Spanish I ap curriculum Guide World Languages and Cultures

Write an article for your school newspaper about how students can conserve the environment using a listening and writing source to write the article

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Write an article for your school newspaper about how students can conserve the environment using a listening and writing source to write the article.

Simulated conversation about the environment.

Illustrated narrative expressing an endangered animal’s point of view – why is the animal endangered and what needs to be done to help change its fate.

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.

-Interpersonal -Interpretive



(Facts & Skills)


• 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.)

• 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.

• Produce oral and written reports on the history of art, dance, music and/or theater.

• Produce an activity showing understanding of an artist’s style and life.
• Produce an oral or written presentation

reflecting current trends and/or attitudes in

society related to music, art, dance and/or theater.


• Explore attitudes when reacting to a work of art Or example of architecture


• Make connections between historical contexts and current attitudes towards works of art or building.


• Compare and contrast views towards works of art or architecture over the years in different countries and styles.


• 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.


•Present subjunctive with verbs of influence

•art/music/theater/dance/ architecture 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


Preterit/imperfect, art/dance/music/theater vocabulary, present subjunctive, ser/estar, estar + participio pasado


Internet virtual museum - ; Realidades III chap. 2; Draw a famous work based

on an oral description; Critical reviews of famous works; Readings from Ventanas Dos: "De Paseo por

El Prado" p. 46, "Arte del Mundo Hispano" p. 60 ; art books and museum guides, list of cohesive

devices for writing.,

Teachers resources available on LCPS Spanish Teacher Exchange


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

Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

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