Español Santillana-Spanish Works! Sampler by aqcreativelab

Spanish Works! Makes cross-curricular connections

Supports Texas Endorsement Areas

Enhances and enriches the EspaĂąol Santillana experience

Builds college and career readiness

See the Spanish language and Hispanic cultures at work in your community and across the curriculum!

Provides opportunities for Integrated Performance Assessment

Includes 160 tasks aligned to the EspaĂąol Santillana program covering Communication, Cultures, Comparisons, Connections, Communities, and a Final Reflection, plus evaluation rubrics and suggestions for implementation! Take your Spanish instruction to the next level as students see their language and cultural skills employed in their Endorsement Area of choice!

Spanish Works!

Welcome to This resource helps students build valuable Spanish communication skills while drawing connections with their future area of interest, in a way that is meaningful and instantly applicable. Not only will students be able to enhance their high school Endorsement Area with bilingual content, but they will be even more prepared for college and careers as bilingual and global citizens. Blackline Masters can be used for independent study, individual portfolio development, differentiated instruction, or whole-group practice and enrichment. Topics ranging from nutrition to music, civil engineering to human resources … and all while developing Spanish language proficiency and cultural competence!

Important Features of Spanish Works! • Enriches the contents of Español Santillana • Incorporates 5Cs of Language Learning • Aligned to TEKS for LOTE • Modules progress through hierarchy of thinking skills • Based on Endorsement Areas identified by Texas HB5

The basics Four Units (Unidades) reflecting the four major Endorsement Areas for Texas high school students.

PUBLIC S ERVICE

Unit Overview

& Essential Q

uestions

Essential Que

stion

Level 1

Alignment to

Español San tillana Nutrition & Well-being Español Santilla na level 1: Uni t 4: Foods & stores, At the beverages, Foo table, Describ d ing food

Semester 1 What factors influence diet , and how does diet influence hea lth?

Health Science

Semester 2

Health Clinic & Hospital Español Santilla na level 1: Uni t 5: Body par Symptoms & ts, Personal hyg Illnesses, Bas ic remedies, iene, 6: Hobbies, Fre Healthy hab e time, Sports its; Unit

How do people wit outside my com hin and munity care their health? for Level 2

Each Unit contains four levels (niveles), each exploring different aspects of the Endorsement Area and aligned with Español Santillana’s levels.

Semester 1 How do we stay safe in our homes?

Public Safety

Semester 2

Español Santilla na and planes, The level 2: Unit 6: Trips and excurs car; Unit 8: Geo Nature & env graphy, Countri ions, Trains ironment es, Weather,

Semester 1

Serving the Community Español Santilla na Invitations, Pho level 3: Unit 1: Family rela tionships; Uni ne calls; Uni t 3: Clothing, Household cho t 2: Describing obj res; Unit 4: Foo ects, office ds, Healthy hab its, The doctor’ s

How can I ben efit my community?

Government & Public

Administrat

Semester 2

ion

Each Level contains two modules, aligned to either the first or second semester (semestre) of Español Santillana, and each providing in-depth understanding of one specific topic related to the field of study.

Careers in Civ il Service Español Santilla na and technology level 3: Unit 5: Jobs and professions, , Volunteering Work Unit 8: Histori and commu nity cal figures, eve government, nts, civilization service; Society s, Politics and

How do people participate in government and civil serv ice? Level 4

Semester 1

Educating Our Youth Español Santilla na level 4: Uni t 3: School, Wo professions rk

How do hum

ans learn?

Education & Training

Semester 2 What factors affect what we in school and learn how we lear n it?

and

Education Pol

icy & Laws

Español Santilla na Social and env level 4: Unit 5: Politics and ironmental pro government, blems

146

PUBLIC S ERVICE

NI VE L 1: HE AL TH SC IE NC E Sem estre 1: Nutrition

Proyecto

Each module contains 5 tasks (proyectos), which can be used independently or in sequence, and which incorporate communication, culture, comparisons, connections, communities, and a final reflection, related to the topic at hand.

Vocabulario sobre la nut rición Review and interpret the food guide, the examples of n complete a foods for eac chart h group.

Paso 3 Presen tacion

Culturas & com

paraciones

Paso 3 Presen tacion

Conexiones

Una dieta esp ecial Work with a small group to identify a special diet. conditi

Paso 1 Interpe rsonal

on that require sa Research info rmation abo ut the conditi requirements on and the diet for people wit ary h that conditi on. Prepare a digi tal or print pre sentation wit the condition h basic informa and its dietary tion about requirements . La nutrición en mi comuni dad Interview a Spa nish speaker with food, diet in the commu nity who hel , or nutrition. ps people

Paso 2 Interpre tativo Paso 3 Presen tacional Proyecto

Comunidad es Paso 1a Interpe rsonal

Paso 1b Interpe rsonal

Alternatively, volunteer at least three hou food bank or rs soup kitchen , preferably one at a community community. that serves a Hispanic Prepare a rad io public serv ice announcem present it to the class. ent for the com munity and

Paso 2 Presen tacional Proyecto

Reflexión fina

Paso 1 Interpre tativo

ail from a pen

-pal in Chile

and take not es. Respond to the e-mail in wri ting other four task s in this modul , reflecting on the experie nce of the e.

lic Ser vice • Nive

Un correo

Read an e-m

Paso 2 Presen tacion Unidad 3: Pub

with Read a text abo ut the food gro information ups and nut with a Venn rition, and syn diagram. thesize the Track diet for 7 days in a foo d journal, and glossary wit h new vocabu develop a per lary. sonalized Almuerzos hispanos Read two tex ts about sch ool lunches questions abo in various cou ut the readin ntries. Answer gs. Create an onl ine poll about peers’ lunch habits and opi nions. Create a pre sentation com paring the hab in Spanish-sp its and nutritio eaking countri n of students es and home country.

Paso 1 Interpre tativo Paso 2 Interpe rsonal

Proyecto

lic Ser vice

NIV EL 1 • SE ME ST RE 1

Comunicación

Paso 2 Interpre tativo

Proyecto

Unidad 3 Pub

What factors influence diet, and how does diet influence healt h?

& Well-being

Paso 1 Interpre tativo

l 1 • Semestr

e1 149

Public Safety

Safe Travels

How do we trav el safely? Level 3

Safety in the Home Español Santilla na level 2: Uni t 2: The house, & objects in the home, Elec Furniture trical applian neighborhood ces, The —Places and services; Uni t 4: In the kitc hen

Health Science Students will understand that… • Healthy diet ary practices promote life-lon well-being. g good healt • Different cultures hav e different nut practices. ritional and dieta • Healthcare can encompas s traditional modern ones. remedies as well • Communiti es can and well-being. provide services to care for members’

Students will understand that… • There are several around the hom measures we can take to stay safe in an e. • Different cultures imp lement differen t public safety • Several pra pract ctices are fun damental in traveling in any staying safe country. while • Community organizations help citizens travel safely. here and abr oad to Government & Pub

lic Adminis

Students will

tration

understand

that… • A variety of community and governme the public. nt organizati ons serve • Careers in government and civil serv communities ice help make function effe ctively.

Education & Students will

understand

Training

that… • Both local and internation al school sys ways to facilita tems are stru te their studen ctured in ts’ learning. • People lear n in differen t ways. • Culture, gov ernment, and a variety of oth environmenta er social and l factors affe ct what and how students learn.

Implementation Suggestions

As part of your EspaĂąol Santillana instruction:

Additional practice or assessment opportunities

As practice Since Spanish Works! is designed to complement and enhance EspaĂąol Santillana, any of the individual tasks can be used as additional practice or enrichment to supplement the activities in the Student Book and ancillaries. As Assessment The tasks and modules can also be used in performance-based assessments such as IPAs. You can assign one individual task to be a summative assessment, or use some or all of a module together as a cumulative assessment for a unit of study. Evaluation rubrics applicable to all modes of communication are available at the end of this book.

EspaĂąol Santillana, Student Book, Level 1

Spanish Works!, Level 1, Semester 1 4

PUblIC SErvICE

Safe Travels Proyecto Paso 1

To differentiate instruction in your classroom:

Tailored options among areas Paso 2 of interest or ability level Paso 3 Proyecto

By Endorsement Area Students in the same Spanish class can all complete modules that correspond to their Endorsement Area of choice, allowing for a proficiency-based approach to progressing in Spanish while accommodating different areas of future interest and specialization. By Proficiency Level Alternatively, teachers can offer or assign students different tasks within any given module, allowing for varying student proficiency levels; the beginning tasks in each unit are more centered on language development and enrichment, while the final tasks are focused on authentic implementation of the target PUblIC SErvICE language in a variety of real-life contexts.

Paso 1 Paso 2 Paso 3 Proyecto Paso 1 Paso 2 Paso 3 Proyecto Paso 1

NIvel 2 โ ข SemeStRe 2

Paso 2a

Safe Travels

Paso 2b

Proyecto Proyecto

Proyecto

Paso 2 Paso 3 Proyecto 1, Comunicaciรณn, focuses on language Proyecto development and communication related to the Pasotopic. 1 Paso 2 5

Paso 3 Proyecto

Proyecto 5, Reflexiรณn final, incorporates synthesis of language and culture with the specific topic, employing higher-order thinking skills.

For individual student enrichment:

To build student portfolios or facilitate independent study

As bilingualism becomes ever more important in all fields of study, some students may want or need to create a portfolio showing their progress towards bilingual proficiency. Students can complete tasks or modules and compile the finished products over the course of a semester, year, or several years, in order to strengthen their academic portfolio, gain credit for independent academic work, earn community service hours, or discover and work toward future college and career paths.

S !

Component Contents

4 6 10

lIfe

ment

hoods

13 21 29

Public SErvicE

Unit Overview

145

NIvel 1: HealTH ScIeNce Semestre 1: Nutrition & Well-being Semestre 2: Health clinic & Hospital

149 157

NIvel 2: pUblIc SafeTy Semestre 1: Safety in the Home Semestre 2: Safe Travels

165 173

NIvel 3: gOverNmeNT & pUblIc 7 admINISTraTION Semestre 1: Serving the community Semestre 2: careers in civil Service

181 189

SEE INSIDE

Teks for loTe leVel I Teks (c) knowledge and skills. as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; (B) identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; (C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and (D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.

