Course Overview - Spanish I
Course Description:
This course provides the student with basic conversation, reading, and writing skills in the Spanish language. The material includes
vocabulary, grammar, and sentence structure that are directly related to the students’ daily lives. Much of the classroom business is
conducted in Spanish with English translation as necessary so students become accustomed to hearing and decoding the target
language. Grading is based on writing, oral, and listening activities in addition to quizzes and tests.
Major Texts:
Ven conmigo! By Holt, Rinehart and Winston 2003
Supplemental Materials:
Ven conmigo! Grammar Tutor for Students of Spanish Levels 1, 2, and 3 by Holt, Rinehart and Winston 2003
Ven conmigo! DVD Tutor Level 1, 2 Disc Set with DVD-ROM Activities by Hold, Rinehart and Winston 2003
Ven conmigo! Teaching Transparencies, Level I by Holt, Rinehart and Winston 2003
Ven conmigo! Testing Program, Level 1 by Holt, Rinehart and Winston 2003
Ven conmigo! Beginning Reader, Level 1 by Holt, Rinehart and Winston 2003
Ven conmigo! Interactive CD-ROM Tutor, Level 1 by Holt,Rinehart and Winston 2003
Merriam-Webster’s Spanish English Dictionary by Merriam-Webster, Incorporated 2003
Major Assessments:
4 major exams throughout the semester, each including:
. a reading assessment of Spanish paragraphs answering questions in English and/or Spanish
. grammar assessment based on lessons taught
. conjugation of regular and irregular –ar, -er, and –ir infinitives
Spanish Department 08-09
Pa. Standards Addressed:
Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Standard 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
Standard. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
Standard 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1 Students use the language both within and beyond the school setting.
Standard 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Resource List : (non-text books, magazines, websites)
Internet Sites:
www.hrw.com
www.hrw.com/passport
Spanish Department 08-09
Unit of Study
Capitulo 1 Mucho gusto! P.
16 - 45
Frases Utiles
Major Concepts
Covered
• Nombres comunes
• El alfabeto
• Colores y numeros
• España
Skills Mastered
Student Products
Effective Teaching
Strategies
• Saying hello &
goodbye
• Introducing people &
responding toan
introduction
• Asking how someone
is & saying how you
are
• Asking where someone
is from & saying where
you’re from
• Talking about likes &
dislikes
• Students debate the
advantages and/or
disadvantages of
bilingualism for the society
of the USA, and present to
the class
• Students are asked to
describe briefly wellknown Spanish people of
Hispanic heritage and
have classmates guess
who it is they are
describing.
GRAMMAR
• Spanish punctuation
marks
• Pronouns yo & tu’
• Use of ser for origin
• Forming questions with
como, cuantos, de
donde
• Singular definite
articles: el, la
• Noun gender &
agreement
• Accent marks
• Students create written
dialogues from Act. 20, P.
28, and present to the class.
• Students create flashcards
made from magazine cutouts to review new
vocabulary.
• Students write a number of
true/false statements based
on the fotonovela, Me llamo
Francisco!
• Students analyze how
stereotypes about people
from other states or countries
influence their beliefs about
those people. Students
present their ideas to the
class.
Students create personal
offerings for Day of the Dead
and make presentations of ‘ Dia
de los Muertos’ to the class
Spanish Department 08-09
• Students identify spelling
differences between
words that are similar in
English & Spanish
(cognates). By
examining these patterns
they can develop tentative
rules to explain the
differences in the spelling
of cognates. (Ex. Ph in
geography is ‘f’ in
geografia).
• Instructor spells students’
last names aloud in
Spanish and student raises
hand when they recognize
their own name.
• Game ‘Mimica’. One
student acts out a phrase
without speaking and the
other students guess what
the phrase is in Spanish.
Unit of Study
Major Concepts
Covered
Capitulo 1 Mucho gusto! P.
16 - 45
Frases Utiles (cont.)
Skills Mastered
Student Products
• Game ‘Tiritas’. Divide
the class into groups of 5.
Have the groups write
each word in the phrases
on a separate scrap of
paper (ie. One word per
piece of paper). Have
students scramble the
scraps. With books
closed, instructor dictates
the phrases
• while students arrange the
scraps to form the Spanish
phrases. The first group
to get the correct answer
gets a point.
VOCABULARY
• Numbers - - 30
• Names of some
Spanish-speaking
countries
• Sports
• Musical genres
• Classes at school
• Foods
CULTURE
• El mapa del mundo
hispanohablante
• El espanol - Por que’?
• Sabias…?
• Los conoces?
• Greetings & good-byes
• First names & saint’s
days
• De donde eres?
• La distancia
interpersonal
Capituro 2 Organizate! P. 46
- 70
Spanish Department 08-09
• Talking about what you
want & need
• Describing the contents
of your room
• Espana
GRAMMAR
• Indefinite articles un,
una, unos, unas
• Making nouns plural
• Agreement of mucho &
cuanto with nouns
• Subject pronouns el
and ella
• The three (3) types of
infinitives: -ar, -er – ir
Effective Teaching
Strategies
• List of school supplies and
read items from their lists,
spelling out each item in
Spanish.
• List advantages and
disadvantages of school
uniforms. Explain
conclusion to class.
• By integrating an
appreciation of diversity
of other cultures,
instructor encourages
curiosity, stimulates
analysis and teaches
students to hypothesize.
• Use transparency 2-2 to
introduce and practice
vocabulary extra, p. 59.
Unit of Study
Major Concepts
Covered
Capituro 2 Organizate! P. 46
– 70 (cont.)
Capitulo 3 Nuevas clases,
Nuevas amigos
P. 78 - 107
Spanish Department 08-09
• Talking about class
schedules and sequencing
events.
• Telling time.
• Telling at what time
something happens.
• Talking about being late
or in a hurry.
• Describing people and
things.
• Talking about things you
like & explaining why.
• Mexico
Skills Mastered
Student Products
Effective Teaching
Strategies
VOCABULARY
• School supplies
• The contents of your
room
• Things you do
• Numbers 31 – 199
• Talking about likes &
dislikes
• pronouns yo & tu’
• Forming questions with
cuantos?
• Make a chart with days of
the week listed at the top.
Under each day, they list
activities they need to do that
day.
• Write a paragraph about self,
classmates, or Paco
including what the person
needs or wants to do, what
he or she needs or wants to
buy, and places he or she
needs or wants to go.
• Instructor tapes a
magazine picture of
furniture on board and
asks students to imagine
they are decorating a
college dorm. Students’
write what they would put
in their dorm room.
• Administer quiz 2-1A or
2-1B.
CULTURE
• The school day in
Spain & Latin
America.
• Que’ necesitas para el
colegio?
• Apartments in Spain.
Spanish currency
GRAMMAR
• Plural definite articles
los, las
• Using ser to tell time
• Forms of ‘ser’
• Adjective agreement
• Tag questions
• Possession with de
• Forming questions
• Noun – adjective
agreement
• Student created art depicting
what they learned (ie. Ideal
room).
• Students create a crossword
puzzle using cut out/drawn
pictures as hints.
• Students state main ideas
of fotonovela
Bienvenida al colegio!
• Students write a description
of their class schedule using
adverbs, primero, despues,
luego and por fin.
• Instructor ask students
what time they have
different classes and
which classroom objects
belong to whom.
• Students construct paperplate clocks, using 2-prong
fasteners to attach paper
cut-out hands.
• Instructor describes
different students in
room and students guess
who has been described
Unit of Study
Capitulo 3 Nuevas clases,
Nuevas amigos
P. 78 – 107 (cont.)
Major Concepts
Covered
Skills Mastered
Student Products
Effective Teaching
Strategies
VOCABULARY
• School subjects
• Words that describe
people & things
• Free time activities &
thins you like
• Words that refer to
time
• Present tense of tener
• Numbers 0 -199
• Forms of necesitar,
querer
• Students take turns calling
out a time. The others
move the hands on their
clock to the right time.
• After discussing
punctuality in USA,
students discuss
circumstances when it is
all right to be late by
comparing and
contrasting these
circumstances on the
board.
CULTURE
• Grade scales
• Como es un dia
escolar tipico?
• Student course loads
• Hora latina
• Entertainment
• Students write how their
routines would change if
they spent one to two hours
at home for lunch
(almuerzo).
• After reading & discussing
‘Panorama Cultural’
interviews, students write
summary on what the
person said.
• Students interview someone
at home and write his/her
daily schedule. Students
report results to class.
• Students create art or
posters displaying what they
have learned.
• Students choose either
Spain or Mexico and makeup their own ideal school
schedule and report card as
if they were in that country
Spanish Department 08-09
• Students write the
similarities and
differences about
punctuality in the U.S.
with what they have
learned about Hispanic
attitudes towards time.
In addition, students
should account for these
differences.
• Students are given
magazine pictures of
people in an envelope.
Students choose a picture
and describe him or her.
• Students write tag
questions with incorrect
descriptions of
classmates and read them
aloud for classmates to
correct.
Unit of Study
Capitulo 4 Que’ haces esta
tarde?
P. 108 – 135
Major Concepts
Covered
Skills Mastered
Student Products
Effective Teaching
Strategies
• Talking about what you
like to do.
• Discussing what you and
others do during free
time.
• Telling where people and
things are.
