Express opinions and react to examples of the arts in • Spanish-speaking countries. CONNECTIONS: Make connections between historical contexts and COMMUNITIES: • INTERPRETIVE MODE: current attitudes towards the performance arts. Explore the arts • Demonstrate comprehension of content from authentic . in your own community or your school and • audio visual texts relating to the performing arts. compare them to issues in Spanish speaking Evaluate and interpret written and materials on communities. • contributions to World Artistic Heritage. PRESENTATIONAL MODE: Identify local Spanish speaking • Produce oral and written reports on literature. communities and cultural events. • Produce an activity showing a visual art. • Produce an oral or written presentation • reflecting current trends and/or attitudes in society related to ideals of beauty. USEFUL VOCABULARY to appropriate and Aesthetics” “Beauty vocabulary lists as provided by teacher. Refer to Lección 5 in the gramaticales” document in the gramaticales” folder on VISION. “Temas “Recursos RECYCLED/ONGOING TOPICS/STRUCTURES Choose a country and research cultural highlights to use in future projects. RESOURCES/ ACTIVITIES Listening activity in Ver-taal.com turistas extranjeros en España”. Complete digital activity. “Los Activity page 97 from Triángulo oral dos”. “Presentación Teachers resources available on LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task NOTE: Teachers should use the appropriate Students listen to / read Students compose a dialogue between a Students plan and present a travel « La Patum de travel agent and a tourist asking questions plan/itinerary based on the conversation PALS rubrics for speaking and writing. Berga », declarada Patrimonio Oral e about the cultural components of a country they have with the agent,” being Inmaterial de la Humanidad » (AP Spanish : “travel that the travel agent answers. sure to explain the cultural offerings of the Preparing for the Language Examination country. p. 177) and answer questions related to the activity.
• Express opinions and react to examples of the arts in Spanish-speaking countries. INTERPRETIVE MODE: • Demonstrate comprehension of content from authentic audio visual texts relating to the performing arts. • Evaluate and interpret written and materials on contributions to World Artistic Heritage. PRESENTATIONAL MODE: • Produce oral and written reports on literature. • Produce an activity showing a visual art. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to ideals of beauty. CONNECTIONS: • Make connections between historical contexts and current attitudes towards the performance arts. . COMMUNITIES: • Explore the arts in your own community or your school and compare them to issues in Spanish speaking communities. • Identify local Spanish speaking communities and cultural events. USEFUL VOCABULARY to appropriate “Beauty and Aesthetics” vocabulary lists as provided by teacher. RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 5 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION. RESOURCES/ ACTIVITIES Choose a country and research cultural highlights to use in future projects. Listening activity in Ver-taal.com “Los turistas extranjeros en España”. Complete digital activity. Activity page 97 from Triángulo “Presentación oral dos”. Teachers resources available on LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing. Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students listen to / read « La Patum de Berga », declarada Patrimonio Oral e Inmaterial de la Humanidad » (AP Spanish : Preparing for the Language Examination p. 177) and answer questions related to the activity. Students compose a dialogue between a travel agent and a tourist asking questions about the cultural components of a country that the travel agent answers. Students plan and present a travel plan/itinerary based on the conversation they have with the “travel agent,” being sure to explain the cultural offerings of the country.