Quiénes somos? Content Skills Resources Standards

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1 Course: Spanish IV Quiénes somos? Vocab Identificación Vocab - Descriptions (pelo rizado, cara ovalada, pecas, etc.) Use of Absolute Superlative Students will be able to describe themselves and others in detail. Review materials - developed by teacher Students will be able to use the Absolute Superlative accurately and appropriately. Students will be able to use saber and conocer accurately. FL ~ Interpersonal Communication ~ Ask and answer questions FL ~ Interpersonal Communication ~ Exchange information and knowledge FL ~ Interpretive Communication ~ Obtain information and knowledge* Saber vs. Conocer Students will be able to use Pedir and Preguntar accurately. FL ~ Presentational Communication ~ Describe people, places, and things Pedir vs. Preguntar FL ~ Presentational Communication ~ Present information in a brief report Cuba Cuba - geografía, historia, cultura, música, poesía, independencia, Castro Formal Commands Students will be able to explain who José Martí is and what was his role in Cuban history. Students will be able to explain how Cuba has changed since Castro. Supplemental Reading - Cuba Desde Fidel, Andy García más que un actor, El colibri abeja, José Martí, Versos Sencillos, El béisbol en Cuba FL ~ Interpersonal Communication ~ Exchange information and knowledge FL ~ Interpretive Communication ~ Obtain information and knowledge* Formal Commands with pronouns Students will be able to discuss various cultural phenomena - los carros, el colibrí abeja, etc. Students will be able to persuade others to visit Cuba. FL ~ Interpretive Communication ~ Read or listen to and interpret signs, simple stories, poems, and informational texts* FL ~ Presentational Communication ~ Describe people, places, and things

2 Students will be able to tell others (formally) what to do. FL ~ Presentational Communication ~ Present information in a brief report FL ~ Cultures ~ Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photograph FL ~ Cultures ~ Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments FL ~ Cultures ~ Identify distinctive contributions made by people in the target culture FL ~ Cultures ~ Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and performing songs, dances, or memorizing poems; by identifying and making examples of crafts or visual arts using traditional techniques such as brush painting, paper folding, or mosaics FL ~ Cultures ~ Demonstrate knowledge of the target cultures geography by naming features such as rivers, mountains, cities, and climate on maps FL ~ Cultural Comparisons ~ Identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture

3 FL ~ Connections ~ Obtain information and knowledge related to other disciplines from sources in the target language. Examples of this include: btaining geographical information from printed maps and travel guides or Internet resources in the target language and using this information to achieve the learning standards from the Geography Strand of the History and Social Science Framework; reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the learning standards from the Literature Strand of the English Language Arts Framework; collecting data and graphing results in the target language in order to achieve the learning standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework. Introducción al Arte Vocabulary - El arte Students will be able to write a definition of arte. FL ~ Interpersonal Communication ~ Exchange information and knowledge Students will be able to name the top FL ~ Interpersonal Communication ~ Study of the great museums of the world andmuseums in the world and identify where Express likes and dislikes their locations. they are located. Students will be able to use the new vocabulary in context and in answering questions. FL ~ Interpretive Communication ~ Obtain information and knowledge* FL ~ Interpretive Communication ~ Read or listen to and interpret signs, simple stories, poems, and informational texts* FL ~ Presentational Communication ~ Express opinions and ideas

4 FL ~ Presentational Communication ~ Express agreement and disagreement FL ~ Linguistic Comparisons ~ Give examples of borrowed and loan words FL ~ Connections ~ Obtain information and knowledge related to other disciplines from sources in the target language. Examples of this include: btaining geographical information from printed maps and travel guides or Internet resources in the target language and using this information to achieve the learning standards from the Geography Strand of the History and Social Science Framework; reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the learning standards from the Literature Strand of the English Language Arts Framework; collecting data and graphing results in the target language in order to achieve the learning standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework. Quién es el Greco? Vocabulary - El Greco Reading - El Greco - Vida y Arte Students willl be able to identify and use in context key vocabulary of the lesson. Galería de Arte y Vida (Text) Students will be able to read and discuss articles about El Greco, his life and times. Supplemental Readings from Teacher's colleciton - El Greco FL ~ Interpersonal Communication ~ Exchange information and knowledge FL ~ Interpersonal Communication ~ Express likes and dislikes Additional Readings El Greco Students will be able to discuss and analyze paintings by El Greco. Video - El Greco - Owned by teacher. FL ~ Interpretive Communication ~ Understand some ideas and familiar details* Additional Vocabulary - discussed in Galería Students will be able to analyze and discuss how the predominant philsophies of the FL ~ Interpretive Communication ~ Obtain information and knowledge*

5 Tour epoch are reflected in El Greco's work. Art Prints for Galería Tour (Teacher Owned) Galería Tour - Look at El Greco paintings an answer questions about them. Students will be able to identify the four characteristics of El Greco's style. Students will be able to write about an artist, his life, times and his work. FL ~ Interpretive Communication ~ Read or listen to and interpret signs, simple stories, poems, and informational texts* FL ~ Presentational Communication ~ Express opinions and ideas FL ~ Presentational Communication ~ Express agreement and disagreement FL ~ Presentational Communication ~ Describe people, places, and things FL ~ Presentational Communication ~ Present information in a brief report FL ~ Cultures ~ Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photograph FL ~ Cultures ~ Identify distinctive contributions made by people in the target culture FL ~ Cultures ~ Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and performing songs, dances, or memorizing poems; by identifying and making examples of crafts or visual arts using traditional techniques such as brush painting, paper folding, or mosaics FL ~ Linguistic Comparisons ~ Give examples of borrowed and loan words

