Spanish I ap curriculum Guide World Languages and Cultures



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AP THEME : Science and Technology


AP SUBTHEME : New Media, Social impact of technology

¿Cómo afecta la tecnología la vida cotidiana ?

Recommended pacing: 3-4 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.

National Foreign Language Standards of Learning for Level AP:

COMMUNICATION: Communicate in Languages Other Than English

  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

  • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES: Gain Knowledge and Understanding of Other Cultures

  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS: Connect with Other Disciplines and Acquire Information

  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS: Develop Insight into the Nature of Language and Culture

  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES: Participate in Multilingual Communities at Home & Around the World

  • Standard 5.1: Students use the language both within and beyond the school setting

  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to technological discoveries and inventions.

• Discuss and/or debate technological ethical questions.

• Express and explain the meaning of intellectual property.

• Express opinions and react to the social impact of technology.

INTERPRETIVE MODE:

• Demonstrate comprehension of content from authentic audio visual texts relating to the “new media”.

• Evaluate and interpret written texts and materials on current research topics.

PRESENTATIONAL MODE:

• Produce oral and written reports on discoveries and innovations.

• Produce an activity showing future technologies.

• Produce an oral or written presentation

reflecting current trends and/or attitudes in

society related to social media.




CULTURES:

• Explore attitudes when reacting to the use of technology in schools.




CONNECTIONS:

• Make connections between historical contexts and current attitudes towards old and new technology.

.



COMPARISONS:

• Compare and contrast the use of technology among generations.




COMMUNITIES:

• Explore technological advancements

in your own community or your school and compare them to issues in Spanish speaking communities.
Identify local Spanish speaking communities and cultural events.


See vocabulary and grammar topics for the unit. Additional resources are available on VISION.

USEFUL VOCABULARY



Refer to appropriate “Science and Technology” vocabulary lists as provided by teacher.





RECYCLED/ONGOING TOPICS/STRUCTURES


Refer to Lección 6 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.



RESOURCES/ ACTIVITIES



Brainstorm a list of technologies teen use in everyday life

Imagine what kind of technologies will exist in the future

Interview different students in Spanish to find which technology or social media they use the most.

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 listen to / read a recent news publication about the effect of social media in current affairs. They write structured and organized summarization notes regarding the main points discussed in the article.
Example:

Los indignados en España

La primavera árabe

El rol de la blogger Yoani Sanchez



Students use a graphic organizer that outlines in what ways different types of technology (i.e. social media) can affect daily life.

Students work in pairs/groups to choose what the most effective technology would be to spread news according to their student body. They should describe and give reasons as to why it would be the most effective in a 3-5-minute oral presentation.

AP THEME : Beauty and Aesthetics


AP SUBTHEME : Ideals of beauty

¿Qué considera el turista oferta cultural de un país?



Recommended pacing: 3-4 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.

National Foreign Language Standards of Learning for Level AP:

COMMUNICATION: Communicate in Languages Other Than English

  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

  • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES: Gain Knowledge and Understanding of Other Cultures

  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS: Connect with Other Disciplines and Acquire Information

  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS: Develop Insight into the Nature of Language and Culture

  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES: Participate in Multilingual Communities at Home & Around the World

  • Standard 5.1: Students use the language both within and beyond the school setting

  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

• Maintain a discussion related to tourism.

• Discuss and/or debate effects of tourism on Spanish-speaking countries.

• Express and explain what makes a cultural icon.

• Express opinions and react to examples of the arts in Spanish-speaking countries.
INTERPRETIVE MODE:

• Demonstrate comprehension of content from authentic audio visual texts relating to the performing arts.

• Evaluate and interpret written texts and materials on contributions to World Artistic Heritage.

PRESENTATIONAL MODE:

• Produce oral and written reports on literature.

• Produce an activity showing a visual art.

• Produce an oral or written presentation

reflecting current trends and/or attitudes in

society related to ideals of beauty.




CULTURES:

• Explore attitudes when reacting to artistic heritage.




CONNECTIONS:

• Make connections between historical contexts and current attitudes towards the performance arts.

.



COMPARISONS:

• Compare and contrast traditional and modern artistic identity.




COMMUNITIES:

• Explore the arts

in your own community or your school and compare them to issues in Spanish speaking communities.
• Identify local Spanish speaking communities and cultural events.


See vocabulary and grammar topics for the unit. Additional resources are available on VISION.

USEFUL VOCABULARY



Refer to appropriate “Beauty and Aesthetics” vocabulary lists as provided by teacher.





RECYCLED/ONGOING TOPICS/STRUCTURES


Refer to Lección 5 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.



RESOURCES/ ACTIVITIES



Choose a country and research cultural highlights to use in future projects.

Listening activity in Ver-taal.com “Los turistas extranjeros en España”. http://www.ver-taal.com/noticias_20090830_turistas.htm Complete digital activity.



Activity page 97 from Triángulo “Presentación oral dos”.
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 listen to / read « La Patum de Berga », declarada Patrimonio Oral e Inmaterial de la Humanidad » (AP Spanish : Preparing for the Language Examination p. 177) and answer questions related to the activity.




Students compose a dialogue between a travel agent and a tourist asking questions about the cultural components of a country that the travel agent answers.

Students plan and present a travel plan/itinerary based on the conversation they have with the “travel agent,” being sure to explain the cultural offerings of the country.


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