets written texts and materials related to future/technologies/professions in the future.
PRESENTATIONAL MODE:• Produce oral and written reports on future/technologies/professions in the future.
• Produce an activity showing understanding of future/technologies/professions in the future...• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to future/technologies/professions in the future.
CONNECTIONS:• Make connections betweenfuture/technologies/professions in the future.
• Explore future/technologies/professions in the future of the Spanish-speaking world.
USEFUL VOCABULARY ahorrar, graduarse, la minoría, aumentar, lograr, la mayoría, averiguar, el desarrollo, la solicitud de empleo, contratar, el/la dueño/a, el sueldo, (des)aparecer, el/la gerente, a tiempo completo, descubrir, el hombre/la mujer de negocios, a tiempo parcial, despedir, el idioma, la lengua, encargarse (de), el/la jefe/a, curar, la entrevista, entrevistar, la máquina, el anuncio clasificado, la habilidad, la destreza, los medios de comunicación, los beneficios, el hogar de ancianos, la referencia, el colegio, la industria, el requisito, la empresa, el invento, la universidad, garantizar, seguir (+ gerundio) , capaz, habrá, seguir una carrera, como si fuera, mudarse, tomar decisiones, algún día, eficiente, cuidadoso/a, haré lo que me dé la gana
RECYCLED/ONGOING TOPICS/STRUCTURES The present perfect, past perfect, demonstrative adjectives and pronouns, the future, direct andindirect object pronouns
RESOURCES/ ACTIVITIESRealidades 3 Chapters 5 & 6, personal ads in newspapers, selections from Conversación yControversia: "El año 2100", Movie, "La Misma Luna", Songs "Pobre Juan" by Maná, "Mojado" &"Si el Norte fuera el Sur" by Ricardo Arjona, list of cohesive devices for writing.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writings.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead an article about technology and listen to a related audio. Answer questions about both.
Simulated conversation – conversation about future plans.
Present about what will happen in their lives in the future.
.
Spanish IV Honors– SY 2013 - 2014
LCPS
Spanish VH Curriculum GuideWorld Languages and Cultures
LCPS
2013-2014
Spanish V Honors– SY 2013 - 2014
AP THEME : Personal and Public IdentitiesAP SUBTHEME : Alienation and Assimilation, Language and Identity, Multiculturalism, Nationalism and Patriotism
Essential Question : How do history and geography affect language and culture ?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level 5:National/State Standards:S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.S2: Students will understand and interpret spoken and written language on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participationCOMMUNICATION-Interpersonal -Interpretive-Presentational
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/STRUCTURESPresent tense, ser vs. estar, gustar & similar verbs, nouns & articles
RESOURCES/ ACTIVITIESStudents research 2-3 major political parties of Spain. Have some students represent a particular political party and present their political platform. Conduct a mock election where students must justify their choice.Students select a controversial current event in Spain (the veil issue, bullfighting polemic). Have students come up with advantages and disadvantages (Using a Venn diagram or other graphic organizer)
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish V Honors– SY 2013 - 2014
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
The students will read (as a class lead by the teacher) one of the literary works from the pacing guide. Have students find symbols and roles and discuss, analyze. This could be in oral or written production form.
Students will create a skit or dialogue that demonstrates knowledge of regionalism in Spain.
Students research and give a ppt. presentation of different cultural aspects of Spain. Examples: Festivals (La Tomatina, La fiesta de San Fermín, las Fallas, La Feria, San Isidro , Semana Santa, Corpus Cristi, Los Castillos, Santiago de Compostela), holidays, regions, etc.
