spanish iii - rockwood school district cc spanish iii.pdfmusic: harp, cuban son juan luis guerra...

SPANISH III

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Course Name:

SPANISH III

Core Conceptual Objectives: Cam Student: I. engage in oral and written exchanges that include providing and obtaining information, expressing feelings and preferences, and exchanging ideas and opinions in Spanish. II. understand and interpret written and spoken communications on a variety of topics in Spanish. III. present information and ideas to an audience of listeners or readers on a variety of topics in Spanish. IV. demonstrate an understanding of the relationships that exist among the products, practices and perspectives of a culture in a Spanish-speaking country. V. use authentic materials in Spanish to learn about content in other subject areas. VI. develop insights about their language and culture through the study of the Hispanic language and culture. VII. use Spanish both within and beyond the school setting.

Foreign Language Goals: • To communicate (speak, listen, read, and write in

Spanish) • To acquire knowledge and understanding of the

language and culture of Spanish-speaking countries. • To connect with other disciplines and bodies of

knowledge available only to Spanish speakers. • To develop insight into the nature of language and

culture, creating an awareness of his/her own culture and language.

• To participate in multilingual communities at home and around the world.

• To become a life-long learner by using Spanish for personal enjoyment and enrichment.

• To become an active participant in a global society.

Verbs and Verb Usage: • Compound Tenses:

pluperfect present perfect past progressive • Conditional tense irregulars • Use of infinitives

(with prepositions and as a noun) • Commands – al including vosotros • Verbs with prepositions (verb + prep + inf)• Unintentional “se” verbs

Key Grammatical Concepts: • Possessive adjectives

(long form) and pronouns • Prepositional Pronouns • Sino (que)/pero • Ningứn/ninguno • Desde/dede

Culture: • Current Events • Diza de la Raza • Spanish and Hispanic arts and literature • Los Desapaecidos

Vocabulary: • Idiomatic Expressions • Circumlocution Skills • Thematic Vocabulary

Key Concepts:

Class Strategies: 1. Warm-up activities 2. Homework activities 3. Large group activities 4. Small group activities 5. Individual activities 6. Multimedia lessons 7. Mini-lectures in Spanish 8. Projects or demonstrations 9. Role-play/simulations 10. Summative/Formative Assessments

Cultural Topics David Alfaro Siqueiros Alfonso VI, King of Spain Alfonso XIII, King of Spain la Alhambra Aqueduct of Segovia Arabic influence in Spain’s Arabs in Spain Arab contribution to the Arab invasion of Spain Arab words in the Spanish Architecture Alcázar Real, Sevilla sciences/culture Camino Real Hotel, Cancún language Archaeology Archaeological Sites Architecture Argentina Aztecs Bachillerato Internacional Gustavo Adolfo Bécquer Bilingual Counseling/U.S. Bolivia Boricua Milwaukee Art Museum California Missions Camino de Santiago Chile Sandra Cisneros Ancient Civilizations Costa Rica Cuba Dance: flamenco, tango de Cervantes Día de los Muertos Dominican Republic Ecuador El español en el mundo del trabajo El español en la comunidad Granada, Spain Guatemala Jews in Spain Latin America Jewish influence/architecture Latin Americans in U.S. Legends and Myths Madrid Mexico Music: harp, cuban son Juan Luis Guerra Facundo Cabral José Alfredo Jiménez Salvador Dali Francisco Goya Roberto Matta Joan Miró Pablo Picasso Diego Rivera Diego Velásquez Panama Peru Puerto Rico Spain Andalucia Castilla-a Mancha Córdoba Museo del Prado Uruguay Venezuela Simón Bolívar Granada Machu Picchu

Application Level Assessments Can students: 1. exchange descriptions in Spanish about familiar topics. 2. understand the principal message contained in various Spanish-language media such as illustrated texts, posters, realia, and advertisements. 3. prepare illustrated stories about activities or events in their home or school, and share them with an audience orally or in written fashion in Spanish. 4. participate in age-appropriate activities such as games, song, birthday parties, and dramatization appropriate to the Spanish-speaking culture, identifying: appropriate

songs and describing celebrations and other practices that reflect the Spanish-speaking culture. 5. expand on topics learned in school subjects, such as natural sciences, historical events/ facts, or fine arts, using materials in Spanish to enhance their understanding. 6a. demonstrate an awareness of formal and informal forms of language as well as expressions of politeness, and will compare theses expressions to those found in

