Curriculum
Spanish for Heritage Speakers I Textbook: El español para nosotros – Nivel 1
Course Description: The course Spanish for Heritage Speakers Level I provides instruction directed at student’s continued development of existing competencies in the Spanish language. Students will acquire skills that range from learning grammar and spelling, and developing specialized vocabulary through the study of other disciplines, to interpretation and analysis of different literary genres. Students will also increase their awareness and appreciation of different Hispanic cultures. Students will compare and contrast language functions between Spanish and English and enhance their language skills in both languages. Spanish is used exclusively in the classroom. Goals: Upon completion of the Spanish for Heritage Speakers Level I course, students are expected to confidently understand, read, write and speak Spanish with an increased vocabulary and general knowledge of other disciplines. They will increase their reading skills through interpretation and analysis of different literary genres from Spain, Latin America and the United States. Students will be able to organize their thoughts and write in a coherent manner. They will increase their writing skills by writing personal essays, noun poems, expository compositions and descriptive essays. Students will further their knowledge of the Spanish language and will engage in class discussions on other disciplines such as history, geography, sociology, anthropology, Hispanic culture, finances, medical specializations and fine arts. Students will become aware of the richness and diversity of the Hispanic culture.
Course Objectives Spanish for Heritage Speakers I
Textbook: El español para nosotros – Nivel 1
STANDARDS FOR FOREIGN
LANGUAGE LEARNING
OBJECTIVES
Communication Communicate in
languages other than English
MFL 1.1 Students engage in conversations, provide and obtain information, express feeling and emotions, and exchange opinions. MFL 1.2 Students understand and interpret written and spoken language on a variety of topics. MFL 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Cultures
Gain knowledge and understanding of other
cultures
MFL 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. MFL 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Connections
Connect with other disciplines and acquire
information
MFL 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. MFL 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
Comparisons
Develop insight into the nature of language
and culture
MFL 4.1 Students demonstrate understanding of the nature of language through comparisons of the target language with English. MFL 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Communities Participate in multilingual
communities at home and around the world
MFL 5.1 Students use the language both within and beyond the school setting. MFL 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter I
Knowledge, Process, Skills World Language Standards Textbook
location Required /
optional History / Culture The biography of Simón Bolívar. Vocabulary, biography and reading comprehension
MFL1.1, MFL1.2, MFL1.3, MFL3.1 2-5 Required
Geographical Terms • La geografía física • Formaciones terrestres • Montañas • Océanos y Mares • Lagos y Ríos
Terminology comprehension
MFL1.1, MFL1.2, MFL1.3, MFL3.1 6-9 Required
Language functions and structure: nouns, definite and indefinite articles, gender agreement of adjectives with nouns, use of the verb ser, correct spelling of vowel sounds
MFL1.1, MFL1.2 10-15 Required
Literature: Author: Luis Lloréns Torres Poem: Bolívar vocabulary, biography, reading comprehension
MFL1.1, MFL1.2, MFL1.3, MFL2.2, MFL3.1, MFL3.2
16-19 Required
Author: Nicolás Guillén Poem: No sé por qué piensas tú biography, reading comprehension
MFL1.1, MFL1.2, MFL1.3, MFL2.2, MFL3.1,MFL3.2
20-22 Required
Author: Gina Valdés Poem: Soy de aquí vocabulary, biography, reading comprehension
