Create a pretend job fair in the classroom. AP THEME: Personal and Public Identities Recommended pacing: 4 Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the AP SUBTHEME: Beliefs and Values, Multiculturalism unit. Virginia State Foreign Language Standards of Learning for Level: The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues. •SIV.1 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.2 The student will comprehend spoken and written Spanish in a variety of authentic sources. •SIV.3 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.4 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures. •SIV.6 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.7 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global •SIV.8 community. The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language. •SIV.9 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and •SIV.10 occupational purposes. COMMUNICATION CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE -Interpersonal -Interpretive (Facts & Skills) -Presentational INTERPERSONAL MODE: CULTURES: COMPARISONS: Present/Imperfect Subjunctive Maintain a discussion related to the role of student Explore attitudes when reacting to student Compare and contrast student • • • Conditional government in a high school. government and student rights and responsibilities. government and student rights and Commands responsibilities in U.S. and Spanish-speaking Discuss and/or debate the rights/responsibilities of countries. • students in a high school. CONNECTIONS: COMMUNITIES: Make connections between student government and • Express and explain how students can make changes student rights and responsibilities. Explore student government and student • • through student government. rights and responsibilities of the Express opinions and to the role of student • government in a high school. INTERPRETIVE MODE:
Create a pretend job fair in the classroom. AP THEME: Personal and Public Identities AP SUBTHEME: Beliefs and Values, Multiculturalism Recommended pacing: 4 Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit. Virginia State Foreign Language Standards of Learning for Level: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will comprehend spoken and written Spanish in a variety of authentic sources. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community. •SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language. •SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: • Maintain a discussion related to the role of student government in a high school. • Discuss and/or debate the rights/responsibilities of students in a high school. • Express and explain how students can make changes through student government. • Express opinions and to the role of student government in a high school. INTERPRETIVE MODE: CULTURES: • Explore attitudes when reacting to student government and student rights and responsibilities. CONNECTIONS: • Make connections between student government and student rights and responsibilities. COMPARISONS: • Compare and contrast student government and student rights and responsibilities in U.S. and Spanish-speaking countries. COMMUNITIES: • Explore student government and student rights and responsibilities of the Present/Imperfect Subjunctive Conditional Commands
Spanish%201%20-%20AP%20Curriculum%20Guide%202013-2014.docx