Español como lengua heredada 2014-2015






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títuloEspañol como lengua heredada 2014-2015
fecha de publicación28.07.2016
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Español como lengua heredada 2014-2015



Objetivos de aprendizaje:

Materiales:

Actividades y evaluaciones:

Entrando en el tema:

A good video for talking about identity:https://www.youtube.com/watch?v=9IzfzMnwHJI

A video on Latino student struggles (will be good when we get into the story of Esmeralda): https://www.youtube.com/watch?v=vtRWiNQusM4
Videos: Hispano vs. Latino https://www.youtube.com/watch?v=uRbCvyxMeNI
Latino Americans: Episodes on Youtube (good for sub days): https://www.youtube.com/watch?v=HjJKeaKq8sQ



Why is it important to be bilingual? Is it the same to be bilingual and bicultural?

•Video to capture their interest on why to study Spanish?

  • George Lopez Spanglish http://www.youtube.com/watch?v=Z13CVD0idrM (first 2 minutes)

  • Bilingual is Better: http://www.youtube.com/watch/?v=loS-EHq--Ls

Infográficas: 1st, put up the question: Why study Spanish/another language? Each student goes up to write one answer (without talking to other students). They return to their seats and read the answers posted, think about something to add or question, and then all go up and map out their additional comments onto the board.

o Quickwrite: ¿Cual es más importante para ti y por qué?

Diario: Soy de (poema): ejemplo: http://www.flickr.com/photos/pinksuedeshoe/4556228629/

Interpretive Communication: Print and Audio Texts [CR2 A,B,C]

[CR4 A,B]


Sendas literarias 1 Unidad 5 p. 326-381
Articulo: http://trabajo.about.com/od/Ventajas_espanol_ingles/a/Ventajas-De-Ser-Biling-Ue-Bicultural.htm
Video: https://www.youtube.com/watch?v=y2op1Dd1c_o
https://www.youtube.com/watch?v=FQhbylvkJag
Canciones: No me llames extranjero https://www.youtube.com/watch?v=eSQMmyHfgSg

No soy de aquí ni soy de allá

https://www.youtube.com/watch?v=OoFSriJnwcU
Listening p. 30 in Triangulo aprobado (los obstaculos que enfrentan a los inmigrantes)
Reading and Listening p. 28-29 in Triangulo ( los inmigrantes)
Triangulo: p. 170-171
AP Spanish Vista p. 82-83, 152
AP Spanish Pearson p. 15-19 (Topics: arriving to a new city and Indigenous groups in Mexico that want to maintain their language).




Interpersonal Writing: Email Reply [CR3B]

Movie: Almost a Woman

AP Spanish Pearson p. 197

Write an email to Esmeralda giving her advice about her relationship with the boy or whether or not to continue her studies.
2: Respond to an email about being a mentor to another student.

Interpersonal Speaking: Conversation

[CR3A]

Triangulo p. 175

Students will have a conversation with Mariano about an upcoming fair.

Presentational Speaking: Cultural Comparison

[CR5A, 7,8]

Latino Festival

Students will interview someone from another country about their experience moving to the United States and will compare their situation to Esmeralda’s.

Presentational Writing: Persuasive Essay [CR5B]

Triangulo p. 174-175

VERY STRUCTURED with a template that they just fill in with their argument and points.
Triangulo p. 224-225

¿Se debe reconocer el orgullo de todos los hispanohablantes el 5 de mayo o solo el de los mexicanos?
OR ¿Se debe casar uno relativamente joven o más tarde en la vida?

Extra Tasks




Place Esmeralda’s different actions/beliefs on a continuum from alienation to assimilation to U.S. culture.



Objetivos de aprendizaje:

Materiales:

Actividades y evaluaciones:

Entrando en el tema:

Temas p. 48-61




Interpretative communication: Print and Audio Texts [CR2 A,B,C]

[CR4 A,B]



Triangulo aprobado p. 177 “La etiqueta y normas de conducta y como cambian” with comprehension questions.
Cuentos de Sendas literarias 1 p. 247-323 (talk about family values, intergenerational issues, etc.—each teacher can pick which stories to focus on)
Cancion: A dios le pido (por Juanes)
AP Spanish Vista p. 53-54 ¿Qué valor tiene la educación y el acto de leer?
AP Spanish Vista p. 93-94 Graph and listening about changes in family structures in Colombia. Then interview a family member on a similar topic.
AP Spanish Vista p. 136 listening about family structures

As students engage in authentic text, audio, and audiovisual input, they will gain background information on the theme, compare the issue or topic with their own experiences, answer multiple choice questions (similar to the style of the AP exam), and reflect on their learning in both in writing and through discussion with peers.

Interpersonal Writing: Email Reply [CR3B]

AP Spanish Vista p. 158

Students will respond to an email talking about the importance of maintaining family traditions.

Interpersonal Speaking: Conversation [CR3A]

Look in new AP book




Presentational Speaking: Cultural Comparison [CR5A, 7,8]




The students will investigate the role of religion in the formation of the community relations they have experienced with that of a Spanish-speaking country.

Presentational Writing: Persuasive Essay [CR5B]

Grafica:

Video:

Artículo:
AP Spanish Vista p. 111-112 reading, listening and graph about the “corrida de toros” and debate whether the tradition should be maintained.



The students will prepare and present a persuasive essay using the informational sources listed responding to the question:
¿Deben prohibirse las corridas de toros?




Objetivos de aprendizaje:

Materiales:

Actividades y evaluaciones:

Entrando en el tema:

Temas vocabulary builders
Entre mundos; p. 221-244



WE NEED TO MEET AND COLLABORATE ON HOW TO SCAFFOLD THIS UNIT FOR STUDENTS.

