Advanced Spanish Language and Culture I

COMMACK PUBLIC SCHOOLS COMMACK, NEW YORK ADVANCED SPANISH LANGUAGE AND CULTURE I CURRICULUM GUIDE Submitted: Summer 2014 Authored by: Megan Moy Katina Price TABLE OF CONTENTS Introduction Page Goals and Objectives Page Addressing the NYS Standards Page Addressing the National Standards Advanced Spanish Language and Culture Unit I Page 10 Unit II Page 13 Unit III Page 16 Unit IV Page 19 Unit V Page 22 Unit VI Page 25 Page 10 Unit VII Page 28 10 Page 31 Sources INTRODUCTION The Advanced Spanish Language and Culture I course is a yearlong elective course designed to support student advancement in the area of language proficiency while providing a deeper understanding of cultures and societies in the Spanish-speaking world This course aligns with New York State standards at the checkpoint C level and the National Standards for foreign language education GOALS AND OBJECTIVES The Advanced Spanish Language and Culture I course is designed to promote success for all learners Its goal is to provide students with an opportunity to combine their previously learned LOTE skills with many culturally significant aspects of Latin America It aims to engage students in higher level critical thinking in an interdisciplinary manner to align with the crucial 21 st century skills which students will need to participate actively in a changing and increasingly interrelated world Within each unit of study, activities are aimed at supporting students’ efforts to utilize Spanish for communication Through the presentation of varied topically-based units of study, we nurture students’ abilities to become independent learners who possess an enhanced understanding of the perspectives of people from other cultures ADDRESSING THE NYS STANDARDS http://www.p12.nysed.gov/ciai/lote/pub/lotelea.pdf NYS LOTE Standard I: Students will be able to use a language other than English for communication Listening and speaking are primary communicative goals in modern language learning These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action Students can: • understand standard speech delivered in most authentic settings • understand the main ideas and significant relevant details of extended discussions or presentations, and of recorded songs, feature programs on radio and television, movies, and other media designed for use by native speakers • draw on a wide range of language forms, vocabulary, idioms, and structures learned in class as well as those acquired through independent exposure to the language • comprehend subtler, nuanced details of meaning with some repetition and rephrasing • engage in extended discussions with native or fluent speakers on a broad range of topics that extend beyond their daily lives and are of general interest to the target cultures This is evident, for example, when students: • detect emotional overtones and understand inferences in personal communications and formal presentations • report orally on a radio news broadcast that covers contemporary themes and issues • give an oral presentation on an assigned topic, using culturally appropriate vocabulary, expressions, gestures, and verbal and nonverbal cues, simple and complex sentences, and the full range of time frames • maintain a natural conversational pace • produce virtually error-free speech in brief exchanges with classmates, using simple structures and familiar vocabulary •Errors which may interfere with communication tend to occur during more extended and complicated discourse NYS LOTE Standard II: Students will develop cross-cultural skills and understandings Reading and writing are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action Students can: • comprehend the content of most texts of interest to native speakers • draw on a broad range of learned vocabulary, idioms, and structures, including the full range of time frames, as well as language acquired through independent reading • write multi-paragraphed essays, journals, personal and business letters, and creative texts in which their thoughts are unified and presented in an organized fashion; errors in form may occur, particularly when the students are writing about complex themes or issues requiring the expression of opinions, or when the topic is outside their realm of experiences • use culturally appropriate learned vocabulary and structures associated with a broad range of topics, and structures such as simple and complex sentences to communicate through the full range of time frames This is evident, for example, when students: •understand the full meaning of personal and business correspondence and pamphlets, full-length feature articles or editorials in newspapers or other periodicals of interest to the general public, general advertising, documentation accompanying commonly used products •interpret full-length original versions of poetry and prose that express significant themes and issues of global and cultural concern •write independently about a broad range of topics that extend beyond the students’ daily lives to include issues, ideas, and opinions that are of general interest to the target cultures as expressed in songs (live and recorded), feature programs on television and radio, movies, articles in newspapers and magazines, other forms of media presentations used by native speakers, and literature selections •express complex ideas, using simpler forms of language ADDRESSING THE NATIONAL STANDARDS http://www.actfl.org/publications/all/national-standards-foreign-language-education COMMUNICATION Communicate in Languages Other Than English • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics • 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 • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS Connect with Other Disciplines and Acquire Information • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS Develop Insight into the Nature of Language and Culture • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own COMMUNITIES Participate in Multilingual Communities at Home & Around the World • Standard 5.1: Students use the language both within and beyond the school setting • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment 10 •Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language •Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures •Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own •Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own •Standard 5.1: Students use the language both within and beyond the school setting •Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment Understandings Essential Questions Overarching Understanding Students will understand all the roles of food and cooking in the Latin American culture (family time/tradition/past and present/etc.) Students will understand where basic ingredients specific to Latin America come from Overarching What does food and meal-taking represent in Latin American culture? What is the importance in carrying on tradition? Topical Where our food products come from? How is food prepared? How are recipes passed down? Related Misconceptions Students might think that Latin food only consists of Mexican food (quesadillas, burritos, etc.) Knowledge Skills Students will know… Students will be able to… some of the basic Latin American ingredients some of the preparations and methods of Latin American cooking how recipes and family traditions are carried on through food and meal-taking identify and describe basic Latin American ingredients characterize various Latin American dishes discuss the roles of meal taking in Latin American culture Assessment Evidence (Stage 2) Transfer Goal - Performance Task Description Performance Tasks: Students will cook one of four authentic Latin American dishes OR prepare a dish from their heritage 17 Other Evidence -various recipes (de las abuelas) -readings on the importance of meal taking in LA culture Learning Plan (Stage 3) Topics: • Ingredients of Latin America • Preparing and methods of cooking • Importance of meal-taking in Latin America Literature: • various articles related to food and meal-taking (internet sources) • Pablo Neruda – Oda a la alcachofa • People en espol o various recipes • Buen Viaje o Mercados (p 110-11) o La comida española (p 48) o La comida del Caribe (p 49) • Cuentos y cultura o El mofongo (p 122) o Films: • Como agua para chocolate • Tortilla Soup • Food, Inc (documentary) • Andrew Zimmer – Bizarre Foods (travel channel) clips • Gwyneth Paltrow – On the Road Again Music: Language: • Informal commands Unit 18 Title of Unit Curriculum Area Developed By Pastimes and Sports Advanced Spanish Language and Culture I Megan Moy and Katina Price Grade Level Time Frame 11 4-5 weeks Identify Desired Results (Stage 1) Content Standards NYS Standards: Standard 1: Students will be able to use a language other than English for communication Standard 2: Students will develop cross-cultural skills and understandings National Standards: •Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions •Standard 1.2: Students understand and interpret written and spoken language on a variety of topics •Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics •Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied •Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied •Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language •Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures •Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own •Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own •Standard 5.1: Students use the language both within and beyond the school setting •Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment Understandings Essential Questions Overarching Understanding Overarching How sports give a sense of hope in the daily lives of Latin Americans? Students will understand the importance sports as a sense of hope for many Latin American countries Students will understand the pride and passion that is associated with sports in many Latin American countries How does one’s cultural pride determine their actions? Related Misconceptions 19 Topical How does the passion for sports in Latin America differ than in other countries? What sports are most popular in Latin America? Students may believe that Latin Americans only play soccer Do family obligations mold one’s career decisions and aspirations? How does circumstance impact one’s career choices? What defines one’s potential? Do one’s family’s expectations influence one’s life decisions and goals? How does one measure success? Who in society measures success? (determines expectations) Knowledge Skills Students will know… Students will be able to… vocabulary related to popular sports in Latin America and Spain the role and importance of sports in Latin American culture and its development the controversy associated with bullfighting and corporations associated with certain sports Should traditional sports and pastimes evolve along with society in contemporary times? identify and describe the most popular sports in Latin America and Spain describe how sports have affected Latin American culture both positively and negatively debate and defend controversial issues related to certain sports and pastimes compare and contrast pastimes of Latin American and Spanish cultures with their own Assessment Evidence (Stage 2) Transfer Goal - Performance Task Description Students will research a sport and/or sport’s figure and discuss how he/she has impacted Latin American or Spanish culture Students will research and defend a position on a specific pastime including various points of view Other Evidence -articles related to LA sports -videos/movies/documentaries related to LA sports 20 Learning Plan (Stage 3) Topics: • Soccer (corruption/popularity/World Cup [FIFA]) • Baseball (training/DR) • Jai alai (Spain) • Wrestling (lucha libre) • Bullfighting (controversy) Literature: • Articles/biographies found on the web • Cuentos y cultura o Deportes sin barreras (p 65-67) o El triunfo de una deportista (p 68-71) • Así lo veo: Gente, perspectivas, comunicación o Decálogo del buen deportista Films: • Escobar, Escobar (30 for 30 ESPN film) • Goal! • Sugar • Rudo y Corsi Music: • Wave Your Flag • Waka Waka Language: 21 Unit Title of Unit Curriculum Area Developed By Festivals and Celebrations Advanced Spanish Conversation and Communication I Megan Moy and Katina Price Grade Level Time Frame 11 3-4 weeks Identify Desired Results (Stage 1) Content Standards NYS Standards: Standard 1: Students will be able to use a language other than English for communication Standard 2: Students will develop cross-cultural skills and understandings National Standards: •Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions •Standard 1.2: Students understand and interpret written and spoken language on a