ALEX Classroom Resources

   View Standards     Standard(s): [WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 9 :

9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture using varied vocabulary and more complex sentence structure.

a. Compare and contrast customs and traditions of the target culture to the native culture.

b. Compare and contrast behaviors related to health and wellness.

c. Compare and contrast the importance placed on individual needs versus community needs.

This detailed unit is in English but covers a topic important to all upper-level Spanish courses. After reviewing the provided resources, intermediate-mid and intermediate-high students complete a target language essay in which they compare the United Farm Worker's Movement, the leadership of César Chávez, and the legacy of Dolores Huerta to the records, narratives, and perspectives associated with the civil rights and labor movements led by and for African Americans during the 1950s through the 1970s. The resources included in this unit include videos, news articles, poems, interviews, and museum exhibits.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL4 (7-12) 10 :

10) Interact using the target language within the classroom and globally in a variety of time frames and moods.

a. Exchange information with speakers of the target language in person or virtually in a variety of time frames and moods.

b. Simulate interactions and personal experiences that would occur in the target culture.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 6 :

6) Connect with other disciplines in the target language using complex sentence structure in a variety of time frames and aspects.

a. Write a critical analysis of audio or visual media.

b. Report on contributions of the culture in science, government, or medicine.

c. Describe the importance of historical events from the target culture, past and present.

This intermediate-mid to intermediate-high Spanish activity encourages students to participate in active discussions about environmental issues. The linked resource provides warm-up questions to encourage class discussion. For the principal activity, the teacher reads one of the provided opinion statements. (The opinion cards are created via Canva, a free account is required to edit the cards but teachers can access the original cards without an account.) After reading the printed opinion, students hold up one of three provided response cards showing whether they agree, disagree, or do not have an opinion about the statement. Then, students must provide an explanation or reason to back up their stance on the issue, simulating real-life conversations they may have in the target language.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 11 :

11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames and moods.

a. Analyze authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites of current events and cultural interests.

c. Plan a community event which promotes the target culture.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

This intermediate-mid to intermediate-high Spanish activity encourages students to report on current events. The activity starts by reviewing key vocabulary words by playing a game in which students describe a word to see if their classmates can guess what they are describing. A set of cards with full-color photos are included to illustrate each current event-related vocabulary word. Then, students are given a pre-printed current event card and are asked to summarize the event for their peers. There are 4 events included but this could easily be completed by having students each explore the internet to find authentic websites of current events in order to report on the most recent events.

   View Standards     Standard(s): [WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

This unique resource is a tool to assist intermediate-mid and intermediate-high Spanish students as they organize written essays. Each box of the graphic organizer features a target language question and space to write key information gathered from any type of resource (Audio or Written). Students are asked to identify the author's primary message then analyze the resource for organizational structure, functions, audience, and tone. Next students identify key people, places, and times referenced in the resource. Finally, they identify more details regarding people addressed in the resource. (This last step can be left off or adapted if the chosen article does not emphasize characteristics of specific people.)

   View Standards     Standard(s): [WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 6 :

6) Connect with other disciplines in the target language using complex sentence structure in a variety of time frames and aspects.

a. Write a critical analysis of audio or visual media.

b. Report on contributions of the culture in science, government, or medicine.

c. Describe the importance of historical events from the target culture, past and present.

This intermediate mid to intermediate-advanced lesson leads students through a study of both Las redondillas, an arraignment of men for what Sor Juana believed was hypocritical behavior, as well as her autobiographical Reply to  Sor Philotea de la Cruz. These two documents will help students understand why Sor Juana has been called the first feminist of the New World. The lesson included in this link is in the target language, making it suitable for level 4 and 5 students. The included activities will connect Spanish courses with literary standards covered in English literature classes. Activities include analyzing the two works and the treatment of gender stereotypes that are presented. Finally, students create a timeline of Sor Juana's work and draw parallels to current events around the world.

Teachers of novice and lower intermediate learners can access an English copy of the lesson in the comment box below. 

