WLG250
In Level V, students continue to build communication skills developed in prior levels of Spanish by refining the five major skills of listening, speaking, reading, writing, and cultural competency. Spanish V course will prepare students to demonstrate their level of Spanish proficiency across three communicative modes (Interpersonal/interactive communication), Interpretive (receptive communication), and Presentational (productive communication), and the five goal areas: Communication, Cultures, Connections, Comparisons, and Communities). Students will acquire information from authentic sources in Spanish intended for native speakers: films, documentaries, recordings, podcasts, literary texts, newspapers, magazines, essays, research papers, biographies, websites, etc. in a variety of settings, types of discourse, styles, topics, registers, and broad regional variations. As the year progresses, students’ written and oral Spanish is expected to reflect advanced grammatical structures and an ever-expanding, sophisticated, precise, and eloquent vocabulary. Students will demonstrate an increasing strong command of Spanish linguistic skills (including grammatical accuracy, fluency, a more accurate pronunciation, and an authentic Spanish intonation).
Level V will cover the study of sociopolitical issues during the late 20th Century in Latin America the first semester and the Civil War Era in Spain the second semester.
Comprehensive Course Syllabus — Spanish V (WLG 250)
2013-2014
Course Description
In Spanish Level V, students continue to build communication skills developed in the first four levels of Spanish by refining the five major skills of listening, speaking, reading, writing, and cultural competency. Spanish V course will help prepare students to demonstrate their level of Spanish proficiency across three communicative modes (Interpersonal [interactive communication], Interpretive [receptive communication], and Presentational [productive communication], and the five goal areas outlined in the Standards for Foreign Language Learning in the 21st Century¹(Communication, Cultures, Connections, Comparisons, and Communities). Students will acquire information from authentic sources in Spanish intended for native speakers: films, documentaries, recordings, podcasts, literary texts, newspapers, magazines, essays, research papers, biographies, websites, etc. in a variety of settings, types of discourse, styles, topics, registers, and broad regional variations. These sources include advanced grammatical structures (i.e. indicative, subjunctive and imperative moods, indirect discourse, and passive voice), idiomatic expressions, and topics that are literary, sociopolitical, historical, philosophical, technical, and scientific. As the year progresses, students’ written and oral Spanish is expected to reflect advanced grammatical structures and an ever-expanding, sophisticated, precise, and eloquent vocabulary. Students will demonstrate an increasing strong command of Spanish linguistic skills (including grammatical accuracy, fluency, a more accurate pronunciation, and an authentic Spanish intonation).
INSTRUCTOR
- Name: Sra. María Atienza-Gabás
- Office number: A 134
- Telephone number: 630-907-5877
- E-mail address: mgabas@imsa.edu
- Office hours: before, after school, and Wednesdays from 1:00-3:00 pm
CLASS CONTENT
The learning experiences or units of study will be presented through themes that students will research and teach to the class and supported with literary selections, news reports, documentaries, etc. Students will read an ample selection of newspaper and magazine articles, literary excerpts, short stories, and at least a theater play. The instructor will provide additional materials including teacher-generated handouts, grammar packets, different literary selections, news articles, etc.
Materials for class
- your own Spanish-English dictionary (we recommend The University of Chicago Spanish Dictionary),
- a 2” ring binder with loose-leaf paper for hand outs and notes taking
- a composition notebook for journaling and in class short writes
- recommended: a red /green pen for editing, and a highlighter
Essential Experimental Aspect
At the Illinois Mathematics and Science Academy®, one of our main objectives in teaching foreign languages is for students to engage, on a deep, intellectual, and personal level, in new ways of seeing, thinking, interacting, and communicating. In order for this objective to be realized, students must encounter a communicative system and cultural perspectives different from their own. It is essential for our students’ growth that they engage in immersion-based learning experiences where they are supported in going beyond normal comfort levels, and where they learn to function within a system that is unfamiliar to them, thereby developing real-world proficiency in another language and in other cultures.
