CurriculumManagementSystem
MONROETOWNSHIPSCHOOLS
CourseName:APSpanishLanguage
Grade:11‐12
Foradoptionbyallregulareducationprograms
asspecifiedandforadoptionoradaptationby
allSpecialEducationProgramsinaccordance
withBoardofEducationPolicy#2220.
9/2015
BoardApproved:
TableofContents
MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page...
Mission,Vision,Beliefs,andGoals
Page...
CoreCurriculumContentStandards
Page...
ScopeandSequence Page...
Goals/EssentialQuestions/Objectives/InstructionalTools/Activities
QuarterlyBenchmarkAssessment
Page...
Page…
2
MonroeTownshipSchoolsAdministrationandBoardofEducationMembers
ADMINISTRATION
Dr.MichaelKozak,Superintendent
Dr.DoriAlvich,AssistantSuperintendent
BOARDOFEDUCATION
Mr.DougPoye,BoardPresident
Mr.TomNothstein,BoardVicePresident
Ms.MicheleArminio
Mr.MarvinI.Braverman
Ms.JillDeMaio
Mr.LewKaufman
Ms.KathyKolupanowich
Mr.AnthonyPrezioso
Mr.StevenRiback
JamesburgRepresentative
Mr.RobertCzarneski
WRITER’SNAME
NatashaCarannante
CURRICULUMSUPERVISOR
Dr.KellyRoselle
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Mission,Vision,Beliefs,andGoals
MissionStatement
TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducation
bywell‐trainedcommittedstaffinasafeandorderlyenvironment.
VisionStatement
TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctionina
globalsocietythroughapreeminenteducation.
Beliefs
1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.
2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiverse
population.
3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.
4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.
5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.
6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.
7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.
8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.
9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.
BoardofEducationGoals
1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.
2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.
3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.
4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.
5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.
6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.
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CommonCoreStateStandards(CSSS]
TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhat
theyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoung
peopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompete
successfullyintheglobaleconomy.
Links:
1.CCSSHomePage:http://www.corestandards.org
2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions
3.CCSSTheStandards:http://www.corestandards.org/the-standards
4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca
5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org
6.NationalStandardsforFamilyandConsumerSciencesEducationhttp://nasafacs.org/national‐standards‐home.html
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ScopeandSequence
Quarter1
Nosotrosynuestromundo
I.
Losdesafíosmundiales/GlobalChallenges
A. Lostemaseconómicos/EconomicIssues
B. Lostemasdelmedioambiente/EnvironmentalIssues
C. Elpensamientofilosóficoylareligión/PhilosophicalThoughtandReligion
D. Lapoblaciónylademografía/PopulationandDemographics
E. Elbienestarsocial/SocialWelfare
F. Laconcienciasocial/SocialConscience
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Quarter2
Latecnologíayelporvenir
I.
II.
Lacienciaylatecnología/ScienceandTechnology
A. Elaccesoalatecnología/AccesstoTechnology
B. Losefectosdelatecnologíaenelindividuoyenlasociedad/EffectsofTechnologyonSelfandSociety
C. Elcuidadodelasaludylamedicina/HealthCareandMedicine
D. Lasinnovacionestecnológicas/Innovations
E. Losfenómenosnaturales/NaturalPhenomena
F. Lacienciaylaética/ScienceandEthics
Lasfamiliasylascomunidades/FamiliesandCommunities
A. Laciudadaníaglobal/GlobalCitizenship
B. Lasredessociales/SocialNetworking
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Quarter3
¿Quiénessomosycómoesnuestravida?
I.Lasidentidadespersonalesypúblicas
A.Laenajenaciónylaasimilación/AlienationandAssimilation
B.Loshéroesylasfigurashistóricas/HeroesandHistoricalFigures
C. Laidentidadnacionalylaidentidadétnica/NationalandEthnicIdentities
D. Laautoestima/Self‐esteem
II.
Lasfamiliasylascomunidades
A.Lastradicionesylosvalores/Customsandvalues
III.
Lavidacontemporánea
A. Lastradicionesylosvaloressociales/Socialcustomsandvalues
B. Elentretenimientoyelocio/Leisureandentertainment
C. Losestilosdevida/Lifestyles
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Quarter4
¿Cómosedefinelabelleza?
I.
Labellezaylaestética
A. Ellenguajeylaliteratura/LanguageandLiterature
B. Laarquitectura/Arquitecture
C. Lasdefinicionesdelabelleza/DefiningBeauty
D. Lamodayeldiseño/FashionandDesign
E. Lasartesvisualesyescénicas/VisualandPerformingArts
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UNIT1 – Nosotrosynuestromundo
StageOne:DesiredResults
ESTABLISHEDGOALS
NJCoreCurriculumContentStandardsforWorldLanguages
InterpretiveMode
7.1.AL.A.1
Analyzeandcritiquethevalidityofculturallyauthenticmaterials
usingelectronicinformationandothersourcesrelatedtotargeted
themes.
7.1.AL.A.2
Demonstratecomprehensionofspokenandwrittenlanguageand
nuancesofculture,asexpressedbyspeakersofthetarget
language,ininformalandsomeformalsettings.
7.1.AL.A.3
Analyzetheuseofverbalandnon‐verbaletiquetteinthetarget
culture(s)andinone’sownculturetodevelopanunderstanding
ofhowculturalperspectivesarereflectedinculturalproductsand
culturalpractices.
7.1.AL.A.4
Evaluate,frommultipleculturalperspectives,thehistorical,
political,andpresent‐daycontextsthatconnectorhaveconnected
famouspeople,places,andeventsfromthetargetculture(s)with
theUnitedStates.
7.1.AL.A.5
Evaluateinformationfromoralandwrittendiscoursedealing
withavarietyoftopics.
7.1.AL.A.7
Evaluateinformationfromoralandwrittendiscoursedealing
withavarietyoftopics.
7.1.AL.A.8
Analyzeelementsofthetargetlanguagethatdonothavea
comparablelinguisticelementinEnglish.
InterpersonalMode
7.1.AL.B.1
Usedigitaltoolstoparticipateinextendedconversationson
topicsofapersonal,academic,orsocialnatureusingavarietyof
Transfer
Studentswillbeabletoindependentlyusetheirlearningto…
Discussglobalchallengesfacedtodaysuchasthoserelatedtotheeconomy,
immigration,politics,populationanddemographics,theenvironment,
philosophyandreligion,andsocialwelfare.
Meaning
ESSENTIALQUESTIONS
UNDERSTANDINGS
Studentswillunderstandthat…
Whateconomic,environmental,
politicalandsocialissuespose
Therearemanyeconomic,
challengestosocietiesthroughoutthe
environmental,politicalandsocial
world?
issuesthatarefacedbysocieties
throughouttheworld,andtheseare Whataretheoriginsofthose
notlimitedtoonlyLatin‐American
challenges,andwhatarepossible
countriesortheU.S.intheWestern
solutionstothosechallenges?
hemisphere.
Whatroledoimmigrantsplayinthe
Whiletherearemanypossible
solutionstotheseglobalchallenges, economicsituationinyour
communityandinothercommunities
notallofthesesolutionsareeasily
attainableandrequirethehelpofall throughouttheSpanish‐speaking
globalcitizensandsocietiesto
world?
achievethem.
Whatmeasuresshouldbetakento
Immigrantsplayanimportantrole
ensureasuccessfulimmigration
socially,economically&politically
policyintheU.S.?
notonlyintheU.S.butalsoin
Spanish‐speakingcountries.
Istheglobalizationoftheeconomy
moreofathreatoranadvantageous
Theeconomiesofallcountriesare
opportunityforLatin‐American
becomingmoreandmore
economies?AndfortheU.S.economy?
interdependentduetothe
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timeframestoexchangeinformation.
7.1.AL.B.2
Give,respondto,andaskforclarificationondetailedandcomplex
oralandwrittendirections,commands,andindirectrequests.
7.1.AL.B.3
Interactinavarietyoffamiliarandafewunfamiliarsituations
usingculturallyappropriateverbalandnon‐verbal
communicationstrategies.
7.1.AL.B.4
Askandrespondtoquestionsaspartofagroupdiscussionon
topicsofapersonal,academic,orsocialnatureininformaland
someformalsettings.
7.1.AL.B.5
Engageinoraland/orwrittendiscourseinavarietyoftimeframes
ontopicsofpersonalorsocialinterest,topicsstudiedinother
contentareas,andsomeunfamiliartopics.
7.1.AL.B.6
Uselanguageinavarietyofsettingstofurtherpersonal,academic,
andcareergoals.
PresentationalMode
7.1.AL.C.1
Uselanguageinavarietyofsettingstofurtherpersonal,academic,
andcareergoals.
7.1.AL.C.2
Createaresearch‐basedanalysisofacurrentglobal
problem/issueshowingculturalperspectivesassociatedwiththe
targetculture(s)andanotherworldculture.
7.1.AL.C.3
Uselanguagecreativelyinwritingforpersonal,career,or
academicpurposes.
7.1.AL.C.4
Compareandcontrastthestructuralelementsand/orcultural
perspectivesfoundinculturallyauthenticmaterialswiththose
foundinselectionsinEnglish.
7.1.AL.C.5
Analyzehowculturalperspectivesaboutaspecificcultural
productorculturalpracticeassociatedwiththetargetculture(s)
changeovertime,andcomparewithchangingperspectivesin
globalizationoftradeand
commerce.
Wemusttakeactiontodayto
preserveournaturalresourcesfor
futuregenerations.
Environmentalactionstakenby
activistscanhavebothpositiveand
negativeeffectsontheimpacted
communities.
Religioncanplayaveryimportant
roleinboththepublicandprivate
sectorsofacommunity.
Thesocialwellbeingofa
community/countrycannotbe
measuredinmerelydollarsand
cents(oreurosandpesos).Many
otherfactorsmustbefactoredinto
determinequalityoflife.
Governmentsmustworktogetherto
successfullyridthemselvesofsocial
evilsthatharmallofourcitizens.
Individualcitizenscanmakea
difference!
Studentswillknow…
Howhastheworldpopulation
changedoverthecenturiesandwhat
aretheresultsofthesechanges?
Asaglobalcommunity,atwhatpoint
willwebeindangerofrunningoutof
necessary,naturalresources?What
shouldwebedoingtodaytopreserve
ournaturalresourcesforfuture
generation?
Howhaverecent,environmental
actionsinyourcommunity/state
impactedthequalityofthe
environmentwhereyouliveforthe
betterorfortheworse?
Whatistheroleofreligioninyour
community?Towhatextentdo
religiouspracticesinfluenceone’s
dailylife?
Inpublicsettings,whichshouldbe
allowedtoprevail—thenorm,which
isenforcedthesameforeveryone,or
personal,religiousbeliefs
Howdosocietiesandindividuals
definesocialwellbeingandqualityof
life?
Whataresomesocialproblemsthat
requiretheattentionofthewhole
worldtoday?
Acquisition
Studentswillbeskilledat…
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one’sownculture.
7.1.AL.C.6
Createanelectronicportfoliointhetargetlanguagewithartifacts
documentinglanguageproficiency,cross‐culturalawarenessand
experiences,andotherqualificationsthatsupportthegoalsofthe
PersonalizedStudentLearningPlan.
CommonCoreStateStandards
CCSS.ELA‐LITERACY.WHST.11‐12.1.A
Introduceprecise,knowledgeableclaim(s),establishthe
significanceoftheclaim(s),distinguishtheclaim(s)from
alternateoropposingclaims,andcreateanorganizationthat
logicallysequencestheclaim(s),counterclaims,reasons,and
evidence.
CCSS.ELA‐LITERACY.WHST.11‐12.1.B
Developclaim(s)andcounterclaimsfairlyandthoroughly,
supplyingthemostrelevantdataandevidenceforeachwhile
pointingoutthestrengthsandlimitationsofbothclaim(s)and
counterclaimsinadiscipline‐appropriateformthatanticipates
theaudience'sknowledgelevel,concerns,values,andpossible
biases.
CCSS.ELA‐LITERACY.WHST.11‐12.1.C
Usewords,phrases,andclausesaswellasvariedsyntaxtolink
themajorsectionsofthetext,createcohesion,andclarifythe
relationshipsbetweenclaim(s)andreasons,betweenreasonsand
evidence,andbetweenclaim(s)andcounterclaims.
CCSS.ELA‐LITERACY.WHST.11‐12.1.D
Establishandmaintainaformalstyleandobjectivetonewhile
attendingtothenormsandconventionsofthedisciplineinwhich
theyarewriting.
CCSS.ELA‐LITERACY.WHST.11‐12.1.E
Provideaconcludingstatementorsectionthatfollowsfromor
supportstheargumentpresented.
Howtoengagein oralandwritten
exchangesofinformation,opinions,
andideasinavarietyoftimeframes
informalandinformalsituations.
Howtoelicitinformationandclarify
meaningbyusingavarietyof
strategies.
Howtostateandsupportopinions
inoralandwritteninteractions.
Howtoinitiateandsustain
interactionthroughtheuseofverbal
andnonverbalstrategies.
Howtowriteformalandinformal
correspondenceinavarietyof
mediausingappropriateformats
andconventions.
Howtoself‐monitorandadjust
languageproduction.
Howtodemonstratecomprehension
ofcontentfromauthenticaudio,
visual,audiovisual,writtenand
printresources.
Howtodemonstratecriticalviewing
orlisteningofaudio,visual,and
audiovisualresourcesinthetarget
culturalcontext.
Howtodemonstratecriticalreading
ofwrittenandprintresourcesinthe
targetculturalcontext.
Howtomonitorcomprehensionand
Reflectingontheessentialquestions
andgivinginsightfulspokenand
writtenresponsesinformaland
informalsituations.
Demonstratingknowledgeand
understandingofcontentacross
disciplines.
Applyinginterpersonal,interpretive,
andpresentationalskillsinreal‐life
situations.
Engaginginspokenandwritten
interpersonalcommunication.
Synthesizinginformationfroma
varietyofauthenticaudio,visualand
audiovisualresources.
Synthesizinginformationfroma
varietyofauthenticwrittenandprint
resources.
Understandingthepurposeofa
messageandthepointofviewofits
author.
Planning,producing,andpresenting
spokenpresentational
communications.
Planning,producing,andpresenting
writtenpresentational
communications.
Understandingandusingavarietyof
contentvocabulary,includingsome
idiomaticandculturallyappropriate
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CCSS.ELA‐LITERACY.WHST.11‐12.2
Writeinformative/explanatorytexts,includingthenarrationof
historicalevents,scientificprocedures/experiments,ortechnical
processes.
CCSS.ELA‐LITERACY.WHST.11‐12.2.A
Introduceatopicandorganizecomplexideas,concepts,and
informationsothateachnewelementbuildsonthatwhich
precedesittocreateaunifiedwhole;includeformatting(e.g.,
headings),graphics(e.g.,figures,tables),andmultimediawhen
usefultoaidingcomprehension.
CCSS.ELA‐LITERACY.WHST.11‐12.2.B
Developthetopicthoroughlybyselectingthemostsignificantand
relevantfacts,extendeddefinitions,concretedetails,quotations,
orotherinformationandexamplesappropriatetotheaudience's
knowledgeofthetopic.
CCSS.ELA‐LITERACY.WHST.11‐12.2.C
Usevariedtransitionsandsentencestructurestolinkthemajor
sectionsofthetext,createcohesion,andclarifytherelationships
amongcomplexideasandconcepts.
CCSS.ELA‐LITERACY.WHST.11‐12.2.D
Usepreciselanguage,domain‐specificvocabularyandtechniques
suchasmetaphor,simile,andanalogytomanagethecomplexity
ofthetopic;conveyaknowledgeablestanceinastylethat
respondstothedisciplineandcontextaswellastotheexpertise
oflikelyreaders.