Spanish V Honors– SY 2013 - 2014
AP THEME : Contemporary LifeAP 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 5:S2: Students will understand and interpret spoken and written language on a variety of topics.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.COMMUNICATION-Interpersonal -Interpretive-Presentational
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/STRUCTURESAdjectives, passive voice, negative & affirmative expressions, summary of the indicative vs. subjunctive
RESOURCES/ ACTIVITIESStudents read a text written using high frequency words from Spain that may have a different connotation/denotation in different areas. The students will attempt to identify the Latin American version of the Spanish words. Example: Almuerzo = morning snack in Spain. Almuerzo = lunch in most of Latin America.Students read an excerpt from El poema de Mio Cid. Students use the Internet to find examples of how El Cid is represented in Spain. Students compare El Cid to an American hero of their choice, including both their lives and their representations today.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher ExchangeASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish V Honors– SY 2013 - 2014
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 V Honors– SY 2013 - 2014
AP THEME : Personal and Public IdentitiesAP SUBTHEME : Multiculturalism, Nationalism and Patriotism, Alienation and Assimilation, Language and Identity
Essential Question : What is Spain’s impact on the world ?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level 5: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/STRUCTURESPero vs. sino, time expressions with hacer, use of the infinitive, transitional expressions
RESOURCES/ ACTIVITIESThe students work in pairs to come up with Spanish words and expressions commonly used by English speakers.Research and describe (written or orally) the economic impact brought by the Spaniards to the New World. Examples: Grapes,
Spanish V Honors– SY 2013 - 2014
sugar, bananas, oranges, horses, cattle, coffee, pigs, chickens.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents will select one of the four trips of Christopher Columbus and write journal entries (ship-log) from the perspective of a crew-member on the ship. They should include the name of the ship, and they should provide background information on the trip.
Students will role play the interaction of the Spaniards/Natives upon arrival in the New World.
The students will research one of the following themes to orally present to the class: (1) Justify why October 12 has a different name and meaning in Spain and Latin America: Día de la Hispanidad vs. Día de la Raza. (2) Research and describe the economic impact brought by the Spaniards to the New World and vice versa. Examples: Spain: Grapes, sugar, bananas, oranges, horses, cattle, coffee, pigs, chickens, etc. New World: gold, chocolate, tomatoes, squash, etc.
Spanish V Honors– SY 2013 - 2014
AP THEME : Global ChallengesAP 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 5:S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.S2: Students will understand and interpret spoken and written language on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.COMMUNICATION-Interpersonal -Interpretive-Presentational
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/ ACTIVITIESThe students watch the movie La misma Luna and write an essay related to who is the most affected, the one who leaves or the one left behind.Students use an online Spanish language newspaper to find a current event related to migration in Mexico, Guatemala, Honduras, El Salvador. They write an editorial in response to the event. Students later edit their writing with teacher guidance.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish V Honors– SY 2013 - 2014
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Students use online Spanish language newspapers to find a current event related to migration in Mexico, Guatemala, Honduras, El Salvador. They write an editorial in response to the event. Students later edit their writing with teacher guidance.
The students debate the advantages and disadvantages of immigration based on the information they have researched.
The students watch the movie Al OtroLado (or similar resource: movie, song, etc.) and speak for 2-3 minutes from the perspective of an immigrant or a family member who has been left behind. They should include in their speech what two countries are represented and the struggles and obstacles they have to overcome in their situation.
Spanish V Honors– SY 2013 - 2014
AP THEME : Global ChallengesAP SUBTHEME : Human Rights, Peace and War, Economic issues
Essential Question : What role do cartels and drug trafficking play in global economy and social issues?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level 5: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/STRUCTURESProgressive forms, telling time, the subjunctive in adjective clauses, reflexive verbs
RESOURCES/ ACTIVITIESStudents use an online Spanish language newspaper to find a current event related to drug trafficking in Mexico, Guatemala, Honduras, El Salvador. They write an editorial in response to the event. Students later edit their writing with teacher guidance.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish V Honors– SY 2013 - 2014
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
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 V Honors– SY 2013 - 2014
AP THEME : Personal and Public IdentitiesAP SUBTHEME : Multiculturalism, Language and Identity, Nationalism and Patriotism
Essential Question : How can indigenous cultures influence the development of identity?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level 5: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/STRUCTURESPor vs. para, to become, prepositions, past subjunctive
Students discuss Mesoamerican indigenous cultures based on their research and identify how it has impacted the culture of
Spanish V Honors– SY 2013 - 2014
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/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents will read articles on different indigenous topics at different learning stations and will complete an information packet to summarize their learning.
