School District of Waukesha
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School District of Waukesha Course Syllabus Curriculum Area: Foreign Language - Spanish Length of Course: One year Course Title: Spanish V Status of Course: Revised Prerequisite(s): Spanish IV District Adopted Materials : Amsco Workbook in Spanish I Amsco Workbook in Spanish II Amsco Workbook in Spanish III Basic Spanish Grammar (text and workbook) El Secuestro Caminos Peligrosos Spanish for Mastery III (text and workbook) Album El Novio Robado El Concierto Siniestro Pasajes Supplemental Materials: Teacher prepared materials Teacher 9s Discovery Sourcebook Selected A.V. materials Vuelo Sedwick Points of Departure La Familia Marin Leyendas Latino-Americanas Leyendas Puertorriqueñas Leyendas Mexicanas Leyendas Españolas Oxford Picture Dictionary Historietas en Español Por Fronteras Culturales Una Mirada a España Hola Diario Las Americas Computer program "Cultural Facts for Fun and Practice" Appropriate songs In-house support staff Community resources - speakers, business and industry Destinos Course Description and Purpose: In Spanish V, the students will be able to exhibit target language communicative proficiency, to include grammatical accuracy, literary comprehension and cultural context in the areas of listening, speaking, reading and writing. Instructional content will reflect interests shared by the students and teacher.
Extensive training in the organization and writing of compositions will result in several student created projects. Expected Student Results: At the end of the course the student will be expected to: 1) Read and analyze literature within historical context of both Spain and the Americas, current topical materials, via multimedia resources to garner an understanding of topical vocabulary and grammar, and cultural innuendo (B1, B2, B3, ... more.
B4, D2, D3, E1, E2, E3, G1, G2, I1, I2, I3). 2) Read selected works of literature with appropriate emphasis paid to pronunciation, vocabulary acquisition and comprehension (B1, B2, B3, B4).
3) Demonstrate a knowledge of the history, culture (including art and architecture) and current events of Spain and its influence in the Americas (D1, D2, D3, E1, E2, E3, G1, G2, I1, I2, I3, K1, K3, K4). 4) Illustrate, through oral discussion of readings, current events, films and topical events, an understanding of appropriate cultural and social interaction (A1, A2, A3, A4, A5, D1, D2, D3, E1, E2, E3, G1, G2, I1, I2, I3). 5) Write stories and essays using appropriate grammatical structures, emphasizing tense usage, subjunctive and syntax (H1, H2, H3, H4, H5, C2, C3, C4, C5).
6) Exercise language proficiency through oral projects and presentations (C1, C2, C3). 7) Exhibit and apply listening comprehension skills via AP and university placement test samples and ancillary materials from textbook series (B3). 8) Incorporate the use of current technology available at each site in the verbal/oral, written and listening approach to language acquisition (F1, F2, F3).
9) Review and apply previously studied grammar and vocabulary (B1, B2, B3, B4, H1, H2, H3, H4, H5). 10) Use Spanish to reinforce and enhance skills learned in other classes (F1, F2, F3). 11) Recognize and understand the role of Spanish in career options (K2).
12) Know and understand the AP test and the process. English Language Arts A. 12.1 Use effective reading strategies to achieve their purposes in reading.
A. 12.2 Read, interpret, and critically analyze literature. A.
12.3 Read and discuss literary and nonliterary texts in order to understand human experience. A. 12.4 Students will read to acquire information.
B. 12.1 Create or produce writing to communicate with different audiences for a variety of purposes. B.
12.2 Plan, revise, edit, and publish clear and effective writing. B. 12.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in written communications.
C. 12.1 Prepare and deliver formal oral presentations appropriate to specific purposes and audiences. C.
12.2 Listen to, discuss, and comprehend oral communications. C. 12.3 Participate effectively in discussion.
D. 12.1 Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication. E.
12.1 Use computers to acquire, organize, analyze, and communicate information. E. 12.3 Create media products appropriate to audience and purpose.
F. 12.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings. Social Studies A.
8.1 Use a variety of geographic representations, such as political, physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information of a place. A. 8.2 Construct mental maps of selected locales, regions, states, and countries and draw maps from memory, representing relative location, direction, size, and shape.
