Powerspeak Spanish High School Year 3 ACTFL Alignment Strand: Communication Communicate in languages other than English Related Lessons Title Description Interpersonal Communication Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 3.4 Introducing Your Family In Introducing Your Family, students describe different members of their family using at least three different characteristics per family member. 3.5, 3.15, 3.25, 3.35, 3.55, 3.65, 3.75, 3.95, 3.105, 3.115, 3.125, 3.145, 3.155, 3.165, 3.175 1.100, 1.170 Extended Listening or Reading Passage and Free Response Literature Highlights Becoming a Lifelong Learner These activities present rich, extended texts to help students to develop listening and reading comprehension proficiency. They are based on significant cultural aspects from target-language speaking countries. Follow up Free Response assessments challenge students to respond orally or in writing (in 2+ paragraphs, or 60+ seconds) to the passage. literature (typically from the AP Spanish Literature list). In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Spanish High School Year 3 ACTFL Alignment Page 1 Copyright 2011 by Middlebury Interactive Languages. All rights reserved. This document may not be reproduced, in whole or in part, in any form without written permission from Middlebury Interactive Languages.
3.169 Culpable O Inocente In Culpable O Inocente, students read a target-language text documenting an exchanges between attorneys on the guilt or innocence of a man on trial. Students are challenged to write a 2-paragraph defense of their verdict. Oral Assessments Listening or Reading Comprehension Activities In Oral Assessments, students draw from, and incorporate material they have learned that week to speak in complete sentences. These activities help students to develop listening and reading comprehension skills. They are based on the vocabulary, grammar, and/or culture concepts presented that week, and follow up assessments challenge students to identify the main ideas and significant details of these rich texts based on everyday communicative situations. Interpretive Communication Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. 3.4 Introducing Your Family In Introducing Your Family, students describe different members of their family using at least three different characteristics per family member. 3.5, 3.15, 3.25, 3.35, 3.55, 3.65, 3.75, 3.95, 3.105, 3.115, 3.125, 3.145, 3.155, 3.165, 3.175 Extended Listening or Reading Passage and Free Response These activities present rich, extended texts to help students to develop listening and reading comprehension proficiency. They are based on significant cultural aspects from target-language speaking countries. Follow up Free Response assessments challenge students to respond orally or in writing (in 2+ paragraphs, or 60+ seconds) to the passage. Spanish High School Year 3 ACTFL Alignment Page 2
Literature Highlights literature (typically from the AP Spanish Literature list) 3.59 Encuesta 3.87, 3.177 Culture Report 3.114 Solve the Crime In Encuesta, students survey 10 people about their school-subject preferences, and how far they have advanced, and how well they have performed in their preferred subjects. They report on their findings from the survey. In Culture Reports, drawing from at least one resource in Spanish, students write a report (in Spanish) about an important historical figure or event of a target-language speaking culture. In Solve the Crime, students read a police report, and the testimonies of three suspects in a case. Students are challenged to write in a paragraph explaining who they think committed the crime. 3.149 Pronóstico Del Tiempo In Pronóstico Del Tiempo, students listen to a weather report in Spanish, and record themselves answering questions related to the main ideas and significant details of the report. 3.169 Culpable O Inocente In Culpable O Inocente, students read a target-language text documenting an exchanges between attorneys on the guilt or innocence of a man on trial. Students are challenged to write a 2-paragraph defense of their verdict. Grammar Patterns Oral Assessments In Grammar Modules, students study a particular grammar pattern and complete interactive activities reinforcing the pattern. In Oral Assessments, students draw from, and incorporate material they have learned that week to speak in complete sentences. Spanish High School Year 3 ACTFL Alignment Page 3
