SPANISH 5/ SUNY 202

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 5 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.

Mrs. Halladay

Email Ms. Halladay

Unit 1: Reconociendo Personas Influyentes

In this unit we will explore how and why different cultures recognize people who have made a difference in the lives of others. We will discuss what makes an "influential person" and how to define those traits and characteristics, how individuals influence change, what motivates people to take action, and how those actions reflect who they are. We will also discuss what social issues present challenges to our world and communities.

UNIT 1: RECONOCIENDO A PERSONAS INFLUYENTES

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- How do we define an influential person?
- How and why do different cultures recognize people who have made a difference?
INTERPRETIVE TARGETS
- I can understand biographies and stories about influential people.
- I can examine various perspectives of a social issue.
INTERPERSONAL TARGETS
- I can discuss how influential people were honored.
- I can debate why or why not a person deserves a tribute.
- I can debate the effectiveness of actions.
PRESENTATIONAL TARGETS
- I can present information and stories about influential people (impactful events, their causes, characteristics, etc.)
- I can explain how influential people have created change.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can recognize influential people from the target culture.
- I can investigate how influential people are honored in other cultures (monuments, naming of public places, etc.)
- I can understand different points of view and perspectives of who is and is not considered important in other cultures.

Unit 2: CONTANDO LEYENDAS

Students will be exploring legends about characters from around the world. They will discus how history and events have spawned legends, how culture is reflected through those legends, how it impacts fear from generation to generation and how those legends change throughout time. By the end of this unit, learners can describe legends, retell their stories and create stories of their own.

UNIT 2: CONTANDO LEYENDAS

INTERMEDIATE MID - ADVANCED LOW

ESSENTIAL QUESTIONS
- How do legends and creatures from around the world show what people fear?
INTERPRETIVE TARGETS
- I can understand detailed descriptions of characters/creatures.
- I can understand stories about characters/creatures from legends.
- I can understand how to create a special effects makeup.
INTERPERSONAL TARGETS
- I can ask and answer questions about characters/creatures.
- I can discuss scary characters, creatures and legends.
- I can discuss popular books, shows and movies based on legends.
PRESENTATIONAL TARGETS
- I can give information and describe characters/creatures from legends.
- I can retell the story of a character/creature/
- I can give my opinion about characters/creatures and scary places.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can recognize characters/creatures from urban legends from other cultures.
- I can identify some cultural perpectives that are embedded in a story or legend, specifically about what people fear.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about legends. and story telling.

Unit 3A: MEJORANDO NUESTRA COMUNIDAD

The main focus of this project-based unit is to talk about what makes a city/community “good” or “bad.” Students will be able to discuss simple ways to improve their own community based on the inspiring stories of others.

UNIT 3A: MEJORANDO NUESTRA COMUNIDAD

INTERMEDIATE MID - ADVANCED LOW

ESSENTIAL QUESTIONS
- How does my community compare to others?
- How are people improving their community?
INTERPRETIVE TARGETS
- I can understand articles/videos about what makes a community good or bad.
- I can identify common problems in communities.
- I can understand stories about how communities improved their problems.
INTERPERSONAL TARGETS
- I can discuss my community.
- I can ask and answer questions about problems in communities.
- I can discuss improvements for community problems.
PRESENTATIONAL TARGETS
- I can give information about the best and worst places to live.
- I can compare other communities to my own.
- I can defend my opinion about problems and possible improvements.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate cities and communities around the world.
- I can research for improvements and solutions to community problems.
- I can interact with others about improving our community
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about communities.

Unit 3B:Comprendiendo Historias de migración

In this unit we will explore the history of immigration/migration and how it helps us to understand who we are and where we come from. We will explore reasons and social issues that cause people to migrate as well as ways we can create more inclusive communities.

UNIT 3B: COMPRENDIENDO HISTORIAS DE MIGRACIóN

INTERMEDIATE HIGH - ADVANCED MID

ESSENTIAL QUESTIONS
- Why do people migrate?
- In what ways can understanding the history of migration help us to understand who we are?
- What actions can we take to create more inclusive communities?
INTERPRETIVE TARGETS
- I can understand personal stories about migration.
- I can identify the events and circumstances that influenced a persons decisions in a story about migration.
- I can analyze how different communities support migrants.
INTERPERSONAL TARGETS
- I can have a conversation about stories of migration.
- I can discuss why people leave their homes and the challenges they face.
- I can interview someone about their migration story.
PRESENTATIONAL TARGETS
- I can retell people's migration stories including the reasons they left and the challenges they faced.
- I can explain how communities are impacted by migrants.
- I can tell my family's story about heritage and migration.
- I can describe how migration influences a person's identity.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can explain what factors, events and circumstances influences people's choices and opinions about migration.
- I can investigate how migrants in various countries impact their communities.
- I can explain how communities support migrants.
- I can interact appropriately in a discussion about migrant stories.

