El Segundo Unified
El Segundo
High School
Course
Title: Spanish III
Department:
Foreign Language
Grade
Level: 9 through 12
In
this course students will develop their ability to comprehend Spanish spoken by
native speakers from different countries, converse comfortably in informal
situations, express themselves with accuracy and fluency in more formal
business or professional situations, communicate effectively, read with
comprehension, analyze situations and think critically, express their ideas
accurately in writing with appropriate vocabulary and syntax and show an
understanding of historical and cultural perspective. Topics and activities
will include every day life and concerns, current affairs, history, geography,
art, literature and culture. Material will be based on a variety of resources
including lecture, reading, tapes, videos, films, pictures and media. Since
learning advanced language skills requires excellent study habits, this course
will require substantial study time outside of class.
Length: One year
Recommendation
for Enrollment: Teacher recommendation
Type
of Course: College preparatory (UC/CSU)
Course Outline and Standards
Communication: Communication in Languages
Other than English
1.1 Students engage in conversation, provide and obtain
information, express feelings
and emotions and exchange opinions.
·
Participate actively in conversation in most informal and some formal
settings or topics of personal and public interest (ESHS) (Effective communication)
·
Narrate and describe in major time frames with an accurate control of
the language (ESHS) (Effective
communication, Integration of Core Knowledge)
·
Deal effectively with unknown situations utilizing a wide variety of
communicative devices (ESHS) (Effective
communication, Integration of Core knowledge, Critical thinking)
·
Sustain communication by expressing their feelings about local and
world events, react to the opinions of others, and engage in exchanges of
opinion in pairs, in small groups and in more formal settings. (ESHS) (Effective communication, Integration of Core knowledge,
Personal/Social development )
·
Satisfy the demands of work and/or school situations (ESHS) (Personal/Social development)
1.2 Students will be able to read, write, speak, interpret and
comprehend on a variety of situations and time frames the following main
topics:
· Make suggestions /Show enthusiasm by utilizing affirmative and negative commands with “Ud” “Uds” and “nosotros” with reflexive verbs (ESHS) (Core knowledge, effective communication)
·
Express belief, and doubt, certainty and uncertainty by utilizing the
subjunctive form (ESHS) (Effective
communication, Persona/social development)
·
Describe events as they are happening, to act as a commentator, to
report something accurately by utilizing
the present and imperfect progressive tense(ESHS) (Integration of Core knowledge, Effective communication)
·
Compare how things used to be and how they are now, to tell what was
happening with something interrupted by utilizing the preterite and the
imperfect past tenses of regular and irregular verbs (ESHS) (Critical thinking, Personal development)
·
Talk about the future by utilizing the future tense (ESHS) (Integration of Core knowledge, Effective
communication)
·
Talk about hypothetical situations by utilizing the conditional
tense. (ESHS) (Critical thinking,, Integration of core
knowledge)
1.2 Students understand and interpret written
and spoken language on a variety of t topics.
Students will be able to:
·
Write a 200 words essay showing solid understanding of language syntax
concepts, good use of idioms, correct use of verbs tenses, and appropriate use
of vocabulary and grammar (ESHS) (Integration of Core knowledge,
Critical thinking)
·
Listen to interviews, speeches, advertisements, and stories, interpret
them and be able to retell the story and write about it (ESHS) (Integration of Core knowledge, Critical thinking, Personal/Social
development)
·
Obtain and give information by asking and answering questions (ESHS) (Personal/Social development)
·
Satisfy personal needs and social demands to survive in the target
language culture(ESHS) (Personal/Social
development)
1.3 Students
present information, concepts and ideas to an audience of listeners or readers
on a variety of topics.
