_______________ High School_______________ High SchoolCAPP Spanish 248 – Spring 2011CAPP Spanish 248 – Spring 2011Class Requirements and Expectations:Class Requirements and Expectations:

Instructor: Room: Textbook: Tel: Extended Learning Opportunities:

Course Description:CAPP Spanish 248 is a combination of two UW–Oshkosh classes at the 200 level. Our focus will be an intensive grammar review, discussion of a comprehensive selection of literature written by native Spanish speakers, and an analysis of a variety of cultural themes. Students will improve their listening comprehension while listening to native discourse from films and lab work. The course is also dedicated to the improvement of vocabulary, written reaction, and oral communication.

Due to the design of this course, _______________ students must have access to the Internet and must have an e-mail account. While the school does have access to the Internet, it may or may not allow students to access e-mail at school.

Please note that a portion of extension activities are required for this course: Students will be asked to complete computer activities online and to complete 3 activities that utilize Spanish “outside of the classroom environment.”

*Important note: Because every university has different requirements, course titles, and expectations, it is up to the student, not the teacher, to contact his/her university and find out if, and how many credits will be accepted. A letter that you may send to the university is included in this packet.

The Course Calendar & Daily Assignments You will receive a course calendar which contains dates outlining sections of the text that will be our focus. This guide may be revised as necessary.

Assignments:You will receive a list of assignments which will be completed online. It is imperative that the assignment be done prior to the due date. Computer-based assignments will not be processed late due to program restrictions. Students, who find that they are having computer malfunctions, can catch up on work in the high school labs before or after school hours. Please e-mail Ms. _____________ with any concerns immediately as they arise.

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Lesson Theme & Vocabulary: (At home) Get to know each new chapter, its theme, and

vocabulary. Scan the table of contents of your text. Flip through the pages of the lesson as you would a magazine. What appeals to you? What comes to mind?

Brainstorm! What do you already know about the theme?

Improve your pronunciation of the vocabulary by listening and repeating the words you hear online. Use the lab materials to develop your listening skills. Always take the pronunciation section at home seriously DO NOT SKIP THIS VERY IMPORTANT STEP!

Complete the vocabulary practices online (“Para Empezar”) PRIOR to using the vocabulary in class when sessions begin. By the time you come to class you should be well informed and ready to practice using the vocabulary in context. The online pronunciation practices and activities are designed to familiarize you with the new vocabulary. To what extent should you be “familiar”? During these first few days, pretend that you are preparing for quiz 1 in the Realidades textbook series. That is to say, you should be able to recognize and use the vocabulary in context but may still need to access the list for perfect spelling. When we meet as a group on the first day of any chapter, effective communication and discussion will stem from the use of this new vocabulary.

Textbook Activities: (In class, as homework) “Práctica” exercises may be done orally in class, as a pair, or as a group. They may also

be assigned as written homework. Speaking exclusively in Spanish is an expectation of this course. Keep this in mind for

all pair work and group activities. Use your Spanish creatively! Socializing in English will result in grade reduction.

Time limits may be given before you begin communication activities and may occasionally be extended.

Whenever working with a partner or in small groups the teacher may ask you to report your findings to the class. Listen attentively and always jot down notes to help you to relay any information attained.

Each new chapter, we will rotate seats and change partners to ensure a greater variety of communicative exchanges.

Cortometraje: Award-winning, Short-Feature Films Always review new vocabulary specific to the film being shown. Discuss with your group important themes or issues that may arise. Have you seen a

recent film from that same genre? Look at the poster, still shots, and text to stimulate predictions. Be sure to read the “Nota Cultural” sidebar to aid you in making appropriate connections.

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Please remember the KHSD community values regarding respect, honesty, responsibility and kindness. The following can warrant an automatic F in this course:

1. The use of any Spanish translating devices for ANY portion of this course.

2. The use of another student’s work as your own. This includes online work.

3. Taking credit for an

Be prepared to do an analysis or the following extensions: compare the plot, characters, and endings to your predictions, create a film review, or develop a sequel or produce an alternate ending.

Grammar: Grammar explanations will be given in Spanish unless a request is made for clarification

reasons. Grammar may be assigned as homework, allowing us to devote class time to the

“Practica” and “Comunicación” activities which require partners and oral communication.

Grammar will be introduced in context, using short narrations, guided discussions, brief readings, or realia. Students will be asked to share what they already know about each grammar point in Spanish.

There are various tools that will aid in your understanding of grammar concepts.

1) Structured practices in the textbook for written practice and communication (done in class)

2) Readings which fuse the grammar concept in context3) Web-SAM (Practices in your Student Workbook/Lab

Manual)

4) Online practices on the Supersite, Go to VHLCentral: http://vhlcentral.com Be sure to write down your access code.

When having difficulty with any grammar point, it is important that you print that particular assignment and bring it to class to consult with Ms. _____________.

