4.2 Recognize that cultures use I can compare life in the different patterns of interaction and native and target culture. apply this knowledge to one’s own culture. 1.1 In the target language, engage in I can have a basic Avancemos 2 The vocabulary assessment conversations, provide and obtain conversation on a number of will cover vocabulary information, express feelings and everyday topics. related to clothing. It emotions, and exchange opinions. includes a short reading I can ask and answer A vocabulary list will be about a clothing that is questions about factual compiled by the teacher and appropriate for the home information that is familiar to handed out. Vocabulary is culture versus clothing that me. chosen to match the theme is appropriate for travel to of the unit and may come the target language culture. I can use the language to from a variety of sources. Students will also be given meet needs in familiar words in the target Weeks situations. For the topic of clothing, language and will have to students will read an article define those words in the 8 9 – 1.2 Understand and interpret both I can demonstrate about the pros and cons of target language. written and spoken forms of the target understanding of messages of school uniforms. 1.2 - 70% language on a variety of topics. personal interest. del asunto: 4.2 30% “Análisis – ¿Deberían los I can demonstrate estudiantes vestir uniformes One grammar-based understanding of basic para ir a la assessment will cover information from news escuela?” expressing doubt and media (e.g. weather reports, By ProCon.org, 11.22.16 uncertainty. job postings) 1.2 30% – 4.1 70% – I can understand questions and simple statements on Another grammar-based everyday topics. assessment will cover expressing your opinion 1.3 Present information, concepts, and I can describe people, about things using ideas to an audience of listeners or activities, events, and impersonal expressions. readers on a variety of topics. experiences, orally or in 1.2 30% – writing. 4.1 70% –
4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. I can compare life in the native and target culture. Weeks 8 – 9 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. I can have a basic conversation on a number of everyday topics. I can ask and answer questions about factual information that is familiar to me. I can use the language to meet needs in familiar situations. I can demonstrate understanding of messages of personal interest. I can demonstrate understanding of basic information from news media (e.g. weather reports, job postings) I can understand questions and simple statements on everyday topics. I can describe people, activities, events, and experiences, orally or in writing. Avancemos 2 A vocabulary list will be compiled by the teacher and handed out. Vocabulary is chosen to match the theme of the unit and may come from a variety of sources. For the topic of clothing, students will read an article about the pros and cons of school uniforms. “Análisis del asunto: ¿Deberían los estudiantes vestir uniformes para ir a la escuela?” By ProCon.org, 11.22.16 The vocabulary assessment will cover vocabulary related to clothing. It includes a short reading about a clothing that is appropriate for the home culture versus clothing that is appropriate for travel to the target language culture. Students will also be given words in the target language and will have to define those words in the target language. 1.2 - 70% 4.2 – 30% One grammar-based assessment will cover expressing doubt and uncertainty. 1.2 – 30% 4.1 – 70% Another grammar-based assessment will cover expressing your opinion about things using impersonal expressions. 1.2 – 30% 4.1 – 70%
jaGeEXZEfBS99RuyrWFHTn1CuN88OGbEba1bsAiD19zn2MzQ.docx