Student will know… Vocabulary relating to alienation, assimilation, self-esteem, national identity, personal interests and personal beliefs. Who were some heroes and historic figures of the Hispanic world. How the history of a country contributes to the establishment of national identity. What constitutes the definition of success. Verbs and expressions to indicate change. The imperfect subjunctive and sequence of tenses If clauses using subjunctive or the indicative. Students will be able to… Discuss what historic events have been decisive in the formation of our national identity. Discuss the similarities and differences concerning educational beliefs in the United States and Argentina. Resolve personal problems between couples and friends. Identify the characteristics of having good self-esteem and low self-esteem. How their personality has developed and changed over time. Discuss reasons why immigrants come into this country and the obstacles they must overcome. Stage 2—Assessment Evidence Performance Task(s): Research a prominent figure of the Hispanic world and write a paragraph in which they describe this person’s self-esteem, obstacles and successes. Interview an immigrant and find their motives for leaving their country of origin and how their experience was. Present your findings orally to the class. Read “Naranjas” by AngelaMcEwan-Alvarado and reflect on how an education can allow immigrant children to have a better life with more opportunities than their parents. Analyze “La Guernica” by Pablo Picasso and discuss how the painting portrayed the horrors of war. Other Evidence: Take written vocabulary quizzes on related vocabulary. Listen to authentic audio materials similar to those on the new AP Exam. Assess their understanding of grammatical structures, vocabulary, and cultural points by means of written exams. Write an essay of more than 200 words using authentic sources of both printed and audio materials on the topic: Does plastic surgery help to improve self-esteem? Oral presentation: What relevance have historical figures had on the identity or well being of your community? Read authentic passages related to the topic that are similar to those on
culturally appropriate manner. (b) Strategies. These students occasionally use communication strategies, such as circumlocution and paraphrasing. Students at this level of achievement often seek clarification of meaning by asking for repetition. They use context to deduce meaning of unfamiliar words. Students may recognize errors; attempts at correction are only occasionally successful. (c) Opinions. These students state opinions on topics of personal interest, and they understand and respond to questions and statements on familiar topics. (d) Language structures. Their narrations and descriptions are characterized by strings of simple sentences and a few compound sentences, with the most accuracy in the present time and some accuracy in other time frames. (e) Vocabulary. They understand and use vocabulary from familiar thematic word groups, including occasionally some culturally appropriate and idiomatic expressions. (f) Register. Choice of register may be inappropriate for the intended audience, and shifts between formal and informal registers occur. (g) Pronunciation. Their pronunciation and intonation are comprehensible to an audience accustomed to interacting with language learners, yet errors occasionally impede comprehensibility. (h) Cultures, connections, and comparisons. They identify some cultural products or practices of the target culture(s) and may identify a few common perspectives. They identify some geographic, historical, artistic, social, or political features of target culture communities. Achievement Level 2 (a) Interaction. Students at Achievement Level 2 initiate and close conversations on topics of personal interest and maintain them by making basic statements. Comprehension of messages on familiar topics is limited, and they have little ability to interact in a culturally appropriate manner. Their communication often requires intervention from others to attain comprehensibility. (b) Strategies. They may seek clarification by asking for basic information or repetition. They seldom recognize errors, and attempts at self correction usually fail. (c) Opinions. When stating opinions, they are limited to expressing likes and dislikes. (d) Language structures. These students produce simple sentences with some accuracy in the present time. (e) Vocabulary. They understand and use a limited range of vocabulary from familiar thematic word groups, including memorized phrases and a few idiomatic expressions. (f) Register. These students communicate mainly using the familiar register. (g) Pronunciation. Their pronunciation and intonation are mostly comprehensible to an audience accustomed to interacting with