Roselle Public
Schools
Spanish 4
167 Unit 1
Viajando por países hispanohablantes. Un desafío para practicar el idioma.
Travelling in Spanish Speaking Countries; A Challenge to Practice the Language
Content Area: World Language
Course & Grade Level: Spanish IV
Summary and Rationale
At this point in my language study, I am able to speak the basic language for me to communicate with people when I travel to a Spanish Speaking country. All the topics in this and the rest of the units will be an opportunity to put into practice all I have learned in past years. In this unit we are going to start talking about travelling, tourism, transportation and other issues related to individuals having to speak the language in a place where English is not the native language.
Recommended Pacing
4 weeks
State Standards
CPI #
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
Cumulative Progress Indicator (CPI) Please note: CPI alignment to the Common Core State Standards are the
same as in the previous unit.
CPI#7.1A Cumulative Progress Indicator (CPI) -­‐ Strand A Interpretive Mode
7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information sources related to a variety of familiar and some unfamiliar topics.
7.1.IH.A.2 Demonstrate comprehension of spoken and written language, as expressed by speakers of the target language in formal and informal settings, through appropriate responses.
7.1.IH.A.3 Compare and contrast the use of verbal and non-­‐verbal etiquette to perform a variety of functions(such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.
168 7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.
7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics. 7.1.IH.A.6 Analyze and critique readings from culturally authentic materials.
7.1.IH.A.7 Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
7.1.IH.A.8 Analyze structures of the target language and comparable linguistic structures in English.
CPI#7.1B Cumulative Progress Indicator (CPI) -­‐ Strand B Interpersonal Mode
7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information.
7.1.IH.B.2 Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests.
7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-­‐verbal communication strategies.
7.1.IH .B. Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.
7.1.IH .B. Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas.
CPI#7.1C Cumulative Progress Indicator (CPI) -­‐ Strand C Presentational Mode
7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-­‐rich presentation to be shared virtually with a target language audience.
7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).
7.1.IH.C.3 Use language creatively in writing for a variety of purposes.
7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.
7.1.IH.C.6 Explain/demonstrate cross-­‐cultural skills needed for a variety of professions and careers within the global workforce.
Instructional Focus
Unit Enduring Understandings:
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When people travel to a Spanish Speaking country they have to face situations where they need to speak Spanish to communicate with others in airports, planes, taxis, etc. Today´s reality is telling us education has to focus on international issues. Having the basic language skills makes people feel more confident in places where English is not the spoken language. When people have a language immersion experience, they have the opportunity to prove themselves in terms of knowledge of language and 169 culture. Unit Essential Questions
Am I ready to travel to a Spanish speaking country and communicate to other people in the target language? • Is my education process focusing on international issues, according to the 21st century´s skills? • What are the basic vocabulary and grammar structures that I need to feel confident in a Spanish speaking environment? • What kind of knowledge have I learned in terms of Spanish language related to culture? Students will know:
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Increase their vocabulary in context. Apply what they have learned by doing complex sentences. Read, listen to, and understand information about visiting an airport, planning a trip, traveling safely, staying in a hotel, appropriate tourist behavior and travelling in a foreign city. • Make recommendations about traveling by using the present subjunctive. • Use the subjunctive with impersonal expressions. • Learn to use stem-­‐changing verbs in the subjunctive. • Information needed in order to travel to a Spanish speaking country. • Cultural information related to Spanish speaking countries. Students will be able to:
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Communicate about travelling by plane. Discuss travel plans. Practice the subjunctive by making recommendations and expressing wishes. Research and talk about taking a trip to a Spanish-­‐speaking country. Learn and discuss about transportation in Spanish-­‐speaking countries. Resources
Core Text: Realidades 2, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. Chapters 8A & 8B.
