monroe township schools · 2011-12-15 · monroe township schools administration and board of...

Monroe Township Schools

Curriculum Management System

Spanish IV

Grade 11 or 12 March 2007

* For adoption by all regular education programs Board Approved: July 2007

as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8-9 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-36 Benchmarks Page 37

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MONROE TOWNSHIP SCHOOL DISTRICT

Dr. Ralph P. Ferrie, Superintendent

Dr. Christopher H. Tienken, Assistant Superintendent Dr. Edward Forsthoffer, III, Assistant Superintendent

ADMINISTRATION

Ms. Kathy Kolupanowich, President

Mr. Lew Kaufman, Vice President Mr. Marvin Braverman

Mr. Joseph Homoki Mr. John Leary

Ms. Kathy Leonard Mrs. Rita Ostrager Ms. Amy Speizer

Mr. Ira Tessler

BOARD OF EDUCATION

Ms. Patrice Faraone

JAMESBURG REPRESENTATIVE

Ms. Melissa Bonamici Ms. Upsana Natarajan

Student Board Members

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Rosemarie Armstrong Supervisor Name: Elizabeth Aaron, Supervisor of World Languages, Language Arts and Media Technology Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debbie Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Mission

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The Monroe K-12 School District recognizes the global environment of our world and the subsequent need for world language skills. Spanish IV will be offered as a world languages option to all high school students in the Monroe K-12 School District who have completed Spanish 1, II, and III and are not on the honors track. As a planned program of instruction, the course will provide students with an intermediate to advanced level Spanish Language opportunity. Emphasis will be placed on studying some advanced grammar as well as a continuation of a major exploration of culture including key authors, poets, artists, films, and music represented by various Hispanic American/Latin American cultures. Students will compare and contrast literature, study it with relation to its impact or representation of history during its time period, as well as study the social commentary of the culture the work represents. Other facets of the course will include understanding and communicating work situations, jobs and professions. Students will become familiar with general practices in the work world of Latinos and make comparisons with other cultures. Students will discuss architecture, environmental issues, government/rights/responsibilities and how these issues differ among Latino countries. A great emphasis will be placed on reading comprehension, communication (oral and written) of basic comparisons and contrasts, culture, geography, and some key historic events represented in art. Participation in this course will encourage students to become more versatile citizens of a global world.

The primary beliefs of this philosophy are: • A person who studies a world language gains empathy and increased tolerance towards others as a result of a broadened worldwide view

which comes from learning about other cultures and people. • A person who studies a world language gains a better understanding of and appreciation for one’s own native language as well as the

increased capacity to learn related world languages. • A person who studies a world language benefits from improved critical thinking skills and creativity. • A person who studies a world language increases performance in all aspects of learning, especially language acquisition, reading and social

studies. • A person who studies a world language produces higher ACT and SAT scores. • A person who studies a world language is more competitive in the global marketplace. • A person who studies a world language and culture examines one’s own personal values as well as civic responsibilities.

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Educational Goals

1. To explore the every day uses for the Spanish language as well as the literary uses. 2. To read and appreciate literary works, including short stories, autobiographies, legends, songs and poetry, orally and in writing, and discuss how these

works relate to life situations as well as enhance the understanding of the cultures they represent. The text invites students to share their personal histories with others. Through crafted pre- and post-reading activities and vocabulary work, students are provided with the motivation and means to express their own thoughts, experiences, and reflections.

3. To demonstrate competency in the use of spoken Spanish and expand skills to communication about contemporary topics such as careers, history, government, the arts and the environment.

4. To compare Spanish-speaking societies to each other as well as to the US culture. 5. To initiate life-long interest in the Spanish language and culture. 6. To engage students in real-life situations in which they can utilize the Spanish Language. 7. To connect grammar with communication and provide practice that includes concrete practice, paired activities, realia-based activities, and open-speaking

and writing tasks. 8. To engage students in meaningful activities and higher level thinking skills using the Spanish language. 9. Connect Spanish with science, math, history and geography. 10. To discover the numerous locales in which Spanish is spoken and that Spanish is a prevalent language.

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New Jersey State Department of Education Core Curriculum Content Standards

A note about World Language Standards and Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for World Languages were revised in 2004. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for World Languages may also be found at: http://www.nj.gov/njded/cccs/s7 WL.htm

http://www.nj.gov/njded/cccs/s7%20WL.htm�

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Spanish IV

Scope and Sequence

Quarter I Big Idea: Career I. Trabajo y comunidad (Realidades 3) (Work and Community) a. After school work; describing a job you had over the summer, review of

preterite/imperfect (Abriendo Paso Gramática - preterite, imperfect, pluperfect indicative)

b. Creating a job letter of inquiry – formal letter c. Job skills, job interview techniques d. Review present perfect, past perfect, pluscuamperfecto, adjetivos,

pronombres demonstrativos. e. Volunteer activities; the benefits and importance of volunteer work f. The present perfect subjunctive; demonstrative adjectives and pronouns. g. Review information/powerpoints on South American countries (government,

president, current events, lifestyles, literacy rate, top 5 attractions in each country, social life, famous people, food, culture, religion, holidays/festivals, geography, climate. Compare and contrast work there and work here.

h. What are the major exports/industries of the South American countries? Spain? Central America? Why is this important to us? What goods do they import from the U.S.?

i. Who are the famous Latin American artists affecting our world today and making contributions? (compare Juanes to Oprah and Bono)

j. Art of Rufino Tamayo and Diego Rivera Rivera – belief art should be social commentary and create change in thinking. Tamayo – the artist should not be a reporter or be a part of the political process. Purity of expression. k. The meaning of work for young people in Latin America l. Hispanic contributions to American Society

