Spanish

SPANISH 1

Spanish 1 is an introductory course designed for students who are beginning a formal study of Spanish for the first time. At its completion, students should be able to read, write, and converse in a variety of situational contexts using basic vocabulary and grammatical structures. They should also be able to manipulate a variety of regular and irregular present tense verbs, in both written and spoken Spanish.

Course Objectives

  1. To speak with a good accent, in a variety of contexts
  2. To write, using basic grammar and syntax, in a clear, organized manner
  3. To practice listening comprehension exercises to improve aural skills
  4. To learn and recognize an ample vocabulary base
  5. To read beginning level passages from literature, magazines, and other sources

Skill Objectives

  1. To develop communicative skills in both speaking and writing
  2. To build a strong foundation in grammar and vocabulary
  3. To develop the ability to utilize learned concepts and lexical items within situational contexts
  4. To expand knowledge and awareness of contemporary Hispanic culture

Materials

  • Dos mundos, Terrell et al, Sixth Edition, McGraw Hill Companies, 2006 textbook and workbook

Methods of Evaluation

Teachers will evaluate skills based on homework, quizzes, and tests. Tests should be given at least once every two weeks and quizzes should be given at least once a week. Tests and quizzes should assess written work, oral proficiency, and listening comprehension.

SPANISH 2 & HONORS SPANISH 2

Spanish 2 is an intermediate course designed for students who are continuing formal study of Spanish. At its completion, students should be able to read, write, and converse in a variety of situational contexts using a richer context of vocabulary and more complex grammatical structures. They should also be able to manipulate regular and irregular verbs in all tenses of the indicative mood, all forms of the preterit and imperfect and their usage. In addition, they will be introduced to the future tense, the imperative mood, and the present tense of the subjunctive mood.

Course Objectives

  1. To broaden existing language skills
  2. To develop effective communication abilities for real-life situations
  3. To expose to a range of social settings and interactions through the Destinos videos to improve on listening skills
  4. To write, using the grammar and syntax
  5. To read cultural pieces and small pieces of literature
     

Skill Objectives

  1. To build a stronger use of vocabulary
  2. To expand on grammatical skills
  3. To expand knowledge and awareness of contemporary Hispanic culture
  4. To improve listening and oral skills
  5. To continue strengthening reading skills
  6. To expand writing skills

Materials

  • Descubre
  • Spanish dictionary
  • 501 Verbs (optional)

Methods of Evaluation

Teachers will evaluate skills based on quizzes and tests. Tests should be given at least once every two weeks. Tests and quizzes should assess written work, oral proficiency, reading ability, and listening comprehension. Although assignments are more complex as the student's body of knowledge grows, homework is frequent and accomplishable. Small group dialogues, short essays, and basic readings will be assigned more frequently. Honors Spanish 2 covers the same material as Spanish 2 and uses the same text. Additional content for Spanish 2 are the first eleven chapters of Album, by Valette.

SPANISH 3 & HONORS SPANISH 3

Spanish 3 is an intermediate course designed for students who want to complete their study of Spanish or desire to prepare for the next level. While it is grammar-based, study at this level emphasizes all areas of communication and comprehension with an emphasis on natural, effective communication. At the completion of Spanish 3 students should be able to read, write, and converse in a variety of situational contexts using a deep context of vocabulary and complex grammatical structures to articulate their thought. They should also be able to manipulate regular and irregular verbs in all tenses of the indicative mood, all forms of the imperative mood, and all tenses of the subjunctive mood.

Course Objectives

  1. To gain a more thorough understanding of tense, mood, forms, and uses of all the major regular and irregular verbs in Spanish, and to be able to incorporate the more complex grammar forms seamlessly into all areas of comprehension and communication
  2. To build confidence in linguistic abilities as applied to "real life" situations, and broaden each student’s ability to communicate on a wide variety of topics
  3. To expose students to various aspects of Hispanic history and culture including music, movies, food, customs, celebrations, prominent personalities, and key historical/political figures
  4. To integrate cultural opportunities available in the Washington metropolitan area into the curriculum by taking students on relevant tours in order to give them the opportunity to sample Hispanic culture firsthand
  5. To identify the major genres of literature and to have a basic understanding of literary analysis (Spanish 3 Honors only)

