Lakewood City Schools Language Arts Course Of Study – Draft

Lakewood City Schools Course of Study for Spanish 4 Revised: June 12, 2008 Spanish 4, Scope and Sequence

Scope and Sequence – This course will provide a comprehensive review and completion of Spanish grammar and tenses, practicing the 4 skills of reading, writing, listening and speaking. Special instruction on the correct use of the dictionary in writing and translating will be given. The five strands of the Ohio Department of Education Academic Content Standards will be met. ( Communication, Cultures, Connections, Comparisons, and Communities) Materials used: Spanish for Mastery 3/ workbook “The Buried Mirror”/”El Espejo Enterrado” film/book/workbook 5 part series by Carlos Fuentes Ten Keys to Latin America by Frank Tannenbaum The following authors/artists (works may vary year to year) Cervantes Velazquez , El Greco Sor Juana Ines de la Cruz Goya Juan Rulfo Diego Rivera, Frida Kahlo Machado, Becquer Posada, Tamayo Garcia Lorca Gaudi, Picasso, Dali, Miro The following films El Norte, Los Desaparecidos, Frida Goya’s Ghosts, The Man of La Mancha

Topics covered through film Spain Geography- regions/languages/products History- Altamira, Celts, Iberians, Phoenicians, Carthaginians, Greeks, Romans, Visigoths, Moorish invasion, the Reconquest, the role of the Catholic Church, 1492, the Catholic Kings, the Inquisition, Christopher Columbus, the Renaissance, the Golden Age, Carlos V, Felipe II, El Escorial, Baroque Europe, Felipe V de Anjou, the Republic and Francisco Franco, the Civil War, Spanish conquest in the New World and political, economic, cultural, and social legacies. Symbolic traditions: Flamenco, la Corrida de Toros, the Cult of the Virgin Mary (Semana Santa)

Latin America Precolombian civilizations: Maya, Zapotec, Toltec, Aztec, Inca The Conquest: Cortes, Moctezuma, La Malinche, Pizarro The indigenous population, servitude, slavery, racial mixture The new products The new generation of criollos- the colonial thoughts of independence-Simon Bolivar, San Martin Important moments/people in Latin American history- Benito Juarez, Maximiliano and Carlota, the Mexican Revolution, the gaucho culture of the pampas, Pancho Villa and Emiliano Zapata,etc.

Course of Study for Spanish 4 Revised: June 12, 2008 Page 1 of 14 The unending struggles of Latin America Poverty- unequal distribution of wealth, land ownership (latifundia, hacienda) Politics- the cult of the caudillo, dictatorships ( Peron, Diaz, Rios Mont, Noriega, Pinochet, Rosas, etc), the power of the military Race- the social, economic, educational divide The role of the Church Regionalism Crime, Drugs, Oil (FARC) Relations with the USA- support of brutal “anti-communist” dictatorships, the massacre of the indigenous populations, immigration, outsourcing, maquiladoras, NAFTA

1st 9 weeks Chapters 1,2,3,4 Grammar Text Grammar: nouns/articles-use and omission, adjectives- position and agreement, present tense of regular, irregular, stem changing, and reflexives verbs, the present progressive, direct and indirect commands (the imperative mood –all forms and the present subjunctive with expressions of request or prohibition), ser & estar, tener , dar expressions, hace, ir a , acabar de, brief review of direct, indirect, reciprocal reflexive, possessive and demonstrative pronouns with charts. Vocabulary- describing oneself, daily life, grooming, chores, home life, driving and giving directions. Other: cross reference words in the dictionary, colloquialisms, idiomatic expressions, translate, and use Spanish to explain Spanish proverbs The Buried Mirror Part 1 The Virgin and the Bull The focus will be on the conquest of Spain, the geography and history till 1492. Flamenco, the Bullfight and Semana Santa will be discussed. Literary/Artistic/Musical content- flamenco, pasodoble, saeta, Don Quijote, Velazquez, El Greco, La Alhambra, La Mezquita, La Giralda, Santiago de Compostela