Big Idea: Career II. ¿Qué nos traerá el futuro? (What will the future bring us?) a. Jobs and professions; qualities of a good employee b. Future and future of probability c. Vocabulary: technology, inventions, jobs in the future d. Read Rosa – (Abriendo Paso Lectura) by Angel Balzarino e. Future perfect, use of direct and indirect object pronouns f. What impact can we have on our country by knowing Spanish? How does learning another language create global understanding? g. Career opportunities for bilingual people. h. Cajas de carton de Francisco Jiménez describing the lives of migrant workers (Abriendo Paso Lectura) i. reflexive verbs, object pronouns, gustar, compound prepositions and idiomatic expressions (Gramática) j. Read El décimo from Abriendo Paso Lectura and do web activity

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Quarter II Big Idea: Historical perspectives III. ¿Mito o realidad? (from Realidades 3 CH 7) Myths or Reality a. Archeological terms and activities, describing archeological sites b. Gaudi and Barcelona c. Present and past subjunctive in expressions d. Myths, legends; ancient beliefs; Precolumbian scientific discoveries e. The subjunctive in adverbial clauses f. Los naufragios (Alvar Núñez Cabeza de Vaca (Literatura y Arte by Thomson and Heinle) g. Cervantes – Don Quijote de la Mancha Writing Project h. Use of mythology in art – The spinners by Velazquez i. Imperfect and preterite – regular and irregular verbs

Big Idea: Historical perspectives IV. Encuentro entre culturas (Ch 8 Realidades) Cultural Encounters a. Lazarillo de Tormes – review from last year b. Historical background – timeline in Spanish history c. Architecture and history of Spain – Review timeline from Edad Media, Siglo de Oro (Renacimiento), Barroco, and Moderno to give context. d. Influence of religión in the Hispanic World e. El Greco – (El entierro del Conde de Orgaz; El espolio; Vista de Toledo) f. Poets – Rubén Darío and Sor Juana g. 20th century revolutionary movements h. Goya and Picasso comparison i. Review of future tense, condicional, and expressions of probability

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Quarter III

Big Idea: Relationships V. Complexity of family relationships a. Pablo Ruiz Picasso: (Thomson Heinle) b. Familia de saltimbanques c. Los primeros pasos d. Madre e hijo e. El árbol de oro, Ana María Matute (Abriendo Pasos) f. Analyzing youth and adolescense: No oyes ladrar los perros – Juan Rulfo (Abriendo Pasos) Nosotros, no – José Bernardo Adolph (Abriendo Paso) Jaque mate en dos jugados – Aisemberg (Abriendo Paso) Adolescencia – Vicente Aleixandre (Abriendo Paso, 16) g. La viuda de Montiel – Gabriel García Márquez (Abriendo Paso) h. Subjunctive in adverbial clauses i. Demonstrative adjectives and pronouns j. The reciprocal construction (nos and se used as each other and one

another) k. The reflexive for unplanned occurrences

Big Idea: Relationships VI. Gender roles in Hispanic Society a. Federico García Lorca – La Casa de Bernarda Alba (video) b. Isabel Allende - Cartas de amor traicionado d. How the woman is depicted on televisión/movies/print e. Jorge Luis Borges – Emma Zunz f. Reality vs. Fantasy – compare Borges and Allende

BIG Idea: Symbolism VII. Through a poet’s eyes . . . a. Poetic terms – basic: estribillo, símbolo, personificación, tema, tono b. Pablo Nerudo c. Antonio Machado d. José Martí e. Rubén Dario f. Garcia Lorca – Romancero Gitano - personification g. Compare/contrast themes and elements h. Create your own Cinquain or other genre of poem

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Quarter IV

Big Idea: Relationships VIII. El Teatro (Drama) a. El delantal blanco – Sergio Vodanovic (Abriendo Pasos) b. Elements in a play c. Emma Zunz by Borges – class drama: act out court scene

Big Idea: Environment IX. Cuidemos nuestro planeta (Caring for our Planet - Global economy – how we all influence each other and current events.) a. Present subjunctive with conjunctions (mientras, tan pronto como, al menos

que, sin que, para que, etc.) Relative pronouns que, quien, lo que b. The past subjunctive; the past subjunctive with si clauses c. Al Gore’s The Inconvenient Truth – the issue of global warming

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Curriculum Management System Grade Level/Subject

Big Idea: Career :

11 or 12 Spanish IV

Topic: Work and Community

Goal 1: The student will be able to write an essay in Spanish on recent summer employment as well as conduct an interview of friends on their summer employment. Students will be able to write a letter of application for a job they want discussing the traits they possess to qualify for that job.

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:

Essential Questions Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

Sept –

Oct.

CPI's: 7.1 and P-A 1-7 Strands A, B, and C; 7.2 I-L 1-4 Strands A, B and C ) 1.1. Describe a job they had

over the summer using the preterite/imperfect tense correctly or interview a student who had a fun job over the summer and describe the job itself and the qualities necessary to do that job well.

1.2. Talk and write about work, job searches, employment types, sites and skills.

1.3. Discuss personality traits using detail with adjectives.

1.4. Read and listen to information about emergencies, volunteer community organizations, and community activism.

1.5. Use haber in the various past tenses with participles.

1.6. Practice interviewing techniques.

1.7. Demonstrate understanding of present perfect, pluperfect, present perfect

• How do job skills and employment opportunities affect cultures?

