Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME : Contemporary Life


AP SUBTHEME : Education, Professions, Housing and Shelter, Leisure and Sports

How have indigenous people influenced the politics and culture of today?

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 in text (e.g. values, attitudes and beliefs).

  • Read an authentic historical text and relate it to the historical period.

  • Write, review and edit own writing with teacher guidance.

  • 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.).

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

  • Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.).

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




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

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

  • Explore cultural components on the Internet.

  • 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 list for Spanish V curriculum entitled economy.

See vocabulary list for Spanish V curriculum entitled history and human rights.


RECYCLED/ONGOING TOPICS/STRUCTURES



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


RESOURCES/ ACTIVITIES



Students compile a Glog summarizing in text and pictures the European effect across the region as presented throughout the quarter.

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 IPAs.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Teachers make a copy of p. 295 of the Imagina book for each student or group and cut the paragraphs. Students are given the paragraphs to read and organize into a logical order and then must identify 3 sentences in the paragraphs that serve as good summaries of the article.


Students choose a place in South America inhabited by indigenous people. They imagine they are writing “back-in-time” to an Incan and ask any questions about the location they would like to know. Then, they pass the postcard to a friend who will take the postcard home and research the answers to the questions. They must then respond with a postcard to the author of the original postcard.

As a homework assignment, students find examples (print, video, audio) that identify the Incan influence on today’s culture (choose a specific aspect of the culture, i.e. food, education, professions, art, etc.) in South American countries.





LCPS

Spanish AP Language and Culture

World Languages and Cultures




agoetz










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