2nd 9 weeks Chapters 5,6,7,10 Grammar text Grammar: the preterite, imperfect and compound perfect, future and conditional tenses Vocabulary: leisure, sports, outdoors, food, and travel Other: narrative description of a past event using past tenses correctly with sequencing vocabulary, distinguishing between tenses when translating, simplifying ideas instead of translating word for word, The Buried Mirror Part 2 The Conflict of the Gods The focus will be on the Precolumbian civilizations – the Conquest and Colonial period Midterm project- grammar based

3rd 9 weeks Chapters 8,11,12,14 Grammar text Grammar- the present and imperfect subjunctive, si clauses Vocabulary: Health, Medical, Hotel, Housing The Buried Mirror Part 3 The Age of Gold Imperial Spain, the New World products and independence movement, Spain’s decline

4th 9 weeks Course of Study for Spanish 4 Revised: June 12, 2008 Page 2 of 14 Grammar reviews as needed Review geography of Latin America The Buried Mirror Part 4 and 5 The Price of Liberty and Unfinished Business Simon Bolivar, San Martin and the independence movement, the resulting problems in Spanish America, the search for and lack of models, the resultant dictatorships, revolutions, the still unanswered questions in Spain and Latin America, relations with the USA Juan Rulfo- 2 short stories El Norte / Los Desaparecidos Final Project- culture based

Spanish 4 Students read literature, study and review grammar, write original compositions, and are encouraged to converse freely. The general objective is to work toward fluency in comprehension and in expression both spoken and written. The purchase of a workbook may be required. The class is designed to prepare student for AP Spanish. Communication Standard and Benchmark Grade 12 Indicators Clear Learning Targets Strategies/Resources

Benchmark A: Interact using extended Interpersonal I can ask and respond to questions Textbook, workbook spoken, signed or written communication 1. Initiate, sustain, and conclude spontaneously using complete or CDs, DVDs by providing and obtaining information. conversations on a wide variety of personal, incomplete sentences. The video series “The Buried Mirror” general knowledge, and academic topics. I can respond and comment in language Internet, teacher and classroom activities. comprehensible to a native speaker on a (ie. Question of the day, Conversation and variety of topics of focus during the diary topics, etc.) vocabulary, grammatical, and cultural studies found in the scope and sequence document.

Benchmark B: Express a wide range of Interpersonal I can give an opinion on a historical or Textbook, workbook feelings and emotions, and discuss and 2. Exchange, support, and discuss opinions cultural topic being studied. CDs, DVDs support opinions. and individual perspectives with peers The video series “The Buried Mirror” and/or speakers of the target language on a Internet, teacher and classroom activities. variety of topics dealing with contemporary Course of Study for Spanish 4 Revised: June 12, 2008 Page 3 of 14 or historical issues.

Interpersonal I can express in oral or written Spanish, a 3. Develop and propose solutions to issues solution to a problem presented in class and problems that are of concern to the based on the films, readings, or lectures students’ own community or to the target given or studied in class. culture community.

Benchmark C: Use a wide range of Interpersonal I can use the vocabulary I know and am Dictionary use and practice strategies to negotiate meaning. 4. Negotiate meaning through a range of learning to respond to questions and clarify Proverbs translation and explanation strategies (e.g. questions, interjections, meaning. Worksheets on idiomatic expressions circumlocution).

Benchmark D: Give and follow a series of Interpersonal I can use and follow a series of directions to Text, worksheets, and class activities: complex directions. 5. Give and follow complex directions, complete a task. Demonstrations instructions, and requests (filling out job Scavenger hunt applications, renting an apartment). Multilingual assembly instructions Steps for research to complete a project

Benchmark E: Interact in a wide range of Interpersonal I can write and dramatize a skit about Textbook, workbook situations using culturally authentic 6. Role-play in a wide range of culturally restaurants, buying tickets, giving directions CDs, DVDs language and gestures. authentic social and/or professional contexts and many other daily activities from Internet, teacher and classroom activities. using appropriate language and gestures Spanish-speaking countries. (e.g., family gathering, job interview, recitation).

