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Course Syllabus

Spanish III-Pre AP / Dual Credit

Course Overview: 

Spanish III is a review and an expansion of listening/speaking/reading/writing abilities, with an increased emphasis on speaking. Students will be able to converse, write and read at the Intermediate-high level of the ACTFL Guide to Foreign Language Proficiency.

GOALS:

A. Listening: listen and comprehend fully a narrative dialogue, including those with different regional accents. Understand formal and informal Spanish. (intermediate-high)

B. Reading: Understand written formal and informal Spanish; Good vocabulary background; analyze simple poems and short stories. (intermediate-high)

C. Speaking: Communicate in Spanish 100% of the time. Speak formal and informal Spanish. (intermediate-high)

D. Writing: Compose an essay using the 4 body parts; recognize grammatical errors; express formal Spanish in written form; write using proper Spanish punctuation and grammar. (intermediate-high)

E. Culture: Be exposed to different vocabulary, geography, history, and culture of Hispanic countries.

Since this is a foreign language course, classroom interaction is essential. It is essential that students practice speaking the language as well as writing and reading it. To this end, there will be grammar and vocabulary exercises, conversation practice, listening activities, and reading and writing. Homework can be expected. For this class, it is much better to study a little bit every day (20 or 30 minutes) than to study once a week for several hours. 

This course is designed as a continuum of Pre-AP Spanish II with grammar reviewed, refined, and expanded. Through speaking, listening, reading, and writing activities, students achieve basic proficiency in language fluency. Much more emphasis is placed on a conversation as students strive to achieve the most authentic spoken accent. History and culture are enhanced through a study of Spanish-speaking countries. All work is completed in the target language with a command of the language being indicative of acquired skills and vocabulary. 

Course Syllabus

First Semester

Major Objectives
Vocabulario: Las Palabras de la lección 1-España y  la familia

Gramática: Repaso, acentos, sílabas, verbos comunes, el pretérito, y el Imperfecto- regulares, irregulares, los verbos con cambios radicales--Cap. 1 El Pretérito, pronombres, sustantivos con terminaciones irregulares.

Cultura: Las Tres Épocas de Arte, El Popol Vuh,

Los Teotihuacanos, Los Olmecas, Las Mujeres Bonitas

Escritura: Una composición - la autobiografía

Oral: Frases de la clase

Lectura: El Popol Vuh
 

 Major Objectives

 Vocabulario: Del libro-Cap.2-Ecuador, Perú, Bolivia

Gramática: El Imperfecto-El Pretérito-Los Dos en una oración- El Subjuntivo

Lectura: Una Carta a Dios y Un Safari Maya

Escritura La niñez

Cultura: El Día de Los Muertos, Los Mayas,

Oral: Las presentaciones

 

 Major Objectives

 Vocabulario: Lec. 3-El Cono Sur Chile, Argentina, Paraguay, Uruguay

Gramática: Ser y estar, gustar y faltar, palabras afirmativas y negativas, subjuntivo.

Lectura: Juan Bobo, Cómo El Grinch Robó La Navidad y Los Cuentos Simpáticos.

Cultura: Los Mixtecas, Los Zapotecas, Los Totonacas

Escritura: cartas de Navidad

Oral: Las Canciones de Navidad, Los Deseos

Assessment / Projected Dates

La libreta de Navidad y las canciones

Comments & Special Events Planned-el desfile del señor Feo

Second Semester

 Major Objectives

 Vocabulario: De cultura y Cap.4-La América Central

Gramática: Subjuntivo, (Presente e Imperfecto, presente perfecto, y pluscuamperfecto), los Objetos Indirectos y Directos, Preposicionales

Lectura: Versos Sencillos, José Martí, Tarjetas de San Valentín

Cultura: Los Aztecas

Escritura: Tarjetas de San Valentín

Oral: Tarjetas de San Valentín

Assessment / Projected Dates: El Poema Acróstico Del Nombre-

Aliteración-para el

Dos tarjetas del Día de San Valentín-para el

Una- romántica- la otra- cómica

Cada tarjeta-5 versos

Una con rima

2 versos de cada tarjeta -el uso de subjuntivo

La Presentación decoración

 Comments & Special Events Planned

 La Sociedad Honorario De Español

 

 Major Objectives

 Vocabulario: Palabras de cultura-y Cap 5

Gramática: Presente Perfecto, las palabras los tiempos perfectos- el pluscuamperfecto, condicional perfecto, futuro perfecto, Colocación de objetos, los tiempos progresivos, el subjuntivo

Oral: NET-OLE

Lectura: Rigoberta Menchú, La casa en Mango Street

Cultura: El Período Colonial

Escritura: Una composición

 

 Major Objectives

 Vocabulario: Artistas

Gramática: Repaso, los artículos, por y para, los verbos reflexivos y reciprócales, comparativos, superlativos, subjuntivo, cláusulas con si, hace y hacía, los usos de los artículos definidos e indefinidos.