CCSS.ELA‐LITERACY.WHST.11‐12.2.E
Provideaconcludingstatementorsectionthatfollowsfromand
supportstheinformationorexplanationprovided(e.g.,
articulatingimplicationsorthesignificanceofthetopic).
useotherresourcestoenhance
understanding.
Howtoexamine,compare,and
reflectonproducts,practices,and
perspectivesofthetargetculture.
Howtoproduceavarietyofcreative
oralpresentations(e.g.,original
story,personalnarrative,
performance).
Howtoproduceavarietyofcreative
writings(e.g.,originalstory,
personalnarrative,script).
Howtoproduceapersuasivespeech
oressay.
Howtoretellorsummarize
informationinnarrativeform,
demonstratingaconsiderationfor
theaudience.
expressions, todiscussavarietyof
topicsfoundineachthematicunit.
Usingavarietyofadvancedlanguage
structurestoclearlyandeffectively
expressthemselvesintheirspoken
andwrittenresponsestothe
essentialquestions.
Demonstratinganunderstandingof
thefeaturesoftargetculture
communities(e.g.,geographic,
historical,artistic,social,politicalor
economic).
Evaluatingsimilaritiesand
differencesintheperspectivesofthe
targetculture(s)andhisorherown
culture(s)asfoundinaudio,visual,
audiovisual,printedandwritten
resources.
Howtoexpoundonfamiliartopics
andonthoserequiringresearch.
Howtoproduceexpositorywriting,
includingresearchreports.
Howtousereferencetools,
acknowledgeresources,andcite
themappropriately.
Howtoself‐editwrittenworkfor
content,organizationandgrammar.
CCSS.ELA‐LITERACY.WHST.11‐12.4
Produceclearandcoherentwritinginwhichthedevelopment,
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organization,andstyleareappropriatetotask,purpose,and
audience.
CCSS.ELA‐LITERACY.WHST.11‐12.5
Developandstrengthenwritingasneededbyplanning,revising,
editing,rewriting,ortryinganewapproach,focusingon
addressingwhatismostsignificantforaspecificpurposeand
audience.
CCSS.ELA‐LITERACY.WHST.11‐12.6
Usetechnology,includingtheInternet,toproduce,publish,and
updateindividualorsharedwritingproductsinresponseto
ongoingfeedback,includingnewargumentsorinformation.
CCSS.ELA‐LITERACY.WHST.11‐12.7
Conductshortaswellasmoresustainedresearchprojectsto
answeraquestion(includingaself‐generatedquestion)orsolvea
problem;narroworbroadentheinquirywhenappropriate;
synthesizemultiplesourcesonthesubject,demonstrating
understandingofthesubjectunderinvestigation.
CCSS.ELA‐LITERACY.WHST.11‐12.8
Gatherrelevantinformationfrommultipleauthoritativeprintand
digitalsources,usingadvancedsearcheseffectively;assessthe
strengthsandlimitationsofeachsourceintermsofthespecific
task,purpose,andaudience;integrateinformationintothetext
selectivelytomaintaintheflowofideas,avoidingplagiarismand
overrelianceonanyonesourceandfollowingastandardformat
forcitation.
CCSS.ELA‐LITERACY.WHST.11‐12.9
Drawevidencefrominformationaltextstosupportanalysis,
reflection,andresearch.
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EvaluativeCriteria
SUGGESTEDPERFORMANCERUBRICS
FairfaxCountyPALSAssessmentsfortheUpperlevel:
Upperlevelpresentationalspeakinganalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docum
ents/UpperLevelAnalyticPresentational.pdf
Upperlevelpresentationalspeakingholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docum
ents/UpperLevelHolisticPresentational.pdf
Upperlevelwritinganalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docum
ents/UpperLevelAnalyticWriting.pdf
Upperlevelwritingholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docum
ents/UpperLevelHolisticWriting.pdf
Upperlevelinteractivetasksanalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docum
ents/UpperLevelAnalyticInteractive.pdf
Upperlevelinteractivetasksholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docum
ents/UpperLevelHolisticInteractive.pdf
Theaboverubricsaretobeusedinconjunctionwith
ateacher‐createdrubricthatalsoevaluatesthe
effectiveandcreativeuseoftechnologywhen
applicable.
SUGGESTEDMONITORINGSCALE:
Usethefollowingorsimilarscaletomonitoror
evaluateastudent’sdailylearningandunderstanding
StageTwo:Evidence
AssessmentEvidence
SUGGESTEDPERFORMANCEASSESSMENT:
Studentswillengageinthefollowingperformancetask:PrezioriMoviePresentation
OVERVIEW:Studentswillchooseoneglobalchallengethatintereststhemand
prepareaPreziorothermultimediapresentationinwhichtheydepicttheproblem
fromavarietyofperspectivesincludingtheperspectiveofatleastoneSpanish‐
speakingcountry.Theirpresentationmustincludetheanswerstothefollowing
questions:
 Whatisaneconomic,environmentalorsocialissueinLatinAmericathatis
alsoaglobalchallenge?
 Whataretheoriginsofthisglobalchallenge?
 Whataresomepossiblesolutionstothisglobalchallenge?
DIFFERENTIATION:Studentsmaychoosetoaddressanareaofpersonalconcern
fromthefollowingareasofinterest:theeconomy,immigration,populationand
demographics,theenvironment,religion,orsocialcauses.
TECHNOLOGY:ThePreziormultimediapresentationmustbecreatedusingthe
iPadandresearchedusingmultipleonlineresources.
OTHERSUGGESTEDPERFORMANCETASKS:
Writeaformalessaysynthesizingandcitingthegivenaudioandprintedresources
andaddressingoneofthefollowingessentialquestions:
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ofkeyconcepts:

Istheglobalizationoftheeconomymoreofathreatoranadvantageous
opportunityfortheLatin‐Americaneconomies?
4. Success with more complex content. Students are  Howshouldcountriespromoteandenforcetherecyclingofelectronic
able to perform above the expected performance goal, devicestoprotecttheenvironment?
giving greater detail and deeper analysis, making  Shouldthewearingofveilsthatcoverthefacebeallowedinpublicschools?
 Whatmeasuresshouldbetakentoensureasuccessfulimmigrationpolicy?
inferences and complex connections, and discovering  Shouldthesocialwellbeingofacountrybemeasuredonlybyitseconomic
novel applications. data?
thedition(2014)fortheaccompanyingaudioandprinted
SeeTriánguloAprobado5
3—Mastery of the learning goal. Students are able to meet resourcestobeusedfortheformalessay.
the standards and engage in oral and/or written discourse in a variety of timeframes on topics of personal or social Toaccompanytheshortstory“Noqueremosinmigrantes”,writeacomposition
interest,topicsstudiedinothercontentareas,and
comparingthechallengesposedbyaweakeconomyintheU.S.withthoseposedby
someunfamiliartopics.
aweakeconomyinSpainoraLatin‐Americancountryinasimilareconomic
situation.Includeatleast3ofthefollowingchallengesinyouressay:
2—Success with simpler content. Students are working at a  Unemployment
less complex level, but toward the standards. Students  Lackofadequatehousing
may know the unit vocabulary and have an  Risingcostoffood
understanding of the given, authentic resources, but are  Loss/reductionofbenefitsfortheemployed
still working to apply this knowledge in the interpersonal  Highcostofhighereducation
and presentational modes.  Lackofadequatepublictransportation
Besuretoself‐editwrittenworkforcontent,organizationandgrammar.
1 – Partial success with help. Even with scaffolded instruction and assistance, students have not yet attained Toaccompanythenewsarticle“Unestudiorevelael‘ingredientesecreto’delas
the basic concepts and skills needed for Level 2. religiones”createaninformaloralpresentationonreligiousliberty.Includethe
followingideasinyourpresentationtobesharedinagrouporinfrontoftheclass:
 WhattheConstitutionoftheUnitedStatessaysaboutfreedomofreligion
 Theimportanceoffreedomofreligioninthedailylifeofacountry
 Theimportanceofhavinglawsthatprotectfreedomofreligion
 Theresultsofnothavingthoseprotections
 Arecentabuseorviolationoffreedomofreligioninyourcommunity,
countryortheworld
Studentsshouldpreparealistofhelpfulwordsandexpressionstohelpthemshare
theirthoughts.
Toaccompanythenewsarticle“Somos7.000millones”createaninformaloral
presentationontheculturalchangesthathaveoccurredintheUnitedStatesasa
resultofthedemographicchangesintheHispanicpopulation.Includeatleast2of
thefollowingareasofdiscussioninadditiontoyourownareasofinterestto
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research:
 Schools
 Sports
 Movies
 Music
 TV
 Family
 Food
Studentsshouldpreparealistofhelpfulwordsandexpressionstohelpthemshare
theirthoughts.
Additionalwaystomonitorstudentprogress:
Quickwrites,comprehensionchecks,skill‐basedchecklistsandexitslips
Formativeassessmentsforallthematicunitvocabulary,includingusefuland
idiomaticexpressions,usedincontext
Formativeassessmentstomeasurecomprehensionofallliteraturecoveredin
depth
Formativeassessmentsforalladvancedgrammarthatisreviewedandpracticedas
aclass
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StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
Literatureandotherreadingsfromauthenticsources:
Studentswillreadthefollowingstoriesandarticlesanddiscusstheirdistinguishingfeaturesandrelationshiptotheessentialquestions.
Studentsareprovidedwithadvanceorganizersthatprovokecriticalthinkingaboutthecontexts.Eachstoryorarticleisaguidedlessonwith
pre‐reading,whilereading,andpostreadingstrategies,aswellasvocabularyactivitiesandinterpersonalwritingandspeaking.Thereis
considerableclassroomdiscussiontoclarifymeaningbeforemovingontothecorrelatingperformancetask(s).
“Noqueremosinmigrantes”byAnonymousauthor.Readanddiscusstheshortstoryrelatedtotheeconomyandimmigrationandcomplete
theaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“Cajasdecartón”byFranciscoJiménez.Readanddiscusstheautobiographicalstoryrelatedtoimmigrationandtheeconomyandcomplete
theaccompanyingcomprehensionandfollow‐upactivitiesusingNuevasVistasCursoDos.
“Unstudiorevelael‘ingredientesecreto’delasreligiones”byYaizaMartínez.Readanddiscussthearticlerelatedtophilosophyandreligion
andcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“Somos7.000millones”byMaríaSainz.Readanddiscussthearticlerelatedtopopulationanddemographicsandcompletethe
accompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“Lafiestadelárbol”byGabrielaMistral.Readanddiscusstheessayrelatedtoprotectingtheenvironmentandcompletetheaccompanying
comprehensionandfollow‐upactivitiesusingNuevasVistasCursoDos.
“Árboladentro”byOctavioPaz,“Paisaje”byFedericoGarcíaLorca,“Meciendo”byGabrielaMistral.Readanddiscussthisselectionofpoems
relatedtotheenvironmentandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingNuevasVistasCursoDos.
MusicandMovies:
“Dóndejugaránlosninos”byManáfromCDAmazonía.Listentothesongadvocatingtheprotectionoftheenvironmentforfuture
generationsandthencompletethefollow‐upactivitiesfoundathttp://personal.colby.edu/~bknelson/SLC/mana/mana_splash.html.
Lamismaluna 2007,directedbyPatriciaRiggen.Includethismovieorasimilarmovieaspartoftheunitonimmigration.
Sinnombre2009,directedbyCaryJojiFukunaga.Includeexcerptsonlyaspartoftheunitonimmigration.
Mifamilia/Myfamily1995,directedbyGregoryNava.Includeexcerptsonlyaspartoftheunitonimmigration.
18
“Eltrendelamuerte”byCarlosOreaAlonso foundonYouTube https://www.youtube.com/watch?v=RJshpp‐zkVw.Includethispoemor
otherdocumentariesfoundonYouTubeabout“Eltrendelamuerte”aspartofthediscussiononimmigration.
On‐lineresources:
UsingBBCMundo,havestudentsresearchandbringinanarticletoshareaboutacurrenteconomic,environmentalorsocialissueina
Spanish‐speakingcountrythataffectstheworldasawhole.http://www.bbc.com/mundo
Seebelowforamoreextendedlistofwebsitestobeusedforstudentresearchandpractice.
Printedresources:
Practiceapplyinginterpersonal,interpretive,andpresentationalskillsinreal‐lifesituationsusingboththeTriánguloAprobado5thedition
(2014)textbookandtheaccompanyingonlinelearningresources.
HavestudentreviewandpracticeadvancedgrammarasneededusingUnaVezMásandAbriendopaso/Gramática,2014digitaledition.
OtherLearningResources:
FlashcardletApp
QuizletApp
SocrativeApp
KeynoteApp
iMovieAppCameraApp
GarageBandApp
PagesApp(forCornellnotes)
DocScanApp
YouTubeApp 19
http://lyricstraining.com/ https://create.kahoot.it http://www.wordreference.com/
https://www.peardeck.com/
https://www.google.com/earth/
https://www.polleverywhere.com/ https://todaysmeet.com/
http://www.studyspanish.com/
https://conjuguemos.com/
http://personal.colby.edu/~bknelson/SLC/
http://www.bbc.co.uk/mundo/
http://cnnespanol.cnn.com/
http://www.lanacion.com.ar/
http://www.unmultimedia.org/radio/spanish/
https://eltoque.com/
http://www.practicaespanol.com/
http://www.rtve.es/
http://www.univision.com/
http://www.peopleenespanol.com/
http://www.20minutos.com/
20
http://www.rae.es/
SUGGESTEDMETHODSOFDIFFERENTIATION:
TheAPSpanishlanguageteacher’sroleistoguideandsupportstudentsastheylearn,encouragingthemtothinkforthemselvesanddevelop
apassionforlearningthatwillleadthemtobecomelifelonglanguagelearners.Todothis,theteachershouldgaugestudents’differentlevels
ofreadiness,providescaffoldingwhereneeded,andappropriatelychallengeallstudents.
Mostperformancetasksprovidedifferentiationbyallowingstudentstochoosetopicsandresourcesthatalignwiththeirpersonalinterests
andtechnologicalskillswhilestilladdressingtheessentialquestionsfortheunit.
Toaddressdifferinglevelsofvocabularyknowledge,wedevelopvocabularylistsusingQuiaorQuizletontheiPad.Somestudentsneedto
onlylookovertheselistsbrieflywhileothersmustspendalotoftimeusingtheon‐lineflashcards,gamesandpracticequizzes.Because
studentsshowdifferentpatternsoflinguisticerrorintheirspeakingandwritingtasks,Idirectstudentstoprintedandonlineresourcesto
workonareasofindividualneedandalsoprovideflipped‐classroomassignmentsandin‐classlessonsforsomelinguisticareasthat
challengemanystudents.Manyofouraudio/audiovisualcomprehensionandnote‐takingactivitiesarealsoassignedforhomework.
Studentswhoneedtolistenanumberoftimesmaydoso.
Inordertodifferentiateinstruction,theAPSpanishlanguageteachershouldpresentthematerialinavarietyofways,andassessments
shouldbedesignedtogivestudentstheopportunitytodemonstratetheirknowledgeusingallofthedifferentmodesofcommunication.
21
UNIT2–Latecnología yelporvenir
StageOne:DesiredResults
ESTABLISHEDGOALS
NJCoreCurriculumContentStandardsforWorld
Languages
InterpretiveMode
7.1.AL.A.1
Analyzeandcritiquethevalidityofculturallyauthentic
materialsusingelectronicinformationandothersources
relatedtotargetedthemes.
7.1.AL.A.2
Demonstratecomprehensionofspokenandwritten
languageandnuancesofculture,asexpressedby
speakersofthetargetlanguage,ininformalandsome
formalsettings.
7.1.AL.A.3
Analyzetheuseofverbalandnon‐verbaletiquetteinthe
targetculture(s)andinone’sownculturetodevelopan
understandingofhowculturalperspectivesarereflected
inculturalproductsandculturalpractices.