Reading Comprehension Vocabulary Modules In Reading Comprehension activities, students read or listen to simple passages contextualizing vocabulary and grammar they have learned. They answer questions about the main ideas and significant details in the passages. In Vocabulary Modules, students learn to recognize a set of vocabulary by sight and sound, and also to produce that vocabulary both in writing and in speech. The sequence of interactive activities carefully increases the burden on students so that they can master the vocabulary without feeling over or under-burdened or underprepared, Presentational Communication Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topic. 3.4 Introducing Your Family In Introducing Your Family, students describe different members of their family using at least three different characteristics per family member. 3.5, 3.15, 3.25, 3.35, 3.55, 3.65, 3.75, 3.95, 3.105, 3.115, 3.125, 3.145, 3.155, 3.165, 3.175 Extended Listening or Reading Passage and Free Response Literature Highlights These activities present rich, extended texts to help students to develop listening and reading comprehension proficiency. They are based on significant cultural aspects from target-language speaking countries. Follow up Free Response assessments challenge students to respond orally or in writing (in 2+ paragraphs, or 60+ seconds) to the passage. literature (typically from the AP Spanish Literature list) Spanish High School Year 3 ACTFL Alignment Page 4
3.59 Encuesta 3.87, 3.177 Culture Report 3.114 Solve the Crime In Encuesta, students survey 10 people about their school-subject preferences, and how far they have advanced, and how well they have performed in their preferred subjects. They report on their findings from the survey. In Culture Reports, drawing from at least one resource in Spanish, students write a report (in Spanish) about an important historical figure or event of a target-language speaking culture. In Solve the Crime, students read a police report, and the testimonies of three suspects in a case. Students are challenged to write in a paragraph explaining who they think committed the crime. 3.149 Pronóstico Del Tiempo In Pronóstico Del Tiempo, students listen to a weather report in Spanish, and record themselves answering questions related to the main ideas and significant details of the report. 3.169 Culpable O Inocente In Culpable O Inocente, students read a target-language text documenting an exchanges between attorneys on the guilt or innocence of a man on trial. Students are challenged to write a 2-paragraph defense of their verdict. 3.179 Enhance Your Career Oral Assessments In Enhance Your Career, students write an essay to Social Studies students about the benefits of knowing Spanish for a career in Social work. In Oral Assessments, students draw from, and incorporate material they have learned that week to speak in complete sentences. Spanish High School Year 3 ACTFL Alignment Page 5
Strand: Cultures Gain knowledge and understanding of other cultures Related Lessons Title Description Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 3.5, 3.15, 3.25, 3.35, 3.55, 3.65, 3.75, 3.95, 3.105, 3.115, 3.125, 3.145, 3.155, 3.165, 3.175 Extended Listening or Reading Passage and Free Response These activities present rich, extended texts to help students to develop listening and reading comprehension proficiency. They are based on significant cultural aspects from target-language speaking countries. Follow up Free Response assessments challenge students to respond orally or in writing (in 2+ paragraphs, or 60+ seconds) to the passage. 3.87, 3.177 Culture Report In Culture Reports, drawing from at least one resource in Spanish, students write a report (in Spanish) about an important historical figure or event of a target-language speaking culture. Culture Videos In Culture Videos, students watch a video of a representative of a target-language speaking culture talking about significant practices or products of that culture. By presenting students with such models, we hope to cultivate a respect not based on some abstract ideas, but in response to actual people whom they have encountered. The sense students should have after watching these videos is the passion, interest and excitement that people have for aspects of their native culture. Spanish High School Year 3 ACTFL Alignment Page 6
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3.5, 3.15, 3.25, 3.35, 3.55, 3.65, 3.75, 3.95, 3.105, 3.115, 3.125, 3.145, 3.155, 3.165, 3.175 Extended Listening or Reading Passage and Free Response These activities present rich, extended texts to help students to develop listening and reading comprehension proficiency. They are based on significant cultural aspects from target-language speaking countries. Follow up Free Response assessments challenge students to respond orally or in writing (in 2+ paragraphs, or 60+ seconds) to the passage. Literature Highlights literature (typically from the AP Spanish Literature list) 3.87, 3.177 Culture Report In Culture Reports, drawing from at least one resource in Spanish, students write a report (in Spanish) about an important historical figure or event of a target-language speaking culture. Culture Videos In Culture Videos, students watch a video of a representative of a target-language speaking culture talking about significant practices or products of that culture. By presenting students with such models, we hope to cultivate a respect not based on some abstract ideas, but in response to actual people whom they have encountered. The sense students should have after watching these videos is the passion, interest and excitement that people have for aspects of their native culture. Spanish High School Year 3 ACTFL Alignment Page 7