• Talking about where you
and others go during free
time. Mexico
GRAMMAR
• Present tense of
regular –ar verbs
• Present tense of jugar
a
• The contraction al
• Con, conmigo, contigo
• Use of que
• Present tense of estar
• Subject pronouns
• Present tense of ir
• Use of el & los with
days of the week
• Students write a rough draft
of ‘vamos a escribir’
assignment.
• Students answer yes/no
questions about where
people are located in
relationship to one
another in the room.
VOCABULARY
• Places in town & their
location
• The days of the week
• Things you like to do
• Talking about where
you & others go
• Subject pronouns yo,
tu’, el, ella
• Present tense of ser &
tener
• Telling time
CULTURE
• Popular sports in Sp.spkg. countries
• .Use of ‘tu’ & ‘Usted’
• .El paseo.Schoolsponsored activities
Spanish Department 08-09
• Students draw a chart with
roots and endings for -ar
verbs.
• Students fill in one week of
the calendar with one
sentenc for each day telling
what they or someone they
know normally does or is
going to do on that day.
• Students complete Editing
Rubric by checking content
and proofreading their
classmates’ work.
• Students scan pen pal ads
for cognates and make a list
of the ones they find.
• Instructor questions class
using ‘tu’ and ‘yo, then
singular and third person
conjugations
• Instructor writes a few
words vertically on the
board. Students make
other words intersect at
each letter.
• Students are provided
copies of Peer Editing
Rubric for ‘Vamos a
escribir’ writing
assignments.
• Use transparency 4-2 to
review vocabulary from
the ‘paso’ and ‘estar’.
• Administer quiz 4-3A or
4-3B.
Unit of Study
Capitulo 5
El ritmo de la vida
P. 140 – 167
Major Concepts
Covered
Skills Mastered
Student Products
• Discussing how often
you do things
• Talking about what you
and your friends like to
do together Talking
about what you do during
a typical week
• Giving today’s date
• Talking about the
weather
GRAMMAR
• Negation
• Quien? and Quienes?
• ‘les’ and ‘a ustedes’,
‘a ellos’, ‘a ellas’
• Regular –er and –ir
verbs
• Giving the date in
Spanish
• Gender nouns
• Subject pronouns with
–er and –ir verbs
• Days of the week
• Students create own charts
as ‘information gap’
varying activities and using
fictitious people or
themselves as characters
VOCABULARY
• Week-end activities
• The seasons and the
months
• Weather expressions
• Frequency terms
CULTURE
• Getting together with
friends
• Como es una semana
tipica?
• Seasons in South
America.
Spanish Department 08-09
• Students bring in a weather
map from a recent copy of a
local newspaper and
compare and contrast with
South American climate
• Students scan fotonovela
and predict what will
happen
• Students compare weather
in locations mentioned in
fotonovela with the current
weather
• Students introduce
characters in fotonovela
giving each character’s
name, age, country of
origin, and likes or dislikes
• Students summarize in
writing concepts learned in
Chapter 5
Effective Teaching
Strategies
• Preteach vocabulary
• Use Transparency 5-2
and ask students yes/no
questions about whether
people in the
transparency like doing
different activities
• Ask students who does
the activities in
vocabulary. Then ask
how often they do each.
• Use Transparency 5-A to
review –er and –ir verb
conjugations
• Ask students what their
favorite season is and
what they like to do
during that season.
• Use Transparency 5-B to
ask students’ questions
about the weather
• Instructor lists classroom
objects and students
write where each.
Instructor writes days of
the week do and how
often
Unit of Study
Capitulo 6
Entre familia
P. 169 – 195
Major Concepts
Covered
Skills Mastered
Student Products
Effective Teaching
Strategies
Communication:
Describe a family
Describe people
Discuss things a family
does together
• Discuss problems and
give advice
• Students will be able
to describe members
of their family and ask
friends questions to
learn about their
families
• Usage of possessive
adjectives mi(s), tu(s),
su(s), nuestro/a (s)
• Students write a short essay
telling what it would be like
to change places with a
parent or sibling. Make
comparisons and consider
both privileges and the
responsibilities that the
other family member has.
• Instructor makes
incorrect statements
describing people in the
school community and
has students correct
statements.
•
•
•
•
Culture of:
• padrino
• madrina
• ahijados
• el compadrazgo
• concept of privacy
• Descriptions of
people
• Discussing things a
family does together
• Comparing the
Spanish verb ‘hacer’
and English verb ‘to
do’
• Contrasting number of
family members from
one region to next
• Discussing problems
and giving advice by
• using modals
should/ought to =
‘deber’
Spanish Department 08-09
• Students identify phrases in
the fotonovela,’ Como es tu
familia? That correspond to
describing family and to
describing people
• Students work in pairs and
predict an ending to the
fotonovela when Raquel
cannot find her dog, Pepe.
• Students write a number of
sentences listing what their
families like or do not like
to do together using ‘(no)
nos gusta…juntos’
• Students write a paragraph
about an extended family.
Using the family picture on
P. 175, Activity 9, students
are assisted in answering a
number of specific
questions which will be
shared orally with the class.
• Ask students questions
about what they and their
classmates should do
every day to elicit
different conjugations of
the verb ‘deber’.
• Have students discuss the
potential advantages and
disadvantages of having
a large or small family
regarding things such as
finances, chores and
privacy.
Unit of Study
Capitulo 7
Que te gustaria hacer?
P. 198 - 229
Major Concepts
Covered
• Talking on the telephone
• Extend and accept
invitations
• Make plans
• Talk about getting ready
• Turn down an invitation
and explain why
Skills Mastered
Telephone etiquette:
• greeting someone
• saying good-bye
• leaving a message
Extending invitations:
• using conditional
tense with gustar
• using ‘querer’ in a
question
Making plans:
• using ‘e-ie’ stemchanging verbs
‘querer’ and ‘tener’
• Places vocabulary
(lugares)
• Using ‘pensar +
infinitive’ = to plan, or
intend to
• Using ‘ir + a +
infinitive’ = to talk
about the future
• Talking about getting
ready:
• using reflexive verbs
• Using tener for
excusing yourself
Student Products
•
•
•
•
•
•
•
Spanish Department 08-09
Students invite a partner to do
something. Partners respond
why they cannot accept the
invitation.
Students create an original
ending for fotonovela.
Students converse in groups
using the new vocabulary to
say which places they would
like to visit with their families,
which they would prefer to go
to with their friends, and which
they do not like. A group
member from each group
reports some of the group
findings to the class.
Students write a week-end
schedule including times for
each day. Then students
compare with a partner.
Students write a description in
Spanish and present their
family tree to the class,
explaining the relationships.
Students are asked to pick a
destination in a Spanishspeaking country that they
have read about. Students
write a short paragraph in
Spanish telling where they plan
to go and what they would like
to see there.
Students are paired to act out
conversations using prop
telephones.
Effective Teaching
Strategies
•
Using Teaching
transparency 7-3, students
describe the situation in
each scene. Students take
turns making invitations and
declining with an
explanation.
•
Have students suggest
alternatives to the
invitations they decline by
offering alternate times or
activities.
•
Ask students to think of
various reasons they have
used in the past for turning
down an invitation.
•
Illustrate that there are
many ways to say the same
thing by writing an English
word on the board and
drawing a sun around it.
Draw several rays coming
from the sun. At the ends of
the rays, brainstorm with
class for Spanish synonyms
for the English work. May
also generate a contest
between groups to see who
can come up with the most
synonyms.
Course Overview - Spanish II
Course Description:
Students in Spanish two will develop linguistic proficiency both in writing and in reading, and they will gain cultural awareness of the
different Hispanic countries around the world. This class will start out with a review of Spanish one and the present tense, then move
on to the uses of the past and future tenses. By the end of the course, the student will learn how to communicate freely with little or no
assistance from the teacher.
Major Texts:
Holt, Rinehart, and Winston, Ven Conmigo Level 2
Supplemental Materials:
•
•
•
•
•
Ven Conmigo Practice and Activity book
Ven Conmigo grammar tutor
El dia de los muertos (cultural studies student packet)
El chocolate (Cultural studies of Mesoamerican civilizations student packet)
Films (The Day of the Dead Celebration, El Norte, Sopa de Tortilla para el Alma, Secrets of the
Lost Empires Inca, Cinco de Mayo)
Major Assessments: Four major exams throughout the semester, each including:
•
•
•
•
Spanish Department 08-09
Grammar assessment based on lessons taught
Vocabulary knowledge in form of questioning or matching for answers
A reading assessment of an unseen text containing vocabulary presented by the
lesson
Essay- student are given the opportunity to write an outline to the essay and use it
in the exam
•
Use of critical thinking questions to challenge student’s knowledge
3 of the following projects: each project must has a writing and oral component; both in target language
• Biography of Famous Hispanic (individual):
o Students create a typed and double spaced biography about a personality
from the Hispanic world. Student will be graded on grammar, content,
presentation and audiovisual aids.
Spanish Department 08-09
•
Tour of Philadelphia or Ideal City(Group)
o Students are to imagine that a tourist group from Mexico is coming to
Philadelphia and they need to prepare a Tour guide for them. This project
is divided into two parts: the map and the guided tour.
•
Fairy Tale project(Group)
o Student must read the fairy tale and find out the meanings of unknown
words to be written down on a glossary section that will accompany the
play.
o Student will act out the play in class.
•
Travel Brochure of a Hispanic Country(Individual)
o Students create a travel brochure outlining 5 days full of activities to the
country they choose including: historical information about the country,
cost of air fare, cost of hotel, restaurants, cultural events, etc.