7.1.AL.A.4
Evaluate,frommultipleculturalperspectives,the
historical,political,andpresent‐daycontextsthatconnect
orhaveconnectedfamouspeople,places,andevents
fromthetargetculture(s)withtheUnitedStates.
7.1.AL.A.5
Evaluateinformationfromoralandwrittendiscourse
dealingwithavarietyoftopics.
7.1.AL.A.7
Evaluateinformationfromoralandwrittendiscourse
dealingwithavarietyoftopics.
7.1.AL.A.8
Analyzeelementsofthetargetlanguagethatdonothave
acomparablelinguisticelementinEnglish.
InterpersonalMode
7.1.AL.B.1
Transfer
Studentswillbeabletoindependentlyusetheirlearningto…
Discusstheinfluenceofscienceandtechnologyintheworldsofyesterday,todayand
tomorrow.
Meaning
UNDERSTANDINGS
ESSENTIALQUESTIONS
Studentswillunderstandthat…
Howdodevelopmentsinscienceand
Scientificandtechnologicaladvancements
technologyaffectourlives?
areconstantlychangingtheworldinwhich
weliveandaffectourlivesinmanyways.
Whatfactorshavedriveninnovation
anddiscoveryinthefieldsofscience
Therearemanyfactorsthatdrive
andtechnology?
innovationanddiscoveryinthefieldsof
scienceandtechnology.
Whatroledoethicsplayinscientific
development?
Technologyischangingbothformal
educationandthewayinwhichwespend
Whatroledotraditionalbooksplayin
ourleisuretime.
yourcommunityandintheSpanish‐
speakingcommunity?Howhasthis
Therearegreatbenefitstothewaysthat
changedwiththeuseoftheiPadand
scientificdiscoveriesandtechnological
otherelectronicdevices?
advancementsarechangingthefieldsof
healthcareandmedicine.
Whatisbeingdonesothatmore
studentsaroundtheworldhave
Ethicsshouldalsoplayanimportantrole
accesstocomputersandtheInternet?
whenconsideringnewtechnologicaland
Whataresomeofthebenefitsand
challengesthathavearisenintrying
scientificadvances.
toreachthisgoal?
Therearemanybenefitsaswellasrisks
involvedwiththewidespreaduseof
Whataretherisksandbenefits
technologyforindividual,corporateand
associatedwithlivinginatechnology‐
governmentalpurposes.
dependentculture?
22
Usedigitaltoolstoparticipateinextendedconversations
ontopicsofapersonal,academic,orsocialnatureusinga
varietyoftimeframestoexchangeinformation.
7.1.AL.B.2
Give,respondto,andaskforclarificationondetailedand
complexoralandwrittendirections,commands,and
indirectrequests.
7.1.AL.B.3
Interactinavarietyoffamiliarandafewunfamiliar
situationsusingculturallyappropriateverbalandnon‐
verbalcommunicationstrategies.
7.1.AL.B.4
Askandrespondtoquestionsaspartofagroup
discussionontopicsofapersonal,academic,orsocial
natureininformalandsomeformalsettings.
7.1.AL.B.5
Engageinoraland/orwrittendiscourseinavarietyof
timeframesontopicsofpersonalorsocialinterest,topics
studiedinothercontentareas,andsomeunfamiliar
topics.
7.1.AL.B.6
Uselanguageinavarietyofsettingstofurtherpersonal,
academic,andcareergoals.
PresentationalMode
7.1.AL.C.1
Uselanguageinavarietyofsettingstofurtherpersonal,
academic,andcareergoals.
7.1.AL.C.2
Createaresearch‐basedanalysisofacurrentglobal
problem/issueshowingculturalperspectivesassociated
withthetargetculture(s)andanotherworldculture.
7.1.AL.C.3
Uselanguagecreativelyinwritingforpersonal,career,or
academicpurposes.
7.1.AL.C.4
Compareandcontrastthestructuralelementsand/or
culturalperspectivesfoundinculturallyauthentic
materialswiththosefoundinselectionsinEnglish.
Technologicalinnovationsandsocial
networkingarechangingthewaysthatwe
communicatewitheachother,inboth
positiveandnegativeways.
Technologicalinnovationsarehelpingsave
livesbyhelpingpredictandpreventnatural
disasters.
Scienceandtechnologyplayedanimportant
roleinthepre‐Columbiancultures,andthe
Aztec,IncaandMayancultureswerevery
advancedintheirownareasofexpertise.
Therearemanybenefitsanddangers
associatedwithsocialnetworking,
especiallyforouryouthtoday.
Whateffecthastechnologyalready
hadonthefieldsofhealthcareand
medicine?Whatmorecanweexpect
toseeinthefuture?
Howhaveourlivesalreadybeen
affectedbytechnological
innovations?Whathavebeensome
unexpectedresultsfromthese
innovations?
Whatistheroleoftechnologyinthe
predictionandpreventionofnatural
disasters?
Whataresomethingsthatwemust
keepinmindinregardstoscientific
andtechnologicaladvancesandtheir
possibleconsequences?
Shouldethicsbetakeninto
considerationwhenanewscientific
ortechnologicaladvanceseemsto
benefitthehumanrace?
Whatwastheroleofscienceand
technologyinthepre‐Columbian
culturessuchastheAztecs,Incasand
Mayas?
Howhassocialnetworkingchanged
thewaythatwecommunicate?What
roledoesitplayinthedevelopment
ofyouthtoday?
Whatarethebenefitsanddangers
associatedwithsocialnetworking?
23
7.1.AL.C.5
Analyzehowculturalperspectivesaboutaspecific
culturalproductorculturalpracticeassociatedwiththe
targetculture(s)changeovertime,andcomparewith
changingperspectivesinone’sownculture.
7.1.AL.C.6
Createanelectronicportfoliointhetargetlanguagewith
artifactsdocumentinglanguageproficiency,cross‐
culturalawarenessandexperiences,andother
qualificationsthatsupportthegoalsofthePersonalized
StudentLearningPlan.
CommonCoreStateStandards
Acquisition
Studentswillbeskilledat…
Studentswillknow…
Reflectingontheessentialquestions
Howtoengageinoralandwritten
andgivinginsightfulspokenand
exchangesofinformation,opinions,and
writtenresponsesinformaland
ideasinavarietyoftimeframesinformal
informalsituations.
andinformalsituations.
Demonstratingknowledgeand
Howtoelicitinformationandclarify
understandingofcontentacross
meaningbyusingavarietyofstrategies.
disciplines.
Howtostateandsupportopinionsinoral
Applyinginterpersonal,interpretive,
andwritteninteractions.
andpresentationalskillsinreal‐life
Howtoinitiateandsustaininteraction
situations.
CCSS.ELA‐LITERACY.WHST.11‐12.1.A
throughtheuseofverbalandnonverbal
Introduceprecise,knowledgeableclaim(s),establishthe
strategies.
Engaginginspokenandwritten
significanceoftheclaim(s),distinguishtheclaim(s)from interpersonalcommunication.
Howtowriteformalandinformal
alternateoropposingclaims,andcreateanorganization
correspondenceinavarietyofmediausing
Synthesizinginformationfroma
thatlogicallysequencestheclaim(s),counterclaims,
appropriateformatsandconventions.
varietyofauthenticaudio,visualand
reasons,andevidence.
audiovisualresources.
Howtoself‐monitorandadjustlanguage
CCSS.ELA‐LITERACY.WHST.11‐12.1.B
Synthesizinginformationfroma
production.
Developclaim(s)andcounterclaimsfairlyand
varietyofauthenticwrittenandprint
thoroughly,supplyingthemostrelevantdataand
resources.
Howtodemonstratecomprehensionof
evidenceforeachwhilepointingoutthestrengthsand
contentfromauthenticaudio,visual,
limitationsofbothclaim(s)andcounterclaimsina
Understandingthepurposeofa
audiovisual,writtenandprintresources.
discipline‐appropriateformthatanticipatesthe
messageandthepointofviewofits
audience'sknowledgelevel,concerns,values,and
author.
Howtodemonstratecriticalviewingor
possiblebiases.
listeningofaudio,visual,andaudiovisual
Planning,producing,andpresenting
resourcesinthetargetculturalcontext.
CCSS.ELA‐LITERACY.WHST.11‐12.1.C
spokenpresentational
Usewords,phrases,andclausesaswellasvariedsyntax
communications.
Howtodemonstratecriticalreadingof
tolinkthemajorsectionsofthetext,createcohesion,and
writtenandprintresourcesinthetarget
clarifytherelationshipsbetweenclaim(s)andreasons,
Planning,producing,andpresenting
culturalcontext.
betweenreasonsandevidence,andbetweenclaim(s)and
writtenpresentational
counterclaims.
communications.
Howtomonitorcomprehensionanduse
CCSS.ELA‐LITERACY.WHST.11‐12.1.D
24
Establishandmaintainaformalstyleandobjectivetone
whileattendingtothenormsandconventionsofthe
disciplineinwhichtheyarewriting.
CCSS.ELA‐LITERACY.WHST.11‐12.1.E
Provideaconcludingstatementorsectionthatfollows
fromorsupportstheargumentpresented.
CCSS.ELA‐LITERACY.WHST.11‐12.2
Writeinformative/explanatorytexts,includingthe
narrationofhistoricalevents,scientific
procedures/experiments,ortechnicalprocesses.
CCSS.ELA‐LITERACY.WHST.11‐12.2.A
Introduceatopicandorganizecomplexideas,concepts,
andinformationsothateachnewelementbuildsonthat
whichprecedesittocreateaunifiedwhole;include
formatting(e.g.,headings),graphics(e.g.,figures,tables),
andmultimediawhenusefultoaidingcomprehension.
CCSS.ELA‐LITERACY.WHST.11‐12.2.B
Developthetopicthoroughlybyselectingthemost
significantandrelevantfacts,extendeddefinitions,
concretedetails,quotations,orotherinformationand
examplesappropriatetotheaudience'sknowledgeofthe
topic.
CCSS.ELA‐LITERACY.WHST.11‐12.2.C
Usevariedtransitionsandsentencestructurestolinkthe
majorsectionsofthetext,createcohesion,andclarifythe
relationshipsamongcomplexideasandconcepts.
otherresourcestoenhanceunderstanding.
Howtoexamine,compare,andreflecton
products,practices,andperspectivesofthe
targetculture.
Howtoproduceavarietyofcreativeoral
presentations(e.g.,originalstory,personal
narrative,performance).
Howtoproduceavarietyofcreative
writings(e.g.,originalstory,personal
narrative,script).
Howtoproduceapersuasivespeechor
essay.
Howtoretellorsummarizeinformationin
narrativeform,demonstratinga
considerationfortheaudience.
Howtoexpoundonfamiliartopicsandon
thoserequiringresearch.
Howtoproduceexpositorywriting,
includingresearchreports.
Understandingandusingavarietyof
contentvocabulary,includingsome
idiomaticandculturallyappropriate
expressions,todiscussavarietyof
topicsfoundineachthematicunit.
Usingavarietyofadvancedlanguage
structurestoclearlyandeffectively
expressthemselvesintheirspoken
andwrittenresponsestothe
essentialquestions.
Demonstratinganunderstandingof
thefeaturesoftargetculture
communities(e.g.,geographic,
historical,artistic,social,politicalor
economic).
Evaluatingsimilaritiesand
differencesintheperspectivesofthe
targetculture(s)andhisorherown
culture(s)asfoundinaudio,visual,
audiovisual,printedandwritten
resources.
Howtousereferencetools,acknowledge
resources,andcitethemappropriately.
Howtoself‐editwrittenworkforcontent,
organizationandgrammar.
CCSS.ELA‐LITERACY.WHST.11‐12.2.D
Usepreciselanguage,domain‐specificvocabularyand
techniquessuchasmetaphor,simile,andanalogyto
managethecomplexityofthetopic;conveya
knowledgeablestanceinastylethatrespondstothe
disciplineandcontextaswellastotheexpertiseoflikely
25
readers.
CCSS.ELA‐LITERACY.WHST.11‐12.2.E
Provideaconcludingstatementorsectionthatfollows
fromandsupportstheinformationorexplanation
provided(e.g.,articulatingimplicationsorthe
significanceofthetopic).
CCSS.ELA‐LITERACY.WHST.11‐12.4
Produceclearandcoherentwritinginwhichthe
development,organization,andstyleareappropriateto
task,purpose,andaudience.
CCSS.ELA‐LITERACY.WHST.11‐12.5
Developandstrengthenwritingasneededbyplanning,
revising,editing,rewriting,ortryinganewapproach,
focusingonaddressingwhatismostsignificantfora
specificpurposeandaudience.
CCSS.ELA‐LITERACY.WHST.11‐12.6
Usetechnology,includingtheInternet,toproduce,
publish,andupdateindividualorsharedwritingproducts
inresponsetoongoingfeedback,includingnew
argumentsorinformation.
CCSS.ELA‐LITERACY.WHST.11‐12.7
Conductshortaswellasmoresustainedresearch
projectstoansweraquestion(includingaself‐generated
question)orsolveaproblem;narroworbroadenthe
inquirywhenappropriate;synthesizemultiplesources
onthesubject,demonstratingunderstandingofthe
subjectunderinvestigation.
CCSS.ELA‐LITERACY.WHST.11‐12.8
Gatherrelevantinformationfrommultipleauthoritative
26
printanddigitalsources,usingadvancedsearches
effectively;assessthestrengthsandlimitationsofeach
sourceintermsofthespecifictask,purpose,and
audience;integrateinformationintothetextselectively
tomaintaintheflowofideas,avoidingplagiarismand
overrelianceonanyonesourceandfollowingastandard
formatforcitation.
CCSS.ELA‐LITERACY.WHST.11‐12.9
Drawevidencefrominformationaltextstosupport
analysis,reflection,andresearch.
EvaluativeCriteria
SUGGESTEDPERFORMANCERUBRIC:
FairfaxCountyPALSAssessmentsfortheUpperlevel:
Upperlevelpresentationalspeakinganalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelAnalyticPresentational.pdf
Upperlevelpresentationalspeakingholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelHolisticPresentational.pdf
Upperlevelwritinganalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelAnalyticWriting.pdf
Upperlevelwritingholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelHolisticWriting.pdf
Upperlevelinteractivetasksanalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelAnalyticInteractive.pdf
StageTwo:Evidence
AssessmentEvidence
SUGGESTEDPERFORMANCEASSESSMENT:
Studentswillengageinthefollowingperformancetasks:NewsPanelPresentations
OVERVIEW:Studentswillworktogethertocreateanewsseminar.Theywillbe
dividedintogroupsofthreeorfourandassignedanewsareathatwehave
highlightedduringtheunit.Studentswillbeaskedtoframetheirpresentation
aroundoneormoreoftheessentialquestionsfortheunitandmakeconnectionsto
recentmajornewseventsandthethematicunitswehavestudiedsofar.Thegroup
willhavetoreviewtheirnotesonanyrelevantdiscussionswe’vealreadyhadin
class,selectseveralrelatednewsarticlesfrompreapprovednewssources,suchas
BBCMundo,andthenprepareanewssummaryofthelatestcurrenteventsrelating
totheirassignedareaofinvestigationtopresenttotheclassinapanelpresentation.
DIFFERENTIATION:Withineachassignedareaofinvestigation,studentswillstill
havegreatflexibilityinselectingwhichessentialquestion(s)theywouldliketo
addressandwhichcurrenteventstheywouldliketocoverfortheclass.Suggested
topicscouldincludediscoveriesorinnovationsinthefollowingfields:science,
technology,healthandmedicine,environment,meteorology,naturaldisasters,other
naturalphenomena,socialmediaandsocialnetworking.
TECHNOLOGY:Themultimedia,newspresentationmustbecreatedusingtheiPad
andmultiple,authenticonlineresources.
