Nuestro Pobre Planeta 12th grade Spanish
Intro duction This unit is designed for the second year of the IB Diploma Programme Spanish Ab Initio course, but could be adapted for native speakers or an AP Spanish class as well. This unit focuses on building on students' prior knowledge of the damage done to the environment. It gives them the basic vocabulary they need to read, write, and talk about planet earth, environmental issues, and possible solutions. It contains plenty of practice with the subjunctive tense, specifically structured with emotional and opinion based statements and impersonal expressions. The performance task expects students to do research in their native language on one of six environmentally related topics, including an environmental issue, two possible solutions, advantages and disadvantages for each of those solutions, and finally, the students' opinions on those solutions. This task gives students an opportunity to combine all of the vocabulary they have learned throughout the unit to express what they think and show what they are passionate about regarding the world around them. The ultimate goal for this unit is to open students' eyes to what they can do as ordinary citizens to slow down, if not repair, the damage that humans have done to the earth. Stage 1Desired Results Established Goals: Texas Essential Knowledge Skills for Languages Other Than English 1. Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of short statements, sentences, and strings of sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: a. (B) express and exchange personal opinions, preferences, and recommendations with supporting statements in spoken and written conversation; b. (C) ask and tell others what they need to, should, and must do with supporting reasons in spoken and written conversation; 2. Interpretive communication: reading and listening. The student comprehends connected statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: a. (B) paraphrase the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials; b. (C) infer meaning of unfamiliar words or phrases in contextualized texts, audio, and audiovisual materials; and 3. Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases, sentences, and strings of sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: a. (A) express and defend an opinion or preference orally and in writing with supporting statements and with recommendations; b. (C) inform others orally and in writing about a variety of topics using connected sentences with details and elaboration. IB Objectives and Themes OBJECTIVES Receptive skills: the ability to comprehend straightforward written and spoken language. Productive skills: the ability to write and speak the target language effectively Interactive skills: the ability to understand and respond effectively to written and spoken language. THEMES 3. Urban and rural environment environmental concerns global issues College and Career Readiness Standards for English/Language Arts (applicable to the level of Spanish the students are capable of using) Reading Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Use precise language and domain specific vocabulary to manage the complexity of the topic. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Speaking Listening Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.