   View Standards     Standard(s): [WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 6 :

6) Connect with other disciplines in the target language using complex sentence structure in a variety of time frames and aspects.

a. Write a critical analysis of audio or visual media.

b. Report on contributions of the culture in science, government, or medicine.

c. Describe the importance of historical events from the target culture, past and present.

This intermediate mid to intermediate-high Spanish activity introduces students to Evo Morales, Bolivia's first elected president of indigenous decent. Students will gather information from two different resources (print and audio) before answering a series of comprehension questions to check for comprehension. Afterward, students watch an interview with Evo Morales to gain an understanding of the challenges he faced as a political leader with an indigenous background. The provided questions can be addressed in writing or classroom discussions using the target language.

   View Standards     Standard(s): [WLAN] WNLP (0-8) 4 :

4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the target cultures.

a. Use appropriate gestures and oral expressions.

b. Identify typical activities, events, and celebrations of the target cultures.

Examples: Christmas, Carnival

c. Identify children's songs, poetry and rhymes from the target culture.

d. Observe and imitate simple patterns of behavior.

Examples: Table manners, greetings

[WLAN] WNMP (0-8) 5 :

5) Link target language and other subject areas to acquire information and begin to develop diverse cultural perspectives.

a. Acquire vocabulary related to age-appropriate school content.

[WLAN] WNHP (0-8) 5 :

5) Link target language and other subject areas to acquire information and develop diverse cultural perspectives.

a. Acquire and expand vocabulary related to age-appropriate school content.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

This Chinese lesson revolves around the novel Where the Mountain Meets the Moon, an English language novel that children learning Chinese will find exciting and culturally relevant to their language studies. While the posted age maybe elementary school, this unit is especially useful for intermediate high Chinese language learners, even in high school. After reading the children's novel in Chinese (available for purchase at online retail sites), students can identify how the book illustrates the themes of courage and generosity. Following the activities (using Chinese in class rather than English) students will create their own personal narrative in the target language.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 5 :

5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

[WLAN] WL5 (7-12) 6 :

6) Connect with other disciplines in the target language using complex sentence structure in a variety of time frames and aspects.

a. Write a critical analysis of audio or visual media.

b. Report on contributions of the culture in science, government, or medicine.

c. Describe the importance of historical events from the target culture, past and present.

This unit plan is prepared in English but offers links throughout to French language resources making this suitable for a wide range of high school language learners. Intermediate mid to intermediate high students should use the French language resources as they are introduced to the life and works of Charles Baudelaire, a 19th-century French Symbolist poet who was an admirer of Edgar Allan Poe. As students study the poems and his style, they are challenged to compare Baudelaire's work with other poets.  As they work, they will make connections to the literary terms and styles covered in their Language Arts classrooms. 

   View Standards     Standard(s): [WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

This intermediate mid to intermediate-high Spanish activity challenges students to consider what commercialization is doing to historically cultural sites throughout South America. Students start by reading a short article and watching a video about Machu Picchu and UNESCO's attempt to help preserve the important cultural area. Comprehension questions are provided so that students can check their understanding of the resources. Students are then asked to work in groups to research another city or monument that is in danger of commercialization. They then write a paragraph about the resources available to help limit the negative effects of tourism at these locations.

   View Standards     Standard(s): [WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 5 :

5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

[WLAN] WL5 (7-12) 6 :

6) Connect with other disciplines in the target language using complex sentence structure in a variety of time frames and aspects.

a. Write a critical analysis of audio or visual media.

b. Report on contributions of the culture in science, government, or medicine.

c. Describe the importance of historical events from the target culture, past and present.