•
Mesoamerican Civilizations(group)
o Students will gain knowledge of the great Mesoamerican civilization
through research and the sharing of knowledge in the class room.
Resource List: (non-text books, magazines, websites):
•
•
•
•
•
Tardy, William T. Spanish Easy Readings. Second Edition.
Reynolds, Rodríguez, Schonfled Voces y Vistas
Parrish Ellen Skill Builders:Español en Casa level 2
Parrish Ellen Skill Builders:Español en Casa level 3
•
•
•
Vocabulary re-enforcement
www.Enchantedlearning.com
http://www.google.com/language_tools?hl=en
•
•
•
•
Mini-lessons and cultural activities:
http://www.clta.net/lessons/index.html
http://pacomova.eresmas.net/
http://www.supercable.es/~cibercuentos/selecuentos.htm
•
•
•
Grammar practice:
http://www.ba.k12.ok.us/schools/nihs1/links/links.htm
http://www.studyspanish.com
•
•
General websites:
http://www.bbc.co.uk/schools/primaryspanish/teachers/worksheets
/worksheets.shtml
www.bibliotecasvirtuales.com
www.servicioskoinonia.org/cuentoscortos
•
•
Spanish Department 08-09
Foreign Language Goals and Standards Addressed:
•
•
•
•
•
•
•
•
•
•
•
Communications 1.1- engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions
Communications 1.2- understand and interpret written and spoken language in a variety of
topics
Communications 1.3- presents information concepts and ideas to an audience
Cultures 2.1- demonstrates understanding of practices of culture studied
Cultures 2.2-demonstrates understanding of the perspective of culture studied.
Connections 3.1- Reinforces and furthers knowledge of other disciplines
Connections 3.2- Acquire information and recognize distinctive viewpoints
Comparisons 4.1- Compares language studied to their own
Comparisons 4.2- Compares culture studied to their own
Communities 5.1- uses language in and out of the classroom
Communities 5.2- uses language for enjoyment and enrichment
**All presentations and writing assignments are in the target language with the exception of the cultural lessons.
Spanish Department 08-09
Unit of Study
Ven Conmigo Chapter 1
! Mis amigos y yo!
Major Concepts
Covered
-review introductions of
oneself and others
Skills Mastered
-demonstration of fluency in
reading and reading
comprehension
- Describing people
- The countries and
nationalities of Hispanics and
Latinos
-Use language to talk about
likes and dislikes
-Use language to write
introductory letters
Student Products
-Biography project
-letter to a pen pal
introducing him or herself
-oral evaluation-dialogue
demonstrating understanding
of language
-understanding relevant
dialogue and readings
Ven conmigo Chapter 2
Un viaje al Extrangero
-talking about feelings
-making suggestions and
responding to them
-introduction to the preterit
tense
-Describing your city or town
-Asking for and offering help
-Differences between Schools
here and in Latin America
Spanish Department 08-09
-Knowledge of vocabulary
related to the city, feelings,
problems, and advise
-Usage of Preterit tense of –ar
verbs
-Ability to compare and
contrast the high school
experience of youth from
Latin America and
Youth from the United States;
and be able to give an
explanation why there is such
a difference
-Tour of Philadelphia or ideal
city project
-create a last month’s
calendar and write two
activities per day in the
preterit.
-three paragraph description
of a Typical School day using
the preterit tense
-oral evaluation-dialogue
demonstrating understanding
of language
Suggested Teaching
Strategies
-At first let students work in
pairs until they feel
comfortable speaking in the
target language in front of the
class
-With the class breakdown
the project into 3 paragraphs
and come up with questions
that each paragraph should
answer as a guide.
-To practice vocabulary let
students come up with
conflicting situations for
classmates to give feedback
and solutions to those
situations
-Let students use their
imaginations and the Spanish
–English dictionaries when
writing essays in order to
build on vocabulary
Unit of Study
Ven Conmigo chap 3
La vida Cotidiana
Major Concepts
Covered
-talking about your daily
routine
- Knowledge of pertinent
vocabulary
-talking about hobbies and
pastimes
-Usage of reflexive verbs to
talk about daily routine at
home and in school
-Talking about things you
like and explaining why
-Grammar: Gender and noun
agreement
-Uses of Ser and Estar
- Cultural lesson about El dia
de los Muertos
Spanish Department 08-09
Skills Mastered
-demonstrating understanding
of the usages of Ser and
Estar.
-Ability to describe the
preparations and celebrations
of El Dia de los Muertos.
-Ability to describe why this
celebration is important and
how it compares to the
Halloween
Student Products
-Create an hourly outline of
their daily routine using new
verbs minimum of 15 lines.
- Complete El Dia de Los
Muertos Packets
-Create a Piñata
-Create a Calaca- A colorful
Skeleton use for El Dia de
Los Muertos
-Create a story re telling what
a day in Mexico during this
celebration looks like
-Read and answer questions
from readings that use the
verbs Ser and Estar.
Suggested Teaching
Strategies
-Use videos and pictures to
bring cultural lesson to live
-Let students act out the verbs
to help with memorization
-Play vocabulary games like
pictionary.
-Let students pick the best
piñatas, calacas, and stories to
be displayed in the School’s
Hall way. This motivates
them to do great job.
Unit of Study
Ven Conmigo Chap 4
Adelante con los Estudios
Major Concepts
Covered
-Cultural lesson: Why are
there so many Illegal
immigrants?
-Talking about the classes
they take and the type of
students they are.
-Appropriate use of
superlatives the
superlatives(comparisons)
-describing people both
physically and personally
-Making plans with friends
and giving excuses.
Skills Mastered
Student Products
Suggested Teaching
Strategies
-Student will demonstrate
understanding of the point of
view of both USA citizens
and Central American
Citizens on illegal
immigration.
-Students will write a letter to
the president outlining their
own opinions on why
immigration should be
permitted or prohibited, and
give suggestions on how to
solve the problem using
information given by the
teacher and their own
perceptions from the movie:
el Norte
-Divide the class in two and
have a debate on
Immigration. First without
background info and then
supply some information that
argues both sides. Also, after
the discussion have them
write an essay arguing the
opposite view.
-Understanding of the
different risk of crossing the
US and Mexican border
-Ability to use vocabulary
pertinent to description and
planning in a prompted
dialogue.
-Students will complete the
El Norte packet
-Translate their class schedule
into Spanish and put it on
construction paper.
-Write a paragraph describing
the type of student they are.
- oral evaluation-dialogue
demonstrating understanding
of language and new
vocabulary
Spanish Department 08-09
Unit of Study
Ven Conmigo Chap 5
Ponte en Forma
Major Concepts
Covered
-to talk about staying fit and
healthy
-Grammar: the uses of Too
commands
-Review of the preterit
-Knowledge of vocabulary
related to the parts of the
body
Ven Conmigo Chap 6
De visita en la ciudad
-To learn the difference
between Saber and
conocer(Both mean to know)
-To talk about city and town.
-Asking and giving
information
-To understand simple
Spanish stories.
Spanish Department 08-09
Skills Mastered
-Utilize new vocabulary to
tell someone what to do and
what not to do
-Use the preterit tense to
describe what is done when
trying to stay fit
-Be able to tell the doctor
what body part hurts and why
-To be able to use Saber and
conocer accordingly
-To know the names and
places of important sites and
buildings within a city.
-To read and understand fairy
tales written in Spanish.
Student Products
-Create a flyer announcing
the grand opening of their
Gym. Including 5 positive
and 5 negative commands.
-present their proposed Gym
to the class.
-Write sentences in the past
tense describing their activity
filled weekend.
-Knowledge of pertinent
vocabulary
-Students will fill out
worksheets testing their
understanding of saber and
conocer.
-Students will create a play
for the fairy tale of their
choice and act it out in front
of the class.
Suggested Teaching
Strategies
-Let every Student present
their flyer.
-Play Simon says when
introducing the body parts
vocabulary.
-Create word searches and
crossword puzzles for
students as a vocabulary
review tool.
-Video tape student’s plays so
they can realize that they
sound good in Spanish.
Unit of Study
Major Concepts
Covered
-Talking about their
childhood
Ven conmigo Chap 7
Conoces bien tu pasado?
-Introduction to the past
imperfect tense
-Using comparisons to
describe people
Skills Mastered
-Student will be able to
distinguish when to use the
preterit tense and when to use
the imperfect tense
-Student will be able to
understand some Spanish
expressions that are used to
describe people.
Student Products
-Student will write two
paragraph about their
childhood
-If students can’t remember
their childhood let them make
it up.
-Complete worksheets and
stories where they will have
to circle the correct verb
(Imperfect or preterit) and
explain why they have chosen
that answer.
-Let students use their
knowledge of vocabulary to
write different expressions to
describe famous people.
-Student will create their own
expressions to describe
people using the Spanish
structure.
Spanish Department 08-09
Suggested Teaching
Strategies
Course Overview
Spanish III
Course Description:
Spanish III is a reading and writing intensive course designed to raise student foreign language abilities as a continuation of the
previous levels of study. While taking part in this course, the students will gain experience responding, in verbal/written form to a
variety of subjects designed to enhance their awareness and self-confidence while communicating in the target language. The course
also infuses writing skills through heavy emphasis on reflection and response to literature and narrative account through creation of
essays and poetry. Communication skills will demand use of target language in all exchange of ideas and responses both verbal and in
written form while exercising proper use of grammar, syntax, punctuation and vocabulary. In addition, students will study elements of
Latin American/Iberian geography, customs and history, while also developing an understanding for regional language differences.
