Spanish 3

Spanish 3CP Syllabus

Course Description:

This semester-long course is the third level of Spanish study and is designed to continue with the introduction of both the Spanish language and culture. The student will further develop the ability to communicate in the five modes of communication: Interpretive Listening and Reading, Interpersonal Communication, Presentational Speaking and Writing, Investigation of Cultural Products and Practices, Understanding of Cultural Perspectives and Participation in Cultural Interaction. Emphasis is placed on proficient communication in the language while studying four relevant, real-world theme based units: The Daily Grind, Taking a Break, Media and the Concept of Beauty, and The Environment and Us. The prerequisites for this class are successful completion of high school Spanish 2 and a teacher recommendation.

Instructional Philosophy:

Many instructional approaches will be used to help all types of learners: graphic organizers, language ladders, paired activities, cooperative learning, questioning strategies (yes/no, either/on, multiple choice, short answer), Total Physical Response (TPR), surveys, reading authentic documents, listening to authentic music, visiting authentic websites and Google Slide presentations, to name a few. Students will be actively engaged and will be expected to participate voluntarily and/or when called upon. Participation does not mean always giving the correct answer but a willingness to try to use correct Spanish pronunciation and grammar, and a genuine attempt at learning the material or asking questions when the material is unclear. The class will be conducted primarily in Spanish.

Course Goals & Power Standards:

The standards for World Language classes revolve around levels of proficiency in the production and comprehension of the language. GCSD has mandated the exit proficiency targets for levels 1 – 4 in the areas of listening, speaking, reading, and writing. At the completion of level 3, students should rate at an Intermediate High level for listening in which the students can easily understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies, can usually understand a few details of what they overhear in conversations even when something unexpected in expressed, and can sometimes follow what they hear about events and experiences in various timeframes. For speaking, students should rate at an Intermediate Mid level in which students can make presentations on a wide variety of familiar topics using connected sentences. For reading, students should rate at an Intermediate Mid level in which they can understand the main idea of texts related to everyday life and personal interests or studies. For writing, students should rate at an Intermediate Mid level in which they can write on a wide variety of familiar topics using connected sentences.

Course Goals & Literacy Standards:

This course addresses the following standards from the Common Core standards:

Major Course Assignments & Projects:

At the end of each thematic unit, students will be assessed and evaluated by the Unit ‘test’: Integrated Performance Assessment (IPA) which allows students to listen and/or read (interpretive), speak (interpersonal) and write (presentational) in Spanish. The following IPA examples may be adjusted throughout the semester according to the teacher’s discretion.

Unit 1: Daily Routines

Context for the Integrated Performance Assessment: Through your studies, you are realizing that certain daily routine customs are the same across cultures, but there are also some differences. Compare and contrast various individual and family routines.

Interpretive Task: Read a blog entry describing someone’s daily routine. Make a list of some of the daily routine events that take place, answer true/false questions, and explain how the person feels about their routine and why.

Interpersonal Task: Ask your partner a variety of questions to find out about their personal and family routine, including chores, reflexive verbs, errands, preferences and habits. Answer your partner’s questions with as much detail as possible.

Presentational Task: Your Hispanic pen pal is interested in how your family’s routine has changed and will change in the future. Describe your different past, present, and future routines.

Additional Assessment: Mid-unit grammar/vocabulary test

Unit 2: Taking a Break

Context for the Integrated Performance Assessment: Your family is in desperate need of a break! Use your knowledge of daily relaxing activities and dream vacation planning to decide which break would be most appropriate.

Interpretive Task: Listen and read to experiences and tips for traveling and answer true/false questions in English.

Interpersonal Task: Ask a partner questions to find out about their vacation preferences, habits, and hopes. Give them recommendations based on the information you find out. Answer their questions with as much detail as possible.

Presentational Task: You want your family to take a vacation to Spain! Your parents have agreed to pay if you plan the trip. Create a Google Slides presentation explaining your hopes for your family’s vacation abroad.

Additional Assessment: Midterm exam

Unit 3: Media and the Concept of Style & Beauty

Context for the Integrated Performance Assessment: You have an internship working at a fashion magazine! Your boss wants to appeal more to Hispanic readers. He’s relying on your knowledge of fashion trends and recommendations for the next issue.

Interpretive Task: Listen to someone describe their fashion interests and answer true/false questions in English while identifying ideas that you heard mentioned. Read about a specific fashion problem and describe the main idea while identifying positive and negative aspects.

Interpersonal Task: You and a co-worker (partner) are hosting a fashion show! Ask your partner questions about the model and answer their questions with as many details as possible.

Presentational Task: Write the captions for photos describing what people are wearing and your opinion and recommendations.

Additional Assessment: Country fashion research project

Unit 4: The Environment and Us

Context for the Integrated Performance Assessment: You are a member of “The Green Generals” here at RHS! In an effort to make our school community more eco-friendly, learn about environmental problems and solutions for how we can impact the world.

Interpretive Task: Listen to and read people’s opinions on environmental problems and possible solutions. Identify solutions that you heard mentioned and why there are appropriate, and answer true/false and short answer questions in English.

Interpersonal Task: Discuss with your partner the biggest environmental problems and how we can solve them.

Presentational Task: Create a brochure for Hispanic students at RHS to inform them of your opinions and suggestions for how to better take care of the environment.

Additional Assessment: Final exam

Course Assessment Plan & Grading:

In accordance with Greenville County School District:

Major assessments are worth 60% (for example, IPA, long term in-class and out-of class projects, tests, etc.).

Minor assessments are worth 40% (for example, quizzes, homework, participation, etc.)

Overall grade is calculated as 1st quarter grade = 45%, 2nd quarter grade = 45%, final exam = 10%

Required & Recommended Reading:

Textbook: Auténtico

Various web sites, authentic articles, Spanish music, videos

Pacing Guide:

This is an approximate timeline of where the class will be. Time per unit will be adjusted as necessary.

The Daily Grind 1-5 Weeks

Taking a Break 6-10 Weeks

Media and the Concept of Style and Beauty 11-14 Weeks

The Environment and Us 15-18 Weeks