27
Upperlevelinteractivetasksholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelHolisticInteractive.pdf
Theaboverubricsaretobeusedinconjunctionwith
ateacher‐createdrubricthatalsoevaluatesthe
effectiveandcreativeuseoftechnologywhen
applicable.
SUGGESTEDMONITORINGSCALE:
Usethefollowingorsimilarscaletomonitoror
evaluateastudent’sdailylearningandunderstanding
ofkeyconcepts:
OTHERSUGGESTEDPERFORMANCETASKS:
Writeaformalessaysynthesizingandcitingthegivenaudioandprintedresources
andaddressingoneofthefollowingessentialquestions:
 Shouldtraditionalbooksbeabandonedandreplacedbyelectronicdevices?
 Shouldthegovernmentcontrolthequalityoffoodservedinpublicschools?
4. Success with more complex content. Students are  Shouldsecuritycamerasbeusedinschoolstoensurethesafetyofeveryone?
 Whichofthefollowing3scientificproblemsshouldbesponsoredbythe
able to perform above the expected performance goal, seniorclasstohelpensureabetterfutureforeveryone?SpacetraveltoMars,
giving greater detail and deeper analysis, making Alzheimer’sresearch,Preservationoftreesandforests
inferences and complex connections, and discovering  Shouldwesupportresearchforhumancloning?
novel applications.  Uptowhatpointdoon‐line,socialnetworksfacilitatethesocialintegration
amongtheirusers?
3—Mastery of the learning goal. Students are able to meet thedition(2014)fortheaccompanyingaudioandprinted
SeeTriánguloAprobado5
the standards and engage in oral and/or written discourse resourcestobeusedfortheformalessay.
in a variety of timeframes on topics of personal or social interest,topicsstudiedinothercontentareas,and
Writeaminimum200wordcompositionansweringthefollowingpersonal
someunfamiliartopics.
questions:Whatelectronicdevicesdoyouuseeveryday?Ifyouhadtochooseonly
oneandsurrenderallothers,whichdevicewouldyouchooseandwhy?Howwould
2—Success with simpler content. Students are working at thisdecisionaffectyourdailylifeandwhatchallengeswouldyouhavetoovercome
a less complex level, but toward the standards. Students withoutyourothertechnology?
may know the unit vocabulary and have an Besuretoself‐editwrittenworkforcontent,organizationandgrammar.
understanding of the given, authentic resources, but are Toaccompany“Aulasconalmadigital”havestudentsprepareanoralpresentation
still working to apply this knowledge in the onthefutureoftechnologyineducation.Thiscouldincludeeducationatthe
interpersonal and presentational modes. primary,secondaryanduniversitylevel.Becausetechnologyischangingdaily,
studentsmayusetheirimaginationtoaccompanytheinformationthattheycan
1 – Partial success with help. Even with scaffolded alreadyfindontheInternetrelatedtothetopic.Studentsshouldaddressthe
instruction and assistance, students have not yet attained followingessentialquestion:Whatopportunitiesandchallengesdoestheuseof
28
the basic concepts and skills needed for Level 2.
technologypresentforeducationinthefuture?
Accordingtothearticle“Lainteracciónenlíneatieneefectospositivos”,theInternet
offers“apublicspacethatallowsforvoicestobeheardthatwereonceisolated.”In
recentyears,greatpoliticalchangeshaveoccurredinsomecountries.Researchthe
impactofsocialnetworksonthesechanges.Selectacountrywherethissituationhas
occurredandexplainthefollowingpointsinaminimum3paragraphessay:
 Thepoliticalsituationbeforethechanges
 Howtherulingpoliticalpowerswereaffected
 Theimpactofsocialnetworks
Besuretoself‐editwrittenworkforcontent,organizationandgrammar.
Toalsoaccompanythearticle“Lainteracciónenlíneatieneefectospositivos”,have
studentsprepareaninformalpresentationontheuseofpasswords.Many
universities,businessesandevenlocalpolicedepartmentsarerequiringthat
applicantsreleasetothemthepasswordstotheirpersonalFacebook,Twitter,etc…
accountspriortoadmissionorhire.Whydoyouthinkthatthisisbeingdone?Isthis
fair?Explainandsupportyouranswergivingspecificcasestosupportyouropinion.
Studentsshouldpreparealistofhelpfulwordsandexpressionstohelpthemshare
theirthoughts.
Toaccompanythearticle“médicostuiteros”,havestudentsprepareaninformal
presentationonthedigitalgaprelatedtohealthandmedicinefoundinmany
countries.StudentsshoulddoresearchonlineandselectaLatin‐American
organizationthatisstrivingtodiminishthisdigitalinformationgap.Presentations
shouldincludethenameoftheorganization,itspurpose,thesuccessesandfailures
thatithashadtodate,anditsplansforthefuture.
Studentsshouldpreparealistofhelpfulwordsandexpressionstohelpthemshare
theirthoughtsandafewKeynoteslidesillustratingtheorganizationselected.
Toaccompanytheshortstory“Nosotros,no”,havestudentsprepareinformal
presentationsdiscussingsomeoftherecentscientificadvancesthatmightpose
ethicaldilemmas.Studentsshouldkeepinmindthefollowingessentialquestions:
 Whataresomethingsthatwemustkeepinmindinregardstoscientificand
technologicaladvancesandtheirpossibleconsequences?
 Shouldethicsbetakenintoconsiderationwhenanewscientificor
technologicaladvanceseemstobenefitthehumanrace?
 Shouldresearchforhumancloningorothercontroversialscientificadvances
besupported?
29
Studentsshouldpreparealistofhelpfulwordsandexpressionstohelpthemshare
theirthoughts.
Thearticle“SerpopularenInternetesunvalormuyimportante”explorestheeffects
thatsocialnetworkinghasontheidentityofyouthtoday.Havestudentspreparean
informalpresentationfurtherexploringtheimpactofsocialnetworksonfriendship
andbereadytosharetheirthoughtswithapartner/smallgroup.Studentsshouldbe
abletosharetheirthoughtsonthefollowingquestions:
 Howwouldyoudescribeatruefriend?
 Isitpossibletohavehundredsorthousandsof“friends”?
 Whatarethedifferencesbetweenavirtualfriendandafriendinreallife?
 Arehundredsoffriendsworthmorethanafew?
Studentsshouldpreparealistofhelpfulwordsandexpressionstohelpthemshare
theirthoughts.
Toaccompanythepre‐Colombianmythsdiscussed,havestudentswriteaminimum
200wordcompositionansweringthefollowingessentialquestions:
 Whatwastheroleofscienceandtechnologyinthepre‐Colombiancultures
suchastheAztecs,IncasandMayas?Whatweresomeadvancesfoundin
eachculture?
 Ifyoucouldputinatimecapsulesomethingthatgivesevidenceofthe
scientificandtechnologicaladvancesofourday,whatwoulditbe?
Studentsshouldbesuretoself‐editwrittenworkforcontent,organizationand
grammar.
Additionalwaystomonitorstudentprogress:
Quickwrites,comprehensionchecks,skill‐basedchecklistsandexitslips
Formativeassessmentsforallthematicunitvocabulary,includingusefuland
idiomaticexpressions,usedincontext
Formativeassessmentstomeasurecomprehensionofallliteraturecoveredindepth
Formativeassessmentsforalladvancedgrammarthatisreviewedandpracticedasa
class
30
StageThree:LearningPlan
SUGGESTEDLEARNINGEVENTS:
SummaryofKeyLearningEventsandInstruction
On‐lineresources:
Becausethefieldsofscienceandtechnologyarechangingsorapidly,themostcurrentandup‐to‐dateresourcesforthisunitcanbefound
online.Fordailyclassdiscussionsandlessonsonassignedtopics,havestudentsresearchandbringinarticlestosharerelatedtothelatest
scientificdiscoveriesandtechnologicalinnovationsinavarietyoffields.Studentsshouldcometoclasswithalistofhelpfulphrasesand
usefulexpressionswrittenouttohelpthemsummarizetheirarticlefortheclass.Studentsshouldnotwriteoutcompletesentencesor
memorizetheirresponses.Seeforexamplehttp://www.bbc.com/mundoforthemostup‐to‐datenewsonscienceandtechnologyfrom
aroundtheworld.
Seebelowforamoreextendedlistofwebsitestobeusedforstudentresearchandpractice.
Literatureandotherreadingsfromauthenticsources:
Studentswillreadthefollowingstoriesandarticlesanddiscusstheirdistinguishingfeaturesandrelationshiptotheessentialquestions.
Studentsareprovidedwithadvanceorganizersthatprovokecriticalthinkingaboutthecontexts.Eachstoryorarticleisaguidedlessonwith
pre‐reading,whilereading,andpostreadingstrategies,aswellasvocabularyactivitiesandinterpersonalwritingandspeaking.Thereis
considerableclassroomdiscussiontoclarifymeaningbeforemovingontothecorrelatingperformancetask(s).
“Aulasconalmadigital”byKarinaGarayR.ReadanddiscussthenewspaperarticlerelatedtotheOnetoOnelaptopinitiativefoundinPeru
andotherLatin‐Americancountriesandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasy
lecturas,2014digitaledition.
“Lainteracciónenlíneatieneefectospositivosenlavidareal”byCatalinaFrancoR.Readanddiscussthemagazinearticlepromotingthe
positiveeffectsofon‐linecommunicationandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/
Temasylecturas,2014digitaledition.
“#médicostuiteros”byCristinadeMartos.ReadanddiscussthenewsarticlediscussingthegrowinguseofTwitterbyhealthprofessionals
andcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“MédicosSinFronterassuperandobarreras.”ReadthisCulturalCapsuledescribingthishumanitarian,medicalorganizationanddiscuss
globalcitizenshipusingTriánguloAprobado5thedition(2014).
“Nosotros,no”byJoséBernardoAdolph.Readanddiscussthestoryabouttheunexpectedconsequencesofanexcitingscientificdiscovery
31
andcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“SerpopularenInternetesunvalormuyimportante”byRoxanaMorcuchowicz.Readanddiscussthemagazinearticleabouttheinfluenceof
socialmediaandtheInternetonyouthtodayandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/
Temasylecturas,2014digitaledition.
ElPopolVuh,thesacredbookbytheMayasQuiché.HavestudentsreadanddiscussthissacredMayanmythand/orsimilarmythsfromother
pre‐ColumbianculturesexplainingnaturalphenomenalikethecreationofthesunandmoonusingNuevasVistasDosandotherresources.
Printedresources:
Practiceapplyinginterpersonal,interpretive,andpresentationalskillsinreal‐lifesituationsusingboththeTriánguloAprobado5thedition
(2014)textbookandtheaccompanyingonlinelearningresources.
HavestudentreviewandpracticeadvancedgrammarasneededusingUnaVezMásandAbriendopaso/Gramática,2014digitaledition.
OtherLearningResources:
FlashcardletApp
QuizletApp
SocrativeApp
KeynoteApp
iMovieAppCameraApp
GarageBandApp
PagesApp(forCornellnotes)
DocScanApp
YouTubeApp http://lyricstraining.com/ 32
https://create.kahoot.it https://www.peardeck.com/
https://www.google.com/earth/
http://www.wordreference.com/
https://www.polleverywhere.com/ https://todaysmeet.com/
http://www.studyspanish.com/
https://conjuguemos.com/
http://personal.colby.edu/~bknelson/SLC/
http://www.bbc.co.uk/mundo/
http://cnnespanol.cnn.com/
http://www.lanacion.com.ar/
http://www.unmultimedia.org/radio/spanish/
https://eltoque.com/
http://www.practicaespanol.com/
http://www.rtve.es/
http://www.univision.com/
http://www.peopleenespanol.com/
http://www.20minutos.com/
http://www.rae.es/
33
SUGGESTEDMETHODSOFDIFFERENTIATION:
TheAPSpanishlanguageteacher’sroleistoguideandsupportstudentsastheylearn,encouragingthemtothinkforthemselvesanddevelop
apassionforlearningthatwillleadthemtobecomelifelonglanguagelearners.Todothis,theteachershouldgaugestudents’differentlevels
ofreadiness,providescaffoldingwhereneeded,andappropriatelychallengeallstudents.
Mostperformancetasksprovidedifferentiationbyallowingstudentstochoosetopicsandresourcesthatalignwiththeirpersonalinterests
andtechnologicalskillswhilestilladdressingtheessentialquestionsfortheunit.
Toaddressdifferinglevelsofvocabularyknowledge,wedevelopvocabularylistsusingQuiaorQuizletontheiPad.Somestudentsneedto
onlylookovertheselistsbrieflywhileothersmustspendalotoftimeusingtheon‐lineflashcards,gamesandpracticequizzes.Because
studentsshowdifferentpatternsoflinguisticerrorintheirspeakingandwritingtasks,Idirectstudentstoprintedandonlineresourcesto
workonareasofindividualneedandalsoprovideflipped‐classroomassignmentsandin‐classlessonsforsomelinguisticareasthat
challengemanystudents.Manyofouraudio/audiovisualcomprehensionandnote‐takingactivitiesarealsoassignedforhomework.
Studentswhoneedtolistenanumberoftimesmaydoso.
Inordertodifferentiateinstruction,theAPSpanishlanguageteachershouldpresentthematerialinavarietyofways,andassessments
shouldbedesignedtogivestudentstheopportunitytodemonstratetheirknowledgeusingallofthedifferentmodesofcommunication.
34
UNIT3 – ¿Quiénessomosycómoesnuestravida?
StageOne:DesiredResults
ESTABLISHEDGOALS
NJCoreCurriculumContentStandardsfor
WorldLanguages
InterpretiveMode
7.1.AL.A.1
Analyzeandcritiquethevalidityofculturally
authenticmaterialsusingelectronicinformation
andothersourcesrelatedtotargetedthemes.
7.1.AL.A.2
Demonstratecomprehensionofspokenand
writtenlanguageandnuancesofculture,as
expressedbyspeakersofthetargetlanguage,in
informalandsomeformalsettings.
7.1.AL.A.3
Analyzetheuseofverbalandnon‐verbal
etiquetteinthetargetculture(s)andinone’s
ownculturetodevelopanunderstandingofhow
culturalperspectivesarereflectedincultural
productsandculturalpractices.
7.1.AL.A.4
Evaluate,frommultipleculturalperspectives,the
historical,political,andpresent‐daycontexts
thatconnectorhaveconnectedfamouspeople,
places,andeventsfromthetargetculture(s)with
theUnitedStates.
7.1.AL.A.5
Evaluateinformationfromoralandwritten
discoursedealingwithavarietyoftopics.
7.1.AL.A.7
Evaluateinformationfromoralandwritten
discoursedealingwithavarietyoftopics.
7.1.AL.A.8
Analyzeelementsofthetargetlanguagethatdo
nothaveacomparablelinguisticelementin
Transfer
Studentswillbeabletoindependentlyusetheirlearningto…
Discusstheelementsthatmakeupone’spersonal,ethnicandnationalidentity.
Meaning
ESSENTIALQUESTIONS
UNDERSTANDINGS
Studentswillunderstandthat…
Howareaspectsofidentityexpressedin
Therearemanyfactorsthatcontributeto
varioussituations?
one’spersonal,ethnicandnationalidentity.
Socialconditions,languageandcultureall
Howdolanguageandcultureinfluence
playakeyroleinassimilationandalienation. identity?
Historicalfiguresandotherheroesplayan
Howdoesone’sidentitydevelopovertime?
importantroleinethnicandnational
identity.
Whataresomethingsthatcancausefeelings
ofalienation?
Anindividual’sself‐esteemdevelopsover
time,andsocialconditionssuchasfamily,
Whatimpactdosocialconditionshaveon
homelife,education,andemploymentareall assimilation?
contributingfactors.
Whatqualitiesdotrueheroeshavein
Globalizationisaffectingthetraditionsand
common?
valuesofcommunitiesaroundtheworld.