(A) ask and respond to questions about everyday life in spoken and written conversation; (B) express and exchange personal opinions or preferences in spoken and written conversation; (C) ask and tell others what they need to, should, or must do in spoken and written conversation; (D) articulate requests, offer alternatives, or develop simple plans in spoken and written conversation; (e) participate in spoken conversation using culturally appropriate expressions, register, and gestures; and (F) participate in written conversation using culturally appropriate expressions, register, and style.

(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: (A) state and support an opinion or preference orally and in writing; and (B) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences.

(2) Interpretive communication: reading and listening. The student comprehends sentencelength information from culturally authentic print, digital, audio, and audiovisual materials

6 8 ES_TX_SW_Front Matter_v4.indd 6-7

leVel II Teks

(c) knowledge and skills. (1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: (A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; (B) identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials; (C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and (D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.

(A) ask and respond to questions about everyday life with simple elaboration in spoken and written conversation; (B) express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation; (C) ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation; (D) articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation; (e) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and (F) interact and react in writing using culturally appropriate expressions, register, and style.

(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: (A) express and support an opinion or preference orally and in writing with supporting statements; and (B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.

(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual

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leVel III Teks (c) knowledge and skills. (1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of short statements, sentences, and strings of sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: (A) ask and respond to questions about and beyond the scope of everyday life with simple elaboration in spoken and written conversation; (B) express and exchange personal opinions, preferences, and recommendations with supporting statements in spoken and written conversation; (C) ask and tell others what they need to, should, and must do with supporting reasons in spoken and written conversation; (D) articulate requests, offer suggestions, and develop plans with supporting statements in spoken and written conversation; (e) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and (F) interact and react in writing using culturally appropriate expressions, register, and style. (2) Interpretive communication: reading and listening. The student comprehends connected statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within contextualized situations 8 10 ES_TX_SW_Front Matter_v4.indd 8-9

and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: (A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts; (B) paraphrase the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials; (C) infer meaning of unfamiliar words or phrases in contextualized texts, audio, and audiovisual materials; and (D) compare and contrast cultural practices from authentic print, digital, audio, and audiovisual materials. (3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases, sentences, and strings of sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: (A) express and defend an opinion or preference orally and in writing with supporting statements and with recommendations; (B) narrate situations and events orally and in writing using connected sentences with details and elaboration; and (C) inform others orally and in writing about a variety of topics using connected sentences with details and elaboration.

leVel IV Teks (c) knowledge and skills. appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of sentences and connected discourse with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

(A) analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts; (B) paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials; (C) infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials; and (D) compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials.

(A) ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation; (B) ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details; (C) express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation; (D) ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation; (e) articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation; (F) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and (G) interact and react in writing using culturally appropriate expressions, register, and style.

(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of sentences and connected discourse with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: (A) express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations; (B) narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration; and (C) inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration.

(2) Interpretive communication: reading and listening. The student comprehends connected statements from culturally authentic print, digital, audio, and audiovisual materials as

9 11 27/06/16 3:03 p.m.

About Endorsements Students are able to earn one or more endorsements as part of their graduation requirements.

What is an Endorsement? According to TEA, “endorsements consist of a related series of courses that are grouped together by interest or skill set. They provide students with in-depth knowledge of a subject area,” helping prepare students for college and careers in an area of interest to them.

When do students choose an Endorsement? Students choose an endorsement area in the ninth grade. Districts and charters are not required to offer all endorsements, but if only one endorsement is offered, it must be multidisciplinary studies (courses selected from the curriculum of each Endorsement Area).

The Five endorsement Areas

Science, Technology, Engineering and Mathematics (STEM) • Career and Technical Education (CTE) courses related to STEM • Computer Science • Mathematics • Science • Combination of no more than two of the categories listed above

Business and Industry (one of the following or a combination of areas) • Agriculture • Food and Natural Resources • Architecture and Construction • Arts • Hospitality and Tourism • Technology and Communications • Audio/Video • Information Technology • Business Management and Administration • Finance • Manufacturing • Transportation or Distribution and Logistics • Marketing • Technology Applications • English electives in public speaking, debate, advanced broadcast journalism, advanced journalism including newspaper and yearbook

Public Service (one of the following) • Human Services • Health Science • Education and Training • Law

• Public Safety • Government and Public Administration • Corrections and Security • Junior Reserve Officer Training Corps (JROTC)

Arts and Humanities (one of the following) • 2 levels each in two languages other than English (LOTE) • Social Studies • 4 levels in the same LOTE • American Sign Language (ASL) • Courses from one or two areas (music, theater, art, dance) in fine arts • English electives not included in Business and Industry

Multi-Disciplinary Studies (one of the following) • 4 advanced courses from other endorsement areas • 4 credits in each foundation subject area, including English IV and chemistry and/or physics • 4 credits in Advanced Placement, International Baccalaureate, or dual credit selected from English, mathematics, science, social studies, economics, LOTE or fine arts

(Source: Texas Education Agency Graduation Toolkit)

10 12 ES TX Spanish Works U3.indd 144-145

3 UN

IDAD

Public Service

Endorsement Area #3 Public service is a broad area of study that encompasses a wide range of specialties and possible career paths. Careers in the public service sector involve serving the public in a variety of ways, from childcare to restaurant management. Some of the fastest-growing occupations are in the field of public service, which includes courses directly related to: • Health sciences and occupations • Education and training • Law and law enforcement • Culinary arts and hospitality • Criminal justice, corrections, and security • Public safety • Government and public administration • Junior Reserve Officers Training Corps (JROTC)

Endorsement Area Overview Throughout the eight Public Service modules, students will complete tasks designed to give them an opportunity to expand on vocabulary and structures while exploring contentarea terminology related to various fields within the Public Service realm: Health Science, Public Safety, Government & Public Administration, and Education & Training. Students extend their knowledge of public service issues and apply their understanding about the modern world and cultural influences on behaviors, products, and practices in order to promote positive personal and community behaviors.

Possible Public Service Careers: Arson Investigator Clinical Psychologist College Academic Advisor Coroner Cosmetologist Court Clerk Crime Scene Technician Cruise Director Detective Dietitian/Nutritionist Educator Elementary School Teacher FBI Agent Fingerprint Expert Firefighter Food Broker Health Teacher Interpreter and Translator Judge Lawyer Legal Secretary Marriage & Family Therapist Mental Health Counselor Military Officer Paramedic Park Warden Parole Officer Police Officer Private Investigator Restaurant Manager Social Worker Special Education Teacher

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PUbLIC SERvICE

Unit Overview & Essential Questions essential Question Level 1

Alignment to Español Santillana

Semester 1

Nutrition & Well-being

What factors influence diet, and how does diet influence health? Health

Semester 2

Español Santillana level 1: Unit 4: Foods & beverages, Food stores, At the table, Describing food Health Clinic & Hospital

Science How do people within and outside my community care for their health? Level 2

Semester 1

Español Santillana level 2: Unit 2: The house, Furniture & objects in the home, Electrical appliances, The neighborhood—Places and services; Unit 4: In the kitchen

Semester 2

Safe Travels Español Santillana level 2: Unit 6: Trips and excursions, Trains and planes, The car; Unit 8: Geography, Countries, Weather, Nature & environment

How do we travel safely?

Level 3

Semester 1

Español Santillana level 3: Unit 1: Family relationships; Unit 2: Invitations, Phone calls; Unit 3: Clothing, Describing objects, Household chores; Unit 4: Foods, Healthy habits, The doctor’s office

Government & Semester 2

Careers in Civil Service

Administration How do people participate in government and civil service?

Level 4

Semester 1

Training

Español Santillana level 3: Unit 5: Jobs and professions, Work and technology, Volunteering and community service; Unit 8: Historical figures, events, civilizations, Politics and government, Society

Español Santillana level 4: Unit 3: School, Work and professions

Semester 2

Education Policy & Laws

• Co an

Stud

• Th ar

• Di

• Se tra

• Co tra

Stud

• A th

• Ca co

Stud

• Bo wa

• Pe What factors affect what we learn in school and how we learn it?

146

Español Santillana level 4: Unit 5: Politics and government, Social and environmental problems

Unidad 3: Public Service 14

ES TX Spanish Works U3.indd 146-147

• He m

Educating Our Youth

How do humans learn? Education &

• Di pr

Serving the Community

How can I benefit my community?

Public

• He we

Safety in the Home

How do we stay safe in our homes? Public Safety

Español Santillana level 1: Unit 5: Body parts, Personal hygiene, Symptoms & Illnesses, Basic remedies, Healthy habits; Unit 6: Hobbies, Free time, Sports

Stud

• Cu en

iene, nit

ains her,

nit 2: cts, ctor’s

ork

21st Century Skills for Spanish Students: Public Service

enduring understandings Health Science

In this unit, students will develop 21st Century Skills in Spanish with relation to the field of Public Service by doing the following:

Students will understand that… • Healthy dietary practices promote life-long good health and well-being.

life and career Skills

• Different cultures have different nutritional and dietary practices.

Students will:

• Healthcare can encompass traditional remedies as well as modern ones.

Flexibility and Adaptability

• Communities can provide services to care for members’ health and well-being.

• Adapt tasks to suit the needs of the individual, school, or community.

Public Safety

• Engage in conversation in Spanish with a variety of interlocutors.

Students will understand that… • There are several measures we can take to stay safe in and around the home.

Initiative and Self-Direction

• Different cultures implement different public safety practices. • Several practices are fundamental in staying safe while traveling in any country.

• Develop the task(s) to maximum potential autonomously.

• Community organizations help citizens here and abroad to travel safely.

• Work effectively alone and/or in a small group.

Government & Public Administration

Social and Cross-Cultural Skills • Communicate in Spanish with classmates and/or heritage speakers.

Students will understand that… • A variety of community and government organizations serve the public.