Students will delve into all research through the use of higher level thinking questions that will force the individual to submerge more
deeply into any and all subject matters covered by the class curriculum. The course has been developed to challenge the student
through every phase of learning by developing critical/lateral thinking skills through rigorous scholastic exercising.
Major Texts:
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Ven Conmigo Level III (Holt, Winston and Reinhart) – To be used when audio/visual equipment becomes available to fulfill
premise of textbook.
Don Quijote de la Mancha – An Intermediate Book.
La historia de Latinoamérica – An Intermediate Book.
Los supervivientes de los Andes – Lecturas simplificadas.
Dia de los muertos – Teacher created informational package.
“Los animales de Latino America” – Teacher created informational package.
Frankenstein – An Indermediate Book.
Un crimen en Casablanca – An Intermediate Book.
Leyendas Mexicanas y Mayas – An Intermediate Book of Short Stories.
Spanish Department 08-09
Supplemental Materials:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
“Spanglish” Vocabulary Dictionary.
Taino Language Dictionary.
Maya – Aztec (Nahuatl) Language Dictionary.
“Americanismos” Vocabulary Dictionary.
“Autoctonous” Short Stories – Bibliotecas Virtuales. To be used as part of daily reading assignment.
Children Stories – Bibliotecas Virtuales. To be used as part of daily reading assignment.
Latin American Indigenous Legends – Biblitecas Virtuales. To be used as part of daily reading assignment.
Fabulas y leyendas americanas -- To be used as part of daily reading assignment.
Leyendas del Caribe -- To be used as part of daily reading assignment.
"Cuentos de amor, de locura y de muerte" -- To be used as part of daily reading assignment.
Search and Learn – Around the World Illustrated Geography Book. – To be used for the study of geography and natural
resources of the target region.
Clarin – Agentinian Daily Newspaper.
El Diariero.com – Portal to Latin American Newspapers.
El Diariero.com – Portal to Latin American Magazines.
El Reader’s Digest en Español – Monthly Multi-topic Magazine.
Presnsa Escrita.com – Portal to Latin American Press Sources.
Class Trips
¾ University of Pennsylvania Museum of Anthropology – Date and time to be determined by availability from host.
¾ Philadelphia Zoological Garden (Scavenger hunt for animals of Latin America) – Date and time to be determined by
ƒ availability from host.
¾ Latin American Dance Company -- Date and time to be determined by availability from host.
¾ Visit to Organization of American States Offices in Washington D.C. (OAS) – Date and time to be determined by
availability from host.
Spanish Department 08-09
Major Assessments:
All assessments will be created and used in compliance with IEP and other special needs conforming to the individual student’s
abilities and in constant communication with the Special Needs Department.
All assignments assessed will have a rubric attached to provide students with the necessary information to maximize grade potential.
Four major exams throughout the semester, each including:
¾ an essay assessment of an unknown topic or theme concentrating on communicative skills, grammar and punctuation.
¾ an essay assessment of a known topic or theme concentrating on communicative skills, grammar and punctuation.
¾ reading assessment based on prior readings and/or information concentrating on communicative skills and proper use of
punctuation timing and use of grammatical accentuations.
¾ recollection of previously received information while applying them to higher level thinking questions while displaying
abilities to communicate effectively in a written/verbal manner.
¾ displaying awareness of covered topics and their implementation within the learning experience through the us of higher level
thinking questions.
Weekly quizzes
¾ assessment of vocabulary knowledge and grammatical skill will emphasis on proper accentuation and constant reinforcement
of learned material
Research Report Assignments
¾ assessment will take into account material covered, research paralleling questions to be covered, grammar, punctuation, use of
vocabulary, presentation and quality of visual material being presented.
Daily homework assignments
¾ assessment of timely completion and absorption of corrections through constant reinforcement and drill
Daily classroom assignments
¾ assessment of classroom generated essays with emphasis on grammar, punctuation, vocabulary skills and their display of
absorption of previously covered reviews and corrections of student generated writing mistakes.
Spanish Department 08-09
Don Quijote de la Mancha
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
¾ student generated re-creation of the reading material that is filmed while wearing student generated costumes and props
La historia de Latinoamérica
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
¾ student generated re-creation of the reading material that is filmed while wearing and using student generated costumes and
props
Los supervivientes de los Andes
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
Día de los muertos
¾ daily vocal readings
¾ daily answering of questions provided by the instructor generated workbook
¾ daily answering of higher level questions provided by the instructor
¾ student generated material such as “papel picado”, representations of “calacas” and “calaberas” and masks to be worn during
the celebration.
¾ student generated re-creation, through cooperative learning, of an “ofrenda” altar just as the ones used by the Mexican
community during the celebration
¾ daily verbal quizzes to assess knowledge of rituals and the significance of each item used during the celebration
Spanish Department 08-09
“Los animales de Latino America” (to be used in conjunction with study of Latin American geography)
¾ daily answering of questions provided by the instructor generated workbook
¾ daily answering of higher level questions provided by the instructor
“Frankenstein”
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
“Un crimen en Casablanca”
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
“Leyendas Mexicanas y Mayas”
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
"Cuentos de amor, de locura y de muerte"
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
Dictionaries
¾ proper use of vocabulary from the dictionaries will be assessed during entire semester as it is incorporated into readings and
student generated literary works
¾ students will be responsible for integration into their vocabulary and grammatical skills those corrected mistakes from previous
assignments
Spanish Department 08-09
Sources of short stories
¾ materials gathered from different sources (web, books, magazines, etc.) will be used on a daily basis and assessed during entire
semester as they are incorporated into the curriculum as scholastic reading exercises or as homework assignments
¾ these exercises will be assessed on the use of grammar, punctuation, vocabulary in the written form
¾ students will be assessed in verbal reading for pronunciation and correct use of punctuation and accentuation of target language
with emphasis on constant practice and advancement of skills
¾ students will be assessed on the use of punctuation timing during verbal reading exercises.
Pa. Standards Addressed:
¾ Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinions.
¾ Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.
¾ Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
¾ Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture
studied.
¾ Standard 2.2 Students demonstrate an understanding of the relationship between the produces and perspectives of the culture
studied.
¾ Standard 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
¾ Standard. 3.2 Students acquire information and recognize the distinctive vie2wpoints that are only available through the
foreign language and its cultures.
¾ Standard 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and
their own.
Spanish Department 08-09
¾ Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and
their own.
¾ Standard 5.1 Students use the language both within and beyond the school setting.
¾ Standard 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and
enrichment.
Resource List : (non-text books, magazines, websites)
Films
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Spain: Everything Under the Sun
Puerto Rico
Commercial Vocabulary – Clothes Video Spanish
Commercial Vocabulary – Body Parts Video Spanish
Commercial Vocabulary – Food Video Spanish
In Search of History – The Aztec Empire
Destination Central America
Una visita a Buenos Aires
Video Visits – Argentina
The Day of the Dead Celebration
Cinco de Mayo
Secrets of Lost Empires – Inca
Mexico – A Story of Courage and Conquest – Four Volumes
The Buried Mirror – Reflections on Spain and the New World
Michael Pailin – Travels Through South America
1492 – Theatrical release of Christopher Columbus and the conquest of the Americas
Spanish Department 08-09
Web sites
¾ http://www.oas.org/main/main.asp?sLang=S&sLink=../../documents/spa/contactus.asp
¾ http://www.clarin.com/
¾ http://www.enchantedlearning.com/Home.html
¾ http://www.imaginaria.com.ar/11/3/palermo2.htm
¾ http://womenshistory.about.com/od/hispanicwomen/
¾ http://www.educared.edu.pe/estudiantes/historietas/
¾ http://www.utexas.edu/utpress/journals/jlag.html
¾ http://www.unl.edu/LatAmHis/LatAmLinks.html
¾ http://retanet.unm.edu/index.pl?section=1996LPs
¾ http://www.public.iastate.edu/~rjsalvad/scmfaq/muertos.html
¾ http://www.azcentral.com/ent/dead/
¾ http://www.diadelosmuertos.us/
¾ http://www.latinamericanstudies.org/
¾ http://latino.sscnet.ucla.edu/research/folklore.html
¾ http://www.duke.edu/web/las/other.html
¾ http://www.fotoscopio.com/en/servicios.php
¾ http://www.rmpbs.org/americanfamily/heritage.html
¾ http://www.snowcrest.net/jmike/latin.html
¾ http://www.historyorb.com/latinamerica/
¾ http://www2.truman.edu/~marc/resources/
¾ http://revels-bey.com/history_of_latin_music.htm
¾ http://www.worldhistorycompass.com/latin.htm
¾ http://www.zonalatina.com/
¾ http://lanic.utexas.edu/la/region/news/
¾ http://www.lib.utsa.edu/Research/Subject/latinamericapubs.html
¾ http://www.converge.org.nz/pap-latinamer.html
¾ http://www.japolatino.org/
¾ http://info.lanic.utexas.edu/
¾ http://www.factmonster.com/encyclopedia/1lalitbio.html
¾ http://www.lib.berkeley.edu/doemoff/lat_amer/
Spanish Department 08-09
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
http://www.mexonline.com/cinco.htm
http://www.geocities.com/Athens/Troy/9087/cinco/cinco.html
http://nacnet.org/assunta/spa5may.htm
http://naples.cc.sunysb.edu/CAS/lacc.nsf/
http://www.cooking.com/recipes/browse_ctg_det.asp?Cuisine=16&orderkey=Cuisine&page=2
http://espanol.ucanr.org/Calendario/Major_Holidays_and_Celebrations_of_Spanish-Speaking_Countries.htm
http://www.birthdayexpress.com/bexpress/planning/birthdaycelebrations.asp
http://www.solosabor.com/holidays/
http://www.foodtimeline.org/foodmaya.html
http://www.kamalii.k12.hi.us/Early_People_Of_The_Wester.html
http://www.multcolib.org/homework/anchsthc.html
http://www.ancientscripts.com/aztec.html
http://www.sil.org/mexico/nahuatl/00i-nahuatl.htm
o
¾
www.guggenheim.org/artscurriculum/downloads/pdf/EDU.aztec.pdf
http://www.mexconnect.com/mex_/travel/slenchek/slaztec1.html
Dictionaries
¾ proper use of vocabulary from the dictionaries will be assessed during entire semester as it is incorporated into readings and
student generated literary works
¾ http://www.yourdictionary.com/languages/southam.html
¾ http://www.freelang.net/dictionary/quechua_bol.html
¾ http://www.angelfire.com/tx2/ecc/aztecinca2.html
¾ http://www.answers.com/topic/aztec
¾ http://www.azteca.net/aztec/index.shtml
¾ http://vrd.askvrd.org/default.aspx?arch=y&cat=1487
¾ http://www.mysteries-megasite.com/main/bigsearch/aztec.html
¾ http://www.kamalii.k12.hi.us/Early_People_Of_The_Wester.html
¾ http://www.sil.org/mexico/nahuatl/00i-nahuatl.htm
¾ http://www.sil.org/mexico/nahuatl/00i-nahuatl.htm
Spanish Department 08-09
Sources of short stories. (Web sites, periodicals, etc.)
