Spanish 5 includes conversation, review of selected points of grammar and literary elements through microtheme writing, reading and analysis of literary and non-literary texts. Students discuss culture, review films, create videos and engage in debates on current events. Students engage in literary analysis, research and socratic discussions related to contemporary and classic stories and novels in Spanish and Latin American literature.

ESSENTIAL QUESTIONS

• What is the purpose of language?
• How is the structure of a language related to its function?
• What kinds of beauty does language create?
• How do we express our values and beliefs through language?
• How do culture and language interact?
• How does language influence who I am?
• How does language influence perception and understanding of diverse cultures?
• How does competency in language empower us in decision-making?
• How does language influence the development and interaction of civilizations?

FOCUS QUESTIONS

• Can I compare and contrast the uses of definite and indefinite articles in Spanish and English?
• How are linguistic and syntactic structures of Spanish used to narrate an experience in the past?
• Can I describe and identify the literary elements used in a biography, autobiography, essay and newspaper or magazine article in Spanish?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify definite and indefinite articles.
• identify idiomatic expressions used to call someone’s attention.
• describe the characteristics of an autobiography.
• identify the characteristics of a narrative.
• write an essay.
• use definite and indefinite articles in an autobiography.
• write statements about the story using functional phrases.

DEVELOPING AN INTERPRETATION The student will . . .

• compare and contrast the uses of the definite and indefinite articles in Spanish and English.
• explain literary elements used to write an autobiography.
• explain the significance of contextual phrases as related to the reading.
• understand new vocabulary through demonstration not translation.
• understand when to eliminate the article in Spanish sentences.
• define what is an autobiography, biography, essay, and article.

MAKING CONNECTIONS The student will . . .

• categorize the literary elements seen in an autobiography and biography.
• compare a past event similar to that of the reading on “Mis Primeros Versos.”
• discuss the main theme of all readings.

EXAMINING THE CONTENT The student will . . .

• analyze the usage of definite and indefinite articles in the readings.
• discuss past event that resulted in a great disappointment.
• synthesize new vocabulary and grammar in an oral presentation on the readings.

FOCUS QUESTIONS

• can I express my personal opinion with regards to animal treatment and laws that protect animals?
• can I identify the plot, characterization, setting, point of view, elements of personification, irony, and the theme of a short story?
• can I compare and contrast the preterite and imperfect past tenses in Spanish and English?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• write and identify the characteristics of a plot and setting of a story.
• conjugate verbs in the preterite tense.
• conjugate verbs in the imperfect tense.
• give your personal opinion about animal treatment.
• list animal protection laws.
• list animal organizations.
• define personification.

DEVELOPING AN INTERPRETATION The student will . . .

• contrast the uses of the preterite and imperfect tenses.
• defend your opinion on animal rights and protection.
• describe the plot and setting of a story.
• describe the objectives of certain animal organizations.

MAKING CONNECTIONS The student will . . .

• contrast their past and present life styles.
• interview a representative from one of the animal organizations.
• analyze examples of personification in “Platero y Yo.”
• discuss the main idea of selected readings.

EXAMINING THE CONTENT The student will . . .

• synthesize all thematic vocabulary words, past tense conjugations structures into a coherent written dialogue and present it to the class.

FOCUS QUESTIONS

• How does one present and connect ideas using the subjunctive mood?
• How is the subjunctive mood used and what is it’s purpose?
• Can I compare and contrast the literary elements that identify and describe myths, legends, folktales, and fables?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• state various conditions in which the subjunctive mood is used.
• list verbs that express doubt, uncertainty, prohibition, and suggestion.
• conjugate verbs in the subjunctive tense.
• use double clause statements with the subjunctive tense.
• use thematic vocabulary in a directed and impromptu dialogue.
• list similarities and differences myths, legends, folktales, and legends.
• review the elements of personification.

DEVELOPING AN INTERPRETATION The student will . . .

• explain the difference between the indicative and subjunctive moods.
• compare the literary elements found in the close readings.

MAKING CONNECTIONS The student will . . .

• discuss the importance of expressing the subjunctive mood under certain conditions.
• discuss the point of view of the author of selected short stories.
• predict the difficulties in translating literary works from Spanish to English.

EXAMINING THE CONTENT The student will . . .

• synthesize thematic vocabulary and verbs conjugated into the subjunctive in an oral dialogue.
• critique how humans preserve the environment in relation to the reading on “La Guerra de los Yacares.”

FOCUS QUESTIONS

• How does one talk about hypothetical situations in Spanish?
• How does one use the imperfect subjunctive in Spanish?
• How does one express one’s feelings in Spanish?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe one’s feelings related to the reading.
• write sentences using the new vocabulary words.
• conjugate verbs in the Imperative Subjunctive.
• use the imperative subjunctive in a dialogue.
• describe a hypothetical situation in Spanish.
• identify imperfect subjunctive conjugations in a song.
• write an interview in Spanish.

DEVELOPING AN INTERPRETATION The student will . . .

• predict when to use the indicative or subjunctive mood in a double clause statement.
• explain the steps involved in forming the imperfect subjunctive conjugation.

MAKING CONNECTIONS The student will . . .

• discuss the consequences of a historical event.
• reflect on a written literary work.

EXAMINING THE CONTENT The student will . . .

• synthesize thematic vocabulary and imperative verbs into a coherent interview.

FOCUS QUESTIONS

• Can I identify and describe the differences between rhyme, imagery, and simile in poetry in Spanish?
• How does one conjugate and use the present perfect, past perfect indicative and past perfect subjunctive in Spanish sentences?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe the elements of poetry.
• define rhyme.
• define imagery.
• define simile.
• conjugate verbs in the present perfect indicative.
• conjugate verbs in the past perfect indicative.
• conjugate verbs in the past perfect subjunctive.
• write a poem.

DEVELOPING AN INTERPRETATION The student will . . .

• predict the ending and style of a poem.
• explain the meaning of your original poem.
• discuss the feelings expressed by the poets.

MAKING CONNECTIONS The student will . . .

• discuss the differences found in Latin American and Spanish poems.
• examine the difference between the past perfect indicative and present perfect subjunctive.

EXAMINING THE CONTENT The student will . . .

• synthesize thematic vocabulary and perfect tenses in a coherent and comprehensible poetry recitation.
• defend your point of view on selected literary works.

FOCUS QUESTIONS

• Can I compare and contrast gerunds, infinitives, and prepositions in Spanish and English?
• How does one reflect about a written work?
• How does one express environmental beauty in writing?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• state when to use the infinitive form of the verb in a sentence.
• identify gerunds in a selected reading.
• identify and Use prepositions in sentences and questions.
• write and identify vocabulary related to the environment.

DEVELOPING AN INTERPRETATION The student will . . .

• classify the differences between the prepositions used in Spanish and English.
• describe your natural environment.

MAKING CONNECTIONS The student will . . .

• compare two vacations and explain why one was better than the other.
• predict what our environment will look like in the near future.
• discuss problems and solutions with regards to protecting our environment.

EXAMINING THE CONTENT The student will . . .

• synthesize thematic vocabulary and grammatical points into sentence structures and questions that are coherent and comprehensible within the context of a speech on environmental preservation.