English. 6b. speculate why certain products are important to cultures by analyzing selected products from a Spanish-speaking country and their own 7. create brochures detailing the importance of knowing Spanish and being involved in a school-to-work or community activity

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SPANISH III CCO I: Students will engage in oral and written exchanges that include providing and obtaining information, expressing feelings and preferences, and exchanging ideas and opinions in Spanish. 1. Facilitating Activities

Knowledge/Comprehension 1. Students will read, identify, and incorporate idiomatic expressions found in

textbooks and supplementary materials. 2. Students will listen to a song in Spanish and summarize, translate, or give a

personal reaction. 3. Students will select and learn appropriate vocabulary to discuss contemporary or

historical issues in Spanish.

Application/Analysis 1. Students will analyze short stories, pieces of fiction, and short essays read or

listened to in Spanish. 2. Students will classify new vocabulary according to topic and/or activity.

Synthesis/Evaluation 1. Students will generate discussions and paraphrase ideas on familiar, yet random

topics. 2. Students will classify new vocabulary according to topic and/or category. 3. Students will obtain information about a contemporary topic, and express a

feeling or preference for or against the topic.

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B. Application Level Assessment

Students will use Spanish to exchange and support their opinions and individual perspectives with peers and/or other Spanish speakers on a variety of topics dealing with contemporary and historical issues. Student Task: Students will: 1. identify a contemporary or historical issue.

2. prepare a series of questions about this issue. 3. participate in small group discussions in Spanish

focused on this issue. 4. prepare a brief summary in Spanish of the discussion

about this issue.

Teacher Notes: Deborah Blaz, in Bringing the Standards for Foreign Language Learning to Life (2002), suggests the following as activities to use with interpersonal communication: • bingo/vocabulary bingo • joke • riddle • board race • journal • roleplay • conversation • logical continuation of story • selective listening • debate • mock interview • seminar • dialogue • music • simulation • discussion • note-taking • skit • dramatic reading • paraphrase/restate • Socratic seminar • explanation • pair worksheets (each has only

half the information) • TPR (Total Physical

Response) • flyswatter • peer tutorial • TPRS (TPR

Storytelling) • inside-outside circle • question-and-answer • interview • rebus stories

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Spanish III

CCO I Scoring Guide

Outstanding Highly Successful

Successful Not Yet Successful

ACCURACY OF LANGUAGE

3 or fewer errors. Well-formed sentences. Proper grammar used at all times.

Under 6 errors: Good phrasing. Mostly correct grammar.

Under 9 errors: Grammatically incorrect, simple sentences.

10 or more errors: Overly simply, poorly formed sentences.

WORD USE Succeeds in using new vocabulary. No English used.

Attempts to use new vocabulary. No English used.

Uses English words. Little attempt to use new vocabulary.

Uses English and/or direct translation from dictionary. No attempt to use new vocabulary.

FLUENCY Ideas completely explained and examples. Given. Spoken with ease.

Ideas paraphrased from background sources, mostly complete.

Ideas are incomplete or copied from other sources.

Ideas are incomprehensible or inappropriate.

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SPANISH III COMMUNICATION CCO 1

SAMPLE ISSUE CARD

In this ALA, students are asked to create questions and participate in a discussion about a contemporary or historical issue. In order to do this, teachers will need to create Issue Cards from which the students will draw a card in order to complete the task assigned to the AIA. Each card should identify an issue, contemporary or historical, that students have studied in class.

SAMPLE TOPIC CARD (Contemporary Issue)

Topic: Cuban Immigration: Prepare five questions about this issue and then participate in a small group discussion.

SPANISH III CCO II: Students will understand and interpret written and spoken communications on a variety of topics in Spanish. (SFL 1,2; SM 1.5, 2.1, 2.3; CA 2, CA 3, CA 5, CA 6) A. Facilitating Activities

Knowledge/Comprehension 1. Students will discuss and summarize ideas in specific familiar situations. 2. Students will listen to conversations on historical or contemporary issues.