¾ material gathered from these different sources will be used and assessed during entire semester as they are used for scholastic
reading exercises on a daily basis for classroom use or for use as homework
¾ http://www.servicioskoinonia.org/cuentoscortos/
¾ http://www.losmejorescuentos.com/
¾ http://www4.loscuentos.net/cuentos/other/
¾ http://ciudadseva.com/textos/cuentos/mini/minicuen.htm
¾ http://bibliotecasvirtuales.com/
¾ http://www.internetjoin.com/la_piragna/cuentos.htm
¾ http://members.tripod.com/sjuannavarro/revistas.htm
¾ http://www.educared.edu.pe/estudiantes/historietas/
¾ http://www.mafalda.net/sp/index.php
¾ http://www.planet-tango.com/lyrics/
¾ http://www.fapatur.com/Canciona.htm
¾ http://www.academicinfo.net/latinamculture.html
¾ http://www.library.csustan.edu/lboyer/modern_languages/mexican.htm
¾ http://www.americas-society.org/as/contact/litlinks.html
¾ http://www.uky.edu/Subject/latinamlit.html
¾ http://www.amautaspanish.com/amautaspanish/culture/literature/
¾ http://www.library.vanderbilt.edu/central/span.html
¾ http://info.lanic.utexas.edu/
¾ http://www.hope.edu/latinamerican/
¾ http://www.factmonster.com/encyclopedia/1lalitbio.html
¾ http://home.comcast.net/~chris.s/mythold.html
Spanish Department 08-09
Unit of Study
Don Quijote de la Mancha
Major Concepts
Covered
-Introduction of Spain’s most
illustrious work of literature.
-Description of Spanish life and
customs within that period in history.
-Provide examples in the use of
“metaphors” as a descriptive form.
-Demonstrating the use of words as a
descriptive tool.
-Provide an entertaining platform
from which to practice and develop
reading skills both silent and vocal.
-Work on student’s presentational
skills to begin to dissolve shyness
and timidity.
Skills Mastered
Student Products
-Demonstrating reading and fluency
skills while enhancing reading
comprehension.
-Creating costumes and props to
represent the material read from the
text.
-Use of language as a descriptive
tool.
-Create, practice and act out scenes
from the book.
-Use of verbal skills while recreating scenes from the text.
-Video record a student acted
production of scenes from the book.
-Developing interactive and social
cooperative skills while working
within cooperating groups.
-Demonstration of student
understanding of dialogue and
literary concept represented in the
material.
-Developing sense of confidence
through play-acting and being filmed
re-creating scenes from the text.
-Develop skills in the use of
“metaphor” in the development of
written material.
-Essay discussing what side effects
such behavior by a family member or
friend as displayed in the book,
would have on their own personal
lives.
-Essay demonstrating the use of
“metaphor” as a tool of story telling.
Effective Teaching
Strategies
-Utilize written material as prompt
designed for writing essays and use
the essays to drill grammar skills to
raise level of understanding and
correct usage.
-Allow students to form cooperative
learning groups to support each other
in the reading of material.
-Constantly drill reading aloud skills.
-Have the students reading aloud
practice understanding of
punctuation marks by making them
stop and physically demonstrate a
coma, semicolon, and period.
-Allow students to individually pick
characters from the book and to play
them out as they read aloud within
the groups.
-Continually work on students’
confidence during practice
presentations. Let them become
leaders and to lead others through the
task.
-Do not allow students to fail to
present. Use other students in the
groups to encourage and push shy
individuals through the task.
-Present film “Man of La Mancha” as
an addendum to the material covered
by text.
Spanish Department 08-09
Unit of Study
La historia de Latinoamérica
Major Concepts
Covered
-Relate the story of how Latin
American indigenous peoples
developed into the various
empires that dominated the
continent until the arrival of the
Spanish Conquistadores.
-Demonstrating reading and
fluency skills while enhancing
reading comprehension.
-To provide a platform to
develop an understanding of just
who our predecessors were and
to instill pride in their
accomplishments as they relate
to our history as a people.
-Use of verbal skills while recreating scenes from the text.
-Demonstrating the use of words
as a descriptive tool.
-Provide an entertaining platform
from which to practice and
develop reading skills both silent
and vocal.
-Focus on the effects of the
natural environment as a
precursor of human
development.
-Work on student’s
presentational skills to begin to
dissolve shyness and timidity.
Spanish Department 08-09
Skills Mastered
-Use of language as a descriptive
tool.
-Developing interactive and
social cooperative skills while
working within cooperating
groups.
-Developing sense of confidence
through play-acting and being
filmed re-creating scenes from
the text.
-Develop true pride based on
subject knowledge as to
Latino accomplishments of
the past.
Student Products
Effective Teaching
Strategies
Create an artistic representation
of the material read in the form
most comfortable to the students.
This may be through song,
creation of a diorama or other
visual representation, or through
a combination of any forms of
expression chosen by the
students.
-Provide students with alphabet
of the Aztec/Maya language and
have them write their names in
the pictographs plus a short
sentence introducing themselves
to the group.
-Create, practice and act out
scenes from the book.
-Video record a student acted
production of scenes from the
book.
-Demonstration of student
understanding of dialogue and
literary concept represented in
the material.
-Essay on the theme”Would I be
able to survive in such cultural
and physical environments as
displayed in the story?”
-Essay on the differences and
similarities between the Maya,
Aztec and Inca cultures.
-Provide students with
dictionaries of the Aztec, Maya
and Inca people. The students
will use them to communicate
with each other in a presentation
of their own creation.
Unit of Study
Major Concepts
Covered
Los supervivientes de los Andes.
-Relate a true story of courage,
the human will to survive and of
morality by a group of young
people in the face of
overwhelming odds in the
ultimate hash environment of the
Andes mountains.
-Demonstrating the use of words
as a descriptive tool.
-Provide an entertaining platform
from which to practice and
develop reading skills both silent
and vocal.
-To foster development of
personal will to succeed against
all odds.
-Work on student’s
presentational skills to begin to
dissolve shyness and timidity.
Skills Mastered
-Demonstrating reading and
fluency skills while enhancing
reading comprehension.
-Use of language as a descriptive
tool.
-Use of verbal skills while recreating scenes from the text.
-Developing interactive and
social cooperative skills while
working within cooperating
groups.
-Developing sense of confidence
through play-acting and being
filmed re-creating scenes from
the text.
-Developing positive attitudes as
to what accomplishments may be
fulfill if the will is there to
succeed.
Student Products
Effective Teaching
Strategies
-Create an artistic representation
of the material read in the form
most comfortable to the students.
-Presentation of the film “Alive”
which depicts the tragedy
presented by the text.
-Create, practice and act out
scenes from the book.
-Video record a student acted
production of scenes from the
book.
-Demonstration of student
understanding of dialogue and
literary concept represented in
the material.
-Essay on the theme, ”Would I
be able to survive in such a
physical environment as
displayed in the story?”
-Essay on the theme “What
would I personally do and how
would I behave when facing such
an ordeal?”
-A research paper detailing the
topography of the Andes
mountains and the effects on
travel through the region.
-A research paper on previous
disasters, plane crashes and
stories of survival in the target
region.
Spanish Department 08-09
Unit of Study
Frankenstein.
Un crimen en Casablanca.
Major Concepts
Covered
-Introduction to a sampling of
literary material from different
sources to maximize divergent
cultures/
Leyendas Mexicanas y Mayas.
Cuentos de amor, de locura y de
muerte.
Poemas de José Martí.
Poemas de Rubén Darío.
-Description of life and customs
within each different period in
history and location.
-Provide examples in the use of
“metaphors” as a descriptive
form.
-Demonstrating the use of words
as a descriptive tool.