After reading an authentic article from the Mesoamerican countries about struggles the indigenous cultures face presented by the teacher, half of the students will take the “pro” side and half will take the “con” side and will debate. (Example: http://www.consumer.es/web/es/solidaridad/2004/02/25/96216.php or other similar article)
Students will orally present how indigenous cultures have been, and will be, important in preserving the national identity of a specific country.
Spanish V Honors– SY 2013 - 2014
AP THEME : Global ChallengesAP 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 5:S2: Students will understand and interpret spoken and written language on a variety of topics.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S5: Students will reinforce and expand their knowledge of other areas of study through the world language.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.COMMUNICATION-Interpersonal -Interpretive-Presentational
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/STRUCTURESThe subjunctive in noun clauses, object pronouns, commands
In small groups, choose one of the focus countries, research the various extremist groups on the
Spanish V Honors– SY 2013 - 2014
RESOURCES/ ACTIVITIES internet/library and make a chart comparing and contrasting the viewpoints of the groups.Students choose one of the focus countries, construct and illustrate a timeline showing the political development from Spanish conquest OR independence to the present,with an emphasis on extremist influence.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents research the viewpoints of an extremist group in one of the countries and complete a graphic organizer on the positive and negative effects of the group’s activities.
Students read a classmate’s editorial and respond in writing asking questions and commenting.
Students write an editorial for a newspaper, either supporting or criticizing one of the extremist groups they have researched.
Spanish V Honors– SY 2013 - 2014
AP THEME : Beauty and AestheticsAP 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 5:S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S5: Students will reinforce and expand their knowledge of other areas of study through the world language.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.COMMUNICATION-Interpersonal -Interpretive-Presentational
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 V Honors– SY 2013 - 2014
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Students will read the poem(s) associated with the United Fruit Company and identify and research the dictators mentioned in the poem.ANDStudents will listen to a song and illustrate their interpretation of the song and how it has to do with dictatorships. (Examples of songs: “El Politico” by Kinito Mendez, “Me cambiaron las preguntas”by Santarosa, “Señor Matanza” by Manu Chao)
Students create a mock radio interview with partners based on the artists they have researched in the “Presentational Task”. They should include questions about the interpretation and meaning of their art.
Students choose an artist who has been influenced by a political system and research and prepare ppt/brochure/poster/presentation, etc.
Spanish V Honors– SY 2013 - 2014
AP THEME : Science and TechnologyAP SUBTHEME : Future Technologies, Social Impact of Technology
Based on the example of the Panama Canal, how can technology shape the dynamics of trade patterns?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level 5: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/STRUCTURESrelative pronouns, qué vs. cuál, the neuter lo, if clauses
RESOURCES/ ACTIVITIESStudents read article in portfolio on proposed Chinese-Colombian canal and create a Venn diagram comparing and contrasting the two canals.Students watch video on Panama Canal and summarize key points on Promethean board.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
Spanish V Honors– SY 2013 - 2014
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 V Honors– SY 2013 - 2014
AP THEME : Families and CommunitiesAP 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 5:S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.COMMUNICATION-Interpersonal -Interpretive-Presentational
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/STRUCTURESsubjunctive in adverbial clauses, comparatives and superlatives, adverbs, diminutives and augmentatives
RESOURCES/ ACTIVITIESIn pairs, students write a dialogue between a member of a past totalitarian government and a victim of torture or a child of “desaparecidos”. Present the dialogues in class.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
Spanish V Honors– SY 2013 - 2014
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents watch movie “Cautiva ” or “La historia oficial ” and explain in writing how government policies affected the main characters.ORStudents research in articles and on internet to determine how countries (e.g., Argentina, Chile, Uruguay) are responding in the present to atrocities from the past. Write a summary for one country.
Students will work in pairs to create an interview of a grandparent of a “desaparecido” or one of the military officers.