• What is the benefit of bilingual skills? • How effective can you be if you know a language but

do not know the culture of that language? See CPI’s and assessment models for sample conceptual understandings.

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Resources for all activities listed: Abriendo Paso Gramática Abriendo Paso Lectura Realidades 3 Literatura y Arte Intermediate Spanish (Lynn Sandstedt, Ralph Kite, John G. Copeland, 8th Edition, Thomson Heinle) Conversación y Repaso (Sandstedt and Kite; Thomson Heinle Ninth Edition) Una Vez Más Schaum’s Grammar Spanish Grammy Music sites http://clta.net/lessons/Spanish/level3/historia.html Elenza site has words to songs: http://formespa.rediris.es/canciones/

http://clta.net/lessons/Spanish/level3/historia.html�

http://formespa.rediris.es/canciones/�

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n Curriculum Management System Grade Level/Subject

Big Idea: Career :

11 or 12 Spanish IV






subjunctive, and

1.8. Explain their qualifications for positions.

demonstrative adjectives and pronouns.

1.9. Analyze the art of Rufino Tamayo.

1.10. Discuss the meaning of work for young people.

1.11. Write about a summer job held in the past using preterite/imperfect appropriately.

Interpersonal • Throw a sponge ball to a student. That student

must take one of the vocabulary words and define it in Spanish. Then he/she throws it to another student. Hangman can also be played in one station throughout the week as a way to learn vocabulary.

(Recall, Comprehension, Application)

• Students will complete a self-assessment with adjectives to help them remember skills previously learned. Then they can create a personality shield about themselves. (like a family name shield)

• Students will interview a friend regarding a summer job they held this past summer.

• Teacher says two events that occurred in the past. Student has to combine both sentences using the pluperfect tense with haber.

• Using the round table technique or the drill partner strategy, have students come up with as many adjectives as they can on their own. Then allow them to use resources such as the dictionary. Create a word wall of “adjetivos fabulosos” as a resource for writing and discussion.

• Play dice game with imperfect and preterite endings. Red die = verbs; blue die = subject pronouns. Roll the die and conjugate the verb first for preterite, then for imperfect. Have students list reasons why you use each. (Acronym)

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Interpretive • Write up an essay about your summer work

using preterite/imperfect tense or write up work done by a friend over the summer. State what the job was, what it entailed, the qualifications needed to do it well, and what you liked/disliked about it. What were the main things you learned by working?

(Comprehension, Application)

• Possible scenario: Students will go on the web and look for job advertisements in newspapers around the world as well as internet sites. The student will select one of the ads and create a formal letter of introduction listing specific information about the job such as hours, pay, and why he/she would qualify for that position.

• Using transparencies and audio CDs, present the vocabulary of the chapter. Then have volunteers do this each day as the Do Now to elicit class response and review vocabulary each day.

Presentational• Students will create a poster introducing their

friend, the summer job they held, and the qualities that friend had to do the job well. This will serve as our ice-breaker for the class at the beginning of the year.

(Comprehension, Application)

• Display student personality shield in room.

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Have them up for back to school night. • Assessment: Any of the above scenarios will

be graded on a rubric using a format from ACTFL or from the college board.

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Big Idea: Career and global economy :

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Goal 2: The student will be able to create a powerpoint presentation in the target language comparing Latin American countries with regard to lifestyle, industry, major exports, schooling, careers, social issues and events affecting the global economy.




Oct. CPI's: 7.1 and 7.2 P-A 3-7 Strand A; P-A 1-6 Strand B; P-A 1-4 Strand C 2.1. Read and analyze a poem

by Antonio Machado. 2.2. Write about the

contributions of the Spanish-speaking community in the United States.

2.3. Explain community gardens in Latin America. How do they differ from the U.S.?

2.4. Explain teenage employment in Latin America.

2.5. Read and discuss the issues concerning migrant workers here in the U.S.

2.6. Compare countries with regard to industries, schooling, exports, lifestyles and cultures and create powerpoints presenting this information.

2.7. Compare the English counterpart to the Spanish pluperfect subjunctive as well as present perfect

• How do lifestyles, geography, climate, political events and history affect the economy of a country?

• What global economic and cultural impact do Hispanic/Latino countries have on the United States?

• How are these countries changing our landscape and the way in which we conduct business?

• How is the economic/political environment depicted in art/music/culture?

See CPI’s and assessment models for sample conceptual understandings.

Interpersonal• Students will work in groups to review internet

sites using the web data bases in the media center and search for information on a particular country with relation to its geography, climate, political events, and history, major exports/industries.

(Recall, Comprensión, Application )

• Students will practice pre-reading strategies and read articles/stories and translate them together. A jigsaw can be used for this.

• Give 5 words to student A and 5 words to student B. A needs to describe her word (circumlocution) Ex: waterbed. She must describe it without using the word water or the word bed. B needs to guess the word. Then vice versa.

Interpretive • Read “He andado muchos caminos” de Antonio

Machado. Use pre-reading strategies and have class tell me what they think the poem is about. Answer comprehension questions.

(Comprensión, Application)

• Analyze the Diego Rivera mural and how it represents work (the one in the Detroit Institute of Arts.) How is art used as a social commentary/protest?

• Using transparencies and audio CDs, present the vocabulary of the chapter. Then have volunteers do this each day as the Do Now to elicit class response and review vocabulary

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11 or 12 Spanish IV






subjunctive. 2.8. Analyze

songs/murals/paintings or efforts being made in the music/artistic community that are social commentaries on our world or on political/social events of the time.

each day. • Read Cajas de Cartón by Francisco Jiménez.

