Syllabus
Course Description:
This semester-long course is the fourth level of Spanish study and is designed to introduce students to both the Spanish language and culture. The student will 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: Teen Issues, The Arts, How Global Are We? and Personal and Public Identities. The prerequisites for this class are successful completion of high school Spanish 3 Honors 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 PowerPoint 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 Spanish and a genuine attempt at learning the material or asking questions when the material is unclear. The class will be conducted ‘entirely’ 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 4, 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 High level in which they can easily understand the main idea of texts related to everyday life, personal interests, and studies and can sometimes follow stories and descriptions about events and experiences in various timeframes. For writing, students should rate at an Intermediate High level in which they can write on topics related to school, work, and community in a generally organized way and can write some simple paragraphs about events and experiences in various timeframes.
Course Goals & Literacy Standards:
This course addresses the following standards from the Common Core standards:
Writing Standards ELA 6-12: Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Reading Standards for Informational Texts 6-12: Craft and Structure 9-10: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
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: Teen Issues, Choices & Consequences
Context for the Integrated Performance Assessment: Students are participating in a teen forum for peer counseling on a variety of teen issues.
Interpretive Task: Students will read a study on top teen issues and answer true/false and multiple choice questions based on the information presented.
Interpersonal Task: Students will discuss information from the article with a partner to determine causes, effects, solutions and their habits pertaining to the selected the teen issue.
Presentational Task: Students will a produce a “Dear Abby” column explaining how to best confront habits or problems dealing with one of the teen issues mentioned in the article.
Additional Assessment: Mid Unit Grammar/Vocabulary Test
Unit 2: Science & Technology
Context for the Integrated Performance Assessment: Students have been asked to share their opinion regarding new technologies and advances in the scientific field.
Interpretive Task: Students will read and listen to opinions of science and technology and answer true/false and multiple choice questions based on the information presented.
Interpersonal Task: Students will participate in a “chat room” scenario, discussing their opinions, habits, and solutions for addressing scientific and technological issues.
Presentational Task: Students will present a 2 minute oral presentation identifying a scientific or technological issue, how it affects their community, and how to solve it.
Additional Assessment: Mid Unit Grammar/Vocabulary Test
Unit 3: The Arts
Interpretive Task: Students will listen and read about different types of art and answer true/false and multiple choice questions based on the information presented.
Presentational Task: Students will respond to a cultural comparison question in a 2 minute oral presentation that address how the arts affect modern day society in their home culture compared to a Hispanic culture.
Additional Assessment: Mid Unit Grammar/Vocabulary Test
Unit 4: How Global Are we?
Interpretive Task: Students will listen to Hispanic immigrants as they share their experiences and opinions on the world’s global level and answer true/false and multiple choice questions based on the information presented.
Presentational Task: Students will compose an essay addressing what factors and influences contribute to one’s decision to migrate. Students will use information that they have learned to support and defend their ideas and counterclaims.
Additional Assessment: Immigration study of a Hispanic country
Unit 5: Personal and Public Identities
Interpretive Task: Students will listen, read a graphic and and article relating to people’s identities and answer true/false and multiple choice questions based on the information presented.
Interpersonal Task: Students will discuss with a partner views on voting and the government’s role in supporting the personal and public identity of a country.
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%. The 40% will be calculated as follows:
10% Participation (in-class activities)
10% Homework (out-of-class activities)
20% Quizzes (for example, quizzes, short projects, skits, etc.)
Overall grade is calculated as 1st quarter grade = 40%, 2nd quarter grade = 40%, final exam = 20%
Required & Recommended Reading:
Textbook: Avancemos
In-class Reading: Authentic articles/blogs/news, various web sites, authentic magazine/newspaper articles, Spanish music, videos
Pacing Guide:
This is an approximate timeline of where the class will be. More time will be added as necessary.
Unit 1 Weeks 1-2
Unit 2 Weeks 3-4
Unit 3 Weeks 5-8
Unit 4 Weeks 9-13
Unit 5 Weeks 14-18