Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME : Global Challenges


AP SUBTHEME : Human Rights, Peace and War, Economic issues

Essential Question : What role do cartels and drug trafficking play in global economy and social issues?

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.

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.

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.

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 express own thoughts and opinions on topics of social and personal interests such as music, literature, the arts and the sciences.

  • Discuss advantages and disadvantages of an idea or proposed course of action.

  • Present to class information learned from research paper using technology (e.g. video, etc.).




  • Suggest possible solutions to the economic and environmental challenges faced by the target culture(s).

  • Identify and analyze the role of television in sharing attitudes and values in the target culture(s).

  • Study and analyze the cultural perspectives and practices in the films of the target culture.

  • Observe and record information about societal issues in the target culture through a variety of authentic texts and media.

  • 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.

  • Watch and listen to TV or radio broadcasts in the language studied.

  • Explore cultural components on the internet.




  • 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.

See vocabulary lists for Spanish V curriculum entitled economy.


RECYCLED/ONGOING TOPICS/STRUCTURES


Progressive forms, telling time, the subjunctive in adjective clauses, reflexive verbs


RESOURCES/ ACTIVITIES


Students use an online Spanish language newspaper to find a current event related to drug trafficking 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 read an article provided by the teacher and listen to a related audio selection (suggested websites: www.audistico.es, www.informador.com.mx). They respond with a “quick-write.”


Students use the “quick-write” from the “Interpretive Task” column to exchange viewpoints with a partner.

Students work in groups to research the effects that narcotrafficking has had in the U.S. – Mexico border. Students must use a variety of authentic texts and media to obtain their information. Each group researches a different border state and creates a Glog (www.glogster.edu) to present the information. Students then share their Glogs with the class.


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