Students can do a story scavenger hunt. Have students research some of the issues around immigration. Why do citizens from other countries come to the U.S. to work? If you went to another country, what habits/customs do we have that could be perceived differently there? What attitudes/behaviors would you have to change? What do people from other cultures have to change/adapt to when working in the U.S.? Teacher can use the four corners technique first to determine student opinions on these issues (strongly agree, agree, strongly disagree, disagree)

• Have students analyze songs of famous Hispanics that reflect social protest.

• Have students write five sentences in the present perfect tense about the actions of five different people in Latin American countries during this past week. Vary the subject each time. Put the answer on a separate index card. Class will guess. Then later in the week, add a fact about what previously happened using the pluscuamperfecto. (Había ____)

Presentational

• Have students partner and choose three objects to refer to. Pairs take turns giving demonstrations using the demonstrative pronouns. They place objects around the room,

(Comprensión, Application, Evaluation)

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11 or 12 Spanish IV






stand at opposite ends and make sentences. • Possible scenario: You are holding a debate

regarding the immigration issues representing both sides of the situation. Students must back up their opinions with information gathered throughout this chapter. (Four corners technique can be used here.) A rubric will be used for oral proficiency based on ACTFL standards.

• Have students select a song from a Latin American artist that represents social commentary. What do they think it means? Teach the class the song.

• Students will create a power point presentation about the country they have searched and present it to the class.

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Big Idea: Career :

11 or 12 Spanish IV

Topic: What will the future bring us?

Goal 3: The student will be able to create a scrapbook about 5 friends and the jobs they will most likely have. They will present one friend and his/her qualifications for that job in the target language.


Essential Questions


Nov. CPI's: 7.1 I-L 3-7 Strand A; I-L 1-6 Strand B; 7.2 I-L B1-5; C1-3 3.1. Be able to use the future

and conditional tenses with probability.

3.2. Appropriately use the indirect and direct object pronouns in sentences

3.3. Demonstrate competency in use of future perfect tense.

3.4. Compare and contrast El décimo by Emilia Pardo Bazán and Rosa by Ángel Balzarino.

3.5. Compare Balzarino’s fiction story with Gustavo Adolfo Bécquer’s poem

3.6. Compare and contrast paintings by Diego Rivera as well as analyze those paintings for theme, mood, symbolism.

3.7. Master the difference between saber and conocer.

3.8. Compare the use of the impersonal se to the English passive voice and demonstrate understanding

• How does bilingualism enhance job opportunities? • What careers/job opportunities would benefit from

bilingualism? • How do current events, technology and the global

economy affect future job possibilities/careers? See CPI’s and assessment models for sample conceptual understandings.

Interpersonal • Have class form groups to discuss articles in

the Civilización y Cultura book from the chapter Aspectos económicos de Hispanoamérica


• Students will form reading groups and read Rosa and El décimo (Abriendo Paso Lectura) together out loud helping each other through the stories. Literature circles can be used for these stories.

• Using Realidades 3, have students listen to audio CDs and match photos on page 254 to the CD description. Read interviews aloud to each other to practice pronunciation.

• Possible scenario: Students will brainstorm a list of businesses where Spanish would be a valuable asset. Divide the class into groups and have them research how they could request information about possible employment opportunities. They may contact some of these possibilities to gain more information: airlines, travel agencies, FBI, CIA, radio and television, court/judicial system, local police, immigration, customs, passport office, film industry (los tres amigos of the Oscar nominations in 2006/2007), etc.

• Students create sentences that use items from at least two of the categories in the Vocabulario.

• Students create a list of professions and come up with definitions in Spanish for those professions. They can put them on separate

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Essential Questions


by using it through writing and oral presentations.

3.9. Compare distance education in Puerto Rico and in the United States.

3.10. Discuss key facts about Spanish youth.

3.11. Discuss key facts about Spanish Architecture.

3.12. Discuss key facts about use of the internet and television.

3.13. Explain the changing roles of Mexican television.

3.14. Describing strategies for obtaining employment and keeping up with employment trends.

3.15. Discuss distance education and attending universities abroad.

3.16. Read and summarize the points about the International Baccalaureate program and internships in Washington, DC.

3.17. Will organize their thoughts using graphic organizers and compare and contrast one period of time to another in written form.

cards and then play concentration the next day to match the definition with the profession.

• Have students work together to find out information on the international baccalaureate program and internships in Washington, DC.

• Speakers can be brought in to speak to the class about bilingual opportunities or careers.

• Classroom teacher can work with guidance to have a booth at the career fair for bilingual positions/careers.

Interpretive • Read and analyze El Décimo (Abriendo Paso

Lectura)

(Comprensión, Application )

• Read and analyze Rosa (Abriendo Paso Lectura) Excerpt is also in Realidades 3 page 284-286.

• Students can do the web page projects for both the above stories. (Abriendo Paso site on http://www.PHSchool.com on web)

• Have class view the Works of Diego Rivera (paintings Florecimiento de la Revolución, El triunfo de la Revolución, Escuela al aire libre. How does Rivera reflect the work world? What are the symbols? What is the tone of the work? How does he create mood?

• Students will use graphic organizers and practice organizing thoughts and comparing two periods of time in written form using the strategies on page 282 in Realidades 3.

http://www.phschool.com/�

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Essential Questions


Presentational

• Possible scenario: Students will create a scrapbook featuring 5 friends and the jobs they will most likely have. They will create an essay about one friend and state his or her qualifications for that job. Then they must present their scrapbook and tell about this friend without using notes. They must state their reason for choosing this profession for the friend, the qualifications of the friend for the job and have a visual. ACTFL rubrics will be used for writing and oral proficiency.

