Spanish V Honors

Standard 1.1, 1.2, 1.3 Communication: Communicate in languages other than English

Standard 2.1, 2.2 Cultures: Gain knowledge and understanding of other cultures

Standard 3.1, 3.2 Connections: Connect with other disciplines and acquire information

Standard 4.1, 4.2 Comparisons: Develop insight into the nature of language and culture

Standard 5.2 Communities: Participate in multilingual communities at home and around the world

Estimated Time Range:

August to June

ENDURING UNDERSTANDINGS

The student will understand that:

1.	Thoughts are expressed differently as well as similarly in Spanish and English.
2.	Structures are expressed differently as well as similarly in Spanish and English.
3.	Concepts are expressed differently as well as similarly in Spanish and English.
4.	How one says something is as important as what is said.
5.	Similarities in custom and tradition exist between cultures.
6.	Differences in custom and tradition exist between cultures.
7.	Learning the structure of a new language enhances the learner’s skill level in English. Conversely, a strong foundation in English grammar facilitates the acquisition of Spanish.
8.	Language is a reflection of culture.
9.	Literature reflects the psyche of a culture and its’ language.
10.	Literature reflects the history and perspective of a culture and its’ language.
11.	Commonality with regard to the human experience, values and ethics exists between cultures.
12.	The notion of a global community is no longer an abstract thought but rather a realty within immediate reach in today’s world of computers and telecommunications.

SAMPLE ASSESSMENTS

Written tests, compositions, dictation, question-answer sessions, conversations, discussions, debates

Example of a debate assessment: The class selects a topic of local, national or international significance. In order to make sure that the class can realistically debate the topic, the teacher must make sure that there is an equitable number of viewpoints for either side of the issue. This is done by polling the students as to where they stand on the issue. The students are then instructed to formulate their opinions and perspectives. In addition, they are required to be able to defend their positions with responsible, well thought out statements. They are also required to substantiate their opinions with facts when applicable. This work is to be done outside the classroom. The students are told they will be allowed to bring notes with them the day of the debate. The day of the debate the class is broken into two teams according to which side of the issue the students are on. The teams are given some time to pull together their collective thoughts so they can debate as a team, not just as individuals. At this point the debate begins with individuals from both sides presenting their viewpoints. All statements made by a student must be addressed by the students representing the opposing point of view. Students within a team can help and support each other when offering an opinion. Students can also refer to their notes that should contain a list of new vocabulary necessary to present their viewpoint. All speech is to be in complete sentences in Spanish. Students are assessed on their participation and accuracy of presentation.

Example of a written test assessment on special uses of the article in Spanish: The students are given a substantial number of sentences in Spanish. Each sentence contains a blank space. The students are asked to fill in the blank spaces with the correct article in Spanish and to leave the space blank if no article is warranted. In order to score well on this exam the students must be well versed in the special uses of the article in Spanish. They also must be able to understand all the sentences on the test in order to determine which cases are being presented that correlate to the use of the article in Spanish. The students are assessed on the accuracy of their responses.

ESSENTIAL QUESTIONS

1.	How is what one says determined by the accurate use of tenses and grammatical structures?
2.	What vocabulary does on need to express oneself effectively in Spanish with regard to daily life experience?
3.	How does one deduce or infer meaning from context?
4.	How does Spanish literature reflect the Spanish language, people, and culture? What comparisons can then be found within the student’s own language and culture?
5.	What commonality of human experience is to be found in the study of a different language, culture, and people?
6.	What are the conceptual and usage differences between the two Spanish prepositions that mean “for”?
7.	What is the difference between “active voice” and “passive voice”? How are they used differently in Spanish and English?

LEARNING OBJECTIVES

The student will be able to:

1.	Express negative and affirmative ideas.
2.	Express the word “but” accurately, contrasting “pero”and “sino.”
3.	Express agreement or disagreement. (shortened forms of adjectives)
4.	Describe exceptional qualities of people, places, and things. (Suffix-isimo(a)
5.	Talk to and about other people and things. (Special uses of the article)
6.	Refer to the days of the week. (Special uses of the article)
7.	Refer to articles of clothing and parts of the body. (Special uses of the article with reflexive verbs)
8.	Express what people are. (Special uses of the article)
9.	Express prepositional pronouns with accuracy.
10.	Express and contrast the preposition “for.” (“Por” contrasted with “para”)
11.	Describe how actions are carried out. (Adverbs that end in “mente”)
12.	Express what was done by someone or what is done in general. (Passive voice)
13.	Express thoughts about themselves, their lives, school life, daily activities, interests, weather, time, and holidays.
14.	Critique a film viewed in Spanish.
15.	Recognize and infer meaning from cognates.
16.	Infer meaning from context.
17.	Discuss and/or debate topics that reflect the experiences, interests, and concerns of the students.
18.	Discuss and/or debate issues of local, national or international importance.
19.	Read, analyze, and personalize selected literary works.
20.	Contrast and express thoughts about the stages of life, from birth to old age and death.
21.	Discuss important family ceremonies and events.
22.	Read and discuss newspaper articles about social events, wedding announcements and obituaries.

SUGGESTED RESOURCES

Schmitt/Woodford. De Viaje, Glencoe Macmillan/McGraw-Hill, 1997 ISBN 0-02-646362-8

Schmitt/Woodford. De Viaje workbook, Glencoe Macmillan/McGraw-Hill, 1997

Audiovisual materials: Maps, globes, films, photographs, charts, diagrams, signs, and other realia.

Authentic readings from contemporary Spanish language newspaper and magazine articles, announcements, advertisements, interdisciplinary readings, and weather reports.

Literary selections such as poems, short stories, excerpts from novels, etc.

SUGGESTED CONNECTIONS

Health and/or medical careers

Political science careers

Foreign service careers

Teaching careers

Tourism/travel related careers

International business careers

Communications careers (international postal/telephone)

Service careers (international au pair/customer service)