Benchmark F: Follow complex oral, signed Interpretive I can listen to student or teacher Student and teacher presentations or written directions and requests. 7. Follow complex oral, written, or signed presentations and understand and or execute directions, instructions, and requests (e.g., the task being described. automated telephone prompts, product assembly).

Benchmark G: Use a variety of reading and Interpretive I can compare and contrast ideas from Textbook, workbook listening strategies to derive meaning from 8. Use listening and reading strategies (e.g., readings, films, and music. CDs, DVDs texts. applying prior knowledge) to make I can state an opinion or conclusion based The video series “The Buried Mirror” inferences and draw conclusions. on ideas I have derived from several sources Internet, teacher and classroom activities. Course of Study for Spanish 4 Revised: June 12, 2008 Page 4 of 14 besides class discussion.

Benchmark H: Analyze information from a Presentational I can comment on opinions of others and Textbook, workbook variety of oral, written, and visual sources 9. Present and support an opinion using use ideas I have derived from my sources to CDs, DVDs by summarizing, critiquing, and explaining information from articles, documentaries, or defend my opinion. The video series “The Buried Mirror” texts. historical narratives. Internet, teacher and classroom activities.

Presentational I can identify cultural, literary and artistic Scope and sequence document states topics 10. Analyze expressive products of the characteristics of the works or movements and works studied. target culture (e.g., selections from various studied in class. literary genres, fine arts).

Benchmark I: Create presentations on a Presentational I can present in visual, written and/or oral Skits, monologues, role plays range of original or authentic expressive 11. Create and present a wide range of form, the results of research done on a products. personal, historical, and cultural texts (e.g., historical, cultural, personal topic, or skits, monologues, plays, reports, slide current event. shows, digital videos, CD-ROMS).

Benchmark J: Present information and ideas Presentational I can read texts, articles or literary works Power point, posters, video on a range of topics. 12. Present analyses and personal reactions and synthesize information to respond to to authentic written texts. questions.

13. Prepare and present a research-based I can present my findings to the class on a Notes, posters, power-point, videos, music analysis of a current event from the topic I have chosen. I will use two perspective of both the United States and authentic sources in addition to information the target culture. discussed and received in class.

Benchmark K: Apply age-appropriate Presentational I can research a topic of cultural and Midterm and Final Exam projects writing process strategies to produce a 14. Apply age-appropriate writing process historical significance using prewriting, variety of documents for publication. strategies (prewriting, drafting, revising, drafting, revising, editing, and publishing editing, publishing). strategies to complete the project.

Course of Study for Spanish 4 Revised: June 12, 2008 Page 5 of 14 Cultures Standard and Benchmark Grade 12 Indicators Clear Learning Targets Strategies/Resources

Benchmark A: Analyze, discuss, and report Practices I can identify stereotypes of the target Textbook, workbook on a wide variety of practices and 1. Explain and discuss aspects of the target culture. CDs, DVDs perspectives of the target culture. culture that may lead to bias within the The video series “The Buried Mirror” target society (e.g., indigenous peoples, Internet, teacher and classroom activities. rural versus urban communities, social classes).

Practices I can discuss aspects of the target culture Univisión, variety shows, internet, movies, 2. Analyze how people in the target culture that would lead to discrimination and social newspapers view the role of the United States in the inequalities. This may include, but is not world. limited to gypsy culture, indigenous populations, gender and racial issues, etc.)

Practices I recognize that humor is subjective and Univisión, variety shows, internet, movies, 3. Recognize and interpret elements of changes from culture to culture. newspapers humor and satire in the target language and culture.

Practices I can state ways in which family, language, Textbook, “The Buried Mirror,” the internet 4. Analyze social and geographic factors income, and political institutions are that affect cultural practices (e.g., family influenced by geography. structure, political institutions, religious beliefs, climate, terrain).

Benchmark B: Participate in and discuss a Practices I can identify aspects of regionalism that Textbook, the internet, books, movies, wide variety of cultural practices. 5. Identify and simulate regionalism of the occur in the target culture. This may newspapers target culture (e.g., dress/costumes, foods, include dress, food, and language. homes) and language (e.g., vocabulary, expressions, pronunciation/dialect).

