WORLD LANGUAGES AND CULTURES - Loudoun … LANGUAGES AND CULTURES ... I. READING AND LITERATURE:...

Spanish Fluent Speakers Level I - III - SY 2016- 2017

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LOUDOUN COUNTY PUBLIC SCHOOLS

WORLD LANGUAGES AND CULTURES Spanish for Fluent Speakers I – III H 2016‐2017

SFS I - IIIH Curriculum 2016-2017

LCPS World Languages and Cultures 2016-2017

Spanish Fluent Speakers Level I - SY 2016- 2017

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SFS I




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AP THEME: Personal and Public Identities AP SUBTHEME: Language, Identity, Beliefs and Values

Quarter I Unit I: Learning about us; Who am I? Theme: Spanish; a language to empower yourself

SFS Level I Recommended pacing: 9 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 theme. Teach theme driven not grammar driven lessons. Assess vocabulary, spelling, punctuation, and accentuation in context on an ongoing basis.

WIDA Consortium Spanish Language Arts Standards: http://wida.us/standards/sla.aspx I. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. A. Apply reading strategies to improve understanding of Spanish printed text 1. A.3b Apply knowledge of word origins and derivations, including cognates, to comprehend words used in specific content areas (e.g., scientific, political, literary,

mathematical). 1. A.3c Analyze the meaning of words and phrases in their context, including their cultural context. 1. A.3g Read grade appropriate material with fluency and accuracy. 1. A.3h Use information to form, explain and support questions and predictions. B. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning 1. B.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and

contemporary works representing a variety of genres. 1. B.3d Distinguish between literal and non-literal meaning. 1. B.3c Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, and science fiction)

from Spanish-speaking countries and communities. C. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities. 1. C.3c Summarize content of reading material, make generalizations and relate them to other materials. 1. C.3g Compare and contrast common literary themes across various cultures, societies and eras. 1. C.3h Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations. 1. C.3i Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from Spanish-speaking countries, the United States, and cultures

worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience. D. Read in Spanish for a variety of purposes 1. D.3a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and

experience. 1. D.3e Read grade-appropriate material with fluency, accuracy and understanding. 2. WRITING: Write to communicate effectively in Spanish A. Produce written text in Spanish to communicate with different audiences for a variety of purposes 2. A.3b Write narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme. 2. A.3e Using available technology, produce compositions and multimedia works for specified audiences. 2. A.3f Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources. 2. A.3g Write to reflect customs and culture of Spanish speaking countries and communities.




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B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.3a Write compositions that contain complete sentences, following Spanish word order, and paragraphs using Spanish conventions, including the correct use of verb

tenses. 2. B.3b Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 2. B.3c Establish central idea, organization, elaboration and unity in relation to purpose and audience. 2. B.3f At grade-appropriate level, write to reflect customs and culture of Spanish-speaking countries and communities, including personal experiences and references. 3. ORAL LANGUAGE: Listen and speak effectively in Spanish in a variety of situations. A. Listen effectively in formal and informal situations 3. A.3b Compare a speaker’s verbal and nonverbal messages. 3. A.3c Restate and carry out multi-step oral instructions. B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience 3. B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting

information that clarify main ideas; and use visual aids and contemporary technology as support. 3. B.3b Use verbal and nonverbal communication strategies to maintain communications and to negotiate and resolve conflict. 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.3b Employ correctly the conventions of capitalization and punctuation rules. 4. A.3d Employ principles of agreement related to number, gender, and case. 4. A.3e At a grade-appropriate level, recognize common errors, made by native speakers, in the use of the Spanish language and know how and when to correct them. 4. A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication. 4. A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written

presentations. B. Recognize and use appropriate language form and style to communicate with different audiences, for different purposes, and in different settings: 4. B.3a Select and use appropriate language to communicate personal feelings and ideas to different audiences for different purposes and in different settings. 4. B.3b Understand the form and function of words, phrases, and clauses in complex sentences and use them effectively. 4. B.3c Demonstrate understanding of the choice of words, expressions, and style considering the purpose and context of a communication. 4. B.3d Compare and contrast language and oral traditions (e.g. family stories that reflect customs, regions, and cultures). 4. B.3e Describe and give examples of variations in Spanish that appear in different social, cultural, regional, and professional environments.

COMMUNICATION

CULTURE AND CONNECTIONS

COMPARISONS AND COMMUNTIES

ESENTIAL KNOWLEDGE

INTERPERSONAL MODE • Maintain a discussion related to: Who am I? • Discuss and/or debate cultural differences. • Express and explain history, geography, customs, heritage, politics, economy, social life.

CULTURES • Explore attitudes when reacting to cultural identity.

CONNECTIONS • Make connections between historical contexts and current attitudes towards the Hispanic heritage, pre-Columbian, and postmodern Hispanic trends.

COMPARISONS • Demonstrate language varieties within cultures through comparison of regional and/or social dialects. • Analyze the relationship between cultural stereotyping and its implications in different cultures.

Reading for meaning: What do the words

say? What the author is

doing or trying to do? What could it mean? Critical thinking Differentiate between

fact and opinion




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• Express opinions and react to cultural background.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating to their Hispanic Heritage. • Evaluates and interprets written texts and materials on research material, first draft and final draft.

PRESENTATIONAL MODE • Produce oral and written reports on peers’ oral and written presentations.

• Produce an activity showing understanding of their cultural heritage such as: food, music, customs, holidays, traditions and values. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to cultural background.

On-going integration with all other content

areas.

COMMUNITIES • Explore their Hispanic Heritage in their own community or their school and compare them to issues in Spanish-speaking communities. • Participate in on-going school or community events and activities that require the use of formal and informal Spanish language skills.

Organized information using a draft.

Identify and use key terms

Write outlines to organize information

Evaluate of sources Use technology

responsibly

USEFUL VOCABULARY According to reading selections. GRAMMAR FOCUS, WRITING and READING SKILLS

Grammar and syntax will be integrated in every lesson (the emphasis of grammar will depend on the abilities and skills of the students) Sentence structure, capitalization, punctuation, outline, summarizing, paraphrase, expositive paragraph. Pre-reading and after-r eading activities to enhance reading comprehension. Students will use graphic organizers to arrange ideas, write outlines and draft. Also use authentic text, audio and videos and research tools such as citations, search engines and bibliographies. Students will complete a final research essay and create a presentation base on the topic of their preference following the AP theme.

RESOURCES/ ACTIVITIES

Resources and activities are available on VISION SFS I TEACHERS EXCHANGE

ASSESSMENTS/ RUBRICS Teacher will give a diagnostic assessment to evaluate proficiency. Teachers should use the appropriate CPA rubrics for speaking and writing at the end of the quarter.

Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Students will view interviews on Entrevistas Link-VISION SFS Teacher Exchange of famous immigrants (ie. Cesar Millán, Chang) to gain background knowledge and write a small narrative of their contributions to

Peer evaluations for oral presentation and first draft assignments of final project. *Suggested rubric on VISION.

Oral presentation and written essay of researched country. Students will work in groups to create a PPT, Prezi etc. on a famous Hispanic person.




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American Society. Research information based on interpersonal project rubric on Vision. Identify and use key terms, narrow the topic, select relevant information, evaluate sources and demonstrate responsible use of technology.




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AP THEME: Families and Communities- Personal and Public Identities AP SUBTHEME: Family Structure, Customs and Ceremonies- Identity and Multiculturalism

Quarter 2 Theme: Family role in shaping our values and beliefs- Myth and Legends Unit II: Literature as a legacy of our people. Where do I come from?

SFS Level I Recommended pacing: 9 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 theme. Teach theme driven not grammar driven lessons. Assess vocabulary, spelling, punctuation, and accentuation in context on an ongoing basis.