Skill Objectives

  1. To build a strong vocabulary
  2. To study the subjunctive mood, its uses and its forms (regular, irregular, stem change, spell change), and how they compare to the imperative and indicative moods
  3. To further develop the ability to utilize learned concepts and lexical items within communicative contexts
  4. To expand knowledge and awareness of contemporary Hispanic culture
  5. To strengthen reading skills
  6. To expand and develop oral skills
  7. To improve writing skills
  8. To introduce poetry, theater, and the short story through well known, challenging works of literature (Spanish 3 Honors only)

Materials

  • Spanish 3 text and workbook: Dos mundos, Terrell et al, Sixth Edition, McGraw Hill Companies, 2006.
  • Honors Spanish 3 text and workbook: Continuemos, Jarvis et al, 7th Edition, Houghton Mifflin Company, 2003

Methods of Evaluation

Teachers will evaluate skills based on homework, quizzes, and tests. Homework is assigned daily and tests are given at least once every two weeks. Tests and quizzes should assess written work, oral proficiency, and listening comprehension.

SPANISH 4

Spanish 4 is designed for students who want to build their conversational skills while continuing to review grammar, which will be used as a foundation for the class. English will be used at a minimum. Teachers will employ outside materials such as newspapers, magazines, videos, and music to supplement textbooks. Colloquial expressions will be introduced in order to strengthen vocabulary.

Course Objectives

  1. To participate in discussions on a variety of topics relevant to today’s youth
  2. To comprehend and use correct Spanish terminology to analyze periodicals and other works
  3. To advance the correct use of the Spanish language and its grammar, and to expand current vocabulary through the use and comprehension of synonyms, prefixes, suffixes, and root words
  4. To familiarize students with various aspects of Spanish culture and history through the analysis of periodicals, television scripts, documentaries, and political policy
  5. To analyze historical documents for their relevance to current societal trends in Spain

Skill Objectives

  1. To further develop oral production
  2. To improve vocabulary base
  3. To strengthen reading and writing skills
  4. To listen with a more trained ear for the language
  5. To become more familiar with Spanish culture
  6. To recognize and properly use more advanced-level grammar

Materials

  • Spanish 4 text: Cuenta conmigo, Page, Primera edición, Page course package, 2007

Methods of Evaluation

  1. Tests 40%
  2. Presentations, projects, quizzes 30%
  3. Homework 20%
  4. Class participation 10% 

HONORS SPANISH 4

This course is designed for advanced language students, and provides a formal introduction to literary analysis supported by the study of advanced grammar and language. Students will read, evaluate and comment on great works by Hispanic authors in all genres and further develop grammar and language accuracy in speaking and writing.

Course Objectives

  1. To learn to critically read the works of various Hispanic authors in Spanish
  2. To participate in discussions on literary topics
  3. To learn, comprehend, and use the correct Spanish terminology to analyze literature
  4. To advance the correct use of the Spanish language and its grammar, and to expand active vocabulary
  5. To familiarize students with various aspects of Hispanic culture and history as it relates to the authors, their life experiences, nationality, and literary work

Materials

  • Literature anthology: Contemporary Latin American Literature, Gladys M. Varona-Lacey. McGraw Hill.
  • Aventuras Literarias, Sixth Edition. Ana C. Jarvis, Raquel Lebredo, Francisco Mena-Ayllón. Houghton Mifflin Company.
  • Grammar text: Schaum’s Outlines: Spanish Grammar, Fourth Edition. Conrad J. Schmitt. McGraw Hill.

Methods of Evaluation

Student evaluation is based on various skill areas including class participation, homework, quizzes, tests, graded oral conversations, essays and written critiques, and oral proficiency exercises which utilize the Audacity audio program.

SPANISH 5: CULTURE & CONVERSATION

Each learning unit will revolve around a Hispanic film. Students will watch the movie with Spanish subtitles. Students will receive a vocabulary and cast list to facilitate discussion.