Oral: Conversaciones

Lectura: Como agua para chocolate, Tamalada

Cultura: El Período Moderno

Escritura: Una composición de 200 palabras

Comments & Special Events Planned

 AP examen-

La Fiesta de SHH

1) Comunicación. The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. The student is expected to: (A) engage in oral and written exchanges to socialize, to provide and obtain information, to express preferences and feelings, and to satisfy basic needs; (B) interpret and demonstrate understanding of simple, straightforward, spoken and written language such as instructions, directions, announcements, reports, conversations, brief descriptions, and narrations; and (C) present information and convey short messages on everyday topics to listeners and readers.

(2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to: (A) use the language at the intermediate proficiency level to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and (B) use the language at the intermediate proficiency level to demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied.

(3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to: (A) use resources (that may include technology) in the language and cultures being studied at the intermediate proficiency level to gain access to information; and (B) use the language at the intermediate proficiency level to obtain, reinforce, or expand knowledge of other subject areas.

(4) Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to: (A) use the language at the intermediate proficiency level to demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied; (B) use the language at the intermediate proficiency level to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied; and (C) use the language at the intermediate proficiency level to demonstrate an understanding of the influence of one language and culture on another.

(5) Communities. The student participates in communities at home and around the world by using languages other than English. The student is expected to: A) use the language at the intermediate proficiency level both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate; and (B) show evidence of becoming a lifelong learner by using the language at the intermediate proficiency level for personal enrichment and career development.

Spanish 1411-Foreign Language

Course Syllabus: Fall 2018

 

 

 

 

                           Nancy A. Hudson

Office: PHS Room 2408

Phone: 903-737-7400 ext.2580

Email: nancy.hudson@parisisd.net

 

here

Office Hours

Monday

Tuesday

Wednesday

Thursday

Friday

Online

 

8:00-11:30 or

By appointment

8:00-11:30 or

By appointment

8:00-11:30 or

By appointment

8:00-11:30 or

By appointment

8:00-11:30 or

By appointment

App.

Remind

 

 

The information contained in this syllabus is subject to change without notice. Students are expected to be aware of any additional course policies presented by the instructor during the course.

UNDER REVISION

Course Description: 4 credit hours.
Lecture/Lab/Clinical: Three hours of lecture/guided drill are provided in the classroom and/or online each week.
Basic Spanish language skills in listening, speaking, reading, and writing within a cultural framework. Students will acquire the vocabulary and grammatical structures necessary to communicate and comprehend at the beginner level.

 

Additional Descriptions: This course is designed as a continuum of Spanish II Pre-AP with grammar reviewed, refined, and expanded. Through speaking, listening, reading, and writing activities, students achieve basic proficiency in language fluency. Much more emphasis is placed on a conversation as students strive to achieve the most authentic spoken accent. History and culture are enhanced through a study of literature. All work is completed in the target language with a command of the language being indicative of acquired skills and vocabulary

Prerequisite: entry requirements determined by PISD and PJC

Required Textbook(s):

Así se dice! Level 3, Conrad Schmitt Texas Edition 2015

Repaso: A Complete Review Workbook for Grammar, Communication, and Culture, Spanish edition, New York: McGraw-Hill, 2001 ISBN-10: 0844274127

SituacionesSpanish for Mastery 3, ValetteCarrera-Hanley Valette. D. C. Heath and Company,

Division of Houghton Mifflin Company, Lexington: 1994

ISBN: 0-669-32280-6

Publisher: McGraw-Hill Education

ISBN  Number:

13-9780021412617

 

Student Learning Outcomes:

1. Engage in conversations using level-appropriate grammatical structures including narrating events

that take place in the present, past, future, progressive, and perfect tenses with the use of conditional, imperative and subjunctive moods and producing questions and responses on a variety of topics dealing with

everyday life.

2. Demonstrate an understanding of level-appropriate spoken Spanish.

3. Write simple, compound, complex and compound-complex sentences and organize them into short paragraphs and compositions.

4. Read and comprehend level-appropriate texts.

5. Identify and discuss the traditions, customs, and values of the Hispanic world.

6. Compare and contrast the traditions, customs and values of the Hispanic world with characteristics of

their own culture.

Course Objectives:

1. Knowledge: recall literal translation of the word.

2. Comprehension: discuss the meaning and how/when the vocabulary is used in the target language.

3. Application: apply appropriate vocabulary in various situations.

4. Analysis: distinguish appropriate social setting and context for the use of vocabulary

5. Synthesis: formulate creative use of vocabulary in the target language; circumlocution.

6. Evaluation: Revise; edit; paraphrase in the target language.

7. To speak, read, write, comprehend, and improve the level of Spanish from Novice-low to Intermediate-High level as described by the National Standards of Language Proficiency by ACTFL. The levels consist of the five   C’s: communication, cultures, connections, comparisons, and communities.