Application/Analysis 1. Students will recognize and use idiomatic expressions in both oral and written

situations. 2. Students will survey other students or teachers to obtain information (about vacation,

sports, job, or professions), on a variety of topics. 3. Students will identify a contemporary or historical topic based on what they hear or

read. (R)

Synthesis/Evaluation 1. Students will communicate information (feelings, activities, likes/dislikes,

problems), and support with appropriate details about a contemporary or historical topic.

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Students will demonstrate an understanding of the main ideas and significant details of live and recorded discussions, short lectures, and presentations in Spanish on current or past events as reported in Spanish language newspapers or television/video. Student Task: Students will:

1. read or listen to a report about a contemporary issue in a Spanish-speaking country. 2. prepare a brief summary in Spanish of what they heard

or read.

Teacher Notes: Recorded newscasts from a Spanish-speaking channel could be used here. Teacher might also consider using recorded materials accompanying the textbook series. Readings from newspapers can be accessed from the Internet. Recordings of a new event from a newspaper or the Internet could be read by the teacher and recorded. Deborah Blaz, in Bringing the Standards for Foreign Language Learning to Life (2002), suggests the following as activities to use with interpersonal communication: • advice column • graphic organizer • poem • analysis • job application • poster • book jacket or record

cover • journal entry • recipe

• book report • letter • short story • booklet (family, self, etc.) • newspaper • simile or metaphor • brochure • note or memo • summary • fairy tale • pamphlet • time line

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Spanish III

CCO II Scoring Guide



COMPREHENSION Nearly complete understanding of text.

Strong understanding of text.

Basic understanding of text.

Little to no understanding of text.

INTERPRETATION Identifies many subtle details, the tone, the purpose, and the point of view.

Identifies some subtle details, the tone, the purpose, and the point of view.

Identifies a few subtle details, the tone, the purpose, and/or the point of view.

Unable to identify details, the tone, the purpose, and/or the point of view.

SUPPORTING DETIALS

A variety of supporting details were identified.

Many supporting details were identified.

Some supporting details were identified.

Few supporting details were identified.

PARTICIPATION Attentive, well-prepared, contributes greatly.

Attentive, well-prepared, contributes some.

Attentive, well-prepared, makes minimal contributions.

Inattentive, unprepared, does not contributes.

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SPANISH III CCO III: Students will present information and ideas to an audience of listeners or readers on a variety of topics in Spanish. (SFL 1.3; SM 2.1, 2.2, 2.3, 2.5; CA 4) A. Facilitating Activities

Knowledge/Comprehension 1. Students will retell a story. 2. Students will arrange a series of pictures in their proper order while listening to the

story. Application/Analysis 1. Students will interview a partner about familiar people, places, ideas, things, or

biographical information, etc. and present what they learn to peers. 2. Students will compare and present information about current events to the class in

Spanish.

Synthesis/Evaluation 1. Students will create written summaries, after listening to or reading a short selection

in Spanish.


Students will create stories, short plays, or skits based on personal experiences and present them to their peers. Student Task: Students will:

1. choose a topic based on personal experience or related to a theme studied in class. 2. write or tell about this experience in Spanish.

Teacher Notes: Desktop publishing programs and presentational software (Hyperstudio, Kidpix, PowerPoint) can assist students when making presentations. Deborah Blaz, in Bringing the Standards for Foreign Language Learning to Life (2002), suggests the following as activities to use with interpersonal communication: • advertising campaign • joke • rap • anecdote • lecture • re-creation of a scene

from a book or movie • ballad • lesson • skit • campaign speech • monologue • skit • choral reading • narration • song • dance • newscast • video • demonstration • oath • weather report • documentary • oral report • dramatization • phone call

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Spanish III

CCO III Scoring Guide



ACCURACY OF LANGUAGE

No errors in spelling. No errors in accents.

Very few errors in spelling or accents. No interferences. Common mistakes.

Occasional errors in spelling and accents. Occasional misuse of words.

Excessive errors in spelling and accents. Comprehension difficulty. Frequent Anglicisms.

WORD USE No errors in use of punctuation marks. Proper use of Spanish punctuation marks.

Very few errors in use of punctuation. Mostly proper use of Spanish punctuation.