Whatroledoheroesandhistoricalfigures
Culturalproductsandpracticesplayan
playinnationalidentity?
importantroleinthedevelopmentofthe
Howdoesthehistoryofacountrycontribute
customsfoundinethniccommunitiesand
toitsnationalidentity?
countriesaroundtheworld.
Evenentertainmentandleisureactivitiesare Howarenationalandethnicidentity
expressedduringmomentsofcrisis?
“GoingGreen”inordertohelppromote
sustainablelifestyles.
Whatimpacthavethecontributionsof
variouscultureshadonyourcommunity?
35
English.
InterpersonalMode
7.1.AL.B.1
Usedigitaltoolstoparticipateinextended
conversationsontopicsofapersonal,academic,
orsocialnatureusingavarietyoftimeframesto
exchangeinformation.
7.1.AL.B.2
Give,respondto,andaskforclarificationon
detailedandcomplexoralandwrittendirections,
commands,andindirectrequests.
7.1.AL.B.3
Interactinavarietyoffamiliarandafew
unfamiliarsituationsusingculturally
appropriateverbalandnon‐verbal
communicationstrategies.
7.1.AL.B.4
Askandrespondtoquestionsaspartofagroup
discussionontopicsofapersonal,academic,or
socialnatureininformalandsomeformal
settings.
7.1.AL.B.5
Engageinoraland/orwrittendiscourseina
varietyoftimeframesontopicsofpersonalor
socialinterest,topicsstudiedinothercontent
areas,andsomeunfamiliartopics.
7.1.AL.B.6
Uselanguageinavarietyofsettingstofurther
personal,academic,andcareergoals.
PresentationalMode
7.1.AL.C.1
Uselanguageinavarietyofsettingstofurther
personal,academic,andcareergoals.
7.1.AL.C.2
Createaresearch‐basedanalysisofacurrent
globalproblem/issueshowingcultural
perspectivesassociatedwiththetarget
Howhavecustomsandvalueshelpedto
definecommunitiesaroundtheworld?
Whatroledoculturalproductsandpractices
haveinthedevelopmentofthecustomsand
traditionsofacountry?
Whateffecthasglobalizationhadonthe
propagationofregionaltraditionsand
celebrations?
Howhaveentertainmentandleisure
evolvedovertime?
Acquisition
Studentswillknow…
Studentswillbeskilledat…
Howtoengageinoralandwrittenexchanges Reflectingontheessentialquestionsand
ofinformation,opinions,andideasina
givinginsightfulspokenandwritten
varietyoftimeframesinformalandinformal responsesinformalandinformalsituations.
situations.
Demonstratingknowledgeand
Howtoelicitinformationandclarifymeaning understandingofcontentacrossdisciplines.
byusingavarietyofstrategies.
Applyinginterpersonal,interpretive,and
presentationalskillsinreal‐lifesituations.
Howtostateandsupportopinionsinoral
andwritteninteractions.
Engaginginspokenandwritten
Howtoinitiateandsustaininteraction
interpersonalcommunication.
throughtheuseofverbalandnonverbal
strategies.
Synthesizinginformationfromavarietyof
authenticaudio,visualandaudiovisual
Howtowriteformalandinformal
resources.
correspondenceinavarietyofmediausing
appropriateformatsandconventions.
Synthesizinginformationfromavarietyof
authenticwrittenandprintresources.
Howtoself‐monitorandadjustlanguage
36
culture(s)andanotherworldculture.
7.1.AL.C.3
Uselanguagecreativelyinwritingforpersonal,
career,oracademicpurposes.
7.1.AL.C.4
Compareandcontrastthestructuralelements
and/orculturalperspectivesfoundinculturally
authenticmaterialswiththosefoundin
selectionsinEnglish.
7.1.AL.C.5
Analyzehowculturalperspectivesabouta
specificculturalproductorculturalpractice
associatedwiththetargetculture(s)changeover
time,andcomparewithchangingperspectivesin
one’sownculture.
7.1.AL.C.6
Createanelectronicportfoliointhetarget
languagewithartifactsdocumentinglanguage
proficiency,cross‐culturalawarenessand
experiences,andotherqualificationsthat
supportthegoalsofthePersonalizedStudent
LearningPlan.
CommonCoreStateStandards
CCSS.ELA‐LITERACY.WHST.11‐12.1.A
Introduceprecise,knowledgeableclaim(s),
establishthesignificanceoftheclaim(s),
distinguishtheclaim(s)fromalternateor
opposingclaims,andcreateanorganizationthat
logicallysequencestheclaim(s),counterclaims,
reasons,andevidence.
production.
Howtodemonstratecomprehensionof
contentfromauthenticaudio,visual,
audiovisual,writtenandprintresources.
Understandingthepurposeofamessageand
thepointofviewofitsauthor.
Planning,producing,andpresentingspoken
presentationalcommunications.
Howtodemonstratecriticalviewingor
Planning,producing,andpresentingwritten
presentationalcommunications.
listeningofaudio,visual,andaudiovisual
resourcesinthetargetculturalcontext.
Understandingandusingavarietyof
contentvocabulary,includingsome
Howtodemonstratecriticalreadingof
idiomaticandculturallyappropriate
writtenandprintresourcesinthetarget
expressions,todiscussavarietyoftopics
culturalcontext.
foundineachthematicunit.
Howtomonitorcomprehensionanduse
Usingavarietyofadvancedlanguage
otherresourcestoenhanceunderstanding.
structurestoclearlyandeffectivelyexpress
Howtoexamine,compare,andreflecton
themselvesintheirspokenandwritten
responsestotheessentialquestions.
products,practices,andperspectivesofthe
targetculture.
Demonstratinganunderstandingofthe
Howtoproduceavarietyofcreativeoral
featuresoftargetculturecommunities(e.g.,
geographic,historical,artistic,social,
presentations(e.g.,originalstory,personal
politicaloreconomic).
narrative,performance).
Howtoproduceavarietyofcreativewritings Evaluatingsimilaritiesanddifferencesinthe
perspectivesofthetargetculture(s)andhis
(e.g.,originalstory,personalnarrative,
orherownculture(s)asfoundinaudio,
script).
visual,audiovisual,printedandwritten
Howtoproduceapersuasivespeechoressay. resources.
Howtoretellorsummarizeinformationin
narrativeform,demonstratinga
considerationfortheaudience.
CCSS.ELA‐LITERACY.WHST.11‐12.1.B
Howtoexpoundonfamiliartopicsandon
Developclaim(s)andcounterclaimsfairlyand
thoroughly,supplyingthemostrelevantdataand thoserequiringresearch.
evidenceforeachwhilepointingoutthe
Howtoproduceexpositorywriting,including
strengthsandlimitationsofbothclaim(s)and
37
counterclaimsinadiscipline‐appropriateform
thatanticipatestheaudience'sknowledgelevel,
concerns,values,andpossiblebiases.
CCSS.ELA‐LITERACY.WHST.11‐12.1.C
Usewords,phrases,andclausesaswellasvaried
syntaxtolinkthemajorsectionsofthetext,
createcohesion,andclarifytherelationships
betweenclaim(s)andreasons,betweenreasons
andevidence,andbetweenclaim(s)and
counterclaims.
researchreports.
Howtousereferencetools,acknowledge
resources,andcitethemappropriately.
Howtoself‐editwrittenworkforcontent,
organizationandgrammar.
CCSS.ELA‐LITERACY.WHST.11‐12.1.D
Establishandmaintainaformalstyleand
objectivetonewhileattendingtothenormsand
conventionsofthedisciplineinwhichtheyare
writing.
CCSS.ELA‐LITERACY.WHST.11‐12.1.E
Provideaconcludingstatementorsectionthat
followsfromorsupportstheargument
presented.
CCSS.ELA‐LITERACY.WHST.11‐12.2
Writeinformative/explanatorytexts,including
thenarrationofhistoricalevents,scientific
procedures/experiments,ortechnicalprocesses.
CCSS.ELA‐LITERACY.WHST.11‐12.2.A
Introduceatopicandorganizecomplexideas,
concepts,andinformationsothateachnew
elementbuildsonthatwhichprecedesitto
createaunifiedwhole;includeformatting(e.g.,
headings),graphics(e.g.,figures,tables),and
multimediawhenusefultoaiding
comprehension.
CCSS.ELA‐LITERACY.WHST.11‐12.2.B
Developthetopicthoroughlybyselectingthe
38
mostsignificantandrelevantfacts,extended
definitions,concretedetails,quotations,orother
informationandexamplesappropriatetothe
audience'sknowledgeofthetopic.
CCSS.ELA‐LITERACY.WHST.11‐12.2.C
Usevariedtransitionsandsentencestructuresto
linkthemajorsectionsofthetext,create
cohesion,andclarifytherelationshipsamong
complexideasandconcepts.
CCSS.ELA‐LITERACY.WHST.11‐12.2.D
Usepreciselanguage,domain‐specific
vocabularyandtechniquessuchasmetaphor,
simile,andanalogytomanagethecomplexityof
thetopic;conveyaknowledgeablestanceina
stylethatrespondstothedisciplineandcontext
aswellastotheexpertiseoflikelyreaders.
CCSS.ELA‐LITERACY.WHST.11‐12.2.E
Provideaconcludingstatementorsectionthat
followsfromandsupportstheinformationor
explanationprovided(e.g.,articulating
implicationsorthesignificanceofthetopic).
CCSS.ELA‐LITERACY.WHST.11‐12.4
Produceclearandcoherentwritinginwhichthe
development,organization,andstyleare
appropriatetotask,purpose,andaudience.
CCSS.ELA‐LITERACY.WHST.11‐12.5
Developandstrengthenwritingasneededby
planning,revising,editing,rewriting,ortryinga
newapproach,focusingonaddressingwhatis
mostsignificantforaspecificpurposeand
audience.
39
CCSS.ELA‐LITERACY.WHST.11‐12.6
Usetechnology,includingtheInternet,to
produce,publish,andupdateindividualor
sharedwritingproductsinresponsetoongoing
feedback,includingnewargumentsor
information.
CCSS.ELA‐LITERACY.WHST.11‐12.7
Conductshortaswellasmoresustained
researchprojectstoansweraquestion
(includingaself‐generatedquestion)orsolvea
problem;narroworbroadentheinquirywhen
appropriate;synthesizemultiplesourcesonthe
subject,demonstratingunderstandingofthe
subjectunderinvestigation.
CCSS.ELA‐LITERACY.WHST.11‐12.8
Gatherrelevantinformationfrommultiple
authoritativeprintanddigitalsources,using
advancedsearcheseffectively;assessthe
strengthsandlimitationsofeachsourceinterms
ofthespecifictask,purpose,andaudience;
integrateinformationintothetextselectivelyto
maintaintheflowofideas,avoidingplagiarism
andoverrelianceonanyonesourceand
followingastandardformatforcitation.
CCSS.ELA‐LITERACY.WHST.11‐12.9
Drawevidencefrominformationaltextsto
supportanalysis,reflection,andresearch.
40
41
EvaluativeCriteria
SUGGESTEDPERFORMANCERUBRIC:
Usethefollowingorsimilarrubrictoevaluatea
student’sperformanceonperformancetasks.
FairfaxCountyPALSAssessmentsfortheUpperlevel:
Upperlevelpresentationalspeakinganalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelAnalyticPresentational.pdf
Upperlevelpresentationalspeakingholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelHolisticPresentational.pdf
Upperlevelwritinganalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelAnalyticWriting.pdf
Upperlevelwritingholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelHolisticWriting.pdf
Upperlevelinteractivetasksanalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelAnalyticInteractive.pdf
Upperlevelinteractivetasksholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelHolisticInteractive.pdf
Theaboverubricsaretobeusedinconjunctionwith
ateacher‐createdrubricthatalsoevaluatesthe
effectiveandcreativeuseoftechnologywhen
applicable.
StageTwo:Evidence
AssessmentEvidence
SUGGESTEDPERFORMANCEASSESSMENT: Studentswillengageinthefollowingperformancetask:DebateorSocraticSeminar
OVERVIEW:
StudentswillholdaSocraticseminardebating“¿Asimilacióncompleta?”.Students
willdefendtheiropinionastowhatisessentialforcompleteassimilationintothe
countrytowhichonehasimmigratedandwhatcontributestoalienation.The
Socraticseminarshouldbedividedinto2partswithcorrespondingquestionsfor
each.
Suggestedquestionsforthefirsthalfdiscussingthecultureofthecountryoforigin:
 Isitnecessaryforanimmigranttoabandonthetraditionsoftheirown
country&culture?
 Isitevenpossibletoabandonthemallcompletely?
 Whateffectwouldthishaveonone’spersonalandethnicidentities?
 Aretheresometraditionsthatshouldbepreservedordiscarded?Which
ones?
Suggestedquestionsforthesecondhalfdiscussingthecultureofthecountryto
whichonehasimmigrated:
 Howimportantisittolearnthelanguageofthenewcountry?
 Isitpossibletoassimilatewithoutlearningthelanguage?
 Couldnotlearningthelanguageleadtoalienation?
 Towhatextentshouldthetraditionsofthenewcountryandculturebe
adopted?
 Whateffectwouldthishaveonone’spersonalandethnicidentities?
 Couldnotadoptingthetraditionsofthenewcultureleadtoalienation?
 Whatotherculturalfactorsshouldbetakenintoconsideration?
Studentsshouldcometoclasspreparedwithahelpfullistofessentialvocabulary
andusefulexpressionstodefendtheirposition.Responsesshouldnotbewritten
downormemorized!
AnalternatetopicforadebateorSocraticseminarcouldalsobe“¿Unhéroe
verdadero?”debatingwhetherornotthehistoricalfigure“Che”Guevarashouldbe
celebratedasaheroorrememberedasavillain,asdetailedbelow.
DIFFERENTIATION:Studentsshouldbepermittedtopickwhichsideofthedebate
42
theywouldliketodefendaslongastherearestudentsdefendingbothsides.
TECHNOLOGY:Studentsshouldbringinauthentic,audiovisualorprintedresources
todefendtheirpositions.StudentiPadsandtheELMOprojectormaybeusedto
facilitatethesharingofresourceswiththeclass.
SUGGESTEDMONITORINGSCALE:
OTHERSUGGESTEDPERFORMANCEASSESSMENTS:
Writeaformalessaysynthesizingandcitingthegivenaudioandprintedresources
Usethefollowingorsimilarscaletomonitoror
evaluateastudent’sdailylearningandunderstanding andaddressingoneofthefollowingessentialquestions:
 Shouldacountrybeprotectedfromtheentranceofillegalimmigrants?
ofkeyconcepts:
 Whatmakesatruehero?
4. Success with more complex content. Students are  ShouldtheprideofallHispanicsintheU.S.becelebratedon5deMayoorjust
thatoftheMexicans?
able to perform above the expected performance goal,  Shouldtheendalwaysbeallowedtojustifythemeans?
giving greater detail and deeper analysis, making  Shouldfailuresbeoverlookedinordertonotharmone’sselfesteem?
inferences and complex connections, and discovering thedition(2014)fortheaccompanyingaudioandprinted
SeeTriánguloAprobado5
novel applications. resourcestobeusedfortheformalessay.