-Provide an entertaining platform
from which to practice and
develop reading skills both silent
and vocal.
-Work on student’s
presentational skills to begin to
dissolve shyness and timidity.
Spanish Department 08-09
Skills Mastered
Student Products
Effective Teaching
Strategies
-Demonstrating reading and
fluency skills while enhancing
reading comprehension.
-Creating costumes and props to
represent the material read from
the text.
-Present films associated with the
material’s covered in class.
-Use of language as a descriptive
tool.
-Create, practice and act out
scenes from the book.
-Use of verbal skills while recreating scenes from the text.
-Video record a student acted
production of scenes from the
book.
-Developing interactive and
social cooperative skills while
working within cooperating
groups.
-Developing sense of confidence
through play-acting and being
filmed re-creating scenes from
the text.
-Develop skills in the use of
“metaphor” in the development
of written material.
-Demonstration of student
understanding of dialogue and
literary concept represented in
the material.
-Essay discussing what side
effects such behavior by a family
member or friend as displayed in
the book, would have on their
own personal lives.
-Essay demonstrating the use of
“metaphor” as a tool of story
telling.
Unit of Study
Día de los muertos
Major Concepts
Covered
-The concept of “death” as it
relates to Mexican cultural
practices.
-The concept of family within
the Mexican community.
Student Products
-Understanding cultural diversity
by immersing in its’ practices.
-Creation of an authentic
“ofrenda” table containing most
if not all of the items required by
Mexican cultural practice.
-Demonstrating reading and
fluency skills while enhancing
reading comprehension.
-Reinforce the acceptance of
diversity and multiculturalism
within the Latino/Hispanic
community through immersion
in different cultural depictions.
-Use of language as a descriptive
tool.
-Demonstrating the use of words
as a descriptive tool.
-Developing interactive and
social cooperative skills while
working within cooperating
groups.
-Provide an entertaining platform
from which to practice and
develop reading skills both silent
and vocal.
-Work on student’s
presentational skills to begin to
dissolve shyness and timidity.
Spanish Department 08-09
Skills Mastered
-Use of verbal skills while recreating scenes from the text.
-Developing sense of confidence
through play-acting and being
filmed re-creating scenes from
the text.
-Create the artistic ancillary
culturally relevant items used
during the celebration, i.e.,
“calaberas, papel picado, calacas,
candies, flowers, etc.”.
-Student demonstration of facts
related to celebration to visitors
done in the target language.
-Creation of lists of people they
would like to honor during the
celebration.
-An essay on how they would
like to be honored and
remembered during celebration.
- An essay based on student
generated research detailing the
effects on the Mexican
community of their concept of
death and their reasons for such
cultural philosophy.
Effective Teaching
Strategies
Unit of Study
Los animales de Latino
América”
Major Concepts
Covered
-Continuing education of
geographical facts while relating
them to the flora and fauna of the
target region of study.
-Study the effects of natural
environment on the flora and
fauna of the target region of
study.
-Discussing the effects of the
flora and fauna of the target
geographical locations on the
human population sharing the
environment.
Skills Mastered
-Understanding the physical
world of Latin America.
-Demonstrating reading and
fluency skills while enhancing
reading comprehension.
-Use of language as a descriptive
tool.
-Developing interactive and
social cooperative skills while
working within cooperating
groups.
Student Products
-Map displaying locations and
habitats of animals from the
target geographical locations.
-Creating a work book
displaying most of the animals
and insects located in the target
geographical location.
-Creation of a list based on
student generated research
displaying the uses of the flora
and fauna of the target
geographical location by the
local human populations.
-Work on student’s
presentational skills to begin to
dissolve shyness and timidity.
-An essay based on student
generated research detailing the
effects by human habitation on
the flora and fauna of the target
geographical locations.
- An essay based on student
generated research detailing the
effects on humans by the flora
and fauna of the target
geographical locations.
Example: the coca plant.
Spanish Department 08-09
Effective Teaching
Strategies
Unit of Study
Latin American literature
through the use of short stories,
poems and other written
materials.
Major Concepts
Covered
-An introduction to short stories
from various Latin American
sources.
-Developing awareness of Latin
American points of views and
experiences that define the area’s
culture.
-Introduction to Latin American
authors.
-Work on student’s
presentational skills to begin to
dissolve shyness and timidity.
Spanish Department 08-09
Skills Mastered
Student Products
-Understanding cultural diversity
by immersing in its’ literature.
-Creating costumes and props to
represent the material read from
the text.
-Demonstrating reading and
fluency skills while enhancing
reading comprehension.
-Use of language as a descriptive
tool.
-Use of verbal skills while recreating scenes from the text.
-Work on student’s reading
abilities both silent and aloud.
-Developing interactive and
social cooperative skills while
working within cooperating
groups to practice reading of
materials.
-Work on student’s abilities to
understand and absorb written
material while developing a taste
for reading.
-Developing sense of confidence
through play-acting and being
filmed re-creating scenes from
the text.
-Create, practice and act out
scenes from the book.
-Video record a student acted
production of scenes from the
book.
-Demonstration of student
understanding of dialogue and
literary concept represented in
the material.
-Create student generated short
stories on a variety of subjects
pertinent to the tastes and
experiences of the classroom
population.
-A list of the most common
grammatical errors that students
have found to be constant in their
writings.
Effective Teaching
Strategies
Course Overview
Spanish Native Speaker 2007-2008
Course Description:
Spanish for Native Speakers is a reading and writing intensive course solely in the target language designed to raise student foreign language
abilities as a reinforcement of Spanish speaking student skills and as a continuation of the previous levels of study. While taking part in this
course, the students will gain experience responding, in verbal/written form to a variety of subjects designed to enhance their awareness and selfconfidence while only communicating in the target language. The course also infuses writing skills through heavy emphasis on reflection and
response to literature and narrative accounts through creation of essays and poetry. The students will also be introduced to Latin American and
Hispanic literature with strong emphasis on understanding the written word and viewing the divergent causes for the styles and topics of writing.
Communication skills will demand use of target language in all exchange of ideas and responses both verbal and in written form while exercising
proper use of grammar, syntax, punctuation and vocabulary. In addition, students will study elements of Latin American/Iberian geography,
customs and history, while also developing an understanding for regional language differences. Students will delve into all research through the
use of higher level thinking questions that will force the individual to submerge more deeply into any and all subject matters covered by the class
curriculum. The course has been developed to challenge the student through every phase of learning by developing critical/lateral thinking skills
through rigorous scholastic exercising while maintaining equally rigorous standards in using the target language.
Major Texts:
•
•
•
Nuevas Vistas (Holt, Winston and Reinhart) – To be used when audio/visual equipment becomes available to fulfill premise of textbook...
Frankenstein – An Indermediate Book
Leyendas Mexicanas y Mayas – An Intermediate Book of Short Stories.
Spanish Department 08-09
Class Trips
9 University of Pennsylvania Museum of Anthropology – Date and time to be determined by availability from host.
o Meso-American Exhibit and archeological study.
9 Latin American Dance Company -- Date and time to be determined by availability from host.
9 Visit to Organization of American States Offices in Washington D.C. (OAS) – Date and time to be determined by availability from
host.
ƒ version of the United Nations for member states of the American continent.
9 Philadelphia Museum of Art -- Date and time to be determined by availability from host.
o A study of Latin America through the use of sculpture and painting.
9 The Spanish Repertory Theatre 138 East 27th Street, NYC, 10016
212.889.2850 http://repertorio.org/- Date and time to be determined by availability from host.
o A reinforcement of literature through theater.
Supplemental Materials:
•
•
•
•
•
•
•
•
•
•
•
•
“Autoctonous” Short Stories – Bibliotecas Virtuales. To be used as part of daily reading assignment.
La historia de Latinoamérica – An Intermediate Book.To be used as reading assingment and reinforcement of lesson.
Leyendas con canciones- to be used as reinforcement of lesson
Latina Women – to be used as introduction to project.
Children Stories – Bibliotecas Virtuales. To be used as part of daily reading assignment.
Latin American Indigenous Legends – Biblitecas Virtuales. To be used as part of daily reading assignment.
Fabulas y leyendas americanas -- To be used as part of daily reading assignment.
Leyendas del Caribe -- To be used as part of daily reading assignment.
"Cuentos de amor, de locura y de muerte" -- To be used as part of daily reading assignment.
Search and Learn – Around the World Illustrated Geography Book. – To be used for the study of geography and natural resources of the
target region.
Clarin – Agentinian Daily Newspaper.
El Diariero.com – Portal to Latin American Newspapers.
Spanish Department 08-09
•
•
•
El Diariero.com – Portal to Latin American Magazines.
El Reader’s Digest en Español – Monthly Multi-topic Magazine.
Prensa Escrita.com – Portal to Latin American Press Sources.
Major Assessments:
All assessments will be created and used in compliance with IEP and other special needs conforming to the individual student’s abilities and in
constant communication with the Special Needs Department.
All assignments assessed will have a rubric attached to provide students with the necessary information to maximize grade potential.
Four major exams throughout the semester, each including:
¾ an essay assessment of an unknown topic or theme concentrating on communicative skills, grammar and punctuation.
¾ an essay assessment of a known topic or theme concentrating on communicative skills, grammar and punctuation.
¾ reading assessment based on prior readings and/or information concentrating on communicative skills and proper use of punctuation
timing and use of grammatical accentuations.
