Spanish CpA – La familia real Anchor Standard 1: Communication - Learners communicate effectively in the target language in order to function in a variety of contexts and for multiple purposes.

Benchmark Standard 1.1: Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, received, or viewed on a variety of topics, drawing on a range of diverse texts, including authentic resources.

Benchmark Standard 1.3: Presentational Communication - Learners present information and ideas on a variety of topics adapted to various audiences of listeners, readers or viewers to describe, inform, narrate, explain, or persuade.

Anchor Standard 2: Cultures - Learners use the target language to identify, describe, compare, and explain the practices, products, and perspectives of the cultures studied.

Benchmark Standard 2.1: Relating Cultural Practices and Products to Perspectives - Learners use the target language to identify, describe, and explain the practices and products of the cultures studied as well as the cultural perspectives they reveal.

Objective: Students will learn about the Royal Family of Spain.

Can-Do Statements: I can identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in in conversations.

I can present on very familiar and everyday topics using a mixture of practiced or memorized words, phrases and simple sentences.

Presentación:

1) ¿Qué es una monarquía? Escriban una definición. Puede incluir ejemplos./What is a monarchy? Write a definition. You can include examples of other monarchies in other countries, such as England.

Definición: ____________________________________________________________

Ejemplos: ____________________________________________________________

2) La familia de Sofía - Look at the photograph of Sofia’s family, the royal family of Spain, as they celebrate a special event. It’s the 80th birthday of Queen Sofia. Read Sofia’s description of her family and complete the story with the appropriate forms of the verb tener.

Fuente: https://www.vanitatis.elconfidencial.com/casas-reales/2018-11-02/letizia-infanta-cristina-foto-juntas-cumpleanos-sofia_1639939/

No copyright infringement intended

Me llamo Sofía de Bourbón y Ortiz. Mi cumpleaños es el 29 de abril. Nosotros _______________ muchas fiestas en mi familia. En la foto celebramos un día muy especial. Es el cumpleaños de mi abuela, la reína Sofía. Mi abuela y yo ___________ el mismo nombre. Yo __________ una hermana mayor que se llama Lenor. En esta foto ella tiene doce años. También (yo) ___________ seis primos. Hay dos chicas y cuatro chicos. Victoria Federica que ___________ diecisiete años en esta foto y su hermano Felipe. Ellos son mis primos. Felipe ___________ diecinueve años. Victoria y Felipe son hijos de mis tíos, Elena y Jaime. (Jaime no está en la foto.) Mis tíos Cristina e Iñaki ______________ cuatro hijos: mis primos Juan, Pablo,,Miguel e Irene. En la foto, yo estoy al lado de mi abuelo, el rey Juan Carlos. Mi mamá, la reína Letizia, está a la izquierda de mi papá, el rey Felipe VI.

Práctica:

1) Completen el árbol genealógico de la familia real español desde la perspectiva de la princesa Sofía Escriban la palabra español por cada miembro de la familia. La informacón en la actividad en la sección Presentación les va a ayudar.

Complete the family tree of the royal family of Spain from Princess Sofia’s perspective . Write the Spanish word for each family member. The information in the activity in the Presentación section will help you.

Fuente: https://www.bbc.com/mundo/noticias/2014/06/140603_arbol_genealogico_familia_real_espanola_lav

No copyright infringement intended

2) Seleccionen cuatro miembros de la familia real. Describan la relación entre este miembro de la familia real y la princesa Sofia./Select four family members of the royal family. Describe the relationship between this family member and Princess Sofia.

Modelo: Letizia es la madre de Sofia y Leonor.

Producción:

1) Miren el video sobre la familia real. La familia real

1) Tomen apuntes./Take notes

2) Choose one activity:

A) Escribir: Write an Instagram message to your friend sharing some interesting facts (3 or more) about Princess Sofia. (Por ejemplo, ¿Qué le gusta hacer?)