MFL1.1, MFL1.2, MFL1.3, MFL2.2, MFL3.1,MFL3.2
23-25 Required
Composition: MFL1.1, MFL1.2, MFL1.3, MFL5.2 26-27 Required
Descriptive writing Connection between Spanish and English language structures MFL1.2, MFL 4.1 28-29 Required
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 2
Knowledge, Process, Skills World Language Standards Textbook
location Required/optional
History / Culture Ethnic groups of Spain and Latin America “Grupos étnicos del mundo hispano” Vocabulary and reading comprehension
MFL 1.1, MFL 1.2, MFL1.3, MFL2.1, MFL2.2, MFL3.1, MFL4.2, MFL5.1
32-37 Required
Sociological and Anthroplogical Terms • Grupos • La cultura • Normas • Etnocentrismos • Relatividad cultural • Lenguas
Terminology comprehension
MFL 1.1, MFL 1.2, MFL1.3, MFL2.1, MFL3.1, MFL4.2
38-41 Required
Language functions and structure: Use of adjectives with plural nouns, synonyms and antonyms, the verb ser in the plural, how to spell with e and i correctly
MFL 1.1, MFL 1.2, MFL2.2, MFL3.2 42-45 Required
Literature: Author: Alonso de Ercilla y Zúñiga Poem: La Araucana vocabulary, biography, reading comprehension
MFL 1.1, MFL 1.2, MFL2.2, MFL3.2 46-47 Required
Author: Rigoberta Menchú Prose: Me llamo Rigoberta Menchú y así me nació la conciencia vocabulary, biography, reading comprehension
MFL 1.1, MFL 1.2, MFL1.3, MFL2.1, MFL 3.2, MFL 4.2
48-51 Required
Author: Adalberto Ortíz Poem: Contribución Yo no sé vocabulary, biography, reading comprehension
MFL 1.1, MFL 1.2, MFL1.3, MFL2.2 MFL3.2
52-55 Required
Composition: Personal essay
MFL 1.2, MFL 1.3, MFL2.1, MFL4.2 MFL5.1, MFL5.2
56 Required
Connection between Spanish and English language structures MFL 1.2, MFL 4.1 57-59 Required
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 3
Knowledge, Process, Skills World Language Standards Textbook location
Required/optional
History / Culture Oscar de la Renta Vocabulary, biography and reading comprehension
MFL 1.1, MFL 1.2, MFL2.1 62-66 Required
How to prepare and conduct an interview MFL 1.1, MFL 1.2, MFL1.3, MFL2.1 MFL 5.1
67 Required
Literary Terms • El cuento y la novela • Argumento • Personajes y protagonistas • Lugar o ambiente • El cuento • La novela • Narración realista y fantástica
Terminology comprehension
MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.1, MFL 4.2
68-69 Required
Language functions and structure: How to identify and analyze a sentence; capitalize words; use prefixes; use tú and usted
MFL 1.3, MFL 2.1, MFL 4.2 70-73 Required
Literature: Author: Francisco Monterde Short Story: Una moneda de oro vocabulary, biography, reading comprehension
MFL 1.1, MFL 1.2, MFL 2.2, MFL 3.1, MFL 3.2,
74-79 Required
Composition: How to write a short story
MFL 1.3, MFL 3.1.2, MFL 5.2 80 Required
Connection between Spanish and English language structures MFL 4.1, MFL 4.2 81-83 Required
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 4
Knowledge, Process, Skills World Language Standards Textbook
location Required/optional
History / Culture Latino Holidays “Fiestas latinas”
• el 16 de septiembre – Miguel Hidalgo • el 5 de mayo –maximiliano de Austria • el día de San Juan Bautista • el día de La Raza
vocabulary, reading comprehension
MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.1, MFL3.1, MFL 4.2, MFL 5.1
86-91 Required
Literary Terms MFL2.2, MFL3.1 92-93 Required
• La lírica • La narrative • Poesía
Terminology comprehension How to analyze poetry MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.2,
MFL3.1 94-95 Required
Language functions and structure: Present tense of ar verbs; present tense of the verbs: ir,dar,estar ; contractions; el voseo
MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.1, MFL 4.2, MFL 5.1
96-99 Required
Literature: Author: Gabriela Mistral Poem: El himno cotidiano vocabulary, biography, reading comprehension comprehension
MFL 1.1, MFL 1.2, MFL 2.2, MFL 3.2 100-103 Required
Author: Gustavo A. Bécquer Poem: Rima biography, reading comprehension
MFL 1.1, MFL 1.2, MFL 2.2, MFL 3.1, MFL 3.2