¾ recollection of previously received information while applying them to higher level thinking questions while displaying abilities to
communicate effectively in a written/verbal manner.
¾ displaying awareness of covered topics and their implementation within the learning experience through the us of higher level thinking
questions.
Weekly quizzes
¾ assessment of vocabulary knowledge and grammatical skill will emphasis on proper accentuation and constant reinforcement of learned
material
Research Report Assignments
¾ assessment will take into account material covered, research paralleling questions to be covered, grammar, punctuation, use of vocabulary,
presentation and quality of visual material being presented.
Daily homework assignments
¾ assessment of timely completion and absorption of corrections through constant reinforcement and drill
Spanish Department 08-09
Daily classroom assignments
¾ assessment of classroom generated essays with emphasis on grammar, punctuation, vocabulary skills and their display of absorption of
previously covered reviews and corrections of student generated writing mistakes.
La historia de Latinoamérica
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
¾ student generated re-creation of the reading material that is filmed while wearing and using student generated costumes and props
“Frankenstein”
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
“Leyendas Mexicanas y Mayas”
¾ daily vocal readings
¾ daily answering of chapter questions provided by the book
¾ daily answering of higher level questions provided by the instructor
Sources of short stories
¾ materials gathered from different sources (web, books, magazines, etc.) will be used on a daily basis and assessed during entire semester
as they are incorporated into the curriculum as scholastic reading exercises or as homework assignments
¾ these exercises will be assessed on the use of grammar, punctuation, vocabulary in the written form
¾ students will be assessed in verbal reading for pronunciation and correct use of punctuation and accentuation of target language with
emphasis on constant practice and advancement of skills
¾ students will be assessed on the use of punctuation timing during verbal reading exercises.
Spanish Department 08-09
Pa. Standards Addressed:
¾ Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
¾ Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.
¾ Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
¾ Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
¾ Standard 2.2 Students demonstrate an understanding of the relationship between the produces and perspectives of the culture studied.
¾ Standard 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
¾ Standard. 3.2 Students acquire information and recognize the distinctive vie2wpoints that are only available through the foreign language
and its cultures.
¾ Standard 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
¾ Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
¾ Standard 5.1 Students use the language both within and beyond the school setting.
¾ Standard 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Spanish Department 08-09
Resource List : (non-text books, magazines, websites)
Films
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
Spain: Everything Under the Sun
Puerto Rico
In Search of History – The Aztec Empire
Destination Central America
Una visita a Buenos Aires
Video Visits – Argentina
Secrets of Lost Empires – Inca
Mexico – A Story of Courage and Conquest – Four Volumes
The Buried Mirror – Reflections on Spain and the New World
Michael Pailin – Travels Through South America
1492 – Theatrical release of Christopher Columbus and the conquest of the Americas
Web sites
¾ http://www.oas.org/main/main.asp?sLang=S&sLink=../../documents/spa/contactus.asp
¾ http://www.clarin.com/
¾ http://www.enchantedlearning.com/Home.html
¾ http://www.imaginaria.com.ar/11/3/palermo2.htm
¾ http://womenshistory.about.com/od/hispanicwomen/
¾ http://www.educared.edu.pe/estudiantes/historietas/
¾ http://www.utexas.edu/utpress/journals/jlag.html
¾ http://www.unl.edu/LatAmHis/LatAmLinks.html
¾ http://retanet.unm.edu/index.pl?section=1996LPs
¾ http://www.public.iastate.edu/~rjsalvad/scmfaq/muertos.html
¾ http://www.azcentral.com/ent/dead/
¾ http://www.diadelosmuertos.us/
¾ http://www.latinamericanstudies.org/
¾ http://latino.sscnet.ucla.edu/research/folklore.html
¾ http://www.duke.edu/web/las/other.html
¾ http://www.fotoscopio.com/en/servicios.php
¾ http://www.rmpbs.org/americanfamily/heritage.html
¾ http://www.snowcrest.net/jmike/latin.html
Spanish Department 08-09
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
http://www.historyorb.com/latinamerica/
http://www2.truman.edu/~marc/resources/
http://revels-bey.com/history_of_latin_music.htm
http://www.worldhistorycompass.com/latin.htm
http://www.zonalatina.com/
http://lanic.utexas.edu/la/region/news/
http://www.lib.utsa.edu/Research/Subject/latinamericapubs.html
http://www.converge.org.nz/pap-latinamer.html
http://www.japolatino.org/
http://info.lanic.utexas.edu/
http://www.factmonster.com/encyclopedia/1lalitbio.html
http://www.lib.berkeley.edu/doemoff/lat_amer/
http://www.mexonline.com/cinco.htm
http://www.geocities.com/Athens/Troy/9087/cinco/cinco.html
http://nacnet.org/assunta/spa5may.htm
http://naples.cc.sunysb.edu/CAS/lacc.nsf/
http://www.cooking.com/recipes/browse_ctg_det.asp?Cuisine=16&orderkey=Cuisine&page=2
http://espanol.ucanr.org/Calendario/Major_Holidays_and_Celebrations_of_Spanish-Speaking_Countries.htm
http://www.birthdayexpress.com/bexpress/planning/birthdaycelebrations.asp
http://www.solosabor.com/holidays/
http://www.foodtimeline.org/foodmaya.html
http://www.kamalii.k12.hi.us/Early_People_Of_The_Wester.html
http://www.multcolib.org/homework/anchsthc.html
http://www.ancientscripts.com/aztec.html
http://www.sil.org/mexico/nahuatl/00i-nahuatl.htm
o
www.guggenheim.org/artscurriculum/downloads/pdf/EDU.aztec.pdf
¾ http://www.mexconnect.com/mex_/travel/slenchek/slaztec1.html
Spanish Department 08-09
Dictionaries
¾ proper use of vocabulary from the dictionaries will be assessed during entire semester as it is incorporated into readings and student
generated literary works
¾ http://www.yourdictionary.com/languages/southam.html
¾ http://www.freelang.net/dictionary/quechua_bol.html
¾ http://www.angelfire.com/tx2/ecc/aztecinca2.html
¾ http://www.answers.com/topic/aztec
¾ http://www.azteca.net/aztec/index.shtml
¾ http://vrd.askvrd.org/default.aspx?arch=y&cat=1487
¾ http://www.mysteries-megasite.com/main/bigsearch/aztec.html
¾ http://www.kamalii.k12.hi.us/Early_People_Of_The_Wester.html
¾ http://www.sil.org/mexico/nahuatl/00i-nahuatl.htm
¾ http://www.sil.org/mexico/nahuatl/00i-nahuatl.htm
Spanish Department 08-09
Sources of short stories. (Web sites, periodicals, etc.)
¾ material gathered from these different sources will be used and assessed during entire semester as they are used for scholastic reading
exercises on a daily basis for classroom use or for use as homework
¾ http://www.servicioskoinonia.org/cuentoscortos/
¾ http://www.losmejorescuentos.com/
¾ http://www4.loscuentos.net/cuentos/other/
¾ http://ciudadseva.com/textos/cuentos/mini/minicuen.htm
¾ http://bibliotecasvirtuales.com/
¾ http://www.internetjoin.com/la_piragna/cuentos.htm
¾ http://members.tripod.com/sjuannavarro/revistas.htm
¾ http://www.educared.edu.pe/estudiantes/historietas/
¾ http://www.mafalda.net/sp/index.php
¾ http://www.planet-tango.com/lyrics/
¾ http://www.fapatur.com/Canciona.htm
¾ http://www.academicinfo.net/latinamculture.html
¾ http://www.library.csustan.edu/lboyer/modern_languages/mexican.htm
¾ http://www.americas-society.org/as/contact/litlinks.html
¾ http://www.uky.edu/Subject/latinamlit.html
¾ http://www.amautaspanish.com/amautaspanish/culture/literature/
¾ http://www.library.vanderbilt.edu/central/span.html
¾ http://info.lanic.utexas.edu/
¾ http://www.hope.edu/latinamerican/
¾ http://www.factmonster.com/encyclopedia/1lalitbio.html
¾ http://home.comcast.net/~chris.s/mythold.html
Spanish Department 08-09
Unit of Study
Introduction to Latin
America and literature
Major Concepts
Covered
Skills Mastered
Student Products
Students will be aware of
all 21 Hispanics Countries
and the 18 Latin countries.
Students will know the
location of important and
famous geographical
wonders of Latin America
eg: deserts, lakes,
mountains, ruins, water
falls, rivers etc by using
maps, pictures and
readings.
Student will be given a
country to research- a
country that they are
unfamiliar with. They
will have to look for the
population and ethnicity,
symbolism and meaning,
language, native
languages, agriculture,
festivities, historic sites,
geographical location, art,
famous people from that
country, tourism, and
exportation. The students’
grade will be based in
their overall knowledge of
their country, their oral
presentation and the
written assignment.
Students will learn the
parts of speech and learn
how to write a sentence in
Spanish using new
vocabulary words
correctly.
Students will develop the
skill of correctly
communicating in Spanish
through writing, reading
and speaking using the
material presented in
class.
Spanish Department 08-09
Effective Teaching Strategies
-Give student a different country to
research than their own. Encourage
them to open their minds in
discovering fascinating things about a
country that is not their own.
-Allow students to form cooperative
learning groups to support each other
in review of material
-Continually work on students’
confidence during practice
presentations.
-Do not allow students to fail to
present. Use other students in the
groups to encourage and push shy
individuals through the task.