B) Hablar: Record a message for your friend sharing some interesting facts (3 or more) about Princess Sofia.

Presentación: Seleccionen una actividad del Choice Board.

Writing

Select a visual from this Pinterest board or from a

magazine and write a description or story about

it.

Reading/Writing

Do some research online relating to the Benefits of Being Bilingual. Create your own infographic in

English that summarizes what you learned.

Reading/Writing

Select an infographic about young people in a target language country. Create a Venn Diagram

and compare the information from the

infographic with young people in the U.S.

Writing

Choose one writing prompt from this list: Writing

Prompt. Create a journal entry in the target

language and post it.

Speaking

Choose one debate topic from this list: Debate

Topics , Create a script of your ideas, and record your presentation using your phone. Post your

recording.

(Or present you definition of “un cuerpo saludable” with details.)

Viewing/Writing

Watch a cartoon in the target language from this Pinterest board: Pinterest and create a storyboard

about the episode.

Reading/Writing

Select an article from one of the magazines on this Pinterest board: Pinterest

and create a graphic organizer about the article

and email it to your teacher.

Reading/Speaking

Go to this magazine website and select the

target language from the pulldown menu. Read an article of your choice and

take notes. Record yourself summarizing the

article and post it.

Listening

Go to: Audio Lingua and select a recording in the

target language. Create a list of key words from the

recording and write a short summary of it.

Reading/Writing

Investigate the life and art of a famous artist from the target language culture.

Language Practice

Reading/Writing

Investigate ecotourism in a target language country and create an itinerary for

Create a visual presentation in the target language about the artist.

Have fun practicing your language skills on Digital

Dialects

a future trip. Here are some resources for you.

Interpretive Mode Rubric: A Continuum of Performance*

CRITERIA

Exceeds

Expectations

Meets Expectations

Does Not Meet Expectations

Accomplished Comprehension

Strong Comprehension

Minimal

Comprehension

Limited

Comprehension LITERAL COMPREHENSION

Word Recognition Identifies all key words appropriately within context of the text.

Identifies majority of keywords appropriately within context of the text.

Identifies half of keywords appropriately within the context of the text.

Identifies a few keywords appropriately within the context of the text.

Main idea detection Identifies the complete main idea(s) of the text.

Identifies the key parts of the main idea(s) of the text but misses some elements.

Identifies some part of the main idea(s) of the text.

May identify some ideas from the text but they do not represent the main idea(s).

Supporting detail detection

Identifies all supporting details in the text and accurately provides information from the text to explain these details.

Identifies the majority of supporting details in the text and provides information from the text to explain some of these details.

Identifies some supporting details in the text and may provide limited information from the text to explain these details. Or identifies the majority of supporting details but is unable to provide information from the text to explain these details.

Identifies a few supporting details in the text but may be unable to provide information from the text to explain these details.

INTERPRETIVE COMPREHENSION

Organizational features

Identifies the organizational feature(s) of the text and provides an appropriate rationale.

Identifies the organizational feature(s) of the text; rationale misses some key points.

Identifies in part the organizational feature(s) of the text; rationale may miss some key points. Or identifies the organizational feature(s) but rationale is not provided.

Attempts to identify the organizational feature(s) of the text but is not successful.

Guessing meaning from context

Infers meaning of unfamiliar words and phrases in the text. Inferences are accurate.

Infers meaning of unfamiliar words and phrases in the text. Most of the inferences are plausible although some may not be accurate.

Infers meaning of unfamiliar words and phrases in the text. Most of the inferences are plausible although many are not accurate.

Inferences of meaning of unfamiliar words and phrases are largely inaccurate or lacking.

Inferences (Reading/ listening/viewing between the lines)

Infers and interprets the text’s meaning in a highly plausible manner.

Infers and interprets the text’s meaning in a partially complete and/or partially plausible manner.

Makes a few plausible inferences regarding the text’s meaning.