Suggested Resources:
• Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. • Realidades 2. Communication Workbook with Test Preparation, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • Realidades 2.Assessment Program, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • En busca de la verdad. Video Workbook. Prentice Hall. • Español escrito. Curso para hispanohablantes bilingües. Sexta Edición, by 170 •
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Guadalupe Valdés, Richard V. Teschner and Héctor M. Enríquez. Pearson Prentice Hall. ©2008 Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. Level 1A. Cuentos y cultura. Interactive Reader. Holt McDougal. Level 1B. Cuentos y cultura. Interactive Reader. Holt McDougal. Online Resources: Realidades On LIne. Gustavo Verzbickis. Interactive activities in Quia.com Gustavo Verzbickis. ACHS Class Page Quizlet. Interactive activities on line. Real Academia Española Gustavo Farés, Ph. D Señora Baker. Interactive Activities Online LangMedia Resources for World Language Todoele.net. Página del profesor de español como lengua extranjera. Audiria. Listening Based Learning. Veinte mundos. Learn Spanish Online. Bablingua. Writing, Audio and Video Resources. Periodismo.com. Portal de noticias con Diarios, Revistas, Radios , Televisión, Blogs y Medios digitales en línea. CNN en español Univisión Telemundo BBC Mundo Lo más TV. Spanish Immersion TV Formespa Atividades. Materiales para el aula de ELE Radialistas. Audio Resources On LIne Spanish Audio Gazette Televisión española Audio Kiosco. Audio Resources On Line Batanga. Música en español en línea ITunes Podcasts (in case you have not already downloaded in you computer) ITunesU (in case you have not already downloaded in your computer) Spanish Institute of Puebla. Audio-­‐Reading Selections. Album. Cuentos. In-­‐Text Audio Resources. Barbara Kuczun Nelson. Activities On Line University of Texas at Austin. Spanish Proficiency Exercises BBC El mensual Zachary Jones. Learn Spanish With Music and Culture Kalipedia. Enciclopedia On Line Teacher Tube. Educational Videos 171 Unit 2
El futuro: ¿Qué profesión voy a elegir para mí? ¿Qué puedo hacer para cuidar el medio ambiente para un futuro mejor?
The future: What profession am I going to choose for me? What do I have to do to take care of the environment for a better future?
Content Area: World Language
Course & Grade Level: Spanish IV
Summary and Rationale
At this point of my life in high school, it is time for me to start wondering about what I am going to do with my life in the future; the profession I am going to choose and the education I need to reach that goal. At the same time, there are some other present issues that affect the future of the planet and my particular environment. I need to know what I can do to preserve and improve the planet and resources we have today.
Recommended Pacing
4 weeks
State Standards
CPI #
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
Cumulative Progress Indicator (CPI)
CPI#7.1A Cumulative Progress Indicator (CPI) -­‐ Strand A Interpretive Mode
7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information sources related to a variety of familiar and some unfamiliar topics.
7.1.IH.A.2 Demonstrate comprehension of spoken and written language, as expressed by speakers of the target language in formal and informal settings, through appropriate responses.
7.1.IH.A.3 Compare and contrast the use of verbal and non-­‐verbal etiquette to perform a variety of functions(such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.
7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.
7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics. 7.1.IH.A.6 Analyze and critique readings from culturally authentic materials.
7.1.IH.A.7 Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
172 7.1.IH.A.8 Analyze structures of the target language and comparable linguistic structures in English.
CPI#7.1B Cumulative Progress Indicator (CPI) -­‐ Strand B Interpersonal Mode
7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information.
7.1.IH.B.2 Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests.
7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-­‐verbal communication strategies.
7.1.IH .B. Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.
7.1.IH .B. Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas.
CPI#7.1C Cumulative Progress Indicator (CPI) -­‐ Strand C Presentational Mode
7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-­‐rich presentation to be shared virtually with a target language audience.
7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).
7.1.IH.C.3 Use language creatively in writing for a variety of purposes.
7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.
7.1.IH.C.6 Explain/demonstrate cross-­‐cultural skills needed for a variety of professions and careers within the global workforce.
