SPANISH 4/ SUNY 201

World Language

Course Description

All levels of World Language (WL) will follow the NYS Syllabus of Modern Languages for Communication and the Proposed NYS Standards. Understanding other cultures and using the language to communicate are our goals as we develop skills in the 3 areas of Interpretive, Interpersonal and Presentational communication. Level 4 builds on vocabulary, grammar and phrases on various topics taught in previous levels. We will also explore the many different ways of life in the target culture in order to compare them to our own products, practices and perspectives. We will continuously review material as we study new vocabulary and skills.

Mr. B. Brown

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Unit 1: Descubriendo Escuelas del mundo

In this unit students will be exploring various aspects of schools and education throughout the world and will compare them with their own.

UNIT 1: DESCUBRIENDO ESCUELAS DEL MUNDO

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- How do schools around the world compare?
- What makes a school good or bad?
INTERPRETIVE TARGETS
- I can understand descriptions of a school.
- I can read a class schedule.
- I can understand ads for school supplies and uniforms.
INTERPERSONAL TARGETS
- I can ask and answer questions about schools, classes, uniforms and school supplies.
- I can discuss school topics including my opinions about classes and uniforms.
PRESENTATIONAL TARGETS
- I can describe a school including classes and students.
- I can talk about my class schedulre.
- I can tell what is needed for a class.
- I can compare my school to another.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate what a school is like in another country.
- I can recognize the products and practices at a school from another culture.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about school and education.

Unit 2: Conectando por las redes sociales

Expand your online connections by exploring social media in the Spanish-speaking world! Students will investigate how native speakers communicate online and find out what and who are trending on social media. This unit gives opportunity to review and expand on simple tasks like greeting and giving personal info on a profile. It also challenges them to apply a variety of grammatical skills to write status updates (present progressive) talk about social media use (present/past) and explain and defend their opinions about pros and cons of social media (with details).

UNIT 2: CONECTANDO POR LAS REDES SOCIALES

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- Who are we online?
- What is the purpose of an online presence?
INTERPRETIVE TARGETS
- I can understand social media profiles, status updates, and information about different sites.
- I can understand main ideas and some details from interviews/videos from social media influencers.
- I can understand opinions supporting/opposing social media use.
INTERPERSONAL TARGETS
- I can give my opinion about social media sites, trending tech, and popular users.
- I can as for and tell usernames and other online information.
- I can discuss pros and cons of social media based on research and my personal experience.
PRESENTATIONAL TARGETS
- I can introduce myself online.
- I can write status updates about things I did or what I'm doing.
- I can talk about top social media users (personal info) and describe how they use it and what they care about based on their timeline.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate which social media sites are most used around the world.
- I can research some of the most popular social media influencers.
- I can identify current trends in language (greetings, intros, online lingo like "follow me").
- I can participate in conversations with native speakers to find out their perspective on social media, online communities and other related topics.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about social media on social media use.

Unit 3: Comparando desayunos del mundo

In this unit students will be exploring breakfast customs from various Spanish speaking countries. Students will be comparing breakfast meals from around the world and exploring how our breakfast habits reflect our culture.

UNIT 3: COMPARANDO DESAYUNOS DEL MUNDO

INTERMEDIATE MID - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- How do breakfasts compare around the world?
- How do our breakfast habits reflect our culture?
INTERPRETIVE TARGETS
- I can understand ideas and opinions about breakfast.
- I can identify main ingredients from popular breakfast dishes around the world.
- I can understand menu descriptions for breakfast foods/drinks.
- I can red reviews about places to eat breakfast.
INTERPERSONAL TARGETS
- I can ask and answer questions about breakfast foods, eating habits and restaurants.
- I can react to other people's opinions about breakfast foods and drinks.
- I can discuss what I like/don't like about a restaurant.
PRESENTATIONAL TARGETS
- I can give basic information about popular breakfasts around the world.
- I can describe my favorite cereals from around the world.
- I can talk about my breakfast preferences and eating habits.
- I can recommend a breakfast option from a my culture.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate traditional breakfast foods and drinks from the target culture.
- I can investigate popular cereal brands around the world.
- I can interact with native speakers in conversations about food, drinks and restaurants.
- I can experience tasting breakfast foods/drinks from another culture.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about breakfast habits.

Unit 4: HONRANDO MÚsicA lo mejor del aÑo

Using current and global award shows and programming, students will learn about current musicians that are being honored for their music. They will explore different musicians from the target culture, genres of music and their feelings about music and how it reflects and impacts their life.

UNIT 4: HONRANDO MÚSICA LO MEJOR DEL AÑO

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- How do popular songs from other cultures compare to my music?
- How is culture reflected in songs and music videos?
INTERPRETIVE TARGETS
- I can understand descriptions and opinions about songs, music videos and musicians.
- I can understand information about the life and career of musicians.
- I can understand main ideas from song lyrics.
INTERPERSONAL TARGETS
- I can ask and answer questions about songs, music videos and musicians.
- I can discuss my opinions about songs, music videos and musicians.
PRESENTATIONAL TARGETS
- I can describe and give my opinions about songs and musicians.
- I can retell important accomplishments about a musician.
- I can explain who I think will win.
- I can tell what happened on a show about music.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate musicians from other cultures.
- I can recognize different genres and musicians from other cultures.
- I can identify the practices and products in a music video.
- I can understand how the themes in the song connect to the culture
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about artists and songs.

Unit 5: DESASTRES NATURALES

In this unit students will explore how natural disasters affect people and countries from around the world. They will investigate how countries prepare for emergencies, what organizations are in place for relief efforts and how these countries rebuild after these disasters.

UNIT 5: DESASTRES NATURALES

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- How do natural disasters affect people around the world?
- How are people responding and rebuilding afterward?
INTERPRETIVE TARGETS
- I can understand basic information about a natural disaster that occurred.
- I can understands stories and people's reactions.
- I can understand basic advice and procedures.
INTERPERSONAL TARGETS
- I can ask and answer questions about natural disasters that happened.
- I can react to stories and comments about natural disasters.
PRESENTATIONAL TARGETS
- I can give basic information about natural disasters.
- I can give basic disaster preparation and advice.
- I can give information about disaster relief organizations and events.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate natural disasters around the world and their impact on people.
- I can share information about volunteer efforts and organizations.
- I can interact with others needing post-disaster help.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about fashion and the fashion industry.

*Additional mini units will be incorporated throughout the year based on cultural products, practices and perspectives. A cumulative FINAL PROJECT will be given at the end of the year. The final project will count as a 5th quarter average.

CHECKPOINT C RUBRIC FOR ASSESSING STANDARDS

L4/5 Fulton Rubrics 2022-23.docx

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