3—Mastery of the learning goal. Students are able to meet the standards and engage in oral and/or written discourse Toaccompanytheshortstory“Naranjas,”havestudentsprepareaKeynote
presentationorwriteacompositionentitled“Elsueñoamericano.”Studentsshould
in a variety of timeframes on topics of personal or social researchtheexperienceofasuccessfulHispanicimmigrant.Studentsmaychoose
interest,topicsstudiedinothercontentareas,and
fromthefollowinglistorselectanotherfirstorsecondgenerationHispanic
someunfamiliartopics.
immigrantthatintereststhem:JuliánCastro,JoséHernández,AlfredoQuiñones
Hinojosa,JorgeRamos,SoniaSotomayor,CeliaCruz,HildaSolís,JohnOrozco,Junot
2—Success with simpler content. Students are working at Díaz,YolandaVoss.Studentoralpresentationsoressaysshouldincludethe
a less complex level, but toward the standards. Students followingdetails:theircountryoforigin;when,whereandwhytheyimmigrated;the
may know the unit vocabulary and have an fieldinwhichtheyhavetriumphed;theroleofeducationintheirsuccess;anyother
understanding of the given, authentic resources, but are factorsthathavecontributedtotheirsuccess.
still working to apply this knowledge in the Toaccompanytheautobiographicalstory“Trabajodecampo,”havestudents
interpersonal and presentational modes. researchtheagriculturalproductsthataregrowninCalifornia.Workinginsmall
groups,havestudentsdrawamapofthestateandindicatewheredifferentcropsare
1 – Partial success with help. Even with scaffolded grown.Usesymbolstoindicatetheharvestseasons,thedifferenttypesoffruitsand
instruction and assistance, students have not yet attained vegetablegrownineachzone,andthenumberofmigrantworkersneededforeach
the basic concepts and skills needed for Level 2. croporseason.Displaythemapsforclassdiscussion.
In“Treshéroes,”writerandCubanpatriotJoséMartídiscussesthreeofthegreat
liberatorsoftheAmericasandthesacrificestheymadetodefendtheirideals.
Throughouttheyears,manyhavesufferednegativeresultsfordefendingand
fightingfortheirideals.Toaccompanythisreading,havestudentsselectaherowho
43
hasdefendedtheiridealsatgreatcosttothemselvesandprepareanoral
presentationentitled“Elsacrificioheróico”.Presentationsshouldincludethe
answerstothefollowingquestions:Whereweretheyfrom?Whatidealsdidthey
defend?Whatactionsdidtheytake?Whathavetheysacrificedasaresult?Howhas
theirsacrificecontributedtoethnicornationalidentity(ifapplicable)?Keynote
slidesmaybeusedtoillustratethepresentations,butallspeechshouldbe
spontaneous.
Ithasbeensaidthatacivilwaristhe“greatesttragedy”thatacountrymaysuffer.In
“HistoriasdeEspaña,”asurvivoroftheSpanishCivilWarrecountshisharrowing
experiences.Toaccompanythissurvivor’saccount,writeaminimum3paragraph
essaycomparingandcontrastingtheSpanishCivilWarwiththedevastatingCivil
WarfoughtintheUnitedStatesandincludingtheanswerstothefollowingquestions:
Whendideachoccur?Whatwerethecausesofeach?Whatatrocitieswere
committedduringeach?Whatroledidthedefenseofnationalidentityplayineach
conflict?Whatdothetwocivilwarshaveincommon?Studentsshouldbesureto
self‐editwrittenworkforcontent,organizationandgrammar.
Ernesto“Che”Guevararemainsbothareveredandreviledhistoricalfigurewithhis
iconicphotographGuerilleroHeroiconowimmortalizedbypopculture.To
accompanythemovieDiariosdemotocicleta,havestudentsholdaSocraticseminar
debatingwhetherornot“Che”shouldbeconsideredatruehero.Studentsshould
bringinauthentic,audiovisualorprintedresourcestodefendtheirpositions.
Studentsshouldcometoclasspreparedwithahelpfullistofessentialvocabulary
andusefulexpressionstodefendtheirposition.Responsesshouldnotbewritten
downormemorized!
Toaccompanythenewsarticle“SepopularizaeldisfrazdeLaCatrina,”havestudents
prepareaninformaloralpresentationonsyncretism.Studentsmayfurtherexplore
“ElDíadelosMuertos”ortheymayselectanotherexampleofsyncretism.In
additiontoadescriptionofthecelebrationandthetraditionsthatitcombines,all
presentationsshouldincludetheanswerstothefollowingquestions:Whataresome
ofthecausesofsyncretism?Whateffectdoessyncretismhaveonculturaldiversity?
Doyoubelievethatsyncretismisaculturaladvantageordisadvantage?Keynote
slidesshouldbeusedtoillustratethepresentations,butallspeechshouldbe
spontaneous.
Toaccompanythearticle“VivirenUruguay—Culturaytradiciones”,havestudents
furtherresearchtheorigins,influences,typicalactivitiesandotherinterestingfacts
44
relatingto theUruguayancarnival.Havestudentsthencompareandcontrastthe
UruguayancarnivalwiththecarnivaltraditionsofanotherSpanish‐speakingcountry
orwiththoseofMardiGrasintheUnitedStates.Studentsshouldthensharetheir
findingsasaninformalKeynotepresentation.Keynoteslidesshouldbeusedto
illustratethepresentations,butallspeechshouldbespontaneous.
Toaccompanythearticle““Música,delospobresylosricos”,havestudentswork
togetherinsmallgroupstoexplorethevariousgenresofLatinmusicandcreatea
multimediapresentationfortheclass.ExamplesofLatinmusicmightincludethe
following:eltango,elflamenco,lasalsa,elmerengue,elmambo,larumba,elbolero,
lacumbia,labachata,elreggeatón,elmariachi,laranchera,yrockenespañol.Have
studentsdescribethegenreandthenmentionafew,well‐knownartistsorgroups.
Themultimediapresentationsshouldalsoincludeaudiovisualexamplesofpopular
songsanddancespertainingtothegenre.Aftercompletingallpresentations,
studentsshouldthendiscusstheirpreferenceswithapartnerorasaclass.
Additionalwaystomonitorstudentprogress:
Quickwrites,comprehensionchecks,skill‐basedchecklistsandexitslips
Formativeassessmentsforallthematicunitvocabulary,includingusefuland
idiomaticexpressions,usedincontext
Formativeassessmentstomeasurecomprehensionofallliteraturecoveredindepth
Formativeassessmentsforalladvancedgrammarthatisreviewedandpracticedasa
class
45
StageThree:LearningPlan
SUGGESTEDLEARNINGEVENTS:
SummaryofKeyLearningEventsandInstruction
Literatureandotherreadingsfromauthenticsources:
Studentswillreadthefollowingstoriesandarticlesanddiscusstheirdistinguishingfeaturesandrelationshiptotheessentialquestions.
Studentsareprovidedwithadvanceorganizersthatprovokecriticalthinkingaboutthecontexts.Eachstoryorarticleisaguidedlessonwith
pre‐reading,whilereading,andpostreadingstrategies,aswellasvocabularyactivitiesandinterpersonalwritingandspeaking.Thereis
considerableclassroomdiscussiontoclarifymeaningbeforemovingontothecorrelatingperformancetask(s).
“Naranjas”byÁngelaMcEwan‐Alvarado.Readanddiscusstheshortstoryrelatingalienationandassimilationandcompletethe
accompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“Trabajodecampo”byRoseDelCastilloGuilbault.Readanddiscusstheautobiographicalstoryrelatedtoimmigrationandeveryday
heroismandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingNuevasVistasCursoDos.
“Soneto149”bySorJuanaInésdelaCruz.Readanddiscussthesonnetrelatingtoheroismandcompletetheaccompanyingcomprehension
andfollow‐upactivitiesusingNuevasVistasCursoDos.
“Treshéroes”fragmentbyJoséMartí.Readanddiscussthesegmentfromachildren’smagazinerelatingtotrueheroismandnationalheroes
andcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“HistoriasdeEspaña”byPerePiCabanes.ReadanddiscussthespecialeditionnewspaperarticlewrittenbyasurvivoroftheSpanishCivil
Warandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“Lamuralla”and“Baladadelosdosabuelos”byNicolásGuillén,Readanddiscussthepoemsrelatingtothetwoheritagessharedbythepoet.
AlsoreadtheCulturalCapsulerelatingtoSlaveryandSyncretisminCuba.AllresourcesfoundinAbriendopaso/Temasylecturas,2014
digitaleditionandTriánguloAprobado5thedition(2014).
“LaRevoluciónMexicana1910‐1917o¿Todavía?”,“LatilmadeJuanDiego”,and“México:unaapetitosaensaladamixtadegentes”byJuan
Molinero.ReadtheCulturalCapsulesrelatingtothehistoryandculturaldiversityofMexicoanddiscusstheinfluencebothhavehadon
Mexico’sethnicandnationalidentities.SeeTriánguloAprobado5thedition(2014)forresources.
“SepopularizaeldisfrazdeLaCatrina”byMarcosSalas.ReadanddiscusstheBBCMundonewsarticlerelatingtotheglobalizationofsome
traditionalcelebrationsandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,
2014digitaledition.
46
“VivirenUruguay—Culturaytradiciones.” AninformationalarticlefromtheportalUniveriaaccompaniedbyCulturalnoteonArgentinaand
Uruguay.ReadanddiscussthearticlerelatingtothecustomsandtraditionsfoundinUruguayandthesurroundingareasandcompletethe
accompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“Música,delospobresylosricos”byJulietaRoffo.ReadanddiscusstheArgentiniannewsarticlerelatingtothe“questionable”rootsof
variousmusicalgenresandtheevolutionandacceptanceofthesegenresovertimeandcompletetheaccompanyingcomprehensionand
follow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digitaledition.
“LosestilosdevidasosteniblesseestánextendiendoportodaEuropa”bytheorganizationSPREAD.Readanddiscussthearticlerelatingto
sustainablelifestylesandeco‐friendlytrendsandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/
Temasylecturas,2014digitaledition.
MusicandMovies:
Diariosdemotocicleta2004,directedbyWalterSalles.Includeexcerptsfromthismovieaspartofthediscussiononheroismandhistorical
figures.Afterwatchingthemovie,havestudentsresearchthelateryearsofErnesto“Che”Guevara’slifeandhisroleintheCubanRevolution
andthesubsequentCastrodictatorshipbeforedebatingwhetherornotthishistoricalfigureshouldberememberedasaherooravillain.
“LatinosenEstadosUnidos”byCeliaCruzandWillieColon.Seewww.youtube.com.Withapartner,havestudentsdiscussthelyricstothe
songandsharetheiropinionsastowhethertheyagreeordisagreewithhowLatinosintheU.S.aredescribedinCeliaCruz’ssong.
HavestudentswatchandlistentothelatestmusicvideohitsfromaroundtheSpanish‐speakingworldtoimprovetheirlisteningskillsand
vocabularyandtorelax,havefunandenjoyLatinmusic!StudentsmaychallengethemselvesbyusingtheLyricsTraininggameoptions
whicharedifferentiatedbyabilitylevel.http://lyricstraining.com/
On‐lineresources:
UsingBBCMundo,havestudentsresearchandbringinanarticletoshareaboutacurrentculturalpracticeorsocialissuefoundinaSpanish‐
speakingcountrythatcouldhaveaninfluenceonindividual,ethnicornationalidentity.http://www.bbc.com/mundo
Seebelowforamoreextendedlistofwebsites.
Printedresources:
Practiceapplyinginterpersonal,interpretive,andpresentationalskillsinreal‐lifesituationsusingboththeTriánguloAprobado5thedition
(2014)textbookandtheaccompanyingonlinelearningresources.
47
HavestudentreviewandpracticeadvancedgrammarasneededusingUnaVezMásandAbriendopaso/Gramática,2014digitaledition.
OtherLearningResources:
FlashcardletApp
QuizletApp
SocrativeApp
KeynoteApp
iMovieAppCameraApp
GarageBandApp
PagesApp(forCornellnotes)
DocScanApp
YouTubeApp http://lyricstraining.com/ https://create.kahoot.it https://www.peardeck.com/
https://www.google.com/earth/
http://www.wordreference.com/
https://www.polleverywhere.com/ https://todaysmeet.com/
http://www.studyspanish.com/
48
https://conjuguemos.com/
http://personal.colby.edu/~bknelson/SLC/
http://www.bbc.co.uk/mundo/
http://cnnespanol.cnn.com/
http://www.lanacion.com.ar/
http://www.unmultimedia.org/radio/spanish/
https://eltoque.com/
http://www.practicaespanol.com/
http://www.rtve.es/
http://www.univision.com/
http://www.peopleenespanol.com/
http://www.20minutos.com/
http://www.rae.es/
SUGGESTEDMETHODSOFDIFFERENTIATION:
TheAPSpanishlanguageteacher’sroleistoguideandsupportstudentsastheylearn,encouragingthemtothinkforthemselvesanddevelop
apassionforlearningthatwillleadthemtobecomelifelonglanguagelearners.Todothis,theteachershouldgaugestudents’differentlevels
ofreadiness,providescaffoldingwhereneeded,andappropriatelychallengeallstudents.
Mostperformancetasksprovidedifferentiationbyallowingstudentstochoosetopicsandresourcesthatalignwiththeirpersonalinterests
andtechnologicalskillswhilestilladdressingtheessentialquestionsfortheunit.
Toaddressdifferinglevelsofvocabularyknowledge,wedevelopvocabularylistsusingQuiaorQuizletontheiPad.Somestudentsneedto
onlylookovertheselistsbrieflywhileothersmustspendalotoftimeusingtheon‐lineflashcards,gamesandpracticequizzes.Because
49
studentsshowdifferentpatternsoflinguisticerrorintheirspeakingandwritingtasks,Idirectstudentstoprintedandonlineresources to
workonareasofindividualneedandalsoprovideflipped‐classroomassignmentsandin‐classlessonsforsomelinguisticareasthat
challengemanystudents.Manyofouraudio/audiovisualcomprehensionandnote‐takingactivitiesarealsoassignedforhomework.
Studentswhoneedtolistenanumberoftimesmaydoso.
Inordertodifferentiateinstruction,theAPSpanishlanguageteachershouldpresentthematerialinavarietyofways,andassessments
shouldbedesignedtogivestudentstheopportunitytodemonstratetheirknowledgeusingallofthedifferentmodesofcommunication.
50
UNIT4 – ¿Cómosedefinelabelleza?
StageOne:DesiredResults
ESTABLISHEDGOALS
NJCoreCurriculumContentStandardsfor
WorldLanguages
InterpretiveMode
7.1.AL.A.1
Analyzeandcritiquethevalidityofculturally
authenticmaterialsusingelectronicinformation
andothersourcesrelatedtotargetedthemes.
7.1.AL.A.2
Demonstratecomprehensionofspokenand
writtenlanguageandnuancesofculture,as
expressedbyspeakersofthetargetlanguage,in
informalandsomeformalsettings.
7.1.AL.A.3
Analyzetheuseofverbalandnon‐verbal
etiquetteinthetargetculture(s)andinone’s
ownculturetodevelopanunderstandingofhow
culturalperspectivesarereflectedincultural
productsandculturalpractices.
7.1.AL.A.4
Evaluate,frommultipleculturalperspectives,the
historical,political,andpresent‐daycontexts
thatconnectorhaveconnectedfamouspeople,
places,andeventsfromthetargetculture(s)with
theUnitedStates.
7.1.AL.A.5
Evaluateinformationfromoralandwritten
discoursedealingwithavarietyoftopics.
7.1.AL.A.7
Evaluateinformationfromoralandwritten
discoursedealingwithavarietyoftopics.
7.1.AL.A.8
Analyzeelementsofthetargetlanguagethatdo
nothaveacomparablelinguisticelementin
Transfer
Studentswillbeabletoindependentlyusetheirlearningto…
Discussbeautyandaesthetics,fashionanddesign,thevisualandperformingarts,and
classicandcontemporaryarchitecture.
Discusstheelementsthatinfluenceone’sperceptionofrealityversusfantasyandthe
literarygenreof“magicalrealism”.
Meaning
ESSENTIALQUESTIONS
UNDERSTANDINGS
Studentswillunderstandthat…
Howareperceptionsofbeautyand
Perceptionsofbeautyareeverchangingand creativityestablished?
aredifferentforeveryindividual,socialor
Howdoidealsofbeautyandaesthetics
ethnicgroup,raceandtimeperiod.
influencedailylife?