Cultural & Literary Readings: Use the title, pictures, captions, headings, or other clues to help you figure out the

main topic before you read. Scan any questions that follow the reading before reading. Know what it is you are

looking for and why you are reading. Read through a passage once quickly to try to get the overall “gist” of the text, then

go back to try to figure out confusing passages or unfamiliar words. Force yourself to read without trying to translate every word. Whenever possible, try

to figure out the meaning of the word from its context. If you can’t determine the meaning, then at least figure out some information about the word – is it a noun? Is it masculine or feminine?

Don’t use online translators when reading. Typing a passage into an online translator and hitting “send” doesn’t accomplish the goal of comprehension assignments, and it doesn’t guarantee an accurate translation. There are subtleties

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of the language that word-by-word electronic or dictionary translation simply can’t capture.

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Evaluation: Criteria for Grades:

Any student who misses class and whose absence is not excused, will not be able to make up the work done in that class.

10% Practice activities on the Imagina Supersite (late assignments will not receive full credit)

10% Prepared oral presentation 20% WebSAM (Student Activities Manual / workbook and lab)10% Interpersonal communication (paired activities, group

activities, skits, and lit. circles) 40% Lesson Exams 10% Two written reflections based on 2 of the 3 projects done

outside of class

Grades for _______________ High SchoolYou will receive 2 separate term grades using the _______________ HS grade scale based on your percent earned at the end of each term.

Grades as they will appear on your Oshkosh transcriptYour UWO transcript will reflect one grade. This grade is based on the AVERAGE of the 2 terms.

RANGE LETTER GRADE       93 - 100 = A 90 - 92 = A-

88 - 89 = B+ 83 - 87 = B (This line and above - 18 credits for

participating universities) 80 - 82 = B- (5 credits only for Spanish 248) 78 - 79 = C+ (5 credits only for Spanish 248) 73 - 77 = C (5 credits only for Spanish 248) 70 - 72 = C- (5 credits only for Spanish 248) 68 - 69 = D+  (5 credits only for Spanish 248)   63 - 67 = D (5 credits only for Spanish 248) 60 - 62 = D- (HS credit only, no UWO credit) 0 - 59 = F (No HS credit, no UWO credit ,“F” on UWO transcript)

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In the past, students have inquired as to whether their new UWO GPA is based on the 5 credits only, or if their new GPA is based on all 18 credits.

FYI: The new GPA is based on the five credits received for CAPP

Grading criteria: “Spanish

Outside of the Classroom Project”

(specific rubrics will be provided)___________________________________

_

Student created personal goals prior to beginning the project.Student showed serious interest in gaining perspective about the culture.Student completed project by appropriate date.Appropriate time commitment was evident. Student had proof of the commitment/activity.Student represented _______________ High School with dignity. Student was able to express in detail the process of his/her choice and the insights gained with class members and answer the questions of the class.Students initiated questions of other student projects

Participate in Multilingual Communities at Home & Around the World

State Standard 5.1:  Students use the language both within and

BEYOND the school setting

State Standard 5.2:  Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

In order to accomplish the goals set by the WI standards, students must complete a project in EACH of these areas:

Category A – Using Spanish to Aid othersCategory B – Using Spanish Within Your CommunityCategory C – Using Spanish for Personal Enjoyment and Enrichment

Category A – Using Spanish to Aid Others (Ideas)

1) Translate necessary documents for an organization. Explain what the need for the document was and how you met that need. Discuss the challenges and rewards of translation. Places to ask may include hospitals, volunteer sites, police stations, grocery stores, and local schools.

2) Summarize for your class a volunteer assignment that dealt with Hispanic individuals. Contact contact@foxcitiesmulticultural.org or "Rebecca Sgarlotti" fcrmc@athenet.net in order to volunteer.

3) Tutor or do an “intercambio” with an exchange student from the Fox Valley Technical College. Spend ½ of your time aiding with English and ½ the time working on your Spanish. If interested please contact: Susan Beyer at Global Education and Services, Fox Valley Technical College, P.O. Box 2277, 1825 N. Bluemound Drive, Appleton, Wisconsin 54912-2277 / Phone 920-735-4810 / email: beyers@fvtc.edu. Ask if she can assist you in finding a partner to do a language exchange.

4) Volunteer or read with students at the Early Learning Center. The center houses the overflow of students for the Public Schools of Green Bay. It is located at St. Phillip’s Church. (312 Victoria Street, Green Bay WI 54302) Contact the school principal Cathy Wenzel at 272-7486 or 660-8091

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Grading criteria: “Spanish Outside of the Classroom Project”

(Specific rubrics will be provided)

Evidence of serious interest in gaining perspective about the culture (goal)

Project completion by appropriate date

Control of language Comprehensibility Vocabulary use Communication strategies Appropriate time commitment was

evident Student had proof of the commitment Student represented _______________

High School with dignity Student was able to express in detail

the process of his/her choice and the insights gained with class members and answer the questions of the class.