Frequent errors in punctuation. Frequent errors in Spanish punctuation.

Excessive errors in punctuation. Little/no use of Spanish punctuation

FLUENCY Predominantly accurate pronunciation and speech that flows smoothly.

Generally accurate pronunciation and speech that flows smoothly most of the time.

Limited control of pronunciation and speech that sometimes flows smoothly.

Little control of pronunciation and speech that is laborer. Nearly incomprehensible.

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SPANISH III CCO IV: Students will demonstrate an understanding of the relationships that exist among the products, practices, and perspective of culture in a Spanish-speaking country. (SFL 2.1, 2.2; SM 1.6, 1.9; FA 1; SS6, SS7) A. Facilitating Activities

Knowledge/Comprehension 1. Students will watch and discuss videos in Spanish that deal with aspects of Spanish-

speaking countries. 2. Students will discuss the music and art of Spanish-speaking countries.

3. Students will investigate and participate in age appropriate cultural practices related to business, sports, and entertainment.

4. Students will read about cultural practices and products from a Spanish-speaking country.

Application/Analysis 1. Students will use and respond appropriately to idiomatic verbal and nonverbal

expressions as they pertain to culture. 2. Students will classify characteristics associated with cultural practices in a Spanish-

speaking country. 3. Students will recognize through stories simple themes, ideas, cultural perspectives of

Spanish-speaking countries, and their relationships to socially acceptable behavior.

Synthesis/Evaluation 1. Students will evaluate with the class various websites (museums, magazines, articles,

newspapers, etc.) of Spanish-speaking countries available on the Internet. (T, R) 2. Students will research the Internet (and other means) to determine the impact and

implications of cultural practices and perspectives of Spanish-speaking countries on the United States. (T, R)


Students will analyze, discuss, compare and contrast perspectives associated with a cultural practice in a Spanish-speaking country. Student Task: Students will:

1. select a cultural topic. 2. identify the practices and perspectives associated with the

topic. 3. compare and contrast the practices and perspectives of this topic to a similar topic in the United States. 4. prepare a summary of their work.

Teacher Notes:

Technology sources to consider here include video and CD-Rom programs, ancillary materials for textbooks, Spanish-language television programs, the Internet, cultural newsgroups via discussion in MOO (Multi-User Dimensions – www.mundohispano.com).

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Spanish III

CCO IV Scoring Guide



IDENTIFYING PRACTICES AND BEHAVIORS

Student was able to accurately identify many behaviors associated with a cultural practice.

Student was able to accurately identify several behaviors associated with a cultural practice.

Student was able to accurately identify some basic behaviors associated with a cultural practice.

Student was able to identify few behaviors associated with a cultural practice.

UNDERSTANDING OF CULTURAL PRACTICES

Group discussion led to a rich and varied understanding of the perspectives that lie behind cultural practices.

Group discussion led to a high level of understanding of the perspectives that lie behind cultural practices.

Group discussion led to a basic understanding of the perspectives that lie behind cultural practices.

Group discussion led to an inappropriate understanding of the perspectives that lie behind cultural practices.

SHARING OF IDEAS

Clearly communicated ideas to the class in a creative or original manner.

Clearly communicated ideas to the class.

Communicated basic ideas to the class.

Unable to fully communicate ideas to the class.

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SPANISH III CCO V: Students will use authentic materials in Spanish to learn about content in other subject areas. (SFL 3.1; SM 1.2, 1.5, 1.10, 2.4; FA 3; HP 6; SC 8; SS 6) A. Facilitating Activities

Knowledge/Comprehension 1. Students will use materials written in Spanish to learn about content in other school

subjects. (R) 2. Students will gather and interpret information in Spanish about a topic in another

class. 3. Students will cite and analyze various websites or other resources from other content

areas, to construct reports/presentations connected to the Spanish-speaking world. (T, R)

Application/Analysis 1. Students will discuss topics in other school subject in Spanish, including

geographical terms, historical facts, mathematical terms and problems, and scientific information.