Lectures & Discussions:

Topics covered include:

Review  

100 common verbs

Present tense-regular-irregular-stem-changers-reflexive

Imperfect tense

Preterit tense

Present Perfect tense

Present Progressive tense

Future tense

Conditional tense

Pronouns-subject, direct objects-indirect objects-prepositional , demonstrative, and possessive pronouns

Comparisons

Preterit-regular and stem changers

Preterit of irregular verbs

Irregular nouns ending in –a

Literature: El Popul Vuh

Culture: Los Olmecas, Los Teotihuacanes, Las Mujeres Bonitas

Writing: La Autobiografía

Oral: Las expresiones diarias

Last day to drop a class with a W—November 14th

Imperfect Tense

Imperfect versus Preterit

The use of both tenses in a sentence

Subjuntiva-Presente, Imperfecto, Presente Perfecto y Pluscuamperfecto

Literature: Una carta a Dios, Un Safari Maya

Culture: Los Mayas, Día de los Muertos, La Llorona

Writing: La Niñez

Oral: Presentaciones-El pasado

 

Ser and estar

Gustar and faltar

Negative and affirmative words

Subjunctive

Literature: Juan Bobo, Cómo El quinto sol, La Navidad

Culture: Los Mixtecas, Los Zapotecas, Los Totonacas

Writing: Cartas de Navidad

Oral: Los Deseos

 

Evaluation/Grading Policy:

1st nine-weeks grade = 40%               Test     grades= 75 % + Daily grades= 25%

2nd nine-weeks grade = 40%              Test     grades= 75 % + Daily grades= 25%

                      

Semester Exam grade= 20%

Semester grade = 100%

Tests/Exams:

There will be 6 to 8 major tests every nine weeks.

Each vocabulary test counts one time.

Each chapter test counts twice.

Other tests are oral and culture.

Retests are not allowed. 

Cheating on a test will result in a zero and PHS procedure will be followed.

No extra credit work is given.

Assignments:

Daily class assignments are posted on the web at http://phs.parisisd.net/index.php?pageID=35979_3

According to the PHS Handbook, all students with an E-Day are to return to class prepared for that day.

Student Responsibilities/Expectations:

It is vital that you work the class assignments. The assignments are to be turned in at the beginning of the period. It is important that you clearly label the section and page number assignment. Homework must be written in ink and on one side of loose-leaf paper. All tests must be made up within one week.  Any late assignment is due the next class day. All writing assignments (paragraphs/compositions) must be written on every other line. Classes are Monday through Friday for 50 minutes a day in room 2408. The class is made up of lecture, lab, and the internet. The class attendance policy is the policy of PISD. Course Placement testing is under the guidelines of PJC and PISD.

                                                                                       

PJC Academic Honesty Statement:

"Students are expected to complete coursework in an honest manner, using their intellects and resources designated as allowable by the course instructor. Students are responsible for addressing questions about allowable resources with the course instructor. PJC upholds the highest standards of academic integrity. This course will follow the PJC Academic Honesty policy stated in the Student Handbook."

Academic Ethics:

The college expects all students to engage in academic pursuits in a manner that is beyond reproach. Students are expected to maintain complete honesty and integrity in their academic pursuit. Academic dishonesty such as cheating, plagiarism, and collusion is unacceptable and may result in disciplinary action. Refer to the student handbook for more information on this subject.

ADA Statement:

It is the policy of PJC to provide reasonable accommodations for qualified individuals who are students with disabilities. This College will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford the equal educational opportunity.  It is the student’s responsibility to arrange an appointment with a College counselor to obtain a Request for Accommodations form. For more information, please refer to the PJC Catalog or Student Handbook.

Family Educational Rights and Privacy Act (Ferpa):

The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children’s educational records. These rights transfer to the student when he or she attends a school beyond the high school level. Students to whom the rights have transferred are considered “eligible students.” In essence, a parent has no legal right to obtain information concerning the child’s college records without the written consent of the student. In compliance with FERPA, information classified as “directory information” may be released to the general public without the written consent of the student unless the student makes a request in writing. Directory information is defined as the student’s name, permanent address and/or local address, telephone listing, dates of attendance, most recent previous educational institution attended, other information including major, the field of study, degrees, awards received, and participation in officially recognized activities/sports.

Spanish 2311-Foreign Language

Course Syllabus: Fall 2019

 

 

 

 

                           Nancy A. Hudson

Office: PHS Room 2408

Phone: 903-737-7400 ext.2580 Email: nancy.hudson@parisisd.net

 

here

Office Hours

Monday

Tuesday

Wednesday

Thursday

Friday

Online

 

8:00-11:30 or

By appointment

8:00-11:30 or

By appointment

8:00-11:30 or

By appointment

8:00-11:30 or

By appointment

8:00-11:30 or

By appointment

App.

 Remind

 

The information contained in this syllabus is subject to change without notice. Students are expected to be aware of any additional course policies presented by the instructor during the course.