• Explore cultural differences through exchanges with native speakers and the use of online tools.

• Careers in government and civil service help make communities function effectively.

Productivity and Accountability • Complete and self-direct the task(s).

Education & Training Students will understand that…

Leadership and Responsibility

• Both local and international school systems are structured in ways that facilitate student learning.

• Synthesize key information from previous steps and tasks.

• People learn in different ways. • Culture, government, and a variety of other social and environmental factors affect what and how students learn.

(Continued on next page.)

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PUbLIC SERvICE

information, Media, and Technology Skills

Collaboration • Interview classmates to gather data about eating patterns.

Students will:

• Brainstorm in a small group.

Communication

• Discuss community healthcare.

• Research and compare nutritional practices across cultures.

• Interview classmates about household safety practices.

• Research and present information about health conditions.

• Brainstorm in a small group. • Discuss community safety measures.

• Interact with Spanish-speaking community members.

Critical Thinking and Problem Solving • Create an online poll to ascertain nutritional practices among peers.

• Read and respond to an e-mail. • Learn and post about wellness and medical checkups.

• Devise solutions for helping community members stay healthy.

• Create and discuss a brochure about healthcare in the community.

• Prepare a home safety plan. • Brainstorm safety measures for travelers.

• Present a personalized safety plan. • Research neighborhood safety and propose new measures.

Creativity and Innovation • Create radio PSAs about nutrition and well-being, and household safety.

• Participate with community organizations.

• Create a poster and infographic about healthcare needs and services.

• Research and present about travel practices in other cultures.

• Research and/or devise ways to make a home safer.

• Research, discuss, and present information about community or government organizations.

Information Literacy • Access and explore sources about issues related to public service.

• Conduct and publish an interview. • Learn and teach about how governments serve the public.

• Interpret Spanish-language sources to glean information, despite limited fluency.

• Create informative material for Spanish-speaking community members.

Media Literacy

• Conduct a questionnaire about peers’ learning styles.

• Use digital images and video to create a product.

• Research and discuss local and international school systems.

• Communicate information to community members.

• Write a letter to a local or national leader.

Technology Literacy • Use online resources to research as well as craft presentational media.

• Tutor an elementary school student.

148

Unidad 3: Public Service 16

ES TX Spanish Works U3.indd 148-149

PUbLIC SERvICE

N Ivel 1 : Hea ltH S c I eN ce

What factors influence diet, and how does diet influence health?

Semestre 1: Nutrition & Well-being

Proyecto

N Iv el 1 • S e m e S tRe 1

Comunicación

Vocabulario sobre la nutrición

Paso 1 Interpretativo

Review and interpret the food guide, then complete a chart with examples of foods for each group.

Paso 2 Interpretativo

Read a text about the food groups and nutrition, and synthesize the information with a Venn diagram.

Paso 3 Presentacional

Track diet for 7 days in a food journal, and develop a personalized glossary with new vocabulary.

Culturas y comparaciones

Almuerzos hispanos

Paso 1 Interpretativo

Read two texts about school lunches in various countries. Answer questions about the readings.

Paso 2 Interpersonal

Create an online poll about peers’ lunch habits and opinions.

Paso 3 Presentacional

Create a presentation comparing the habits and nutrition of students in Spanish-speaking countries and home country.

Conexiones

Una dieta especial

Paso 1 Interpersonal

Work with a small group to identify a condition that requires a special diet.

Paso 2 Interpretativo

Research information about the condition and the dietary requirements for people with that condition.

Paso 3 Presentacional

Prepare a digital or print presentation with basic information about the condition and its dietary requirements.

Comunidades

La nutrición en mi comunidad

Paso 1a Interpersonal

Interview a Spanish speaker in the community who helps people with food, diet, or nutrition.

Paso 1b Interpersonal

Alternatively, volunteer at least three hours at a community food bank or soup kitchen, preferably one that serves a Hispanic community.

Paso 2 Presentacional

Prepare a radio public service announcement for the community and present it to the class.

Reflexión final

Un correo

Paso 1 Interpretativo

Read an e-mail from a pen-pal in Chile and take notes.

Paso 2 Presentacional

Respond to the e-mail in writing, reflecting on the experience of the other four tasks in this module.

149

Unidad 3: Public Service • Nivel 1 • Semestre 1 17

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Proyecto 1 Comunicación

Fecha: Nombre:

vocabulario sobre la nutrición TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 2A, 2b, 2C; 3b

Paso 1

Grupos alimenticios

El plato de alimentación

las frutas los granos los lácteos la proteína las verduras

Completa. Complete the steps. 1. D raw the recommended portion sizes and label the food groups. You can find more information about MiPlato online. 2. Add three examples for each food group. You can use foods you already know or look for new vocabulary. 3. Complete the sentences below, using this graphic and the vocabulary in the list.

Componentes el azúcar el colesterol la fibra la grasa

Consideraciones

MiPlato

la caloría la cantidad la fuerza la nutrición la porción

Acciones almorzar (o > ue) añadir cenar desayunar eliminar levantarse merendar (e > ie) reducir

(Fuente: USDA Center for Nutrition Policy and Promotion)

Cualidades

Según MiPlato, …

Center for Nutrition Policy and Promotion

1. … es importante 2. …

. son saludables.

3. … no se debe comer muchos(as) . 4. …

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balanceado(a) demasiado(a) frito(a) nutritivo(a) saludable suficiente

Paso 2

Lectura

Lee. Read the infographic about nutrition. No debemos abusar de las grasas. Sobre todo, conviene evitar las de origen animal.

Los alimentos que contienen hidratos de carbono nos dan energía. Es mejor tomarlos integrales y no se debe abusar de los dulces ni de los pasteles.

Las proteínas son necesarias para crecer. No hemos de abusar de las carnes rojas, como la ternera o el cerdo, ni de los embutidos. Son más saludables la carne de ave y el pescado.

Las frutas y las verduras son muy saludables. Aportan vitaminas, minerales y fibra. Las hemos de tomar a diario.

La leche y los productos lácteos aportan proteínas y calcio. Es mejor no abusar del queso.

Completa. Complete a Venn diagram comparing and contrasting the two readings and your own diet. Lecturas

Paso 3

Mi dieta

Un día de alimentación

Escribe. For one week, keep a food journal in Spanish, documenting the foods and drinks you consume. Look up any unknown vocabulary in a Spanish-English dictionary and compile a glossary of all new food vocabulary you learned. Keep this journal and glossary for future use. Ejemplo: Día 1, lunes Comida

Alimento

Grupo

desayuno

cereales

granos

leche

lácteos

fresas

frutas

Unidad 3: Public Service • Nivel 1 • Semestre 1 • Proyecto 1

Glosario la fresa strawberry ...

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Proyecto 2 Culturas y comparaciones

Fecha: Nombre:

Almuerzos hispanos TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 1A, 1b; 2A, 2C, 2D; 3A, 3b

Paso 1

Lectura

Lee y contesta. Read the two texts, then answer the questions. Texto #1: el almuerzo hispano • Argentina - La mayoría de los estudiantes va a casa para comer. Ellos tienen la opción de asistir a la escuela cuatro horas por la mañana o cuatro horas por la tarde y comen en casa. Llevan meriendas a la escuela. • Ecuador - La mayoría lleva su almuerzo a la escuela. Es un sándwich, jugo, yogur y fruta. • Costa Rica - Los estudiantes tienen dos horas de descanso y van a casa para comer. • España - Muchos alumnos almuerzan en la cafetería escolar. El almuerzo consiste en una sopa, como el gazpacho, pescado con arroz integral, verduras, pan y una naranja. • México - Los alumnos compran sus almuerzos a un vendedor ambulante o van a casa a comer. Tienen dos horas de descanso. • Perú - La mayoría de los estudiantes va a casa después de las clases para comer con su familia o pasa por un vendedor ambulante para comprar comida.

Texto #2: la comida rápida Lee la nota cultural, La comida rápida, en el libro del alumno (nivel 1, página 217).

1. Menciona dos cosas en común entre el almuerzo de los estudiantes en México y en Perú.

2. En tu opinión, ¿es buena idea almorzar en casa durante el día escolar? ¿Por qué? 3. En tu opinión, ¿cuáles países tienen hábitos de almuerzo más saludables? ¿Y menos? ¿Por qué?

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Paso 2

Una encuesta

Pregunta y analiza. Create an online poll about students’ lunchtime habits at your school. Follow the guide below. • Include at least 5 questions. Modelo: ¿Compras el almuerzo en la cafetería de la escuela o lo traes de casa? ¿Compras meriendas en la escuela o las traes de casa? • Use a poll- or survey-creating website, such as PollEverywhere. • Get answers from at least 10 classmates. • Analyze the answers. Plan your questions. Use the examples above to help you.

Escribe. Write a short summary of the results of your poll. En mi escuela,

Paso 3

estudiantes compran…

Una comparación

Escribe y presenta. Using your findings from the previous two steps, compare lunchtime habits in your community with those in Spanish-speaking countries. Consider nutrition, time of day, and any other aspects you find important. • Present your comparison in an oral presentation with visuals. • In your conclusion, be sure to include recommendations based on your observations and healthy food choices. • You can use a graphic organizer to plan your presentation. Diferencias

Diferencias Semejanzas

Conclusiones

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Proyecto 3 Conexiones

Fecha: Nombre:

Una dieta especial TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 1b, 1E; 2A, 2b, 2C; 3b

Paso 1

Una lluvia de ideas

Habla y escribe. In a small group, talk in Spanish about health conditions or lifestyles that require a special diet. Choose one and write what you already know about it. Condición: Conocimiento previo:

Paso 2

Investiga la condición

Investiga. Using sources in Spanish, research the special diet required by the condition you’ve chosen. List your sources below.

Escribe. Complete the table to organize some basic information about the condition. Pregunta

Información clave

¿Cómo es la condición? ¿Qué se puede comer? ¿Por qué? ¿Qué no se puede comer? ¿Por qué? Vocabulario importante

Paso 3

Crea la presentación

Escribe y presenta. Based on what you learned, create a digital or print presentation with basic information about the condition and its dietary requirements. Present or post your findings for your classmates.