As a result of language learning, our students think and act globally, are cosmopolitan in their outlook, and international in their understanding. They will be ethical leaders who advance the human condition. When one speaks another language, he or she thinks and acts differently. One’s perspective is widened and horizons are expanded. Students have a greater capacity to empathize, to make friends, to imagine “what it would be like” to be in another person’s shoes. Imagination is stretched. Students no longer see “aliens” or “others”, but rather they see real people with differences and similarities. If students stop studying a language, they may forget the words and grammar details. However, learning another language and its culture(s), learning how to effectively communicate with other human beings, and learning how meaning is constructed through words other than one’s native tongue, will remain for a lifetime.
The IMSA World Language Learning Standards, in which the five unifying concepts (communication, cultures, communities, comparisons, and connections) are embedded, are the guiding principles of the program. Our standards are adapted from Standards for foreign language learning: Preparing for the 21st century, National Standards in Foreign Language Education Project, 1996.
Students studying foreign language at IMSA will…
A. communicate in multiple modes (interpersonal, interpretive, and presentational).
B. understand the relationships among the practices, products, and perspectives of the cultures studied.
C. reinforce and further knowledge of other disciplines through the foreign language.
D. acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
E. understand the nature of language through comparisons of their own language and the language studied.
F. understand the concept of culture through comparisons of their own culture and the cultures studied.
G. use knowledge of language and culture both within and beyond the school setting for personal enjoyment and enrichment.
In addition, the WL team guides students in the development of their meta-cognitive skills, their ability to collaborate, and their ability to accurately assess learning–skills which are applicable to all of their learning experiences.
Standards of Significant Learning Outcomes
The following SSL’s, correlated with learning outcomes, will be targeted and assessed in this course, according to the following pattern: FA (formally assessed), IA (informally assessed).
IA. Students are expected to develop automaticity in skills, concepts, and processes that support and enable complex thought by…
- engaging in oral and written discourse FA, IA
- providing and obtaining information FA, IA
- expressing feelings and emotions FA, IA,
- exchanging opinions FA, IA
- applying content knowledge to create with the target language FA, IA
- decoding written and spoken language on a variety of topics FA, IA
- presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics FA
- controlling the linguistic system (syntax, morphology, phonology, semantics, lexis) FA
- using strategies that enhance the effectiveness of communication FA
- compensating for linguistic inadequacies and cultural differences when they occur, and applying knowledge of cultural perspectives governing interactions between individuals of different age, status, and background FA
- recognizing and interpreting how cultural perspectives, embedded in the artifacts of the culture, give meaning to language FA
- directly accessing knowledge and information generated by other countries and cultures IA
- communicating with people from other countries and cultures IA
- transferring content knowledge in alternative scenarios and new problems IA
II. A. Students are expected to identify unexamined cultural, historical, and personal assumptions and misconceptions that impede and skew inquiry by…
- recognizing the existence of other peoples’ world views, their unique way of life, and the patterns of behavior which order their world IA
- demonstrating mutual cultural understanding and respect IA
- assessing the linguistic and cultural differences that contribute to the distinctive viewpoints that are only available through the foreign language and its cultures FA, IA
- identifying patterns among language systems FA
- recognizing that language learning is not simply a word-for-word translation process, but rather the acquisition of an entirely new set of concepts IA
IV.B. Students are expected to write and speak with power, economy, and elegance by…
- engaging in oral and written discourse on given topics FA, IA
- providing and obtaining information FA, IA
- expressing feelings and emotions FA, IA
- exchanging opinions FA, IA
- decoding written and spoken language on a variety of topics FA, IA
- presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics FA
- controlling the linguistic system (syntax, morphology, phonology, semantics, lexis) FA
- using strategies that enhance the effectiveness of communication FA, IA
- compensating for linguistic inadequacies and cultural differences when they occur, and applying knowledge of cultural perspectives governing interactions between individuals of different age, status, and background FA, IA
IV.D. Students are expected to develop an aesthetic awareness and capability by…
- recognizing that language learning is not simply a word-for-word translation process, but rather the acquisition of an entirely new set of concepts IA