104-105 Required
Composition: How to write a noun poem
MFL 1.2, MFL 1.3, MFL 5.1, MFL 5.2 106 Required
Connection between Spanish and English language structures MFL 1.2, MFL 4.1 107 Required Regarding the term “hispano” MFL 1.2, MFL 2.1, MFL 3.2, MFL 4.2 108-113 Required
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 5
Knowledge, Process, Skills World Language Standards Textbook location
Required/optional
History / Culture How the rise in population affects life in Hispanic cities. Costumbres que cambian
• El tráfico
MFL 1.1, MFL 1.3, MFL 2.1, MFL3.1, MFL 4.2
116-121 Required
• Los suburbios • Los barrios pobres
reading comprehension Financial Terms
• Presupuesto • Préstamos • Compras a plazos • Cuentas del banco • Cajero automático
Terminology comprehension
MFL 1.1, MFL 1.3, MFL3.1, MFL 5.2 122-125 Required
How to make a budget MFL 1.3, MFL 3.1 126 Required Literature: Author: El Arcipreste de Hita Poem: Ejemplo de la propiedad que el dinero ha… biography
MFL 1.3, MFL 2.1, MFL3.1, MFL 3.2 127 Required
Language functions and structure: Present tense of er and ir verbs; nouns beginning with accentuated a; compound nouns; correct spelling with the letter d
MFL 1.2 128-131 Required
Literature: Author: José de la Cuadra Short Story: Olor a cacao biography, reading comprehension
MFL 1.1, MFL 1.3, MFL 2.2, MFL3.1, MFL 3.2
132-135 Required
Composition: Expository writing
MFL1.2, MFL 1.3, MFL 2.1, MFL 4.1, MFL 4.2
136 Required
Connection between Spanish and English language structures MFL1.2, MFL 4.1 137-139 Required
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 6
Knowledge, Process, Skills World Language Standards Textbook
location Required/optional
History / Culture Hispanic Families
• El compadrazgo • Cambios socials
Vocabulary, reading comprehension
MFL 1.1, MFL 2.1, MFL 4.2, MFL 5.1 142-145 Required
Insurance Terms • Objeto de los seguros • Compañía de seguros • Tipos de seguros • Deducibles • Seguro de vida
terminology comprehension
MFL 1.1, MFL3.1 146-149 Required
Language functions and structure: Present tense of the verb tener ; period and comma; exclamation and question marks; double gender nouns; correct spelling with b and v; homophones
MFL 1.1, MFL 1.2 150-155 Required
Literature: Author: Anonymous Poem: El Cid vocabulary, reading comprehension
MFL 1.1, MFL2.2, MFL 3.1, MFL3.2 156-158 Required
Author: Gabriel García Márquez Prose: El amor en los tiempos del cólera Vocabulary, biography
MFL 1.2, MFL 2.2, MFL 3.2 159-162 Required
Author: Isabel Allende Prose: La casa de los espíritus
MFL 1.1, MFL 1.3, MFL 2.2 MFL 3.2
163-165 Required
biography, reading comprehension(of both novel excerpts) Composition: How to write a description of a home
MFL 1.2, MFL 1.3, MFL 3.1, MFL 5.1 MFL 5.2
166-167 Required
Connection between Spanish and English language structures MFL 1.2, MFL 4.1 168-169 Required
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 7
Knowledge, Process, Skills World Language Standards Textbook location
Required/optional
History / Culture Roberto Clemente Un atleta y héroe puertorriqueño Reading comprehensio
MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.2 172-175 Required
Taxation Terms • Impuesto • Ingreso bruto ajustado • Exenciones • Ingreso gravable
terminology comprehension
MFL 1.1, MFL 1.2, MFL 1.3, MFL3.1, 176-179 Required
Language functions and structure: Stem changing verbs; infinitives; correct spelling with c,z,s
MFL 1.1, MFL 1.2 180-185 Required
Literature: Author: René de Risco Bermúdez Prose: Ahora que vuelvo Ton Vocabulary, biography, introduction, reading comprehension
MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.2, MFL 3.2
186-189 Required
Composition: How to prepare for and organize a debate
MFL 1.1, MFL 1.2, MFL 1.3, MFL5.1 190-191 Required
Connection between Spanish and English language structures MFL 1.2, MFL 4.1 192-193 Required History / Culture MFL 1.2, MFL 4.2 194-199 Required
Origins of Latins in the United States “De dónde somos y donde vivimos.”
