I can recognize how different time frames are expressed in 4.2 Recognize that cultures use the target language. different patterns of interaction and apply this knowledge to one’s own I can compare daily life in culture. the native and target culture. 5.2 Show evidence of becoming lifelong learners by using the language I can consult various sources for personal enjoyment and in the target language to enrichment. obtain information on topics of personal interest 1.1 In the target language, engage in I can have a Avancemos 2 The vocabulary assessment conversations, provide and obtain conversation on a number of will cover vocabulary information, express feelings and everyday topics. A vocabulary list will be related to sports and emotions, and exchange opinions. compiled by the teacher and sporting events. It includes I can ask and answer handed out. Vocabulary is a short reading about a questions about factual chosen to match the theme soccer match in a information that is familiar to of the unit and may come country. Students me. from a variety of sources. will also be given words in the target language and will I can use the language to have to define those words meet basic needs in familiar For the topic of sports, in the target language. Weeks situations. students will read an article 1.2 - 70% 5-6 about the increasing rate of 4.2 30% – 1.2 Understand and interpret both I can demonstrate head injuries in soccer. written and spoken forms of the target understanding of messages of jugadores de fútbol “Los language on a variety of topics. personal interest. prestan más The major grammar-based atención a posibles lesiones assessment will cover I can demonstrate en la cabeza” expressing wishes, wants understanding of basic By Lindsey Tanner, and desires. information from news Associated Press, 09.23.16 1.2 30% – media. 4.1 70% – I can understand questions and simple statements on Students will work in small everyday topics. groups to write and perform
4.2 Recognize that cultures use different patterns of interaction and apply this knowledge to one’s own culture. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. I can recognize how different time frames are expressed in the target language. I can compare daily life in the native and target culture. I can consult various sources in the target language to obtain information on topics of personal interest Weeks 5-6 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. I can have a 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 basic needs in familiar situations. I can demonstrate understanding of messages of personal interest. I can demonstrate understanding of basic information from news media. I can understand questions and simple statements on everyday topics. 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 sports, students will read an article about the increasing rate of head injuries in soccer. “Los jugadores de fútbol prestan más atención a posibles lesiones en la cabeza” By Lindsey Tanner, Associated Press, 09.23.16 The vocabulary assessment will cover vocabulary related to sports and sporting events. It includes a short reading about a soccer match in a country. 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% The major grammar-based assessment will cover expressing wishes, wants and desires. 1.2 – 30% 4.1 – 70% Students will work in small groups to write and perform
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