Specifications: a) Demonstrate understanding of authentic print, digital, audio and audiovisual materials in a variety of contexts;

Transcription

1 TEKS: Spanish Level 3 Unit 8: Mdern Prblems TEKS: Specificatins: INTERPRETIVE COMMUNICATION In the interpretive mde f cmmunicatin, students demnstrate understandings f spken and written cmmunicatin within apprpriate cultural cntexts. Examples f this type f ne-way Reading r listening include but are nt limited t cmprehensin f digital texts, as well as printed, audi, and audivisual materials. Interpretive Cmmunicatin: reading and listening. The student cmprehends cnnected statements frm culturally authentic print and digital and audi and audivisual materials as apprpriate within cntextualized situatins and surces. The student uses the interpretive mde in cmmunicatin using apprpriate and applicable grammatical structures and prcesses at the specified prficiency levels. The student is expected t: a) Demnstrate understanding f authentic print, digital, audi and audivisual materials in a variety f cntexts; b) paraphrase the main idea, theme, and supprting details frm fictin and nnfictin texts and audi and audivisual materials; c) infer meaning f unfamiliar wrds r phrases in texts, audi, and audivisual materials; and d) cmpare and cntrast cultural practices and perspectives frm authentic print, digital, audi, and audivisual materials. Thrughut all listed belw, students will draw inferences and make cnnectins t their wn life and wn culture. C2: A-D: Listen t Spanish-speaking students talk abut the envirnment and respnd C2: A,C,D: Watch a vide n recycling in a Spanish speaking cuntry and respnd INTERPERSONAL COMMUNICATION In the interpersnal mde f cmmunicatin, students engage in direct ral r written cmmunicatin with thers. Examples f this tw-way cmmunicatin include but are nt limited t cnversing face-t-face, participating in digital discussins and messaging, and exchanging persnal letters. Interpersnal Cmmunicatin: speaking and writing. The student negtiates meaning thrugh the spken and written exchange f infrmatin in rehearsed and unrehearsed situatins in a variety f cntexts. The student uses a mixture f shrt statements, sentences, and strings f sentences using apprpriate and applicable grammar structures and prcesses at the specified prficiency levels. The student is expected t: a) ask and respnd t questins abut and beynd the scpe f everyday life with simple elabratin in spken and written cnversatin b) express and exchange persnal pinins, preferences, and recmmendatins with supprting statements in spken and written cnversatin; c) ask and tell thers what they need t, shuld, and must d with supprting reasns in spken and written cnversatin d) articulate requests, ffer suggestins, and develp plans with supprting elabrative statements in spken and written cnversatin; e) interact and react in spken cnversatin using culturally apprpriate expressins, register, and gestures; and f) interact and react in writing using culturally apprpriate expressins, register, and style C1: A-F:Create and respnd t envirnmental questinnaires

2 PRESENTATIONAL COMMUNICATION In the presentatinal mde f cmmunicatin, students present infrmatin, cncepts, and ideas in spken r written frm t an audience f listeners r readers with whm there is n immediate interactin. Examples f this ne-t-many mde f cmmunicatin include but are nt limited t a presentatin t a grup; creating and psting digital cntent; r writing reprts, cmpsitins, r articles fr a magazine r newspaper. Presentatinal Cmmunicatin: speaking and writing. The student presents infrmatin rally and in writing using a mixture f phrases, sentences, and strings f sentences with apprpriate and applicable grammar structures and prcesses at the specified prficiency levels. The student is expected t: a) express and defend an pinin r preference rally and in writing with supprting statements and with recmmendatins b) narrate situatins and events rally and in writing using cnnected sentences with details and elabratin; and c) infrm thers rally and in writing abut a variety f tpics using cnnected sentences with details and elabratin C3: A-C: Present t class ways t reduce yur persnal carbn ftprint C3: A-C: Write a letter t yur principal explaining what way students at the schl can take an active rle in helping ur envirnment within the schl walls ** The TEKS highlighted abve are thse that we fcus n as summative assessments in this unit.

3 Unit 8: Mdern Prblems Unit Overview Apprximate Time: 3 weeks Envirnmental issues and cnservatin are shared by all glbal citizens. Enduring Understandings: Hw d yu help the envirnment? What actins d yu take t help keep this planet sustainable? If nt, what shuld yu d? In this unit, yu will learn new vcabulary, expressins, and grammar that will enable yu t cmmunicate abut envirnmental/scietal prblems and slutins, and cultural similarities and differences. Yu will apply new and previus vcabulary and grammar t listen t students in varius Spanish speaking cuntries talk abut envirnmental respnsibilities, create and respnd t a questinnaire abut glbal issues, and speak t the class abut ways t becme mre cnscientius citizens f the wrld. By the end f this unit, yu will have acquired the language necessary t cmmunicate abut caring fr the envirnment in authentic situatins. Culture and gegraphy influence envirnmental utlk and practices. Understanding envirnmental and scietal issues increases empathy f glbal citizens. Sciecnmic status f a cuntry has a direct influence n its ability t prvide aid t its citizens. Glbal prblems are persnal respnsibilities. Language prficiency fsters persnal cnnectins. Crrect grammar and vcabulary use is necessary fr effective cmmunicatin. Cnceptual Lens: Understanding, Respnding t, and Prducing Language Glbal Issues Vcabulary Parts f Speech Prnunciatin and Phnetics Syntax Verb Cnjugatins Interpretatin and Intnatin Affecting Change Civilian Etiquette Cllquialisms Cultural Awareness and Appreciatin First versus Third Wrld Empathy

4 Guiding Questins: Vcabulary & Culture 1. Hw des sciecnmic status influence a cuntry s ability t help with varius issues? 2. Hw des cultural awareness prmte empathy? 3. Hw d yu make glbal prblems int a persnal respnsibility? 4. Are yu part f the prblem r part f the slutin? Wh is respnsible? 5. What envirnmental issues are mst pressing in yur cmmunity? Grammar 1. Hw des the verb tense in the independent clause effect the verb tense in the adjective clause? 2. Hw d yu determine the md f the verb in the adjective clause? 3. Where will yu find the adjective clause in the cmplex sentence? Learning Targets (based n the ACTFL prficiency guidelines) Prficiency Learning Targets The student will be able t cnverse using advanced grammar and cmplex sentences abut envirnmental and sciecnmic issues understand the main ideas f print and audi surces relating t current envirnmental prblems participate in a cnversatin abut their stewardship f the envirnment interview smene and reprt the findings including his/her persnal pinin can develp a simple questinnaire r survey can write a shrt article n a current event Grammar Learning Targets The student will be able t Assessments: cmmunicate in writing and/r speaking using advanced grammar including nun clauses and adjective clauses Frmative: Will include but are nt limited t the fllwing: bell ringers, exit tickets, white bards, participatin card, games, activities and quizzes Summative: Interpretive: Listen t a Spanish speaker talk abut the envirnment r read

5 TEKS addressed and article n envirnmental issues. Interpersnal: create and respnd t envirnmental questinnaires r interviews Presentatinal: Present ways t better the envirnment r write a persuasive essay See TEKS matrix abve. Tpics f Chapter 8 Vcabulary & Grammar: vcabulary fr scial prblems and envirnment Adjective clauses Sequence f tense in adjective clauses Facts Culture: Glbal Issues Language f Instructin Existe/ n existe Artículs determinads e indeterminads Verbs disparadres Palabras claves: cuandquiera, dndequiera, etc. Duble negatives List f Authentic Resurces