WIDA Consortium Spanish Language Arts Standards: http://wida.us/standards/sla.aspx I. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. A. Apply reading strategies to improve understanding of Spanish printed text 1. A.3c Analyze the meaning of words and phrases in their context, including their cultural context. 1. A.3d Preview reading materials, make predictions and relate reading to information from other sources. 1. A.3e Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect. 1. A.3g Read grade appropriate material with fluency and accuracy. 1. A.3h Use information to form, explain and support questions and predictions. B. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning 1. B.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and


from Spanish-speaking countries and communities. 1. B.3d Distinguish between literal and non-literal meaning. C. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities. 1. C.3c Summarize content of reading material, make generalizations and relate them to other materials. 1. C.3f Respond to literary material from personal, cultural, to creative and critical points of view. 1. C.3g Compare and contrast common literary themes across various cultures, societies and eras. 1. C.3h Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations. 1. C.3i Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from Spanish-speaking countries, the United States, and cultures worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience. D. Read in Spanish for a variety of purposes 1. D.3a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience. 1. D.3b Seek, organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs) on a topic of interest. 1. D.3d Interpret tables that display textual information and data in visual formats. 1. D.3c Perform expressive oral readings of prose, poetry, and drama using correct intonation and pronunciation. 1. D.3d Interpret tables that display textual information and data in visual formats.




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1. D.3e Read grade-appropriate material with fluency, accuracy and understanding. 2. WRITING: Write to communicate effectively in Spanish A. Produce written text in Spanish to communicate with different audiences for a variety of purposes 2. A.3a Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete data. 2. A.3b Write narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme. 2. A.3e Using available technology, produce compositions and multimedia works for specified audiences.. 2. A.3g Write to reflect customs and culture of Spanish speaking countries and communities. B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.3a Write compositions that contain complete sentences, following Spanish word order, and paragraphs using Spanish conventions, including the correct use of verb tenses. 2. B.3b Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 2. B.3c Establish central idea, organization, elaboration and unity in relation to purpose and audience. 2. B.3f At grade-appropriate level, write to reflect customs and culture of Spanish-speaking countries and communities, including personal experiences and references. 3. ORAL LANGUAGE: Listen and speak effectively in Spanish in a variety of situations. A. Listen effectively in formal and informal situations 3. A.3b Compare a speaker’s verbal and nonverbal messages. 3. A.3c Restate and carry out multi-step oral instructions. B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience 3. B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting

information that clarify main ideas; and use visual aids and contemporary technology as support. 3. B.3b Use verbal and nonverbal communication strategies to maintain communications and to negotiate and resolve conflict. 3. B.3d Use speaking skills to participate and lead groups to design and produce reports and multi-media compositions that represent group projects. 3. B.3e Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research. 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.3b Employ correctly the conventions of capitalization and punctuation rules. 4. A.3d Employ principles of agreement related to number, gender, and case. 4. A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication. B. Recognize and use appropriate language form and style to communicate with different audiences, for different purposes, and in different settings: 4. B.3a Select and use appropriate language to communicate personal feelings and ideas to different audiences for different purposes and in different settings. 4. B.3b Understand the form and function of words, phrases, and clauses in complex sentences and use them effectively. 4. B.3c Demonstrate understanding of the choice of words, expressions, and style considering the purpose and context of a communication.

COMMUNICATION CULTURE AND CONNECTIONS COMPARISONS AND COMMUNTIES ESENTIAL KNOWLEDGE INTERPERSONAL MODE

Express and explain elements of reading. Express opinions and react to world views

CULTURES Explore attitudes when reacting to

different perspectives of myths and

COMPARISONS Analyze the relationship between

myths, legends and current world

Use of vocabulary Chronological order Story elements




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according to myths and legends from Spanish-speaking countries.

Maintain a discussion related to myths and legends.

Discuss and/or debate narrative text.

INTERPRETIVE MODE • Evaluates and interprets written texts and

materials on pre-reading, reading and post-reading activities.

• Demonstrates comprehension of content from authentic audio visual texts relating to Spanish-speaking myths and legends.

PRESENTATIONAL MODE

• Produce oral and written reports on reading comprehension and interpretation.

• Produce an activity showing understanding on the different native indigenous myths and legends

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to a known myth or legend of the student’s place of origin.

legends. CONNECTIONS

Make connections between historical contexts and current attitudes towards current urban myths and legends.

perception. Demonstrate language varieties within

cultures through comparison of different regional myths and legends.

COMMUNITIES

• Explore myths and legends in their own community or their school and compare them to issues in Spanish speaking communities.

Identify local myths and legends.

Main idea Facts vs Opinion Inference Summary

USEFUL VOCABULARY According to reading selections. RECYCLED/ONGOING TOPICS/STRUCTURES Grammar focus: punctuation, accentuation. Resources available at VISION and Manual de Gramática y Ortografía

para Hispanos. RESOURCES/ ACTIVITIES Read and analyze a variety of myths and legends from Spanish-speaking countries from Sendas Literarias I,

Español para Nosotros I or other sources. ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’s rubrics for speaking and writing, and evaluate the student’s journal entries. *Common Assessments: Mid-Year Benchmark

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students read and interpret a variety of authentic readings on myths and legends from Spanish-speaking countries.

Students engage in discussions about meaning, content, and different writing elements. Students compare legends between different Spanish-speaking regions.

Students create a narrative writing based of readings from myths and legends from Spanish-speaking countries. Students represent a myth or legend from a Spanish-speaking country (dramatization, roll play etc).




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AP THEME: Beauty and Aesthetics AP SUBTHEME: Contribution to World Artistic Heritage, Literature, Performing Arts.

Quarter 3 Unit II: Literature as an expression of ourselves. How I am? Theme: Writing, a way to express yourself.

SFS Level I Recommended pacing: 9 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 theme. Teach theme driven not grammar driven lessons. Assess writing skills on an ongoing basis (grammar, spelling, punctuation, accentuation) Emphasis: writing skills, subjunctive, indicative mode

WIDA Consortium Spanish Language Arts Standards: http://wida.us/standards/sla.aspx I- READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. A. Apply reading strategies to improve understanding of Spanish printed text 1. A.3b Apply knowledge of word origins and derivations, including cognates, to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). 1. A.3c Analyze the meaning of words and phrases in their context, including their cultural context. 1. A.3g Read grade appropriate material with fluency and accuracy. 1. A.3h Use information to form, explain and support questions and predictions. B. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning 1. B.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works

representing a variety of genres. 1. B.3c Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, and science fiction) from Spanish-

speaking countries and communities. 1. B.3d Distinguish between literal and non-literal meaning. C. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities. 1. C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires).. 1. C.3g Compare and contrast common literary themes across various cultures, societies and eras. 1. C.3h Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations. 1. C.3i Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from Spanish-speaking countries, the United States, and cultures worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience. D. Read in Spanish for a variety of purposes 1. D.3a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience. 1. D.3b Seek, organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs) on a topic of interest. 1. D.3d Interpret tables that display textual information and data in visual formats. 1. D.3e Read grade-appropriate material with fluency, accuracy and understanding. 2. WRITING: Write to communicate effectively in Spanish A. Produce written text in Spanish to communicate with different audiences for a variety of purposes 2. A.3a Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete data. 2. A.3b Write narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme. 2. A.3c Write a persuasive piece (such as a letter to a specific person or a script promoting a particular product) that includes a clear position, a discernable tone, and a coherent argument

with reliable evidence. 2. A.3d Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified

audience. 2. A.3f Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.




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2. A.3g Write to reflect customs and culture of Spanish speaking countries and communities. B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.3a Write compositions that contain complete sentences, following Spanish word order, and paragraphs using Spanish conventions, including the correct use of verb tenses. 2. B.3b Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 2. B.3c Establish central idea, organization, elaboration and unity in relation to purpose and audience. 2. B.3e Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or

publication. 2. B.3f At grade-appropriate level, write to reflect customs and culture of Spanish-speaking countries and communities, including personal experiences and references. 3. ORAL LANGUAGE: Listen and speak effectively in Spanish in a variety of situations. A. Listen effectively in formal and informal situations 3. A.3b Compare a speaker’s verbal and nonverbal messages. 3. A.3c Restate and carry out multi-step oral instructions. B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience 3. B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main

ideas; and use visual aids and contemporary technology as support. 3. B.3e Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research. 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.3b Employ correctly the conventions of capitalization and punctuation rules. 4. A.3d Employ principles of agreement related to number, gender, and case. 4. A.3e At a grade-appropriate level, recognize common errors, made by native speakers, in the use of the Spanish language and know how and when to correct them. 4. A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication. 4. A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written presentations. B. Recognize and use appropriate language form and style to communicate with different audiences, for different purposes, and in different settings: 4. B.3c Demonstrate understanding of the choice of words, expressions, and style considering the purpose and context of a communication. 4. B.3d Compare and contrast language and oral traditions (e.g. family stories that reflect customs, regions, and cultures). 4. B.3e Describe and give examples of variations in Spanish that appear in different social, cultural, regional, and professional environments.