Benchmark C: Analyze, discuss and report Products I can name ways in which Spain, as the Class discussion of the Ten keys to Latin on a wide variety of products and 6. Research and report on themes, ideas, motherland, has impacted her former America. perspectives of the target culture. and perspectives related to the products of colonies in Latin America. Internet/newspaper for current events the cultures studied and how these products Course of Study for Spanish 4 Revised: June 12, 2008 Page 6 of 14 have changed over time.

Products 7. Identify, discuss, and analyze social, I can state how these factors of influence The Buried Mirror film series economic, and political intangible products have evolved over time. CD’s, DVD’s, seen, heard and discussed in of the target language culture (e.g., class. conversion to the Euro, limited versus Lectures based on Ten Keys to Latin universal suffrage). America

Products I can explain aspects of literary works by Internet, books, power-point 8. Experience, discuss, and analyze Machado, Garcia-Lorca, Bécquer, Rulfo, selections from various literary genres and Cervantes, and Matute. I can recognize the fine arts of the target culture. works by Velázquez, el Greco, Miró, Picasso, Siqueiros, Dali, Kahlo, Murillo, and Zurbaran. I can identify architectural works from Barcelona by Gaudi.

Benchmark D: Analyze, discuss and report Products I can discuss the impact of Spanish and The Buried Mirror film series on significant contributions from the target 9. Asses the economic and social impact of Latin American products, discoveries, and CD’s, DVD’s, seen, heard and discussed in culture. tangible products of the target culture on the inventions on the world. class. world (e.g., aqueducts, printing press, This may include music (flamenco. Salsa, Lectures based on Ten Keys to Latin abacus). merengue), political institutions, America (dictatorships and military takeovers), products (petroleum, coca leaf, coffee, bananas), food (tapas, tortilla), architecture (mural art, the plaza) economic and ecological topics (maquiladoras, the Panama canal, the rain forest).

Course of Study for Spanish 4 Revised: June 12, 2008 Page 7 of 14 Connections Standard and Benchmark Grade 12 Indicators Clear Learning Targets Strategies/Resources

Benchmark A: Investigate, analyze, and Integrated Studies I can identify ways in which the US policies The Buried Mirror film series present concepts from across disciplines. 1. Prepare and deliver a presentation using have impacted Hispanic countries CD’s, DVD’s, lectures based on Ten Keys various media about a specific time in negatively or positively. This may include: to Latin America history focusing on events that affected both immigration, dictatorships, ecological the students’ own culture and the target topics, hunger, poverty, pure water, culture (e.g., the Great Depression, World immunizations, education, etc. War II, political revolution).

Integrated Studies I can deliver in oral and written form the Textbook, book, internet 2. Discuss, propose, and justify solutions to results of research, using at least 2 authentic interdisciplinary issues (e.g., political documents. I can include and propose my issues, historical concepts, health issues, own solutions to the issues studied. environmental concerns).

Integrated Studies I can access and apply effective writing Textbook, book, internet 3. Acquire and analyze information from a strategies learned in English classes to variety of authentic target language improve the structure and organization of resources to complete projects in other writing in Spanish. I can also integrate disciplines (e.g., reference “Le Monde” for factual information from other disciplines information on French political election, into a variety of class presentations and reference Livy for report on the history of projects. Rome).

Integrated Studies I can access and apply effective writing Coat of arms, retablo, broken-tile mural, 4. Combine information from other strategies learned in English classes to tree-of-life, textbook, books, internet disciplines with information from authentic improve the structure and organization of target language sources to complete my writing in Spanish. I can also integrate activities in the foreign language classroom factual information from other disciplines (e.g., tessellations from geometry for Arabic into a variety of class presentations and project, ecosystems). projects. I can use art or literary forms to create a personal product.

Course of Study for Spanish 4 Revised: June 12, 2008 Page 8 of 14

Benchmark B: Investigate, analyze, and New Viewpoints I can read, comprehend, and synthesize All films and literary components are listed present information and viewpoints from 5. Develop, propose, and justify solutions to information from various sources. in the scope and sequence document. the target culture using authentic sources, global issues and problems (e.g., drunk and apply understandings across disciplines. driving, treatment of the elderly) from the perspectives of diverse groups.