(Comprensión, Application, Evaluation )

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Big Idea: Historical Perspectives :

Grade 11 or 12 Spanish IV

Topic: Myths or Reality

Goal 4: The student will be able to create their own creative short story and show they have mastered the following verb concepts: mood, present subjunctive in noun and adverbial clauses.




Dec. –

Jan.

CPI's: 7.1A I-L 1,2 P-A 2-7; 7.1B P-A 1-6 7.1C 1-4 7.2A I-L 1; 7.2B 1-5; 7.2C 1-2 4.1. Read, comprehend and

summarize articles on the Aztecs, Incas, Mayas (Thomson Heinle Civilización y Cultura)

4.2. Read and analyze Los naufragios by Álvar Nuñez Cabeza de Vaca. (Thomson Heinle)

4.3. Write and discuss the art of the Aztecs, Incas and Mayas

4.4. Write and present information orally about Miguel Cervantes and Don Quijote de la Mancha

4.5. Compare pero and sino (but and but rather)

4.6. Use the subjunctive – present indicative; with adverbial clauses; moods; with noun clauses; with uncertainty/doubt

4.7. Students will show

• What are the three moods in Spanish? • In what contexts do we use the indicative mood? • In what contexts do we use the subjuctive mood? • What are the four main uses of the subjunctive in noun

clauses? • What adverbial clauses require the subjunctive at all

times and what adverbial clauses require the subjunctive only sometimes?

• What are the elements of a good story? • What is the difference between myths, legends, fables

and folktales? See CPI’s and assessment models for sample conceptual understandings.

Interpersonal • Students will divide into three groups. One

group represents the Aztecs, one the Incas and one the Mayas. Each group will read articles on their civilization and we will use the jigsaw technique to teach the class about their civilization. They can use photos from the internet. We will also view videos on these civilizations to better understand them. (Chile’s Easter Islands; Peru Machu Picchu; Mexico Aztec remains)


• Students will work with vocabulary from this chapter and verbs to put the corrective subjunctive endings with the verbs and subject pronouns.

• Do Nows will practice subjunctive exercises, memory games with use, Schaum Grammar exercises

Interpretive • Students will take a picture walk of several

picture books based on folktales from Latin America/Central America. Students will complete a graphic organizer for story elements. Each book will be a different center and students will rotate through the centers for a week completing a story element graphic organizer.


• After reading Don Quijote de la Mancha adventures, students will create their own

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understanding of imperfect/preterite tense for regular and irregular verbs and reflexive verbs.

versions of his exploits. Each student will have custody of Don Quijote for two to three days and be given a disposable camera. They are to create a chapter for our new class volume. They are to hand in a rough draft of the adventure on the day they pass Don Quijote to the next person. When everyone has had a chance to do the rough draft, we will have computer lab time to edit and polish a final version including the photos in the work.

• Scenario: You are Don Quijote and will create a “help wanted” ad looking for a squire. It should contain a brief description and the qualities of the applicant. Then you are to write Sancho Panza’s reply to the ad. In this letter he should state his qualifications and the reasons why he should be considered the best candidate for the advertised position.

Presentational • Students will create their own short story using

the story elements we studied as well as the subjunctive.


• Posible scenario: Alter reading Ricardo Palma’s La Camisa de Margarita or El abanico by Riva Palacios, you and your team will plan the wedding of Margarita and create a store about it OR read Cartas de amor traicionado by Isabel Allende (Abriendo Paso Lecturas) and students can plan the wedding, create the announcement, and create the divorce decree!

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• A third option is to get a register showing checking account transactions and have the students create a story based on these transactions.

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Topic: Cultural Encounters

Goal 5: The student will be able to create a timeline and discuss the influences of main events from Middle ages to the 20th


century in Spain. Then they will create an autobiography in the target language telling how their own cultural background has influenced them.



Feb. CPI's: 7.1 A P-A 3-7; B P-A 1-5 7.2 A P-A 1-4, B I-L 5, P-A 1,2; C I-L1-2 5.1. Tell me the major points in

each major period of Spain’s history.

5.2. Use the imperfect subjunctive in sentences relating to history.

5.3. Conduct research to learn about historical periods in time.

5.4. Read and comprehend articles about influences of Spain’s conquerors throughout time.

5.5. Create a visual that demonstrates understanding of key events in Spain’s history.

5.6. Discuss the fusion of cultures throughout Spain’s history as seen through art, culture and architecture.

5.7. Write about the fusion of cultures on their own life in an autobiography.

• How did the invaders of Spain influence its culture? • What were the major contributions Spain provided in

the Middle Ages, Renaissance, and Modern age? • Why do we use the imperfect subjunctive? • How did religion influence the cultures of the

Hispanic/Latino countries? • How did Goya influence Picasso? • How are key events immortalized in art? • What influence do painters have with regard to the

politics and social issues of the time? See CPI’s and assessment models for sample conceptual understandings.

• Have students look over the time line in Realidades (p.344 and 345). Do a KWL to determine what they know about the Middle Ages, Renaissance and Baroque periods.

Interpersonal

• Cube game: get three cubes. Cube 1 has six infinites including some irregular verbs, cube 2 has six expressions that use the subjunctive; cube 3 has subject pronouns. Have students roll the cubes and provide a sentence combining information on the three cubes.

Interpretive • Students will learn about this period with an

internet investigation using the website:


http://clta.net/lessons/spanish/level3/historia.html and http://www.red2000.com/spain/primer/1hist.html

• Students will view a video on the history of Spain and take notes. Using the above two sources, they will create an outline as a study guide about these periods in time. We will then do a round table on each period of time and students will add one point to the list for each period.