• Maintain a discussion related to genres of literature. • Discuss and/or debate short story elements and themes. • Express and explain uses of short stories. • Express opinions and react to cultural effects of short stories.

INTERPRETIVE MODE • Demonstrate comprehension of content from authentic audio visual texts relating to short stories and oral narration.

CULTURES • Explore attitudes when reacting to literary themes.

CONNECTIONS • Make connections between historical contexts and current attitudes towards authors and their historical background.

COMPARISONS • Demonstrate language varieties within cultures through comparison of use and purpose of short stories. . Analyze the relationship between short stories and cultural impact.

COMMUNITIES • Explore short stories in their own community or their school and compare them to issues in Spanish-speaking

Pre-writing Drafts Editing Publishing Creative Writing Types of short stories Short story

characteristics Essential elements Styles




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• Evaluate and interpret written texts and materials demonstrating literary elements.

PRESENTATIONAL MODE • Produce oral and written reports on peers’ oral and written presentations. • Produce an activity showing understanding their culture heritage such as: food, music, customs, holidays, traditions and values. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to cultural background.

communities. • Identify personal connections to short stories.

USEFUL VOCABULARY According to reading selections. RECYCLED/ONGOING TOPICS/STRUCTURES

Grammar focus: indicative verbs, adjectives, descriptive and narrative paragraph. Assess writing skills on an ongoing basis (grammar, spelling, punctuation, accentuation) Emphasis: writing skills, subjunctive, indicative mode


Students will engage in various pre and post writing activities. Students will read and analyze a variety of short stories from different Spanish-speaking countries. Students will create their own short story.

ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’s rubrics for speaking and writing available on VISION.




Students will read various short stories, and analyze their different elements. Stories available in Sendas Literarias I or El Español para Nosotros I

Peer evaluations of first draft assignments and final stories. *Suggested rubric on Vision.

Short Stories presentations




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AP THEME: Global Challenge AP SUBTHEME: Diversity Issues and Human Rights

Quarter 4 Unit II: Public Speech, an instrument of personal growth. Theme: Public Speech; a skill to empower yourself.

SFS Level I Recommended pacing: 9 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 theme. Teach theme driven not grammar driven lessons. Assess writing skills on an ongoing basis (grammar, spelling, punctuation, accentuation) Emphasis: oratory skills

WIDA Consortium Spanish Language Arts Standards: http://wida.us/standards/sla.aspx I. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies.

A. Apply reading strategies to improve understanding of Spanish printed text 1. A.3b Apply knowledge of word origins and derivations, including cognates, to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). 1. A.3c Analyze the meaning of words and phrases in their context, including their cultural context. 1. A.3d Preview reading materials, make predictions and relate reading to information from other sources. 1. A.3e Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect. 1. A.3g Read grade appropriate material with fluency and accuracy. 1. A.3h Use information to form, explain and support questions and predictions. B. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning 1. B.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and


from Spanish-speaking countries and communities. 1. B.3d Distinguish between literal and non-literal meaning. C. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities. 1. C.3c Summarize content of reading material, make generalizations and relate them to other materials. 1. C.3d Describe the ways that an author uses language structure, word choice and style to convey the author’s viewpoint. 1. C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires). 1. C.3f Respond to literary material from personal, cultural, to creative and critical points of view. 1. C.3g Compare and contrast common literary themes across various cultures, societies and eras. 1. C.3h Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations. 1. C.3i Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from Spanish-speaking countries, the United States, and cultures worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience. D. Read in Spanish for a variety of purposes 1. D.3a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience. 1. D.3b Seek, organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs) on a topic of interest.




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1. D.3d Interpret tables that display textual information and data in visual formats. 1. D.3c Perform expressive oral readings of prose, poetry, and drama using correct intonation and pronunciation. 1. D.3d Interpret tables that display textual information and data in visual formats. 1. D.3e Read grade-appropriate material with fluency, accuracy and understanding. 2. WRITING: Write to communicate effectively in Spanish A. Produce written text in Spanish to communicate with different audiences for a variety of purposes 2. A.3a Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete data. 2. A.3b Write narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme. 2. A.3c Write a persuasive piece (such as a letter to a specific person or a script promoting a particular product) that includes a clear position, a discernable tone, and a coherent argument with reliable evidence. 2. A.3d Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience. 2. A.3e Using available technology, produce compositions and multimedia works for specified audiences. 2. A.3f Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources. 2. A.3g Write to reflect customs and culture of Spanish speaking countries and communities. B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.3a Write compositions that contain complete sentences, following Spanish word order, and paragraphs using Spanish conventions, including the correct use of verb tenses. 2. B.3b Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 2. B.3c Establish central idea, organization, elaboration and unity in relation to purpose and audience. 2. B.3e Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for

submission and/or publication. 2. B.3f At grade-appropriate level, write to reflect customs and culture of Spanish-speaking countries and communities, including personal experiences and references. 3. ORAL LANGUAGE: Listen and speak effectively in Spanish in a variety of situations. A. Listen effectively in formal and informal situations 3. A.3b Compare a speaker’s verbal and nonverbal messages. 3. A.3c Restate and carry out multi-step oral instructions. B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience 3. B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting

information that clarify main ideas; and use visual aids and contemporary technology as support. 3. B.3b Use verbal and nonverbal communication strategies to maintain communications and to negotiate and resolve conflict. 3. B.3d Use speaking skills to participate and lead groups to design and produce reports and multi-media compositions that represent group projects. 3. B.3e Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research. 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.3b Employ correctly the conventions of capitalization and punctuation rules. 4. A.3d Employ principles of agreement related to number, gender, and case. 4. A.3e At a grade-appropriate level, recognize common errors, made by native speakers, in the use of the Spanish language and know how and when to correct them.




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4. A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication. 4. A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written presentations. B. Recognize and use appropriate language form and style to communicate with different audiences, for different purposes, and in different settings: 4. B.3a Select and use appropriate language to communicate personal feelings and ideas to different audiences for different purposes and in different settings. 4. B.3b Understand the form and function of words, phrases, and clauses in complex sentences and use them effectively. 4. B.3c Demonstrate understanding of the choice of words, expressions, and style considering the purpose and context of a communication. 4. B.3d Compare and contrast language and oral traditions (e.g. family stories that reflect customs, regions, and cultures). 4. B.3e Describe and give examples of variations in Spanish that appear in different social, cultural, regional, and professional environments.


• Maintain a discussion related to public speaking • Discuss and/or debate social issues • Express and explain elements of persuasive speech public speaking. • Express opinions and react to global challenges.

INTERPRETIVE MODE • Demonstrate comprehension of content from authentic audio visual texts relating to the influence of public speaking. • Evaluate and interpret written texts and materials to research their speech topic.

PRESENTATIONAL MODE • Produce oral and written reports on a selected topic. • Produce an activity showing understanding on a current global issue. Refer to possible topics on Vision. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to social challenges.

CULTURES • Explore attitudes when reacting to persuasive speeches.

CONNECTIONS • Make connections between historical contexts and current attitudes towards different opinions defending and challenging their topic.

COMPARISONS • Demonstrate language varieties within cultures through comparison of opinions and reactions to a persuasive speech. . Analyze the relationship between their opinions before and after a persuasive speech.

COMMUNITIES • Explore public speaking in their own community or their school and compare them to issues in Spanish-speaking communities. • Identify personal connections to public speaking.

Diction Tone Engage with the

audience Pay attention to body

language Think positively

USEFUL VOCABULARY According to reading selections. RECYCLED/ONGOING TOPICS/STRUCTURES Grammar focus: types of sentences according to purpose of the speech. (Refer to Vision) RESOURCES/ ACTIVITIES

Students will research, write and present a given topic with more than one view, in order to create a persuasive speech. Students will engage in class discussion about their persuasive speeches. https://www.ted.com/playlists/171/the_most_popular_talks_of_all

ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’s rubrics for speaking and writing available on Vision.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students will view, listen, read and analyze a variety of speeches.

Peer evaluations on student’s speech presentation.

Students present their written speeches. Students will present orally a




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Common: EOY Benchmark. Please refer to Vision.

*Suggested rubric on Vision.

persuasive speech to the class on a specific topic at the teacher’s discretion. *Suggested rubric on Vision.