5) Volunteer to work with Hispanic students at McKinley Elementary School 1125 East Taft Avenue Appleton, Wisconsin 54915 Phone: (920) 832-6285 Fax: (920) 832-6326 (Amy Swick has assisted students in the past.)

6) Contact Amy Wiza at Wisconsin/Nicaragua Partners to see if there are ways you can help or items you can collect for the partnershi(Room 129 Nelson Hall, UWSP, Stevens Point, WI 54481 , (715)-346-4702)

Category B – Spanish within Your Community (Ideas)

1) Summarize for your class an interview or informal chat you had with a native speaker about his/her country. (Tape the interview on video or with a mini-recorder. Mini recorders can be borrowed from the teacher.)

2) Research an authentic Mexican recipe in Spanish that you have never tasted (no tacos, burritos, etc.) Bring this recipe with you as you visit a Mexican grocery store. Talk with the people there in Spanish about their store and the food they sell. Prepare the recipe for your family. Take pictures of the store and food in its original packaging (Bring a audio recorder to tape conversations and take pictures if the owner/clerk allows. Please be very careful not to take pictures of customers. (La Carnecería on Calumet St. in Appleton, Quinto Sol on College St in Appleton, Nararit México on 8th & Minnesota in Oshkosh)

3) Detail for your class a visit to an agency that deals with language translation (international business, translation office, courts, police) Be prepared to answer the teacher’s questions about the business, difficulties in that field, perks, etc. The business may not allow you to shadow a session with a client due to privacy laws.

4) Explain your personal opinion after reading article on English-only laws, bilingual education, immigration, or Hispanic population trends in the U.S. Be sure to read one article that favors your opinion and one that does not. (articles must be in Spanish)

5) The following local church has masses/services in Spanish. If you are interested in attending, please call the following number to confirm the times and dates of the services. Please read the questions that follow.Things to consider if attending a mass: What is your first reaction being part of a minority in this environment? What observations would you like to share with your class members? If you have attended a Catholic mass in English before, how is this one similar or different? Would you attend again? Why or why not? What social interactions did you observe among the parishioners prior to and following the mass? Feel free to ask a family member or friend to attend with you and discuss their reactions. St. Therese Catholic Church, 213 E Wisconsin Ave, Appleton, WI 54911 (920) 733-8568 www.communityofsttherese.41pi.com

6) **Top pick - A Spanish chat group including various Spanish levels and abilities is held at the Fox Valley Technical College. Many of these speakers are second language learners from the community and exchange students from Central America. Contact Susan Beyer at Global Education and Services, Fox Valley Technical College, P.O. Box 2277, 1825 N. Bluemound Drive, Appleton, Wisconsin 54912-2277 / Phone 920-735-

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4810 / email: beyers@fvtc.edu Ask to be added to the Spanish Charla distribution list to be notified of chat group meetings.

7) Contact the Fox Cities Rotary Multicultural Center and ask them if there are any volunteer possibilities where you can use your Spanish. 128 North Oneida Street, Appleton, WI 54911, (920)882-4056 fax (920)882-4060, contact@foxcitiesmulticultural.org

8) Discuss other options that interest you with your teacher for approval prior to completing a project.

Category C – Using Spanish for Personal Enjoyment & Enrichment (Ideas)

1) Listen to radio stations that are streaming live on the internet. Search keywords: Spanish Radio Stations. Write notes about the “radio chat” and the songs that are played. Explain any new vocabulary and share the lyrics of a song you like. Many lyrics can be found at letssingit.com /Note: Batanga.com is Mrs. _____________’s favorite free site and contains many genres of Hispanic Music.

2) Read an authentic news source, magazine, or book every day for a week. Keep a list of new vocabulary and cultural facts that you learned. Summarize what you have read and be prepared to present it to your class. Be sure it is level appropriate. Read up-to –date news in Spanish about a Spanish speaking country. BBCmundo.com is a great source for world reports, but you can read a newspaper from any Hispanic –speaking country. Search online keyword: Spanish newspapers.

3) Listen to a Spanish novel on CD. This is great for students who are always on the go and spend lots of time in the car. There are many audio books available at the _______________/Appleton Public Library. It is preferred that the book chosen takes place in a Hispanic setting so that you may discuss cultural events with your classmates. Check the _______________ Library Homepage for titles and descriptions – audiolibros en español.

4) Look online and find an authentic Spanish comic strip. Compare the characters to those of an American comic strip. Follow the comic for a full week (if daily) or full month (if weekly) Keep a list of new vocabulary and cultural facts that you learned. Summarize what you have read and be prepared to present it to your class.

5) Summarize the main events of a Spanish newscast, telenovela, or sitcom / Univision or Telemundo. Keep notes by writing a summary sentence of each 5 minutes that pass (if you don’t have cable, Mr. Heitpas in the LMC may be kind enough to record an hour or two for you if you give him a tape and plenty of warning – give him specifics on the time, date, and channel.