• Students will listen to an audio CD about Sevilla, Toledo and Barcelona (Realidades 3) and note the influences on each major city.

• Using transparencies in one station, students can read a paragraph on Toledo and fill in the

http://clta.net/lessons/spanish/level3/historia.html�

http://clta.net/lessons/spanish/level3/historia.html�

http://www.red2000.com/spain/primer/1hist.html�

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Topic: Cultural Encounters

Goal 5: The student will be able to create a timeline and discuss the influences of main events from Middle ages to the 20th


century in Spain. Then they will create an autobiography in the target language telling how their own cultural background has influenced them.



5.8. Students will analyze El Greco and reflect on the time period of his works.

5.9. Students will analyze Lo Fatal by Rubén Darío and Sonetos by Sor Juana.

5.10. Students will compare and contrast Goya and Picasso through their paintings “Los fusilamientos del 3 de Mayo de 1808 and Guernica.

blanks of the cloze activity. (p. 348 Realidades 3)

• Have students do a jigsaw and expert groups will read articles from Civilización y cultura (Thomson Heinle) on la cultura romana; cultura visigoda, cultura árabe, and los idiomas de España. Then they will teach their article to their home base group. Have a summary at the end to ensure everyone has correct information.

Presentational• Create a poster representing the various time

periods and the art, and captions of major points under each.


• Students will read Fama by Borges and create their own timeline in their life telling about the cultural influences that they have in their lives. What has happened in their life to make them who they are?. Use the strategies from Realidades 3 p. 374/375 and grade their essay on a rubric.

• Take a current event and draw your own “Guernica”. Express your feelings about that event through art and write an essay explaining your symbolism, theme, tone.

• Possible scenario: You will create a one minute commercial for The History Channel. You can use any of the main events we have studied or you can do an autobiography on your own cultural background.

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Big Idea: Relationships :

11 or 12 Spanish IV

Topic: Complexity of family relationships

Goal 6: The student will be able to explore the complexity of family relationships through art, poetry and fiction and analyze what the author/painter is trying to express in the context of the social and political issues of the time period.




Mar. CPI's Addressed: 7.1A I-L1,2, P-A 3-7; 7.1B P-A 3-6; 7.1C P-A1-4 7.2A P-A 1-4; 7.2B P-A 1-5; 7.2C I-L 1-3 6.1. Use imperfect and

pluperfect subjunctive as appropriate for expressions in adverbial clauses.

6.2. Use the reflexive for unplanned occurrences

6.3. Use demonstrative adjectives and pronouns

6.4. Review the reciprocal construction (each other, or one another with nos and se)

6.5. Read and analyze No oyes ladrar los perros by Juan Rulfo (Abriendo Paso) and compare it to Nosotros, no by José Bernardo Adolph and Jaque mate en dos jugadas by Asemberg.

6.6. Express their opinions and justify the opinions based on experiences, articles, and research. (They must note their sources.)

• What universal themes do you discover from one time period to another when analyzing paintings and literature?

• What causes children to become delinquent? • What are the challenges facing family units? • How is youth and age portrayed in literature throughout

time? • How does Picasso depict the family in his paintings

Familia de saltimbanques, Los primeros pasos, and Madre y hijo?

• How much time is devoted to family life? • What pastimes and hobbies do youths have around the

world? • How do video games/computers/technology affect the

short-term and long-term activities of students today? • What role does social status play in a child’s

upbringing? • How important are their friends and how do they

choose them? • What are parents’ responsibilities and obligations and

what are limits to parents’ responsibilities and obligations?

• What external factors help mold a child’s character? • What are alternative methods to deal with children who

choose a life of crime? See CPI’s or assessment models for sample conceptual understandings.

Interpersonal • Review adverbial clauses that use the

subjunctive: antes de que; cuando, después de que, en cuanto, hasta que, mientras (que), para cuando, tan pronto como. Have students play cube game with clauses on one cube, subject pronouns on another, and infinitive verbs on the third. Make sentences with the three cubes using the subjunctive in the imperfect tense as well as pluperfect.


• Have students visit the website: www.thomsonedu.com/spanish and do practice exercises with subjunctive.

• Students can act out the vocabulary (charades) or play pictionary.

• Have students complete activities in Conversación y repaso

• With a partner express your opinions about certain themes presented in Conversación y Repaso (p. 199)

for reciprocal construction as well as unplanned reflexives, demonstrative adjectives and pronouns, and do a paired strategy (coach, mentee) to check work.

• Students can jigsaw with the articles in Civilización y cultura – Aspectos de la familia.

Interpretive

• Have students visit www.PHSchool.com to do web activities with Abriendo Paso stories.

http://www.thomsonedu.com/spanish�

http://www.phschool.com/�

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11 or 12 Spanish IV






• In small groups or pairs, students make a list of adjectives that describe the children and their surroundings in El arbol de oro. They must defend their opinions about the relationship between the children in the story with the direct information from the reading. Class will do an antonym and synonym activity with vocabulary words.

• Have students identify the part of speech of vocabulary words and note that the part of speech helps in determining the meanings of words.

• Use four corners technique to discuss student opinion on the death penalty.

• Use four corner technique to discuss society’s view of the elderly (Nosotros, no) or have students act out situations with elderly people. What are the stereotypes?

Presentational

• Scenario: Your team has been hired to create a book jacket. You will research the life, themes, and influences of Ana María Matute or one of the other authors studied. (Teacher will assign the authors by group.) Each group is responsible for teaching the class about the assigned author.