Instructional Focus
Unit Enduring Understandings:
Planning the future needs to incorporate decisions about professions and education. • When we talk about professions we need to talk about college and the local and global workforce • In any plan made for the future, education and having skills to do different kind of jobs are topics that must be considered. • Making plans for the future makes people think about how the world is going to be by the time they start being part of the work market. • Present environmental issues has to be considered and conditions have to improve in order to preserve the planet for the future. Unit Essential Questions
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What am I going to do when I finish high school in terms of work and profession? Do I have the knowledge I need to choose the right profession to insert 173 myself in the local and/or global workforce? Do I know what type of education I need to get to better prepare myself for the future? • How is the world going to be and what kind of reality am I going to face when I start being part of the work market? • What should I do know in order to preserve the planet for a better future for me and my community? Students will know:
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Increase their vocabulary in context. Apply what they have learned by doing complex sentences. Improve the use of subjunctive in context. Incorporate information about professions, making plans for the future, choosing a career and earning a living, by practice the present tense combined with the future tense (regular and irregular verbs) in complex sentences. • Identify present environmental issues that affect the future of the planet. Students will be able to:
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Communicate about future plans. Discuss about professions. Analyze and show to others what things will be like in the future. Compare and come to conclusions about different careers. Describe and define what the world may e like in the future in terms of environment. Conclude aout what can be done to protect the environment. Resources
Core Text: Realidades 2, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. Chapters 9A & 9B.
Suggested Resources:
• Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. • Realidades 2. Communication Workbook with Test Preparation, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • Realidades 2.Assessment Program, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • En busca de la verdad. Video Workbook. Prentice Hall. • Español escrito. Curso para hispanohablantes bilingües. Sexta Edición, by Guadalupe Valdés, Richard V. Teschner and Héctor M. Enríquez. Pearson Prentice Hall. ©2008 • Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. 174 •
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Level 1A. Cuentos y cultura. Interactive Reader. Holt McDougal. Level 1B. Cuentos y cultura. Interactive Reader. Holt McDougal. Online Resources: Realidades On LIne. Gustavo Verzbickis. Interactive activities in Quia.com Gustavo Verzbickis. ACHS Class Page Quizlet. Interactive activities on line. Real Academia Española Gustavo Farés, Ph. D Señora Baker. Interactive Activities Online LangMedia Resources for World Language Todoele.net. Página del profesor de español como lengua extranjera. Audiria. Listening Based Learning. Veinte mundos. Learn Spanish Online. Bablingua. Writing, Audio and Video Resources. Periodismo.com. Portal de noticias con Diarios, Revistas, Radios , Televisión, Blogs y Medios digitales en línea. CNN en español Univisión Telemundo BBC Mundo Lo más TV. Spanish Immersion TV Formespa Atividades. Materiales para el aula de ELE Radialistas. Audio Resources On LIne Spanish Audio Gazette Televisión española Audio Kiosco. Audio Resources On Line Batanga. Música en español en línea ITunes Podcasts (in case you have not already downloaded in you computer) ITunesU (in case you have not already downloaded in your computer) Spanish Institute of Puebla. Audio-­‐Reading Selections. Album. Cuentos. In-­‐Text Audio Resources. Barbara Kuczun Nelson. Activities On Line University of Texas at Austin. Spanish Proficiency Exercises BBC El mensual Zachary Jones. Learn Spanish With Music and Culture Kalipedia. Enciclopedia On Line Teacher Tube. Educational Videos 175 Unit 3
Comida y cultura. Los pueblos hablan a través de sus comidas típicas.
Food and culture. Big cities, small towns or villages talk about their typical foods.
Content Area: World Language
Course & Grade Level: Spanish IV
Summary and Rationale
In order to better prepare myself to visit the Spanish-­‐speaking world, I need to understand the culture of those people and how food plays a fundamental role in that. Different countries, and social groups express themselves through the food. Knowing what people eat in different places takes me to a different level of knowledge about the Spanish culture. Recommended Pacing
4 weeks
State Standards
CPI #
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
Cumulative Progress Indicator (CPI) Please note: CPI alignment to the Common Core State Standards are the
same as in the previous unit.
CPI#7.1A Cumulative Progress Indicator (CPI) -­‐ Strand A Interpretive Mode
7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information sources related to a variety of familiar and some unfamiliar topics.
7.1.IH.A.2 Demonstrate comprehension of spoken and written language, as expressed by speakers of the target language in formal and informal settings, through appropriate responses.