Unit of Study
Chapter I- Nuevas Vistas
Major Concepts
Covered
Students will be given 10
vocabulary words prior to
the autobiographical text.
They will Read: Mis
primeros Versos by Ruben
Dario
Primero de Secundaria by
Gary soto
Un
cuentecillo triste by
Gabriel Garcia Marquez
Culture: All about
Nicaragua
Grammar Lesson:
Prefixes, Suffixes,
orthographic accents.
Spanish Department 08-09
Skills Mastered
-Demostrate
comprehension about
autobiographies and
autobiographical texts.
-Demonste reading and
fluency skills while
enhancing reading
comprehension.
-Use of language as a
descriptive tool.
-Use of verbal skills while
reporting and presenting
outlound.
-Develope interactive and
social cooperative skills
while working within
cooperating groups.
Student Products
Effective Teaching Strategies
While reading they will
answer self guided
questions. After reading
they will analyze text and
answer comprehension and
interpretation questions to
assure understanding.
-Utilize material as prompts designed
for writing essays and use the essays to
drill grammar skills to raise level of
understanding and correct usage.
Students will write an
autobiography of a specific
moment of their life which
they will turn in for
grammar and spelling
evaluation.
Students will learn about
the country by reading and
in groups they will
demonstrate what they
have learned by making a
TV commercial for the
country advertising its
culture, riches, and tourism
to their classmates
-Allow students to form cooperative
learning groups to support each other
in the reading of material.
-Constantly drill reading aloud skills
and involve all students in the class no
matter their skill level.
Unit of Study
Chapter IIHabla con los animales
Major Concepts
Covered
Students will Read: La
Guerra de los Yacarés by
Horacio Quiroga
Platero Y yo by Juan
Ramon Jiménez
Students will learn how to
write a non fiction piece
by learning the elements
of literature.
Culture: Students will
learn about Uruguay. In
groups student will
express what they have
learned by making a
poster outlining 5
important facts about this
country.
Grammar Lesson: The
imperfect versus the
preterit tenses.
-Demonstrating the use of
words as a descriptive
tool.
-To foster development of
personal will to succeed
against all odds.
-Work on student’s
presentational skills to
begin to dissolve shyness
and timidity.
Spanish Department 08-09
Skills Mastered
-Demonstrating reading
and fluency skills while
enhancing reading
comprehension.
-Use of language as a
descriptive tool.
-Use of verbal skills while
re-creating scenes from
the text.
-Developing interactive
and social cooperative
skills while working
within cooperating
groups.
-Developing positive
attitudes as to what
accomplishments may be
fulfill if the will is there
to succeed.
Student Products
Effective Teaching Strategies
Students will be given 10
vocabulary words prior to
the fictional text. While
reading they will answer
self guided questions.
After reading they will
analyze text and answer
comprehension and
interpretation questions to
assure understanding.
-Provide an entertaining platform from
which to practice and develop reading
skills both silent and vocal.
Students will make their
own non-fictional story,
using elements presented
in class.
Student will read retell the
story to the class, then they
will turn in for grammar
and spelling evaluation
-Utilize material as examples to write
their own non-fictional stories
-Allow students to form cooperative
learning groups to support each other
in the reading of material.
-Constantly drill reading aloud skills
and involve all students in the class no
matter their skill level.
.
Unit of Study
Chapter IIIFabulas y leyendas
Major Concepts
Covered
Reading:Posada de las tres
Cuerdas by Ana Maria
Shua
-Understanding cultural
diversity by immersing in
its’ practices.
La Puerta del Infierno by
Antonio Landauro
Gueso y
pellejo by Ciro Alegría
-Demonstrating reading
and fluency skills while
enhancing reading
comprehension.
The students will learn
how to write an essay of
speculation about causes
and effects
-Use of language as a
descriptive tool.
Demonstrate
understanding about the
country of Argentina
Grammar Lesson:
antonyms, synonyms, and
the separation syllables:
Ultima, penultima,
sobrepenultima.
-Demonstrating the use of
words as a descriptive tool.
-Provide an entertaining
platform from which to
practice and develop
reading skills both silent
and vocal.
Spanish Department 08-09
Skills Mastered
-Developing interactive
and social cooperative
skills while working
within cooperating groups.
-Developing sense of
confidence in their written
and oral skills by
practicing grammar rules
effectively.
Student Products
Effective Teaching
Strategies
Students will be given 10
vocabulary words prior to
the fictional text. While
reading they will answer
self guided questions.
After reading they will
analyze text and answer
comprehension and
interpretation questions to
assure understanding.
-Utilize material as prompts
designed for writing essays and use
the essays to drill grammar skills to
raise level of understanding and
correct usage.
- An essay based on a
controversial topic where
there will be research
involved to investigate the
the cause and effect of this
topic on their daily lives.
Presentation of the essay
to the class informing the
class of their findings and
then they will turn in for
grammar and spelling
evaluation.
Students will learn about
the country by becoming
experts on one specific
aspect of the country that
being, the music, food,
way of life etc
-Allow students to form cooperative
learning groups to support each
other in the reading of material.
-Constantly drill reading aloud skills
and involve all students in the class
no matter their skill level.
-Allow students to form cooperative
learning groups to support each
other in the reading of material.
-Encourage open discussions with
presented material by their
classmates
-Do not allow students to fail to
present. Use other students in the
groups to encourage and push shy
individuals through the task.
-Keep the task fun and keep
reminding students that there is a
difference between being laughed at
by others and laughing along with
others.
Unit of Study
Chapter IV-Dentro del
Corazón
Major Concepts
Covered
Skills Mastered
Student Products
Effective Teaching
Strategies
Read: Mañana del Sol by
Serafín and Joaquin
Alvarez Quintero
De paula
by Isabelle Allende
-Understanding cultural
diversity by immersing in
its’ literature.
Students will be given 10
vocabulary words prior to
the fictional text. While
reading they will answer
self guided questions.
After reading they will
analyze text and answer
comprehension and
interpretation questions to
assure understanding.
-Constantly drill reading aloud skills
and involve all students in the class
no matter their skill level.
Versos Sencillos by Jose
Martí
Verde Luz
by Antonio Caban Vale
The students will learn
how to write a persuasion
essay
Students will learn about
Cuba
Grammar Lesson:
accentuation of wordspalabras llanas, the
subjunctive
-Work on student’s
abilities to understand and
absorb written material
while developing a taste
for reading.
Spanish Department 08-09
-Demonstrating reading
and fluency skills while
enhancing reading
comprehension.
-Use of language as a
descriptive tool.
-Use of verbal skills while
re-creating scenes from
the text.
-Developing interactive
and social cooperative
skills while working
within cooperating groups
to practice reading of
materials.
-Developing sense of
confidence through playacting
Essay- The students will
write an autobiographical
poem or essay where their
creative use of descriptive
language will be used to
accentuate descriptions of
themselves
Students will work in
groups exploring the
different cultural aspects
of Cuba including their
foods, dance, revolution,
and tourism and present
their findings to the class.
-A list of the most
common grammatical
errors that students have
found to be constant in
their writings.
-Have the students reading aloud
practice understanding of
punctuation marks by making them
stop and physically demonstrate a
coma, semicolon, and period. This
may be done by using a different
finger movement to symbolize each
punctuation mark.
-Create a literary forum where
students will display their skills at
story writing.
-Encourage open discussions with
presented material as main topic.
Engagement by all students is
demanded to maximize the number
of different points of views and
understandings of material.
Unit of Study
Frankenstein.
Leyendas Mexicanas y
Mayas.
Poemas de José Martí.
Major Concepts
Covered
Skills Mastered
-Introduction to a
sampling of literary
material from different
sources to maximize
divergent cultures/
-Demonstrating reading
and fluency skills while
enhancing reading
comprehension.
-Creating costumes and
props to represent the
material read from the
text.
-Use of language as a
descriptive tool.
-Create, practice and act
out scenes from the book.
-Use of verbal skills while
re-creating scenes from
the text.
-Video record a student
acted production of scenes
from the book.
-Developing interactive
and social cooperative
skills while working
within cooperating groups.
-Demonstration of student
understanding of dialogue
and literary concept
represented in the
material.
-Description of life and
customs within each
different period in history
and location.
-Provide examples in the
use of “metaphors” as a
descriptive form.
-Demonstrating the use of
words as a descriptive
tool.
-Provide an entertaining
platform from which to
practice and develop
reading skills both silent
and vocal.
-Work on student’s
presentational skills to
begin to dissolve shyness
and timidity.
-Developing sense of
confidence through playacting and being filmed
re-creating scenes from
the text.
-Develop skills in the use
of “metaphor” in the
development of written
material.
Student Products
-Essay discussing what
side effects such behavior
by a family member or
friend as displayed in the
book, would have on their
own personal lives.
-Essay demonstrating the
use of “metaphor” as a
tool of story telling.
Effective Teaching
Strategies
-Utilize written material as prompt
designed for writing essays and use
the essays to drill grammar skills to
raise level of understanding and
correct usage.
-Allow students to form cooperative
learning groups to support each
other in the reading of material.
-Constantly drill reading aloud skills
and involve all students in the class
no matter their skill level.
-Allow students to individually pick
characters from the book and to play
them out as they read aloud within
the groups.
-Continually work on students’
confidence during practice
presentations. Let them become
leaders and to lead others through
the task.
-Do not allow students to fail to
present. Use other students in the
groups to encourage and push shy
individuals through the task.
-Present films associated with the
material’s covered in class.
Spanish Department 08-09