Interpretive Communication: Print and Audio Texts [CR2 A,B,C] [CR4 A,B]



Triangulo aprobado p. 5 (Los hispanos más poderosos del mundo y Carlos Slim y su efecto en la economía en México.

http://www.buscabiografias.com/bios/biografia/verDetalle/4690/Carlos%20Slim https://www.youtube.com/watch?v=iFVDW4gXin8 (use both Triangulo aprobado and the bios)
Las clases sociales: Cuales son las diferencias y como podemos avanzar? Temas p. 290-291
AP Spanish Vista p. 67 Why should youth care about economic issues.
AP Spanish VISTA p. 149
http://es.wikipedia.org/wiki/Deuda_externa


As students engage in authentic text, audio, and audiovisual input, they will gain background information on the theme, compare the issue or topic with their own experiences, answer multiple choice questions (similar to the style of the AP exam), and reflect on their learning in both in writing and through discussion with peers.
access to resources

challenges for poorest countries

things governments/companies are doing to contribute to or help the problem

micro prestamos

richest man in the world

a little bit on immigration

Latina business owners

money being sent home from U.S.

Real Women Have Curves

Interpersonal Writing: Email Reply [CR3B]

Triangulo aprobado p. 4

Students will write an email about the importance of opening a savings account.

Interpersonal Speaking: Conversation [CR3A]

Triangulo aprobado p. 9

Talk to a friend about why he never has money.

Presentational Speaking: Cultural Comparison [CR5A, 7,8]

Los micro prestamos: Temas p. 285-289 (learn about them as well as the materias primas producto interno bruto (PIB) of each country and then decide where in the country they would open it. They will then pitch their idea for a micro prestamo to open their own small business. Present to Spanish-speaking community members in business.

Micro prestamo presentation.

Presentational Writing: Persuasive Essay [CR5B]

Triangulo aprobado p. 8

The students will prepare and present a persuasive essay using the informational sources listed responding to the question:
¿Hay más ventajas o desventajas en los efectos de la globalización internacional para las economías latinoamericanas?




Objetivos de aprendizaje:

Materiales:

Actividades y evaluaciones:

Entrando en el tema:

Kerper has situation prompts for students to debate “moral dilemas”
Temas vocabulary builders, articles, and discussions.





Interpretive Communication: Print and Audio Texts [CR2 A,B,C]

[CR4 A,B]



Triangulo aprobado p. 94
Triangulo aprobado p.
El mar adentro: película
http://www.bbc.co.uk/mundo/noticias/2014/07/140717_vert_fut_ciencia_crear_humanos_ecologicos_np.shtml

Polemica de euthanasia

Interpersonal Writing: Email Reply [CR3B]

AP Spanish VISTA p. 165

Los derechos de los animales y los experimentos con animales vivos.

Interpersonal Speaking: Conversation [CR3A]

AP Spanish VISTA p. 203
or
Triangulo aprobado p. 99




Presentational Speaking: Cultural Comparison [CR5A, 7,8]

AP Spanish VISTA p. 216

¿Qué problemas éticos enfrentan los investigadores científicos en su trabajo?

Presentational Writing: Persuasive Essay [CR5B]

Article: Libro “Conversación y controversia” (Euken needs to make copies)
Video:

El mar adentro: película
Grafica:


The students will prepare and present a persuasive essay using the informational sources listed responding to the question:

¿Se debe permitir la eutanasia?


Objetivos de aprendizaje:

Materiales:

Actividades y evaluaciones:

Entrando en el tema:

Temas p. 155-171




Interpretive Communication: Print and Audio Texts [CR2 A,B,C] [CR4 A,B]



https://www.youtube.com/watch?v=ysoK4AsQMzw






Interpersonal Writing: Email Reply [CR3B]

AP Spanish VISTA p. 160

Students will write an email about their fashion choices.

Interpersonal Speaking: Conversation [CR3A]

Triangulo aprobado

Students will talk about about buying a dress for a quinceñera?

Presentational Speaking: Cultural Comparison [CR5A, 7,8]




Compare fashion in your life to fashion in a Spanish-speaking country.

Presentational Writing: Persuasive Essay [CR5B]

AP Spanish VISTA p. 183-184

¿Es la cirugía plástica una solución para el problema de la baja autoestima?



Objetivos de aprendizaje:

Materiales:

Actividades y evaluaciones:

Interpretive Communication: Print and Audio Texts [CR2 A,B,C] [CR4 A,B]



AP Spanish Vista p. 46 (viajes a Costa Rica)

AP Spanish Vista p. 58 (una carta describiendo un viaje al Lago Titicaca)

Triangulo p. 112 (Leer y escuchar: Turismo en Colombia)

AP Spanish Vista p. 116-117 (Los 7 maravillos del mundo)

AP Spanish Vista p. 147 (Escuchar: Una receta tradicional)

Guia de usos y costumbres de Espana (Kerper has the book) p. 156-163





Interpersonal Writing: Email Reply [CR3B]

Triangulo p. 114

or

AP Spanish Vista p. 167

Students will respond to an email about the International Day of Dance.
Students will respond to an email about learning Spanish abroad.

Interpersonal Speaking: Conversation [CR3A]

Triangulo p. 117

Students will engage in a conversation about traveling abroad.

Presentational Speaking: Cultural Comparison [CR5A, 7,8]




Compare a holiday tradition that you celebrate with a holiday in a Spanish-speaking country.

Presentational Writing: Persuasive Essay [CR5B]

Article:

Video:

Grafica:
AP Spanish Vista p. 187

The students will prepare and present a persuasive essay using the informational sources listed responding to the question:
¿Es el ecoturismo la mejor forma de apoyar las areas rurales?
Or, we could do the question: ¿Es turismo bueno o malo para los países?

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