6) Summarize the happenings of an event where Spanish is the primary language spoken: a dance, a ceremony, celebration, etc. Bring pictures to show the class.

7) Summarize for your class, a play you attended based on a Hispanic theme (bring a program to your teacher – be prepared to answer historical questions, read up on the topic if necessary.)

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8) Summarize for your class, a video that you rented which is in Spanish (English subtitles are permitted but Spanish subtitles are preferred) Complete the sheet. “Reseña para una película” or video guide provided by your teacher. No film can be duplicated by students.

***Note: Students are responsible for choosing films that they and their families deem as appropriate. While many students are of legal age to watch rated- R films, these films may not be considered suitable for your family. Please consider your family values when choosing films. Some foreign films are “not rated” and may contain questionable subject matter. Please ask Ms. _____________ for ideas if you are concerned with subject matter.

9) Visit a Spanish chat-room or Skype and generate a discussion with the people there. Remember to “keep it appropriate” and do not give your personal information. Print out your conversation and write down interesting phrases or information you find out.

10) Discuss other options that interest you with your teacher for approval prior to completing a project.

Date: January, 2011

To Whom It May Concern:

This letter serves to inform personnel at your university that the _______________ High School student who is sending this document is currently completing requirements to complete UW-Oshkosh CAPP Spanish 248. Following the completion of this course, this student will request that an official UW Oshkosh transcript be sent as part of his/her application for admission.

Because all universities have different systems in place regarding Cooperative Academic Partnership Program (CAPP) credits, would you be so kind as to clarify some questions for this student regarding his/her future placement at your university? The answers to these questions are often of particular importance when a student has yet to make his/her final decision regarding a particular university.

Background: Students who receive an A or B in Spanish 248 generally receive 18 credits at schools throughout the University of Wisconsin System. Five of these credits are earned for the 248 course and the remainder of the credits is earned retroactively for the preceding courses listed below.

Spanish 204/208 (combined 248) 4 th semester Reading & Conversation 5 creditsSpanish 110 Introduction to Spanish I 4 credits Spanish 111 Introduction to Spanish II 4 credits Spanish 203 Intermediate Structure & Expression 3 credits Spanish 207 Intermediate Conversation 2 credits How, if at all, will the 248 class be recognized at your school? (please mark ALL those that apply)

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(Schools within the UW System) Because the student is already considered a student of the UW system, we will transfer all 18 credits at our university and no additional language placement test is required. If the student would like to continue in Spanish, the next consecutive course that he/she would sign up for is entitled/numbered_________________________

Our university does not recognize retroactive language credits and would only grant the 5 credits earned for CAPP Spanish 248. The next consecutive course that he/she would sign up for is entitled/numbered_________________________

The credits received will not equal 18 at our university; however the student would receive_____# of credits. The next consecutive course that he/she would sign up for is entitled/numbered_________________________

We do not accept CAPP credits, The student would be required to take a language placement exam at our university and the placement of the student would dictate the number of credits and retroactive credits he/she would receive (assuming that the student takes the course in which he/she has been placed)

Other: please explain.

How many credits are required for a Spanish minor at this university? _____credits

How many credits are required for a Spanish major? _____creditsQuestions or concerns? Please contact _______________ High School Spanish teacher _______________ _____________ at s_____________@_______________.k12.wi.us

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Parents: Preferred method of notification? (Please check all that apply) Students lives with: Mom_______ / Stepmom________ Please print full name___________________________________________________________________Dad _______ / Stepdad ________ Please print full name___________________________________________________________________Other: Specify____________________ Please print full name___________________________________________________________________Who should I be contacting if there is a concern or special praise? _______________________________________________________________Home phone: Work phone:Home e-mail: Work e-mail:Parent/Guardian Signature________________________________________________ Date_________________________________________

Important Notes:Checks for this course are due by the end of the first week of class unless a payment plan has been arranged through the office.Dropping this course at the high school level does not constitute dropping it at the university. All appropriate paperwork must be completed and deadlines met. It is each student’s responsibility to contact his/her choice universities to research how CAPP credits translate to these institutions. All of the UW system universities have accepted these credits, but some private and out of state schools may have different guidelines. The course teacher and _______________ High School are not responsible if these credits do not translate as the credit numbers listed on the following list.

Students: I understand the time commitment that will be involved in this class, but also realize the benefits of possibly receiving

18 college credits for this one course. I realize that if I should have computer issues that I must contact my teacher immediately and find an alternative

location/ computer for assignment completion. I understand that I must make up all missed time for this class including oral speaking time during advisement. I know that it is my responsibility to see how these credits transfer to my chosen university. I will speak only in the target language unless instructed otherwise. I realize that if I decide to drop this course, it must be done prior to payment at the end of the first full week.