• Los españoles • Los mexicanoamericanos • Los puertorriqueños • Los cubanoamericanos • Los nuevos inmigrantes
People en español(magazine articles) MFL 2.2 200-203 optional
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 8
Knowledge, Process, Skills World Language Standards Textbook location
Required/optional
History / Culture The Conquest of Mexico “Una conquista llena de intrigas”
• Expedición a Cuba • Expedición a México • Conquista de México • La marcha a tenochtitlán • En Tenochtitlán • La conquista
reading comprehension
MFL 1.1, MFL 1.2, MFL 3.1 206-213 Required
Medical Terms (specializations) terminology comprehension
MFL 1.1, MFL 1.2, MFL 3.1 214-217 Required
Language functions and structure: The verbs ser, estar ,object pronouns, problematic nouns, syllables
MFL 1.1, MFL 1.2 218-227 Required
and accents, written accents, correct pronunciationa and spelling with the hard c sound Literature: Author: Amado Nervo Poem: Si eres bueno… Vocabulary, biography, reading comprehension
MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.2, MFL 3.2
228-229 Required
Author: Manuel González Prada Poem: Triolet Biography, reading comprehension
MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.2, MFL 3.2
230-231 Required
Composition: How to write a personal essay
MFL 1.1, MFL 1.2, MFL 1.3, MFL5.2 232 Required
Connection between Spanish and English language structures MFL 1.2, MFL 4.1 233 Required
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 9
Knowledge, Process, Skills World Language Standards Textbook location
Required/optional
History / Culture The acquisition of language “Nosotros y las lenguas” reading comprehension
MFL 1.1, MFL 1.2, MFL 1.3, MFL 3.1 236-241 Required
Climatological Terms • El clima y el tiempo • La meteorología • El clima en latinoamerica
MFL 1.1, MFL 1.2, MFL 1.3, MFL 3.1 242-247 Required
• Zonas tropicales • Zonas montañosas • Contrastes • Clima templado
terminology comprehension Language functions and structure: Preterite of ar verbs, direct object pronouns, preterite of ir and ser, dipthongs, monosyllables, correct spelling of the hard g sound
MFL 1.2, MFL 2.2, MFL 3.2 248-253 Required
Literature: Author:Unknown Legend: El grano de oro Vocabulary, reading comprehension
MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.2, MFL 3.2
254-259 Required
Composition: How to write a persuasive essay
MFL 1.1, MFL 1.3, MFL 5.2 260-261 Required
Connection between Spanish and English language structures MFL 1.2, MFL 4.1 262-263 Required
Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 10
Knowledge, Process, Skills World Language Standards Textbook location
Required/optional
History / Culture Latin painters and their works “El arte en el mundo hispano”
• Diego Velázquez
MFL 1.1, MFL 1.3, MFL 2.1, MFL 2.2, MFL 3.1
266-283 Required
• Francisco Goya • Pablo Picasso • Diego Rivera • José Clemente Orozco • Frida Kahlo
Fine Arts – “ Las artes plásticas” • La pintura • Elementos de composición • La escultura • El relieve
Latin American music “La música” • La orquesta sinfónica • La orquesta de cámara • La orquesta de banda • Opera • Música popular
reading comprehension Language functions and structure: Indirect object pronouns, correct spelling with g and j
MFL 1.2 284-289 Required
Literature: Author: Ricardo Palma Short Story: La camisa de Margarita reading comprehension
MFL 1.1, MFL 2.1, MFL 2.2, MFL 3.2 290-295 Required
Composition: How to create a poster for an artistic event
MFL 1.1, MFL 1.3, MFL 5.1 296 Required
Connection between Spanish and English language structures MFL 4.1 297-301 Required
Spanish for Heritage Speakers I Pacing Guide
Quarter Chapters
Quarter 1 1 2 3
Quarter 2 4 5 6
Quarter 3 7 8
Quarter 4 9 10
Methods of Assessment Spanish for Heritage Speakers Level I - Textbook: El español para nosotros
Objective/ Knowledge / Process / Skill Assessment
Communication
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics. 1.3 Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
Formal and informal assessment may include:
• Regular monitoring of students progress, oral and written • Teacher and peer feedback • Participation assessment • Individual oral and written assessment with rubrics • Paired oral assessments • Homework/ classwork evaluation and feedback • Graded discussions • Lesson quiz • Unit tests
Cultures
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied.
