Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME : Personal and Public Identities


AP SUBTHEME : Multiculturalism, Nationalism and Patriotism, Alienation and Assimilation, Language and Identity

Essential Question : What is Spain’s impact on the world ?

Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level 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/STRUCTURES


Pero vs. sino, time expressions with hacer, use of the infinitive, transitional expressions


RESOURCES/ ACTIVITIES



The 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, sugar, bananas, oranges, horses, cattle, coffee, pigs, chickens.



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

ASSESSMENTS/ RUBRICS

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


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Students will select one of the four trips of Christopher Columbus and write journal entries (ship-log) from the perspective of a crew-member on the ship. They should include the name of the ship, and they should provide background information on the trip.


Students will role play the interaction of the Spaniards/Natives upon arrival in the New World.

The students will research one of the following themes to orally present to the class: (1) Justify why October 12 has a different name and meaning in Spain and Latin America: Día de la Hispanidad vs. Día de la Raza. (2) Research and describe the economic impact brought by the Spaniards to the New World and vice versa. Examples: Spain: Grapes, sugar, bananas, oranges, horses, cattle, coffee, pigs, chickens, etc. New World: gold, chocolate, tomatoes, squash, etc.


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