Thomas Kelly High School
World Languages
Course Syllabus
Spanish for Heritage Speakers 3
Textbook: Nuevas Vistas, Curso Dos
Course Description
This course is designed for students who took Spanish for Heritage Speakers 2 or were placed in
this course according to the placement exam results. In this course, students will develop their
writing, reading, and oral skills in Spanish.
College Readiness Standards (CRS)
Students will:
•
be able to summarize events and ideas in more challenging passages, locate and interpret minor or
subtly stated details, inter the main idea or purpose, make predictions
•
identify cause-effect relationships between characters, ideas, and so on in more challenging
literary narratives, use context to determine meaning of words in a passage, draw generalizations
and conclusions about characterizations and ideas
•
present a well-developed introduction and conclusion, show competent use of language to
communicate ideas by using Spanish grammar, usage, and mechanics, use precise and varied
vocabulary, and use several kinds of sentence structures to support meaning
Course Units
Semester 1
Collection 1- El heroísmo
Semester 2
Collection 4- Desafíos de la vida
Collection 2- La amistad
Readings:
Gary Soto, “Cadena rota”&
“Naranjas”
Gregorio López y Fuente, “Una carta a
Dios”
Nicolás Guillén, “La muralla”
Culture: México- history,
demographics, government, economy,
cuisine, literature, music, art, customs,
etc.
Writing: Biographical sketch/ letter to
the school editor about a problem
Grammar: Adjectives; adverbs
Readings:
Josefina Niggli, “El anillo del general
Macías”
Francisco Jiménez, “Cajas de cartón”
Jorge Luis Borges, “Los dos reyes y los dos
laberintos”
Culture: México- culture, demographics,
government, economy, cuisine, literatura,
music, art, customs, etc.
Writing: A pro-revolutionary article/
problem-solution essay
Grammar: Relative clauses and relative
pronouns
Collection 5- Mitos
Readings:
Jorge Luis Arriola’s versión of “El Popol
Vuh”
Douglas Gifford’s version of “Tres mitos
lationoamericanos”
Américo Paredes’ version of “El corrido de
Gregorio Cortez”
Culture: The Mayans- demographics,
government, economy, cuisine, literatura,
music, art, customs,etc.
Writing: Critique of El Popol Vuh/ investigate
the different norms of beauty
Grammar: Review of relative clauses; mood
with relative clauses; the subjunctive in
adverbial clauses
Collection 3- El medio ambiente y los
peligros ecológicos
Gabriela Mistral, “La fiesta del árbol”
Collection 6- El humor
Readings:
Miguel de Cervantes “Don Quijote de la
Readings:
Juan Francisco Manzano,
“Autobiografía de un esclavo”
Horacio Quiroga, “En la noche”
Rose Del Castillo Guilbault, “Trabajo de
campo”
Sor Juana Inés de la Cruz, “Soneto”
Culture: Cuba-history, demographics,
government, economy, cuisine,
literature, music, art, customs, etc.
Wrting: Investigate a
hero/autobiographical sketch
Grammar: Pronouns
Octavio Paz, “Àrbol adentro”
Federico García Lorca, “Paisaje”
Gabriela Mistral, “Meciendo”
Marco Denevi, “Las abejas de bronce”
Culture: Chile- culture, demographics,
government, economy, cuisine,
literature, music, art, customs, etc.
Writing: A problem-solution essay/ a
letter to the mayor
Grammar: The uses of se; passive voice
Mancha”
Pedro Antonio de Alarcón, “El libro
talonario”
Lope de Vega, ”El soneto”
Culture: Spain- demographics, government,
economy, cuisine, literatura, music, art,
customs, etc.
Writing: Humorous story/ informative flyer
Grammar: Perfective, imperfective and
progressive aspect
Student goals and expectations
• Students shall report to class on time and must be ready to work and participate in class.
•
Students must enter the classroom with their identification around their neck at ALL times.
Students with a temporary identification must place it on their chest, where it is visible.
Students shall be prepared with the following items: textbook, loose leaf paper, pens, and a
binder.
Students shall respect their teacher and classmates. Use of profanity and other inappropriate
•
language will not be tolerated.
•
• Upon entering the classroom, students shall turn in their homework. If a student has trouble
with the assignment, it is his/her responsibility to seek help from the teacher immediately.
Grade Percentage Equivalents
A = 90–100
B = 80–89
C = 70–79
D = 0–69
F = 0–59
Chapter Tests/Essays/Projects
30%
30%
Quizzes
15%
Class Assignments/Homework &
Cornell Notes
Class Participation/Attendance
10%
Quarter Final
15%
Attendance and Punctuality
Good attendance and punctuality are essential. Students must attend all classes unless
personally ill, there is a family emergency, or they are participating in a school activity for
which the student is excused by the teacher prior to the activity. It is also important for students
to know that students are personally responsible for timely makeup (the next day) of any work
or quiz/exam which they missed for any reason. If a student is absent, he/she must ask a
classmate what the assignment was and turn it in the next day.
GradeBook: Students and parents must monitor grades regularly.