Students choose one of the “desaparecidos” from the website (http://www.desaparecidos.org/arg/victimas/muro2.html) or from the article on Vision that has enough information to give an oral presentation of the background of the person they’ve chosen.
Spanish V Honors– SY 2013 - 2014
AP THEME : Science and TechnologyAP SUBTHEME : Future technologies, Intellectual property, Social impact of technology
How can a country influence the development of technology looking specifically at the example of countries in South America?
Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level 5: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/STRUCTURESpresent perfect, present perfect subjunctive, uses of se, past participles used as adjectives
RESOURCES/ ACTIVITIESStudents research the currencies of the area and discuss in class how they have been affected by globalization.
Spanish V Honors– SY 2013 - 2014
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read an article on one of the trade groups (e.g. NAFTA, CAFTA, MERCOSUR, and UE). They must identify how that group has used and/or developed use of technology to impact globalization.
Students have “comment” sheets that they must move around the room to “paste/post” on each other’s Facebook pages. The creators of each “Facebook page” must respond to all comments “posted” on their profile.
Students create a Facebook profile “page”/poster for their group which they display in the classroom. They must include a description of their group and what technologies they have developed/use.
Spanish V Honors– SY 2013 - 2014
AP THEME : Contemporary LifeAP 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 5:S2: Students will understand and interpret spoken and written language on a variety of topics.S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics.S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.S5: Students will reinforce and expand their knowledge of other areas of study through the world language.S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.COMMUNICATION-Interpersonal -Interpretive-Presentational
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/STRUCTURESpresent perfect, present perfect subjunctive, uses of se, past participles used as adjectives
Students compile a Glog summarizing in text and pictures the European effect across the region as presented
Spanish V Honors– SY 2013 - 2014
RESOURCES/ ACTIVITIES throughout the quarter.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskTeachers make a copy of p. 295 of the Imagina book for each student or group and cut the paragraphs. Students are given the paragraphs to read and organize into a logical order and then must identify 3 sentences in the paragraphs that serve as good summaries of the article.
Students choose a place in South America inhabited by indigenous people. They imagine they are writing “back-in-time” to an Incan and ask any questions about the location they would like to know. Then, they pass the postcard to a friend who will take the postcard home and research the answers to the questions. They must then respond with a postcard to the author of the original postcard.
As a homework assignment, students find examples (print, video, audio) that identify the Incan influence on today’s culture (choose a specific aspect of the culture, i.e. food, education, professions, art, etc.) in South American countries.
LCPS
Spanish AP Language and CultureWorld Languages and Cultures
agoetz
[Pick the date]
Spanish AP– SY 2013 - 2014
AP THEME : Families and CommunitiesAP SUBTHEME : Friendship and Love, Family structures¿Qué es para ti ser un(a) buen(a) amigo(a)?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to friendship.• Discuss and/or debate characteristics of a good/bad friend.
CULTURES:• Explore attitudes when reacting to cultural differences in friendship.
COMPARISONS:• Compare and contrast types of friendships.
See vocabulary and grammar topics for the unit. Additional resources are available on VISION.
Spanish AP– SY 2013 - 2014
• Express and explain what you would consider the ideal friend.• Express opinions and react to betrayal by friends.
INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to love.• Evaluates and interprets written texts and materials on relationships.PRESENTATIONAL MODE:• Produce oral and written reports on the importance of developing a good friendship.• Produce an activity showing the understanding of how to be a good friend.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to friendship.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards multicultural/international friendships..
COMMUNITIES:
• Explore interpersonal relationships in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish/speaking communities and cultural events.
USEFUL VOCABULARY Refer to appropriate “Families and Community” vocabulary lists as provided by teacher.
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 1 and Lección 2 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
RESOURCES/ ACTIVITIESVENN diagram displaying characteristics your best friend in elementary school had and your current best friend has – what are the common characteristics that make them your best friend?
Students write a description of their ideal best friend.
Students write descriptions of when they felt betrayed by a friend.