Strand: Connections Connect with other disciplines and acquire information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. 3.9 Spanish Civil War In this activity, students learn about the Spanish Civil war, and Picasso's Guernica as a portrait of the horrors enacted in that war. Literature Highlights literature (typically from the AP Spanish Literature list) 3.145 Los Incas In this activity, students read a report in Spanish about the Incan civilization. Because the lesson incorporates numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. 3.173 3.178 Reading Comprehension Enhance Your Career In this Reading Comprehension, students read a passage in Spanish about social issues facing contemporary society. Because the lesson incorporates numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. In Enhance Your Career, students write an essay to Social Studies students about the benefits of knowing Spanish for a career in Social work. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 3.9 Spanish Civil War In this activity, students learn about the Spanish Civil war, and Picasso's Guernica as a portrait of the horrors enacted in that war. 3.42, 3.134 Culture Summary and Reflection In Culture Summary and Reflection, students write in 1-2 paragraphs about the influences of Spanish-speaking cultures on their own culture. Spanish High School Year 3 ACTFL Alignment Page 8
Literature Highlights literature (typically from the AP Spanish Literature list) 3.145 Los Incas In this activity, students read a report in Spanish about the Incan civilization. Because the lesson incorporates numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. Strand: Comparisons Develop insight into the nature of language and culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 3.1 Don't Stress It! (A guide to Spanish accents) In Don't Stress It! students learn about basic patterns for stress or emphasis and accents in Spanish. Grammar Patterns In Grammar Modules, students study a particular grammar pattern and complete interactive activities reinforcing the pattern. Reading Comprehension In Reading Comprehension activities, students read or listen to simple passages contextualizing vocabulary and grammar they have learned. They answer questions about the main ideas and significant details in the passages. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 3.42, 3.134 Culture Summary and Reflection In Culture Summary and Reflection, students write in 1-2 paragraphs about the influences of Spanish-speaking cultures on their own culture. 3.145 Los Incas In this activity, students read a report in Spanish about the Incan civilization. Because the lesson incorporates numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. Spanish High School Year 3 ACTFL Alignment Page 9
Culture Videos In Culture Videos, students watch a video of a representative of a target-language speaking culture talking about significant practices or products of that culture. By presenting students with such models, we hope to cultivate a respect not based on some abstract ideas, but in response to actual people whom they have encountered. The sense students should have after watching these videos is the passion, interest and excitement that people have for aspects of their native culture. Strand: Communities Participate in multi-lingual communities at home and around the world Related Lessons Title Description Standard 5.1: Students use the language both within and beyond the school setting. 3.85 3.178 Spanish for Personal Enjoyment and Enrichment Enhance Your Career In this activity, students write in Spanish about how learning Spanish has enriched their life outside of school, and how they have incorporated Spanish in activities outside of school. In Enhance Your Career, students write an essay to Social Studies students about the benefits of knowing Spanish for a career in Social work. Spanish High School Year 3 ACTFL Alignment Page 10
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 3.85 Spanish for Personal Enjoyment and Enrichment In this activity, students write in Spanish about how learning Spanish has enriched their life outside of school, and how they have incorporated Spanish in activities outside of school. 3.178 Enhance Your Career In Enhance Your Career, students write an essay to Social Studies students about the benefits of knowing Spanish for a career in Social work. Spanish High School Year 3 ACTFL Alignment Page 11