Ciencia y Tecnología

Unit Profile
Student Level 
High (9-12)
Target Language 
Spanish
Teaching Context 
Heritage
Target Proficiency Level 
Pre-AP
Unit Themes 
Science and technology
Performance Descriptors 
  • Report, narrate and describe in all time-frames
  • Speak in paragraph-length discourse
  • Discuss a variety of topics limited to concrete discourse
  • Handle a situation with a complication
  • State an opinion
  • Paraphrase, summarize, compare
  • Understand main ideas and details of texts
  • Understand common idiomatic expressions
  • Deduce meaning in unfamiliar language passages
  • Make notes while someone is talking
Unit Objectives and Standards
Objective 1 
Estudiantes podrán identificar ideas principales y detalles de apoyo en textos escritos y orales.
Objective 2 
Estudiantes podrán intercambiar ideas basados en los materiales visuales, auditivos y escritos.
Objective 3 
Estudiantes podrán expresar y razonar sus opiniones basados en textos orales y escritos de la unidad.
World-Readiness Standards
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California Standards
Stage III
Communication 
3.0 Students use planned language (paragraphs and strings of paragraphs).
3.1 Engage in oral, written, or signed (ASL) conversations.
3.2 Interpret written, spoken, or signed (ASL) language.
3.3 Present to an audience of listeners, readers, or ASL viewers.
3.4 Describe, narrate, explain, and state an opinion.
3.5 Demonstrate understanding of the main idea and key details in authentic texts.
3.6 Produce and present a written, oral, or signed (ASL) product in a culturally authentic way.
Cultures 
3.0 Students determine appropriate responses to situations with complications.
3.1 Use products, practices, and perspectives in culturally appropriate ways.
3.2 Describe similarities and differences in the target cultures and between students' own cultures.
3.3 Describe how products and practices change when cultures come in contact.
Structures 
3.0 Students use knowledge of text structure to understand topics related to the external environment.
3.1 Use paragraph-level discourse (text structure) to produce formal communications.
3.2 Identify similarities and differences in the paragraph-level discourse (text structure) of the languages the students know
Settings 
3.0 Students use language in informal and some formal settings.
3.1 Initiate age-appropriate cultural or language-use opportunities outside the classroom.
Common Core Standards
Reading: Key Ideas and Details 
R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
R3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Reading: Craft and Structure 
R6. Assess how point of view or purpose shapes the content and style of a text.
Reading: Integration of Knowledge and Ideas 
R7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Writing: Text Types and Purposes 
W1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Writing: Production and Distribution 
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Writing: Range of Writing 
W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening: Comprehension and Collaboration 
SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Speaking and Listening: Presentation of Knowledge and Ideas 
SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Language: Knowledge of Language 
L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Language: Vocabulary Acquisition and Use 
L6. Acquire and use accurately a range of general academic and domain specific words and phrases for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Reading and listening

Performance Task 2 - Presentational 

Oral presentations and essays

Performance Task 3 - Interpersonal 

Conversations and e-mails

Final Project Instructions 

Students make a collage to express their answer to the unit essential question, and then write a descriptive explanation about it.

Proyecto de arte
Students first analyze this mural whose theme is science and technology. Students then apply this knowledge to create a collage to answer the unit’s essential question.

A. Análisis:
. Haz una descripción de lo que ves.
. Relaciona el título, el mural, y el lugar donde lo pintó Siqueiros.
. ¿Cuál es el mensaje del mural? Cita los detalles del mural que apoyen tu conclusión.
B. Collage.Basándote en los textos de la unidad, vas a crear tu propio collage que responda a la pregunta de enfoque: ¿Qué impacto ha tenido, tiene, y tendrá el desarrollo científico en nuestra vida cotidiana? Debes representar al menos 10 impactos: tres en el pasado, tres actualmente y cuatro en el futuro. Puedes usar fotos, dibujos, recortes de revistas … Cuando lo termines vas a escribir una descripción de lo que has hecho, o sea, una explicación del arte que has eligido para representar cada uno de los 10 impactos, al igual que una explicación de la estructura del collage.
Gallery walk:
The teacher will display the collages on the wall. Students will circulate around the room and write their responses to the art work on the paper provided.

Functions, Structures and Vocabulary
Functions 

(Too fill)

Structures 

Students use sentence-level elements (morphology or syntax or both) to understand concrete and factual topics. (if-then statements); Future Tense; The preterit and imperfect

Vocabulary 
Rubrics
Task 1 - Interpretive
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Task 2 - Presentational
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Task 3 - Interpersonal
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Other/Additional Rubrics