 

Under Revision

Course Description: 3 credit hours.
Lecture/Lab/Clinical: Three hours of class each week.
Prerequisite: SPAN 1312 or approval of instructor.
The consolidation of skills acquired at the introductory level. Further development of proficiency in listening, speaking, reading and writing. Emphasis on comprehension, appreciation, and interpretation of the cultures of the Spanish-speaking world

 

Additional Description: This course is designed as a continuum of Spanish III Pre-AP with grammar reviewed, refined, and expanded. Through speaking, listening, reading, and writing activities, students achieve a basic proficiency in language fluency. Much more emphasis is placed on conversation as students strive to achieve the most authentic spoken accent. History and culture are enhanced through a study of literature. All work is completed in the target language with command of the language being indicative of acquired skills and vocabulary

  Prerequisite: Spanish III Pre-AP or guidelines of PISD and PJC

Required Textbook(s):

  Así se dice! Level 4,Conrad Schmitt, Texas Edition, 2015

  Una Vez Más,  Prentice-Hall; 3rd edition, 2007

  Triángulo Aprobado 5th Edition-Wayside Publishing-Barbara Gatski and John McMullan 2013, Fifth Edition

  AP Spanish: Language and Culture Exam Preparation- Vista Higher Learning , Jorge Frisancho Maria T. Redmon,

  Marta Lucia Restrepo Bravo 2013      

  Temas-Vista Higher Learning-José A. Blanco, 2014

  Leyendas del mundo hispano -Prentice Hall Bacon, Humbach, Bikandi-Mejias, Coutad

  2004, Second Edition

  Momentos cumbres de las literaturas hispánicas -Pearson Prentice Hall, Rodney T. Rodríguez, 2004

  Abriendo Paso- Lectura-Prentice Hall, José M. Díaz and Stephen J. Collins,

  2005,

  Galería de Arte y Vida-McGraw Hill Glencoe, Margaret Adey, and Louis Albini

  2005

  Latinoamérica-su civilización y su cultura

  by Heinle & Heinle, Thomson Learning, Eugenio Chang-Rodríguez,

  2000, Third Edition   http://latinoamerica.heinle.com

  Abriendo Puertas-Antología de literatura en español Tomo I y II

  McDougal Littell and Nextext, 2003  www.nextext.com

Publisher: McGraw-Hill-Education-for Así se dice! Level 4

ISBN  Number: 13: 9780021388226

Recommended Reading(s):N/A

Student Learning Outcomes:

1. Knowledge: recall literal translation of a word.

2. Comprehension: discuss the meaning and how/when the vocabulary is used in the target language.

3. Application: apply appropriate vocabulary in various situations.

4. Analysis: distinguish appropriate social setting and context for the use of vocabulary

5. Synthesis: formulate creative use of vocabulary in the target language; circumlocution.

6. Evaluation: Revise; edit; paraphrase in the target language.

7. To speak, read, write, comprehend, and improve the level of Spanish from Intermediate-low to Intermediate-High and/ or Advanced level as described by the National Standards of Language Proficiency by ACTFL. The levels consist of the five C’s: communication, cultures, connections, comparisons, and communities.

Course Objectives:

Upon successful completion in the course, students will have demonstrated proficiency

in the following areas at an Intermediate-High level of Proficiency as described by ACTFL:

1. Oral Communication Skills: Listening and Speaking

Students are provided opportunities to:

a. reproduce sounds and intonation patterns in meaningful contexts

b. interpret face-to-face speech in a standard dialect on every day, topics.

c. follow the essential points of a discussion, speech, or explanation on topics in a

special

field of interest

d. interpret oral language when encountered in a variety of media, including radio,

television, cinema, and theatre

e. express opinions

f. describe particular interests and special fields of choice

g. participate in casual conversations about current events, work, family, and

autobiographical information

2.Written Communication Skills: Reading and Writing

Students are provided opportunities to:

a. use appropriate words, phrases, or sentences

b. use expressions needed for daily life situations

c expand the use of fundamental grammatical constructions

3. Culture

Identify the history and culture of other people within a range of situations.

Students are provided opportunities to:

 a. experience various aspects of another culture

 b. analyze that behavior is conditioned by culture

4. Language and Cross-Culturalism

Students are provided opportunities to:

a. recognize the interrelationship of languages

b. recognize the role of nonlinguistic elements in communication

c. recognize that some language features are unique

Lectures & Discussions:

See- Other Course Requirements

Evaluation/Grading Policy:

1st nine-weeks grade  = 40%     -Test grades = 75 %+ Daily grades = 25%

2nd nine-weeks grade  = 40% -Test grades = 75 %+ Daily grades = 25%

              

Semester Exam grade= 20%

Semester grade         = 100%

Tests/Exams:

  There will be four to five major tests every nine weeks.

  Retests are not allowed. 

  Cheating on a test will result in a zero and PHS procedure will be followed.

  No extra credit work is given.