(Comprensión, Application, Synthesis)

• Students create other possible endings to the stories.

• Students write paragraphs explaining the plot of

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11 or 12 Spanish IV






the story from three different perspectives. Students share their paragraphs with the class and invite reactions.

• Scenario: Students will act out an episode of Dr. Phil and share stories of family reconciliation and the techniques that led to the reconciliation. This can also be done in cartoon strip format.

• Scenario: Have one group of students act as the detective, another a reporter, and a third the criminal. Create a dialogue based on the story.

• In groups of two, students prepare a possible dialogue between Guillermo and Matilde in Jaque Mate . . .The student reporter works with the local TV station. The reporter is “on the spot” with interview questions and a summary of the breaking story. The evening news program on the local TV station presents the story of the murder. The program includes the news achor’s summary, the on-the-scene reporter, the interview in the studio with the chief of police, and the station manager’s or a concerned citizen’s editorial on what kind of statement this murder makes about society.

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11 or 12 Spanish IV

Topic: Gender roles in Hispanic Society

Goal 7: The student will be able to read, analyze, discuss and write in Spanish how the woman is depicted in society through literature, film, television and music.




April CPI's Addressed: 7.1A P-A 3-7; 7.1B P-A 1-6; 7.1C 3,4 7.2A P-A 1-4; 7.2B P-A 1-5; 7.2C I-L 1-3 7.1. Read poems and fiction to

summarize plot, characters, and themes.

7.2. Research and view programs, commercials, and film and make notes on how women are portrayed.

7.3. Compare and contrast gender roles throughout time.

7.4. Compare and contrast the writing of Isabel Allende and Borges.

7.5. Converse with the subjunctive mood of regular and irregular verbs and the subjunctive after tal vez, acaso, and quizás and ojala que.

7.6. Practice more with el cual and el que, uses of que, quien, lo cual, lo que and cuyo(a,os, as) relative pronouns.

• How are the gender roles defined in literature over time?

• How has the woman been depicted in Hispanic society in literature? Film? Television? and music?

• How do we communicate mood in Spanish (subjunctive)?

See CPI’s and assessment models for sample conceptual understandings.

Interpersonal• Have students read in pairs:

(Comprensión)

Los nombres hispánicos La sociedad patriarchal Las mujeres en la literatura hispánica Las mujeres en la política (all from Civilización y cultura (Thomson Heinle) Answer comprehension and discussion questions.

Interpretive• Put students in heterogeneous ability groups

Have them begin the reading in Abriendo Paso by Isabel Allende, Cartas de amor traicionado. Prior to reading, discuss a bit about Allende’s life. Students can conduct a web research on her. After reading the story, have students complete the web activity with PHSchool.com/foreign_languages/abriendo_paso/2001/activities/act12.html. This website compares employment, professional certificates, schooling, types of jobs, years in school etc. Have students summarize the results of the statistics.


• Discuss stereotypes. Compare social roles in Hispanic countries to ours. View commercials and magazines in our country and then in Latina, Hispanic stations, Sabado Gigante, etc. Have students use a Venn Diagram to compare. Work with organizing their thoughts

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7.7. Practice more with commands.

7.8. Debate on controversial issues and express both sides of the argument.

through an essay. Scenario: Students will read through intercambios in Conversación y Repaso. Teacher will assign one controversial topic to each group. The group will have to create an argument for their answer and defend it. Cite any sources they know. How is the woman depicted in Babel, Volver, or other Oscar nominated movies? View web pages/interview of Penelope Cruz, Selma Hayak, Christina Aguilera, Jennifer Lopez. What can we say about these women? View transparencies or photos from Diego Rodríguez de Silva y Velázquez. (La vieja cocinera (1618); Las meninas (1656); Esopo (1647-1640) Students will view La Casa de Bernarda Alba on DVD. They will complete a graphic organizer indicating the story elements (characters, setting, plot, climax, conclusión, symbolism, themes). How is Bernarda Alba portrayed? What do you think Federico Garcia Lorca was trying to communicate about relationships?

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Presentational

(Evaluation) Have one group debate another on the controversial issues they have been working on OR one class against another. It may be fun to work with the AP literature class on this.

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Big Idea: Symbolism :

Grade 11 or 12 Spanish 4

Topic: Poesía (Poetry)

Goal 8: The student will be able to analyze poetry and create their own poem in the target language based on a style of one poet that we study.




April and May

CPI's Addressed: 7.1C P-A 1-3; 7.2A P-A 1-4; 7.2B P-A 1-5 8.1. Compare and contrast

poets. 8.2. Analyze a poem for its

symbolism and themes. 8.3. Recite poetry. 8.4. Determine how a poet’s life

events are reflected in the poem.

8.5. Determine if the poem is a social, political, economic commentary.

8.6. Create their own poem – try to get it published in Albricias or the school paper.

• What are the universal themes of these poets? Pablo Neruda Gustavo Adolfo Bécquer Antonio Machado Federico García Lorca José Martí Rubén Darío See CPI’s and assessment models for simple conceptual understandings.

Interpersonal• Students will read several poems in the poetry

chapter of Abriendo Paso. They will analyze the theme based on the time period of the poem and explain how the theme in the poem exemplified “the sign of the times.”

(Comprehension, Analysis)

Interpretive• Students will visit the website for Abriendo Paso

and explore the lives of the authors. Then they will go back to their original analysis and see if their predictions were correct.

(Comprensión)

Presentational• Students will create a cinquain.