A. 8.3 Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate and use, and compute population density. A.
8. 8 Describe and analyze the ways in which people in different regions of the world interact with their physical environments through vocational and recreational activities. A.12.10 Analyze the effect of cultural ethics and values in various parts of the world on scientific and technological development.
A.12.11 Describe scientific and technological development in various regions of the world and analyze the ways in which development affects environment and culture. A.12.13 Give examples and analyze conflict and cooperation in the establishment of cultural regions and political boundaries. B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history.
B.12.10 Select instances of scientific, intellectual, and religious change in various regions of the world at different times in history and discuss the impact those changes had on beliefs and values. B.12.11 Compare examples and analyze why governments of various countries have sometimes sought peaceful resolutions to conflicts and sometimes gone to war. C.12.8 Locate, organize, analyze, and use information from various sources to understand an issue of public concern, take a position, and communicate the position.
E. 8.2 Give examples to explain and illustrate how factors such as family, gender, and socioeconomic status contribute to individual identity and development. E.
8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people. E. 8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society.
E. 8.9 Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the United States, and the world. E.
8.10 Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding. E. 8.14 Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed.
E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos. E.12.8 Analyze issues of cultural assimilation and cultural preservation among ethnic and racial groups in Wisconsin, the United States, and the world. E.12.10 Describe a particular culture as an integrated whole and use that understanding to explain its language, literature, arts, traditions, beliefs, values, and behaviors.
E.12.14 Use the research procedures and skills of the behavioral sciences (such as gathering, organizing, and interpreting data from several sources) to develop an informed position in an issue. E.12.15 Identify the skills needed to work effectively alone, in groups, and in institutions. Information & Technology Literacy A.
12.3 Use a computer and productivity software to organize and create information. A. 12.4 Use a computer and communications software to access and transmit information.
A. 12.5 Use media and technology to create and present information. B.
12.3 Locate and access information sources. B. 12.2 Develop information-seeking strategies.
B. 12.4 Evaluate and select information from a variety of print, nonprint, and electronic sources. B.
12.5 Record and organize information. B. 12.6 Interpret and use information to solve the problem or answer the question.
B. 12.7 Communicate the results of research and inquiry in an appropriate format. B.
12.8 Evaluate the information product and process. C. 12.2 Appreciate and derive meaning from literature and other creative expressions of information.
C. 12.3 Develop competence and selectivity in reading, listening, and viewing. D.
12.4 Demonstrate self-motivation and increasing responsibility for their learning. Course Outline In preparation for the AP test, students will work through the following materials and topics: I. Reading and Vocabulary Building A.
Fairy Tales/Myths/Legends/Fables 1. Pedro Urdemales (España) 2. Los Novios (Mexico) 3.
El león y el grillo (Mexico) 4. Las orejas del conejo (Mexico) 5. El Barco Vacío (Venezuela) 6.
Pobre Inocente (Columbia) 7. Murillo, Pintor Famoso (Expaña) 8. Blancanieves 9.
Los Tres Cerditos 10. Las Semillas Mágicas 11. Caperucita Roja 12.
La Cenicienta 13. La Bella Durmiente 14. Cuyana 15.
"El arco de Balam-Acab" (Carlos Samayoa Chinchilla) 16. "No hay que complicar la felicidad" (Marco Denevi 17. "Las Aventuras de juan Bobo" 18.
"El Zorro que se hizo el muerto" (Don Juan Manuel) 19. "El Ratoncito" (Ermilo Abreau Gómez) 20. "Apoocalipsis" (Marco Denevi) 21.
Lémor de Irlanda 22. La profeciá de La Gitana 23. El Rescate 24.
El Puente de San Martín en Toledo 25. El Caballo de Aliatar 26. La mujer guerrera 27.
Las rosas de Casilda 28. El misterio de Las jobas perdidas 29. La vieja de La candela 30.
El puñal de misericordia 31. El estudiante de Salamanca 32. La Gruta del Pirata 33.
Las ánimas 34. La dama de piedra 35. El sol y la luna 36.
