Spanish I ap curriculum Guide World Languages and Cultures



Download 397.79 Kb.
Page30/39
Date19.12.2018
Size397.79 Kb.
1   ...   26   27   28   29   30   31   32   33   ...   39


AP THEME : Personal and Public Identities


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

Essential Question : How can indigenous cultures influence the development of identity?

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)


INTERPERSONAL MODE:

  • Debate the value of specific cultural traditions.

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

  • Engage in more conversations on a variety of topics.

  • Write and present an original story.




  • Continue to identify roles and responsibilities of men, women and children in the target culture(s).

  • Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.)

  • Describe attitudes towards money in the target culture(s).

  • Analyze the literature and arts that depict cultural products, practices and perspectives.

  • Recognize and/or taste/make foods and crafts from target culture(s).

  • Read with understanding written materials in target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.




  • Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).

  • Recognize words in the target language heard/seen outside of school.

  • Visit local establishments/social clubs owned and managed by native speakers.




  • 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 history.

See vocabulary lists for Spanish V curriculum entitled geography.


RECYCLED/ONGOING TOPICS/STRUCTURES

Por vs. para, to become, prepositions, past subjunctive



RESOURCES/ ACTIVITIES



Students discuss Mesoamerican indigenous cultures based on their research and identify how it has impacted the culture of Mexico, Honduras, Guatemala, and El Salvador.

Resources: www.cdi.gob.mx (Mexican indigenous groups), www.unpan.org (in search field type in name of indigenous group)



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 read articles on different indigenous topics at different learning stations and will complete an information packet to summarize their learning.


After reading an authentic article from the Mesoamerican countries about struggles the indigenous cultures face presented by the teacher, half of the students will take the “pro” side and half will take the “con” side and will debate. (Example: http://www.consumer.es/web/es/solidaridad/2004/02/25/96216.php or other similar article)

Students will orally present how indigenous cultures have been, and will be, important in preserving the national identity of a specific country.


Download 397.79 Kb.

Share with your friends:
1   ...   26   27   28   29   30   31   32   33   ...   39




The database is protected by copyright ©sckool.org 2020
send message

    Main page