Syllabus Spanish I



Syllabus Spanish III

Instructor Carrie Toth

Carlyle High School

Course Description:

This course is the third level of Spanish study and is designed to deepen students understanding of both the Spanish language and culture.  Using the Illinois Foreign Language Standards of Communication (written or spoken), Culture (the how, what and why of the new culture and your own), Connections (between other subjects and Spanish), Comparisons (of the Spanish language and culture and your own) and Community (extending use of Spanish beyond the classroom) the aim of this class is to introduce students to the four elements of language study:  listening, speaking, reading, and  writing studying relevant, real-world theme based units. There is a high expectation outside of the classroom in this level of the language.

 

Instructional Philosophy:

Many instructional approaches will be used to help all types of learners:  Teaching Proficiency through Reading and Storytelling (TPRS), questioning strategies (yes/no, either/on, multiple choice, short answer), Total Physical Response (TPR), reading authentic documents, listening to authentic music, visiting authentic websites and studying authentic films to name a few.  Students will be actively engaged and will be expected to participate voluntarily and/or when called upon.  Participation does not mean always giving the correct answer but a willingness to try to use Spanish and a genuine attempt at learning the material or asking questions when the material is unclear.  The class will be conducted in Spanish and students are expected to communicate in Spanish as well.

Quarter 1:

Grammar study:

1. Students will review structures acquired in Spanish II. (State Goal 28)

2. Students will focus on the differences between preterite and imperfect tenses. (State Goal 28)

3. Students will use the conditional tense to communicate. (State Goal 28)

4. Students will use the future tense to communicate. (State Goal 28)

Culture study:

1. Biodiversity and Conservation. (State Goal 29E, Common Core H/SS Reading 1)

2. Students will be introduced to the music of several chicano artists and listen to podcasts and short news stories to develop listening skills. (State Goal 29B)

3. Students will study music and watch videos to develop listening skills and to learn more about the home countries of the various artists. (State Goals 28C, 29, 30)

4. Students will read articles and study art from Spanish speaking countries. (State Goals 28C, 29C) (Common Core literacy- CCR 3-5, H/SS Reading 8,9,10)

5. Students will study the idea of the supernatural and will compare supernatural tales in the United States with Hispanic literature and film. (State Goal 28C, Common Core H/SS reading 5)

6. Students will read classic literature in embedded readings including the short stories “Chac Mool” and “La Casa Tomada.” (State Goal 28C, Common Core H/SS reading 5)

7. Students will study the Chicano People and the concept of Identity. (State Goal 29E, Common Core H/SS Reading 1)

Literacy:

1. Students will read various articles, websites, and early readers dealing with conservation and biodiversity. (Common Core Standards- CCR 1-3, H/SS Reading 1)

2. Students will read the scholastic book “Explora tu mundo, La Selva Tropical” and will learn the importance of conservation of the rain forests. (Common Core Standards- CCR 3, H/SS Reading 2, 3,4,8,9,10)

3. Students will study the novel “La Calaca Alegre” and the area of Pilsen, Chicago, IL. (Common Core Standards- CCR 1-3, H/SS Reading 1)

Goals:

1. Students will write independently every week to demonstrate their ability to discuss a given topic. (Common Core H/SS writing 1, 3, 4, 10)

2. Students will be expected to actively participate in class discussions in the TL and will be expected to give and defend opinions on a variety of topics.

Quarter 2:

Grammar Study:

1. Students will continue grammar review and acquisition of new structures. (28)

2. Students will continue using future and conditional tenses to communicate. They will make predictions about the outcome of

3. Students will use acquired structures to perform written tasks. (28D)

Culture Study:

1. Students will study the music of several hispanic artists. (29B)

2. Students will use podcasts to develop listening skills. (29B)

3. Students will study the films “Romero” and “Voces Inocentes.” (29B and C)

4. Students will study classic literature including the legends “La Llorona” and “Iztacchihuatl y Popocatepetl”. (28C, 29C) (Common Core H/SS Reading 2, 9)

Literacy:

1. Students will read articles and online postings in order to develop decoding skills and build vocabulary. (Common Core H/SS Reading 4)

2. Students will study the novel “Vida y Muerte en la Mara Salvatrucha” and will evaluate the content presented in the book and the films studied in order to find relationships. (Common Core- CCR 7, H/SS Reading 3,5,7)

Goals:

1. Students will be able to discuss in detail events that occurred during the civil war in El Salvador.

2. Students will learn vocabulary and grammar structures related to war that will be recycled over the two advanced levels of study. (Common Core H/SS writing 4,5,10)

Quarter 3:

Grammar Study:

1. Students will reinforce grammar previously acquired. (28)

2. Students will use future tense verbs to communicate. (28)

3. Students will be expected to do independent reading for homework. (28C)

4. Students will be expected to write regularly to demonstrate proficiency in the language. (28D)

5. Students will be expected to communicate orally on a daily basis. (28B)

Culture Study:

1. Students will study healthy eating and will compare their diet with the diet of students in Uganda, Africa. (State Goals 28, 29)

2. Students will be introduced to the art of Fernando Botero. (29B, 30A)

3. Students will study classic literature including the short story “Una carta a dios.” (29B, C)

4. Students will use the music and videos of various artists to develop listening skills. (29B)

5. Students will study the film “Sin Nombre” and read the novel Vida y Muerte en la Mara Salvatrucha as they learn more about the effects of poverty in El Salvador on gang culture in the US. (29B)

Literacy:

1. Students will read articles, websites, and various memes and cartoons related to health care. They will analyze how the theme develops over the course of the text. (Common Core Standards- CCR 3, H/SS Reading 2, 3,4,8,9,10)

Goals:

1. Students will be able to discuss in detail ways to maintain a healthy lifestyle.

2. Students will use vocabulary and grammar structures related to the medical field and will compare and contrast the diets of people around the world. (Common Core Standards H/SS Writing 7,8,9,10)

Quarter 4:

Grammar Study:

1. Students will use previously acquired grammar and new vocabulary structures to communicate on a deeper level in the classroom. (28)

2. Students will use both the subjunctive and past tense reflexive verbs to communicate. (28)

3. In each unit of study, students will use natural language, the appropriate verb form for the appropriate context, through comprehensible input and output.

Culture study:

4. Students will be introduced to the music of several chicano artists and listen to podcasts to develop listening skills. (State Goal 29B)

5. Students will study the life and art of Frida Kahlo and her husband Diego Rivera.

6. Students will study what’s trending among teens today. Ideas like the selfie, surfing the web, social media, and texting will be the heart of the discussion in this AP themed unit. (AP Theme- Science and Technology)

7. Students will study music and watch videos to develop listening skills and to learn more about the home countries of the various artists. (State Goals 28C, 29, 30)

8. Students will read articles and study art from Spanish speaking countries. (State Goals 28C, 29C) (Common Core literacy- CCR 3-5, H/SS Reading 8,9,10)

Goals:

1. Students will be able to understand spoken Spanish on a variety of topics including cultural topics.

2. Students will be able to express and defend opinions(in Spanish on a variety of topics studied during the school year) in which they express themselves clearly enough to be understood by a sympathetic native speaker as expected in the ACTFL standards for this level.

3. Students will be able to write essays in which they express themselves clearly enough to be understood by a sympathetic native speaker as expected in the ACTFL standards for this level. (Common Core H/SS Writing 10)

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