El ennano de Uxmal 37. Un lecho de rosas 38. Atzimba, La princesa 39.
LaVirgende Guadalupe 40. La China poblana 41. El fraile y el alacrán 42.
El animalito que canta 43. La Casa de los Azulejos 44. El misterio de La Calle de Olmedo 45.
Quién es sabio? 46. El prêmio gordo 47.
El regalo de La diosa lluna (Paraguay) 48. Las machas del Sapo (Argentina) 49. El Cabo Montáñez (Perú) 50.
Quetzal no mueve nunca (Guatemala) 51. Pedro de Candía (Bolivia) 52. El Cojo de Olancho (Honduras 53.
La Camisa de Margarita (Perú) 54. Los árboles de flores blancas (Mexico) 55. La calle de La machincuepa (Mexico) 56.
El Matador de tiburones (Puerto Rico) 57. La sortija de diamante (Puerto Rico 58. La herencia (Mexico) 59.
El origen del nopal (México) B. Short Stories 60. "El Tiempo Borra" (Javier de Viana) 61.
"Leyenda" (Jorge Luis Borges 62. "Uh oso y un amor" (Sabine Ulibarrí) 63. "Cajas de Cartón" (Francisco Jiménez 64.
"Una Sortija Para mi novia" (Humberto Padro 65. "La Camisa de Margarita" (Ricardo Palmer 66. "El General Rueda" (Nellie Campobello) 67.
"Eldécimo" (Emilia Pardo Bazán) 68. "Bernardino" (Ana María Matute) 69. "El Beso de La Patria" (Sonia Rivera-Valdés) 70.
"La Pared" (Vicente Blasco Ibáñez) 71. "Un dia de estos" (Gabriel Garcia Márquez) 72. "La Vieja Casona" (Julieta Pinto) 73.
"La Conciencia" (Ana María Matute) 74. "No oves ladrar los Perros" (Juan Rulfo) 75. "Casa Tomada" (Julio Cortázar) 76.
"Un Perro, un niño, La noche" (Amalia Rendin 77. "Continuidad de los Parques" (Julio Cortázar) 78. "Rosamunda" (Carmen Laforet) 79.
"La Siesta del Martes" (Gabriel García Márquez) 80. "Una Caja de plomo qve no se podía abrir" (José Luis González) 81. "El Sur" (Jorge Luis Borges 82.
"Una Hija Singular" (Juan Carlos Moreno 83. "Una Carta a Dios" (Gregoria López y Fuentes) 84. "El Cuadro Mejor Vendido" Gerardo Morillo 85.
"El Abanico" (Vicente Riva Palacio) 86. "La Abeia Haragaana" (Horacio Quiroga) 87. "El Amante Corto de Vista" (Ramón de Mesoncro Romanos) 88.
"El Forastero Gentil" (Sabine Ulibarrí) 89. "El Árbol de Oro" (Ana María Matute) 90. "Sala de Espera" C.
Poetry 1. "Hombre Pequeñito" (Alfonsina Storni) 2. "Me gustas Cuando Callas" (Pablo Neruda) 3.
La United Fruit Co." Pablo Neruda) 4. "Padre Nuestro" (Nicanor Parra 5. "Yo Soy Joaquín" (Rodolfo "Corky" Gonzales 6.
"Oració Por Mrilyn Monroe" (Ernesto Cardenal) 7. "Al niño enfermo" (Miguel de Unamuno) D. Drama 1.
"No hay qve complicar la felicidad" (Marco Denevi) 3. "Signos de puntiuación" (Luis C. Infante) 3.
"El Color de Nuestro Piel" 4. "Sempronio" (Agustín Cuzzani) 5. "El Delantal Blanco" (Sergio Vodanovíc) E.
Grammar Review and Refinement 1. Nouns 2. Verbs 3.
Word Order 4. Idioms 5. Social Register II.
Culture III. Fine Arts 1. Art 2.
Music 3. Architecture IV. Dialects Major Assignments and Activities: " daily written work " daily oral participation " small group activities " large and small group discussions Major Assessments and Tests: " student projects " student presentations Grading Procedures: " District Grading Scale
