speaking and writing CPAs* *Communicative Performance Assessments Use an illustration of a classroom as a prompt for discussion between two students Write a response to a pen pal’s letter Create and present a slideshow about your school day List all the vocabulary words to describe a situation Write complete sentences to describe students in an imaginary classroom APTHEME : CONTEMPORARY LIFE, FAMILIES AND COMMUNITIES AP Subtheme: Leisure and Sports. Who am I? Recommended pacing: 3 Weeks (Unit 3 Q 1) Virginia State Foreign Language Standards of Learning for Level : S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. S 1.2 Students understand and interpret written and spoken language on a variety of topics. S 1.3 Students present information, concepts, and to an audience of listeners or readers on a variety of topics S 4.1 Students demonstrate understanding of the nature language through comparison between Spanish and English COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) Talk Personality traits Ask and tell what people are like Use adjectives to describe people Understand cultural perspectives on friendship Express how something is done Explain how friendships are formed in Spanish-speaking countries Discuss current Hispanic/American artists in the US Talk about new vocabulary through the recognition of cognates Expressing agreement or disagreement Talk about placement of adjectives & vocabulary through recognition of cognates Explain gender agreement with use of adjectives. Compare the use of possessive adjectives Respond to personal questions. Introduce yourself to others. Identify infinitives. Use positive and negative statements to agree/disagree. Talk about leisure activities. Identify the body parts. Say what hurts. Respond appropriately to questions. Describe yourself and others (family members) using adjectives Identify and apply the correct gender (masculine & feminine) of and adjectives Describe pictures by adjectives.
Talk about preferences concerning foods and beverages Talk about eating habits during different meals Talk about table setting and meal customs in Spanish-speaking cultures Listen to and understand information about food items and restaurants, table settings and meal customs during breakfast, lunch and dinner Read: recipes for meals and beverages in Spanish; information about eating habits during different meals; restaurant menus; fruits and vegetables; a restaurant review Students present the creation of a traditional dish and its history from their assigned Spanish speaking country Explain eating habits Interpret etiquette for summoning a server; typical restaurant offerings Explain the variety of foods that are unique to various Spanish speaking countries and the European and African influence. Students are able to recognize through flavor and taste various foods and their proper usages. Students are able to research a recipe for their assigned Spanish speaking country and present to class Students are able to compare and contrast the various activities done in Spanish speaking countries to their own. Students compare and contrast the various eating habits amongst Spanish speaking countries and the United States. Students are able to order food in Spanish at a Spanish speaking restaurant. Talk about food and discuss what they like and don’t like. Talk what food is healthy and how food tastes. Discuss ways of staying healthy and good eating habits. Conjugate regular –er and –ir verbs (comer, beber, compartir). (No) Me gusta(n), Me encanta(n), ¿Qué prefieres? Prefiero_______. ¡Qué + adj! Para mantener la en el desayuno, en el almuerzo, en la cena USEFUL VOCABULARY
RECYCLED/ONGOING TOPICS/STRUCTURES ¿Dónde está _____? ¿De qué color es__? Mi dormitorio/habitación es___. ¿Qué estás haciendo? “Estar” + present participle. Regular affirmative tú commands (pon & haz), “Tener” que + Infinitive. “Dormir”, “Poder”. RESOURCES/ ACTIVITIES Teachers resources available on LCPS Spanish Teacher Exchange “Moo! Spanish My from Teacher’s Discovery ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate rubrics for speaking and writing CPAs* Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Look online ads for home decorating and furniture items Design a based on a US location vs. a Spanish
Quarter 1 Unit 1: Repaso de Gramática AP THEME: Grammar review to help reinforce all AP Themes and Subthemes Recommended pacing: 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit. Virginia Foreign Language Standards of Learning for Level : S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. S 1.2 Students understand and interpret written and spoken language on a variety of topics. S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics. S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: Maintain a discussion related to basic grammar learned in level I. Discuss and/or debate: level I topics for review. Topics can include but are not limited to restaurant, places in the community, family, celebrations, etc. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio, visual and text related to subjects presented from the previous level. PRESENTATIONAL MODE: • Produce oral and written reports on information about Spanish-speaking countries or previously mentioned topics. CULTURES: • Explore Spanish-speaking cultures and relationships in other countries. CONNECTIONS: • Make connections between the culture of the United States and Spanish-speaking countries. COMPARISONS: • Compare and contrast customs between the United States and Spanish-speaking countries. Talk about: Aforementioned topics Vocabulary: Review level I vocabulary. Grammar: present tense verbs (regular verbs, -ar, -er, tener, hacer, querer, jugar, dormir, preferir, etc. stem-changing verbs present progressive correct word of nouns and adjectives definite articles (el, la, los, las) and indefinite articles (un, una, unos, unas) interrogative words (por qué, cuándo, dónde, etc.) transition words (después, cuando, luego, etc.)