Formal and informal assessment may include:
• Regular monitoring of students progress, oral and written • Teacher and peer feedback • Participation assessment • Individual oral and written assessment with rubrics • Homework/ classwork evaluation and feedback • Lesson and unit quiz
• Lesson and unit tests • Research projects and presentations
Connections
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
Formal and informal assessment may include:
• Regular monitoring of students progress, oral and written • Teacher and peer feedback • Participation assessment • Individual oral and written assessment with rubrics • Homework/ classwork evaluation and feedback • Lesson quiz • Unit tests • Research projects and presentations
Comparisons
4.1 Students demonstrate understanding of the nature of language through comparisons of language studied and English. 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Formal and informal assessment may include:
• Regular monitoring of students progress, oral and written • Teacher and peer feedback • Participation assessment • Individual oral and written assessment with rubrics • Homework/ classwork evaluation and feedback • Lesson quiz • Unit tests • Research projects and presentations
Communities
5.1 Students use the language both within and beyond the school
Formal and informal assessment may include:
• Participation in community cultural activities
setting. 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
• Student exchange program with guided written projects/ and or presentations
• Research projects and presentations • Field trips to museums and local Hispanic businesses • Job shadowing
Teaching Strategies / Activities Spanish for Heritage Speakers Level I - Textbook: El español para nosotros
Objective / Knowledge / Process / Skill
Strategy / Activity
Communication 1.1 Students engage in
conversations, provide and obtain information, express feelings and emotions, exchange opinions.
1.2 Students understand and
interpret written and spoken language on a variety of topics.
1.3 Students present
information, concepts, and ideas to an audience of listeners or readers on a variety of topics
Students interact orally and in writing in a number of daily life, academic, and social situations, employing increasingly complex structures, along with expanded vocabulary and regionalisms of the Spanish language by:
• asking questions • obtaining and providing information • clarifying meaning • contributing relevant comments and connecting personal experiences to content • giving reasons that support opinions • solicit and respect another person’s opinion
Students acquire and use culturally acceptable vocabulary, idiomatic expressions, and gestures from a variety of Hispanic/Latino cultures represented in the classroom by:
• keeping a personal dictionary • writing letters • debates • using a Spanish-Spanish dictionary • viewing current television programs representing different cultures • reading authentic selections from newspaper articles and advertisements
Communication 1.1 Students engage in
conversations, provide and obtain information, express feelings and emotions, exchange opinions.
1.2 Students understand and
interpret written and spoken language on a variety of topics.
1.3 Students present
information, concepts, and ideas to an audience of listeners or readers on a variety of topics
Students will participate in sustained exchanges that reflect acquired vocabulary on specific disciplines and literary terms. Students will sustain conversations using appropriate vocabulary and cultural expressions by:
• Paraphrasing • Requesting additional information • Circumlocution
Students will demonstrate understanding of a wide range of oral and written idiomatic expressions and passages by:
• Accessing cultural information or explanations • Drawing inferences
Students will identify main ideas and supporting details from authentic print and non print materials (e.g., discussions, interviews, short stories, poems, correspondence) by:
• Taking notes • Using graphic/visual organizers • Categorizing • Discussing • Summarizing
Students will interpret a variety of print and non print materials by: • Activating and applying prior cultural knowledge • Making predictions, inferences, and drawing conclusions • Supporting answers from textual information, personal experience, and/or other sources • Recognizing factors affecting meaning such as intonation, gestures, levels of formality
Students will give oral presentations by: • Prioritizing and organizing information • Discussing familiar and unfamiliar topics • Determining when and where dialects and prestige and non prestige Spanish usage is appropriate • Gestures, posture, intonation • Using visuals and media
Students will write essays, reports, poems, by using the following modes:
• Expressive • Informational • Argumentative • Critical
Students will demonstrate self-correction by: • Editing writing for common errors (e.g., spelling, accent marks, verb tenses and agreements)
Objective / Knowledge / Process / Skill
Strategy / Activity
Cultures
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2 Students demonstrate an understanding of the
Students will demonstrate a sense of pride in the Hispanic language and culture by:
• Sharing cultural information with others • Keeping a journal • Using Spanish outside the classroom setting • Showing respect for people speaking different dialects
Students will explore the differences and similarities among cultural practices, viewpoints, attitudes, and patterns of behavior of Hispanic/Latino cultures represented in and outside the classroom by:
• Interviewing • Sharing personal experiences • Demonstrating mutual respect
relationship between the products and perspectives of the culture studied.
