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| Learning Context | ||||||
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Standard addressed: LOTE 1: Students will be able to use a language other than English for Communication.
1. Listening and speaking are primary communicative goals in modern language learning. These skills are used for the purpose of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.
Performance indicators (Checkpoint C):
- Students can understand standard speech delivered in most authentic settings.
- Students can draw on a wide range of language forms, vocabulary, idioms, and structures learned in classes well as those acquired through independent exposure to the language.
- Students can comprehend subtler, nuanced details of meaning with some repetition and rephrasing.
1. Reading and writing are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.
Performance indicators (Checkpoint C):
- Students can comprehend the content of most texts of interests to native speakers.
- Students can draw on a broad range of learned vocabulary, idioms, and structures, including the full range of time frames, as well as language acquired through independent reading.
- Students can write multi-paragraph essays, journals, personal and business letters, and creative texts in which their thoughts are unified and presented in an organized fashion; errors in form may occur, particularly when the students are writing about complex themes or issues requiring the expression of opinions, or when the topic is outside their realm of experiences.
- Students can use culturally appropriate learned vocabulary and structures associated with a broad range of topics, and structures such as simple and complex sentences to communicate through the full range of time frames.
Standard addressed: LOTE 2: Students will develop cross-cultural skills and understandings.
Effective communication involves meanings that go beyond words and requires an understanding of perceptions, gestures, folklore, and family and community dynamics, All of these elements can affect whether and how well a message is received.
Performance indicators (Checkpoint C):
- Students can demonstrate sophisticated knowledge of cultural nuances in a target language culture.
- Students can model how spoken language, body language, and social interaction influence communication.
- Students can use appropriate registers.
- Students can write in the target language in a manner that articulates similarities and differences in cultural behaviors.
For years I have taught a unit in my Spanish AP class on Argentina's "Guerra Sucia" using the movie "La Historia Oficial" as the basis. After the release of the video, Evita, starring Madonna, I wanted to expand this unit. I decided to include the government of Juan Perón and the Perónista movement. Since Eva Duarte Perón is such a controversial person, I wanted students to research several sources and develop their own decision about her contributions to Argentina. They used the reasoning process called "investigation" as defined by Marzano and Pickering in the Dimensions of Learning Teacher's Manual, second edition.
Students should be familiar with the Internet and the web browser available in the computer lab in their school. Students should have completed Checkpoint B of the NYS LOTE Curriculum.
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