Quarter 1 Unit 2B: Tu Día Escolar, Extracurricular Activities AP THEME: Contemporary Life AP SUBTHEME: Education, Leisure, and Sports Recommended pacing: 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit. Virginia State Foreign Language Standards of Learning for Level : S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. S 1.2 Students understand and interpret written and spoken language on a variety of topics. S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics. S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: Maintain a discussion related to: What you do after school. Express and explain: comparisons between people, things, or activities knowing a person vs. knowing a or information • Express opinions and react to: how long has an activity been going on INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to: School activities, subjects, rules, classroom items and good study habits. PRESENTATIONAL MODE: • Produce oral and written reports on: favorite activities and pastimes CULTURES: • Explore attitudes when reacting to: perspectives on extracurricular activities CONNECTIONS: • Make connections between: Use of social media (e.g., facebook model) to create projects COMPARISONS: • Compare and contrast: the different activities and sports of the US and Spanish speaking countries people and things Talk about extracurricular activities places what people know (facts) or what they know how to do (skills) how long something has been going on Vocabulary extracurricular activities pastimes Grammar making comparisons using tan…como, and tanto(a/s)…como verbs saber, conocer, and ir expression ‘hace + time’ Understand cultural perspectives on extracurricular activities.
Quarter 2 Unit 3A: Un Evento Especial, Daily Routines and Getting Ready for a Special Event AP THEME: Families and Communities AP SUBTHME: Customs and Ceremonies Recommended pacing: 2 Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit. Virginia State Foreign Language Standards of Learning for Level : S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. S 1.2 Students understand and interpret written and spoken language on a variety of topics. S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics. S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE & Skills) INTERPERSONAL MODE: Maintain a discussion related to: Daily routines and preparing for a special event Talk routines Getting ready for a special event INTERPRETIVE MODE: Demonstrates comprehension of content from reading, watching and listening material relating to: daily routines and getting ready for a special events PRESENTATIONAL MODE: • Produce an oral report on: How to prepare for a special event Compare a special event in the US with those in a Spanish-speaking country COMPARISONS: • Compare and contrast: different activities/events of the US and Spanish speaking countries Describe: getting ready for a special event Talk about daily routines Vocabulary daily routines personal daily routine items body events Grammar reflexive verbs verbs ser and estar possessive adjectives (long form)
Quarter 2 Unit 3B USEFUL VOCABULARY RECYCLED/ONGOING TOPICS/STRUCTURES General review: stem changing verbs pensar, querer, preferir; indefinite articles, body parts; adjective/noun agreement New grammar: Demonstrative adjectives; verb quedar to express fit. RESOURCES/ ACTIVITIES Realidades I (Chapter 7A), Realidades II (Chapter 2 A), Selecciones, Spanish television (audio and visual), newspaper advertisements, authentic clothing for comparisons, photos/ slideshow of clothing, fashion magazines, practice workbook parts I & II, audio and video CDs. ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs. Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Design a clothing item or a fashion according to seasons/weather and/or body parts Give a speech on fashion design
Quarter 2 UNIT 4: De Compras, Shopping and Prices AP THEME: Contemporary Life, Global Challenges AP SUBTHEME: Advertising and Marketing, Economic Issues Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit. Virginia State Foreign Language Standards of Learning for Level : S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions S 1.2 Students understand and interpret written and spoken language on a variety of topics S 3.1 Students reinforce and further their knowledge of other disciplines S 5.1 Students use Spanish both within and beyond the school setting COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE & Skills) INTERPERSONAL MODE: • Maintain a discussion related to shopping for clothing, and accessories in the preterite tense. • Discuss and/or debate a variety of stores. • Express opinions and react to store advertisements clothing materials gifts and accessories pricing INTERPRETIVE MODE: • Demonstrate comprehension of content from authentic audio visual texts relating to shopping, clothes, gifts, and accessories in the preterite tense. • Evaluate and interpret authentic store advertisements. PRESENTATIONAL MODE: • Produce an oral or written report on traditional gifts of Spanish-speaking countries. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to to the mall. CULTURES: • Discuss the importance of specialty in countries. • Cross Curricular- Reinforce mathematics skills. • Reinforce knowledge of geography. CONNECTIONS: • Make connections between historical contexts and current attitudes towards fashion and shopping. • Make connections between clothing prices in countries and the U.S. COMPARISONS: • Compare and contrast specialty shops. • Compare and contrast traditional currencies from Spanish speaking countries to the U.S. COMMUNITIES: • Explore local stores that sell products from Spanish-speaking countries in your own community. • Identify Spanish speaking communities and cultural events. Describe Events in the Past Talk Shopping and clothing Gifts and accessories Type of stores Prices Events in the past tense Vocabulary: Shopping Gift and accessories Places to shop Prices/Numbers Grammar: Preterite for regular verbs, and –car/-gar/-zar endings Direct object pronouns Demonstrative adjectives Using adjectives as nouns Understand cultural perspectives on gift-giving and shopping in Spanish-speaking countries. Spanish- Spanish-
• Produce an oral or written report on: your best trip or vacation Quarter 3 Unit 5B USEFUL VOCABULARY RECYCLED/ONGOING TOPICS/STRUCTURES Continued use of the regular preterite, and the irregular preterite of the “ir/ser” New grammar: The personal ‘a’, the irregular preterite of the verb ver RESOURCES/ ACTIVITIES Realidades I (Chapter 8A), Realidades II (Chapter Para Empezar), Realidades II (Chapter 3A), Spanish television programs/movie on different vacation destinations, authentic brochures and pamphlets from tourist spots, travel magazines Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task
What you were like as a and what you used to do The imperfect tense of regular verbs: jugar, hacer, vivir The imperfect tense of irregular verbs ir, ver, and ser Quarter 4 Unit 7A USEFUL VOCABULARY RECYCLED/ONGOING TOPICS/STRUCTURES New grammar: Imperfect tense of regular verbs (jugar, hacer, vivir); Imperfect vs. Perfect Preterite; Imperfect tense of irregular verbs ir, ser, ver RESOURCES/ ACTIVITIES RealidadesII (Chapter 4A), Selecciones, Spanish television (audio and visual), newspaper articles, newspaper advertisements, toys, pictures, home videos, storybooks ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Interpret other students’ pictures of their childhood Write a simple storybook (fictional or personal) to share Create a home video or slideshow
RECYCLED/ONGOING TOPICS/STRUCTURES Imperfect reflexives, “-ito” and “-isimo”, adjective/noun agreement (review). Present and preterite tense (review) RESOURCES/ ACTIVITIES Realidades II (Chapter 4B), family trees, magazines, menus, cookbooks, advertisements, product labels, plastic foods or pictures of foods, , , , , ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Dramatizations WebQuest about a Hispanic holiday, present and do a mock celebration Celebrate as a a special Hispanic holiday Select a Hispanic celebration and present to the class Create a scrapbook/family photo album and illustrate pictures of family members celebrating a special holiday
AP THEME: Families and Communities AP SUBTHEME: Family Structures, Friendship and Love Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit. Virginia Foreign Language Standards of Learning for Level: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources. •SIV.5 The student will present in Spanish student-created and culturally authentic essays, poetry, plays, and/or stories. •SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community. •SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: • Maintain a discussion related to some type of conflict. • Discuss and/or debate the benefits/challenges of types of family structures. • Express and explain how to deal with a conflict. • Express opinions and react to how people have dealt with conflict. INTERPRETIVE MODE: CULTURES: • Explore attitudes when reacting to conflicts/relationships. CONNECTIONS: • Make connections between conflicts and relationships. COMPARISONS: • Compare and contrast conflicts between friends and conflicts between family members. COMMUNITIES: • Explore conflicts and relationships. Subjunctive Nosotros Commands Por/para Relationship/Conflict vocabulary Present Perfect
