Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME: Families and Communities


AP SUBTHEME: Customs and Values

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.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.

SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.

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

COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to Meals, foods, traditional dishes, recipes, and cooking.

• Discuss and/or debate Camping and cooking outdoors vs. indoors.

• Express and explain Information about cooking and recipes.

• Express opinions and react to Traditional Hispanic foods and recipes.

INTERPRETIVE MODE:

• Demonstrates comprehension of content from authentic audio visual texts relating to Traditional dishes and recipes.

• Evaluates and interprets written texts and materials on Traditional dishes and recipes.

PRESENTATIONAL MODE:

• Produce oral and written reports on Recipes and traditional dishes.

• Produce an activity showing How to cook a traditional dish.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to The preparation of cooking recipes.




CULTURES:

• Explore attitudes when reacting to The traditional foods used in Hispanic dishes/recipes.

• Compare and contrast The regional cuisine of Spanish- speaking countries.
CONNECTIONS:

• Make connections between historical contexts and current attitudes towards Healthy eating/preparation

.



COMPARISONS:

• Compare and contrast The traditional dishes and foods of the United States and Spanish- speaking countries.


COMMUNITIES:

Explore Hispanic restaurants and regional cuisine in your own community or your school.


• Identify local Spanish- speaking communities and cultural events.

Talk about food and cooking,

tell others what not to do,

describe what people generally

do, understand cultural

perspectives on recipes, food

preparation, special foods and

outdoor food vendors, discuss

food and outdoor cooking, tell

people what to do or not to do,

indicate duration, exchange,

reason, and other expressions

USEFUL VOCABULARY


Vocabulary related to names of foods, items in the kitchen, recipes, food preparation, outdoors, eating outdoors, describing the foods and the outdoors. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES

Review affirmative and negative tú commands. Introduction to affirmative and negative Usted and Ustedes commands, the impersonal se, and por vs. para.


RESOURCES/ ACTIVITIES


Spanish cooking shows, Spanish recipe books, Realidades 2 Chapter 7A and 7B, Disney movie – Ratatouille. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS

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


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Written dialogues, comic strips, listening to: audio/video programs and cooking shows.


Oral conversations, free talk, write an invitation for a picnic, create a menu, write an original recipe.

Dramatizations, comic strips, create advertisement for a cooking show, create an advertisement for a kitchen appliance or cooking product.

AP THEME: Contemporary Life


AP SUBTHEME: Travel

Recommended pacing: 4 weeks

Virginia State Foreign Language Standards of Learning for Level 3

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

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

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

SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.

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

SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.

SIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the Spanish language.

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

COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to Travel and international travel.

• Discuss and/or debate Vacation plans and travel.

• Express and explain Information about travel reservations, airports, and flights.

• Express opinions and react to Travel recommendation.

INTERPRETIVE MODE:

• Demonstrates comprehension of content from authentic audio visual texts relating to Vacation and travel.

• Evaluates and interprets written texts and materials on Vacation and travel recommendations.

PRESENTATIONAL MODE:

• Produce oral and written reports on Vacation and travel recommendations.

• Produce an activity showing Tourism and Travel arrangements.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Travel reservations, airports, and flights.




CULTURES:

• Explore attitudes when reacting to Modes of transportation in Spanish- speaking countries.


CONNECTIONS:

• Make connections between historical contexts and current attitudes towards International tourism and travel accommodations.






COMPARISONS:

• Compare and contrast Tourist sites in the United States and Spanish -speaking countries.


COMMUNITIES:

• Explore Travel in your own community or your school and compare them to issues in Spanish- speaking communities.


• Identify local Spanish- speaking communities and cultural events.

Talk about visiting an airport, plan for a trip to a foreign country, read about travel destinations in Spanish- speaking countries, understand cultural perspectives on traveling, discuss appropriate tourist behaviors, discuss differences among hotels between the United States and Spanish- speaking countries, and discuss various tourist attractions to visit in different Spanish -speaking countries.

USEFUL VOCABULARY

Vocabulary related to travel planning, flight, airport, places to visit, hotel, tourist behaviors, tourist activities, and travel expressions. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES

Introduce the present tense of the subjunctive (including stem changing subjunctive) and subjunctive expressions.

