Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME : Global Challenges


AP 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/ ACTIVITIES



The 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

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


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

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 Otro

Lado (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.



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