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Proyecto 4 Comunidades

Fecha: Nombre:

La nutrición en mi comunidad TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 1A, 1C, 1E; 3A, 3b

Paso 1

Muchas preguntas

Habla y contesta. Choose one of the community experiences. Then summarize the experience in complete sentences in Spanish. Opción 1:

Opción 2:

Interview a Spanish-speaker in the community who helps people with food, diet, or nutrition (social worker, doctor, parent, nutritionist, etc.). Prepare your questions ahead of time based on the organizer below.

Volunteer at least three hours at a community food bank or soup kitchen, preferably one that serves a Hispanic community. Consider the organizer below as you participate.

Un resumen de mi experiencia: En mi comunidad,

Es importante

Necesitamos

Paso 2

Ayudando a mi comunidad

Escribe y presenta. Based on your experience, prepare a radio public service announcement for the Spanish-speaking community and present it to the class. • Begin by identifying the audience you are trying to reach and the main message you want to communicate. • Be sure to consider cultural factors when planning your announcement. Audiencia: Mensaje principal: Detalles para incluir:

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Proyecto 5 Reflexión final

Fecha: Nombre:

Un correo TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 1A, 1D, 1F; 2A, 2b, 2C; 3A, 3b

Paso 1

Un correo chileno

Lee y escribe. Your Chilean pen-pal has written you this e-mail. Read it and compile a list of questions you will need to answer, as well as key vocabulary that you will need.

De: Paula Para: Fecha: viernes, 20 de febrero de 2015 - 16:24 Asunto: ¿Comes como yo?

¡Hola, amigo! Estoy haciendo un proyecto sobre las dietas del mundo hispano y la de los Estados Unidos. Pero yo no conozco la comida de otros países. Me interesa saber si todos los países hispanos tienen comida parecida. ¿Qué sabes sobre la comida en los países hispanohablantes? ¿La dieta de todos es igual? A mí me interesa mucho la salud y la nutrición. Pienso ser nutricionista algún día. ¿Te interesa estudiar la nutrición? ¿Cuáles son algunas profesiones que tienen que ver con la comida, la dieta y la nutrición? ¿Piensas estudiar una de esas profesiones? Finalmente, yo sé que muchos chilenos no tienen hábitos buenos de alimentación. Pienso ayudarlos. ¿Cómo piensas ayudar a mejorar la nutrición en tu comunidad?

Paso 2

Preguntas para contestar

Vocabulario clave

¿Cómo es la comida en los países hispanos?

el/la nutricionista

Una reflexión sobre la nutrición

Piensa y escribe. Using some of the questions you identified, answer your pen-pal’s e-mail. Revise and proofread your work (or ask a partner to revise it), then rewrite your e-mail to incorporate corrections.

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PUbLIC SERvICE

N Ivel 1 : Hea ltH S c I e N ce

Semestre 2: The Medical Clinic and Hospital Proyecto

Proyecto

N Iv el 1 • S e m e S tRe 2

How do people within and outside my community care for their health?

Comunicación

En la consulta médica

Paso 1 Interpretativo

Read some information and statistics about wellness checkups and answer true/false questions.

Paso 2 Interpretativo

List questions a health practitioner would ask during a wellness checkup. Exchange the questions with a classmate and answer them based on information from Paso 1.

Paso 3 Presentacional

Create a social media post about the importance of annual wellness checkups.

Culturas y comparaciones

Remedios tradicionales

Paso 1 Interpretativo

Read a description of traditional remedies from the Hispanic world and answer comprehension questions.

Paso 2 Interpersonal

Research what healthcare providers in the U.S. usually recommend for the ailments from Paso 1.

Paso 3 Presentacional

Create an infographic comparing the remedies from Paso 1 with the medical recommendations from Paso 2. Ask classmates for their opinion about each approach.

Conexiones

Una condición de salud

Paso 1 Interpersonal

Talk about health conditions to discover prior knowledge and select one for further study.

Paso 2 Interpretativo

Research the selected health condition.

Paso 3 Presentacional

Create a short oral presentation (with visuals, if possible) to inform peers about the selected health condition.

Comunidades

Asistencia médica en mi comunidad

Paso 1a Interpersonal

Research community health organizations, in particular those dedicated to Spanish speakers. Interview at least one person connected to one of the organizations.

Paso 1b Interpersonal

Alternatively, volunteer at least three hours with a community healthcare organization, preferably one that serves a Hispanic community.

Paso 2 Presentacional

Create a poster for the Spanish-language community listing some preventive health services available in the community.

Reflexión final

Una lista de consejos

Paso 1 Presentacional

Create an informative brochure with recommendations for a healthy lifestyle and information for healthcare services in your community.

Paso 2 Interpersonal

In a small group, talk about the recommendations and services, and offer solutions for both individuals and the community.

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Proyecto 1 Comunicación

Fecha: Nombre:

En la consulta médica TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 1A, 1C; 2A, 2b, 2C, 2D; 3A

Paso 1 El chequeo médico anual

Nuestro cuerpo

Lee y elige. Read the information about wellness checkups and some behaviors common among adolescents. el chequeo médico Los chequeos médicos generalmente incluyen un examen y/o preguntas sobre: • la actividad física

• los hábitos alimenticios

• las alergias

• los hábitos de higiene personal

• la audición y la visión • los comportamientos (usar casco, etc.)

• el historial de vacunas

• la presión sanguínea

• las enfermedades crónicas, como la diabetes o el asma

• los medicamentos

• El 52,7 % no está físicamente activo al menos 60 minutos diarios durante cinco días a la semana. • El 61,9 % no desayuna los 7 días de la semana. • El 68,3 % no duerme 8 o más horas diarias. • El 87,9 % casi nunca usa un casco al montar en bicicleta. • El 89,9 % no usa protector solar con frecuencia. (Fuente: Youth Risk Behavior Surveillance System, Centers for Disease Control and Prevention)

Escribe. Decide whether each statement is true (cierto) or false (falso).

1. En un chequeo, el médico puede preguntar: “¿Con qué frecuencia te cepillas los dientes?”

2. En un chequeo, el médico examina los oídos, pero no los ojos.

3. Según la encuesta, solo una minoría de adolescentes descansa poco.

la alergia el asma (f.) la diabetes la infección la insolación la quemadura

el antibiótico la pomada el protector solar el tratamiento

Procedimientos el análisis el chequeo médico el historial la presión sanguínea las vacunas

Acciones aplicar estar activo mejorar picar (me pica/n) sufrir tratar

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Enfermedades y condiciones

Medicamentos y remedios

Hábitos de los adolescentes

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la audición el corazón la frente la piel la visión

Paso 2 La entrevista médica Escribe. Based on the information you learned from Paso 1, write five questions a health practitioner would ask during a wellness checkup.

REC RDA Para preguntar:

1. ¿Haces

¿Cómo? ¿Cuándo? ¿Cuánto? ¿Dónde? ¿Qué? ¿Por qué?

ejercicio? ¿Cuántos minutos diarios?

2. 3. 4. 5.

Habla y escribe. Exchange your questions with a classmate and answer each other’s questions based on the information in “Hábitos de los adolescentes” (Paso 1) and what you know about other adolescents. Then, write the doctor’s most likely recommendation for each answer. Respuesta 1. Sí.

Recomendación del médico

Hago ejercicio 30 min. todos los días.

1. Tienes que estar activo al menos una hora diaria.

Paso 3

Un mensaje en los medios sociales

Escribe. Create a social media post about the importance of annual wellness checkups. Use vocabulary from this lesson.

Status

Photo / Video

For an effective message: • consider your audience and the goal of your message. • get the reader’s attention with an engaging headline. • be succinct (2–3 lines) but provide reasons.

Unidad 3: Public Service • Nivel 1 • Semestre 2 • Proyecto 1

Friends

Post

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Proyecto 2 Culturas y comparaciones

Fecha: Nombre:

Remedios tradicionales TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 1b, 1C; 2A, 2C, 2D; 3A, 3b

Paso 1

Unos remedios tradicionales

Lee y contesta. Read the text and answer the questions in complete sentences.

remedios tradicionales del mundo hispano Para el acné • Haz una crema de avena y póntela en la cara. • Lávate la cara con agua de rosas y jugo de limón.

Para las alergias • Toma té de vinagre. • Toma dos cucharadas de miel todos los días.

Para el dolor de cabeza • Ponte una cáscara de banana o sandía en la frente. • Toma dos cucharadas de aceite de oliva.

Para la insolación • Ponte jugo de aloe vera en la piel. • Aplícate jugo de papa cruda.

1. ¿En qué remedios hay que poner algo en la piel? ¿En cuáles hay que tomar algo?

2. Menciona una cosa en común y una diferencia entre los remedios para las alergias y para el dolor de cabeza. 3. En tu opinión, ¿qué remedios parecen más efectivos? ¿Por qué?

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Paso 2

Una investigación

Investiga. Research what healthcare professionals in the U.S. usually recommend for the ailments listed in Paso 1. Complete the table with the information. Problema

Recomendación médica

• poner una pomada de antibiótico

el acné

• • • • • • •

Contesta. Answer the following questions based on the information you researched. 1. ¿En qué casos los médicos recomiendan medicamentos?

2. ¿Hay casos en que no son necesarios los medicamentos? ¿Cuáles?

Paso 3

Una comparación

Escribe y presenta. Create and present an infographic comparing the traditional remedies from Paso 1 with the recommendations from Paso 2. Remedios tradicionales

Medicina convencional

Habla. Ask your classmates which solutions they think would be most effective.

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Proyecto 3 Conexiones

Fecha: Nombre:

Una condición de salud TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 1b, 1C, 1E; 2A, 2b, 2C; 3b

Paso 1

Piensa en una condición de salud

Habla y escribe. In a small group, talk in Spanish about illnesses or health issues of interest to you. Choose one and write what you already know about it. Condición de salud: Conocimiento previo:

Paso 2

Investiga la condición

Investiga. Using sources in Spanish, research the symptoms, possible causes, and treatment for the health issue you have chosen. List your sources below.