6 FL ~ Linguistic Comparisons ~ Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics FL ~ Cultural Comparisons ~ Ask and answer questions regarding different forms o communication in the target culture and their own such as signs, symbols, displays, and inscriptions FL ~ Cultural Comparisons ~ Identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture FL ~ Connections ~ Obtain information and knowledge related to other disciplines from sources in the target language. Examples of this include: btaining geographical information from printed maps and travel guides or Internet resources in the target language and using this information to achieve the learning standards from the Geography Strand of the History and Social Science Framework; reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the learning standards from the Literature Strand of the English Language Arts Framework; collecting data and graphing results in the target language in order to achieve the learning standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework. Diego Velázquez - Un pintor extraordinario. Vocabulary - Velázquez Students will be able to use new vocabulary in conversation and in writing. Textbook - Galería de Arte y Vida

7 Students will be able to understand and Reading - Diego Velázquez - Galería de Artediscuss readings about Diego Velázquez and Fine Art Transparencies - Developed by y Vida. the painting Las Meninas Teacher Additional Reading - Las Meninas Students will be able to discuss and anlyze a variety of paintings by Velázquez. Art Reproductions - Owned by Teacher Additional Vocabulary - Generated by Galerí Tour Students will be able to identify and discuss predominant characteristics of Diego Velázquez work. Una Mirada a Fernando Botero Reading Fernando Botero Students will be able to comprehend and article about Fernando Botero and answer questions based on their reading. Supplemental Reading - Fernando Botero y su arte Power Point - Works of Fernando Botero shown with masterpieces he copied. Students will be able to discuss how Botero uses his style to make social commentary. Teacher Made Transparencies Students will be able to compare and contras works of Botero that were inspired by great masterpieces - Las Meninas, Cardenal Niño de Guevara, etc. Murillo - Un pintor de dos mundos Vocabulary - Murillo Students will be able to read and comprehend an article about Murillo and answer questions based on their reading. Galería de Arte y Vida (Text) Reading (Text) Murillo Students will be able to utilize new vocabular gleaned from the reading on Murillo to discuss the painter and his works. Art Transparencies - developed by teacher. Students will be able to discuss Murillo his life, his times and his works. Students will be able to discuss and analyze the two very different types of paintings Murillo produced. Francisco de Goya y Lucientes - Un precursor a la Vocabulary Goya Students will be able to use new vocabulary in conversation and in writing. Textbook - Galería de Arte y Vida

8 Reading - Goya (Text) Additional Reading - Goya Students will be able to understand and discuss readings about Francisco de Goya y Lucientes and the painting his paintings. Additional Teacher Gathered Readings Students will be able to discuss and anlyze a variety of paintings by Francisco de Goya y Internet sites - developed and/or gather Lucientes. together by teacher. Power Point - Las pinturas de la juventud de Students will be able to present an opinion o Various teacher owned prints by Francisco Goya a las pinturas de su vejez. the works of Goya and defend that opinion. Goya Reading and Activities on el dos de mayo y e PowerPoint Production - showing works of tres de mayo. Goya Video - Francisco de Goya y Lucientes. Pablo Picasso - Cubismo al Surrealismo Students will be able to identify and produce key vocabulary words on the Picasso reading Vocabulary Picasso - i.e. desnudo, colmo etc. Galería de Arte y Vida - Text Reading on Picasso (Text). Students will be able to discuss the reading on Picasso and demonstrate an understanding of the key concepts. Supplemental reading Picasso Reading La Guernica Students will be able to develop a graphic organizer based on the reading on Picasso Supplemental reading - La Guernica Students will be able to respond to questions PowerPoint (teacher developed) - showing based on the Guernica reading and discuss works from the various periods of Picasso's the main points. painting and discussion points. Students will be able to discuss the painting La Guernica and take a position and support their position on whether it is a great work of art. Art Prints )Teacher owned) - Picasso Salvador Dalí - Un genio o simplemente un hombre ecéntrico que necesitaba a Vocabulario - Dalí Reading Dalí - Life and Works Video - Salvador Dalí Students should be able to recognize and use new vocabulary to discuss Salvador Dalí Galería de Arte y Vida - Text Students should be able to respond to questions and discuss Salvador Dalí, his life and works. Video - Salvador Dalí Students should be able to write an essay about Dalí - with each student expressing Transparencies and Fine Art Prints - Dalí - his/her stand on the EQ and defending it. Teacher owned

9 Frida Kahlo y Diego Rivera Reading Diego Rivera Students should be able to discuss the life and times of Frida Kahlo and Diego Rivera. Readings on Frida and Diego collected by Teacher Students should be able to recognize and produce key vocabulary to discuss Frida and Reading Frida Kahlo Diego Vocabulario Diego Rivera, Frida Kahlo The Life and Times of Frida Kahlo Diego Rivera (Video) - American Masters

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