Spanish 3/4 Syllabus
Text: Avancemos. Holt McDougal
First Semester
Preliminary (review): Talking about yourself and friends, saying what you know how to do, talking about people and places you know, describing your daily routine, making comparisons; Verbs like gustar, present tense of regular verbs, present tense of irregular verbs, present tense of you verbs, stem-changing verbs, the verbs decir, tener and venir, saber or conocer, ser or estar, reflexive verbs. Hispanics in the United States.
Camping; Nature; Family relationships; At the beach. Preterite tense of regular verbs; regular preterites; Imperfect tense; Preterite vs. imperfect. Culture of Mexico.
Volunteer activities and projects; Requests and recommendations; Media. Tú commands; Other command forms; Pronouns with commands; Impersonal expressions + infinitive. Hispanics in the United States.
Environmental concerns; Social awareness; Presenting and supporting opinions. Future tense; Por and para; Present subjunctive of regular verbs; More subjunctive verb forms. Culture of Central America.
Second Semester
Describing others; Professions; Expressing positive and negative emotions; Supporting opinions. Future tense; Subjunctive with verbs of influence; Subjunctive with doubt, Subjunctive with emotion. Culture of the Caribbean.
Travel preparations; Computers; Requirements and conditions; Participating in a group discussion; Leisure activities. Subjunctive with conjunctions; Subjunctive with the unknown; Conditional tense; Reported speech. Culture of Andean Countries.
Around the neighborhood; An apartment in the city; Traveling by train; Describing a cultural excursion. Past participle as adjectives; Present perfect tense; Past perfect tense; Future perfect tense. Culture of Spain.
Planning for the future; School activities and events; Part-time jobs; Pursuing a career. Imperfect subjunctive; Subjunctive of perfect tenses; Si clauses; Sequence of tenses. Culture of Venezuela and Columbia.
Common Core Standards Addressed in the course of our year:
SPEAKING AND LISTENING:
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Adapt speech to a variety of contexts and tasks, demonstrating command of formal and informal language when indicated or appropriate. (Literacy.SL.9-10.6)
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Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on a variety of topics, and issues, building on others’ ideas and expressing their own clearly and persuasively. (Literacy.SL.9-10)
GRAMMAR:
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Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (Literacy.L.9-10.4b)
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Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (Literacy.L.9-10.3)
READING:
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Use context (the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (Literacy.L.9-10.4a)
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Determine a main idea of a reading and analyze its development during the reading, how it emerges by specific details; provide a summary of the text. (Literacy.RI.9-10.2)
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Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Literacy.L.9-10.5)
WRITING:
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Literacy.WHST.9-10.4)
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Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (Literacy.W.9-10.3)
SOCIAL STUDIES:
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Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting differences among sources. (Literacy.RH.11-12.9)
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Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (Literacy.WHST.9-10.7)
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Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (Literacy.RI.9-10.5)
National Standards of Foreign Language Addressed during our year:
Communication- Communicate in Languages Other Than English:
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Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
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Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
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Standard 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
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Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
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Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Goal Three: Connections- Connect with Other Disciplines and Acquire Information
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Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
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Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Goal Four: Comparisons- Develop Insight into the Nature of Language and Culture
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Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
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Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Goal Five: Communities- Participate in Multilingual Communities at Home and Global Societies
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Standard 5.1: Students use the language both within and beyond the school setting.
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Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.