I can discuss steps to becoming a professional in a 5.1 Use the language both within and field requiring the ability to beyond the school setting. communicate in the target language. I can consult various sources in the target language to 5.2 Show evidence of becoming obtain information on topics lifelong learners by using the language of personal interest. for personal enjoyment and enrichment. 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. A vocabulary list will be related to protecting the emotions, and exchange opinions. compiled by the teacher and enviornment. It includes a I can ask and answer handed out. Vocabulary is short reading of an questions about factual chosen to match the theme advertisement for a information that is familiar to of the unit and may come conservation group looking me. from a variety of sources. for volunteers. Students Weeks will also be given words in 3 4 I can use the language to the target language and will – meet needs in familiar For protecting the have to define those words situations. environment, student will in the target language. read a newspaper article 1.2 70% – 1.2 Understand and interpret both I can demonstrate about a student who 4.2 30% – written and spoken forms of the target understanding of messages of designed a water powered language on a variety of topics. personal interest. generator using recycled The major grammar-based materials. assessment will cover I can demonstrate joven de Florida describing possible or “Una understanding of basic construye una hypothetical actions. information from news fuente de energía para 1.2 30% – media. ayudar a su 3.1 30% – amiga por correspondencia” 4.1 40% – By Marisa Endicott, 04.24.16
5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. I can discuss steps to becoming a professional in a field requiring the ability to communicate in the target language. I can consult various sources in the target language to obtain information on topics of personal interest. Weeks 3 – 4 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 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. 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 protecting the environment, student will read a newspaper article about a student who designed a water powered generator using recycled materials. “Una joven de Florida construye una fuente de energía para ayudar a su amiga por correspondencia” By Marisa Endicott, 04.24.16 The vocabulary assessment will cover vocabulary related to protecting the enviornment. It includes a short reading of an advertisement for a conservation group looking for volunteers. 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 describing possible or hypothetical actions. 1.2 – 30% 3.1 – 30% 4.1 – 40%
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