2. Students will complete a graphic organizer based on an authentic text. Synthesis/Evaluation 1. Students will combine thematic vocabulary and grammar to discuss a variety of

topics such as political, social, environmental, and historical themes. 2. Students will examine and evaluate the arts, literature, and music from a variety of

Spanish-speaking countries, using source materials written in Spanish. (R) 3. Students will conduct web searches in order to gather information in Spanish about a

topic in a school subject area. (R)

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Students will successfully combine information acquired in Spanish and in English to discuss topics from other school subjects in Spanish, including historical and political concepts, worldwide social issues, environmental issues, and current events. Student Task: Students will:

1. identify a topic from another school subject. 2. gather information about this topic in Spanish and

in English. 3. analyze/or compare and contrast the information.

Teacher Notes: Students might select a topic they are currently studying in another class. The key to the CCO and ALA is that students use Spanish to acquire information about this topic.

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Spanish III

CCO V Scoring Guide for Presentations

Outstanding Highly Successful Successful Not Yet Successful

VOCABULARY: The presentation contains vocabulary that:

Reflects the level of study, and is precise, varied and extensive.

Reflects the level of study, is accurate and varied.

Reflects the level of study, is generally accurate but is limited and/or repetitious.

Does not reflect the level of study, is inaccurate, incomprehensible, and/or irrelevant. Inadequate usage, excessive errors or is difficult to comprehend.

ACCURACY OF LANGUAGE: The presentation contains:

Highly proficient and accurate language usage and is virtually free of errors.

Proficient and accurate language usage that contains limited errors.

Common usage errors that do not interfere with comprehension.

DELIVERY: The presentation has the following qualities:

• The student is well-prepared and makes no reference to notes.

• The vocal rate, volume, and pitch are appropriate and easy to hear, enhancing the quality of the presentation.

• Creative and integrated use of media. (if applicable)

• The student is well-prepared and makes little reference to notes.

• The vocal rate, volume, and pitch are appropriate and easy to hear.

• Creative use of media. (If applicable)

• The student is prepared and makes frequent reference to notes.

• The vocal rate, volume and pitch are appropriate and audible.

• Use of required media. (If applicable)

• The student is not prepared and/or reads directly from notes.

• The vocal rate, volume and pitch are distracting and/or inaudible.

• No use or inappropriate use of media. (If applicable)

SPANISH III CCO VI: Students will develop insights about their language and culture through the study of the Hispanic language and culture. (SFL 4.1, 4.1; SM 1.2, 1.10, 2.3, 3.2; CA 1; CA 7; FA 5) A. Facilitating Activities

Knowledge/Comprehension 1. Students will demonstrate cultural concepts and issues that exist in one culture and

not in the other. (RE)

Application/Analysis 1. Students will distinguish the meaning of idiomatic expressions and how the literal

and figurative meanings differ.

Synthesis/Evaluation 1. Students will compare and contrast the culture of Spanish-speaking countries to their

own through brief written assignments. 2. Students will discuss cultural concepts and issues that exist in one culture and not in

the other. 3. Students will keep a journal/list of idiomatic expressions, and their literal and

figurative meanings. 4. Students will assess how idiomatic expressions impact communications and reflect

culture.

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1. Students will demonstrate an awareness for phrases and idioms that do not translate directly from Spanish to English or vice-versa.

Student Task: Students will:

1. compile a list of idiomatic expressions in Spanish. 2. provide literal and non-literal translations of these idioms.

Teacher Notes: Teacher might also engage students in a discussion about the culture implications of some idiomatic expressions, for example, dar luz, llover a cántaros, etc. There are two ALAs for this CCO. One focuses on language, the other on culture. The standard asks that students interact with the language and the culture when developing insights about how each works. On-line dictionaries or lexical newsgroups through an electronic discussion list (FLTEACH) are options to consider when doing ALA #1. Students could discuss cultural differences with e-pals in Spanish-speaking countries.

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Spanish III

CCO VI Scoring Guide For ALA #1

Outstanding Highly Successful Successful Not Yet Successful

Spelling and Accents




Frequent errors in spelling and accents. Interference with readability.


Punctuation

No errors in use of punctuation marks. Proper use of Spanish punctuation marks.


Occasional errors in punctuation. Occasional errors in Spanish punctuation.


Excessive errors in punctuation. Little/no use of Spanish punctuation.