(Application)

• Students will create their own poem and put music to it. The class will try to guess what the symbolism is and theme.

• We will submit poems for publication. • Scenario: A 60’s poetry café

You are a poet from the 60’s. In the style of that time period, recite a poem you created. You can recite it with a selected Latin-american beat of a Latino musician.

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Topic: Drama

Goal 9: The student will be able to read a play in Spanish, act out the roles, and conduct an investigation in the target language.




May CPI's Addressed: 7.1A P-A3-7; 7.1B P-A 3-5; 7.1C P-A1-4 7.2A I-L1, P-A 2-4; 7.2B P-A 1-5; 7.2C P-A1-2 9.1. Read and comprehend a

play by Borges and one by Sergio Vodanovic.

9.2. Describe elements in a drama.

9.3. Act out parts in a drama 9.4. Analyze the themes and

interrelationships among the characters.

9.5. Compare and contrast characters.

• How does the drama compare to other types of genres? What is similar? What is different?

• What are the major elements in a drama? • What are some universal themes the authors try to

convey? See CPI’s and assessment models for sample conceptual understandings.

Interpersonal• Have students read the play, Emma Zunz in

small groups.


• They will choose roles in the drama and act it out.

Interpretive• What are the relationships between the

characters? Have students analyze the drama in terms of theme, character analysis, time period, author’s life, historical events.

(Recall, Comprensión, Application)

• Use graphic organizers as you move through the scenes to help with understanding.

Presentational

• Scenario: You will create a court scene in response to the drama Emma Zunz. You can be a reporters, a commentator on the evening news, a member of the jury, the defense attorney, the prosecuting attorney, or be the judge. Each of your classmates will have one of the parts. What does the class think the outcome should be in this case? Defend the outcome and explain why it is more appropriate than other possible outcomes.

(Recall, Comprensión, Application, Evaluation )

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Big Idea: Environment :

11 or 12 Spanish IV

Topic: Caring for our planet – Global Economy

Goal 10: The student will be able to speak in the target language about environmental concerns in their community and understand cultural perspectives on dealing with conservation and the environment.




June CPI's Addressed: 7.1A P-A 3-7; 7.1B P-A2-6; 7.1C P-A 1-4 7.2A P-A 1-4; 7.2B P-A 1-5; 7.2C P-A1,2 10.1. Compare Latin American

environments and recycling problems and programs to those in the United States.

10.2. Read and listen to information about environmental issues and endangered species.

10.3. Write and present information orally about environmental issues and endangered species.

10.4. Talk about regions and weather.

10.5. Interpret Latin American perspectives and practices.

10.6. Present subjunctive with adverbial phrases

• How do the economies of the Latino/Hispanic nations affect us?

• How do our policies affect them? • What are the repercussions of global warming? • What are some things we can do today to help the

environment? • Why do I use the subjunctive? See CPI’s and assessment models for sample conceptual understandings.

Interpersonal• Make two identical decks of cards with the new

vocabulary words on index cards. Play “Hot Seat” password. Divide the class into two teams. One student from each team sits in the front of the classroom. Hand a vocabulary card to the first students on both teams. Have them give their “Hot Seat” teammate a one-word clue to get them to say the new vocabulary word. Alternate teams and pass the word down the rows until ten clues have been given or one of the “Hot Seat” students guesses the word.


• Read the info boxes in chapter 9 of Realidades and do the comprehension exercises with it.

Interpretive• Have students bring in current events articles

talking about what the social, political and economic issues are in the countries we have studied. How do they relate to us?

(Comprensión, Análisis, Evaluation)

• Students can watch Al Gore’s, An Inconvenient Truth in teams of Pro and Con. Each team must make notes for their argument.

Presentational• Scenario: You are part of a group of scientists

who have recently met in Geneva regarding Global Warming. You must debate in favor/against the points made in the movie, An Inconvenient Truth, by Al Gore.

(Comprensión, Análisis, Evaluation)

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Spanish IV

COURSE BENCHMARKS

The student will be able to: 1. Create an essay and application for employment citing their qualifications for the position. 2. Compare and contrast the work environments among the various Hispanic American countries and explain their

similarities and major differences. 3. Demonstrate understanding of grammar structures such as the present and past perfect tense, the subjunctive with all its

tenses/uses, past participles, demonstrative adjectives, preterite and imperfect, future and conditional tenses. 4. Analyze art, music, and dance by various artists and explain the theme, symbolism, and relevance to the time period and

events which influenced the artist. 5. Read, comprehend, discuss and analyze a poem for its symbolism, tone, style, and relevance to time periods and events. 6. Discuss culturally authentic selections listened to, read, or viewed to demonstrate insights gained into the practices and

perspectives of the authors and the society in which they lived. 7. Write an essay or create a power point presentation comparing Latin American countries with regard to lifestyle, industry,

major exports, schooling, careers, social issues and events affecting the global economy. 8. Create their own short story demonstrating ability to use the subjunctive. 9. Create their own poem and poem analysis. 10. Analyze selected authentic literature from various Hispanic/Latin American countries and discuss how the work relates

to the time period (Middle ages to 20th

11. Read authentic literature and discuss/write/debate the gender roles of the society described. Students will compare and contrast these roles with our roles today.

century) with reference to the social, economic, and political events of the time.

12. Interpret Latin American practices and perspectives on the environment, family issues, gender roles, careers, and lifestyles.

13. Act out a play by a 20th

14. Compare and contrast authors within a time period and among time periods. century playwright demonstrating understanding of the language, tonality, and characterization.

monroe township schools · 2011-12-15 · monroe township schools administration and board of...

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