Students listen to and analyze the song “Amigo” by Roberto Carlos or “Cosas del Amor” by Olga Tañon and Milly Quesada.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents will read situations dealing with friendships and will discuss the situations and their responses/viewpoints in pairs/groups.
Students will find one student who agrees with their responses/viewpoints in the class and one student who disagrees and will discuss why they agree/disagree.
Students present their viewpoints to the class in a dialogue/debate setting.
Spanish AP– SY 2013 - 2014
AP THEME : Families and CommunitiesAP SUBTHEME : Family Structures
¿Cómo mejoramos la vida familiar en nuestro país?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION-Interpersonal -Interpretive
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
Spanish AP– SY 2013 - 2014
-Presentational (Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to the family unit.• Discuss and/or debate issues in the family.• Express and explain family dynamics.• Express opinions and react to family interaction.
INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to the extended family.• Evaluate and interpret written texts and materials on family issues.PRESENTATIONAL MODE:• Produce oral and written reports on roles in the family.• Produce an activity showing family dynamics.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to family structures.
CULTURES:• Explore attitudes when reacting to the importance of family.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards family unit..
COMPARISONS:• Compare and contrast family relationships in the United States and Spanish-speaking cultures.
COMMUNITIES:• Explore family elements in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking communities and cultural events.
See vocabulary and grammar topics for the unit. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Families and Community” vocabulary lists as provided by teacher.
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 3 and Lección 4 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
RESOURCES/ ACTIVITIESConversation about what activities promote or maintain the family unit in your culture.Reading in Continuemos page 32 “¿Eres un papá de medio tiempo?”.Listening Activity page 205 of Triangulo “Los hombres toman más en serio la paternidad”.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to and/or read a selection from and respond to content / analysis questions based on the reading.
Suggested readings/options:La Casa en Mango Street (VISION)Los gallinazos sin plumas (story)
Students imagine they are one of the characters from the reading selection they have done (see “Interpretive Task”) and write to one of their classmates describing their situation at the end of the story. The classmate should respond suggesting solutions as to how they can improve their situation (focusing on the
Students write an alternate ending to the story they have read.
Spanish AP– SY 2013 - 2014
Esperanza renace (http://edsitement.neh.gov/lesson-plan/esperanza-rising-learning-not-be-afraid-start-over)
family).
AP THEME : Science and TechnologyAP SUBTHEME : New Media, Social impact of technology
¿Cómo afecta la tecnología la vida cotidiana ?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Spanish AP– SY 2013 - 2014
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to technological discoveries and inventions.• Discuss and/or debate technological ethical questions.• Express and explain the meaning of intellectual property.• Express opinions and react to the social impact of technology.INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to the “new media”.• Evaluate and interpret written texts and materials on current research topics.PRESENTATIONAL MODE:• Produce oral and written reports on discoveries and innovations.• Produce an activity showing future technologies.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to social media.
CULTURES:• Explore attitudes when reacting to the use of technology in schools.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards old and new technology..
COMPARISONS:• Compare and contrast the use of technology among generations.
COMMUNITIES:• Explore technological advancements in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking communities and cultural events.
See vocabulary and grammar topics for the unit. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Science and Technology” vocabulary lists as provided by teacher.
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 6 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
RESOURCES/ ACTIVITIESBrainstorm a list of technologies teen use in everyday lifeImagine what kind of technologies will exist in the futureInterview different students in Spanish to find which technology or social media they use the most.
Spanish AP– SY 2013 - 2014
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher ExchangeASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to / read a recent news publication about the effect of social media in current affairs. They write structured and organized summarization notes regarding the main points discussed in the article.
Example:Los indignados en EspañaLa primavera árabeEl rol de la blogger Yoani Sanchez
Students use a graphic organizer that outlines in what ways different types of technology (i.e. social media) can affect daily life.
Students work in pairs/groups to choose what the most effective technology would be to spread news according to their student body. They should describe and give reasons as to why it would be the most effective in a 3-5-minute oral presentation.