Architecturalmonumentsreflectthecultural andhistoricalperspectivesoftheircultureof Howdotheartsbothchallengeandreflect
culturalperspectives?
originandalsotheerainwhichtheywere
constructed.
Howdoesarchitecturereflectthecultural
andhistoricalperspectivesofacommunity?
Green/Sustainablearchitectureisonemore
waythatwecanhelppreservethe
Howhastheenvironmentalmovement
environmentandournaturalresourcesfor
affectedcontemporaryarchitecture?
futuregenerations.
Therearemanyfactorscontributingtothe
globalizationoffashionanddesigntoday.
Thesametexthaswithinitthepotentialfora
varietyofvalid,significantandinteresting
interpretations,dependingonthecritical
lensusedtoexamineit.
Whatsimilaritiesanddifferencesexist
amongvariousculturesinregardstobeauty
andaesthetics?
Whatfactorsarecontributingtothe
globalizationoffashionanddesign?
Whatiseco‐fashionandwhataresomeways
thateventhefashionindustryisgoing
51
English.
InterpersonalMode
7.1.AL.B.1
Usedigitaltoolstoparticipateinextended
conversationsontopicsofapersonal,academic,
orsocialnatureusingavarietyoftimeframesto
exchangeinformation.
7.1.AL.B.2
Give,respondto,andaskforclarificationon
detailedandcomplexoralandwrittendirections,
commands,andindirectrequests.
7.1.AL.B.3
Interactinavarietyoffamiliarandafew
unfamiliarsituationsusingculturally
appropriateverbalandnon‐verbal
communicationstrategies.
7.1.AL.B.4
Askandrespondtoquestionsaspartofagroup
discussionontopicsofapersonal,academic,or
socialnatureininformalandsomeformal
settings.
7.1.AL.B.5
Engageinoraland/orwrittendiscourseina
varietyoftimeframesontopicsofpersonalor
socialinterest,topicsstudiedinothercontent
areas,andsomeunfamiliartopics.
7.1.AL.B.6
Uselanguageinavarietyofsettingstofurther
personal,academic,andcareergoals.
PresentationalMode
7.1.AL.C.1
Uselanguageinavarietyofsettingstofurther
personal,academic,andcareergoals.
7.1.AL.C.2
Createaresearch‐basedanalysisofacurrent
globalproblem/issueshowingcultural
perspectivesassociatedwiththetarget
Whenusedinfiction,magicalrealismisthe
useofmythicalorfantasticdetailssideby
sidewithutterlyrealisticdetails.
green?Whatis“modaverde”?
Howdoesone’ssystemofbeliefsorwayof
thinkinginfluencetheirimaginationand
interpretationofrealityandfantasy?
WhatroledidmagicalrealismplayinLatin
Americanliteratureofthetwentieth
century?
Howdotheliteraryelementsfoundina
particulartextworktogethertoachievea
unifiedartisticeffect?
Acquisition
Studentswillknow…
Studentswillbeskilledat…
Howtoengageinoralandwrittenexchanges Reflectingontheessentialquestionsand
givinginsightfulspokenandwritten
ofinformation,opinions,andideasina
varietyoftimeframesinformalandinformal responsesinformalandinformalsituations.
situations.
Demonstratingknowledgeand
Howtoelicitinformationandclarifymeaning understandingofcontentacrossdisciplines.
byusingavarietyofstrategies.
Applyinginterpersonal,interpretive,and
presentationalskillsinreal‐lifesituations.
Howtostateandsupportopinionsinoral
andwritteninteractions.
Engaginginspokenandwritten
Howtoinitiateandsustaininteraction
interpersonalcommunication.
throughtheuseofverbalandnonverbal
strategies.
Synthesizinginformationfromavarietyof
authenticaudio,visualandaudiovisual
resources.
Howtowriteformalandinformal
correspondenceinavarietyofmediausing
Synthesizinginformationfromavarietyof
appropriateformatsandconventions.
authenticwrittenandprintresources.
Howtoself‐monitorandadjustlanguage
Understandingthepurposeofamessageand
production.
52
culture(s)andanotherworldculture.
7.1.AL.C.3
Uselanguagecreativelyinwritingforpersonal,
career,oracademicpurposes.
7.1.AL.C.4
Compareandcontrastthestructuralelements
and/orculturalperspectivesfoundinculturally
authenticmaterialswiththosefoundin
selectionsinEnglish.
7.1.AL.C.5
Analyzehowculturalperspectivesabouta
specificculturalproductorculturalpractice
associatedwiththetargetculture(s)changeover
time,andcomparewithchangingperspectivesin
one’sownculture.
7.1.AL.C.6
Createanelectronicportfoliointhetarget
languagewithartifactsdocumentinglanguage
proficiency,cross‐culturalawarenessand
experiences,andotherqualificationsthat
supportthegoalsofthePersonalizedStudent
LearningPlan.
CommonCoreStateStandards
CCSS.ELA‐LITERACY.WHST.11‐12.1.A
Introduceprecise,knowledgeableclaim(s),
establishthesignificanceoftheclaim(s),
distinguishtheclaim(s)fromalternateor
opposingclaims,andcreateanorganizationthat
logicallysequencestheclaim(s),counterclaims,
reasons,andevidence.
CCSS.ELA‐LITERACY.WHST.11‐12.1.B
Developclaim(s)andcounterclaimsfairlyand
thoroughly,supplyingthemostrelevantdataand
evidenceforeachwhilepointingoutthe
strengthsandlimitationsofbothclaim(s)and
thepointofviewofitsauthor.
Planning,producing,andpresentingspoken
presentationalcommunications.
Planning,producing,andpresentingwritten
Howtodemonstratecriticalviewingor
presentationalcommunications.
listeningofaudio,visual,andaudiovisual
resourcesinthetargetculturalcontext.
Understandingandusingavarietyof
contentvocabulary,includingsome
Howtodemonstratecriticalreadingof
idiomaticandculturallyappropriate
writtenandprintresourcesinthetarget
expressions,todiscussavarietyoftopics
culturalcontext.
foundineachthematicunit.
Howtomonitorcomprehensionanduse
Usingavarietyofadvancedlanguage
otherresourcestoenhanceunderstanding.
structurestoclearlyandeffectivelyexpress
Howtoexamine,compare,andreflecton
themselvesintheirspokenandwritten
responsestotheessentialquestions.
products,practices,andperspectivesofthe
targetculture.
Demonstratinganunderstandingofthe
Howtoproduceavarietyofcreativeoral
featuresoftargetculturecommunities(e.g.,
geographic,historical,artistic,social,
presentations(e.g.,originalstory,personal
politicaloreconomic).
narrative,performance).
Howtoproduceavarietyofcreativewritings Evaluatingsimilaritiesanddifferencesinthe
perspectivesofthetargetculture(s)andhis
(e.g.,originalstory,personalnarrative,
orherownculture(s)asfoundinaudio,
script).
visual,audiovisual,printedandwritten
Howtoproduceapersuasivespeechoressay. resources.
Howtoretellorsummarizeinformationin
narrativeform,demonstratinga
considerationfortheaudience.
Howtodemonstratecomprehensionof
contentfromauthenticaudio,visual,
audiovisual,writtenandprintresources.
Howtoexpoundonfamiliartopicsandon
thoserequiringresearch.
Howtoproduceexpositorywriting,including
researchreports.
53
counterclaimsinadiscipline‐appropriateform
thatanticipatestheaudience'sknowledgelevel,
concerns,values,andpossiblebiases.
CCSS.ELA‐LITERACY.WHST.11‐12.1.C
Usewords,phrases,andclausesaswellasvaried
syntaxtolinkthemajorsectionsofthetext,
createcohesion,andclarifytherelationships
betweenclaim(s)andreasons,betweenreasons
andevidence,andbetweenclaim(s)and
counterclaims.
Howtousereferencetools,acknowledge
resources,andcitethemappropriately.
Howtoself‐editwrittenworkforcontent,
organizationandgrammar.
CCSS.ELA‐LITERACY.WHST.11‐12.1.D
Establishandmaintainaformalstyleand
objectivetonewhileattendingtothenormsand
conventionsofthedisciplineinwhichtheyare
writing.
CCSS.ELA‐LITERACY.WHST.11‐12.1.E
Provideaconcludingstatementorsectionthat
followsfromorsupportstheargument
presented.
CCSS.ELA‐LITERACY.WHST.11‐12.2
Writeinformative/explanatorytexts,including
thenarrationofhistoricalevents,scientific
procedures/experiments,ortechnicalprocesses.
CCSS.ELA‐LITERACY.WHST.11‐12.2.A
Introduceatopicandorganizecomplexideas,
concepts,andinformationsothateachnew
elementbuildsonthatwhichprecedesitto
createaunifiedwhole;includeformatting(e.g.,
headings),graphics(e.g.,figures,tables),and
multimediawhenusefultoaiding
comprehension.
CCSS.ELA‐LITERACY.WHST.11‐12.2.B
Developthetopicthoroughlybyselectingthe
54
mostsignificantandrelevantfacts,extended
definitions,concretedetails,quotations,orother
informationandexamplesappropriatetothe
audience'sknowledgeofthetopic.
CCSS.ELA‐LITERACY.WHST.11‐12.2.C
Usevariedtransitionsandsentencestructuresto
linkthemajorsectionsofthetext,create
cohesion,andclarifytherelationshipsamong
complexideasandconcepts.
CCSS.ELA‐LITERACY.WHST.11‐12.2.D
Usepreciselanguage,domain‐specific
vocabularyandtechniquessuchasmetaphor,
simile,andanalogytomanagethecomplexityof
thetopic;conveyaknowledgeablestanceina
stylethatrespondstothedisciplineandcontext
aswellastotheexpertiseoflikelyreaders.
CCSS.ELA‐LITERACY.WHST.11‐12.2.E
Provideaconcludingstatementorsectionthat
followsfromandsupportstheinformationor
explanationprovided(e.g.,articulating
implicationsorthesignificanceofthetopic).
CCSS.ELA‐LITERACY.WHST.11‐12.4
Produceclearandcoherentwritinginwhichthe
development,organization,andstyleare
appropriatetotask,purpose,andaudience.
CCSS.ELA‐LITERACY.WHST.11‐12.5
Developandstrengthenwritingasneededby
planning,revising,editing,rewriting,ortryinga
newapproach,focusingonaddressingwhatis
mostsignificantforaspecificpurposeand
audience.
55
CCSS.ELA‐LITERACY.WHST.11‐12.6
Usetechnology,includingtheInternet,to
produce,publish,andupdateindividualor
sharedwritingproductsinresponsetoongoing
feedback,includingnewargumentsor
information.
CCSS.ELA‐LITERACY.WHST.11‐12.7
Conductshortaswellasmoresustained
researchprojectstoansweraquestion
(includingaself‐generatedquestion)orsolvea
problem;narroworbroadentheinquirywhen
appropriate;synthesizemultiplesourcesonthe
subject,demonstratingunderstandingofthe
subjectunderinvestigation.
CCSS.ELA‐LITERACY.WHST.11‐12.8
Gatherrelevantinformationfrommultiple
authoritativeprintanddigitalsources,using
advancedsearcheseffectively;assessthe
strengthsandlimitationsofeachsourceinterms
ofthespecifictask,purpose,andaudience;
integrateinformationintothetextselectivelyto
maintaintheflowofideas,avoidingplagiarism
andoverrelianceonanyonesourceand
followingastandardformatforcitation.
CCSS.ELA‐LITERACY.WHST.11‐12.9
Drawevidencefrominformationaltextsto
supportanalysis,reflection,andresearch.
56
EvaluativeCriteria
SUGGESTEDPERFORMANCERUBRIC:
Usethefollowingorsimilarrubrictoevaluatea
student’sperformanceonperformancetasks.
FairfaxCountyPALSAssessmentsfortheUpperlevel:
Upperlevelpresentationalspeakinganalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelAnalyticPresentational.pdf
Upperlevelpresentationalspeakingholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelHolisticPresentational.pdf
Upperlevelwritinganalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelAnalyticWriting.pdf
Upperlevelwritingholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelHolisticWriting.pdf
Upperlevelinteractivetasksanalyticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelAnalyticInteractive.pdf
Upperlevelinteractivetasksholisticrubric
http://www.fcps.edu/is/worldlanguages/pals/docu
ments/UpperLevelHolisticInteractive.pdf
Theaboverubricsaretobeusedinconjunctionwith
ateacher‐createdrubricthatalsoevaluatesthe
effectiveandcreativeuseoftechnologywhen
applicable.
StageTwo:Evidence
AssessmentEvidence
SUGGESTEDPERFORMANCEASSESSMENT:
Studentswillengageinthefollowingperformancetask:Formal,typedessay
OVERVIEW:UponcompletionofComoaguaparachocolate,studentswillwritea
formalessayansweringoneofthefollowingprompts:
1. Therearerepeatedmagicalincidentsanddream‐worldorfairytale‐like
descriptionsofeventsinComoaguaparachocolate.Howdoesthe
frequentresortto“magicalrealism,”shapethereader’sexperienceof
thisnovelandconnectittoalargerromanticpattern?
2. Foodanditspreparationisacentral,organizingmetaphorinComoagua
parachocolate.Discussthesymbolicsignificanceofcookingasitis
developedoverthecourseofthenovel.Howdoestheworkingoutofthis
elaboratemetaphorreinforcethemainmessageofthenovel’s
conclusion?
3. Traditionisanindispensableforceinthefunctioningofanyhuman
society.Withouttradition,wewouldhavetoinventameaningforeach
newsituation.WhatistheroleoftraditionintheinteractionsoftheDe
laGarzafamily?InComoaguaparachocolate,wouldyoudescribe
traditionasanetforceforself‐actualizationorforrepression.Whatis
thenovel’smessageregardingtradition?
4. Whatdoesitmeantobeagoodwoman?Comoaguaparachocolate
presentsseveralmodelsforstrong,powerfulorotherwiseinfluential
womenintermsofitsdevelopedcharacters:MamaElena,Rosaura,
GertrudisandTita.Whichofthesecharactersisthebestfeminist,inyour
view,assupportedbytextualevidence?
DIFFERENTIATION:Studentsmaychoosewhichofthefouressaytopicstheywould
liketoaddress.
57
TECHNOLOGY:EssaysshouldbetypedinthetargetlanguageusingMicrosoftWord
andstandardMLAformatandrequirements.
SUGGESTEDMONITORINGSCALE:
OTHERSUGGESTEDPERFORMANCETASKS:
Usethefollowingorsimilarscaletomonitor
Toaccompany“Continuidaddelosparques,”“Lanochebocaarriba”and“Lacasatomada”
orevaluateastudent’sdailylearningand
studentswillwriteanarrativecontinuingorchangingthereading.Thiswritingactivitywill
understandingofkeyconcepts:
providestudentswithanengagingopportunitytowriteinafictionalformatinthetarget
language.Theopen‐endednessofeachselectedshortstoryleavestheendingsopentothe
4. Success with more complex content. readers’imagination.Havestudentsselectoneoftheshortstoriesandthenwriteanending
Students are able to perform above the oracontinuationtothestorykeepinginmindCortázar’susageofmagicalrealisminthe
expected performance goal, giving greater story.Studentswillthenneedtowriteanexplanatoryparagraphexplaininghow/whythey
detail and deeper analysis, making inferences decidedontheirendingorcontinuationandsupportingtheirchoiceswithaspecificquote
and complex connections, and discovering (orquotes)fromtheoriginalstory.Whenfinished,havestudentssharetheiroriginalideas
novel applications. ingroupsof3or4.Eachgroupwillthenpickthebestending/continuationintheirgroupto
sharewiththeclass.