Spanish Fluent Speakers Level II - SY 2016- 2017

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SFS II




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AP THEME: Contemporary Life AP SUBTHEME: Leisure and sports

Quarter I Unit I: In search of our social well being Theme: How to positively use our leisure time effectively

SFS Level II Recommended pacing: 9 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 theme. Teach theme driven not grammar driven lessons. Assess vocabulary, spelling, punctuation, and accentuation in context on an ongoing basis.


mathematical). 1. A.3c Analyze the meaning of words and phrases in their context, including their cultural context. 1. A.3d Preview reading materials, make predictions and relate reading to information from other sources. 1. A.3e Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect. 1. A.3g Read grade appropriate material with fluency and accuracy. 1. A.3h Use information to form, explain and support questions and predictions. B. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning 1. B.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and


from Spanish-speaking countries and communities. 1. B.3d Distinguish between literal and non-literal meaning. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities. 1. C.3c Summarize content of reading material, make generalizations and relate them to other materials. 1. C.3d Describe the ways that an author uses language structure, word choice and style to convey the author’s viewpoint. 1. C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that

inspires). 1. C.3f Respond to literary material from personal, cultural, to creative and critical points of view. 1. C.3g Compare and contrast common literary themes across various cultures, societies and eras. 1. C.3h Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations. 1. C.3i Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from Spanish-speaking countries, the United States, and cultures


experience. 1. D.3b Seek, organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs) on a topic of interest.




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• Maintain a discussion related to Leisure activities. • Discuss and/or debate positive effects of effective

use of leisure time. • Express and explain different leisure activities. • Express opinions and react to ways of using leisure time.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating to health benefits of leisure activities. • Evaluates and interprets written texts and materials on possible leisure activities in Spanish-speaking countries.

PRESENTATIONAL MODE • Produce oral and written reports on personal hobbies. • Produce an activity showing understanding cultural differences of the use of leisure time. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to how to positively use our leisure time.

CULTURES • Explore attitudes when reacting to different opinions about leisure. Compare and contrast the use of

leisure time in different cultures.

CONNECTIONS • Make connections between historical contexts and current attitudes towards the evolution of hobbies and leisure activities. .

COMPARISONS • Demonstrate language varieties within cultures through comparison of leisure activities in different Spanish-speaking regions. • Analyze the relationship between effective use of leisure time and positive life benefits.

COMMUNITIES • Explore leisure activities in their own community or their school and compare them to issues in Spanish speaking communities. • Identify local clubs, organizations or places where one can participate in leisure activities.

Use of key terms Narrow focus of search Scan and research relevant

information Evaluate resources Apply the rules for responsible

use of technology Descriptive essay skills

USEFUL VOCABULARY According to reading selections RECYCLED/ONGOING TOPICS/STRUCTURES

Teach theme driven not grammar driven lessons. Assess vocabulary, spelling, punctuation, and accentuation in context on an ongoing basis Grammar focus: review of indicative verb tenses, active/passive voice, verb “to be”, affirmatives and negative words. Object pronoun, subject and predicate, use of “x”, “j” and “g”.


Students will complete a research project assignment for this unit. Students will use graphic organizers and outlines to arrange ideas, various media (video, audio) tools for research. Pre-reading, during and after-reading activities to enhance reading comprehension. Grammar and syntax lessons will be integrated in every lesson. End of unit project using power point or promethean presentation will be presented to peers at the end of the unit.




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Students will complete a final research essay using appropriate grammatical structures. ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’S rubrics for speaking and writing assessments. *Suggested rubric on VISION NOTE: Diagnostic assessment should be administered to any new student that hasn’t taken Spanish for Fluent Speakers I. Found on VISION SFS I, 1st quarter.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students will read and analyze various text related to leisure and health in Spanish-speaking countries. Research information based on presentational project rubric on VISION. Identify and use key terms, narrow the topic, select relevant information, evaluate sources and demonstrate responsible use of technology.

Peer evaluations for oral presentation and first draft assignments of final project. *Suggested rubric on VISION.

Oral presentation and expository essay based on a specific leisure activity researched.




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AP THEME: Personal and Public Identities. AP SUBTHEME: Language and Identity, Beliefs and values, Multiculturalism.

Quarter 2 Unit II: Literature as a reflection of social consciousness Theme: How to be a good citizen





from Spanish-speaking countries and communities. 1. B.3d Distinguish between literal and non-literal meaning. C. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities. 1. C.3c Summarize content of reading material, make generalizations and relate them to other materials. 1. C.3d Describe the ways that an author uses language structure, word choice and style to convey the author’s viewpoint. 1. C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that



experience. 1. D.3b Seek, organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs) on a topic of interest




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• Maintain a discussion related to literary analyzes of fables and novels. • Discuss and/or debate the author’s message through literary writing. • Express and explain elements of reading. • Express opinions and react to different fables and novels.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating fables and a novel predetermined by the teacher. • Evaluates and interprets written texts and materials on plot development.

PRESENTATIONAL MODE • Produce oral and written reports on literature analyzes. • Produce an activity showing understanding of symbolism in literature. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to social consciousness.

CULTURES • Explore attitudes when reacting to different perspectives of fables and novels.

CONNECTIONS • Make connections between historical contexts and current attitudes towards different perceptions of social consciousness. .

COMPARISONS • Demonstrate language varieties within cultures through comparison of different fables and novels. Analyze the relationship between

symbols within a fable or novel.

COMMUNITIES • Explore fables and novels compare them to issues in Spanish-speaking communities. • Identify local symbols of social consciousness.

Reading Analysis Sentence Structure Diacritical Accents Special rules for compound

words


Grammar focus: sentence structure, diacritical accents, special rules for compound words, subject and predicate, regular and figurative syntax, direct and indirect objects.


Read and analyze different fables and a short novel at the teacher’s discretion. Suggested novel: El Alquimista by Paulo Cohelo. Other novels for preadolescents and adolescent in VISION SFS II Teacher Exchange.




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ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’S rubrics for speaking and writing, and evaluate the student’s journal entries. *Common Assessments: MY Benchmark

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students read and interpret a variety of authentic readings on fables and a short novel from Spanish-speaking countries.

Students engage in discussions about meaning, content, and different writing elements. Students compare literary symbols.

Students create a narrative writing based of readings from fables and the novel. Students present a written and oral report on their interpretation of symbols in the selected novel.

AP THEME: Beauty and Aesthetics. AP SUBTHEME: Literature, ideals of beauty, contributions to world artistic heritage, performing arts.

Quarter 3 Unit III: Literature and its social commitment (POETRY) Theme: What do I care about the most?


WIDA Consortium Spanish Language Arts Standards: http://wida.us/standards/sla.aspx 1. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. A. Apply reading strategies to improve understanding of Spanish printed text 1. A.3b Apply knowledge of word origins and derivations, including cognates, to comprehend words used in specific content areas (e.g., scientific, political, literary,



from Spanish-speaking countries and communities. 1. B.3d Distinguish between literal and non-literal meaning. C. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities. 1. C.3c Summarize content of reading material, make generalizations and relate them to other materials. 1. C.3d Describe the ways that an author uses language structure, word choice and style to convey the author’s viewpoint. 1. C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language

that inspires). 1. C.3f Respond to literary material from personal, cultural, to creative and critical points of view. 1. C.3g Compare and contrast common literary themes across various cultures, societies and eras. 1. C.3h Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations. 1. C.3i Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from Spanish-speaking countries, the United States, and cultures

worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience.




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D. Read in Spanish for a variety of purposes 1. D.3a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and

experience. 1. D.3b Seek, organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs) on a topic of

interest. 1. D.3d Interpret tables that display textual information and data in visual formats. 1. D.3c Perform expressive oral readings of prose, poetry, and drama using correct intonation and pronunciation. 1. D.3d Interpret tables that display textual information and data in visual formats. 1. D.3e Read grade-appropriate material with fluency, accuracy and understanding. 2. WRITING: Write to communicate effectively in Spanish A. Produce written text in Spanish to communicate with different audiences for a variety of purposes 2. A.3a Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete data. 2. A.3b Write narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme. 2. A.3c Write a persuasive piece (such as a letter to a specific person or a script promoting a particular product) that includes a clear position, a discernable tone, and a

coherent argument with reliable evidence. 2. A.3d Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for

a specified audience. 2. A.3e Using available technology, produce compositions and multimedia works for specified audiences. 2. A.3f Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources. 2. A.3g Write to reflect customs and culture of Spanish speaking countries and communities. B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.3a Write compositions that contain complete sentences, following Spanish word order, and paragraphs using Spanish conventions, including the correct use of verb

tenses. 2. B.3b Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 2. B.3c Establish central idea, organization, elaboration and unity in relation to purpose and audience. 2. B.3e Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for


information that clarify main ideas; and use visual aids and contemporary technology as support. 3. B.3b Use verbal and nonverbal communication strategies to maintain communications and to negotiate and resolve conflict. 3. B.3d Use speaking skills to participate and lead groups to design and produce reports and multi-media compositions that represent group projects. 3. B.3e Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research.




