Spanish 4A  

 

 

 

 


Mr. De Valoes                                               E-Mail: Leonardo_P_De_Valoes@fc.mcps.k12.md.us

                                                                       

Room:  F117                                                   Office Phone: 301-989-6059

 

 “Man lives consciously for himself, but is an unconscious instrument in the attainment of the historic, universal, aims of humanity.”                                                                            Leo Tolstoy (1829–1910), Russian novelist, philosopher.

“Consider your breed; you were not made to live like beasts, but to follow virtue and knowledge.”                                                                                                                                                                                        Dante Alighieri (1265–1321), Italian poet.

“When a nation is filled with strife, then do patriots flourish.”             Lao-Tzu (6th century B.C.), Chinese philosopher.

 

 

Spanish 4A:  Contents & Thematic Introductions

 

 

Course Description

 

1. Theme: Identity

Topics:

*        Latinos in the U.S. of Caribbean and Mexican Heritage

*        Cultural and Ethnic Diversity in Spain: Historical Perspective*

*        Cultural and Ethnic Diversity in the Americas: Historical Perspective

2. Theme: Creativity

Topics:

*        Film

*        Popular Music and Dance

*        20th Century Art (2 units: Dali & Rivera; Picasso, Botero, & Kahlo)

 

 

 

Structures:  Includes all structures from levels 1-3 and must include the following essential structures for SP 4

Spanish 4A & 5A

·          Accentuation

·          Adverbs

·          Future perfect

·          Gerund vs. infinitive

·          Negative expressions and affirmative counterparts

·          Double object pronouns

·          Pluperfect

·          Progressive tenses

·          Prepositions after verbs

·          Recognition of noun gender

·          Relative pronouns

·          Special suffixes

·          Special use of articles

·          Idiomatic Expressions

 

                  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                       

 

 

 

 

 

 

 

 

 

 

 

 

 

Theme: Identity/La identidad

Topic 1: Latinos in the United States of Caribbean and Mexican Heritage/Los latinos en los Estados Unidos de descendencia caribeña y mexicana

 

Communication Goal 1

Cultures Goal 2

Connections Goal 3

Comparisons Goal 4

Communities Goal 5

PERFORMANCE INDICATORS

1.1 Engage in conversations with native/heritage speakers to obtain information.

1.2 Restate and summarize materials about Latino life in the U.S.

1.3 Present information on topics and issues related to Latinos in the U.S.

 

2.1 Describe and explain cultural and ethnic diversity in the U.S. Latino community.

2.2 Explain the influence of Latino culture in literature and the media.

 

3.1 Investigate topics from other disciplines such as history, art, and music, as they relate to the study of Latino presence in the U.S.

3.2 Explain the distinctive Latino perspective on various issues.

 

4.1 Identify and use linguistic elements of Spanish that do not translate literally and compare them to their English equivalents.

4.2 Compare the experiences and backgrounds of various heritage groups living in the U.S.

5.1 Interact with Spanish speakers regarding topics of personal interest, community, or world concern.

5.2 Attend or view various media cultural events and social activities.

 

 

 

 


 

 

 

 

 

 

Theme: Identity/La identidad

Topic 2: Cultural and Ethnic Diversity in Spain: Historical Perspective/La diversidad cultural y étnica en España: la perspectiva histórica

Communication Goal 1

Cultures Goal 2

Connections Goal 3

Comparisons Goal 4

Communities Goal 5

PERFORMANCE INDICATORS

1.1 Exchange information about the influence of various ethnic/regional groups on Spanish culture.

1.2 Restate and summarize materials that reflect cultural and ethnic diversity in Spain.

1.3 Present an original scene that reflects the experiences of various ethnic/regional groups in Spain.

 

2.1    Identify cultural practices and perspectives of various ethnic/regional groups in Spain.

2.2    Identify and explain the relationship between various products and their respective regional/ ethnic roots.

 

 

3.1 Investigate topics from other disciplines such as history, art, mathematics, and science, as they relate to the study of cultural and ethnic diversity in Spain.

3.2 Explain how viewpoints concerning the practices of various ethnic/regional groups differ when seen from within their own culture and from outside that culture.

 

4.1 Identify and use linguistic elements of Spanish that do not translate literally and compare them to their English equivalents.

4.2 Compare the origins of linguistic elements of Spanish and English that reflect the influence of ethnic/regional groups, citing examples.