Neatness and Legibility

Visual effect is unique. Clean-looking, very easy to read. Highly creative.

Visually appealing. Clean-looking, easy to read. Creative.

Visually appropriate. Clean looking, easy to read. Attempts creativity.

Lacks visual appeal. Messy and difficult to read. Little creativity.

Visually distracting. Very difficult to read. Little/no creativity.

Pronunciation and Fluency

Predominantly accurate pronunciation and speech that flows smoothly.



Lack of control of pronunciation and speech that is hesitate. Comprehension is difficult.

Little control of pronunciation and speech that is labored. Nearly incomprehensible.

Memorization Spontaneous and automatic responses. No/rare hesitation.

Desired responses, but not as automatic. Little hesitation.

Correct responses, but somewhat slow. Occasional hesitation.

Frequent lapses in memory. Frequent hesitation before speaking.

Did not memorize. Had to use script when presenting.

Inattentive. Unprepared. Non-contributing. Disruptive.

Participation Attentive. Well prepared. Contributing greatly.

Attentive. Prepared. Partly contributing.

Attentive. Prepared. Minimal contribution.

Attention. Unprepared. Non-contributing.

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2. Students will discuss the social acceptability and level of formality/informality associated with a list of words in Spanish.

Student Task: Students will:

1. analyze a list of words and categorize them according to social acceptability and/or formality or informality.

2. present a skit in Spanish demonstrating the use of words analyzed in an acceptable context.

Spanish III

CCO VI Scoring Guide For ALA #2 Outstanding Highly Successful Successful Not Yet Successful







Punctuation




























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SPANISH III CCO VII: Students will use Spanish both within and beyond the school setting. (SFL 5.1, 5.2; SM 1.10, 2.1, 2.7, 4.8; CA 5) A. Facilitating Activities

Knowledge/Comprehension 1. Students will create and share a web-address book of culturally appropriate topics

(i.e., museums, magazines, articles, newspapers, etc.) (T, R) 2. Students will identify Hispanic businesses in the community. 3. Students will identify businesses and/or jobs that require Spanish in order to be

hired. (W)

Application/Analysis 1. Students will interact with native speakers in their own language.

Synthesis/Evaluation 1. Students will have opportunities to investigate and participate in exchange

programs and/or travel opportunities. (W)


Students will interview Spanish-speaking members of their community to learn how they use Spanish in their various fields of work. Student Task: Students will:

1. create a list of questions they will ask when they interview a person from the community who uses Spanish in his/her occupation.

2. present to the class what they learn from their interviews.

Teacher Notes: Students should research the area in order to determine where Spanish-speaking communities are located. A quick search of the yellow pages will also be helpful. Teachers may also provide a list of some local businesses for students to consider.

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Spanish III

CCO VII Scoring Guide Outstanding Highly Successful Successful Not Yet Successful







Punctuation




























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SPANISH III

APPLICATION LEVEL ASSESSMENT: LEARNING SCENARIO This ALA is a link-set assessment module in which students complete a task that requires them to use multiple core conceptual objectives at one time in order to complete a task. Escritores famosos Working in groups of four, select a famous Spanish-speaking author and prepare a report about his/her life and work. This task can be divided into four parts (a short biography of the author, information about his/her literary works, the literary influence of the author, and a short example of his/her work with a translation). Assign each team member a part. When each team member has completed his/her part, compile all the information into a written report and present to your classmates.

1. The students will select a famous Spanish-speaking author and gather information about this author from classroom resources and the Internet. (CCO II, CCO V, CCO VI)

2. The students will write a report in Spanish including a brief biography, information about the works of this author, and their literary influence. (CCO II, CCO IV, CCO VI)

3. The students will select a passage from one of the author’s works and prepare a translation of this passage from Spanish to English. (CCO II, CCO VI)

4. The students will compile all of the information they have learned about the author and their translation of the passage from his/her work in a written report. (CCO III, CCO IV, CCO V, CCO VI)

5. The students will present their report to the class. (CCO III, CCO VII)

TARGETED CCOS OBSERVED/NOT OBSERVED

TEACHER COMMENTS

CCO II Communication

CCO III Communication

CCO IV Cultures

CCO V Connections

CCO VI Comparisons

CCO VII Communities

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