_______________ High School
CAPP Spanish 248 – Spring 2011
Class Requirements and Expectations:
Instructor:
Room:
Textbook:
Tel:
Extended Learning Opportunities:
Course Description:
CAPP Spanish 248 is a combination of two UW–Oshkosh classes at the 200 level. Our focus will be an
intensive grammar review, discussion of a comprehensive selection of literature written by native Spanish
speakers, and an analysis of a variety of cultural themes. Students will improve their listening comprehension
while listening to native discourse from films and lab work. The course is also dedicated to the improvement
of vocabulary, written reaction, and oral communication.
Due to the design of this course, _______________ students must have access to the Internet and must have an
e-mail account. While the school does have access to the Internet, it may or may not allow students to access
e-mail at school.
Please note that a portion of extension activities are required for this course: Students will be asked to
complete computer activities online and to complete 3 activities that utilize Spanish “outside of the classroom
environment.”
*Important note: Because every university has different requirements, course titles, and expectations, it is up to
the student, not the teacher, to contact his/her university and find out if, and how many credits will be
accepted. A letter that you may send to the university is included in this packet.
The Course Calendar & Daily Assignments
You will receive a course calendar which contains dates outlining sections of the text that will be our focus.
This guide may be revised as necessary.
Assignments:
You will receive a list of assignments which will be completed online. It is imperative that the assignment be
done prior to the due date. Computer-based assignments will not be processed late due to program
restrictions. Students, who find that they are having computer malfunctions, can catch up on work in the high
school labs before or after school hours. Please e-mail Ms. _____________ with any concerns immediately as
they arise.
1
Lesson Theme & Vocabulary: (At home)

Get to know each new chapter, its theme, and vocabulary.
Scan the table of contents of your text. Flip through the
pages of the lesson as you would a magazine. What appeals
to you? What comes to mind?

Brainstorm! What do you already know about the theme?

Improve your pronunciation of the vocabulary by listening
and repeating the words you hear online. Use the lab
materials to develop your listening skills. Always take the
pronunciation section at home seriously DO NOT SKIP THIS
VERY IMPORTANT STEP!
Please remember the KHSD
community values regarding
respect, honesty, responsibility
and kindness. The following can
warrant an automatic F in this
course:
1. The use of any Spanish
translating devices for ANY
portion of this course.
2. The use of another student’s
work as your own. This
includes online work.
Complete the vocabulary practices online (“Para Empezar”)
PRIOR to using the vocabulary in class when sessions begin.
3. Taking credit for an original
By the time you come to class you should be well informed
author’s work without proper
and ready to practice using the vocabulary in context. The
citation.
online pronunciation practices and activities are designed to
familiarize you with the new vocabulary. To what extent
should you be “familiar”? During these first few days, pretend
that you are preparing for quiz 1 in the Realidades textbook series. That is to say, you should be able to
recognize and use the vocabulary in context but may still need to access the list for perfect spelling.
When we meet as a group on the first day of any chapter, effective communication and discussion will
stem from the use of this new vocabulary.

Textbook Activities: (In class, as homework)

“Práctica” exercises may be done orally in class, as a pair, or as a group. They may also be assigned as
written homework.

Speaking exclusively in Spanish is an expectation of this course. Keep this in mind for all pair work
and group activities. Use your Spanish creatively! Socializing in English will result in grade reduction.

Time limits may be given before you begin communication activities and may occasionally be
extended.

Whenever working with a partner or in small groups the teacher may ask you to report your findings
to the class. Listen attentively and always jot down notes to help you to relay any information
attained.

Each new chapter, we will rotate seats and change partners to ensure a greater variety of
communicative exchanges.
Cortometraje: Award-winning, Short-Feature Films

Always review new vocabulary specific to the film being shown.

Discuss with your group important themes or issues that may arise. Have you seen a recent film from
that same genre?

Look at the poster, still shots, and text to stimulate predictions.

Be sure to read the “Nota Cultural” sidebar to aid you in making appropriate connections.

Be prepared to do an analysis or the following extensions: compare the plot, characters, and endings to
your predictions, create a film review, or develop a sequel or produce an alternate ending.
2
Grammar:

Grammar explanations will be given in Spanish unless a request is made for clarification reasons.

Grammar may be assigned as homework, allowing us to devote class time to the “Practica” and
“Comunicación” activities which require partners and oral communication.

Grammar will be introduced in context, using short narrations, guided discussions, brief readings, or
realia. Students will be asked to share what they already know about each grammar point in Spanish.

There are various tools that will aid in your understanding of grammar concepts.
1) Structured practices in the textbook for written practice and
communication (done in class)
2) Readings which fuse the grammar concept in context
3) Web-SAM (Practices in your Student Workbook/Lab Manual)
4) Online practices on the Supersite,
Go to VHLCentral: http://vhlcentral.com
Be sure to write down your access code.

When having difficulty with any grammar point, it is important that you print that particular
assignment and bring it to class to consult with Ms. _____________.
Cultural & Literary Readings:

Use the title, pictures, captions, headings, or other clues to help you figure out the main topic
before you read.

Scan any questions that follow the reading before reading. Know what it is you are looking for
and why you are reading.

Read through a passage once quickly to try to get the overall “gist” of the text, then go back to try
to figure out confusing passages or unfamiliar words.