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4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.3b Employ correctly the conventions of capitalization and punctuation rules. 4. A.3d Employ principles of agreement related to number, gender, and case. 4. A.3e At a grade-appropriate level, recognize common errors, made by native speakers, in the use of the Spanish language and know how and when to correct them. 4. A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication. 4. A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written



• Maintain a discussion related to different types of poems and literary writing. • Discuss and/or debate elements of poetry, types of poems, and poetic structure. • Express and explain symbolism within poetic writing. • Express opinions and react to different poems from Spanish-speaking countries.

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio visual texts relating to rhetoric figures. • Evaluates and interprets written texts and materials related to poetry and rhetoric.

PRESENTATIONAL MODE • Produce oral and written reports on poetry anthology. • Produce an activity showing understanding of poetic rhetoric. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to poetry.

CULTURES • Explore attitudes when reacting to themes and styles within poetry.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards poets and their works. .

COMPARISONS • Demonstrate language varieties within cultures through comparison of poetic styles and poetic works. . Analyze the relationship between lyric languages.

COMMUNITIES • Explore poetry in their own community or their school and compare them to issues in Spanish-speaking communities. • Identify personal connections to poetry.

Creative writing Elements of a poem Types of poems Poem structure Rhetoric figures

USEFUL VOCABULARY According to reading selections. RECYCLED/ONGOING TOPICS/STRUCTURES Grammar focus: rhetoric figures, poem structure, types of poems.




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Students will engage in various pre and post writing activities, based around composing a poetry anthology. Students will read and analyze a variety of poems from different Spanish-speaking countries. Students will compare and identify different styles of poetic writing. Students will participate in the process of investigating a poem's form, content, structural semiotics and history in an informed way, with the aim of heightening one's own and others' understanding and appreciation of the work.

ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’s rubrics for speaking and writing available on Vision.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students will read various poems, and analyze their different elements. Poems available in: Sendas Literarias I, VISION Español para Nosotros I, online.

Peer evaluations of first draft assignments and final stories. *Suggested rubric on VISION SFS II TEACHER EXCHANGE.

Class presentation of the student’s final poetry anthologies.

AP THEME: Global Challenges AP SUBTHEME: Human rights, diversity, health and environmental issues. Quarter 4 Unit IV: Citizen rights and responsibilities Theme: How can I enhance the quality of my life and help other around me?


WIDA Consortium Spanish Language Arts Standards: http://wida.us/standards/sla.aspx 1. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. A. Apply reading strategies to improve understanding of Spanish printed text 1. A.3b Apply knowledge of word origins and derivations, including cognates, to comprehend words used in specific content areas (e.g., scientific, political, literary,



from Spanish-speaking countries and communities. 1. B.3d Distinguish between literal and non-literal meaning. C. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities. 1. C.3c Summarize content of reading material, make generalizations and relate them to other materials. 1. C.3d Describe the ways that an author uses language structure, word choice and style to convey the author’s viewpoint. 1. C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that




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experience. 1. D.3b Seek, organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs) on a topic of

interest. 1. D.3d Interpret tables that display textual information and data in visual formats. 1. D.3c Perform expressive oral readings of prose, poetry, and drama using correct intonation and pronunciation. 1. D.3d Interpret tables that display textual information and data in visual formats. 1. D.3e Read grade-appropriate material with fluency, accuracy and understanding. 2. WRITING: Write to communicate effectively in Spanish A. Produce written text in Spanish to communicate with different audiences for a variety of purposes 2. A.3a Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete data. 2. A.3b Write narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme. 2. A.3c Write a persuasive piece (such as a letter to a specific person or a script promoting a particular product) that includes a clear position, a discernable tone, and a

coherent argument with reliable evidence. 2. A.3d Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for

a specified audience. 2. A.3e Using available technology, produce compositions and multimedia works for specified audiences. 2. A.3f Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources. 2. A.3g Write to reflect customs and culture of Spanish speaking countries and communities. B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.3a Write compositions that contain complete sentences, following Spanish word order, and paragraphs using Spanish conventions, including the correct use of verb

tenses. 2. B.3b Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 2. B.3c Establish central idea, organization, elaboration and unity in relation to purpose and audience. 2. B.3e Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for

submission and/or publication. 2. B.3f At grade-appropriate level, write to reflect customs and culture of Spanish-speaking countries and communities, including personal experiences and references. 3. ORAL LANGUAGE: Listen and speak effectively in Spanish in a variety of situations. A. Listen effectively in formal and informal situations 3. A.3b Compare a speaker’s verbal and nonverbal messages. 3. A.3c Restate and carry out multi-step oral instructions.




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B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience 3. B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting

information that clarify main ideas; and use visual aids and contemporary technology as support. 3. B.3b Use verbal and nonverbal communication strategies to maintain communications and to negotiate and resolve conflict. 3. B.3d Use speaking skills to participate and lead groups to design and produce reports and multi-media compositions that represent group projects. 3. B.3e Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research. 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.3b Employ correctly the conventions of capitalization and punctuation rules. 4. A.3d Employ principles of agreement related to number, gender, and case. 4. A.3e At a grade-appropriate level, recognize common errors, made by native speakers, in the use of the Spanish language and know how and when to correct them. 4. A.3f Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication. 4. A.3g Consult dictionaries, thesauruses, handbooks, and other grammar texts when choosing words, phrases, and expressions for use in oral and written



• Maintain a discussion related to public speaking. • Discuss and/or debate social issues. • Express and explain elements of persuasive speech public speaking. • Express opinions and react to global challenges.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating to the influence of public speaking. • Evaluates and interprets written texts and materials to research their speech topic.

PRESENTATIONAL MODE • Produce oral and written reports on a selected topic. • Produce an activity showing understanding on a current global issue. Refer to possible topics on Vision.


CONNECTIONS • Make connections between historical contexts and current attitudes towards different opinions defending and challenging their topic. .

COMPARISONS • Demonstrate language varieties within cultures through comparison of opinions and reactions to a persuasive speech . Analyze the relationship between their opinions before and after a persuasive speech.

COMMUNITIES • Explore public speaking in their own community or their school and compare them to issues in Spanish speaking communities. • Identify personal connections to public speaking.

Diction Tone Corporal Expression




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• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to social challenges. USEFUL VOCABULARY According to reading selections. RECYCLED/ONGOING TOPICS/STRUCTURES Grammar focus: types of sentences according to purpose of the speech. (Refer to Vision) RESOURCES/ ACTIVITIES Students will research, write and present a given topic with more than one view, in order to create a persuasive

speech. Students will engage in class discussion about their persuasive speeches. ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’s rubrics for speaking and writing available on Vision. Common: Final exam. Please refer to Vision.


Peer evaluations on student’s speech presentation. *Suggested rubric on Vision.

Students present their written speeches. Students will present orally a persuasive speech to the class on a specific topic at the teacher’s discretion. *Suggested rubric on Vision.



Spanish Fluent Speakers Level IIIH – SY 2016- 2017

SFS III H



Spanish Fluent Speakers Level IIIH - SY 2016- 2017

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AP THEME: Contemporary Life AP SUBTHEME: Education and Professions

Quarter I Unit I: Building a successful future Theme: Professions and Careers

SFS Level III H Recommended pacing: 9 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 theme. Teach theme driven not grammar driven lessons. Assess vocabulary, spelling, punctuation, and accentuation in context on an ongoing basis.