  1. Grammar tests from Una Vez Más, Triángulo Aprobado 5th Edition, AP Spanish Language and Culture Exam Preparation and or Temas.
  2. Vocabulary tests-corresponding to units in Triángulo Aprobado 5th Edition, AP Spanish Language and Culture Exam Preparation and or Temas.
  3. Essays- assigned topics-informal –from Triángulo Aprobado 5th Edition, AP Spanish Language and Culture Exam Preparation and or Temas -one informal every week-

a letter to a friend, a message, an email, reaction to the text, poem, weekly journals.   One formal essay writing per nine weeks–250 words –usually the topic is taken from a reading selection or vocabulary unit.

  1. Speaking- the students must speak for two minutes on the assigned topic from the vocabulary unit and assigned units-giving direction, stating advantages and disadvantages,  giving instructions, etc.
  2. Listening tests-students have assigned listening activities which they must answer multiple-choice questions that check for comprehension-one per week-Triángulos Aprobado 5th Edition, AP Spanish Language and Culture Exam Preparation and or Temas.

6.   Reading selections-nine per nine weeks-the composition is assigned with reading selection or the vocabulary topic.

7.   Other activities are selections of grammar, or vocabulary, or reading, or listening comprehension-many from released AP exams.

Assignments:

  Daily class assignments are posted on the web at http://phs.parisisd.net/index.php?pageID=35979_3

  According to the PHS Handbook, all students with an E-Day are to return to class prepared for that day.

Student Responsibilities/Expectations:

It is vital that you work the class assignments. The assignments are to be turned in at the beginning of the period. It is important that you clearly label the section and page number assignment. Homework must be written in ink and on one side of loose-leaf paper. All tests must be made up within one week.  Any late assignment is due the next class day. All writing assignments (paragraphs/compositions) must be written on every other line. Classes are Monday through Friday for 50 minutes a day in room 2408. The class is made up of lecture, lab, and the internet. The class attendance policy is the policy of PISD. Course Placement testing is under the guidelines of PJC and PISD.

Other Course Requirements:

El Cantar de Mío Cid

El Ingenioso Hidalgo Don Quijote de la Mancha

  Una Vez Más- first 6 chapters

  TriánguloAprobado Unit One: Los Desafíos Mundiales

Theme: Global Challenges- Desafíos Mundiales [CR6a]

Contexts Covered:

• Economic Issues / Los temas económicos

• Environmental Issues / Los temas del medio ambiente

• Philosophical Thought and Religion / El pensamiento filosófico y la religión

• Population and Demographics / La población y la demografía

• Social Welfare / El bienestar social

• Social Conscience / La conciencia social

Essential Questions:

• ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las

sociedades del mundo?

• ¿Cuáles son los orígenes de esos desafíos?

• ¿Cuáles son algunas posibles soluciones a esos desafíos?

Connections also to the themes of: La ciencia y la tecnología, La vida contemporánea, Las identidades personales y públicas, Las familias y las comunidades, La belleza y la estética.

 

Thematic Vocabulary: Spoken Interpersonal Communication

As a class: Storyboard of vocabulary

1. The teacher places the following contexts on the whiteboard and students go to

the board to add vocabulary that would be needed to tell a story about the state of

each category today: la economía, el medio ambiente, el pensamiento filosófico y la

religión, la población y la demografía, el bienestar social, la conciencia social.

2. The teacher adds additional key vocabulary explaining their meaning in context.

3. The teacher follows with a daily discussion on each topic using vocabulary from the

board asking students personalized questions about each topic. [CR3a]

 

Activate Prior Knowledge to Explore the Theme and Contexts: Spoken Interpersonal

Communication

1. Students reflect on the following questions and give personal spoken responses using

a picture, map, chart, or other graphic as evidence of their opinion:

¿Cual desafío social, político, o medioambiental es el más crítico para nuestro

planeta?

• ¿Por qué piensas esto?

• ¿Cómo podríamos resolver este desafío?

• ¿Qué te gustaría hacer personalmente para ayudar? [CR5a]

 

Connecting to Authentic Resources: Audio, Visual, and Audiovisual Interpretive

Communication, Written and Print Interpretive Communication (Spoken Interpersonal

and Presentational Communication interwoven)

 

1. For homework, students listen to the following audio about the economic crisis in

Spain and complete selected accompanying activities: http://audiria.com/capitulosdetalle.

php?id=680. Class discussion the next day to answer: ¿Cuáles son los efectos

de la crisis económica para la sociedad de España? Piensa en todos los aspectos de la

sociedad afectados. [CR3a] & [CR4a]

2. The next evening, students read: El colombiano que lucha por salvar los corales

www.bbc.co.uk/mundo/noticias/2012/10/121011_corales_jairo_rivera_am.shtml.

