Unit Template*Based on the Keys to Planning Language and Level/Grade: Spanish Level 2 Theme/Topic: Enduring Understanding(s): Essential Question(s): Unit Goals: Language and Content Summative Performance Assessments: Approximate Length: Approximate number of minutes weekly: Number of lessons in the unit: Novel: Agentes secretos y el mural de Picasso by Mira Canion History of the Spanish civil war Different ways people have fought back during times of war (throughout Spanishspeaking countries and other countries) Pablo Picasso and his art work (Guernica specifically) What are ways people can stand up for what they believe in? How does art demonstrate an artist and their culture? SWBAT describe a piece of art by using color and shape vocabulary. SWBAT express their opinion of a piece of art using the phrase “pienso que…”. SWBAT demonstrate an understanding of the Spanish civil war and it’s connection to WWII. SWBAT compare and contrast other Spanishspeaking countries and their civil wars. Interpretive Mode: The high school is having their Spring art showcase and some of your friends have different pieces of artwork being displayed. You want to show your support for them by finding their pieces of art, but you aren’t sure who did which piece. You text your friends and use the information they give you about what it looks like to find their work. Interpersonal Mode: You’ve found your friends pieces of art and you want your other friends to see what they are missing out on. You take a quick video with each of the art piece describing what it looks like and what you think of it. (Snapchat videos) Presentational Mode: Students will research and put together a profile on a Spanish-speaking artist and their artwork. They will discuss how the artwork represents the artist and their culture. Standards/Benchmarks to be addressed: ACTFL World-Readiness Standards Communication: Interpersonal: Interpretive: Presentational: Culture: Connections: Comparisons: Communities: Products: artwork Practices: express your thoughts, opinions, and culture with the world Perspectives: Art can be specific to a group of people and is a way of showcasing the culture and opinion of the artist. Products: loss of church’s importance Practices: people may claim to be Catholics (or just Christians), but do not partake in the organized religion Perspectives: The church did not take actions that many believed to be right during times of war. Making Connections: Acquiring Information and Spanish Civil war and Diverse Perspectives: WWII Students will research Pablo Picasso about other artists and their artwork. Language Comparisons: Spain (Spanish, Basque, and Catalan) School and Global Communities: Finding their passions Cultural Comparisons: Artwork Fight for beliefs Lifelong Learning: Students will Common Core: Content-Area Standards (CBI): ISTE Technology Standards: 2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats 2c. Develop cultural understanding and global awareness by engaging with learners of other cultures 3b- Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media Other State Language Standards or Benchmarks: Toolbox Language Functions: Related Content Compatible and Structures/Patterns Content Obligatory Describe artwork ser-physical description Express opinion of artwork Pensar + que = Vocabulary Expansion Tier 1: colors shapes Tier 2: depending on artist, common themes found adjectives to describe artwork Tier 1: Tier 2: Key Learning Activities/Formative Assessments Key Learning How does this Activity/Formative activity support Assessment the unit objectives (language and content)? Reading newspaper articles It helps set the about the bombing of scene for the time Guernica period and why Pablo Picasso painted his mural Reviews of famous art work Students will practice describing artwork and expressing their opinions Research and present on a Students will piece of art that depicts practice describing war. art and it’s background. Museum pamphlet Students will write Mode of Communication: Interpretive Interpersonal Interpersonal Presentational Interpretive in the Titles and Artists of the artwork as they hear their classmates present on them. Resources http://www.thetimes.co.uk/tto/news/ world/europe/article2601941.ece http://www.eyewitnesstohistory.com/ guernica.htm http://www.theguardian.com/media/f rom-the-archiveblog/2011/may/25/newspapersnational-newspapers http://mentalfloss.com/article/63103/ 15-fascinating-facts-about-picassosguernica https://www.oneonta.edu/faculty/far beras/arth/arth200/guernica.html http://www.pbs.org/treasuresofthewo rld/guernica/gmain.html Technology Integration Powerpoint or Google Slides for presentation http://www.museoreinasofia.es/en/ collection/collection-2 - museum tour
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