Department of Languages Other Than English Spanish 5 Honors



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Resources


Courtad,James C. ,Kathryn Everly and Martin Gaspar. Intrigas Advanced Spanish Through Literature and Film.

Boston, Massachusetts: Vista Higher Learning, 2012.
Díaz. José M. and María F. Nadel. Abriendo Paso - Gramática. Boston, Massachusetts: Pearson Education Inc., 2012.
Díaz. José M. and María F. Nadel Abriendo Paso – Lectura. Boston, Massachusetts: Pearson Education, Inc., 2012.

Draggett, Parthena, Cole Conlin, Max Ehrsam, and Elizabeth Millán. Temas - AP Spanish Language and Culture. Boston, Massachusetts: Vista Higher Learning, 2014.

McVey Gill Mary, Deana Smalley and Maria Paz Haro. Cinema for Spanish Conversation 3rd ed. Newburyport, Massachusetts: Focus Publishing/R. Pullins Company, 2010.
McVey Gill Mary and Teresa Méndez-Faith. Cultura y Cine: Hispanoameria Hoy. Newburyport, Massachusetts: Focus Publishing/R. Pullins Company, 2012.
McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto -

Gramática en acción. Boston, Massachusetts: Thomson-Heinle, 2007.
McVey Gill, Mary, Brenda Wegmann and Teresa Méndez-Faith. En Contacto –

Lecturas intermedias. Boston, Massachusetts: Thomson-Heinle, 2007.
Roca, Ana. Nuevos Mundos- Lectura, cultura y comunicación: Curso de español para estudiantes bilingues. New York: John Wiley & Sons, Inc., 1999.
Rusch, Debbie, Marcela Domínguez and Lucía Caycedo-Garner. Fuentes: Conversación y gramática. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.
Tuten, Donald N., Lucía Caycedo-Garner and Carmelo Esterrich. Fuentes: Lectura y redacción. Third ed. Boston, Massachusetts: Houghton Mifflin Company, 2005.
Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce M. García. Conexiones -

Comunicación y Cultura. Fourth ed. New Jersey: Prentice-Hall, Inc., 2010.
Zayas-Bazán, Eduardo, Susan M. Bacon and Dulce M. García. Conexiones -

Comunicación y Cultura. Fifth ed. Boston, Massachusetts: Pearson Education, Inc., 2014.

Videos

Mar Adentro
Real Women Have Curves
La Cautiva
Voces Inocentes
La fiesta del chivo
En el Tiempo de las Mariposas
Fidel
Pan’s Labrynth
Entre Nos
Bajo la Misma Luna
Una Vida Mejor

APPENDIX A

Scope and Sequence for Honors College Level Spanish

SPANISH 5H
SCOPE AND SEQUENCE

UNIT 1
TEMA: EN BUSCA DE LA FELICIDAD
Resources:

Grammar topics:




  • Future Tense

  • Conditional Tense

  • Subunctive Mood: Present Tense, Uses (WEIRDO), Present Perfect Tense of Subjunctive

Grammar Resources:



  • Abriendo Paso Gramática - pp. 204, 233; pp. 166-173

  • Eso Es- pp. 145-148

  • Supplementary Grammar Packet on Subjunctive

Movie: El Mar Adentro


Resources: Cinema for Spanish Conversation (Third Edition), pp. 243-260

(Selected Activities and Readings )




Unit 2
TEMA: SOMOS LO QUE SOMOS - Personality Traits and Self- Esteem
Resources:
Texts:


  • Conexiones (5th ed) , pp. 138-171

Conexiones (4th ed) , p. 111 (Actividad 4-6); Video – p. 118.

  • Temas, pp. 363-368

  • Nuevos Mundos - Readings pp. 12-15

Project Activity: Facebook Project - Create a Facebook page following guidelines

(See binder)
Grammar Topics:


  • Reflexive Verbs and use of the Reflexive

  • Present Perfect Tenses Indicative and Subjunctive

  • Future Perfect Tense Indicative

  • Pluperfect Tense Indicative

Grammar Resources:




  • Conexiones (5th ed), pp. 146-150; pp.159-164

Movie: Real Women Have Curves

(Supplementary activities in binder)
Readings:


  • “ Mi nombre” por Sandra Cisneros (Nuevos Mundos)

  • “ Un sándwich de arroz” por Sandra Cisneros (Nuevos Mundos)


Unit 3
TEMA: POR UN MUNDO MAS VERDE – Environment and Ecology
Resources:
Texts:


  • Conexiones (5th ed), pp.68-103

  • Fuentes: Conversación y Gramática, pp. 183-191

  • En Contacto: Lecturas Intermedias, pp.168-170

Grammar Topics:




  • Ser/estar/haber

  • Uses of Subjunctive in adjectival and adverbial clauses

Grammar Resources:




  • Conexiones (5th ed) , pp. 75-77; pp. 90-96

  • Fuentes Conversación y Gramática, pp. 183-191

Readings:




  • “El pescador y el pez” (“ En Contacto Lecturas Intermedias” , pp.168-170)



Unit 4
TEMA: POR UN MUNDO MEJOR – Human Rights and Volunteerism
Resources:
Texts:


  • Conexiones ( 5th ed.), pp. 105-137

  • Conexiones (4th ed.), p. 79; pp. 99-104

  • Fuentes Lecturas y Redacción , pp. 94-112

  • Resources from binder

Gramar Topics:




  • Preterite review

  • Imperfect Subjunctive

  • Sequence of Tenses

  • “If” Clauses

  • “ Como si”

Grammar Resources:




  • “ En Contacto Gramática en Acción”, pp. 237-242

  • “ Abriendo Paso Gramática”, pp. 228-232

  • “ Eso Es” packet

Movies: (To be selected)




  • La Cautiva

  • Voces Inocentes

  • Fiesta del Chivo

  • Fidel

  • En el tiempo de las Mariposas

  • Pan’s Labrynth

Resources for films:




  • Intrigas: Advanced Spanish through Literature and Film

  • Cinema for Spanish Conversation: 3rd ed

  • Cultura y Cine: Hispanoamerica Hoy

( Selected Activities and Readings for movies in binder)



Unit 5
TEMA: LA INMIGRACION

Resources:


Texts:


  • En Contacto Lecuras Intermedias (5th ed), pp. 40-56

  • Temas, p. 350, Act. 1-4

  • Resources in Binder

Readings:




  • “Expulsados” (“Temas”, pp.355-359)

  • “ Cajas de Cartón” (“Abriendo Paso Lectura”: pp. 71-89)

Movies: (To be selected)




  • Bajo La Misma Luna

  • Voces Inocentes

  • Entre nos

  • Una Vida Mejor

Resources for films:




  • Intrigas: Advanced Spanish through Literature and Film

  • Cinema for Spanish Conversation: 3rd ed

  • Cultura y Cine: Hispanoamerica Hoy

( Selected Activities and Readings for movies in binder)



APPENDIX B

RUBRICS

CLASS PARTICIPATION / SPEAKING

You will be evaluated using this rubric to calculate your participation grade.


Category

4

3

2

1

Participation in Class

You are consistently prepared for class. You are well-organized and ready to work when the bell rings. Do Now is always done.

You usually bring all of your materials to class. You are ready to work when the bell rings. You have missed an occasional Do Now…

You frequently forget to bring required materials to class and/or you are often not ready to begin when the bell rings. What happened to the “Do Now”?

You frequently have to ask for extra materials. You are rarely ready when the bell rings and/or not in your seat, and your Do Now is never done!

Independence

You are always on task during pair and group activities.

You complete most group and pair activities in the allotted time.

You sometimes need to be reminded to stay on task during group or pair activities.

You give minimal effort in pair and group activities and are often off task.

Punctuality

You always arrive to class on time and are in your seat before the bell rings!!

You have been late to class 2-3 times without a pass, and are sometimes out of your seat at the bell.

You have arrived late to class on more than 3 occasions without a pass.

You are habitually late to class. Parent notification is necessary.

Listening Skills

You always listen when teacher and others speak.

You usually listen when teacher and others speak.

You need to pay more attention in class.

You “tune out” when the teacher speaks in the target language. You rely on others to tell you what to do, and you rarely participate.

Use of Target Language in Class

You eagerly initiate speech & utilize appropriate attention-getting devices in the target language with teacher and classmates.

You generally use the TL with teacher and peers, mostly during structured activities.

You sometimes use the TL in structured class activities. You initiate most other responses in English.

You almost exclusively use English when talking with the teacher and classmates. You speak as little as possible in the TL.

General Classroom Behavior

You consistently respect all school/classroom rules as well as your teacher and classmates.

You usually respect the rules of the school/class, but may need an occasional reminder, and do not abuse bathroom/pass privileges.

You sometimes forget to follow school/class rules. You need to re-read the class rules and the code of conduct. You frequently abuse bathroom/pass privileges.

You do not follow school/class rules. You need to re-read the class rules and the code of conduct. You abuse bathroom/pass privileges.

Level of Engagement in class

You positively contribute to the class by offering ideas and asking relevant questions several times per class. You always participate.

You positively contribute to the class be offering ideas and asking relevant questions 1 or 2 times per class. You often make attempts at participation.

You rarely contribute to the class. You make few attempts at participating. You respond infrequently so that it is difficult to judge your abilities.

You never contribute to class. You make no attempts at participation.



CRITERION

Cooperative learning

UNACCEPTABLE

(1 PT)


BASIC

(1.5 PTS)



PROFICIENT

(2 PTS)


DISTINGUISHED

(2.5 PTS)



CONTRIBUTION TO THE GROUP

Worked toward group goals only when prompted

Worked toward group goals with occasional prompting

Worked toward group goals without occasional prompting; accepted and fulfilled individual role within the group

Consistently and actively worked toward group goals; willingly accepted and fulfilled individual role within the group

CONSIDERATION OF OTHERS

Needed occasional reminders to be sensitive to the feelings of others

Showed sensitivity to the feelings of others

Showed and expressed sensitivity to the feelings of others; encouraged the participation of others

Showed sensitivity to the feelings and learning needs of others; valued the knowledge, opinion, and skills of all group members and encouraged their contribution

CONTRIBUTION OF KNOWLEDGE

Weren’t aware of the errors that others made or made no attempt to correct the errors of others

Noticed some errors of others and made a few attempts to make corrections or offer advise

Noticed errors and offered corrections in a respectful and caring manner

Respectfully made corrections and offered suggestions of how to improve or expand on the topic

COMPLETING ASSIGNMENT

Off task. Wasted time. Argued. Unable to work out problems without lots of intervention from the teacher. Unprepared. Unable to decide who needs what. Failed to share workload or failed to meet deadlines

Stayed on task most of the time. Every one contributed to the discussion. Finished on time. May have needed a reminder or two from the teacher.

Stayed focused majority of the time. May have needed one reminder from the teacher to stay on task. Finished the task on time.

Stayed focused from beginning to end. Everyone worked well together to accomplish assignment goals.



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