Course Objectives

  1. Students will discuss the following:
       a.  Characters
       b.  Plot summary
       c.  Filmmaker’s point of view
       d.  Analysis of main themes in movie  (individual class presentations)
  2. Students will write a chronological outline of main events for each movie. Students will learn about historical/cultural context of film wherever applicable. Students will write a film critique for each film which includes: 
       a. Brief summary
       b. Filmmaker’s point of view 
       c. Student’s opinion of film, supported by examples
  3. Individual graded conversations
    Students will receive a list of questions pertaining to the events and thematic content of movie and will have individual ten-minute graded conversations with the teacher.  Students will be given the chance to contribute questions to the “master list.”

Skill Objectives

  1. To build a strong vocabulary
  2. To further develop the ability to utilize learned concepts and lexical items within communicative contexts
  3. To expand knowledge and awareness of contemporary Hispanic culture through film
  4. To strengthen reading skills
  5. To expand and develop oral skills
  6. To improve writing skills

Focus on all four skills: writing, speaking, reading, and listening. After completing the harmonious instruction of all four skills, a test will be created that includes all four skills.  This teaching style will benefit the student as well as the teacher when determining how to measure instruction of learning.

Materials

  • Spanish dictionary
  • 501 Spanish Verbs (optional)
  • Breaking the Spanish Barrier
  • Camila (Argentina)
  • La Historia Oficial (Argentina)
  • Son of the Bride (Argentina)
  • Nine Queens (Argentina)
  • Motorcycle Diaries (Chile/Argentina)
  • Maria Full of Grace (Colombia)
  • Voces Inocentes (El Salvador)
  • Under the Same Moon (Mexico)  
  • El Norte (Mexico)
  • Un Chien Andaluz (Spain)
  • Lengua de la Mariposa (Spain)
  • Mujeres al Borde de un Ataque de Nervios (Spain)
  • Volver (Spain)
  • El Laberinto de una Fauna (Spain)
  • El Mar Adentro (Spain)
  • Sugar (Republica Dominicana)
  • Casi Casi (Puerto Rico)
Methods of Evaluation

The tests and exams will reflect the homework, the readings, and activities performed in class.

AP SPANISH LANGUAGE

AP Spanish language is an advanced course where students will be expected to utilize college-level advanced grammar, and read college-level texts. We will hope to fine-tune any grammatical problems as well as refine complex structures of the language. In addition, we will explore new areas of composition and speaking.

Course Objectives

  1. To read advanced passages from literature, magazines, and other sources
  2. To speak proficiently, with a good accent, on a variety of topics
  3. To write in a clear, organized manner on a variety of topics
  4. To practice listening comprehension exercises to improve listening skills
  5. To review all grammar topics in extensive detail
  6. To memorize, learn, and recognize extensive word lists to broaden vocabulary
  7. To prepare for the AP Spanish Language exam

Skill Objectives

  1. To build a strong vocabulary
  2. To utilize college-level advanced grammar
  3. To further develop the ability to utilize learned concepts and lexical items within communicative contexts
  4. To expand knowledge and awareness of contemporary Hispanic culture
  5. To strengthen reading skills
  6. To expand and develop oral skills
  7. To improve writing skills and be able to write well under pressure
  8. Focus on all four skills: writing, speaking, reading, and listening

After completing the harmonious instruction of all four skills, a test will be created that includes all four skills. This teaching style will benefit the student as well as the teacher when determining how to measure instruction of learning. The student will benefit from this experience in the future when performing on the Advanced Placement (AP) exam.

Materials

  • Gatski, Barbara and McMullan, John. Triángulo, Sandwich, MA: Wayside Publishing, 2000 (textbook and writing activities workbook)
  • Wasserman, Carol and Marvin. Prosa moderna del mundo hispánico. New York, NY: AMSCO School Publications, Inc.
  • Abriendo Puertas
Methods of Evaluation

The tests and exams will reflect the homework, the readings, and activities performed in class.

AP SPANISH LITERATURE

The AP Spanish Literature class is a survey course in Hispanic literature intended for the motivated and accomplished Spanish student. The course includes literature spanning seven centuries and introduces the student to the works of thirty-five renowned authors from Spain and the Americas. The student will read literature in all genres, and from medieval to contemporary texts. The class will be, in its content, by its evaluation, and in its expectations, the equivalent of a college-level survey course in Hispanic literature. The course will be conducted exclusively in Spanish.