Students should come to class prepared to discuss what Jairo Rivera Posada is

accomplishing and why. [CR3a] & [CR4b]

3. Using the Internet and consulting sites such as UNESCO and Radio Naciones Unidas,

students explore the following themes and bring evidence to class for a circular

discussion about why they are important and how they pose global challenges:

• el pensamiento filosófico y la religión

• la población y la demografía

• el bienestar social [CR3a], [CR4a] & [CR4b]

Alternate Activity:

• Students respond to the essential question in the online discussion forum at home,

commenting on responses from the classmates as well. [CR3b]

• In class, students discuss: The activities in which they participate that help the environment

in some way or another. The activities that take place on our own campus that help the

environment in some way or another. [CR3a]

• Students read the following article at home: “El cambio climático podría alterar la

evolución de los anfibios” www.bbc.co.uk/mundo/noticias/2012/10/121029_ranas_

cambio_climatico_am.shtml. After they complete this article, they must find another

article that also presents the impact of global warming. Students then compare the

two articles, in written format, indicating whether or not this has an impact on their

own lives or in their own community. [CR4b] & [CR5b]

• In class the next day, the students split up into groups and debate the following

topic: ¿De quién es la responsabilidad de resolver estos problemas ambientales? ¿Cuáles

serían algunas soluciones? [CR3a]

 

Summative Assessment: Multimedia presentation

Students choose one global challenge that interests them and prepare a Prezi or other

multimedia presentation in which they depict the problem from the perspective of at least

one Spanish-speaking country. They must include the essential questions:

• ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las

      sociedades del mundo?

• ¿Cuáles son los orígenes de esos desafíos?

• ¿Cuáles son algunas posibles soluciones a esos desafíos? [CR5a] & [CR7]

 

Unit Two: La Ciencia y la Tecnología

Theme: Science and Technology / La ciencia y la tecnología

Contexts Included:

• Access to Technology / El acceso a la tecnología

• Effects of Technology on Self and Society / Los efectos de la tecnología en el individuo

   y en la sociedad

• Health Care and Medicine / El cuidado de la salud y la medicina

• Innovations / Las innovaciones tecnológicas

• Natural Phenomena / Los fenómenos naturales

• Science and Ethics / La ciencia y la ética

 

Essential Questions:

• ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas?

• ¿Qué  factores han impulsado el desarrollo y la innovación en la ciencia y la tecnología?

• ¿Qué papel cumple la ética en los avances científicos?

 

Student-centered questions:

¿Qué aparatos tecnológicos empleas todos los días? ¿Si tuvieras

que escoger sólo un útil tecnológico y rendir todos los otros, cuál

sería y por qué lo escogerías? ¿Cómo afectaría esta decisión tu

vida y qué desafíos tendrías sin otros aparatos tecnológicos?

Class discussion of the most important technological tool that

is part of the students’ lives or that of family members.

 

Connections also to the themes of: Los desafíos mundiales, La vida contemporánea, Las

familias y las comunidades, La belleza y la estética, Las identidades personales y públicas.

 

Thematic Vocabulary:

1. In groups of three, students write thematic vocabulary associated with science and

technology.  Words that are unfamiliar are defined by other students in Spanish.

2. The teacher selects one group to write the identified vocabulary on the whiteboard.

Each remaining group follows, only adding those not already listed. The teacher may

also add additional vocabulary with which students may not already be familiar.

3. After a discussion, the class decides on a final list.

Activate Prior Knowledge to Explore the Theme: Written and Spoken Interpersonal

Communication

1. Reflection Journal Entry: Students think about the following question and write personal responses in their journals: ¿Qué impacto tienen la tecnología y los avances científicos en mi vida personal? Then, through journal dialoguing, students engage in an

exchange of ideas via a written format with another member of the class.

This culminates in a full-class discussion on all of the individual perspectives of the

students in the class.

                                                                       

2. Socratic circle to discuss and reflect on the following questions (students may,

of course, add additional questions to the conversation): Spoken Interpersonal

Communication

• ¿Conoces a alguien que no use la tecnología o a quien no le importen los avances

tecnológicos? Explica las circunstancias.

• ¿Cuáles han sido unos avances tecnológicos en el campo de la medicina?

• ¿Cómo ha afectado la tecnología los resultados y los efectos de los desastres

naturales en los años recientes?

• ¿Cuál es la importancia de la ética con el uso de la tecnología para la investigación

biomédica?

 

Alternate Activity:

• At home, respond to the essential question in a more personalized context ¿Qué

impacto tiene el desarrollo científico en tu vida? Compara tu vida ahora con tu vida

cuando eras niño/a. in the online discussion forum, commenting on responses from at

least two classmates as well.

• The next day, students watch the following video-clip: “Móviles: una revolución en la

salud.” www.bbc.co.uk/mundo/noticias/2010/12/101217_celulares_salud_am.sht

ml?bw=nb&mp=wm&bbcws=1&news=1. In small groups, they discuss the content of

the video report.

• Students then discuss what impact the cell phone has had in their own lives, and

whether they believe it to be positive or negative. Students interview a classmate

regarding the use of cell phones. Sample questions could include: ¿Cuánto tiempo

pasas con el móvil? ¿Para qué lo utilizas más? ¿Típicamente, cuántos mensajes de texto

mandas en un día?