7.1.IH.A.3 Compare and contrast the use of verbal and non-­‐verbal etiquette to perform a variety of functions(such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.
7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.
7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics. 7.1.IH.A.6 Analyze and critique readings from culturally authentic materials.
7.1.IH.A.7 Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
7.1.IH.A.8 Analyze structures of the target language and comparable linguistic structures in English.
176 CPI#7.1B Cumulative Progress Indicator (CPI) -­‐ Strand B Interpersonal Mode
7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information.
7.1.IH.B.2 Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests.
7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-­‐verbal communication strategies.
7.1.IH .B. Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.
7.1.IH .B. Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas.
CPI#7.1C Cumulative Progress Indicator (CPI) -­‐ Strand C Presentational Mode
7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-­‐rich presentation to be shared virtually with a target language audience.
7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).
7.1.IH.C.3 Use language creatively in writing for a variety of purposes.
7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.
7.1.IH.C.6 Explain/demonstrate cross-­‐cultural skills needed for a variety of professions and careers within the global workforce.
Instructional Focus
Unit Enduring Understandings:
All types of social groups express themselves through the food they prepare. What people eat, the ingredients they use for recipes and the way they cook talk about history, culture and social issues. • Knowing how to prepare food from different culture makes me a more educated person. • Getting to know how and what people eat outdoors gives me a better level of understanding about a community. • There multiple expressions related to food that defines in some way people everyday´s life worldwide. Unit Essential Questions
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What do I know about what people eat in different cultures? Am I really aware of the cultural connections between food and the social landscape of a particular community? Does knowing about foreign food take me to a different level in my social life? 177 Have I really thought about how the language and its culture are present in vocabulary and expressions related to food and cooking? Students will know:
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Increase their vocabulary in context. Apply what they have learned by doing complex sentences. • Improve the use of subjunctive in context. • Incorporate vocabulary and expressions related to cooking, typical foods, appliances, kitchen tools, campings and cookouts. • Give directions in the kitchen. • Apply the use of negative TÚ commands and the use of impersonal SE. • Identify the presence of food in art, literature and the media as well. • Apply the use of USTED and USTEDES commands. Students will be able to:
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Compare and contrast information about food and cooking. Communicate with other about what to do and not to do. Describe what people generally do when it comes to food. Evaluate cultural perspectives on recipes and food preparation. Discuss food and outdoor cooking Indicate duration, exchange, reason, and other expressions related to food and cooking. Resources
Core Text: Realidades 2, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. Chapters 7A & 7B.
Suggested Resources:
• Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. • Realidades 2. Communication Workbook with Test Preparation, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • Realidades 2.Assessment Program, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • En busca de la verdad. Video Workbook. Prentice Hall. • Español escrito. Curso para hispanohablantes bilingües. Sexta Edición, by Guadalupe Valdés, Richard V. Teschner and Héctor M. Enríquez. Pearson Prentice Hall. ©2008 • Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. • Level 1A. Cuentos y cultura. Interactive Reader. Holt McDougal. • Level 1B. Cuentos y cultura. Interactive Reader. Holt McDougal. • Online Resources: • Realidades On LIne. 178 •
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Gustavo Verzbickis. Interactive activities in Quia.com Gustavo Verzbickis. ACHS Class Page Quizlet. Interactive activities on line. Real Academia Española Gustavo Farés, Ph. D Señora Baker. Interactive Activities Online LangMedia Resources for World Language Todoele.net. Página del profesor de español como lengua extranjera. Audiria. Listening Based Learning. Veinte mundos. Learn Spanish Online. Bablingua. Writing, Audio and Video Resources. Periodismo.com. Portal de noticias con Diarios, Revistas, Radios , Televisión, Blogs y Medios digitales en línea. CNN en español Univisión Telemundo BBC Mundo Lo más TV. Spanish Immersion TV Formespa Atividades. Materiales para el aula de ELE Radialistas. Audio Resources On LIne Spanish Audio Gazette Televisión española Audio Kiosco. Audio Resources On Line Batanga. Música en español en línea ITunes Podcasts (in case you have not already downloaded in you computer) ITunesU (in case you have not already downloaded in your computer) Spanish Institute of Puebla. Audio-­‐Reading Selections. Album. Cuentos. In-­‐Text Audio Resources. Barbara Kuczun Nelson. Activities On Line University of Texas at Austin. Spanish Proficiency Exercises BBC El mensual Zachary Jones. Learn Spanish With Music and Culture Kalipedia. Enciclopedia On Line Teacher Tube. Educational Videos 179 Unit 4
La televisión y el cine: cómo reflejar la cultura e influir en el comportamiento social.
