Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME : Science and Technology


AP SUBTHEME : Future technologies, Intellectual property, Social impact of technology

How can a country influence the development of technology looking specifically at the example of countries in South America?

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:

S2: Students will understand and interpret spoken and written language on a variety of topics.

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.

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)


  • Use authentic documents to compare costs of goods and services in the home (e.g. gasoline, food, shelter, etc.)

  • Examine and discuss socio-cultural elements represented via the Internet.

  • Infer a writer’s assumptions, purpose, or point of view in an editorial.

  • Identify and understand organizational elements of writing (e.g. titles, paragraphs, bibliography).

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

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

  • Read with understanding written materials in the 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).

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

  • Examine how target culture immigrants to the U.S. preserve their cultural traditions.

  • Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns.

  • Compare and contrast career choices and social roles in the target cultures and their own.

  • Compare and contrast tangible products of the target culture and their own (e.g. dress, toys, sports, equipment, etc.).

  • Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture.

  • Recognize words in the target language heard/seen outside of school (e.g. on TV – Sesame Street, on cereal boxes, etc.).

  • 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 list for Spanish V curriculum entitled economy.





RECYCLED/ONGOING TOPICS/STRUCTURES


present perfect, present perfect subjunctive, uses of se, past participles used as adjectives


RESOURCES/ ACTIVITIES



Students research the currencies of the area and discuss in class how they have been affected by globalization.

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 on one of the trade groups (e.g. NAFTA, CAFTA, MERCOSUR, and UE). They must identify how that group has used and/or developed use of technology to impact globalization.


Students have “comment” sheets that they must move around the room to “paste/post” on each other’s Facebook pages. The creators of each “Facebook page” must respond to all comments “posted” on their profile.

Students create a Facebook profile “page”/poster for their group which they display in the classroom. They must include a description of their group and what technologies they have developed/use.


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