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Student Signature ______________________________________________________ Date_____________________________________________________

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Lección 2Vivir en la ciudad – semanas 1 y 2 25de enero - 4 de febrero

LOS ENTENDIMIENT

OS QUE PERSISTEN/

ENDURING UNDERSTANDI

NGS

LAS PREGUNTAS ESENCIALES /

ESSENTIAL QUESTIONS

PARA EMPEZAR

(oral and written

practice using vocabulary

specific to the theme below)

CORTOMETRAJE

(short clip used as a springboard

for further discussion with a focus on lesson

vocabulary

IMAGINA(geographical

area of concentration, its

famous people and its cultural

patterns)

ESTRUCTURAS/ MANUAL DEGRAMÁTICA

(*indicates optional

sequence)

CULTURA(read about the

culture)LITERATURA

La expansión territorial, los cambios en la población, y la circulación de personas influyen significativamente la estructura de las instituciones y la cultura. La manera en que la gente se comporte cambia con sus alrededores. Es decir, existen normas "urbanas" y normas "rurales." Dónde una persona elige residir es más de una cuestión de la geografía-es una cuestión del estilo de vida.

¿Cómo afecta la locación del hogar en cómo se vive la vida? (en la ciudad, en los suburbios, en la aldea, o en el campo)¿Cómo afecta la vida el tipo de hogar donde alguien vive? (una casa, un apartamento, o un condominio, etc.)¿Cómo cambian las leyes y normas de un lugar cuando aumenta la población?¿Por qué se muda la gente? ¿Cuáles factores destacan en la decisión final de dónde se debe residir? ¿Qué influencia tiene el lugar donde una persona reside en los hábitos y las

En la ciudad

-las actividades

-la gente

-las indicaciones

-los lugares

Adiós mamá(8 min.)México 1997Director: Ariel Gordon

México

(Diego Rivera: Sueño de una tarde dominical en la Alameda -/ Sunday Afternoon Dream in the Alameda Park

2.1 The preterit

2.2 The imperfect

2.3 The preterit vs. theImperfect

*2.4 Progressive forms

*2.5 Telling time

Juchitán: La ciudad de las mujeres

AqueronteJosé Emilio Pacheco,México, cuento

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decisiones de su vida cotidiana?¿Cómo se aprovechan los diversos grupos o culturas de una cuidad grande?

Lección 3La influencia de los medios – semanas 3 y 4 7 de febrero – 18 de febrero

LOS ENTENDIMIENTOS QUE PERSISTEN/

ENDURING UNDERSTANDINGS

LAS PREGUNTAS ESENCIALES /

ESSENTIAL QUESTIONS

PARA EMPEZAR

(oral and written

practice using vocabulary

specific to the theme below)

CORTOMETRAJE

(short clip used as a

springboard for further

discussion with a focus on

lesson vocabulary

IMAGINA(geographical

area of concentration,

its famous people and its

cultural patterns)

ESTRUCTURAS/ MANUAL DEGRAMÁTICA

(*indicates optional

sequence)

CULTURA(read about the culture)

LITERATURA

La capacidad de comunicarse es crucial si una sociedad humana va a sobrevivir.

Todos los mensajes de la media son 'construidos’ y ‘manipulados.’

La comunicación se considera un gran poder, ya que no sólo informa, sino que influye

en la opinión pública en los

comportamientos

¿Cómo influyen los medios de comunicación en la opinión pública y nuestra interpretación de la realidad? ¿Si no aparece algo en la prensa escrita, la radio, la televisión, ni el Internet, se puede decirse que no existe?¿Estamos nosotros

Los medios de comunicación

-el cine y la televisión

-los medios

-la prensa

-los profesionales de los medios

Encrucijada (10 min.)México 2002Director: Rigo Mora

El Caribe: Cuba, Puerto Rico yLa República Dominicana

3.1 The subjunctive in nounClauses

3.2 Object pronouns

3.3 Commands(musical chairs)

*3.4 Possessive adjectivesand pronouns

Ritmos del Caribe

La desesperación de las letrasGinés S. Cutillas,España, cuento

Additional reading:

Periódicos hispanos

La prensa 14

sociales y en las

interpretaciones de la realidad

Los mensajes en la media son construidos usando un lenguaje creativo con sus propias normas.

A pesar de recibir el mismo mensaje, las personas reciben, leen, y aceptan los mensajes en una manera distinta. Incorporan sus propios valores y puntos de vista.

informados o hipnotizados?¿Cómo puede ayudar a promover la tolerancia y la comprensión si reconocemos muchos puntos de vista?¿Cómo cambia el mensaje cuando viene de una fuente original o en la lengua original?

*3.5 Demonstrative adjectivesand pronouns

amarilla

Lección 4 Generaciones en movimientos –semanas 5 y 6 21 de febrero – 4 de marzo

LOS ENTENDIMIENTOS QUE PERSISTEN/

ENDURING UNDERSTANDINGS

LAS PREGUNTAS ESENCIALES /

ESSENTIAL QUESTIONS

PARA EMPEZAR

(oral and written

practice using vocabulary

specific to the theme below)

CORTOMETRAJE

(short clip used as a

springboard for further

discussion with a focus on

lesson vocabulary

IMAGINA(geographical

area of concentration,

its famous people and its

cultural patterns)

ESTRUCTURAS/

MANUAL DEGRAMÁTICA

(*indicates optional

sequence)

CULTURA(read about the culture)

LITERATURA

El paso del tiempo (envejecer) es una realidad inevitable que nos afecta a todos.La evolución de culturas y la sucesión de nuevas generaciones depende

¿Cómo influyen la herencia de grupos y personas anteriores en las generaciones subsecuentes?

¿Cómo han cambiado las acciones, las ideas y los valores de

En familia

-las etapas de la vida

-las generaciones

-los parientes

El rincón de Venezuela(19 min.)Venezuela-EE.UU. 2005Directora: Reyther Ortega

Centroamérica: Costa Rica,El Salvador, Guatemala, Honduras,Nicaragua y Panamá

(Muelle de

4.1 The subjunctive inadjective clauses

4.2 Reflexive verbs

La herencia de los mayas

La leyenda del maíz (lit.)

EclipseAugusto Monterroso,Guatemala, cuento

Alternative reading:

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de un constante transcurso del tiempo.La vida sigue, y en ese camino interminable surgen choques entre generaciones y culturas.Cómo las personas perciben el mundo es muy personal y subjetivo.Eventos del pasado ayudan para formar los eventos y actitudes del presente y del futuro. El cambio es inevitable.Personas usan cuentos y tradiciones para preservar su historia e identidad personal y también para interpretar el pasado.

personas con el paso de tiempo?

¿Es el mundo de hoy un lugar mejor que el mundo del pasado? ¿Cómo nos juzgarán a nosotros los niños del futuro?

¿Cómo puede ayudar a promover la tolerancia y comprensión si reconocemos muchos puntos de vista?

¿Qué pierde una cultura si no sigue las tradiciones de sus antepasados?

-la personalidad

-la vida familiar

(A senior moment -/old lady robber cartoon)

San Blas-music video/ Maná)

Desfile de polleras Youtube clip

4.3 Por and para

*4.4 To become: hacerse,ponerse, volverse, andIlegar a ser

(Apacolypto tralier)

Segment from Como agua para Chocolate Laura Esquivel(Enero: tortas de navidad)

Lección 5 7de marzo - 29 de marzo Las riquezas naturales - semanas 7, 8, y 9

LOS ENTENDIMIENTOS QUE PERSISTEN/

ENDURING UNDERSTANDINGS

LAS PREGUNTAS ESENCIALES /

ESSENTIAL QUESTIONS

PARA EMPEZAR

(oral and written practice

using vocabulary specific to the theme

below)

CORTOMETRAJE

(short clip used as a

springboard for further

discussion with a focus on

lesson vocabulary

IMAGINA(geographical area

of concentration, its famous people and its cultural

patterns)

ESTRUCTURAS/

MANUAL DE

GRAMÁTICA

(*indicates optional

sequence)

CULTURA(read about the culture)

LITERATURA

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En el planeta Tierra, la vida humana depende del buen funcionamiento de la naturaleza.La destrucción de los recursos naturales nos afecta a todos los humanos por igual, independiente de nuestra situación geográfica, económica, política o social.Las personas se adaptan, modifican e impactan el medio ambiente. La geografía, el clima, y los recursos naturales afectan la manera en que las personas viven y trabajan. La necesidad de recursos y los mercados que los venden promueven la expansión y pueden iniciar conflicto. La distribución desigual de los recursos ha resultado en la cooperación (comercio mundial) y también el conflicto mundial. Existe una relación entre posesión y el negocio de los recursos naturales.

¿Cómo afecta el medio ambiente estas dos cosas: las perspectivas de un grupo, y su uso de recursos naturales? ¿Se puede decir que está en peligro de extinción la especie humana?¿Cómo influyen la herencia de grupos y las personas anteriores a las generaciones subsecuentes?¿Qué afecta tienen estas cosas en la manera en que respetamos la tierra y usamos los recursos naturales?( la geografía, la economía, la política, la situación social)¿Cuáles son algunas maneras en que la gente se adapta, modifica, e impacta el medio ambiente? ¿Qué afecta tienen estas cosas en la manera en que trabajamos y vivimos? (la geografía, el clima, los recursos naturales)

1) ¿Cómo es que la necesidad de recursos naturales puede 1) promover la expansión e, 2) iniciar conflicto?

2) ¿Cómo ha afectado el comercio y conflicto mundial la distribución desigual de los recursos?

3) ¿Cuál es la relación entre la posesión y el negocio de los recursos naturales?

Nuestro mundo

-los animales

-la ecología

-los fenómenos naturales

-la naturaleza

Raíz (17 min.)España 2003Director: Gaizka Urresti

Documentary:El minero del diabloChild labor and the Cerro Rico Silver Miners of Bolivia

Colombia, Ecuador y Venezuela

5.1 The future

5.2 The conditional

5.3 Relative pronouns

*5.4 Qué vs. Cuál

*5.5 The neuter lo

La selva amazónica:biodiversidad curativa

anaconda

La lunaJaime Sabines, México, poesía

Alternative readings:Mr. TaylorAugusto Monterroso

United Fruit CompanyPablo Neruda

Lección 6 30 de marzo –12 de abrilEl valor de las ideas – semanas 10 y 11 LOS ENTENDIMIENTOS QUE

PERSISTEN/

ENDURING UNDERSTANDINGS

LAS PREGUNTAS ESENCIALES /

ESSENTIAL QUESTIONS

PARA EMPEZAR

(oral and

CORTOMETRAJE

(short clip used

IMAGINA(geographica

l area of concentratio

ESTRUCTURAS/ MANUAL

DEGRAMÁTICA

(*indicates

CULTURA(read

about the culture)

LITERATURA

17

written practice

using vocabulary specific to the theme

below)

as a springboard for

further discussion with

a focus on lesson

vocabulary

n, its famous people and its cultural patterns)

optional sequence)

Paradójicamente, las épocas más difíciles de la historia, como las guerras y las dictaduras muestran lo peor de los seres humanos, pero también lo mejor.Las creencias y los ideales de una sociedad influyen en las decisiones sociales, políticas y económicas de esta sociedad. Es el deber del gobierno responder a cambios sociales y económicos de una sociedad. Individuos e instituciones son afectados por las acciones del gobierno. Los valores y creencias de una cultura afectan las relaciones entre individuos, grupos, instituciones, y estados políticos.Los cambios políticos y sociales y el desarrollo económico del momento pueden causar una transformación en los valores fundamentales de una sociedad.

¿Cómo y por qué cambian las creencias?¿Cómo cambia la cultura para acomodar las ideas y las creencias diferentes?¿Cuáles son las funciones y responsabilidades de los ciudadanos?¿Puede una persona hacer una diferencia sola?¿Cómo pueden influir la política del gobierno los ciudadanos? (individualmente y colectivamente) ¿Qué es poder? ¿Cómo se adquiere, se usa, y se justifica? ¿Cómo son creados, estructurados, mantenidos y cambiados los gobiernos?¿Cuándo debería una sociedad controlar a sus individuos?

Creencias e ideologías

-la gente

-las leyes y los derechos

-la política

-la seguridad y la amenaza

Hiyab (8 min.)España 2005Director: Xavi SalaChile

One of the following:

“Mar Adentro”

“Machuca”

“La lengua de la mariposa”

Chile 6.1 The subjunctive inadverbial clauses

6.2 The past subjunctive

6.3 Comparatives and superlatives *6.4 Adverbs

*6.5 Diminutives andaugmentatives

Chile: dictadura ydemocracia

La mejor tintaArmando Valladares,Cuba, poesía

Alternative readings:

Una carta a DiosGregorio López y FuentesUn día de estosGabriel García Marquez

Lección 7– semanas 12, 13 y 14 13 de abril - 29 de abril

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Perspectivas laborales

LOS ENTENDIMIENTOS QUE PERSISTEN/

ENDURING UNDERSTANDINGS

LAS PREGUNTAS ESENCIALES /

ESSENTIAL QUESTIONS

PARA EMPEZAR

(oral and written practice

using vocabulary specific to the theme

below)

CORTOMETRAJE

(short clip used as a

springboard for further

discussion with a focus on

lesson vocabulary

IMAGINA(geographica

l area of concentration, its famous people and its cultural patterns)

ESTRUCTURAS/ MANUAL

DEGRAMÁTICA

(*indicates optional

sequence)

CULTURA(read

about the culture)

LITERATURA

Dónde está colocado un país en el mundo afecta la economía, la cultura y el desarrollo de esta sociedad.

La opinión que tiene una persona de su trabajo y sus recursos finanzas afectan su calidad de vida y puede afectar las relaciones personales.

Los valores fundamentales cambian en relación a los cambios económicos, sociales, y políticos.

Pasamos casi un tercio de nuestra vida educándonos y trabajando durante los dos tercios restantes.

Todos hacemos planes en la juventud que alimentan nuestras ilusiones para disfrutar del futuro/o del mercado laboral.

¿Cómo afecta la economía, la cultura y el desarrollo de una sociedad dónde está colocado?

¿Cómo afecta las relaciones personales y la calidad de vida la opinión que tiene una persona de su trabajo y finanzas?

¿Cómo cambian los valores fundamentales de un país o una cultura en relación a los cambios económicos, sociales, y políticos?

¿Cómo podemos planear para disfrutar del futuro usando las ilusiones de la juventud?

El trabajo y las finanzas

-La economía

-La gente en el trabajo

-El mundo laboral

El hombre que volabaun poquito (20 min.)

España 2001Director: Sergio Catá

Bolivia y Paraguay

The Mission (clips from Toutube) / Paraguay

Bolivia y Paraguay

7.1 The present perfect

7.2 The present perfectSubjunctive

7.3 Uses of se

*7.4 Past participles usedas adjectives

*7.5 Time expressionswith hacer

Recursos naturales: unasalida al mundo

La miradaJuan Madrid, España, cuento

Additional reading:

El delantal blancoSergio Vodanovic(obra de teatro)

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Lección 8– semanas 15 y16 2 de mayo – 13 de mayoCiencia y tecnología

LOS ENTENDIMIENTOS QUE PERSISTEN/

ENDURING UNDERSTANDINGS

LAS PREGUNTAS ESENCIALES /

ESSENTIAL QUESTIONS

PARA EMPEZAR

(oral and written

practice using vocabulary

specific to the theme below)

CORTOMETRAJE

(short clip used as a

springboard for further

discussion with a focus on

lesson vocabulary

IMAGINA(geographical area of

concentration, its

famous people and its cultural patterns)

ESTRUCTURAS/ MANUAL

DEGRAMÁTICA

(*indicates optional

sequence)

CULTURA(read about the culture)

LITERATURA

Los conocimientos científicos nuevos nos ayudan resolver los problemas humanos o responder a los desafíos.

Las innovaciones tecnológicas tienen consecuencias, ambos previstos e imprevistos, para una sociedad.

La tecnología tiene un gran impacto en las necesidades básicas de la gente.

¿Cómo puede ayudarnos estudiar las pruebas/la evidencia del pasado para prevenir los problemas futuros o hacer decisiones que afectarán el futuro?

¿Cuáles son las consecuencias, ambas previstas e imprevistas, para una sociedad?

¿Cómo complementa la vida la tecnología?

La tecnología y la ciencia

-Los científicos

-Los inventos y la ciencia

-La tecnología

-El universo y la astronomía

Happy Cool (14 min.)Argentina 2004Director: Gabriel DoderoPerú

Perú 8.1 The past perfect

8.2 The past perfect subjunctive

8.3 Uses of the infinitive

*8.4 Prepositions: a, hacia,and con

*8.5 Prepositions: de, desde,en, entre, hasta, and sin

La ciudad redescubierta

La intrusaPedro Orgambide,Argentina, cuento

Alternative readings:

Génisis

La noche boca arribaJulio Cortazar

La Noche Boca Arriba

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YouTube 4:57

Lección 9– semanas 17 y 18 16 de mayo – 31 de mayoEscapar y divertirse(Reported speech)

LOS ENTENDIMIENTOS QUE PERSISTEN/

ENDURING UNDERSTANDINGS

LAS PREGUNTAS ESENCIALES /

ESSENTIAL QUESTIONS

PARA EMPEZAR

(oral and written

practice using vocabulary

specific to the theme below)

CORTOMETRAJE

(short clip used as a springboard

for further discussion with a focus on lesson

vocabulary

IMAGINA(geographical area

of concentration, its famous people and its cultural

patterns)

ESTRUCTURAS/ MANUAL

DEGRAMÁTICA

(*indicates optional

sequence)

CULTURA(read about the culture)

LITERATURA

Todos los seres humanos son sociales por la naturaleza.La actividad física y los pasatiempos nos ofrecen muchas posibilidades de disfrutar de la interacción social, el desafío personal y la oportunidad para la auto-expresión. El estrés que encontramos cada día tiene un impacto directo en nuestro comportamiento y la salud Las estrategias de supervivencia son esenciales para controlar los efectos del estrés. El entretenimiento, los deportes y los

¿Cómo se usa la actividad física para expresarse, combatir desafíos personales, e interaccionar con los demás?¿Qué afecto tiene el estrés en el comportamiento y la salud? ¿Cómo se distingue un país en su entretenimiento, los deportes y los pasatiempos que las personas prefieren por la geografía y el clima que tiene?¿Cómo se destacan las sociedades en sus

Las diversiones

-Los deportes

-El tiempo libre

Espíritu deportivo(11 min.)México 2004Director: Javier BourgesArgentina y Uruguay

Argentina y Uruguay

“Cautiva”

9.1 The future perfect

9.2 The conditional perfect

9.3 Si clauses

*9.4 Transitional expressions

Fin de semana enBuenos Aires

El beso de los dragonesWilfredo Machado,Venezuela, cuento

21

pasatiempos que las personas prefieren son diferentes de un país al otro y son afectados por la geografía y el clima.Las sociedades tienen maneras distintas para entretenerse y celebrar.

maneras distintas para entretenerse y celebrar?

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