New Viewpoints I can respond in oral and written form to The Buried Mirror film series 6. Read, view, listen to, and discuss topics topic questions assigned when viewing CD’s, DVD’s, seen, heard and discussed in in popular media to analyze viewpoints of “The Buried Mirror series, El Norte, Los class. the target culture. Desaparecidos, Frida, as well as reading Lectures based on Ten Keys to Latin selections by Unamuno, Garcia Lorca, America Antonio Machado, and Juan Rulfo, or articles used to supplement content or background.

Course of Study for Spanish 4 Revised: June 12, 2008 Page 9 of 14 Comparisons Standard and Benchmark Grade 12 Indicators Clear Learning Targets Strategies/Resources

Benchmark A: Analyze and discuss Linguistic Comparisons I can identify root words, suffixes, and Textbook, workbook, CDs, DVDs, internet, linguistic structures and conventions of the 1. Analyze and discuss etymological roots prefixes as a reading strategy to improve my classroom activities, and teacher target language and English. of English words from the target culture Spanish language proficiency. (e.g., Latin porto [carry] leads to transport, portable, porter, port).

Benchmark B: Analyze and explain how the Linguistic Comparisons I can identify terns (quixotic, Don Juan), Textbook, workbook, CDs, DVDs, internet, target language and English express 2. Analyze literary allusions that represent a symbols ( bull, sombrero), ideas (mañana), classroom activities, and teacher meaning through variations in style. cultural awareness of the target language that are culturally rooted in one’s own or and English (e.g., quixotic, seize the day, the target culture. waiting for Godot, Murasaki Shikibu, Don Juan).

Benchmark C: Analyze and discuss how Cultural Comparisons I can compare graphs of literacy and Textbook, workbook, CDs, DVDs, internet, products, practices, and perspectives of the 3. Compare and contrast graphs and poverty between US and some Spanish classroom activities, and teacher students’ own culture and the target culture statistical information on various topics speaking country. overlap and differ. (e.g., populations, income) about the target culture with similar information about the U.S.

Cultural Comparisons I can discuss the celebration of the five Textbook, internet 4. Analyze how the media presents political hundredth anniversary of the discovery of or historical events in the target culture and America by Christopher Columbus as in the students’ own culture. discussed in the Buried Mirror video series. I can include differences in opinion between a Spanish, Latin American, or United States citizen.

Benchmark D: Discuss the concept of Concept of Culture I can identify differences in the concepts of Textbook, workbook, CDs, DVDs, internet, culture through analysis of products, 5. Analyze unique differences between the time, material possessions, social and classroom activities, and teacher practices, and perspectives of the target target culture and students’ own culture and familial bonds, leadership and power culture and students’ own culture. explain the reasons for such differences structure, and faith between my own and (e.g., driving habits, use of eating utensils). target culture. Course of Study for Spanish 4 Revised: June 12, 2008 Page 10 of 14 Concept of Culture I can role play to identify ways in which my Textbook, internet 6. Explain how actions in the target culture own reactions to the target culture are based and students’ own culture are reflections of on my attitudes, belief system, and cultural peoples’ beliefs and attitudes (e.g., outside identity. footwear not worn inside).

Course of Study for Spanish 4 Revised: June 12, 2008 Page 11 of 14 Communities Standard and Benchmark Grade 12 Indicators Clear Learning Targets Strategies/Resources

Benchmark A: Provide information or Outreach I will choose one way in which I can use the Student Activities services to individuals, the school, or the 1. Help organize and participate in activities Spanish language or culture to assist the Volunteer Organization H2O community using knowledge of the target for the school or community (e.g., tutoring, school or community during the school Spanish teachers language and culture. teaching, translating/interpreting, assisting year: World Together club and advisors speakers of other languages, hosting an El Barrio – Hispanic Community Center international diner). 1. tutor an ESL or Spanish 1 or 2 student 2. read to or tutor students at El Barrio 3. guide/help some new/foreign students with school activities. 4. organize/assist in an activity for World Together or Spanish club 5. perform/ teach/ present a cultural element of own or target language for the school or community