 

Connecting to Authentic Resources: Audio, Visual, and Audiovisual Interpretive

Communication, Written and Print Interpretive Communication

1. As a homework assignment, students access El genio que humanizó la tecnología

which discusses Steve Jobs from El País: http://tecnologia.elpais.com/

tecnología/2012/10/04/actualidad/1349377628_741832.html

Lee el artículo y contesta:

• ¿Cómo humanizó Steve Jobs la tecnología?

• ¿Cómo te ha afectado la tecnología de Steve Jobs?

2. Read the text and watch the accompanying video to Tecnología para mejorar la calidad

de la vida de los enfermos crónicos which discusses how computers improve the quality

of life for the terminally ill, and write a brief summary of the main points to use

during class discussion.

3. Listen and take notes from this audio from Radioteca: www.radioteca.net/result.

php?id=06030015. Students respond to a multiple-choice comprehension activity

about the human genome and progress in the last ten years.

 

Making Predictions:

 

 ¿Cuáles avances tecnológicos veremos en este siglo?

• In pairs, students identify what they consider to be the greatest challenges in the

modern world.

Students think about the conversation from class and answer the

following question: ¿Cuál es un avance tecnológico que veremos este siglo para resolver

uno de los problemas identificados?

Differentiated Summative Assessment: Assessed using AP scoring guidelines keeping

in mind that the focus of the assessment is the Essential Question:

¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas?

Students interview someone in their lives who can speak in Spanish about his/her youth

without cell phones, computers for creating texts, Internet for news, research, etc.

This could be a teacher, a family member or friend, or a member of the local Spanish speaking

community. Students compile a list of questions that they want to ask ahead of

time and share them with other students for feedback and with the teacher if they still

have any questions. The person interviewed will be able to give students a clear idea of

how different life was. Then, students write an essay on how their lives would

be different in both a positive and negative way if they did not have the technology

today. Students will cite evidence from the interview and/or other information gathered.

 

Fall Semester:**Last Day To Drop- November 20th

Unit Three: La Vida Contemporánea

Theme: Contemporary Life / La vida contemporánea [CR6c]

Contexts Covered:

• Education and Careers / La educación y las carreras profesionales

• Lifestyles / Los estilos de vida

• Relationships / Las relaciones personales

Essential Questions:

• ¿Cómo definen los individuos y las sociedades su propia calidad de vida?

• ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la

vida contemporánea?

• ¿Cuáles son los desafíos de la vida contemporánea?

Connections also to the themes of: Los desafíos mundiales, Las identidades personales y

públicas, La ciencia y la tecnología, Las familias y las comunidades, La belleza y la estética.

Activate Prior Knowledge to Explore the Theme: Creative Written Presentational Task

Homework Journal - Students reflect on the following situation and associated questions

and write a short paragraph to respond:

Imagina que tienes que crear una caja de tres tesoros para enviar a un pueblo extraterrestre

para describir quiénes somos en el año 2015. ¿Cuáles tres productos incluirías? ¿Cómo

describirías el producto y  la función que desempeña? ¿Cómo describirías la perspectiva

que representa cada uno? ¿Cómo reflejan estos productos nuestra sociedad actual?

Piensa cuidadosamente en los productos, prácticas y perspectivas que definen nuestra

vida contemporánea. After reading the journal entries, the teacher enables the “view by

all” function so that students can read each other’s comments as another homework

assignment. A Spoken Interpersonal discussion follows the next day. [CR3a] & [CR7]

Connecting to Authentic Resources: Audio, Visual, and Audiovisual Interpretive

Communication, Written and Print Interpretive Communication (Spoken Interpersonal

and Presentational Communication interwoven)

1. Homework: students listen to the following audio from Más voces: www.masvoces.

org/Reportaje-Día-de-la-Hispanidad-y

• In class the next day, they answer the following questions: ¿Cómo influyen las

perspectivas de la gente en la celebración contemporánea de la fiesta el Día de la

raza? ¿Debe España pedir perdón a los pueblos? ¿Cuáles son unos ejemplos de 

neocolonialismo en la actualidad?

• Students give their own opinions and cite examples. [CR3a] & [CR4a]

2. Examinando algunas prácticas de la vida contemporánea:

• In Abriendo paso: lectura, students read La Tomatina, complete the comprehension

activities, prepare to answer and defend their opinions to the question, ¿Es

diversión o tontería? [CR4b]

• By accessing www.ver-taal.com/cultura_20080704_sanfermines.htm, students

view and listen to:  Los San Fermines de Pamplona and complete the interactive

activities that accompany the audiovisual presentation. Once again, they prepare

to answer and defend their opinion: ¿Es diversión o tontería? [CR4a] & [CR7]

3. In class, students individually read the following news articles to learn about best

careers for students in México, the U.S., and Argentina: www.informador.com.mx/

economia/2010/252791/6/las-10-profesiones-mejor-pagadas-de-mexico.htm

www.lagaceta.com.ar/nota/480857/Tucumanos/Conoce-las-profesiones-masrentables-

del-futuro.html

• For homework, students research (in Spanish) the same information about the U.S.