- recognizing that people of other cultures view the world from a perspective different from their own IA
- identifying patterns of behavior among people of other cultures IA
- applying knowledge of the perspectives, artifacts, and practices of a culture IA,FA
- experiencing more fully the artistic and cultural creations of other cultures IA
V.A. Students are expected to identify, understand, and accept the rights and responsibilities of belonging to a diverse community by…
- recognizing the existence of other peoples’ world views, their unique way of life, and the patterns of behavior which order their world I
- applying knowledge of the perspectives, artifacts, and practices of a culture FA
- assessing the linguistic and cultural differences that contribute to the distinctive viewpoints that are only available through the foreign language and its cultures IA
- engaging in oral and written discourse IA, FA
- providing and obtaining information IA,FA
- expressing feelings and emotions IA,FA
- exchanging opinions IA
- compensating for linguistic inadequacies and cultural differences when they occur, and applying knowledge of cultural perspectives governing interactions between individuals of different age, status, and background IA
- explaining the process of stereotyping and the role stereotypes play in forming and sustaining prejudice IA
- demonstrating mutual cultural understanding and respect IA
- engaging in meaningful direct interactions with members of other cultures IA
- sharing their knowledge of language and culture IA,FA
Instructional Design and Approach
World Languages teachers establish an immersion classroom where the goal is communication in the target language with correct, uninhibited, and creative expressions.
Immersion means that you will be in class surrounded by Spanish at a level that is appropriate for you. “Communication” includes speaking, reading, listening, and writing within a cultural context. We denote, and help students to develop skills in, three modes of communication: presentational, interpersonal, and interpretive. Our instructional design provides the opportunity for students to develop core competency learner characteristics. We empower and enable students to discover what they personally need in order to acquire and use a foreign language; we place responsibility on the individual student to collaborate, utilize problem-solving skills, and critical and creative thinking.We ask students to persist through frustration, and to maintain a tolerance for ambiguity; we demand that they look at problematic situations from various viewpoints and perspectives, and we design instruction so that they must develop and go beyond automaticity, actively construct meaning, seek connections and interactions that deepen understanding, and appreciate the value of knowledge from multiple sources and perspectives. We help students develop the cultural sensitivity that is necessary to guard against miscommunication or misunderstanding. We assume that students will display the motivation, maturity, and personal responsibility necessary to participate in this sort of language acquisition environment.
Spanish V class is built around a premise of “learning together” in which students become active participants in every aspect of learning and instruction. In practice, this means that:
a) active participation in all learning activities is required and expected,
b) frequent and ongoing interaction with other students and the instructor are integral components of each lesson,
c) pair activities and small group interactions for practicing the language are the most common instructional arrangements,
d) variety and choice of instructional formats (individual, pair, small group), assessment types (presentations, skits, discussions, debates), and media (audio, video, pictures, music, etc.) are built into the course,
e) self-reflection is promoted by means of self-assessments for video projects, the design of rubrics by the students themselves, the administration of a learning-
f) styles questionnaire, and the identification of strategies to enhance individual learning.
Students are always involved in assessing their own learning. A videotaped group interview/conversation in the first few weeks of instruction will identify areas of individual strength and weaknesses, and will set personalized goals for future performance.
Student Expectations
Active and extensive class participation is essential to your success and the success of the course. Students are expected to speak only Spanish in class with the instructor and classmates. Also, students are encouraged to speak Spanish informally outside class with anyone who speaks the language. Remember, practice makes perfect!
Attendance
Students are expected to be in class daily, be punctual, be well prepared with all required class materials and completed assignments. They are expected to be positive contributors and collaborators who actively participate in class activities.
The WL Team follows the Academy’s attendance policy. Please, be aware that it is the responsibility of students and parents to check the attendance record in Power School.
If you are absent, it is your responsibility to communicate with a classmate or with me to obtain the necessary information/class work/homework, etc. and to turn the homework in the day of your return to class. If your absence is unexcused, there will NOT be make-ups for any form of assessments, including unit final projects or presentations.