AP THEME : Beauty and AestheticsAP SUBTHEME : Ideals of beauty
¿Qué considera el turista oferta cultural de un país?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Spanish AP– SY 2013 - 2014
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to tourism.• Discuss and/or debate effects of tourism on Spanish-speaking countries.• Express and explain what makes a cultural icon.• Express opinions and react to examples of the arts in Spanish-speaking countries.
INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to the performing arts.• Evaluate and interpret written texts and materials on contributions to World Artistic Heritage.PRESENTATIONAL MODE:• Produce oral and written reports on literature.• Produce an activity showing a visual art.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to ideals of beauty.
CULTURES:• Explore attitudes when reacting to artistic heritage.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards the performance arts..
COMPARISONS:• Compare and contrast traditional and modern artistic identity.
COMMUNITIES:• Explore the arts in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking communities and cultural events.
See vocabulary and grammar topics for the unit. Additional resources are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Beauty and Aesthetics” vocabulary lists as provided by teacher.Refer to Lección 5 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
Spanish AP– SY 2013 - 2014
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIESChoose a country and research cultural highlights to use in future projects.Listening activity in Ver-taal.com “Los turistas extranjeros en España”. http://www.ver-taal.com/noticias_20090830_turistas.htm Complete digital activity.Activity page 97 from Triángulo “Presentación oral dos”.
Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher ExchangeASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to / read « La Patum de Berga », declarada Patrimonio Oral e Inmaterial de la Humanidad » (AP Spanish : Preparing for the Language Examination p. 177) and answer questions related to the activity.
Students compose a dialogue between a travel agent and a tourist asking questions about the cultural components of a country that the travel agent answers.
Students plan and present a travel plan/itinerary based on the conversation they have with the “travel agent,” being sure to explain the cultural offerings of the country.
AP THEME : Contemporary LifeAP SUBTHEME : Rites of Passage¿Por qué la sociedad y las distintas culturas necesitan establecer ritos de pasaje ?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Spanish AP– SY 2013 - 2014
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to adulthood.• Discuss and/or debate housing/shelter and independence.• Express and explain customs related to adulthood.• Express opinions and react to different rites of passage.INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to becoming an adult.• Evaluate and interpret written texts and materials on important life milestones.PRESENTATIONAL MODE:• Produce oral and written reports on the “coming of age”.• Produce an activity showing your family’s rites of passage.
CULTURES:• Explore attitudes when reacting to different cultural rites of passage.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards the idea of adulthood..
COMPARISONS:• Compare and contrast indigenous and non-indigenous rites of passage.
COMMUNITIES:• Explore age identity in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking communities and cultural events.
See vocabulary and grammar topics for the unit. Additional resources are available on VISION.
Spanish AP– SY 2013 - 2014
• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to tradition .USEFUL VOCABULARY Refer to appropriate “Contemporary Life”
vocabulary lists as provided by teacher.
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 7 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
RESOURCES/ ACTIVITIESInvestigate how your own family celebrates different stages of life, and discuss in groups or pairs the similarities and differences.Read an article about indigenous rite of passage and create your own list of principles for adulthood. http://www.desdeamerica.org.ar/pdf/texto10_ind.htmTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents listen to / read “¿A qué edad nos convertimos en adultos?” (A toda vela p. 79-80) or “Las medias rojas” by Emilia Pardo Bazáan and respond to content / application questions regarding the reading.
Students write an interview to someone from another culture in their class about what their “Rites of Passage” are and then find a Spanish-speaker in their school or community whom they can interview. (Students should verbally record their interview if resources are available. If not, they should record in writing the answers in Spanish and ask the Spanish-speaker to sign off that the conversation took place in Spanish.)
Students write a persuasive essay citing previously researched resources answering the question, “¿Cree que los niños dejan de ser niños demasiado pronto?”