3—Mastery of the learning goal. Students are able to meet the standards and engage in oral Toaccompany“Arq.SantiagoCalatrava:Geniodeunanuevaarquitectura,”havestudents
and/or written discourse in a variety of writeacompositionofatleast200wordsonGreenArchitectureandGreenDesign,also
timeframes on topics of personal or social knownasSustainableArchitecture.Beforewriting,studentsshouldresearchonlineandbe
interest,topicsstudiedinothercontentareas, preparedtoanswerthefollowingquestions:Whatisthepurposeandgoalofthistypeof
andsomeunfamiliartopics.
architectureinrelationtotheenvironment?Whatelementsmustbeincludedtobe
considered“green”and“sustainable”?Whatfactorsmustbetakenintoaccountinorderto
2—Success with simpler content. Students are besuccessful?Whatistherelationshipbetweenthecostandthebenefits?Whatareyour
working at a less complex level, but toward the personalthoughtsaboutgreen/sustainablearchitecture?Asanalternateassignment,this
mayalsobedoneasaKeynotepresentationsothatvisualexamplesmaybeincluded.
standards. Students may know the unit vocabulary and have an understanding of the given, authentic resources, but are still working Toalsoaccompany“Arq.SantiagoCalatrava:Geniodeunanuevaarquitectura,”have
studentsworkwithapartnertocreateanoralpresentationonanassignedarchitectural
to apply this knowledge in the interpersonal monumentlocatedinSpainorintheAmericas.Presentationsshouldincludethefollowing
and presentational modes. information:
 Relevanthistoricaldates
1 – Partial success with help. Even with scaffolded  Thehistoricalreason(s)thatthemonumentwasbuilt
instruction and assistance, students have not yet  Thearchitecturalstyle(adescriptionoftheexteriorandinterior,ifapplicable)
attained the basic concepts and skills needed for  Thewayinwhichthehistoricalperiodcontributedtothemonument’sdesign
Level 2.  2‐3thingsthatthearchitecturalmonumenttellsusaboutlifeduringthattimeperiod
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andinthecenturiesthereafter
 Severalphotosofthecathedral/mosque/royalpalace/pyramid/aqueduct,fort,etc…
Keynoteslidesshouldbeusedtoillustratethepresentations,butallspeechshouldbe
spontaneous.
Theperceptionofbeautyisdifferentforeverysocialorethnicgroup,raceandtimeperiod.
Toaccompany“Lainmolaciónporlabelleza,”havestudentsexploretheprototypesfor
feminineandmasculinebeautyorfashion.Studentsshouldsearchonlineforvisualimages
foundinmagazinesandothersourcesandprepareanoralpresentationinresponsetooneof
thefollowingquestions:Howhaveperceptionsofbeautyand/orfashionchangedovertime
withinoneculture/country?Howdothecontemporaryprototypesforfeminineor
masculinebeautyfoundintheU.S.compareandcontrastwiththeperceptionsofthesamein
aselected,Spanish‐speakingculture.Keynoteslidesshouldbeusedtoillustratethe
presentations,butallspeechshouldbespontaneous.
Toaccompany“Lavestimentaesidentidad,"havestudentsprepareaKeynotepresentation
investigatingthecareerofoneofthegreatHispanicfashiondesigners.Studentsmayselecta
designerfromthefollowinglistoranotherHispanicdesignerthatintereststhem:Cristóbal
Balenciaga,ManoloBlahnik,CarolinaHerrera,ÓscardelaRenta,PacoRabanne,orNarciso
Rodríguez.Presentationsshouldincludetheircountryoforigin,thebeginningsoftheir
career,theexpansionoftheirclothingorshoestootherproducts,andtheircontributionsto
theworldoffashionandhumanity.Keynoteslidesshouldbeusedtoillustratethe
presentations,butallspeechshouldbespontaneous.
Asanalternateassignment,studentsmayalsoprepareaKeynotepresentationexploringthe
careersofsuccessfulHispanicsintherealmsofthevisualartsortheperformingarts.
Additionalwaystomonitorstudentprogress:
Quickwrites,comprehensionchecks,skill‐basedchecklistsandexitslips
Formativeassessmentsforallthematicunitvocabulary,includingusefulandidiomatic
expressions,usedincontext
Formativeassessmentstomeasurecomprehensionofallliteraturecoveredindepth
Formativeassessmentsforalladvancedgrammarthatisreviewedandpracticedasaclass
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StageThree:LearningPlan
SUGGESTEDLEARNINGEVENTS:
SummaryofKeyLearningEventsandInstruction
Literatureandotherreadingsfromauthenticsources:
Studentswillreadthefollowingstoriesandarticlesanddiscusstheirdistinguishingfeaturesandrelationshiptotheessentialquestions.
Studentsareprovidedwithadvanceorganizersthatprovokecriticalthinkingaboutthecontexts.Eachstoryorarticleisaguidedlessonwith
pre‐reading,whilereading,andpostreadingstrategies,aswellasvocabularyactivitiesandinterpersonalwritingandspeaking.Thereis
considerableclassroomdiscussiontoclarifymeaningbeforemovingontothecorrelatingperformancetask(s).
“Continuidaddelosparques,”“Lanochebocaarriba”and“Lacasatomada”byJulioCortázar.Toaccompanytheseshortstories,have
studentsresearchinformationonmagicalrealismandcontemporaryLatinAmericanwriterssuchasIsabelAllende,JorgeLuisBorges,Julio
CortázarandGabrielGarcíaMárquez.StudentsshouldbeabletoidentifytheelementsofmagicalrealismanditsimportanceinLatin
Americanliterature.StudentsshouldthencompleteaVenndiagramcomparingtwooftheCortázarreadingsandidentifyingtheelementsof
magicalrealismfoundineachtextbeforecompletingthesuggestedperformancetask.
ComoaguaparachocolatebyLauraEsquivel.Havestudentsreadselectedchaptersfromthisbeautifulandrivetingstoryaboutayoung
womancomingofageandstrugglingtofindloveinrevolutionaryMexico.Havestudentsdiscoveranddiscusstheelementsofmagical
realismfoundineachportionofthenovelandtheauthor’spurposeinweavingthemintothetext.
“México:Larevoluciónmexicana”.IncludethisculturalreadingfoundinNuevasVistasCursoDosaspartofthehistoricalbackgroundforthe
novelandmovieComoaguaparachocolate.
“Arq.SantiagoCalatrava:Geniodeunanuevaarquitectura”byLucreciaAlfaro.Readanddiscussthemagazinearticlerelatingtothevision
andphilosophyofthecelebrated,contemporarySpanisharchitectandcompletetheaccompanyingcomprehensionandfollow‐upactivities
usingAbriendopaso/Temasylecturas,2014digitaledition.
“Lainmolaciónporlabelleza”byMarcoDenevi.Readanddiscussthefablerelatedtotheextremestowhichonewillgotoachieveand
maintainbeautyandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendopaso/Temasylecturas,2014digital
edition.
“Lavestimentaesidentidad”byFlorenciaSanudo.Readanddiscussthearticlerelatedtotherelationshipbetweentheidentityofan
individualorasocietyandtheclothestheywearandcompletetheaccompanyingcomprehensionandfollow‐upactivitiesusingAbriendo
paso/Temasylecturas,2014digitaledition.
“Nohayquecomplicarlafelicidad”byMarcoDenevi.Readanddiscussforcomprehensiontheshortplayrelatingtohappinessandtruelove
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beforeselectingstudentstoactouttheminidramafortheclass.
MusicandMovies:
Comoaguaparachocolate(Likewaterforchocolate)1992,directedbyAlfonsoArau.Viewexcerptsaspartoftheunitonmagicalrealism.
Afterreadingandviewingtheselectedportionsofthenovel/movie,havestudentsdiscussthefollowingorsimilarquestions:
1.Doesthefilmskilfullyincorporatethemagicalrealismthatisasignificantpartoftheauthor’sstory?Werethereanyeventsthatdidnot
successfullyadapttofilm?Whynot?
2.Didthefilmhelpyoubetterunderstandthegenreofmagicalrealism?Whyorwhynot?Whichdoesabetterjobofcapturingtheimagery
ofmagicalrealism—thenovelorthefilm?Explainyouranswer.
3.Whatchangesweremadefrombooktofilm?Whydoyouthinktheauthor/screenwritermadetheseadaptations?
HavestudentswatchandlistentothelatestmusicvideohitsfromaroundtheSpanish‐speakingworldtoimprovetheirlisteningskillsand
vocabularyandtorelax,havefunandenjoyLatinmusic!StudentsmaychallengethemselvesbyusingtheLyricsTraininggameoptions
whicharedifferentiatedbyabilitylevel.http://lyricstraining.com/
On‐lineresources:
UsingPollEverywhere,createapollwherestudentswillviewexamplesofart,architecture,photosofpeople,fashion,etc…tofindouttheir
perceptionsofbeauty.Isitbeautifulornot?Studentswillvote“Yes”or“No”whichwillthenleadtoaninterpersonaldiscussionofthe
essentialquestions.Whatfactorscontributetoourperceptionsofbeauty?Howdoidealsofbeautyandaestheticsinfluenceoureveryday
lives?https://www.polleverywhere.com/
UsingBBCMundo,havestudentsresearchandbringinacurrentarticletosharerelatingtothearts,literature,architecture,fashionand
design,orhealthandbeauty.http://www.bbc.com/mundo
Seebelowforamoreextendedlistofwebsites.
Printedresources:
Practiceapplyinginterpersonal,interpretive,andpresentationalskillsinreal‐lifesituationsusingboththeTriánguloAprobado5thedition
(2014)textbookandtheaccompanyingonlinelearningresources.
HavestudentreviewandpracticeadvancedgrammarasneededusingUnaVezMásandAbriendopaso/Gramática,2014digitaledition.
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OtherLearningResources:
FlashcardletApp
QuizletApp
SocrativeApp
KeynoteApp
iMovieAppCameraApp
GarageBandApp
PagesApp(forCornellnotes)
DocScanApp
YouTubeApp http://lyricstraining.com/ https://create.kahoot.it https://www.peardeck.com/
https://www.google.com/earth/
http://www.wordreference.com/
https://www.polleverywhere.com/ https://todaysmeet.com/
http://www.studyspanish.com/
https://conjuguemos.com/
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http://personal.colby.edu/~bknelson/SLC/
http://www.bbc.co.uk/mundo/
http://cnnespanol.cnn.com/
http://www.lanacion.com.ar/
http://www.unmultimedia.org/radio/spanish/
https://eltoque.com/
http://www.practicaespanol.com/
http://www.rtve.es/
http://www.univision.com/
http://www.peopleenespanol.com/
http://www.20minutos.com/
http://www.rae.es/
SUGGESTEDMETHODSOFDIFFERENTIATION:
TheAPSpanishlanguageteacher’sroleistoguideandsupportstudentsastheylearn,encouragingthemtothinkforthemselvesanddevelop
apassionforlearningthatwillleadthemtobecomelifelonglanguagelearners.Todothis,theteachershouldgaugestudents’differentlevels
ofreadiness,providescaffoldingwhereneeded,andappropriatelychallengeallstudents.
Mostperformancetasksprovidedifferentiationbyallowingstudentstochoosetopicsandresourcesthatalignwiththeirpersonalinterests
andtechnologicalskillswhilestilladdressingtheessentialquestionsfortheunit.
Toaddressdifferinglevelsofvocabularyknowledge,wedevelopvocabularylistsusingQuiaorQuizletontheiPad.Somestudentsneedto
onlylookovertheselistsbrieflywhileothersmustspendalotoftimeusingtheon‐lineflashcards,gamesandpracticequizzes.Because
studentsshowdifferentpatternsoflinguisticerrorintheirspeakingandwritingtasks,Idirectstudentstoprintedandonlineresourcesto
workonareasofindividualneedandalsoprovideflipped‐classroomassignmentsandin‐classlessonsforsomelinguisticareasthat
challengemanystudents.Manyofouraudio/audiovisualcomprehensionandnote‐takingactivitiesarealsoassignedforhomework.
63
Studentswhoneedtolistenanumberoftimesmaydoso.
Inordertodifferentiateinstruction,theAPSpanishlanguageteachershouldpresentthematerialinavarietyofways,andassessments
shouldbedesignedtogivestudentstheopportunitytodemonstratetheirknowledgeusingallofthedifferentmodesofcommunication.
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Benchmark Assessment: QuarterOne
1.
2.
3.
4.
5.
Studentswillbeabletoreflectontheessentialquestionsrelatingtoglobalchallengesandgiveinsightfulspokenandwritten
responsesinbothformalandinformalsituations.
Studentswillbeabletoapplyinterpersonal,interpretive,andpresentationalskillsinreal‐lifesituationsrelatingtoglobal
challenges.
Studentswillbeabletosynthesizeinformationfromavarietyofauthenticaudio,visual,audiovisual,writtenandprint
resourcesrelatingtoglobalchallenges.
Studentswillbeabletoengageinoralexchangesofinformation,opinions,andideasinavarietyoftimeframesinbothformal
andinformalsituationsrelatingtoglobalchallenges.
Studentswillbeabletowriteformalandinformalcorrespondencerelatingtoglobalchallengesinavarietyofmediausing
appropriateformatsandconventions.
65
BenchmarkAssessment: QuarterTwo
1. Studentswillbeabletoreflectontheessentialquestionsrelatingtoscienceandtechnologyandgiveinsightfulspokenand
writtenresponsesinbothformalandinformalsituations.
2. Studentswillbeabletoapplyinterpersonal,interpretive,andpresentationalskillsinreal‐lifesituationsrelatingtoscience
andtechnology.
3. Studentswillbeabletosynthesizeinformationfromavarietyofauthenticaudio,visualandaudiovisualresourcesrelating
toscienceandtechnology.
4. Studentswillbeabletoengageinoralexchangesofinformation,opinions,andideasinavarietyoftimeframesinboth
formalandinformalsituationsrelatingtoscientificdiscoveriesandtechnologicaladvances.
5. Studentswillbeabletowriteformalandinformalcorrespondencerelatingtoscienceandtechnologyinavarietyofmedia
usingappropriateformatsandconventions.
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BenchmarkAssessment:QuarterThree
1. Studentswillbeabletoreflectontheessentialquestionsrelatingtopersonal,ethnicandnationalidentityandgive
insightfulspokenandwrittenresponsesinbothformalandinformalsituations.
2. Studentswillbeabletoapplyinterpersonal,interpretive,andpresentationalskillsinreal‐lifesituationsrelatingto
personal,ethnicandnationalidentity.
3. Studentswillbeabletosynthesizeinformationfromavarietyofauthenticaudio,visualandaudiovisualresourcesrelating
topersonal,ethnicandnationalidentity.
4. Studentswillbeabletoengageinoralexchangesofinformation,opinions,andideasinavarietyoftimeframesinboth
formalandinformalsituationsrelatingtopersonal,ethnicandnationalidentity.
5. Studentswillbeabletowriteformalandinformalcorrespondencerelatingtopersonal,ethnicandnationalidentityina
varietyofmediausingappropriateformatsandconventions.
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BenchmarkAssessment: QuarterFour
1. Studentswillbeabletoreflectontheessentialquestionsrelatingtobeautyandaestheticsandgiveinsightfulspokenand
writtenresponsesinbothformalandinformalsituations.
2. Studentswillbeabletoapplyinterpersonal,interpretive,andpresentationalskillsinreal‐lifesituationsrelatingtobeauty
andaesthetics.
3. Studentswillbeabletosynthesizeinformationfromavarietyofauthenticaudio,visual,audiovisual,writtenandprint
resourcesrelatingtobeautyandaesthetics.
4. Studentswillbeabletoengageinoralexchangesofinformation,opinions,andideasinavarietyoftimeframesinboth
formalandinformalsituationsrelatingtobeautyandaesthetics.
5. Studentswillbeabletowriteformalandinformalcorrespondencerelatingtobeautyandaestheticsinavarietyofmedia
usingappropriateformatsandconventions.
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