variety of topics •Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics •Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied •Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied •Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language •Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures •Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own •Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own •Standard 5.1: Students use the language both within and beyond the school setting •Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment Understandings Essential Questions Overarching Understanding Students will understand that there are a variety of celebrations and festivals throughout Latin America and Spain Students will understand where certain holidays and festivities are celebrated and derived from Students will understand the importance of celebrating holidays and festivities Related Misconceptions 22 Overarching What defines a celebration? Where are traditions derived from? How holidays and festivities shape one’s culture? What are the roles that Topical What are some of the holidays and festivities celebrated in Latin America and Spain? How are holidays and festivities celebrated in Latin Students may believe that all countries celebrate the same holidays and in the manner holidays and festivities play in one’s life? Knowledge Skills Students will know… Students will be able to… • • • • vocabulary related to various festivals and celebrations about a variety of celebrations and festivals celebrated throughout Latin America and Spain how various celebrations and festivals are celebrated in Latin America and Spain including typical food and activities related to the event • • America and Spain? How does religion influence festivities? Do holidays and festivities define a culture? research and describe a celebration or festival specific to Latin America or Spain categorize and analyze various celebrations according to religion, traditions, and events compare and contrast holidays they celebrate in their own culture to holidays celebrated in Latin America and Spain Assessment Evidence (Stage 2) Transfer Goal - Performance Task Description Performance Tasks: Students will research and create a visual presentation on a specific festival or celebration from Latin America or Spain including food, activities, decorations, dates, and details on why the event is celebrated Other Evidence • • • create their own piđata prepare a typical dish or drink consumed during a festival including a recipe card (recipe book) write a comparison between their own celebration and a celebration specific to Latin America or Spain Learning Plan (Stage 3) Topics: • holidays and celebrations celebrated in Latin America and Spain • traditions and customs • cuisine and beverages • preparations for celebrations • community involvement Literature: • Abriendo paso: Temas y Lecturas, Pearson o Vivir en Uruguay – Cultura y tradiciones 23 • • Spanish B: Oxford IB Diploma Programme o El carnaval de Veracruz (p 296) o La historia de las fallas (p 298) ¡Buen Viaje! o Las doce uvas de la felicidad (p 410) Films: • A dios momo • video clips related to topics (from internet and travel documentaries) Music: • various songs sung during celebrations Language: 24 Unit Title of Unit Curriculum Area Developed By Music and Dance Advanced Spanish Conversation and Communication I Megan Moy and Katina Price Grade Level Time Frame 11 4-5 weeks Identify Desired Results (Stage 1) Content Standards NYS Standards: Standard 1: Students will be able to use a language other than English for communication Standard 2: Students will develop cross-cultural skills and understandings National Standards: •Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions •Standard 1.2: Students understand and interpret written and spoken language on a variety of topics •Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics •Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied •Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied •Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language •Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures •Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own •Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own •Standard 5.1: Students use the language both within and beyond the school setting •Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment Understandings Essential Questions Overarching Understanding Overarching Students will understand that there is a variety of music and dance throughout the Hispanic World Students will understand the traditions and regions in which music and dance come from How does dance and music tell a story and express emotions? How does our body movement express our feelings? Topical How does music make us feel? What different types of dances are there? Students may believe that the salsa is the only Hispanic dance How does dance and music maintain tradition? Does what you wear while you dance influence your movements? Students may believe that, although there may be varieties of How certain genres of music Does where you live determine Related Misconceptions 25 music and dance, they all share the same rhythm and instruments begin? How is rooted? your music preferences? How can music and dance represent a culture? What is the difference between traditional and contemporary music? Does your mood influence what you listen to and how you dance? Knowledge Skills Students will know… Students will be able to… • • • • • • • the varieties of music and dance in Latin America and Spain the varieties of instruments and costumes used in music and dance the symbolism and messages delivered through certain genres of music and dance about key musicians and dancers in Latin America and Spain • • describe their favorite music and dance react and interpret how music makes them feel compare and contrast varied genres of Hispanic music and dance analyze the purpose of music and dance and its role in society throughout the centuries research and present a specific dance and/or music genre from Spanish-speaking countries Assessment Evidence (Stage 2) Transfer Goal - Performance Task Description Performance Tasks: 1) Students can research and present a specific dance live or via video discussing the steps of the dance and where it comes from 2) Students can research a genre of music and present