·
Individually, in pairs, and in group, students prepare and deliver oral
and written reports on cultural and social topics (ESHS) (Personal/Social development, Core knowledge, Critical thinking)
·
Prepare videos, collages and other artistic representations of
important concepts and ideas for presentation to their peers and others (ESHS) (Personal/Social development, Core knowledge, Critical thinking)
Cultures: Gain Knowledge and
Understanding of other Cultures
2.1
Students demonstrate an understanding of the relationship between the
practices and perspectives of the cultures studied
·
Observe and discuss their own behavior and compare them to the
behaviors of their peers, their elders, and those of other cultural Spanish
speaking cultural groups (ESHS) (Critical thinking,
Personal/Social development)
·
Prepare, individually or in pairs, and deliver oral and written reports
on a diversity of historical and cultural topics such as the Spanish Civilization
where they research on significant people throughout the history of
·
Students learn about and participate in age-appropriate activities such
as attending to theater performances and visiting museums and historical
Spanish origin places in
2.2
Students demonstrate and understanding of the relationship between the
products and perspective of the culture studied
·
Read and appreciate literature in various genres such as poems, short
stories, Spanish magazines, books in which the significance of the Spanish
culture is studied and discussed (ESHS) (Effective
communication, Personal development)
· Appreciate and compare various genres of music of different Spanish speaking countries such as works of popular, classical, and folk music (ESHS) (Effective communication, Personal development)
Connections: Connect with Other
Disciplines and Acquire Information
3.1
Students reinforce and further their knowledge of other disciplines
through the foreign language
.
· Students gain knowledge in disciplines such as geography, history, demography, ecology, anthropology as well as fine arts and literature (ESHS) (Core knowledge)
·
Students discuss topics from other classes in the target language,
including political and historical concepts, worldwide health issues, and
environmental concerns (ESHS) (Core
knowledge, Personal/Social development)
·
Students use their language skills to enhance vocabulary definitions in
their English class and verbal sections of the SAT exam (ESHS) (Integration of Core Knowledge)
·
Students acquire information from a variety of sources in the target
language about a topic being studied in other classes (e.g. Miguel de
Cervantes, The Spanish Civil War, etc) (ESHS) (Integration of Core knowledge)
·
Students combine information from other classes with information
available in the target language to complete assignments in the foreign
language classroom and vice-versa (ESHS) (Integration of Core knowledge, Critical thinking, Personal
development)
3.2
Students acquire information and recognize the distinctive viewpoints
that only are available through the foreign language and its cultures
·
Research and discuss on a wide variety of issues, take sides, interview
people, debate, read original document in the target language, and compose position
papers.(ESHS) (Integration of Core
knowledge, Critical thinking, Personal/Social development)
Comparisons:
4.1 Students demonstrate understanding of the nature of language
through
comparisons
of the language studied and their own.
·
Compare and contrast various aspects of Hispanic language and culture
with their own (ESHS) (Integration of Core
Knowledge, Critical thinking, Personal/Social development)
4.2 Students demonstrate understanding of the concept of culture
through
comparisons of the culture studied and their own
·
Recognize similarities and differences between themselves and peers in
the target culture (ESHS) (Integration of Core
Knowledge, Critical thinking, Personal/Social development)
·
Students compare cultures with a focus on food, fashion, forms of
entertaining, traveling and share introspective writing with classmates and
instructor. (ESHS) (Integration of Core
Knowledge, Critical thinking, Personal/Social development, Effective communication)
Communities:
5.1
Students use the language both within and beyond the school setting
·
Establish and/or maintain interpersonal relations with speakers of the
target language. (ESHS) (Integration of Core
Knowledge,, Personal/Social development, Effective communication)
·
Read and/or use various media from the target language for entertaining
or personal growth. (ESHS) (Integration of Core
Knowledge,, Personal/Social development, Effective communication)
·
Participate in cultural events and activities sponsored by members of
the target culture. (Plays such as: Don Quixote, Too Many Tamales,
Don Mendo’s Revenge)
(ESHS) (Personal/Social development, Effective communication)
5.2
Students show evidence of becoming life-long learners by using the
language for
personal enjoyment and enrichment
A.
Lecture, guided practice, drill
B.
Manipulatives
C.
Total Physical Response with props
D.
Individual work
E.
Group work and paired dialogues and reading
F.
Projects
G.
Foreign language cassettes
H.
Foreign language movies
Evaluation/Grading of student
work
A.
Vocabulary and grammar quizzes
B.
Unit tests
C.
Oral presentations (individual and in groups)
D.
Semester exam
E.
Homework and classroom participation
F.
Projects
A.
Text: Arcos y Alamedas, Scott Foresman 1992 Scott
C.
La Opinión Newspaper
D.
Practice Book
E.
A wide variety of reading material from different Spanish anthologies.
F.
Reading material related to different American celebrations,
traditions, and famous American people in the target language.