[WLAN] WL5 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

This Spanish language lesson helps intermediate-high students understand the historical and cultural contexts of sonnets from Spain's Golden Age. Students studying for the AP Spanish Literature and Culture exam will find this unit particularly helpful as they learn the essential vocabulary needed to analyze poetry and write about content and themes. The poems/sonnets in this unit are approached through both reading and listening to the poems set to music. Worksheets are provided to keep students on task as they work. Students use the information gathered through the various activities to write essays about the sonnet, its tone, the literary devices used, and its meaning as it relates to Sor Juana's life. Optional assessments and extension activities are also provided.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 10 :

10) Interact using the target language within the classroom and globally in a variety of time frames and moods.

a. Exchange information with speakers of the target language in person or virtually in a variety of time frames and moods.

b. Simulate interactions and personal experiences that would occur in the target culture.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 5 :

5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

This intermediate mid to intermediate-high Spanish activity allows students to research and portray a famous Spanish artist while participating in a traditional Spanish tertulia. Students are first asked to research an artist and create an autobiography poster in the first person. They are then asked to play the part of their person by attending a tertulia with other famous artists. A list of tertulia topics is included to ensure students hold interpersonal conversations on a variety of past, present, and future topics. A detailed, printable rubric is provided to assess both presentational speaking and writing skills.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL4 (7-12) 10 :

10) Interact using the target language within the classroom and globally in a variety of time frames and moods.

a. Exchange information with speakers of the target language in person or virtually in a variety of time frames and moods.

b. Simulate interactions and personal experiences that would occur in the target culture.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 5 :

5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

This unique intermediate mid to intermediate high Spanish activity challenges students to reenact the popular television show "Shark Tank." Students are first introduced to the Mexican version of the show to ensure everyone understands the concept behind the presentations they are to give. Students are then split into 3 groups. One group takes on the role of the sharks while the other two are asked to pitch specific product ideas. Students are challenged to research and present specific project ideas that are capable of helping meet the needs of the local community. Not only are students verbally presenting their project, but they are also looking for ways to address world challenges that face their assigned country. Printable instructions and rubrics are provided.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

[WLAN] WL4 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 5 :

5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

[WLAN] WL5 (7-12) 6 :

6) Connect with other disciplines in the target language using complex sentence structure in a variety of time frames and aspects.

a. Write a critical analysis of audio or visual media.

b. Report on contributions of the culture in science, government, or medicine.

c. Describe the importance of historical events from the target culture, past and present.

[WLAN] WL5 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

[WLAN] WL5 (7-12) 8 :

8) Compare characteristics of the target language and the native language using complex sentence structure in a variety of time frames and aspects.

a. Compare choice and use of prepositions.

b. Analyze elements of the target language related to time and tense.

c. Compare the writing system of the target language and the native language.

[WLAN] WL5 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture using varied vocabulary and more complex sentence structure.

a. Compare and contrast customs and traditions of the target culture to the native culture.

b. Compare and contrast behaviors related to health and wellness.

c. Compare and contrast the importance placed on individual needs versus community needs.

This unique set of activities is geared toward intermediate mid to intermediate high Spanish students working toward the AP Spanish Language and Culture Exam. The goal of this unit is to reinforce the theme of Science and Technology as students practice each proficiency skill. The geographical region of emphasis is Puerto Rico. This lesson includes an interactive PowerPoint that walks students through each individual activity as they click on icons within the slide. (Be sure to open the slide show in presentational view in order to take full advantage of the interactive activities.) Tasks include writing, listening, reading, speaking, and cultural explorations. Cultural topics referenced in these tasks include: food, celebrations, sports, geography, and art.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

[WLAN] WL4 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 5 :

5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

[WLAN] WL5 (7-12) 6 :

6) Connect with other disciplines in the target language using complex sentence structure in a variety of time frames and aspects.

a. Write a critical analysis of audio or visual media.

b. Report on contributions of the culture in science, government, or medicine.

c. Describe the importance of historical events from the target culture, past and present.

[WLAN] WL5 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

[WLAN] WL5 (7-12) 8 :

8) Compare characteristics of the target language and the native language using complex sentence structure in a variety of time frames and aspects.

a. Compare choice and use of prepositions.

b. Analyze elements of the target language related to time and tense.

c. Compare the writing system of the target language and the native language.

