Spanish Language V



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Spanish Language V
Course Overview
Goals


  • Students will expand their interpersonal communication skills in Spanish through daily classroom interactions in the language. This includes casual conversations with the teacher and classmates as well as formal discussions. [C1]




  • Students will increase and refine their written presentational skills in formal and informal contexts.




  • Students will refine their oral presentational skills in formal and informal contexts.




  • Students will broaden their comprehension skills of written and aural material in formal and informal contexts.




  • Students will broaden their understanding of the cultures that comprise the Spanish-speaking world through the study of history, literature, art, music, and current events.




  • Students will make connections between their learning in the Spanish classroom, their learning in other classes, and their daily lives.


Course Planner

Week 1 Review - Encuentros maravillosos—Chapter 1, read article about

dream interpretation


Week 2 Encuentros maravillosos—Chapter 1, “El sur,” Jorge Luis Borges
Week 3 Encuentros maravillosos—Chapter 1—exam and creative writing assignment, “El dinosaurio,” Augusto Monterroso, current events
Week 4 Encuentros maravillosos—Chapter 4, oral dialog
Week 5 Encuentros maravillosos—Chapter 4 ,exam, verb
Week 6 Encuentros maravillosos—Chapter 5, current events
Week 7 Encuentros maravillosos—Chapter 5, “Bernardino,” Ana María

Matute
Week 8 Encuentros maravillosos—Chapter 5, exam, film: Los niños invisibles


Week 9 “Cajas de cartón” de Francisco Jiménez; film: La ciudad, immigra-tion current events or opinion articles
Week 10 La casa en Mango Street, Sandra Cisneros, current events Week 11 La casa en Mango Street, Sandra Cisneros
Week 11 La casa en Mango Street, Sandra Cisneros, essay Week 13 Encuentros maravillosos—Chapter 6

Week 12 Encuentros maravillosos—Chapter 6, “Un día de estos,” Gabriel García Márquez, exam, current events


Week 13 “Gracias a la vida,” Mercedes Sosa, “Un par de botas,” ¿??, “Si el norte fuera el sur,” Ricardo Arjona, discussions of economies
Week 14 Discussions of economies
Week 15 Grammar review—all subjunctive forms and sequence of tenses, individual project presentations, semester 1 journal
Week 16 Current events, final exam.
C1—The teacher uses Spanish almost

exclusively in class and encourages students to do likewise.





Student Evaluation


  • 70% Quizzes, exams, projects, and compositions




    1. Exams generally include matching or multiple-choice sections, fill-in-the-blank sections, and short answer or essay sections.




    1. Projects may include group presentations, research, class discussions, and more. [C2]




    1. Instruction in writing is evidenced by instruction in brainstorming, pre-writing, writing an introduction/conclusion, providing details and synthesis. Most compositions are modeled on the format used in the AP Exam. However, some creative writing compositions are assigned as well. Part of the grade for composition includes conferencing with the instructor and rewriting to improve writing proficiency. [C6]




  • 15% Journal, country study, and class participation




    1. Students are asked to write approximately 10 pages each semester in a journal. This includes AP-style essays and free-choice pages. In addition, they are required to include one additional page for each day they are absent from class. [C6]




C2—The course provides students with a learning experience equivalent to that of a third-year college course in Spanish language. Instructional materials, activities, assignments, and assessments are appropriate to this level.



C6—The course provides instruction and frequent opportunities to write a variety of compositions in Spanish.




  1. Students will choose a country or region of the Spanish-speaking world at the start of the semester. They will do some basic research on this country/region as well as keep current on news. Students will


report the news of their country/region to the class on a biweekly basis.


[C4, C5, C7]


    1. Students grade their own participation using a rubric.




  • 15% Term final and individual project




    1. The final includes portions of previous AP Exams, reshaped to model


the exam item types as identified in the AP Spanish Course Description.


[C2]


  1. Each student will choose one independent experience in Spanish to complete during the semester. Options include (but are not limited to) reading a novel, teaching Spanish to elementary students, volunteering with a community group that reaches out to the local Latino popula-tion, researching a historical or cultural topic of interest, or watching a series of films or television programs. [C7]




C4—Instructional materials include authentic written texts that develop students’ reading abilities.



C5—The course provides students with regular opportunities to develop their speaking skills in a variety of settings, types of discourse, topics, and registers.



C7—The course provides frequent opportunities for students to integrate the four language skills through the use of authentic materials.

4


Resources
Main Text
Kanter, Abby. Encuentros maravillosos: Gramática a través de la literatura. Glenview, Ill.: Addison Wesley Longman, 2005. [C2]




Web Sites
BBC Mundo.com


http://news.bbc.co.uk/hi/spanish/news/






Biblioteca Virtual Miguel de Cervantes


www.cervantesvirtual.com






The City: La ciudad. (PBS)


www.pbs.org/itvs/laciudad/index.html






EuroNews


www.euronews.net/create_html.php?page=home&lng=5






Instituto Cervantes


www.cervantes.es/portada_b.htm






Internet Activities for Foreign Language Classrooms


www.clta.net/lessons/




López Nieves, Luis. Ciudad Seva: cuentos de Augusto Monterroso www.ciudadseva.com/textos/cuentos/esp/monte/am.htm






Materiales (Ministerio de Educación y Ciencia de España) www.sgci.mec.es/usa/materiales/


McClennen, Sophia A. Cinergia.




www.personal.psu.edu/users/s/a/sam50/cinergia/cinergia.htm






Portalmix


www.portalmix.com




Romagosa, Santiago. Don Quijote de la Mancha




www.quixote.tv [C4]






CDs
Arjona, Ricardo. Si el norte fuera el sur. Miami: Sony, 1996.


Sosa, Mercedes. 30 años. Buenos Aires: Polygram Discos, 1993.




Telemann, Georg Philipp. Don Quijote. HNH International Ltd., 2003. [C3]





C2—The course provides students with a learning experience equivalent to that of a third-year college course in Spanish language. Instructional materials, activities, assignments, and assessments are appropriate to this level.



C4—Instructional materials include authentic written texts that develop students’ reading abilities.



C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students’ listening abilities.

5

Directory: cms -> lib4 -> nc01001303 -> centricity -> domain
lib4 -> Making Connections… Between Foreign Cultures & Your Own
lib4 -> The ap u. S. History Curriculum Framework Key Concepts and Learning Objectives
lib4 -> Unit 2 French Colonization/North America 1754-1800 This includes: -thematic learning objectives (each multiple choice question is tied to one (1) of these that follows
domain -> Ap government Political Movie Review Choices Review one
domain -> Rationale for Things Fall Apart
domain -> Lesson Plan Date: 9/26/2011 Lesson Title: The Civil War Time: 90 minutes Objectives: 03
domain -> Wtp lessons 16 & 17 2) The Federalists & Anti-Federalists ce. Cg 3
domain -> Objective: What contributions to civilization were adopted and utilized by successive civilizations in Mesopotamia? Objective
domain -> Unit 3 Concept Review

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