AP THEME : Global ChallengesAP SUBTHEME : Health Issues, Nutrition and Food Safety¿Por qué debe prestar atención la sociedad a los problemas médicos ?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Spanish AP– SY 2013 - 2014
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to nutrition.• Discuss and/or debate different illnesses.• Express and explain preventative medicine.• Express opinions and react to home remedies.
INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to health issues.• Evaluate and interpret written texts and materials on current health trends.PRESENTATIONAL MODE:
CULTURES:• Explore attitudes when reacting to how health issues impact society.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards medical treatments..
COMPARISONS:• Compare and contrast traditional and current medicine.
COMMUNITIES:• Explore home remedies in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking
See vocabulary and grammar topics for the unit. Additional resources are available on VISION.
Spanish AP– SY 2013 - 2014
• Produce oral and written reports on traditional medicine.• Produce an activity showing solutions to a health issue.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to body image.
communities and cultural events.
USEFUL VOCABULARY Refer to appropriate “Global Challenges” vocabulary lists as provided by teacher.
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 8 and Lección 9 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
RESOURCES/ ACTIVITIESStudents find a reading on a current health issue in a Spanish-speaking country and discuss it with the class.Listen to either song “el yerberito” by Celia Cruz or “El Yerbatero” by Juanes and list and discuss homemade remedies used in Spanish-speaking countries.Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read “Inglaterra prohíbe la comida basura en los colegios” (A toda vela p. 162) and create a five item interactive / question-and-answer quiz for a classmate based on the article.
Students then orally give and take the quizzes of their classmates after the teacher has assessed the content of their creations.
Students choose a health issue that they deem to be important and develop a 2-3 minute persuasive speech convincing their classmates to take action against the problem. They should describe the problem and specify preventative steps.
Spanish AP– SY 2013 - 2014
AP THEME : Personal and Public IdentitiesAP SUBTHEME : Gender and Sexuality, Multiculturalism, Beliefs and Values
¿Cómo se distingue la diferencia entre lo masculino y lo femenino en la cultura de los EE.UU. versus otras culturas hispanohablantes ?
Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
National Foreign Language Standards of Learning for Level AP:
COMMUNICATION: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
COMMUNICATION-Interpersonal -Interpretive-Presentational
CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to feminism.• Discuss and/or debate machismo.
CULTURES:• Explore attitudes when reacting to gender discrimination.
COMPARISONS:• Compare and contrast social values on gender.
See vocabulary and grammar topics for the unit. Additional resources
Spanish AP– SY 2013 - 2014
• Express and explain stereotypes.• Express opinions and react to gender roles.
INTERPRETIVE MODE:• Demonstrate comprehension of content from authentic audio visual texts relating to gender in the media.• Evaluate and interpret written texts and materials on multiculturalism.PRESENTATIONAL MODE:• Produce oral and written reports on beliefs and values.• Produce an activity showing the reversal of gender roles.• Produce an oral or written presentationreflecting current trends and/or attitudes insociety related to results of gender reversal.
CONNECTIONS:• Make connections between historical contexts and current attitudes towards gender identity..
COMMUNITIES:• Explore gender expectations in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking communities and cultural events.
are available on VISION.
USEFUL VOCABULARY Refer to appropriate “Personal and Public Identities” vocabulary lists as provided by teacher.
RECYCLED/ONGOING TOPICS/STRUCTURESRefer to Lección 10 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.
RESOURCES/ ACTIVITIESRead the literature on VISION.Listen to the poem “Superwoman” on Vision and discuss feminism.Students write and present a poem of their own defending your own gender role. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange
ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate PALS rubrics for speaking and writing.
Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents read a selection and cite comparisons / contrasts with the origins of their native countries.
Examples:Sor Juana: “Los hombres necios”Las de barranco“Superwoman” by Gloria Velasquez“Me quieres blanca” by Alfonsina StorniOther similar literature (i.e., articles found on VISION)
Students have a roundtable debate/discussion about the roles of men and women in society and which gender is favored.
Students write a short skit to perform with puppets based on class roundtable (can reverse gender roles, exaggerate gender roles, etc.)
Spanish AP– SY 2013 - 2014