TV and Movies: The impact on culture and influence of social behavior.
Content Area: World Language
Course & Grade Level: Spanish IV
Summary and Rationale
Everybody watches television and movies but not so many people are really aware of the kind of messages they are receiving through the television programs or/and movies. Some people model various aspects of their everyday life after stories they have watched either on television or in movie theatres. It´s time to start reflecting on this as part of the general education.
Recommended Pacing
4 weeks
State Standards
CPI #
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
Cumulative Progress Indicator (CPI) Please note: CPI alignment to the Common Core State Standards are the
same as in the previous unit.
CPI#7.1A Cumulative Progress Indicator (CPI) -­‐ Strand A Interpretive Mode
7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information sources related to a variety of familiar and some unfamiliar topics.
7.1.IH.A.2 Demonstrate comprehension of spoken and written language, as expressed by speakers of the target language in formal and informal settings, through appropriate responses.
7.1.IH.A.3 Compare and contrast the use of verbal and non-­‐verbal etiquette to perform a variety of functions(such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.
7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.
7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics. 7.1.IH.A.6 Analyze and critique readings from culturally authentic materials.
7.1.IH.A.7 Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
180 7.1.IH.A.8 Analyze structures of the target language and comparable linguistic structures in English.
CPI#7.1B Cumulative Progress Indicator (CPI) -­‐ Strand B Interpersonal Mode
7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information.
7.1.IH.B.2 Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests.
7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-­‐verbal communication strategies.
7.1.IH .B. Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.
7.1.IH .B. Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas.
CPI#7.1C Cumulative Progress Indicator (CPI) -­‐ Strand C Presentational Mode
7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-­‐rich presentation to be shared virtually with a target language audience.
7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).
7.1.IH.C.3 Use language creatively in writing for a variety of purposes.
7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.
7.1.IH.C.6 Explain/demonstrate cross-­‐cultural skills needed for a variety of professions and careers within the global workforce.
Instructional Focus
Unit Enduring Understandings:
Television and movies are a big part in people´s life today, specially teenagers. • The movies and tv programs that people see become an important part in daily conversations in different contexts. • For the majority of Hispanic teenagers watching television in Spanish is the most important tool to keep their native language, since they refuse to speak Spanish. • Since the power of media to influence in people´s behavior is really important, having an opinion about it and being conscious about what is in movies and televisión is extremely important as a part of the general education. Unit Essential Questions
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Am I aware of how many hours I spend watching television and movies and how that impacts my life and opinions? 181 Have I noticed how big part of the people´s conversations are television and movies? • As a Hispanic teenager, is watching television in Spanish the most important way to me to preserve my cultural background? • Have I thought about the power of media over everybody´s life? Students will know:
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Increase their vocabulary in context. Apply what they have learned by doing complex sentences. Improve the use of subjunctive in context. Incorporate information about television programs, movies plots and characters, and sporting events. • Review and practice the uses of reflexive verbs. • Produce complex sentences to express opinions with verbs that use indirect objects. • Produce complex sentences to talk about what they have done by using the present perfect. • Analyze the component of the movie script. Students will be able to:
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Classify what they saw on television. Decide how they feel about watching television. Compare and contrast cultural perspectives about television programs and movies in USA and in Spanish-­‐speaking countries. Evaluate reviews of television programs and movies. Resources
Core Text: Realidades 2, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. Chapters 6A & 6B
Suggested Resources:
• Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. • Realidades 2. Communication Workbook with Test Preparation, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • Realidades 2.Assessment Program, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • En busca de la verdad. Video Workbook. Prentice Hall. • Español escrito. Curso para hispanohablantes bilingües. Sexta Edición, by Guadalupe Valdés, Richard V. Teschner and Héctor M. Enríquez. Pearson Prentice Hall. ©2008 • Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. • Level 1A. Cuentos y cultura. Interactive Reader. Holt McDougal. 182 •
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Level 1B. Cuentos y cultura. Interactive Reader. Holt McDougal. Online Resources: Realidades On LIne. Gustavo Verzbickis. Interactive activities in Quia.com Gustavo Verzbickis. ACHS Class Page Quizlet. Interactive activities on line. Real Academia Española Gustavo Farés, Ph. D Señora Baker. Interactive Activities Online LangMedia Resources for World Language Todoele.net. Página del profesor de español como lengua extranjera. Audiria. Listening Based Learning. Veinte mundos. Learn Spanish Online. Bablingua. Writing, Audio and Video Resources. Periodismo.com. Portal de noticias con Diarios, Revistas, Radios , Televisión, Blogs y Medios digitales en línea. CNN en español Univisión Telemundo BBC Mundo Lo más TV. Spanish Immersion TV Formespa Atividades. Materiales para el aula de ELE Radialistas. Audio Resources On LIne Spanish Audio Gazette Televisión española Audio Kiosco. Audio Resources On Line Batanga. Música en español en línea ITunes Podcasts (in case you have not already downloaded in you computer) ITunesU (in case you have not already downloaded in your computer) Spanish Institute of Puebla. Audio-­‐Reading Selections. Album. Cuentos. In-­‐Text Audio Resources. Barbara Kuczun Nelson. Activities On Line University of Texas at Austin. Spanish Proficiency Exercises BBC El mensual Zachary Jones. Learn Spanish With Music and Culture Kalipedia. Enciclopedia On Line Teacher Tube. Educational Videos 183 Unit 5
Ser bilingüe: un bagaje cultural que me proyecta al futuro.
Being Bilingual: a Cultural Background Toward the Future.
Content Area: World Language
Course & Grade Level: Spanish IV
Summary and Rationale
For this final unit, the theme will be bilingualism and how that could take a person to a different level either in their personal or in their professional life. After covering the most important aspects of the language in terms of vocabulary and grammar, we are going to keep improving the language but this time focusing on culture by reinforcing reading and listening comprehension. As a part of the connection to what real life is going to be for a bilingual person, translation is going to be a big part of this unit.
Recommended Pacing
5-­‐6 weeks
State Standards
CPI #
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
Cumulative Progress Indicator (CPI) Please note: CPI alignment to the Common Core State Standards are the
same as in the previous unit.
CPI#7.1A Cumulative Progress Indicator (CPI) -­‐ Strand A Interpretive Mode
7.1.IH.A.1 Analyze and critique information contained in culturally authentic materials using electronic information sources related to a variety of familiar and some unfamiliar topics.
7.1.IH.A.2 Demonstrate comprehension of spoken and written language, as expressed by speakers of the target language in formal and informal settings, through appropriate responses.
7.1.IH.A.3 Compare and contrast the use of verbal and non-­‐verbal etiquette to perform a variety of functions(such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.
7.1.IH.A.4 Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.
7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics. 184 7.1.IH.A.6 Analyze and critique readings from culturally authentic materials.
7.1.IH.A.7 Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
7.1.IH.A.8 Analyze structures of the target language and comparable linguistic structures in English.
CPI#7.1B Cumulative Progress Indicator (CPI) -­‐ Strand B Interpersonal Mode
7.1.IH.B.1 Use digital tools to participate in extended conversations using a variety of timeframes to exchange information.
7.1.IH.B.2 Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests.
7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and non-­‐verbal communication strategies.
7.1.IH .B. Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.
7.1.IH .B. Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest or on topics studied in other content areas.
CPI#7.1C Cumulative Progress Indicator (CPI) -­‐ Strand C Presentational Mode
7.1.IH.C.1 Explain and compare how a cultural perspective led to the development of a cultural product or cultural practice in the target culture(s) and in one’s own culture, through a multimedia-­‐rich presentation to be shared virtually with a target language audience.