Escribe. Complete the table to organize some basic information about the health issue. Información básica Explicación sencilla de la condición: Síntomas principales: Posibles causas: Tratamiento: Vocabulario importante:

Paso 3

Crea la presentación

Escribe y presenta. Based on what you learned in your research, create a digital or print presentation with basic information about the condition. Include some recommendations for someone with this condition.

• Hay que…

162

• Tienes que…

• Come

y…

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Proyecto 4 Comunidades

Fecha: Nombre:

Asistencia médica en mi comunidad TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 1A, 1C, 1E; 2A, 2C, 2D; 3A, 3b

Paso 1

Los centros de salud en mi comunidad

Habla y contesta. Choose one of the community experiences. Then summarize the experience in complete sentences in Spanish. Opción 1:

Opción 2:

Research community health organizations, in particular those dedicated to Spanish speakers. Interview at least one person connected to one of the organizations. Prepare your questions ahead of time based on the organizer below.

Volunteer at least three hours with a community organization that addresses people’s healthcare needs, preferably one that serves a Hispanic community. Consider the organizer below as you participate.

Un resumen de mi experiencia o investigación: En mi comunidad,

Es importante

Necesitamos

Paso 2 Información útil para mi comunidad Escribe y presenta. Based on your experience above, create a poster for the Spanishlanguage community listing some preventive health services available in the community. • Begin by identifying the audience you are trying to reach and the main message you want to communicate. Then list the information you plan to include. • Be sure to consider cultural factors when planning your poster. • Organize your poster carefully so that it can be understood at a glance.

Audiencia:

Mensaje principal:

Información que voy a incluir:

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Proyecto 5 Reflexión final

Fecha: Nombre:

Una lista de consejos TEKS §114.39. Level I, Novice Mid to Novice High Proficiency (c) Knowledge and skills 1A, 1b, 1C, 1D, 1F; 2A, 2b, 2C; 3A, 3b

Paso 1

Un folleto informativo

Piensa y escribe. Create a two-page informative brochure with recommendations for a healthy lifestyle and information for healthcare services in your community in case of illness or injury. Complete the graphic organizer to help you plan your brochure. ¿Quién?

¿Cuál?

¿Qué?

¿Para quién es mi folleto?

¿Cuál es el propósito de mi folleto?

¿Qué información hay que incluir?

¿Por qué?

¿Dónde?

¿Cómo?

¿Por qué es importante la información?

¿Dónde puedo encontrar la información?

¿Cómo hago atractivo mi folleto?

Paso 2

¡Tengo una idea!

Habla. In a small group, talk in Spanish about the recommendations in your brochure and ask your partners for other ideas for a healthy lifestyle. Otras recomendaciones para un estilo de vida saludable:

• Es

bueno beber mucha agua.

• •

Para expresar opinión: Pienso que… + verbo Es bueno + infinitivo Es mejor + infinitivo Me gusta esa idea. Me parece una buena idea.

Piensa y habla. With your partners, think of ways in which the healthcare services in your community could be improved. • Pienso Ideas para mejorar los servicios de salud:

que necesitamos más clínicas.

• •

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PUbLIC SERvICE

N Ivel 2: P ub l Ic S a fety Semestre 1: Safety in the Home

Proyecto

N Ive l 2 • S e m e S tRe 1

How do we stay safe in our homes?

Comunicación

La seguridad en la casa

Paso 1 Interpretativo

Read a list of key home fire safety tips and identify and evaluate home fire hazards.

Paso 2 Interpersonal

Create a home fire safety checklist and have a classmate complete it. Analyze the results and then present and offer recommendations to the classmate.

Paso 3 Presentacional

Prepare a home fire escape plan for the classmate from Paso 2 and present it to him/her.

Culturas y comparaciones

La seguridad en los barrios

Paso 1 Interpretativo

Read a text about some public safety measures taken in three Latin American cities. Answer questions about the reading.

Paso 2 Interpersonal

Research what is being done in your community to ensure public safety. Compare and contrast with other cities.

Paso 3 Presentacional

Create a flyer to organize a neighborhood watch meeting in your community.

Conexiones

La seguridad en el diseño

Paso 1 Interpersonal

In a small group, identify five common home accidents, their causes, and areas of the house where they happen.

Paso 2 Interpretativo

Research design ideas that integrate safety into the design and take notes.

Paso 3 Presentacional

Prepare a multimedia presentation with design tips to make homes safer. Include examples of good designs.

Comunidades

Casas seguras, barrios seguros

Paso 1a Interpersonal

Interview a professional who works in public safety (police, firefighter, etc.).

Paso 1b Interpersonal

Alternatively, identify and research an organization that promotes public safety in and around the home.

Paso 2 Presentacional

Using information gained in Paso 1, prepare a safety handout and present it to the class.

Reflexión final

Un anuncio de servicio público

Paso 1 Interpersonal

Talk with a partner about the most important aspects of household safety for both local and international communities.

Paso 2 Presentacional

Create a public safety announcement in Spanish about one aspect of safety in the home.

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Proyecto 1 Comunicación

Fecha: Nombre:

La seguridad en la casa TEKS §114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1A, 1C, 1D; 2A, 2b, 2C; 3A, 3b

Paso 1

Prevención de incendios

Lee algunas medidas de seguridad en la casa. Medidas de seguridad en la cocina Esté atento a la hora de freír. Permanezca en la cocina cuando fría, use la parrilla o exponga algo a fuego directo. Medidas de seguridad respecto a electrodomésticos Los electrodomésticos, tanto grandes como pequeños, se deben enchufar directamente a las tomas de corriente. Chimeneas, calefactores, zócalos radiantes, etc. A 1 metro del fuego. Los muebles, las cortinas, las toallas de cocina y cualquier otro objeto que pueda incendiarse debe estar a por lo menos 1 metro de distancia de cualquier fuente de calor. Detectores de humo • Cambie las baterías del detector de humo una vez al año, a menos que tenga baterías de larga vida. • Reemplace los detectores de humo cada diez años. • Pruebe si los detectores de humo funcionan una vez al mes. Si no andan correctamente, asegúrese de reemplazarlos por otros nuevos en caso de emergencia. (Fuente: American Red Cross)

Evalúa. En tu opinión, marca del 1 al 4 el riesgo de incendio. Escala: 1 = riesgo muy bajo 4 = riesgo muy alto

la estufa

la cama

la plancha

la chimenea

el televisor

el microondas

el teléfono celular 166

el cable la caída el detector de humo el enchufe / la toma de corriente la evacuación el fuego el incendio la prevención el simulacro

La seguridad en los barrios la alarma la denuncia la iluminación el monitoreo la organización vecinal el robo el vandalismo la vigilancia

Acciones avisar enchufar evacuar funcionar incendiarse patrullar prevenir (e > ie) probar (o > ue) reemplazar resbalarse verificar vigilar

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La seguridad en la casa

Paso 2

Una lista de verificación

Lee y escribe. Lee la lista de verificación y escribe seis preguntas sobre la prevención de incendios. 1. ¿Tienes...

2. ¿Están...

3. 4. 5. 6.

Habla y escribe. Hazle las preguntas a tu compañero(a) y anota sus respuestas. Escribe tres recomendaciones de cosas que puede mejorar. •

Separa los muebles de las fuentes de calor.

• •

Lista de verificación para prevenir incendios y estar preparado(a) þ detectores de humo que funcionan þ muebles y accesorios que pueden incendiarse a 3 pies (1 metro) de las fuentes de calor þ electrodomésticos seguros y enchufados correctamente þ cables eléctricos en buenas condiciones þ permanecer en la cocina al cocinar þ un plan de evacuación en caso de incendio

•

Paso 3

Un plan de evacuación

Escribe un plan de evacuación para tu compañero(a) del Paso 2 en caso de incendio en su casa. Busca información sobre planes de evacuación en páginas web del gobierno (por ejemplo: la Cruz Roja Americana). Usa la información del Paso 2, lo que sabes sobre los incendios en la casa y la información que encontraste. Presenta el plan a tu compañero(a). • Abre…

Plan para evacuar de la casa en caso de incendio

• Por lo menos dos veces al año, practique su plan de evacuación para incendios junto con la totalidad de los miembros de su familia. • ¡La práctica hace al maestro! Después de cada simulacro de incendio, indique el tiempo que tardaron en evacuar.

• Sal… • No bloquees… • Llama a…

(Fuente: American Red Cross)

• No entres a… • Practica…

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Proyecto 2 Culturas y comparaciones

Fecha: Nombre:

La seguridad en los barrios TEKS §114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1b, 1C, 1D; 2A, 2b, 2C, 2D; 3A, 3b

Paso 1

Medidas de seguridad

Lee el texto sobre algunas de las medidas de seguridad de tres ciudades de Hispanoamérica. Santiago (Chile) • Funcionarios especializados vigilan: – el estado de las aceras – el estado de la iluminación – el estado de los semáforos • Estos funcionarios también avisan a la policía si ven actividades ilegales. • La ciudad tiene un servicio de vigilancia en los parques principales y en la universidad. • Hay oficinas de seguridad e información por toda la ciudad. Estas oficinas están abiertas las 24 horas.

Provincia de Buenos Aires (Argentina)

Guayaquil (Ecuador)

• Hay un sistema de monitoreo con cámaras de video en lugares como plazas, bancos, centros comerciales, calles céntricas, semáforos, etc. Las cámaras tienen un sistema de alarma. • Hay carteles que indican las zonas que están vigiladas por cámaras. • La policía patrulla los barrios y hace tareas de prevención. • Se ofrece capacitación al personal de seguridad.

• Hay 805 cámaras de video en puntos estratégicos de la ciudad. • Las cámaras se monitorean las 24 horas. • Las personas pueden poner una denuncia en línea. • Hay un número de teléfono único para llamadas de emergencia. Las llamadas se contestan en menos de 3 segundos. • Los vehículos de la policía y de los bomberos están equipados con sistema GPS.

Contesta estas preguntas. 1. Compara las medidas de seguridad de Santiago y de Guayaquil.

