Department of Languages Other Than English Spanish 5 Honors



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East Meadow Public Schools

East Meadow, NY


Grade 12 Curriculum Area Project

School Year 2014-2015


Mr. Louis R. DeAngelo

Superintendent
W.T. Clarke High School

Mr. Timothy Voels, Principal
East Meadow High School

Mr. Richard Howard, Principal

Department of Languages Other Than English


Spanish 5 Honors


Writers: Antoinette Calhoun


Maria Miller

Project Coordinator: Maria Miller

CAP Coordinator: Cinthia Serowik


Board of Education
Joseph Parisi, President

Marcee Rubinstein, Vice President


Joseph Danenza, Trustee
Scott Eckers, Trustee
Brian O'Flaherty, Trustee
Jeffrey Rosenking, Trustee
Walter Skinner, Trustee

Administration
Louis R. DeAngelo, Superintendent of schools

Mary Ann O’Brien, Asst. Superintendent for Business and Finance

Anthony Russo, Asst. Superintendent for Personnel and Administration

Cindy Munter, Asst. Superintendent for Curriculum and Instruction

Patrick Pizzo, Administrator for Operations

Table of Contents

Abstract page 4


Rationale page 5
Understanding by Design lesson plan for selected unit pages 6-8
I. Por un Mundo Mejor (Human Rights and Volunteerism)

Resources page 9

Appendix A - Scope and Sequence for Spanish 5H pages 11-16
Appendix B – Rubrics pages 17-21

Abstract
This guide presents a curriculum for the Languages Other Than English instruction of Spanish students in the Level 5 Honors. The course is designed for students who have completed Spanish Level 4 Honors successfully and have opted to further their linguistic and cultural understanding of the Spanish-speaking world at the 12th grade level. This is an intermediate to advanced level course. It is a college level course affiliated with St. John’s University for which students may receive three college credits per semester. This course incorporates the New York State Common Core standards and the National Standards for Languages other than English. These standards include “The Five C’s of Foreign Language Education:” Communication, Cultures, Connections, Comparisons and Communities.
The curriculum encompasses readings, advanced grammar, listening comprehension, writing and extensive practice in speaking in a variety of situations. The Spanish 5 Honors course provides students with opportunities to exhibit their proficiency in each of the three modes of communication (Interpersonal, Interpretive, and Presentational).

The curriculum centers around five essential themes to integrate language, content, and culture into an interrelated series of lessons and activities. Each theme will be explored through essential questions intended to engage learners and to guide learning activities and performance assessments.

Every effort is made to provide the students with as many authentic materials/situations to familiarize them with the target language and culture. Literary and journalistic texts, advertisements, and authentic audio materials are used to further language acquisition and cultural understanding. The LOTE department has chosen to use various textbooks that we believe will best prepare the students to achieve the goals of advancing their communication, writing and reading skills.


Rationale
It is the intent of this Curriculum Area Project to create a specific curriculum and scope and sequence for a Spanish 5 Honors College Level Course. This new curriculum is warranted due to a need to challenge and prepare our 5 Honors students to successfully participate in an increasingly multi-lingual and global society. More advanced grammatical structures have been included in order to maximize their ability to communicate. The content areas have been revised and made more relevant to meet the challenges of the 21st century. The new curriculum reflects the use of themes and questions that allow students to investigate and express different views on real world issues, make connections to other disciplines and compare aspects of the target culture(s) to their own.

In order to facilitate the preparation of our students for the new curriculum, we have explored and utilized several new textbooks that are aligned to this new curriculum. The purpose of this Curriculum Area Project is to create a scope and sequence for the course utilizing these new textbooks.




I. Por Un Mundo Mejor

(Human Rights and Volunteerism)


Stage 1—Desired Results


Content Standard(s):
COMMUNICATION:

(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.
CULTURAL UNDERSTANDING:

(2.2) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.


CONNECTIONS:

(3.1) Students reinforce and further their knowledge of other disciplines through the foreign language.


COMPARISONS:

(4.2) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied on their own.








Understanding(s):

Students will understand that…





  • Human Rights is a continuing problem in Latin America as well as in other regions of the world

  • Freedom is achieved through involvement and knowledge

  • There are historical and cultural reasons behind the abuses that are present in countries like Cuba and the Dominican Republic




Essential Question(s):



  • What is freedom?

  • What are human rights?

  • What can a citizen do to ensure the safeguarding of human rights?

  • What are the essential human rights?

  • What are the threats to human rights?

  • Who are some of the activists who are involved in the human rights struggle?


Student will know…





  • The vocabulary necessary to discuss human rights

  • What are the basic freedoms that every human has the right to enjoy

  • What are the characteristics of a good government and a bad government

  • The history surrounding the rise of dictatorships in Cuba and the Dominican Republic.

  • How to use the Imperfect Subjunctive, Sequence of tenses and use of “if” clauses.


Students will be able to…





  • React to certain issues such as denying human rights, oppression and censorship

  • Understand the concept of freedom and be able to communicate with other students about freedom

  • Interpret a painting portraying censorship

  • Read articles about Fidel Castro, Trujillo and the Mirabal sisters and be able to discuss and give their opinions about what they read.

  • Use songs to understand the plight of people whose human rights are violated

  • Interpret songs about human rights and fill in the missing words to practice the use of the subjunctive mood.

  • Use the subjunctive mood to react to the importance of human rights

  • Compare their freedom with the oppression of other countries

  • Compare and contrast two films about dictatorship and oppression.





Stage 2—Assessment Evidence


Performance Task(s):


  • Read: “La historia de las hermanas Mirabal” and relate the article to the film “En el tiempo de las mariposas”.

  • Read: “El lado humanitario de Ricky Martin” and answer questions about the importance of volunteer work in our global society.

  • Create a Venn Diagram comparing and contrasting the dictators Fidel Castro and Trujillo.

  • Answer questions about the films:

“En el tiempo de las mariposas”,

and “ Voces Inocentes”.



  • Analyze and react to the painting “Manos anónimas” by Carlos Alonso, pointing out its social and political impact

  • Look up the symbol or logo for Amnesty International. Write an explanation of its symbolism. Design your own logo as an alternative and explain what it symbolizes.




Other Evidence:


  • Written vocabulary quizzes on related vocabulary

  • Students will do a presentation on a painting depicting oppression of human rights. (oral presentation rubric will be used)

  • Students will create their own humanitarian organization and will discuss social and personal benefits the organization will offer to the targeted group in society.

  • Written exams assessing understanding of the grammatical structures, vocabulary, and culture in the unit

  • Students will create a power point about the struggle of a Spanish speaking country for human rights and pick a song that demonstrates this struggle.





Stage 3—Learning Plan


Learning Activities:


  • Vocabulary will be presented by using Smart board and mimio.

  • Working in cooperative groups, students will perform activities that will reinforce vocabulary.

  • Students will fill out a graphic organizer stating what freedom means to them. They will be instructed that this could include freedom on a personal as well as political level. Class will review as a whole their graphic organizer and “brainstorm” their beliefs about freedom and the importance of freedom in their everyday lives.

  • Present grammatical structures of the subjunctive mood

  • Working in cooperative groups, students will discuss and give their opinions about the abuse of human rights by answering questions about the articles and films presented in class.

  • Students will use the internet to research information needed for their project and class activities.


WEBSITES:

  • http://www.phschool.com/conexiones

  • http://www.google.com

  • http://www.amnestyinternational.com

  • http://www.desaparecidos.org

  • http://www.youtube.com

  • http://colby.edu

  • http://bbcmundo.com

  • http://larednoticias.com






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