Unit 4: explorando arte callejero

This unit shows what street art looks like around the world and allows them to learn more about the pros and cons of street art and how it affects others. They will investigate what inspires the artists and why people take their art to the streets. These lessons include: graffiti, murals, other urban art, messages and meanings, laws, current street artists.

UNIT 4: EXPLORANDO ARTE CALLEJERO

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- What messages are people sending through the art they create?
- How does today's are influence people.
INTERPRETIVE TARGETS
- I can understand opinions about current issues related to street art.
- I can follow a "how to" video about a type of art.
- I can understand info about and artist's life and career.
INTERPERSONAL TARGETS
- I can interview current artists about their work and inspiration.
- I can discuss art and give my opinion.
- I can debate advantages and disadvantages to street art.
PRESENTATIONAL TARGETS
- I can persuade someone to check out and artist.
- I can explain how a past event influenced an artist's work.
- I can explain meanings and messages that are represented in art.
- I can retell different experiences with art or artists.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate popular symbols in current street art.
- I can identify meanings and messages associated with different types of modern art.
- I can find, follow and contact current artists using social media.
- I can create my own modern art with a message.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about street art.

Unit 5A: enfrentando el problema de la basura

In this unit we will explore the impact that trash and pollution has on our earth and our communities. We will explore how our habits of disposing various articles affects our environment, how it reflects our values and how we can reuse, repurpose and recycle trash in order to convey a message.

UNIT 5A: ENFRENTANDO EL PROBLEMA DE LA BASURA

INTERMEDIATE HIGH - ADVANCED MID

ESSENTIAL QUESTIONS
- In what ways does what we dispose of reflect our values?
- In what ways can we find value in things we typically throw away?
- What messages do artists convey when they used recycled materials?
INTERPRETIVE TARGETS
- I can understand facts and information about trash issues.
- I can interpret data about trash and recycling.
- I can understand stories about artists and their recycled work..
INTERPERSONAL TARGETS
- I can ask and answer questions about trash and recycling.
- I can discuss trash issues and recycled art.
PRESENTATIONAL TARGETS
- I can give detailed information about trash issues.
- I can explain ways to recycle trash.
- I can evaluate solutions for the trash crisis.
- I can retell the story about an artist and their recycled artwork.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can identify trash issues that impact other countries.
- I can identify some cultural practices and perspectives related to what people discard and recycle.
- I can identify some cultural products, practices and perspectives that are included in works of art.
- I can participate in discussions about trash and recycled art with native speakers.

Unit 5B: EL futuro es ahora

In this unit we will explore how technology has changed and adapted over the years and how it has impacted people, communities and communication. We will explore future technologies and how they will impact our lives and our workforce.

UNIT 5B: EL FUTURO ES AHORA

INTERMEDIATE HIGH - ADVANCED MID

ESSENTIAL QUESTIONS
- In what ways has technology developed and changed over the years?
- How have technological innovations impacted our daily lives?
- What types of technologies help advance communities/countries? How do they hinder?
INTERPRETIVE TARGETS
- I can understand the main message and supporting details from informational texts (articles, podcasts, videos, etc.) about technology.
- I can understand the main message and most supporting details across major time frames in conversations and discussions about technology.
INTERPERSONAL TARGETS
- I can talk about major technological advancements of the past.
- I can debate whether technology will create or eliminate jobs in the future.
- I can discuss the negative impacts of technology and how to overcome them.
- I can compare access to technology world wide.
PRESENTATIONAL TARGETS
- I can define technology and identify examples in everyday life.
- I can describe how technology has evolved the way we communicate.
- I can explain how technology has and will impact different industries.
- I can make predictions about future technologies.
- I can present detailed information about an innovative technology and it's impact on society.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate and explain some diversity among tech products and practices and how it relates to perspectives.
- I can identify recent technological innovations from around the world.
- I can participate in familiar (and some unfamiliar) conversations with native speakers about technology.

*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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