2. ¿Qué medidas te parecen más invasivas de la privacidad? ¿Por qué? 3. ¿Qué medidas te parecen más efectivas? ¿Y cuáles son menos efectivas? ¿Por qué?

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Paso 2

Una comparación

Habla con un(a) compañero(a) sobre las medidas de seguridad que hay en tu comunidad. En mi comunidad

Compara las medidas de seguridad de tu comunidad con las medidas de las ciudades del Paso 1. Diferencias

Diferencias Semejanzas

Paso 3

Una organización vecinal

Escribe una lista de los pasos necesarios para crear una organización vecinal en tu comunidad. Usa algunas de las preguntas siguientes como guía. • ¿Qué problemas de seguridad tenemos (o podemos tener en el futuro) en nuestra comunidad?

• ¿Cómo puede ayudar una organización vecinal? • ¿Cómo puedo motivar a mis vecinos a participar? • ¿Qué organismos públicos (policía, bomberos, etc.) pueden ayudarnos?

VECINOS DEL SECTOR

¡ATENCIÓN! Nueva asamblea autoconvocada por seguridad Nos reuniremos en el centro comunitario San Antonio martes 7 de marzo 19:00 horas

Crea un volante y preséntalo. En tu volante recuerda: • explicar brevemente el problema. • transmitir que todos los vecinos deben participar en la solución. • dar los detallas de la reunión. Unidad 3: Public Service • Nivel 2 • Semestre 1 • Proyecto 2

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Proyecto 3 Conexiones

Fecha: Nombre:

La seguridad en el diseño TEKS §114.39. 114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1A, 1C, 1E; 2C, 2D; 3A, 3b

Paso 1

Accidentes comunes en la casa

Habla con tus compañeros(as). En grupos, comenten cinco accidentes comunes en la casa, sus causas y los lugares más frecuentes donde ocurren. Tipo de accidente

caídas

Causa(s)

Lugares más frecuentes

agua, aceite u otras sustancias en el suelo el baño y también la cocina

Paso 2 Una casa bien diseñada Investiga cambios en el diseño o decoración de la casa para prevenir algunos de los accidentes del Paso 1 y toma notas. Puedes enfocarte en una zona de la casa (el baño, la terraza, etc.). Si no sabes alguna palabra, búscala en el diccionario y crea un glosario. Ideas para prevenir accidentes en

Glosario la agarradera la ventilación

grab bar vent

Escribe una lista de recomendaciones.

Paso 3

Crea la presentación

Prepara una presentación con la información del Paso 2. Incluye imágenes de diseños.

Para un n baño seguro: ro:

Para una presentación efectiva:

• Instala agarraderas para entrar o salir de la bañera.

• organiza bien tus ideas.

• Instala enchufes especiales en el baño.

• usa un formato atractivo. • habla claro y mira al público. 170

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Proyecto 4 Comunidades

Fecha: Nombre:

Casas seguras, barrios seguros TEKS §114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1A, 1C, 1E; 3A, 3b

Paso 1

Profesionales de la seguridad

Habla y resume. Escoge una de las siguientes experiencias comunitarias. Luego resume la experiencia. Opción 1:

Opción 2:

Entrevista a un funcionario de la seguridad ciudadana, como policía, bombero, etc. Prepara tu entrevista con antelación. Usa el siguiente diagrama como guía para tus preguntas.

Identifica y busca información sobre una organización que se dedica a promover la seguridad, como Safe Kids Worldwide o U.S. Fire Administration. Usa el siguiente diagrama como guía para organizar la información.

Un resumen: • Las áreas de seguridad que necesitan más atención son

• En este momento se está haciendo lo siguiente:

• Para mejorar la seguridad debemos

Paso 2 Un folleto muy útil Escribe y presenta. Usa la información del Paso 1 para crear un folleto con medidas de seguridad y recomendaciones que debemos seguir. Presenta tu folleto a la clase. Completa la siguiente información y úsala como ayuda para organizar tu folleto. Audiencia: Objetivo: Información a incluir:

Llamado a la acción:

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Proyecto 5 Reflexión final

Fecha: Nombre:

Un anuncio de servicio público TEKS §114.39. 114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1b, 1C, 1D, 1E; 3b

Paso 1

Aspectos importantes de seguridad

Habla con un(a) compañero(a) y comenten los aspectos más importantes de la seguridad en la casa. Tomen en cuenta la información de los Proyectos 1 a 4 y usen el siguiente diagrama como guía para hablar. Problema:

Causa:

Prevención:

Paso 2

Crea el anuncio

Escribe y presenta. Escoge uno de los aspectos de seguridad en la casa del Paso 1 y crea un anuncio de servicio público para la radio en español. Presenta el anuncio a la clase. En tu anuncio: • ten presente el propósito y la audiencia. • sé claro y directo. • presenta algunos datos para aumentar la relevancia del anuncio. • no excedas el límite de 60 segundos. • ten en cuenta aspectos culturales de la comunidad hispana.

Autoevaluación. Lee las rúbricas de evaluación. Piensa cómo puedes mejorar tu anuncio. Para mejorar mi anuncio:

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PUbLIC SERvICE

N Ivel 2: P ub l Ic S a fety Semestre 2: Safe Travels

Proyecto

N Ive l 2 • S e m e S tRe 2

How do we travel safely?

Comunicación

Viajes al exterior

Paso 1 Interpretativo

Read a list of security tips for passengers traveling out of Benito Juárez Airport in Mexico City and think of some of the consequences of not heeding this advice.

Paso 2 Interpretativo

Research security tips at an American airport and develop a list combining the most useful tips.

Paso 3 Presentacional

Present the list in small groups and create a poster.

Culturas y comparaciones

Seguridad en la carretera

Paso 1 Interpretativo

Read some information about road trips and driving habits in Spain, and complete a table.

Paso 2 Interpersonal

Create a poll about driving habits on road trips.

Paso 3 Presentacional

Compare and contrast Spaniards’ and students’ driving habits, and present the information in a graphic organizer.

Conexiones

Emergencias en los viajes

Paso 1 Interpretativo

Look at a headline about how a volcano has affected travel and read a tweet from a stranded traveler. Research some weather conditions and natural disasters that can affect travel.

Paso 2 Interpersonal

With a classmate, brainstorm safety measures for travelers.

Paso 3 Presentacional

Organize an emergency preparedness session for future travelers.

Comunidades

La seguridad es lo primero

Paso 1 Interpretativo

Identify and research an organization that promotes teenage road safety.

Paso 2a Interpersonal

Volunteer with a public safety organization or campaign, especially in a Spanish-speaking area of the community.

Paso 2b Interpersonal

Alternatively, access Spanish-language road safety materials and share the information in your community.

Paso 3 Presentacional

Summarize the experience and share the information and materials with classmates.

Reflexión final

Una guía para visitantes

Paso 1 Interpersonal

Read some tips on traveling safely in Bogotá.

Paso 2 Presentacional

Create a brochure for Spanish-speaking visitors with information about safety and travel to your city.

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Proyecto 1 Comunicación

Fecha: Nombre:

viajes al exterior TEKS §114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1b, 1C; 2A, 2b, 2D; 3A, 3b

Seguridad en el aeropuerto

Paso 1

Lee el gráfico sobre algunos de los objetos prohibidos en el Aeropuerto Internacional Benito Juárez de Ciudad de México.

ARTíCULoS PROHIbIDOS

ARMAS DE FUEGO aun siendo de juguete

EN EqUiPAjE DE mANo

LíQUIDOS en cantidades mayores a 100 ml

100 ml 3.4 oz TODO TIPO DE HERRAMIENTAS como: martillos, desarmadores, pinzas, etcétera bEbIDAS ALCOHóLICAS como: vinos y licores, cervezas, tequilas

ENCENDEDORES COMUNES y DE ANTORCHA

ObjETOS PUNzANTES, PUNzOCORTANTES, CONTUNDENTES y CORTOCONTUNDENTES

En el aeropuerto el abordaje el aerosol el arma de fuego (f.) el encendedor el explosivo la herramienta el objeto punzante

En la carretera el aparcamiento la caravana / el embotellamiento el desplazamiento la distracción el pinchazo el trayecto

Emergencias la ceniza la evacuación la inundación el refugio la visibilidad

Acciones (Fuente: Aeropuerto Internacional de la Ciudad de México)

Analiza Elige cuatro objetos y analiza las consecuencias de no seguir las normas de seguridad. ¿Qué podemos concluir? Si alguien aborda el avión con…

abordar cancelar descuidar distraer orientarse pinchar recorrer

1. … un arma de fuego, puede

Descripciones

afectado(a) contundente cortante inflamable

3. 4. En conclusión

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Paso 2

Al abordar un avión

Investiga. Busca información sobre las normas de seguridad para abordar un avión en los principales aeropuertos de tu país. Haz una lista de algunos objetos permitidos y otros prohibidos. PERMITIDO

PROHIBIDO

Escribe también algunos consejos que dan los aeropuertos para facilitar el abordaje. • Colocar

todos los líquidos en una bolsa transparente.

• • • • •

Paso 3

PROHIbIDO

Un póster

Habla con un(a) compañero(a) y presenta la información que tienes del Paso 2. Entre los dos, elijan las normas de seguridad más importantes y los consejos más útiles. Armas de fuego Objetos punzantes

Crea un póster con la información. Para un póster efectivo:

PARA FACILITAR EL AbORDAjE:

• ten presente la audiencia. • ten claro el propósito. • cuida la organización. • usa imágenes y elementos gráficos.

Presenta el póster a la clase.

Coloque las monedas en la bandeja.

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Proyecto 2 Culturas y comparaciones

Fecha: Nombre:

Seguridad en la carretera TEKS §114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1A, 1b, 1F; 2A, 2C, 2D; 3A, 3b

Paso 1 Vacaciones en España Lee el texto y analiza el gráfico sobre los hábitos de los españoles en sus vacaciones en coche.