Cultures (continued)
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2 Students demonstrate an
understanding of the
• Researching how a practice began • Reading authentic literary selections, newspapers, pamphlets and correspondence
Students will identify differences in cultural products (e.g., literary texts, music, art, food, clothing, historical figures) by:
• Identifying examples of stereotypes • Interviewing heritage language speakers in the school, family, community • Examining a variety of authentic resources
Students will identify important people, events, and achievements of the Hispanic countries and show their contribution to their own and other cultures by:
• Describing the role of key historical figures • Researching discoveries, innovations and inventions
Students will examine a variety of literary genres, works of art and/ or musical compositions to understand the historical and / or contemporary social context in which they were created by:
• Activating prior knowledge • Creating timelines • Creating graphic organizers
Students will recognize the impact of Hispanic/Latino historical events on contemporary culture and society by:
• Comparing and contrasting the role of race, status, and identity in Latin American societies • Showing a clear, logical connection among events • Developing appropriate strategies such as graphics, essays, and multimedia presentations to
illustrate points.
relationship between the products and perspectives of the culture studied.
Objective / Knowledge / Process / Skill
Strategy / Activity
Connections
3.1 Students reinforce and further their knowledge of other disciplines through the target language. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its cultures.
Students will develop literacy skills in Spanish that will support academic success in other disciplines by:
• Learning to develop and support ideas in oral and written expression • Reading and interpreting text • Utilizing reading strategies such as skimming and scanning • Creating and using graphic organizers
Students will identify how the Spanish language and Hispanic cultures are found in other subject areas through various topics such as authors, historical events and figures, literature, story patterns, scientists, politics and the arts.
• Exploring and evaluating a variety of sources from which information may be attained (e.g., books, internet, electronic database, CD-ROM
• Creating and using graphic organizers • Comparing literary genres • Career awareness
Comparisons 4.1 Students demonstrate
understanding of the nature of language through comparisons of the target language studied English.
4.2 Students demonstrate
understanding of the concept of culture through comparisons of the cultures studied and their own.
The student will demonstrate an awareness of regional and national sound pattern differences within Spanish dialects and between Spanish and English by examining:
• Pronunciation • Intonation • Word stress
Students will develop an awareness of the differences and similarities of the structural patterns in Spanish and English by:
• Examining word order, agreement, use of articles, punctuation, spelling, vocabulary, expressions • Discussing how word order may affect meaning
Students will recognize the changing nature of language and the impact of Spanish and English on each other by:
• Recognizing words borrowed from the other language • Identifying false cognates • Recognizing roots, prefixes, suffixes
Recognize the existence of local, regional, national differences in the cultures of the Spanish-speaking countries by:
• Identifying words, idioms, phrases • Identifying the influence of indigenous languages on the varieties of Spanish
Objective / Knowledge / Process / Skill
Strategy / Activity
Communities
5.1 Students use the language both
within and beyond the school setting for personal, educational and professional growth and enrichment.
5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Student will perform and/or participate in school or community celebrations or competitions Student will connect and interact with professional and community members from the Hispanic/Latino culture (e.g., healthcare providers, bankers, law enforcement., social workers) in person and via electronic media in order to:
• Increase vocabulary • Understand and share with others community laws, regulations and social standards
Students will broaden linguistic and cultural knowledge and understanding that reaches beyond the school and local community via:
• Newspaper • Magazines • Radio • Television • Internet
Students will share knowledge of Hispanic culture and language with members of the school community by:
• Peer tutoring • Making presentation • Creating displays • Participating in language clubs with non-native speakers of the language
Locate and use Spanish resources, such as individuals and organizations accessible through the community or the internet to enhance cultural understanding by:
• Interviewing • Reading personal accounts • Inviting speakers to class • Job shadowing
Instructional Support and Resources for Indicated Knowledge, Processes and Skills
Spanish for Heritage Speakers – Textbook: El español para nosotros - Nivel I
Textbook Resources Other Resources Student Materials Spanish-English Dictionaries
Student Edition Spanish-Spanish Dictionaries Student Works plus CD-ROM Movies: cultural, historical, documentaries Cuaderno de Actividades escritas y auditivas Hispanic Newspaper and Magazines
Teacher Resources Interactive websites for language learning Teacher Wraparound Edition Journals Teacher Works CD-ROM Cds :Hispanic music and songs Complete Teacher Tools Set Spanish word games and puzzles Power Teach Interactive Chalkboard CD-ROM Rubrics
Multimedia Graphic organizers Museo de arte Fine Arts Transparency Binder Community members and organizations Audio CDs ¡Viva el mundo hispano! Video Program Web site: Spanish.glencoe.com
Assessment Diagnostic tests Examview Pro Testmaker CD-ROM