7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).
7.1.IH.C.3 Use language creatively in writing for a variety of purposes.
7.1.IH.C.4 Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5 Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.
7.1.IH.C.6 Explain/demonstrate cross-­‐cultural skills needed for a variety of professions and careers within the global workforce.
Instructional Focus
Unit Enduring Understandings:
Being bilingual in United States is basically to avoid speaking Spanglish in order to speak, read and write in two languages: English and Spanish. • Cultural background plays a big role in how bilingual people interact with the society. • A bilingual person in USA is going to be somebody who other people will look for to be an interpreter or do translations. This will happen either in the personal or professional life. • Translation is about understanding both cultures in order to be precise. Literal translations often do not make sense. Unit Essential Questions
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Am I aware of the role Spanglish plays in my life as a bilingual person? 185 How important in my cultural background in my interaction with other people? • How often do I find myself doing translations in my personal life? Am I going to take advantage of this situation for my professional future? • How many times did I face situations in which I could not translate literally and I had to use my cultural knowledge to solve the problem? Students will know:
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Increase their vocabulary in context. Apply what they have learned by doing complex sentences. Improve the use of subjunctive in context. Compare and contrast idioms and proverbs in both languages. Incorporate basic translation rules. Students will be able to:
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Integrate and apply vocabulary and grammar to real situations. Organize their cultural background in order to put it into practice in real life. Prove themselves by doing translation from English into Spanish. Conclude about the importance of being bilingual in their personal lives. Resources
Core Text: Realidades 2, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. Chapters
Suggested Resources:
• Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. • Ventanas uno. Lecturas literarias, by Teresa Carrera-­‐Hanley. McDougal Littell. • Ventanas dos. Lecturas literarias, by Teresa Carrera-­‐Hanley. McDougal Littell. • Ventanas tres. Lecturas literarias, by Teresa Carrera-­‐Hanley. McDougal Littell. • Realidades 2. Communication Workbook with Test Preparation, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • Realidades 2.Assessment Program, by Peggy Palo Boyles, Myriam Met, Richard S. Sayers and Carol Eubanks Wargin. Prentice Hall. • En busca de la verdad. Video Workbook. Prentice Hall. • Español escrito. Curso para hispanohablantes bilingües. Sexta Edición, by Guadalupe Valdés, Richard V. Teschner and Héctor M. Enríquez. Pearson Prentice Hall. ©2008 • Listening Comprehension Skills for Intermediate and Advanced Students, by José M. Díaz, Prentice Hall. • Level 1A. Cuentos y cultura. Interactive Reader. Holt McDougal. • Level 1B. Cuentos y cultura. Interactive Reader. Holt McDougal. • Online Resources: • Realidades On LIne. 186 •
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Gustavo Verzbickis. Interactive activities in Quia.com Gustavo Verzbickis. ACHS Class Page Quizlet. Interactive activities on line. Real Academia Española Gustavo Farés, Ph. D Señora Baker. Interactive Activities Online LangMedia Resources for World Language Todoele.net. Página del profesor de español como lengua extranjera. Audiria. Listening Based Learning. Veinte mundos. Learn Spanish Online. Bablingua. Writing, Audio and Video Resources. Periodismo.com. Portal de noticias con Diarios, Revistas, Radios , Televisión, Blogs y Medios digitales en línea. CNN en español Univisión Telemundo BBC Mundo Lo más TV. Spanish Immersion TV Formespa Atividades. Materiales para el aula de ELE Radialistas. Audio Resources On LIne Spanish Audio Gazette Televisión española Audio Kiosco. Audio Resources On Line Batanga. Música en español en línea ITunes Podcasts (in case you have not already downloaded in you computer) ITunesU (in case you have not already downloaded in your computer) Spanish Institute of Puebla. Audio-­‐Reading Selections. Album. Cuentos. In-­‐Text Audio Resources. Barbara Kuczun Nelson. Activities On Line University of Texas at Austin. Spanish Proficiency Exercises BBC El mensual Zachary Jones. Learn Spanish With Music and Culture Kalipedia. Enciclopedia On Line Teacher Tube. Educational Videos 187