• In class the next day, they compare and contrast tendencies and predict why there

may be differences. [CR4b] & [CR8]

4. Homework: Watch the following video about Carlos Slim Domit

http://contenido.com.mx/seccion/videos/

• Research his work and answer the following question for class in paragraph form:

¿Por qué merece o no merece Domit ser otorgado el Premio Nacional de la Imagen

Pública?

• For an oral presentation: Compara a Carlos Slim Domit con Warren Buffett o Bill Gates

por investigar información similar de sus carreras y empresas y por investigar sus

actividades caritativas.

• Students record presentations using Triángulo Aprobado-Learning Site

5. Homework for three evenings during which students must take notes to use as

evidence in class, also citing statistics and information provided in graphic form.

• Listen to the following audio about mothers working in Argentina:

http://cadena3.com/contenido/2012/08/05/101209.asp

• Read this article from Spain:

http://elpais.com/diario/2010/11/14/sociedad/1289689201_850215.html

• Read this report about the U.S.:

http://imow.org/economica/stories/viewStory?language=es&storyId=4744

[CR2a]

• In class discussion to answer the following questions, providing evidence from the

three authentic resources above:

• ¿Cómo ha cambiado el papel de la mujer en las tres sociedades?

• ¿Cuáles son las diferencias y semejanzas entre las estadísticas de las mujeres/

madres que trabajan fuera de la casa?

• Como resultado, ¿cómo afectan estos cambios la vida contemporánea de la

sociedad?

• ¿Es posible que haya en el futuro una mujer tan exitosa como Carlos Slim Domit,

Warren Buffett, o Bill Gates? Explica por qué. [CR3a] & [CR4b]

Redefining My Views: Written Presentational Communication

Students prepare a persuasive essay to answer the following prompt: ¿Hasta qué punto

se puede decir que la mujer y el hombre son iguales en nuestro mundo? Students read

an article about advances women have made in recent times, hear an audio about the

inequalities they still face, and look at a chart which compares earning by gender. In

their essay, they should address at least one of the following essential questions, citing

evidence from the unit:

• ¿Cómo definen los individuos y las sociedades su propia calidad de vida?

• ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la

vida contemporánea?

• ¿Cuáles son los desafíos de la vida contemporánea? [CR4a], [CR4b] & [CR5b]

PJC Academic Honesty Statement:

"Students are expected to complete course work in an honest manner, using their intellects and resources designated as allowable by the course instructor. Students are responsible for addressing questions about allowable resources with the course instructor. PJC upholds the highest standards of academic integrity. This course will follow the PJC Academic Honesty policy stated in the Student Handbook."

Academic Ethics:

The college expects all students to engage in academic pursuits in a manner that is beyond reproach. Students are expected to maintain complete honesty and integrity in their academic pursuit. Academic dishonesty such as cheating, plagiarism, and collusion is unacceptable and may result in disciplinary action. Refer to the student handbook for more information on this subject.

ADA Statement:

It is the policy of PJC to provide reasonable accommodations for qualified individuals who are students with disabilities. This College will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford the equal educational opportunity.  It is the student’s responsibility to arrange an appointment with a College counselor to obtain a Request for Accommodations form. For more information, please refer to the PJC Catalog or Student Handbook.

Family Educational Rights and Privacy Act (Ferpa):

The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children’s educational records. These rights transfer to the student when he or she attends a school beyond the high school level. Students to whom the rights have transferred are considered “eligible students.” In essence, a parent has no legal right to obtain information concerning the child’s college records without the written consent of the student. In compliance with FERPA, information classified as “directory information” may be released to the general public without the written consent of the student unless the student makes a request in writing. Directory information is defined as the student’s name, permanent address and/or local address, telephone listing, dates of attendance, most recent previous educational institution attended, other information including major, the field of study, degrees, awards received, and participation in officially recognized activities/sports.

 

Wayside Procedures

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1.What kind of device are you using to access the Learning Site (Laptop, Tablet, Desktop, Phone)?

 

2.What is the operating system of the device (Windows, Mac, Chrome OS)? 

 

3.What browser is being used (Internet Explorer, Edge, Firefox, Google Chrome, Opera)?

 

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5.How old is the above device(s)?

 

You must include:

1-the unit number and

2-the lesson number  with

3-the title of the activity

4-the page number-

ie: Unit 6 La Belleza lesson 1 La arquitectura- conversation p. 260 Un viaje a Guatemala

 

 Please use Chrome as the browser for this process.

 

  1. Go to an activity where you are having difficulties submitting a recording.

 

  1. Attempt to record and submit your assignment.

 

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    5. A window should open in your browser. Please take a screenshot of this window and also send Wayside this in your response.

 

support@waysidepublishing.com

 

*** The email you send to Wayside with all the information- you must CC a copy to me at

nancy.hudson@parisisd.net