Homework
There will be daily homework in different formats. Homework is an essential part of your learning experience: do it with that purpose in mind. If you need help with it, come and see me before your next class. Homework assignments are not necessarily only written documents, but practicing, researching, learning material, listening, reading, working on a project etc. Since homework will be an essential component for a class review or activity the following day, timely completion of homework is essential for successful participation in class. Homework will be assigned as individual, partners, and/or group work. All homework assignments must be ready to review at the beginning of class.
Homework, including journal entries, will NO be completed for a grade, but for your own learning and growth.
Homework will be an extra practice of the class material covered in class. If you do not have your homework completely done, you will do it during class time. If this happens, you will miss your group review and my feedback; and therefore, a valuable learning experience. Not doing homework is not acceptable in this class.
Homework will be collected unannounced to check for correctness and outstanding presentation: it is expected to be handwritten and neatly done. It should not be typed, unless I ask otherwise.
There will be weekly homework quizzes on topics covered in class and done as homework assignments. These quizzes will assess your full comprehension and mastering of the material. Therefore, it is essential that you review class material every day as part of your homework, and that you complete and fully understand your homework.
Assignments and assessments including drafts, essays, visuals for a presentation, oral presentations, and any other form of assessment that are not ready at the due date and time (including students who are not ready for a presentation) will receive partial credit for the assignment (a reduction of a 25% off the final grade), and it will need to be done by the following class. Field trips and school sponsored activities are excused absences, but you must have any required assignment done at your return.
The amount of time outside of class that a student needs to spend in order to acquire proficiency in Spanish varies from individual to individual. A reasonable expectation is
30 minutes per day. Shorter daily study and practice sessions are much more conducive to language acquisition than one or two longer periods during the week. Group work and collaboration outside class to practice speaking and peer editing is highly encouraged.
Academic Integrity
IMSA students are expected to conduct themselves in accordance with five fundamental values: honesty, trust, fairness, respect, and responsibility. I follow the Academy’s academic honesty policy; refer to the Student Handbook/Planner. Students involved in breaches of academic integrity (cheating, plagiarism, and inappropriate collaboration) will receive a zero for the assignment or assessment. Cheating includes: copying another’s person work and presenting it as yours; using any form of notes during a test; looking over another’s person answers during an exam; using a translator devise for more than individual words; and using an English version of a Spanish text, including news.
Assessment Practices, Procedures, and Processes
Assessment in Spanish V involves both the teacher and the student. The teacher provides regular feedback on student performance. The student follows through on the teacher’s feedback, and engages in self–assessment. Emphasis is on continued efforts to improve student’s language proficiency.
Students are assessed daily on the production of written and spoken language, and on reading and listening comprehension. Essential elements of effective communication are the creative use of vocabulary in context, and grammatical and syntactical accuracy. To measure your progress in the language, a variety of assessments (interpersonal, presentational, and interpretive) will be used throughout the year. After each assessment, you will receive immediate and constructive feedback on your performance. Reflections and self-assessments will be essential components of your learning.
Written assessments include compositions, short writes, summaries, peer responses, quizzes, and exams. Written performance assessments include orthography, diacritical markings, legibility, punctuation, organization, syntax control, use of advanced vocabulary, and style. Evaluation of written assessments will include: organization, flow, content, syntax control, orthography, and advanced and level appropriate vocabulary used, including connectors and transitions. I will follow the ACTFL (American Council of Teachers of Foreign Languages) and the AP rubrics.
Oral assessments include daily informal conversations, individual and group work, and formal and informal in-class presentations including, but not limited to, skits, debates, film and reading discussions, impromptu and demonstration speeches, news reports, PP presentations, teaching assignments, etc. Some of these presentations will be video recorded for self-assessment purposes. Oral assessments will evaluate content and information, organization, quality of syntax control, use of advanced vocabulary and grammar, pronunciation, intonation, and fluency.