Course Objectives

As stated by the Advanced Placement program:

  1. To understand lectures on literary topics in Spanish and to participate fully and intellectually in discussions on said topics
  2. To do a close reading of untranslated, required texts in all genres
  3. To analyze critically the form and content of literary works orally and in writing using the appropriate academic and analytical terminology

Materials

  • Abriendo Puertas, Tomo I, Tomo II

Methods of Evaluation

Per quarter:

  1. Thesis paper 25%
  2. In-class essays 25%
  3. Participation 25%
  4. Homework, quizzes, presentations, etc. 25%

LATIN AMERICAN HISTORY

This course will use a thematic and chronological approach to provide students with knowledge of the history of Latin America, a diverse part of our world that has increasingly deep ties with the United States. Class discussions will be guided in such a way that the history of the region will shed light on the present and therefore enable students to better understand current events and analyze potential problems that might arise in the future. Students will think critically and analytically about challenging issues in Latin American history, many of which also preoccupy us today. These issues include but are not limited to race, ethnicity, gender, class, poverty, inequality, cultural identity and power.

Content Objectives

Geography

  • To understand the basic geography of Latin America and to be able to locate each Latin American country on a map.
  • To examine the ethnic profile of the region in the context of its geography.
  • To understand the diversity of cultures in Latin America.
  • To determine what defines Latin America as a region and to define smaller regions within Latin America.

Historical Time Periods

  • To explore the “Precontact” period, differentiating between sedentary, non-sedentary, and semi-sedentary indigenous societies and examining Iberian society in the “Precontact” period.
  • To examine the effects of the encounter between the “Old World” and the “New World.”
  • To develop an understanding of the colonial period and to understand the concepts of mercantilism and encomiendas.
  • To explore the Independence and Early National Period (1800–1870) by assessing what role hierarchies played in independence movements and what impact the length of independence wars might have on a country.
  • To study Liberalism and the Neocolonial Era (1870–1930), examining the factors that made liberalism the official ideology of Latin America by the end of the 19th century and how this impacted the stability of the region.
  • To explore periods of Revolution and Dictatorship (1930–1980), determining the consequences of revolution and how the armed forces came to rule much of Latin America in the 20th century.
  • To examine the neoliberal movement (1980–2005) and to analyze what caused the shift back to liberalism as the 20th century came to a close.

Key Points of Analytical Focus

  • To understand the historical trajectory of US-Latin American Relations as a complex, evolving process
  • To understand the Center-Periphery historical model focusing on the role that outside “forces” have played in the development of the region.
  • To understand the role that people at all levels of society played in the process of state formation and political development.
  • To understand the role of poverty and inequality in Latin America’s past and present
  • To understanding the profound impact that ideas of “race” have had and continue to have in all parts of the region.
  • To understand how ideas about gender impacted the lives of both women and men in the development of the region.
  • To understand how the music and art of the region is a reflection of the people and their culture.

Skill Objectives

  • To develop and improve the students’ analytical thinking skills.
  • To learn to critically synthesize information.
  • To develop reading comprehension.
  • To develop an historical understanding of another part of the world.
  • To understand new cultures and learn to appreciate and respect cultural differences.
  • To have students learn how to interpret and analyze primary sources
  • To learn to analyze patterns of cause and effect
  • To develop skills researching both primary and secondary sources and to discern bias, especially in contemporary news coverage
  • To develop writing and communication skills in both formal projects and presentations and as a participant in group discussions.
  • To develop the ability to read and understanding current events in Latin America and process the potential impact on student’s lives
  • To develop leadership skills by leading class discussion

Materials

  • Chasteen, John Charles, Born in Blood and Fire: A Concise History of Latin America. Chapel Hill: University of North Carolina Press, 2nd ed, 2006.
  • Selected outside readings

Methods of Evaluation

Students are evaluated in the following manner:

  • Participation: Class discussion is required and will be graded.
  • Unannounced quizzes: Reading quizzes will be given approximately once a week.
  • Analytical papers: At the end of each unit students will write an analytical paper based on key themes of their choosing from the unit readings.
  • Current events research project:  As a final project students will write a short research paper and present their findings to their classmates.