with visual aids all the components of composure Other Evidence • • • • • • make a musical instrument listen and react to musical clips investigate a costume style compose journal entries reflecting on their own personal dance and music preferences and how music has affected their own lives discuss the importance of music in their own lives compare and contrast the role of music in their culture compared to Hispanic cultures’ Learning Plan (Stage 3) Topics: • Salsa 26 • • • • • • • • • • Cumbia Bachata Flamenco Mariachi Merengue Rumba Capoeira (Brazil) Andean music Tango Reggaeton and Tribal Literature: • Spanish B, Suso Rodríguez-Blanco and Ana Valbuena o Artistas latinos – lucharán contra la pobreza (240) o Africa y Cuba – Tocan de la mano (314) • Cuentos y Cultura 2, Holt, Rinehart and Winston o La música: Rhythms from the Spanish-speaking World (29) o La música andina (32) • ¡Música!, Steward o various readings Films: • various clips from the Internet showing a variety of dance and music Music: • varied songs and clips of different genres Language: 27 Unit Title of Unit Curriculum Area Developed By Heroes and Role models in the Latin American community Advanced Spanish Conversation and Communication I Megan Moy and Katina Price Grade Level 11 Time Frame 5-6 weeks Identify Desired Results (Stage 1) Content Standards NYS Standards: Standard 1: Students will be able to use a language other than English for communication Standard 2: Students will develop cross-cultural skills and understandings National Standards: •Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions •Standard 1.2: Students understand and interpret written and spoken language on a variety of topics •Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics •Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied •Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied •Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language •Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures •Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own •Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own •Standard 5.1: Students use the language both within and beyond the school setting •Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment Understandings • • • Essential Questions Overarching Understanding Students will understand the importance of historical figures in society Students will understand how various figures came to be heroes Students will understand the sacrifices one must make in order to benefit society and specific groups of people 28 Overarching What defines a hero? What are social injustices? How they vary within a culture? Topical Can a person be a hero and an enemy at the same time? What must a person in order to make a change? What defines justice? Related Misconceptions Students may believe that the historical figures of their own culture are world-wide heroes Who determines justice? Is equality attainable? Is equality fair? Knowledge Skills Students will know… Students will be able to… • • • • • about a variety of historical heroes and role models throughout Latin America the challenges that Latin Americans face within their own society and in other countries about the stereotypes and racism towards indigenous people in Latin American countries about the stereotypes and racism towards immigrants in the United States • • • • • To what lengths must one go in order to achieve justice? Would you defend your friends and family at any cost? identify the various methods used in creating change in society categorize historical heroes from different perspectives such as Christopher Columbus define what heroes and role models are explain who their heroes and role models are and why defend such discussed figures within class discussion debate what and who determines justice and fairness Assessment Evidence (Stage 2) Transfer Goal - Performance Task Description Performance Tasks: • Research a social injustice present in Latin America and investigate various organizations and/or figure who are fighting to defend the injustice o Possible topics include: child labor, miners, disappearances, drug trafficking, murders in bordertowns such as Juarez [femincide] , American corporation exploitation (maquiladoras), poverty, immigration Other Evidence -compose journal entry on their own hero and/or role model -debate (Socratic circle) on determining the severity social injustices in the world and in their own country -class discussion on whether or not a society can be successful with equality Learning Plan (Stage 3) Topics: • Cesar Chavez (immigrants) • Rigoberta Menchú (indigenous) • Father Romero (children soldiers) • Simon Bolivar • Che Guevara 29 • José Martí Literature: • Varied internet articles and passages related to Latin American historical figures • Así lo veo, McGraw Hill o Me llamo Rigoberta Menchú y así me nació la conciencia (339-45) • Abriendo paso: Temas y Lecturas, Pearson o Capítulo 2: Los héroes y los personajes históricos (13) Films: • Various clips from speeches delivered by Latin American heroes • Voces Inocentes • Los diarios de motocicleta • Documentary of food cultivation and child labor (Netflix) • Latino Americans documentary (Netflix) o Episode – Prejudice and Pride o Episode – Peril and Promise Music: • Los Zucara – Techos de cartón (from Voces Inocentes) Language: 30 SOURCES ¡Avance! Intermediate Spanish La lengua española: El gran vínculo Más, Espanol intermedio Abriendo paso: Temas y lecturas Spanish B: Oxford IB Diploma Programme Cuentos y cultura 2: Interactive Intermediate Reader Así lo veo: Gente, perspectivas, comunicación ¡Música! ¡Buen viaje! 10 ¿Qué te parece?: Intermediate Spanish Note: In addition to these sources the Internet and its various search engines will be used, as well as newspapers and magazine articles 31 ... Unit II Page 13 Unit III Page 16 Unit IV Page 19 Unit V Page 22 Unit VI Page 25 Page 10 Unit VII Page 28 10 Page 31 Sources INTRODUCTION The Advanced Spanish Language and Culture I course is... various celebrations and festivals are celebrated in Latin America and Spain including typical food and activities related to the event • • America and Spain? How does religion influence festivities?... a social injustice present in Latin America and investigate various organizations and/ or figure who are fighting to defend the injustice o Possible topics include: child labor, miners, disappearances,