(Fuente: http://www.coches.net)

Completa la tabla con los porcentajes. En el caso de tus compañeros, escribe los porcentajes que crees. En el Paso 2 vas a ver si estabas en lo correcto. Los españoles

Mis compañeros(as)

Utilizan el GPS para orientarse Viajan con su familia Les molesta no encontrar aparcamiento Saben cambiar una rueda

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Paso 2

Una encuesta sobre viajes en coche • Uso del GPS, mapas, etc.

Pregunta. Haz una encuesta en línea sobre los hábitos de viaje en coche de tus compañeros(as) y familias. En el recuadro tienes algunas ideas de preguntas.

• Uso del coche para viajes de vacaciones. • Uso de las áreas de servicio y opinión sobre ellas.

Para una encuesta efectiva: • vuelve a leer el texto del Paso 1. • ten claro el propósito de tu encuesta. • planifica cuidadosamente tus preguntas. • utiliza un sitio web de encuestas, como PollEverywhere.

• consigue respuestas de al menos 12 personas.

Analiza las respuestas y crea un gráfico, como por ejemplo:

• Saber cambiar una rueda y resolver otras emergencias en la carretera. • Personas con las que van de vacaciones. • Método de entretenimiento mientras manejan. • Molestias más frecuentes en el viaje (el embotellamiento, la gente que no respeta las señales de tráfico, etc.).

Viajan con la familia Escuchan música mientras manejan Saben cambiar una rueda Usan el GPS para orientarse 0

Paso 3

Una comparación

Compara los hábitos de viaje en coche de los españoles y los de tus compañeros(as). organiza la información en un gráfico. Como conclusión, incluye recomendaciones para un viaje por carretera seguro. Presenta la información. Diferencias

Diferencias Semejanzas

Conclusiones

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Proyecto 3 Conexiones

Fecha: Nombre:

Emergencias en los viajes TEKS §114.39. 114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1A, 1C, 1D; 2A, 2C; 3b

Paso 1

Un volcán

Lee el titular y el tuit que escribe una persona afectada por el volcán. Trotamundos7780 @Trotamundos7780

¡Visibilidad cero! Estoy en el aeropuerto. Vuelos cancelados, pasajeros furiosos. ¡Caos total! (Fuente: El País)

1:00am - 28 Aug 16

Investiga y escribe. Busca información de dos condiciones meteorológicas y dos desastres naturales que pueden afectar a los viajeros. Toma notas.

Paso 2 Qué hacer en una emergencia Habla con un(a) compañero(a) y comenten las medidas de seguridad que pueden tomar los viajeros en las situaciones del Paso 1. Crea un glosario de vocabulario nuevo.

Glosario el sistema de alerta

warning system

refugiarse

to seek refuge

En caso de… • una

erupción volcánica

• • •

Paso 3

Preparación en caso de emergencia

Organiza una sesión para estar preparado en caso de emergencias en un viaje. Sigue estos pasos: • Escoge una región del mundo hispanohablante. • Identifica las posibles emergencias en esa región. • Desarrolla un plan para responder a esas emergencias. 178

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Proyecto 4 Comunidades

Fecha: Nombre:

La seguridad es lo primero TEKS §114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1A, 1b, 1C, 1E; 2A; 3b

Paso 1

buenas prácticas de conducción

Investiga. Busca información de organizaciones dedicadas a promover las buenas prácticas de conducción para adolescentes, como National Safety Council (NSC). Toma notas. Organización: Programas:

Paso 2

Conductores responsables

Habla y resume. Escoge una de las siguientes experiencias comunitarias. Luego resume la experiencia. Opción 1:

Opción 2:

Participa como voluntario en una organización o en una campaña para promover las buenas prácticas de conducción entre los adolescentes (si es posible, hispanos) en tu comunidad. Usa el siguiente diagrama para prepararte para el voluntariado.

Busca materiales en español sobre las buenas prácticas de conducción en las páginas web de las organizaciones del Paso 1. Comparte la información y los materiales con hispanohablantes de tu comunidad. Usa el siguiente diagrama como guía para organizar la información.

Un resumen: Malas prácticas de conducción:

Consecuencias de esas malas prácticas:

Buenas prácticas de conducción:

Paso 3

Todos podemos participar

Escribe un resumen de tu experiencia del Paso 2. organiza los materiales sobre las buenas prácticas de conducción y prepara una lista de organizaciones y programas en los que tus compañeros pueden participar. Comparte esta información y los materiales con la clase.

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Proyecto 5 Reflexión final

Fecha: Nombre:

Una guía para visitantes TEKS §114.39. 114.40. Level II, Novice High to Intermediate Low Proficiency (c) Knowledge and skills 1C, 1D, 1E; 2A, 2C, 2D; 3A, 3b

Paso 1

En bogotá

Lee algunas recomendaciones de seguridad para visitantes a Bogotá (Colombia). Luego, contesta las preguntas.

bOGOTÁ Para que su visita a nuestra ciudad sea más agradable, tenga presente estas recomendaciones. • No descuide su bolso, cartera o maleta. • No tome taxis en la calle. En la recepción del hotel le pueden llamar a un taxi. • No se quede en hoteles que no tengan el Certificado del Registro Nacional de Turismo. Si no tienen este certificado, no son alojamientos legales. • No use joyas o accesorios caros y cuide su cámara, teléfono, etc.

• Vaya a un Punto de información Turística (PiT) y pida información sobre la seguridad de la zona de la ciudad que piensa visitar. • Solo cambie dinero en sitios autorizados, como bancos, hoteles o casas de cambio. • No lleve grandes cantidades de dinero en su cartera. • No camine solo(a) por lugares oscuros o por calles vacías. • En caso de emergencia llame al 123.

(Fuente: http://www.bogotaturismo.gov.co)

1. ¿Qué recomendaciones te parecen más útiles? ¿Por qué?

2. Basándote en lo que leíste, añade otra recomendación.

Paso 2

Crea la guía

Escribe. Crea una guía para viajeros hispanohablantes que visiten tu ciudad. En tu guía: • si es posible, usa un programa informático para la creación de guías o folletos. • da información general de tu ciudad y ofrece recomendaciones de seguridad. • saca fotos de tu ciudad e inclúyelas. • incluye números de teléfono de emergencia. Si hay algún número de atención en español, inclúyelo.

Presenta la guía a tus compañeros y comenten otras recomendaciones que pueden añadir.

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ES TX_

Proficiency Levels in the TEKS P U b Lfor I CLOTE SERvICE U3

N Ive l 3 • S e m e S tRe 1

The Texas Essential Knowledge and Skills for Languages Other Than English (TEKS for LOTE) specify the target proficiency level for each level. These target levels refer to the Proficiency Levels andcan Performance How I benefit Descriptors described by the American Council on the Teaching of Foreign Languages (ACTFL) as follows:

NIvel 3: GoveRN m eN t & P u b lIc a d m I N I S t Rat I o N Semestre 1: Serving in the Community

Level I TEKS Comunicación

Proyecto

Level II TEKS Paso 1 Interpretativo

Novice Mid

Novice High

Paso 2 Interpretativo

Paso 3 Presentacional

Level I

Proyecto

Level IV

Proyecto

Level III

Level II

Proyecto

my community?

Level III TEKS Voluntariado en los Estados Unidos Level IV TEKS

Read some information and data about volunteering in America and answer reflection questions.

Intermediate Intermediate Intermediate Advanced ReadLow about some volunteering causes and research organizations that Mid High Low serve one of your favorite causes. Choose a volunteer program and list volunteer opportunities.

Create an informative presentation about this organization and include some of Description the volunteer opportunities.

Culturas y comparaciones Voluntariado en el mundo hispano Students at the Novice Mid proficiency level express meaning in highly predictable contexts through the use of memorized and recalled words and phrases. They are best able to understand Read about a soup kitchen program in Mexico and suggest a healthy aural borrowed words, and high-frequency, highly contextualized words and phrases with Interpretativo Paso 1 cognates, menu for one of the meals served there. repetition. Novice Mid students may be difficult to understand by the most sympathetic listeners and readers accustomed to dealing with language learners. Novice Mid students are inconsistently successful when performing Novice-level tasks. With a classmate, research food assistance programs in the U.S. Paso 2 Interpersonal Students at the Novice High proficiency meaning in simple, Createlevel and express present a comparison chart predictable for two foodcontexts assistance Paso 3 Presentacional through the use of learned and recombined short sentences.volunteerism. They are best able to programs.phrases Suggestand ideas to encourage understand sentence-length information within highly contextualized situations and sources. Novice High students may generally be understood by sympathetic listeners and readers accustomed to Conexiones Una ONG impresionante dealing with language learners. Novice High students are consistently successful when performing Read a show brief definition ofIntermediate NGO. Conduct research aboutbut TECHO Novice-level tasks. Novice High students evidence of Low proficiency lack and Paso 1 Interpretativo create a written report to explain what this NGO does. consistency. small groups, about issues that affect your community. Choose Students at the Intermediate Low In proficiency leveltalk express meaning in straightforward and personal Paso 2 Interpersonal an issue and agree on a three-point plan to address it. contexts by combining and recombining what they know, what they read, and what they hear in short statements and sentences. Intermediate Low students are able to understand some information from Develop a plan to startIntermediate a volunteer program to address this issue. Share simple connected statements in oral or written sources. Low students are generally Paso 3 Presentacional theand planreaders and hold a vote to choose the with best plans. understood by sympathetic listeners accustomed to dealing language learners. Intermediate Low students are inconsistently successful when performing Intermediate-level tasks. Comunidades Ayudando en mi comunidad Students at the Intermediate Mid proficiency level express meaning in straightforward and personal Volunteer at least three hours with a community organization, contexts by easily combining and recombining what they know, what they read, and what they Paso 1a Interpersonal preferably one that serves the Spanish-speaking community. hear in short statements and a mixture of sentences and strings of sentences. Intermediate Mid students are able to understand some information from connected statements in oral or written Alternatively, someone who workslisteners with or and leadsreaders a community sources. Intermediate Mid students are generallyinterview understood by sympathetic Paso 1b Interpersonal organization that serves Spanish speakers. accustomed to dealing with language learners. Intermediate Mid students are consistently successful when performing Intermediate-level tasks. Create a public service announcement for local Spanish-speaking Paso 2 Presentacional to inform community organizations. Students at the Intermediate Highmedia proficiency levelabout express meaning in a variety of contexts by creating with the language, easily combining and recombining what they know, what they read, and Reflexión final Un recurso para voluntarios what they hear in a mixture of sentences and connected discourse. Intermediate High students are able to understand information from connected statements in oral or written sources. Intermediate Collect volunteer testimonials from classmates. Alternatively, compile High are generally understood by listeners and readers unaccustomed to dealing with Interpersonal Paso 1 students volunteer opportunities in your community. language learners. Intermediate High students are consistently successful when performing Intermediate-level tasks. Intermediate High students show evidence of Advanced Low proficiency Create a website with resources for students like yourself who would but 2lack consistency. Presentacional Paso like to volunteer with Spanish speakers in your community. From Chapter 114. Texas Essential Knowledge and Skills for Languages Other Than English

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Evaluation Rubrics Interpersonal Communication The studentâ&#x20AC;Ś

Addresses the task but language functions (e.g. questions, narration, description) or control does not meet level expectations.