Inferences and interpretations of the text’s meaning are largely incomplete and/or not plausible.

Author’s perspective Identifies the author's perspective and provides a detailed justification.

Identifies the author's perspective and provides a justification.

Identifies the author's perspective but justification is either inappropriate or incomplete.

Unable to identify the author's perspective.

Cultural perspectives Identifies cultural perspectives/norms accurately. Provides a detailed connection of cultural products/practices to perspectives.

Identifies some cultural perspectives/norms accurately. Connects cultural products/ practices to perspectives.

Identifies some cultural perspectives/norms accurately. Provides a minimal connection of cultural products/ practices to perspectives.

Identification of cultural perspectives/norms is mostly superficial or lacking. And/ or connection of cultural practices/ products to perspectives is superficial or lacking.

Evidence of Strengths:Examples of Where You Could Improve:

Interpretive Mode Rubric: A Continuum of Performance*

CRITERIA

Exceeds

Expectations

Meets Expectations

Does Not Meet Expectations

Accomplished Comprehension

Strong Comprehension

Minimal

Comprehension

Limited

Comprehension LITERAL COMPREHENSION

Word Recognition Identifies all key words appropriately within context of the text.

Identifies majority of keywords appropriately within context of the text.

Identifies half of keywords appropriately within the context of the text.

Identifies a few keywords appropriately within the context of the text.

Main idea detection Identifies the complete main idea(s) of the text.

Identifies the key parts of the main idea(s) of the text but misses some elements.

Identifies some part of the main idea(s) of the text.

May identify some ideas from the text but they do not represent the main idea(s).

Supporting detail detection

Identifies all supporting details in the text and accurately provides information from the text to explain these details.

Identifies the majority of supporting details in the text and provides information from the text to explain some of these details.

Identifies some supporting details in the text and may provide limited information from the text to explain these details. Or identifies the majority of supporting details but is unable to provide information from the text to explain these details.

Identifies a few supporting details in the text but may be unable to provide information from the text to explain these details.

INTERPRETIVE COMPREHENSION

Organizational features

Identifies the organizational feature(s) of the text and provides an appropriate rationale.

Identifies the organizational feature(s) of the text; rationale misses some key points.

Identifies in part the organizational feature(s) of the text; rationale may miss some key points. Or identifies the organizational feature(s) but rationale is not provided.

Attempts to identify the organizational feature(s) of the text but is not successful.

Guessing meaning from context

Infers meaning of unfamiliar words and phrases in the text. Inferences are accurate.

Infers meaning of unfamiliar words and phrases in the text. Most of the inferences are plausible although some may not be accurate.

Infers meaning of unfamiliar words and phrases in the text. Most of the inferences are plausible although many are not accurate.

Inferences of meaning of unfamiliar words and phrases are largely inaccurate or lacking.

Inferences (Reading/ listening/viewing between the lines)

Infers and interprets the text’s meaning in a highly plausible manner.

Infers and interprets the text’s meaning in a partially complete and/or partially plausible manner.

Makes a few plausible inferences regarding the text’s meaning.

Inferences and interpretations of the text’s meaning are largely incomplete and/or not plausible.

Author’s perspective Identifies the author's perspective and provides a detailed justification.

Identifies the author's perspective and provides a justification.

Identifies the author's perspective but justification is either inappropriate or incomplete.

Unable to identify the author's perspective.

Cultural perspectives Identifies cultural perspectives/norms accurately. Provides a detailed connection of cultural products/practices to perspectives.

Identifies some cultural perspectives/norms accurately. Connects cultural products/ practices to perspectives.

Identifies some cultural perspectives/norms accurately. Provides a minimal connection of cultural products/ practices to perspectives.

Identification of cultural perspectives/norms is mostly superficial or lacking. And/ or connection of cultural practices/ products to perspectives is superficial or lacking.

Evidence of Strengths:Examples of Where You Could Improve: