Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME: Global Challenges


AP SUBTHEME: Environmental issues
***The HEALTH theme has been eliminated from Spanish III, it is covered in Spanish IV***

Recommended pacing: 4 weeks

Virginia State Foreign Language Standards of Learning for Level 3

SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish.

SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.

SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.

SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits.

SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas.

SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.

COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to Global Challenges.

• Discuss and/or debate Natural Disasters.

• Express and explain Information about natural disasters.

• Express opinions and react to Past events related to natural disasters.

INTERPRETIVE MODE:

• Demonstrates comprehension of content from authentic audio visual texts relating to Natural disasters

• Evaluates and interprets written texts and materials on Past weather and natural disasters.

PRESENTATIONAL MODE:

• Produce oral and written reports on Natural Disasters.

• Produce an activity showing The impact and effects of natural disasters in our daily lives and the environment.

• Produce an oral or written presentation

reflecting current trends and/or attitudes in

society related to The appropriate preparation for Emergencies and Natural Disasters.




CULTURES:

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


CONNECTIONS:

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

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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/ RUBRICS

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


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Written dialogues, comic strips, listening to: audio/video programs and news broadcasts.


Oral conversations, free talk, fill out a police report/escape routes.

Dramatizations, comic strips, create a public service announcement; report on a natural disaster and effects.


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