[WLAN] WL5 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture using varied vocabulary and more complex sentence structure.

a. Compare and contrast customs and traditions of the target culture to the native culture.

b. Compare and contrast behaviors related to health and wellness.

c. Compare and contrast the importance placed on individual needs versus community needs.

This unique set of activities is geared toward intermediate mid to intermediate high Spanish students working toward the AP Spanish Language and Culture Exam. The goal of this unit is to reinforce the theme of Global Challenges as students practice each proficiency skill. The geographical region of emphasis is Chile. This unit includes an interactive PowerPoint that walks students through each individual activity as they click on icons within the slide. (Be sure to open the slide show in presentational view in order to take full advantage of the interactive activities.) Tasks include writing, listening, reading, speaking, and cultural explorations. Cultural topics referenced in these tasks include: food, celebrations, sports, geography, and art.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

[WLAN] WL4 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 5 :

5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

[WLAN] WL5 (7-12) 6 :

6) Connect with other disciplines in the target language using complex sentence structure in a variety of time frames and aspects.

a. Write a critical analysis of audio or visual media.

b. Report on contributions of the culture in science, government, or medicine.

c. Describe the importance of historical events from the target culture, past and present.

[WLAN] WL5 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

[WLAN] WL5 (7-12) 8 :

8) Compare characteristics of the target language and the native language using complex sentence structure in a variety of time frames and aspects.

a. Compare choice and use of prepositions.

b. Analyze elements of the target language related to time and tense.

c. Compare the writing system of the target language and the native language.

[WLAN] WL5 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture using varied vocabulary and more complex sentence structure.

a. Compare and contrast customs and traditions of the target culture to the native culture.

b. Compare and contrast behaviors related to health and wellness.

c. Compare and contrast the importance placed on individual needs versus community needs.

This unique set of lessons is geared toward intermediate mid to intermediate high Spanish students working toward the AP Spanish Language and Culture Exam. The goal of this unit is to reinforce the theme of Personal and Public Identities as students practice each proficiency skill. The geographical region of emphasis is Honduras.  This unit includes an interactive PowerPoint that walks students through each individual activity as they click on icons within the slide. (Be sure to open the slide show in presentational view in order to take full advantage of the interactive activities.) Tasks include writing, listening, reading, speaking, and cultural explorations. Cultural topics referenced in these tasks include: food, celebrations, sports, geography, and art.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 5 :

5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

This is a public domain Spanish language copy of Lazarillo de Tormes, one of the texts recommended by the College Board for the AP Spanish Literature and Culture exam. This resource provides students an opportunity to interpret, restate, and react to what is read in the authentic written text. The text can also be used to describe the main ideas and significant details from the story. There are multiple download options so that students can read the book on a variety of devices.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

This advanced-level Spanish project-based learning (PBL) unit challenges students to work in groups as they examine a problem, investigate the situation, and propose a solution. The unit includes a calendar pacing out each of the 8 class days required for the PBL. At the end of each class period students are provided a self-evaluation to reflect on tasks accomplished and plan for their next steps. All necessary resources regarding the presented problem as well as investigative resources are included.  (Click on the Lecturas iniciales link to access a google folder with printable resources). At the end of the lesson, students present their findings orally and in writing following the provided guidelines and rubrics. A bibliography is provided to assist students in researching the problem. This PBL specifically focuses on the controversy surrounding bullfighting in Spain.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

This advanced-level Spanish project-based learning (PBL) unit challenges students to work in groups as they examine a problem, investigate the situation, and propose a solution. The unit includes a calendar pacing out each of the 8 class days required for the PBL. At the end of each class period students are provided a self-evaluation to reflect on tasks accomplished and plan for their next steps. All necessary resources regarding the presented problem as well as investigative resources are included.  (Click on the Lecturas Inciales link to access a google folder with printable resources). At the end of the lesson, students present their findings orally and in writing following the provided guidelines and rubrics. A bibliography is provided to assist students in researching the problem. The problem presented in this PBL focuses on the Great Mosque-Cathedral of Cordoba.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