WIDA Consortium Spanish Language Arts Standards: (refer to the WIDA Consortium Standards) http://wida.us/standards/sla.aspx 1. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. A. Apply reading strategies to improve understanding of Spanish printed text 1. A.4d Relate reading to prior knowledge and experience and make connections with other texts. 1. A.4f Check for understanding and clarity by evaluating a variety of texts, in and out of school, for purpose, structure, content and details. 1. A.4g Read grade-appropriate material with fluency and understanding. 1. A.4h Use a variety of strategies, including questions and predictions, to guide reading of complex materials. B. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning 1. B.4d Analyze how information is presented as fact, fiction, or a combination of fact and fiction to influence the reader. C. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities 1. C.4a Develop and articulate defensible points of view on individual, community, national, and world issues reflected in literary and nonliterary texts. 1. C.4b Critically evaluate information and perspectives from multiple sources. 1. C.4c Summarize and make generalizations from content and relate them to the purpose of the material. 1. C.4f Develop, explain, and defend interpretations of complex literary works in Spanish. 1. C.4j Investigate and report on ways in which a writer has influenced or been influenced by historical, social, and cultural issues or events. 1.C.4k Apply tests of logic and reasoning to informational and persuasive texts 1. C.4l Evaluate the reliability and authenticity of information conveyed in a text to determine bias, using criteria based on knowledge of the author, topic, and context

and analysis of logic, evidence, propaganda, and language. D. Read in Spanish for a variety of purposes 1. D.4a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and

experience. 1. D.4b Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms. 1. D.4d Use tables, graphs and maps to challenge arguments, defend conclusions, and persuade others. 1. D.4e Read grade-appropriate material with fluency, accuracy and understanding. 2. WRITING: Write to communicate effectively in Spanish. A. Produce written text in Spanish to communicate with different audiences for a variety of purposes 2. A.4c Write a coherent argument that takes a position, accurately summarizes an opposing position, refutes that position, and cites persuasive evidence. 2. A.4d Write for real or potentially real situations in academic, professional and civic contexts (e.g., college applications, job applications, business letters, petitions). 2A.4e Communicate information and ideas in narrative, informative and persuasive writing with clarity and effectiveness in a variety of written forms using appropriate

traditional and/or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose and situation.




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2. A.4f Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats.

B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.4a Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. 2. B.4b Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit a variety of writing techniques including

clarity of focus, logic of organization, appropriate elaboration and support and overall coherence. 2. B.4c Establish central idea, organization, elaboration and unity in relation to purpose and audience. 2. B.4d Expand ideas by using modifiers and subordination. 2. B.4e Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology. 2. B.4f At grade-appropriate level, write to reflect customs and culture of Spanish-speaking countries and communities, including personal experiences and references. 2. B.4g Evaluate written work for its effectiveness and make recommendations for its improvement, based on self-assessment and reflection. 2. B.4h Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience. 3. ORAL LANGUAGE: Listen and speak effectively in Spanish in a variety of situations. A. Listen effectively in formal and informal situations 3. A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations,

interviews). 3. A.4b Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive). 3. A.4c Follow complex oral instructions. B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience 3. B.4a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a

variety of audiences using appropriate visual aids and available technology. 3. B.4b Use verbal and nonverbal strategies to maintain communication and to resolve conflict (e.g., mediation skills, formal and informal bargaining skills). 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.4a Use correct tenses to indicate the relative order of events. 4. A.4b Punctuate complex sentences correctly, including appropriate use of dialogue, citations, colons, hyphens, dashes, ellipses, and italics. 4. A.4d Employ principles of agreement related to number, gender, and case. 4. A.4e At a grade-appropriate level, recognize common errors, made by native speakers, in the use of the Spanish language and know how and when to correct them. 4. A.4f Identify use of different forms of “tú” and “usted” such as “vosotros” in Spanish speaking countries. 4. A.4g Examine the origin, history, denotation, connotation, and usage of Spanish words and phrases by consulting dictionaries, thesauruses, handbooks, electronic

media, and other sources of information about language. B. Recognize and use appropriate language form and style to communicate with different audiences, for different purposes, and in different settings. 4.B.4a Analyze and explain how immediate context and broader social, cultural, regional, and professional variables influence the use of language, citing characteristics

such as level of formality, slang, jargon, and emotional impact. 4B.4b Identify the form and function of words, phrases, and clauses, including interrelated clauses in complex sentences and use them effectively 4. B.4c Evaluate the choice of words, expressions, and style considering the purpose and context of a communication. 4. B.4f Identify and explain language contact phenomena that give rise to Anglicism and to code-switching.




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• Maintain a discussion related to future careers and professions. • Discuss and/or debate different post-secondary career options. • Express and explain positive changes of post-secondary education. • Express opinions and react to the difference between a career and profession.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating to career options and work environments. • Evaluates and interprets written texts and materials on possible career choices.

PRESENTATIONAL MODE • Produce oral and written reports on a specific postsecondary career choice. • Produce an activity showing understanding of post-secondary educational options. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to educational careers.

CULTURES • Explore attitudes when reacting to future careers that don’t exist yet.

CONNECTIONS • Make connections between historical contexts and current attitudes towards the demand and needs for certain professions. .

COMPARISONS • Demonstrate language varieties within cultures through comparison of post-secondary education in various Spanish-speaking countries. • Analyze the relationship between effective career and post-secondary education options and positive life impact.

COMMUNITIES • Explore career and professions in their own community or their school and compare them to issues in Spanish-speaking communities. • Identify colleges and universities offering a degree or training in the chosen career.

How to write a research paper.

How to synthesize information

How to write a monograph

Use of APA style

USEFUL VOCABULARY According to reading selections. RECYCLED/ONGOING TOPICS/STRUCTURES Grammar focus: coordinates sentences, monography, APA style. RESOURCES/ ACTIVITIES

Students will complete a research project assignment for this unit. Students will use graphic organizers to arrange ideas, various media (video, audio) tools for research. Pre-reading, during and after-reading activities to enhance reading comprehension. Grammar and syntax lessons will be integrated in every lesson. End of unit project using power point or promethean presentation will be presented to peers at the end of the unit. Students will complete a final research essay using appropriate grammatical structures.

ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’s rubrics for speaking and writing. NOTE: A diagnostic assessment should be administered to any new student that hasn’t taken Spanish for Fluent Speakers I or II. Found on Vision SFS I, 1st quarter.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students will read and analyze various text related to possible careers and professions. Research information based on presentational project rubric on Vision. Identify and use key terms, narrow the topic, select relevant information, evaluate sources and demonstrate responsible use of technology.

Peer evaluations for oral presentation and first draft assignments of final project. *Suggested rubric on Vision.

Oral presentation and expository essay based on a specific career or profession.




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AP THEME: Global Challenges AP SUBTHEME: Economic and Environmental Issues Quarter 2 Unit II: Challenges and Opportunities Theme: Building a better future


WIDA Consortium Spanish Language Arts Standards: (refer to the WIDA Consortium Standards) http://wida.us/standards/sla.aspx 1. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. A. Apply reading strategies to improve understanding of Spanish printed text 1. A.4d Relate reading to prior knowledge and experience and make connections with other texts. 1. A.4f Check for understanding and clarity by evaluating a variety of texts, in and out of school, for purpose, structure, content and details. 1. A.4g Read grade-appropriate material with fluency and understanding. 1. A.4h Use a variety of strategies, including questions and predictions, to guide reading of complex materials. E. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning 1. B.4a Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic

and contemporary works of literature in Spanish representing a variety of forms and media. 1. B.4c Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in literature from Spanish-speaking countries and

communities. 1. B.4d Analyze how information is presented as fact, fiction, or a combination of fact and fiction to influence the reader. F. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities 1. C.4b Critically evaluate information and perspectives from multiple sources. 1. C.4c Summarize and make generalizations from content and relate them to the purpose of the material. 1. C.4d Describe the influence of the author’s language structure and word choice to convey the author’s viewpoint. 1. C.4g Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. 1. C.4h Draw on a broad base of knowledge about the universal themes of literature in Spanish such as initiation, love and duty, heroism, illusion and reality, salvation,

death and rebirth, and explain how these themes are developed in a particular work of literature. 1. C.4i Compare texts that reflect customs, traditions, regions, and cultures. 1. C.4j Investigate and report on ways in which a writer has influenced or been influenced by historical, social, and cultural issues or events. 1.C.4k Apply tests of logic and reasoning to informational and persuasive texts 1. C.4l Evaluate the reliability and authenticity of information conveyed in a text to determine bias, using criteria based on knowledge of the author, topic, and context and

analysis of logic, evidence, propaganda, and language. 1. C.4m Identify philosophical assumptions and basic beliefs underlying selected Spanish text. G. Read in Spanish for a variety of purposes 1. D.4a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and

experience. 1. D.4b Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms.