Benchmark B: Perform original or authentic Outreach I can participate in a foreign language Student Activities works for a school or community event. 2. Perform original or authentic works for a picnic and choose my favorite Spanish Volunteer Organization H2O school or community event (e.g., sing, songs/dances/ or artistic expressions to Spanish teachers dance, act). share with other foreign language students. World Together club and advisors El Barrio – Hispanic Community Center

Outreach I can present my favorite LHS memories to Textbook, power-point 3. Present original written and illustrated lower-level foreign language students in stories to others. Spanish.

Benchmark C: Sustain communication with Outreach Correspond with native speakers in the Internet people locally and around the world. 4. Establish and maintain communication community or via email. with speakers of the target language (e.g., pen pals, e-pals, people in the community) to exchange perspectives on issues and problems of mutual concern.

Course of Study for Spanish 4 Revised: June 12, 2008 Page 12 of 14 Benchmark D: Report information about Enrichment and Enjoyment I can name ways in which I can use Spanish internet and personal reactions to various products, 5. Explore opportunities to live, travel, or or study Spanish after graduation. I can media, and services of the target culture. study in a target language country and access knowledge about study-abroad report findings to others (e.g., research programs prior to or during post-secondary programs offered b service organizations, studies in Spanish-speaking countries and universities, government agencies). share that information with classmates.

Enrichment and Enjoyment I can regularly communicate in Spanish telephone or cellphone 6. Report on interactions (e.g., with others outside of class to improve my teleconferencing, face-to-face meeting, oral proficiency in Spanish. I can share instant messaging) with target language various topics discussed during class speakers related to common interests (e.g., conversations. teaching each other dances or songs, sharing recipes, comparing strategies for electronic games or simulations).

Enrichment and Enjoyment I can incorporate the vast array of TV, DVD, internet, newspapers, books, and 7. Discuss with others oral, print, and visual information I regularly access into magazines texts from a variety of media (e.g., business conversations with others in Spanish. alliances, universities, service organizations) to obtain information of personal interest through a variety of means (e.g., Web inquiry, letter, videoconference) and report findings to others.

Enrichment and Enjoyment I can read and submit blog entries on textbook, workbook, CD’s, DVD’s, internet, 8. Contact target culture organizations (E.g., websites devoted to Spanish-speaking icons classroom activities, and teacher business alliances, universities, service and celebrities. organizations) to obtain information of personal interest through a variety of means (e.g., Web inquiry, letter, videoconference) and report findings to others.

Benchmark E: Attend, participate in , or Enrichment and Enjoyment I can use the internet to view cultural Internet/telephone view target culture events and describe to 9. Attend, participate in, or view via media, festivals, sporting events, or performances others. target culture events (e.g., fairs, festivals, and report on them in class. exhibitions, and performances; programs given by Japanese/American Society, Red Cross, consulates) and describe to others. Course of Study for Spanish 4 Revised: June 12, 2008 Page 13 of 14 Benchmark F: Evaluate and discuss how Career Exploration and Skills I can name careers where knowledge of Internet/telephone understanding of another language and 10. Participate in a mock job interview for Hispanic culture and language proficiency Class activities culture enhances job skills and career a position in which proficiency in the target is an asset. options. language is an asset.

Career Exploration and Skills I can defend/express my proficiency when Internet/telephone 11. Contact corporations, government responding to possible interview questions. Class activities agencies, and volunteer organizations and report on the specific job benefits of being proficient in a second language.

Benchmark G: Develop evaluative tools and Career Exploration and Skills I can name an issue or problem that Internet, newspaper implement group strategies to complete 12. Work cooperatively (e.g., define a immigrants face in northeast Ohio. I can tasks and solve problems. problem, evaluate options, develop propose a solution or state what remedies consensus, propose and justify solutions) on have been implemented. tasks related to a wide variety of issues and problems.

47 Grade 12 indicators

Course of Study for Spanish 4 Revised: June 12, 2008 Page 14 of 14