This advanced-level Spanish project-based learning (PBL) unit challenges students to work in groups as they examine a problem, investigate the situation, and propose a solution. The unit includes a calendar pacing out each of the 8 class days required for the PBL. At the end of each class period students are provided a self-evaluation to reflect on tasks accomplished and plan for their next steps. All necessary resources regarding the presented problem as well as investigative resources are included.  (Click on the Lecturas Iniciales link to access a google folder with printable resources). At the end of the lesson, students present their findings orally and in writing following the provided guidelines and rubrics. A bibliography is provided to assist students in researching the problem. The problem presented in this PBL focuses on discrimination toward street vendors in Spain.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

This advanced-level Spanish project-based learning (PBL) unit challenges students to work in groups as they examine a problem, investigate the situation, and propose a solution. The unit includes a calendar pacing out each of the 8 class days required for the PBL. At the end of each class period students are provided a self-evaluation to reflect on tasks accomplished and plan for their next steps. All necessary resources regarding the presented problem as well as investigative resources are included.  (Click on the Lecturas iniciales link within the resource to access a Google folder with printable resources). At the end of the lesson, students present their findings orally and in writing following the provided guidelines and rubrics. A bibliography is provided to assist students in researching the problem. This PBL specifically focuses on views toward Catalan succession in Spain.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL4 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

[WLAN] WL5 (7-12) 4 :

4) Analyze perspectives through practices of the target cultures.

a. Analyze how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through simulated real-world situations in a variety of familiar and unfamiliar environments.

c. Design hands-on activities related to cultural practices.

[WLAN] WL5 (7-12) 5 :

5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

This is a public domain Spanish language copy of Miguel Cervante's Don Quixote. This site includes an organized table of contents linking the reader to each chapter in the book, making it easy to locate the sections of the text that are recommended by the College Board for the AP Spanish Literature and Culture exam. This resource provides students an opportunity to interpret, restate, and react to what is read in the authentic written text. The text can also be used to describe the main ideas and significant details from the story.

   View Standards     Standard(s): [WLAN] WIMP (0-8) 1 :

1) Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

a. Use language to handle tasks related to personal needs.

b. Exchange information about daily activities and personal preferences.

c. Support personal opinions with some details.

d. Exchange information about a topic of special interest to the student.

[WLAN] WIMP (0-8) 2 :

2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Interpret/retell stories or events in one's own words.

b. Identify principal characters and explain main ideas and themes in selected texts.

c. Determine the main idea of a text with unfamiliar vocabulary.

[WLAN] WIMP (0-8) 3 :

3) Present material in oral and written form.

a. Present information on familiar topics using connected sentences.

b. Write short reports about learned or researched topics.

c. Make a presentation about personal and social experiences.

[WLAN] WIHP (0-8) 1 :

1) Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

a. Use language to share events and experiences in various time frames.

b. Synthesize learned material to produce unrehearsed conversations.

c. Use language to complete tasks requiring multiple steps.

d. Narrate a simple story in written or oral form.

e. State a viewpoint on an issue and support opinions.

[WLAN] WIHP (0-8) 2 :

2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Restate information from short texts.

b. Relate main ideas and significant details on unfamiliar topics.

c. Use knowledge acquired in other settings to comprehend texts in the target language.

[WLAN] WIHP (0-8) 3 :

3) Present material in oral and written form.

a. Present information in an organized manner on a variety of topics in various time frames.

b. Write about community topics, entertainment, or social events.

c. Present a viewpoint and support opinions.

[WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL5 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Talk about daily activities and personal preferences in various time frames and moods using varied vocabulary and more complex sentence structure.

b. Complete a task that requires multiple steps.

c. Exchange information about areas of mutual interest.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 3 :

3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

This family and communities thematic lesson examines how technology affects families and communities while focusing on interpretative, presentational, and interpersonal skills at the intermediate, mid to intermediate-high proficiency range. Students will gather information from an authentic text and audio resource, identify main ideas, and infer the meanings of unfamiliar words. Students are guided through a series of interpersonal conversation-based tasks before presenting their findings orally or in writing.