RESOURCES/ ACTIVITIES

Authentic travel itineraries and schedules, tourist attraction brochures, ticket stubs, virtual tours online, photos of previous vacations, Realidades 2 Chapter 8A and 8B. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS

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


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

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





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

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

AP THEME: Contemporary Life


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

Recommended pacing: 2 weeks

Virginia State Foreign Language Standards of Learning for Level 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.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/ RUBRICS

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

Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Written dialogues, listening to: audio/video of interviews and classified ads.


Oral conversations and free talk, debate about different educational choices, future plans, and fill out job applications.

Dramatizations, comic strips, create presentation on various career and education choices, create a commercial for a job fair, and participate in a job fair.

AP THEME: Global Challenges


AP SUBTHEME:  Environmental Issues

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.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs.

SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.

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

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

COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to Plants, animals, and the natural world.

• Discuss and/or debate Recycling and hopes/plans for the future.

• Express and explain Information regarding the future and environmental issues.

• Express opinions and react to Recycling and conservation practices.

INTERPRETIVE MODE:

• Demonstrates comprehension of content from authentic audio visual texts relating to Environmental issues.

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

PRESENTATIONAL MODE:

• Produce oral and written reports on Endangered animals.

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

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




CULTURES:

• Explore attitudes when reacting to the impact of conversation in Spanish- speaking countries.


CONNECTIONS:

• Make connections between historical contexts and current attitudes towards the impact of conservation and protection of the ecosystem, wildlife, and future use of energy in the United States and the world.






COMPARISONS:

• Compare and contrast the environmental impact of tourism and conservation practices in the United States and Spanish- speaking countries.


COMMUNITIES:

• Explore Environmental Issues in your own community or your school and compare them to issues in Spanish- speaking communities.


• Identify local Spanish- speaking communities and cultural events.

Be able to make predictions about the future, express doubts about ecological issues, discuss environmental issues and possible solutions, and understand cultural perspectives on ecological problems and solutions.


USEFUL VOCABULARY


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

RECYCLED/ONGOING TOPICS/STRUCTURES

Review the future tense and the present tense of the subjunctive.

RESOURCES/ ACTIVITIES

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

ASSESSMENTS/ RUBRICS

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

Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Written dialogues/reviews, comic strips, listening to: audio/video on environmental concerns.


Oral conversations, free talk, discuss: recycling, conservation, endangered species.

Public service announcements, create a poster/collage advertising how to resolve some environmental issues, and debate on an issue.

AP THEME: Science and Technology


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

Recommended pacing: 2 weeks

Virginia State Foreign Language Standards of Learning for Level 3

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

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

SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.

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

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

COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to The use of technology.

• Discuss and/or debate Technological advances.

• Express and explain The use of technology.

• Express opinions and react to Technological advances.

INTERPRETIVE MODE:

• Demonstrates comprehension of content from authentic audio visual texts relating to The use of technology.

• Evaluates and interprets written texts and materials on The use of technology and technological advances.

PRESENTATIONAL MODE:

• Produce oral and written reports on The use of technology.

• Produce an activity showing Technological advances.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Technological advances and the use of technology.




CULTURES:

• Explore attitudes when reacting to the impact and use of technology in Spanish-speaking countries.


CONNECTIONS:

• Make connections between historical contexts and current attitudes towards technological uses and advances in the United States and the world.






COMPARISONS:

• Compare and contrast the technological advances in the United States and Spanish- speaking countries.


COMMUNITIES:

• Explore Technology usage in your own community or your school and compare them to issues in Spanish- speaking communities.


• Identify local Spanish- speaking communities and cultural events.

Be able to have basic understanding of a Spanish language website; be able to talk basically about the technology that students use on a daily basis.

USEFUL VOCABULARY


Vocabulary related to technology and the computer. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES

Continuous computer lab usage. Review the use of commands and the future tense.

RESOURCES/ ACTIVITIES

Spanish websites. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS

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

Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Written dialogues/reviews, comic strips, listening to: audio/video on the use of technology and technological advances.


Oral conversations, free talk, discuss: the use of technology and technological advances.

Continuous computer lab usage; creating their own Spanish language webpage; web quests; create a pamphlet for the school TRT in Spanish on computer usage


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