5.1 Interact with Spaniards from various regions regarding topics of personal interest, community or world concern.

5.2 Listen to music, sing songs, or play musical instruments with ethnic/regional origins.

 

 

 


 

 

 

 

 

Theme: Identity/La identidad

Topic 3: Cultural and Ethnic Diversity in the Americas: Historical Perspective/La diversidad cultural y étnica en las Américas: la perspectiva histórica

Communication Goal 1

Cultures Goal 2

Connections Goal 3

Comparisons Goal 4

Communities Goal 5

PERFORMANCE INDICATORS

1.1 Exchange information about the influence of various ethnic groups on Latin American culture.

1.2 Restate and summarize materials that reflect cultural and ethnic diversity in Latin America.

1.3 Present an original scene that reflects the experiences of various ethnic groups in Latin America.

2.1 Identify cultural practices and perspectives of various ethnic groups in Latin America.

2.2 Identify and explain the relationship between various products and their respective regional, ethnic roots.

3.1 Investigate topics from other disciplines such as history, art, mathematics, and science, as they relate to the study of cultural and ethnic diversity in Latin America.

3.2 Explain how viewpoints concerning the practices of various ethnic groups differ when seen from within their own culture and from outside that culture.

4.1 Compare the writing systems of various indigenous groups with modern Spanish and English.

4.2 Compare the origins of linguistic elements of Spanish and English that reflect the influence of indigenous groups, citing examples.

5.3 Write and illustrate stories to present to others.

5.4  Listen to music, sing songs, or play musical instruments with indigenous origins.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Theme: Creativity/La creatividad

Topic 1: Film/El cine

 

Communication Goal 1

Cultures Goal 2

Connections Goal 3

Comparisons Goal 4

Communities Goal 5

PERFORMANCE INDICATORS

1.1 Engage in conversations, provide and obtain information and express feelings and emotions on film from the Spanish-speaking world.

1.2 Identify and describe the plot and characters of a movie.

1.3 Perform scenes from a movie.

2.1 Identify and describe various movements of film from the Spanish-speaking world.

2.2 Identify and explain how various productions reflect political, social, and/or cultural perspectives.

 

3.1 Investigate topics from other disciplines such as English, history, and theater.

3.2 Explain how viewpoints on film differ when expressed by members of that culture versus members of other cultures.

 

4.1 Identify and use linguistic elements of Spanish that do not translate literally and compare them to their English equivalents.

4.2 Compare movies from the Spanish-speaking world and the U.S.

 

5.1 Participate in a dramatic performance from the Spanish-speaking world.

5.2 Attend or view films from the Spanish-speaking world.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Theme: Creativity/La creatividad

Topic 2: Popular Music and Dance/La música y el baile popular

 

Communication Goal 1

Cultures Goal 2

Connections Goal 3

Comparisons Goal 4

Communities Goal 5

PERFORMANCE INDICATORS

1.1 Engage in conversations, provide and obtain information, and express feelings and emotion about popular music and dance from the Spanish-speaking world.

1.2 Restate and summarize topics related to popular music and dance from the Spanish-speaking world.

1.3 Present information, concepts, and ideas on popular music from the Spanish-speaking world.

 

2.1 Identify and explain the significance of music and dance in the cultures of the Spanish-speaking world.

2.2 Identify and explain how various types of music and dance reflect political, social, and/or cultural perspectives.

 

3.1 Investigate topics from other disciplines such as history, science, music, and physical education as they relate to music and dance.

3.2 Explain how viewpoints on music and dance differ when expressed by members of that culture versus members of other cultures.

 

4.1 Identify and use linguistic elements of Spanish that do not translate literally and compare them to their English equivalents.

4.2 Compare popular music and dance from the Spanish-speaking world with popular music and dance from the U.S.

 

5.1 Participate in a performance of music or dance from the Spanish-speaking world.

5.2 Listen to music, sing songs, or learn dances from the Spanish-speaking world for personal enjoyment.

 

 

 

 


 

 

 

Theme: Creativity/La creatividad

Topic 3: 20th Century Art in the Spanish-Speaking World/El arte del mundo hispano-hablante en el siglo veinte

 

Communication Goal 1

Cultures Goal 2

Connections Goal 3

Comparisons Goal 4

Communities Goal 5

PERFORMANCE INDICATORS

1.1 Engage in conversations, provide and obtain information, and express feelings and emotions on 20th century art from the Spanish-speaking world.

1.2 Restate and summarize samples of written and spoken language on topics related to 20th century art in the Spanish-speaking world.