Does not address the task due to insufficient language control or inadequate language functions (e.g. questions, narration, description).

Vocabulary

Uses and understands a level-appropriate number and range of words and expressions, facilitating communication

Uses and understands sufficient words and expressions in order to communicate.

Uses and understands a somewhat limited number and range of words and expressions, leading to some problems in communication.

Uses or understands limited vocabulary to the point that it severely impedes communication, relative to expected proficiency level.

Communication Strategies

Uses a wide variety of strategies to facilitate understanding and clarify communication, such as asking for repetition or repeating/ restating.

Uses some strategies to facilitate understanding and clarify communication.

Uses a few strategies to maintain communication, leading to gaps in comprehension/ comprehensibility.

Does not use strategies to maintain communication, resulting in lack of comprehension/ comprehensibility.

Uses and recognizes appropriate gestures, expressions, and cultural differences in style and content.

May use and recognize some gestures, expressions, and cultural differences in style and content.

Shows some awareness of culturally appropriate gestures, style, and expressions. Content shows some cultural awareness.

Shows no awareness of culturally appropriate gestures, style, and expressions. Content demonstrates little cultural awareness.

Communicates using words, phrases, sentences, and/or connected discourse at an appropriate level.

Text type (use of words, phrases, sentences, and discourse) approximates expected level.

Text type (use of words, phrases, sentences, and discourse) is somewhat below expected level.

Text type (use of words, phrases, sentences, and discourse) is well below expected level.

Text Type

Responds to the task using language that is close to the expected level in structure and/or control.

Cultural Awareness

Language Control & Functions

score

Responds completely to the task using well-controlled, levelappropriate language.

Total: ______ /______ Notes:

282 50 ES TX_SW_Evaluation Rubrics_v4.indd 282-283

Interpretive Communication The studentâ&#x20AC;Ś

Responds to the task using language that is close to the expected level in structure and/or control.

Addresses the task but language functions (e.g. questions, narration, description) or control does not meet level expectations.

Does not address the task due to insufficient language control or inadequate language functions (e.g. questions, narration, description).

Vocabulary

Demonstrates comprehension of a level-appropriate number and range of words and expressions.

Demonstrates comprehension of a sufficient number of words and expressions in regards to the textâ&#x20AC;&#x2122;s essential information.

Demonstrates somewhat limited comprehension of levelappropriate words and expressions, leading to some problems in communication.

Demonstrates limited vocabulary comprehension, to the point that it severely impedes communication relative to expected proficiency level.

Communication Strategies

Uses a wide variety of strategies to facilitate understanding, such as relying on context and language clues for inferring unknown meanings.

Uses some strategies to facilitate understanding, but may not demonstrate level-appropriate communication strategies.

Uses a few strategies to facilitate understanding, but lack of levelappropriate strategies leads to gaps in comprehension.

Does not demonstrate use of level-appropriate strategies to facilitate comprehension.

Uses cultural knowledge (including gestures, expressions, and cultural differences in style and content) to derive meaning.

May recognize some gestures, expressions, and cultural differences in style and content to derive meaning.

Shows some cultural awareness of appropriate gestures, style, expressions, or content in order to derive meaning.

Does not demonstrate cultural awareness of appropriate gestures, style, expressions, or content.

Fully demonstrates comprehension using words, phrases, sentences, and/or connected discourse at an appropriate level.

Demonstrates comprehension using text (words, phrases, sentences, and discourse) at a satisfactory level.

Text type (use of words, phrases, sentences, and discourse) is below expected level or does not fully demonstrate comprehension.

Text type (use of words, phrases, sentences, and discourse) is well below expected level or does not demonstrate comprehension.

Text Type

Responds completely to the task using well-controlled, levelappropriate language.

Cultural Awareness

Language Control & Functions

score

Total: ______ /______ Notes:

283 51 27/06/16 3:02 p.m.

Evaluation Rubrics Presentational Communication â&#x20AC;&#x201C; Spoken The studentâ&#x20AC;Ś

Responds to the task using language that is close to the expected level in structure and/or control.

Addresses the task but language functions (e.g. questions, narration, description) or control does not meet level expectations.

Does not address the task due to insufficient language control or inadequate language functions (e.g. questions, narration, description).

Vocabulary

Uses a levelappropriate number and range of words and expressions, facilitating communication

Uses sufficient words and expressions in order to communicate.

Uses a somewhat limited number and range of words and expressions, leading to some problems in communication.

Uses limited vocabulary to the point that it severely impedes communication, relative to expected proficiency level.

Communication Strategies

Utilizes many levelappropriate strategies to communicate, such as circumlocution, gestures, and repetition or self-correction.

Utilizes some levelappropriate strategies to aid in communication, such as gestures, repetition, or selfcorrection.

Utilizes a very limited set of strategies to aid in communication, leading to gaps in comprehensibility.

Does not use strategies to aid in communication, leading to a lack of comprehensibility.

Cultural Awareness

Uses appropriate gestures, expressions, and cultural differences in style and content.

May use some gestures, expressions, and cultural differences in style and content.

Shows some awareness of culturally appropriate gestures and expressions. Content shows some cultural awareness.

Shows no awareness of culturally appropriate gestures and expressions. Content demonstrates little cultural awareness.

Text Type

Language Control & Functions

score

Communicates using words, phrases, sentences, and/or connected discourse at an appropriate level.

Text type (use of words, phrases, sentences, and discourse) approximates expected level.

Text type (use of words, phrases, sentences, and discourse) is somewhat below expected level.

Text type (use of words, phrases, sentences, and discourse) is well below expected level.

Responds completely to the task using well-controlled, levelappropriate language.

Total: ______ /______ Notes:

284 52 ES TX_SW_Evaluation Rubrics_v4.indd 284-285

Presentational Communication â&#x20AC;&#x201C; Written The studentâ&#x20AC;Ś

Addresses the task but language functions (e.g. questions, narration, description) or control does not meet level expectations.

Does not address the task due to insufficient language control or inadequate language functions (e.g. questions, narration, description).

Uses a levelappropriate number and range of words and expressions, facilitating communication

Uses sufficient words and expressions in order to communicate.

Uses a somewhat limited number and range of words and expressions, leading to some problems in communication.

Uses limited vocabulary to the point that it severely impedes communication, relative to expected proficiency level.

Communication Strategies

Utilizes many levelappropriate strategies to communicate, such as circumlocution, practiced formats, and simplification.

Uses some strategies to facilitate understanding, but may not demonstrate level-appropriate communication strategies.

Utilizes a very limited set of strategies to aid in communication, leading to gaps in comprehensibility.

Does not use strategies to aid in communication, leading to a lack of comprehensibility.

Cultural Awareness

Uses appropriate gestures, expressions, and cultural differences in style and content.

May use some gestures, expressions, and cultural differences in style and content.

Shows some awareness of culturally appropriate style, and expressions. Content shows some cultural awareness.

Shows no awareness of culturally appropriate style, and expressions. Content demonstrates little cultural awareness.

Communicates using words, phrases, sentences, and/or connected discourse at an appropriate level.

Text type (use of words, phrases, sentences, and discourse) approximates expected level.

Text type (use of words, phrases, sentences, and discourse) is somewhat below expected level.

Text type (use of words, phrases, sentences, and discourse) is well below expected level.

Vocabulary

Responds to the task using language that is close to the expected level in structure and/or control.

Text Type

Language Control & Functions

score

Responds completely to the task using well-controlled, levelappropriate language.

Total: ______ /______ Notes:

285 53 27/06/16 3:02 p.m.

Evaluation Rubrics Evaluation Rubric: The studentâ&#x20AC;¦ score

Total: ______ /______ Notes:

286 54 ES TX_SW_Evaluation Rubrics_v4.indd 286-287

Notes:

287 55 27/06/16 3:02 p.m.

Spanish Works! is a part of the Español Santillana project, a collaborative effort by two teams specializing in the design of Spanish-language educational materials. One team is located in the United States and the other in Spain. Español Santillana. Spanish Works! Sampler ISBN-13: 978-1-68292-170-8 © 2017 Santillana USA Publishing Company, Inc. 2023 NW 84th Avenue, Doral, FL 33122 Writers María A. Pérez, Anne Silva Developmental Editor Anne Silva Editorial Coordinator Anne Silva Reviewers Amy Anderton, Dallas, TX Betsy Arnold, Houston, TX María Inés García, Austin, TX Greta Lundgaard, Plano, TX Rose Potter, Austin, TX José Sologuren, Dallas, TX Production Manager Jacqueline Rivera Design and Layout Grafika LLC Special thanks to Rose Potter and Betsy Arnold for their valuable input and feedback in the conceptualization of this work. The publisher has made every effort to secure permissions for all the copyrighted selections that appear in this book. Any errors or omissions will be corrected in future printings, as information becomes available. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Santillana USA Publishing Company, Inc. grants permission to classroom teachers to duplicate any of the pages in this book. Printed in the United States of America by Rose Printing Co. 18 17 16 1 2 3 4 5 6 7 8 9