DOCX

ESPAN_OL1_SEMANA_20X

By Tracy Daniels,2014-07-04 08:58
8 views 0
25 MAY 2012 – WHY IS CUBA SIGNIFICANT TO THE AFRO-CARIBBEAN CULTURE? ... DX.1: STUDENTS USE STRUCTURES TO COMMUNICATE DUCTS A CULTURE PRODUCES, THE PRACTICES ...

     Agenda Digital

     29 de mayo del 2012 (martes)

?Diario!: 1.) ?Qué es la santería?, 2.) ?En cual país se practica la santería?, 3.) ?Qué es Yoruba?

    (5 minutos)

    Essential Questions: 1.) Why is Cuba significant to the Afro-Caribbean culture?

Standard(s) from Instructional Guide:

    BX.2: Interpersonal Communication. Students listen, read, view, speak (sign) and write as a real-world shared activity with others.

    DX.1: Students use structures to communicate ducts a culture produces, the practices a culture manifests and the perspectives that underlie them.

    CX.2: Cultural Comparisons. Students demonstrate understanding of the similarities and differences within the target

    culture and among the students’ own cultures.

Student Objective (s): Students will be able to…

    ; SWBAT explore the significance of the Cuban culture and its relation to the Afro-Caribbean culture?

    thUpcoming quizzes and assignments: *Menu project due June 4. th *Book project due June 7. th *Last day to submit LATE assignments will be June 8.

     Agenda Digital

     30 de mayo del 2012 (miércoles)

    ?Diario!: 1.) What type of art (music, murals, poetry, etc) exist in your community? 2.) How is your community represented through art? (5 minutos).

    Essential Questions: 1.) Who is José Martí and why is he significant to Cuban culture?

     2.) What is the theme of “Guantamanera” and why is it significant to Cuban culture?

Standard(s) from Instructional Guide:

    BX.2: Interpersonal Communication. Students listen, read, view, speak (sign) and write as a real-world shared activity

    with others.

DX.1: Students use structures to communicate ducts a culture produces, the practices a culture manifests and the

    perspectives that underlie them.

    CX.2: Cultural Comparisons. Students demonstrate understanding of the similarities and differences within the target

    culture and among the students’ own cultures.

Student Objective (s): Students will be able to…

    ; SWBAT identify José Martí and his contributions to Cuban culture.

    ; SWBAT analyze the themes of love, poverty and patriotism through “Guantanamera.”

    thUpcoming quizzes and assignments: *Menu project due June 4. th *Book project due June 7. th *Last day to submit LATE assignments will be June 8.

     Agenda Digital

     31 de mayo del 2012 (jueves)

?Diario!: Escribe 3 a 4 frases describing the almuerzo ítems for your menú. (10 minutos)

    Essential Questions: 1) How do I describe food items in Spanish through both oral and written communication?

Standard(s) from Instructional Guide:

    BX.2: Interpersonal Communication. Students listen, read, view, speak (sign) and write as a real-world shared activity with others.

DX.1: Students use structures to communicate ducts a culture produces, the practices a culture manifests and the

    perspectives that underlie them.

    CX.2: Cultural Comparisons. Students demonstrate understanding of the similarities and differences within the target

    culture and among the students’ own cultures.

Student Objective (s): Students will be able to…

    ; SWBAT create a digitalized menu in Spanish describing a fictional restaurant.

    ; SWBAT create a digitalized children’s book through the selection of a theme in Spanish.

    thUpcoming quizzes and assignments: *Menu project due June 4. th *Book project due June 7. th *Last day to submit LATE assignments will be June 8.

Report this document

For any questions or suggestions please email
cust-service@docsford.com