1.3 Present information, concepts, and ideas on works of art.

2.1 Identify and describe various artistic movements of 20th century art in the Spanish-speaking world.

2.2 Identify and explain how works of art reflect political, social, and/or cultural perspectives.

 

3.1 Explore the social sciences through the study of art in the Spanish-speaking world.

3.2 Explain how viewpoints on artists and their works differ when seen in their own culture and outside of that culture.

 

4.1 Identify and use linguistic elements of Spanish that do not translate literally and compare them to their English equivalents.

4.2 Compare works of art studied with contemporary art from the U. S.

 

5.1 Research a topic related to 20th century art in the Spanish-speaking world, using community resources.

5.2 Investigate various sources such as museums or the Internet to learn more about 20th century art for personal enjoyment.

 

 

 

 

 

 

 

 

 

 

Assessements Explanation and Policies

 

 

*                      Summative Assessment

At the end of each unit theme, there will be a comprehensive exam covering all the topics discussed in the unit.

*                      Formative Assessement

At the end of each topic, there will be a formative exam covering all material covered in class.

*                      Worksheets

For each chapter you will receive a worksheet or a non-essay based homework assignment. These assignments will normally be due the next day of class.

*                      Quizzes

Quizzes will be given throughout the study of each topics as needed.

*                      Journal

This is a collection of all your work in this course. You must keep all your work, neatly in this notebook, regardless of the grade you received. The idea of the notebook is to have a working study aid for the big Final Exam.

*                      Computer Lab Projects

You will be given an assignment to complete during class, in the Media Center, or in one of the Computer Labs. It is your responsibility to make sure that you have a current and active school computer password.. We cannot access your password during class.  

*                      Oral Assessment

Once a month, you will be given an oral exam on the topics discussed in class. The oral exams count as part of you final exam grade only.

*                      Due Dates and Deadlines

Each assignment will have a due date. This is the date by which you are expected to submit the assignment. Your grade will drop one letter grade if it is not turned in by the due date. The deadline is the last day an assignment will be accepted for a grade. No work will be accepted after the deadline and an E will be recorded.

*                      Extra Credit: The will be no extra credit.

*                      Loss of Credit

A student who accumulates five or more unexcused absences in any class during a semester will lose credit for that course. Three unexcused tardies to any individual class equates to one unexcused absence as well. All unexcused absences count toward loss of credit (LC).

 

                                                           

Grading Format (Per Quarter)

Type of Evaluation                                                                 Percentage % Value

Summative Assessment                                                             30%

Formative Assessement                                                                        20%

Worksheets                                                                                          10%

Quizzes                                                                                                15%

Lab Project                                                                                          15%

Journal                                                                                                 10%

                                                                                         

Oral Assessment                                                                    20% of Final Exam

 

 

Top 10 Class Rules

 

I)          Make-up tests are your responsibility. You must tell me that you need a make-up test. Make-up tests will be different and have a different format than the original test.

 

II)        Be on time each day. When the bell rings, you must be in your seat. If you are standing around talking, you will be marked tardy.

 

III)       You will be assigned a seat and will be expected to sit in that seat each day. If you are sitting in an unassigned seat, you will be marked absent.

 

IV)              Be prepared. Bring paper, pen or pencil and your notebook to class each day. You will not be permitted to go to your locker or to another classroom to get your notebook or assignments once class has started.

 

V)        Do not bring food, drink, or gum into my classroom. We take pride in our school. Our classrooms are fresh and clean. Do not write anything on the desks. Let’s keep it that way.

 

VI)       It is your responsibility to make sure that your assignments are completed and turned in on time. It is your responsibility to pick up your assignments and turn in your work the day after you return from any excused absence. Being absent from class does not excuse you from doing the assignment.  It is your responsibility to collect and complete missed assignments when you are absent.

 

VII)      The bell does NOT dismiss class. When it is time to go, at the end of the period, I will dismiss you if everything is in order.

 

VIII)    No one will be allowed to sleep (or put their head down) in class. If you have a health issue, please let me know. Your privacy will be completely respected.

 

IX)       Practice Italian. An important goal of learning Italian is to be able to communicate. It is necessary that you practice Italian as much as possible. Take every opportunity to practice in class by: participating in class, speaking to your classmates in Italian, speaking to your teacher in Italian, and talking to your Italian-speaking friends.

 

X)                School rules will be adhered to strictly. You are expected to know them and follow them. Any variation will result in immediate disciplinary action.