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1. D.4d Use tables, graphs and maps to challenge arguments, defend conclusions, and persuade others. 1. D.4e Read grade-appropriate material with fluency, accuracy and understanding. 2. WRITING: Write to communicate effectively in Spanish. A. Produce written text in Spanish to communicate with different audiences for a variety of purposes 2. A.4c Write a coherent argument that takes a position, accurately summarizes an opposing position, refutes that position, and cites persuasive evidence. 2A.4e Communicate information and ideas in narrative, informative and persuasive writing with clarity and effectiveness in a variety of written forms using appropriate

traditional and/or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose and situation. 2. A.4f Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats. B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.4a Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. 2. B.4b Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit a variety of writing techniques including

clarity of focus, logic of organization, appropriate elaboration and support and overall coherence. 2. B.4c Establish central idea, organization, elaboration and unity in relation to purpose and audience. 2. B.4e Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology. 2. B.4f At grade-appropriate level, write to reflect customs and culture of Spanish-speaking countries and communities, including personal experiences and references. 2. B.4g Evaluate written work for its effectiveness and make recommendations for its improvement, based on self-assessment and reflection. 2. B.4h Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience. 3. ORAL LANGUAGE: Listen and speak effectively in Spanish in a variety of situations. A. Listen effectively in formal and informal situations 3. A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations,

interviews). 3. A.4b Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive). 3. A.4c Follow complex oral instructions. B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience 3. B.4a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety

of audiences using appropriate visual aids and available technology. 3. B.4d Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to

achieve its goals. 3. B.4e Support and defend a thesis statement using various references including media and electronic resources. 3. B.4f Speak fluently with varied inflection and effective eye contact, enunciating and pronouncing clearly at an appropriate rate and volume, using the appropriate style

of speaking Spanish according to audience and purpose. 3. B.4g Prepare for and participate in formal debates by summarizing then refuting opposing positions and citing persuasive evidence. 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.4a Use correct tenses to indicate the relative order of events. 4. A.4b Punctuate complex sentences correctly, including appropriate use of dialogue, citations, colons, hyphens, dashes, ellipses, and italics. 4. A.4d Employ principles of agreement related to number, gender, and case.




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4. A.4e At a grade-appropriate level, recognize common errors, made by native speakers, in the use of the Spanish language and know how and when to correct them. 4. A.4f Identify use of different forms of “tú” and “usted” such as “vosotros” in Spanish speaking countries. 4. A.4g Examine the origin, history, denotation, connotation, and usage of Spanish words and phrases by consulting dictionaries, thesauruses, handbooks, electronic


such as level of formality, slang, jargon, and emotional impact. 4B.4b Identify the form and function of words, phrases, and clauses, including interrelated clauses in complex sentences and use them effectively 4. B.4c Evaluate the choice of words, expressions, and style considering the purpose and context of a communication. 4. B.4d Identify and analyze appropriate etiquette common to Hispanic cultures. 4. B.4e Identify and give examples of different Spanish language dialects based on geographic origin. 4. B.4f Identify and explain language contact phenomena that give rise to Anglicism and to code-switching.


• Maintain a discussion related analysis of current news articles. • Discuss and/or debate current social issues that can change our future. • Express and explain the effects of current economical changes. • Express opinions and react to environmental issues.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating to current news. • Evaluates and interprets written texts and materials geographical movements.

PRESENTATIONAL MODE • Produce oral and written reports on a current news article. • Produce an activity showing understanding of the effects of current changes in our future lives. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to current changes.

CULTURES • Explore attitudes when reacting to different perspectives of social changes.

CONNECTIONS • Make connections between historical contexts and current attitudes towards different perceptions of technology use. .

COMPARISONS • Demonstrate language varieties within cultures through comparison of social challenges. . Analyze the relationship between current changes in the united states and other Spanish-speaking countries.

COMMUNITIES • Explore current news in their own community or their school and compare them to issues in Spanish-speaking communities. • Identify local changes that might affect our future.

Reading analysis Pre-reading/ post-

reading Information synthesis Essay writing

USEFUL VOCABULARY According to reading selections. RECYCLED/ONGOING TOPICS/STRUCTURES Grammar focus: coordinate sentences, present subjunctive mode. RESOURCES/ ACTIVITIES

Read and analyze different current news articles at the teacher’s discretion. Suggested websites provided in Vision. Write and present a 5 paragraph essay on a given topic or news article, at the discretion of the teacher. Writing and listening practice.




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ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’s rubrics for speaking and writing, and evaluate the student’s journal entries. (prompts can be found in the passing guide at Vision) *Common Assessments: MY Benchmark




Students read and interpret a variety of authentic readings on current news in Spanish.

Students engage in discussions about current trends, current events, and their effects on our future. Students debate on controversial events, news or trends.

Students create an essay on a specific news article or event. Students present their findings to the class.




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AP THEME: Beauty and Aesthetics AP SUBTHEME: Performing Arts Quarter 3 Unit III: Performing Arts – Expressing and Understanding Culture Theme: Art as an Expression of Culture


WIDA Consortium Spanish Language Arts Standards: (refer to the WIDA Consortium Standards) http://wida.us/standards/sla.aspx 1. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. A. Apply reading strategies to improve understanding of Spanish printed text 1. A.4d Relate reading to prior knowledge and experience and make connections with other texts. 1. A.4f Check for understanding and clarity by evaluating a variety of texts, in and out of school, for purpose, structure, content and details. 1. A.4g Read grade-appropriate material with fluency and understanding. 1. A.4h Use a variety of strategies, including questions and predictions, to guide reading of complex materials. H. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning 1. B.4a Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in

classic and contemporary works of literature in Spanish representing a variety of forms and media. 1. B.4c Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in literature from Spanish-speaking countries and

communities. 1. B.4d Analyze how information is presented as fact, fiction, or a combination of fact and fiction to influence the reader. I. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities 1. C.4b Critically evaluate information and perspectives from multiple sources. 1. C.4c Summarize and make generalizations from content and relate them to the purpose of the material. 1. C.4d Describe the influence of the author’s language structure and word choice to convey the author’s viewpoint. 1. C.4g Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. 1. C.4h Draw on a broad base of knowledge about the universal themes of literature in Spanish such as initiation, love and duty, heroism, illusion and reality, salvation,

death and rebirth, and explain how these themes are developed in a particular work of literature. 1. C.4i Compare texts that reflect customs, traditions, regions, and cultures. 1. C.4j Investigate and report on ways in which a writer has influenced or been influenced by historical, social, and cultural issues or events. 1.C.4k Apply tests of logic and reasoning to informational and persuasive texts 1. C.4l Evaluate the reliability and authenticity of information conveyed in a text to determine bias, using criteria based on knowledge of the author, topic, and context

and analysis of logic, evidence, propaganda, and language. 1. C.4m Identify philosophical assumptions and basic beliefs underlying selected Spanish text. J. Read in Spanish for a variety of purposes 1. D.4a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and





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traditional and/or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose and situation. 2. A.4f Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the

findings in oral or multimedia formats. B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.4a Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. 2. B.4b Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit a variety of writing techniques including


interviews). 3. A.4b Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive). 3. A.4c Follow complex oral instructions. B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience 3. B.4a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a

variety of audiences using appropriate visual aids and available technology. 3. B.4d Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to

achieve its goals. 3. B.4e Support and defend a thesis statement using various references including media and electronic resources. 3. B.4f Speak fluently with varied inflection and effective eye contact, enunciating and pronouncing clearly at an appropriate rate and volume, using the appropriate

style of speaking Spanish according to audience and purpose. 3. B.4g Prepare for and participate in formal debates by summarizing then refuting opposing positions and citing persuasive evidence. 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.4a Use correct tenses to indicate the relative order of events. 4. A.4b Punctuate complex sentences correctly, including appropriate use of dialogue, citations, colons, hyphens, dashes, ellipses, and italics. 4. A.4d Employ principles of agreement related to number, gender, and case.




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media, and other sources of information about language. B. Recognize and use appropriate language form and style to communicate with different audiences, for different purposes, and in different settings. 4.B.4a Analyze and explain how immediate context and broader social, cultural, regional, and professional variables influence the use of language, citing

characteristics such as level of formality, slang, jargon, and emotional impact. 4B.4b Identify the form and function of words, phrases, and clauses, including interrelated clauses in complex sentences and use them effectively 4. B.4c Evaluate the choice of words, expressions, and style considering the purpose and context of a communication. 4. B.4d Identify and analyze appropriate etiquette common to Hispanic cultures. 4. B.4e Identify and give examples of different Spanish language dialects based on geographic origin. 4. B.4f Identify and explain language contact phenomena that give rise to Anglicism and to code-switching.


• Maintain a discussion related to dramatic works of Spanish-speaking playwrights. • Discuss and/or debate elements of theater. • Express and explain symbolism within theatrical writing. • Express opinions and react to different types of plays from Spanish-speaking countries.

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio visual texts relating to Spanish-speaking theater. • Evaluates and interprets written texts and materials related to theater and dramatic works.

PRESENTATIONAL MODE • Produce oral and written reports on theater and character analysis. • Produce an activity showing understanding of theatrical elements. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to theater.

CULTURES • Explore attitudes when reacting to themes and styles of dramatic works.

CONNECTIONS • Make connections between historical contexts and current attitudes towards plays, playwrights and dramatic writing. .

COMPARISONS • Demonstrate language varieties within cultures through comparison of plays and dramatic works. . Analyze the relationship between classical and contemporary plays.

COMMUNITIES

• Explore theater in their own community or their school and compare them to issues in Spanish-speaking communities. • Identify personal connections to theater.

Creative writing: drama Elements of theater Types of plays Dramatic structure Scenic presentation Theater reading Scene analysis Improvisation

USEFUL VOCABULARY According to reading selections. RECYCLED/ONGOING TOPICS/STRUCTURES Grammar focus: subordinate sentences, imperfect subjunctive, perfect tenses. RESOURCES/ ACTIVITIES

Students will engage in various pre and post writing activities, based around composing a play. Students will read and analyze a variety of plays and dramatic works from different Spanish-speaking countries. Students will compare and identify different styles of theatrical writing.




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ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA”s rubrics for speaking and writing available on Vision. *Optional: Begin to identify strong public speakers to participate in the Spanish GALA Competition date and location TBD.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task

Students will read various plays and theatrical works in order to analyze their different elements. Plays available in Sendas Literarias 2, VISION, Español para nosotros 1 and other sources at the discretion of the teacher.

Monologues, dialogues, reading plays out-loud, scene work, sketches, group mini-dramas, character analysis and discussion.

Class presentation of the students’ final mini-drama.




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AP THEME: Global Challenges AP SUBTHEME: Human rights, diversity and health issues

Quarter 4 Unit IV: Citizen Rights and Responsibilities Theme: The creation of a responsible citizen


WIDA Consortium Spanish Language Arts Standards: (refer to the WIDA Consortium Standards) http://wida.us/standards/sla.aspx 1. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanish-speaking societies. A. Apply reading strategies to improve understanding of Spanish printed text 1. A.4d Relate reading to prior knowledge and experience and make connections with other texts. 1. A.4f Check for understanding and clarity by evaluating a variety of texts, in and out of school, for purpose, structure, content and details. 1. A.4g Read grade-appropriate material with fluency and understanding. 1. A.4h Use a variety of strategies, including questions and predictions, to guide reading of complex materials. K. Recognize, analyze, and evaluate literary elements and techniques used to convey meaning 1. B.4a Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic

and contemporary works of literature in Spanish representing a variety of forms and media. 1. B.4c Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in literature from Spanish-speaking countries and

communities. 1. B.4d Analyze how information is presented as fact, fiction, or a combination of fact and fiction to influence the reader. L. Read, interpret, and critically analyze literary and non-literary materials from Spanish-speaking countries and communities 1. C.4b Critically evaluate information and perspectives from multiple sources. 1. C.4c Summarize and make generalizations from content and relate them to the purpose of the material. 1. C.4d Describe the influence of the author’s language structure and word choice to convey the author’s viewpoint. 1. C.4g Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. 1. C.4h Draw on a broad base of knowledge about the universal themes of literature in Spanish such as initiation, love and duty, heroism, illusion and reality, salvation,

death and rebirth, and explain how these themes are developed in a particular work of literature. 1. C.4i Compare texts that reflect customs, traditions, regions, and cultures. 1. C.4j Investigate and report on ways in which a writer has influenced or been influenced by historical, social, and cultural issues or events. 1.C.4k Apply tests of logic and reasoning to informational and persuasive texts 1. C.4l Evaluate the reliability and authenticity of information conveyed in a text to determine bias, using criteria based on knowledge of the author, topic, and context and

analysis of logic, evidence, propaganda, and language. 1. C.4m Identify philosophical assumptions and basic beliefs underlying selected Spanish text. M. Read in Spanish for a variety of purposes 1. D.4a Select a variety of materials in Spanish to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and





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traditional and/or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose and situation. 2. A.4f Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the

findings in oral or multimedia formats. B. Plan, compose, edit, and present clear and effective writing in Spanish 2. B.4a Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. 2. B.4b Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit a variety of writing techniques including


interviews). 3. A.4b Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive). 3. A.4c Follow complex oral instructions. B. Orally communicate information, opinions, and ideas using language appropriate to the situation, purpose, and audience 3. B.4a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety

of audiences using appropriate visual aids and available technology. 3. B.4d Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to

achieve its goals. 3. B.4e Support and defend a thesis statement using various references including media and electronic resources. 3. B.4f Speak fluently with varied inflection and effective eye contact, enunciating and pronouncing clearly at an appropriate rate and volume, using the appropriate style

of speaking Spanish according to audience and purpose. 3. B.4g Prepare for and participate in formal debates by summarizing then refuting opposing positions and citing persuasive evidence. 4. LANGUAGE USE AND STRUCTURE: Apply knowledge of the function and structure of the Spanish language to communicate effectively. A. Use correct grammar, spelling, punctuation, and capitalization 4. A.4a Use correct tenses to indicate the relative order of events. 4. A.4b Punctuate complex sentences correctly, including appropriate use of dialogue, citations, colons, hyphens, dashes, ellipses, and italics. 4. A.4d Employ principles of agreement related to number, gender, and case.




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such as level of formality, slang, jargon, and emotional impact. 4B.4b Identify the form and function of words, phrases, and clauses, including interrelated clauses in complex sentences and use them effectively 4. B.4c Evaluate the choice of words, expressions, and style considering the purpose and context of a communication. 4. B.4d Identify and analyze appropriate etiquette common to Hispanic cultures. 4. B.4e Identify and give examples of different Spanish language dialects based on geographic origin. 4. B.4f Identify and explain language contact phenomena that give rise to Anglicism and to code-switching.


• Maintain a discussion related to public speaking • Discuss and/or debate social issues • Express and explain elements of persuasive speech public speaking • Express opinions and react to global challenges

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating to the influence of public speaking • Evaluates and interprets written texts and materials to research their speech topic.

PRESENTATIONAL MODE • Produce oral and written reports on a selected topic. • Produce an activity showing understanding on a current global issue. Refer to possible topics on Vision. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to social challenges.


CONNECTIONS • Make connections between historical contexts and current attitudes towards different opinions defending and challenging their topic. .

COMPARISONS • Demonstrate language varieties within cultures through comparison of opinions and reactions to a persuasive speech. . Analyze the relationship between their opinions before and after a persuasive speech.

COMMUNITIES • Explore public speaking in their own community or their school and compare them to issues in Spanish-speaking communities. • Identify personal connections to public speaking.

Diction Tone Corporal Expression Visual Contact Techniques to control

stage fright Persuasive speech

writing Different types of

speeches


Grammar focus: simple and compounds sentences, AP preparation drills, imperfect subjunctive, review previous skills.

RESOURCES/ ACTIVITIES Students will research, write and present various styles of speeches.




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Students will engage in class discussion about their persuasive speeches. ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA’S rubrics for speaking and writing available on VISION Common: Teachers will administer a common assessment to evaluate the students’ proficiency level at least one week before the departure of Senior students. Final exam. Please refer to Vision for both common assessment and final exam.


Peer evaluations on student’s speech presentation. *Suggested rubric on Vision.

Students present their written speeches. Students will present orally a persuasive speech to the class on a specific topic at the teacher’s discretion. *Suggested rubric on Vision.



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