You will receive specific rubrics for major oral and written assessments. For your baseline video assessment, you will receive a rubric for interpersonal communication to evaluate your level of proficiency according to IMSA SSLs (Standards of Significant Learning -see pgs. 4 and 5) and ACTFL (American Council of Teachers of Foreign Languages) proficiency levels. These rubrics and evaluation guidelines will be posted in Moodle and reviewed in class during the first week of the course.
Grading Scale
The following are the cut-off values for quarter and semester grades as calculated by PowerSchool:
A 92.5
A- 90.0
B+ 87.5
B 82.5
B- 80.0
C+ 77.5
C 72.5
C- 70.0
D 69.9
Oral assessments: video assessments, class oral production, presentations, skits: 30%
Written assessments: in class compositions of any format (no journal entries): 30%
Exams: grammar, vocabulary, reading comprehension, listening, unit content: 20%
Homework quizzes: 20%
Homework (you will receive a check mark when missing or late): 0%
Oral participation (you will receive only comments): 0%
Spanish V Sequence of Learning Experiences for 2014-2015
Spanish V Overarching Question:
What can I learn about my own language and culture from the study of others?
Level V is a research/content -based class in Spanish; therefore, the main goal for this class is for the students to move from an intermediate to an advance – mid/high level of the language in all four skills by the end of the year. Every student will assess his own level and will set a proficiency goal in every skill the first week of the course.
The course has six thematic units that will include extensive practice in all four skills and in the three forms of assessing language proficiency: interpersonal, interpretive and presentational.
Although grammar is not a component of the curriculum, all students regardless of their level, will complete a review of two areas of syntax: subjunctive and prepositional verbs the first weeks into the first semester. This review has the purpose for the students to master the most advanced grammar they will use as they write and speak.
After this grammar review, I will determine if there is a need for other topics of grammar to be reviewed. If not, we will still work with integrated grammar in context. I will explain this in class.
The units, as aforementioned, are research and content based. This means that after presenting the themes of each unit, students will have a set of topics to research in collaborative groups. After research is done, each group of students will “teach” their topic to the class. I will support each of the topics with additional materials including: literary and audiovisual selections. The class will have a content-based exam on these topics in each of the units.
Each of the thematic units has several subunits. There will be a literary selection between each of the units or subunits so you will have the opportunity to be familiar with the most relevant and well known Spanish-speaking authors.
These are the thematic units of study (subject to change):
Unit 1
- Intensive grammar and reading review
- Self-assessment of each language skill
- Personal goal for improvement. Journal entries purpose
- Writing in Spanish V: persuasive, comparing and contrasting, free writing and poetry (free verse)
Unit 2: Contemporary Life and Social Conscience
Essential Questions:
- How do society and individuals define quality of life?
- How is contemporary life influenced by cultural products, practices, and perspectives?
- What social issues pose challenges to societies throughout the world?
Topics:
- Education and careers: educational systems
- Social customs and values: lifestyles
- Social welfare and social conscience. Volunteerism
Unit 3: Science and Technology
Essential Questions:
- How do developments in science and technology affect our lives?
- What factors have driven innovation and discovery in the fields of science and technology?
- What roles does ethics play in scientific advancement?
These are the sub-units:
- Effects of technology in self and society
- Health care and medicine
- Innovation
- Sciences and ethics
Unit 4: Beauty and Aesthetics
Essential Questions:
- How are perceptions of beauty and creativity established?
- How do ideals of beauty and aesthetics influence daily life?
- How do the arts both challenge and reflect cultural perspectives?
These are the subunits:
- Visual arts: paintings, sculptures, photography, styles and artists
- Architecture: designs and trends over the time
- Performing arts
- Language and literature: theater and poetry
Unit 5: Families and Communities
Essential Questions:
- What constitutes a family in different societies?
- How do individuals contribute to the well-being of communities?
- How do the roles that families and communities assume differ in countries around the world?
These are the subunits:
- Family structures
- Global citizenship
- Human geography
- Customs and values
Unit 6: Global Challenges
Essential Questions:
- What environmental and economic and political issues pose challenges to societies throughout the world?
- What are the origins of those issues?
- What are possible solutions to those challenges?