AP THEME: Contemporary Life AP SUBTHEME: Professions/Education Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit. Virginia State Foreign Language Standards of Learning for Level: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.5 The student will present in Spanish student-created and culturally authentic essays, poetry, plays, and/or stories. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish and content studied in other subject areas. •SIV.8 The student will discuss in Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community. •SIV.9 The student will expand understanding of the English language through and analysis of increasingly complex elements of the Spanish language. •SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: • Maintain a discussion related to some type of job you like in the future. • Discuss and/or debate the benefits/challenges of different types of jobs. • Express and explain how to deal applying for a job. CULTURES: • Explore attitudes when reacting to types of available jobs. CONNECTIONS: COMPARISONS: • Compare and contrast available jobs or volunteer opportunities in your community and why you not like to do them. COMMUNITIES: • Explore jobs and volunteer opportunities. Subjunctive Future Conditional Perfect tenses Demonstrative pronouns
Create a pretend job fair in the classroom. AP THEME: Personal and Public Identities AP SUBTHEME: Beliefs and Values, Multiculturalism Recommended pacing: 4 Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit. Virginia State Foreign Language Standards of Learning for Level: •SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will comprehend spoken and written Spanish in a variety of authentic sources. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community. •SIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the Spanish language. •SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: • Maintain a discussion related to the role of student government in a high school. • Discuss and/or debate the rights/responsibilities of students in a high school. • Express and explain how students can make changes through student government. • Express opinions and to the role of student government in a high school. INTERPRETIVE MODE: CULTURES: • Explore attitudes when reacting to student government and student rights and responsibilities. CONNECTIONS: • Make connections between student government and student rights and responsibilities. COMPARISONS: • Compare and contrast student government and student rights and responsibilities in U.S. and Spanish-speaking countries. COMMUNITIES: • Explore student government and student rights and responsibilities of the Present/Imperfect Subjunctive Conditional Commands
• Demonstrates comprehension of content from authentic audio visual texts relating to student government and student rights and responsibilities. • Evaluates and interprets written and materials related to student government and student rights and responsibilities. PRESENTATIONAL MODE: • Produce oral and written reports on student government and student rights and responsibilities. • Produce an activity showing understanding of student government and student rights and responsibilities. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related student government and student rights and responsibilities. USEFUL VOCABULARY asegurar, el desempleo, el punto de vista, deber, la felicidad, la razón, funcionar, la igualdad, la tolerancia, sufrir, la justicia, ambos, tratar bien/mal, la libertad, libre, votar, la paz, la desigualdad, la pobreza, discriminar, el estado, el pensamiento, el apoyo, la garantía, la prensa, el castigo, la injusticia, mundial RECYCLED/ONGOING TOPICS/STRUCTURES present subjunctive with impersonal expressions, commands RESOURCES/ ACTIVITIES Realidades 3-chapter 10, newsinslowspanish.com, washingtonhispanic.com, tiempolatino.com, song: "Justicia, Tierra y Libertad" by Maná, Mock Trial, movie: "Casi Casi", list of cohesive devices for writing, book: "Vida y Muerte en la Mara Salvatrucha." Selections from Conversación y Controversia: "La pena capital...muerte" p. 141, "La popularidad" p. 32, Aventuras Literarias "Mi Raza" p. 136. Teachers resources available on LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing. Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Read an election speech and listen to a related listening and answer questions related to both. Simulated conversation – interview between old student government president and candidate for student government president. Class election – students must present why their candidate is the best for the position of president (persuade others).
AP THEME : Science and Technology AP SUBTHEME : New Social impact of technology ¿Cómo afecta la tecnología la vida cotidiana ? Recommended pacing: 3-4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit. National Foreign Language Standards of Learning for Level AP: COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. COMMUNICATION -Interpersonal -Interpretive -Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills) INTERPERSONAL MODE: • Maintain a discussion related to technological discoveries and inventions. • Discuss and/or debate technological ethical questions. • Express and explain the meaning of intellectual property. CULTURES: • Explore attitudes when reacting to the use of technology in schools. COMPARISONS: • Compare and contrast the use of technology among generations. See vocabulary and grammar topics for the unit. Additional resources are available on VISION.