Force yourself to read without trying to translate every word. Whenever possible, try to figure out
the meaning of the word from its context. If you can’t determine the meaning, then at least figure
out some information about the word – is it a noun? Is it masculine or feminine?

Don’t use online translators when reading. Typing a passage into an online translator and hitting
“send” doesn’t accomplish the goal of comprehension assignments, and it doesn’t guarantee an
accurate translation. There are subtleties of the language that word-by-word electronic or
dictionary translation simply can’t capture.
3
Evaluation:
Criteria for Grades:
Any student who misses class and whose absence is not excused, will not be able to make up the
work done in that class.
10%
10%
20%
10%
40%
10%
Practice activities on the Imagina Supersite (late assignments will not receive full credit)
Prepared oral presentation
WebSAM (Student Activities Manual / workbook and lab)
Interpersonal communication (paired activities, group activities, skits, and lit. circles)
Lesson Exams
Two written reflections based on 2 of the 3 projects done outside of class
Grades for _______________ High School
You will receive 2 separate term grades using the _______________ HS grade scale based on your
percent earned at the end of each term.
Grades as they will appear on your Oshkosh transcript
Your UWO transcript will reflect one grade. This grade is based on the AVERAGE of the 2 terms.
RANGE
93 - 100
90 - 92
88 - 89
83 - 87
80 - 82
78 - 79
73 - 77
70 - 72
68 - 69
63 - 67
60 - 62
0 - 59
LETTER GRADE
= A
= A= B+
= B
= B= C+
= C
= C= D+
= D
= D= F
(This line and above - 18 credits for participating universities)
(5 credits only for Spanish 248)
(5 credits only for Spanish 248)
(5 credits only for Spanish 248)
(5 credits only for Spanish 248)
(5 credits only for Spanish 248)
(5 credits only for Spanish 248)
(HS credit only, no UWO credit)
(No HS credit, no UWO credit ,“F” on UWO transcript)
4
Grading criteria: “Spanish Outside of the
Classroom Project”
Participate in Multilingual
Communities at Home & Around the
World

Evidence of serious interest in gaining
perspective about the culture (goal)
State Standard 5.1:

Project completion by appropriate date
Students use the language both within and BEYOND
the school setting

Control of language

Comprehensibility

Vocabulary use

Communication strategies

Appropriate time commitment was evident

Student had proof of the commitment

Student represented _______________ High
School with dignity

Student was able to express in detail the
process of his/her choice and the insights
gained with class members and answer the
questions of the class.

Students initiated questions of other student
projects during discussion
State Standard 5.2:
Students show evidence of becoming life-long learners
by using the language for personal enjoyment and
enrichment.
In order to accomplish the goals set by the WI
standards, students must complete a project in EACH of
these areas:
Category A – Using Spanish to Aid others
Category B – Using Spanish Within Your Community
Category C – Using Spanish for Personal Enjoyment
and Enrichment
(Specific rubrics will be provided)
Category A – Using Spanish to Aid Others (Ideas)
1)
Translate necessary documents for an organization. Explain what the need for the document was
and how you met that need. Discuss the challenges and rewards of translation. Places to ask may
include hospitals, volunteer sites, police stations, grocery stores, and local schools.
2)
Summarize for your class a volunteer assignment that dealt with Hispanic individuals. Contact
contact@foxcitiesmulticultural.org or "Rebecca Sgarlotti" fcrmc@athenet.net in order to volunteer.
3)
Tutor or do an “intercambio” with an exchange student from the Fox Valley Technical College.
Spend ½ of your time aiding with English and ½ the time working on your Spanish. If interested
please contact: Susan Beyer at Global Education and Services, Fox Valley Technical College, P.O. Box
2277, 1825 N. Bluemound Drive, Appleton, Wisconsin 54912-2277 / Phone 920-735-4810 / email:
beyers@fvtc.edu. Ask if she can assist you in finding a partner to do a language exchange.
4)
Volunteer or read with students at the Early Learning Center. The center houses the overflow of
students for the Public Schools of Green Bay. It is located at St. Phillip’s Church. (312 Victoria Street,
Green Bay WI 54302) Contact the school principal Cathy Wenzel at 272-7486 or 660-8091
5)
Volunteer to work with Hispanic students at McKinley Elementary School 1125 East Taft Avenue
Appleton, Wisconsin 54915 Phone: (920) 832-6285 Fax: (920) 832-6326 (Amy Swick has assisted
students in the past.)
6)
Contact Amy Wiza at Wisconsin/Nicaragua Partners to see if there are ways you can help or items
you can collect for the partnershi(Room 129 Nelson Hall, UWSP, Stevens Point, WI 54481 , (715)346-4702)
5
Category B – Spanish within Your Community (Ideas)
1) Summarize for your class an interview or informal chat you had with a native speaker about his/her
country. (Tape the interview on video or with a mini-recorder. Mini recorders can be borrowed
from the teacher.)
2) Research an authentic Mexican recipe in Spanish that you have never tasted (no tacos, burritos, etc.)
Bring this recipe with you as you visit a Mexican grocery store. Talk with the people there in Spanish
about their store and the food they sell. Prepare the recipe for your family. Take pictures of the store
and food in its original packaging (Bring a audio recorder to tape conversations and take pictures if
the owner/clerk allows. Please be very careful not to take pictures of customers. (La Carnecería on
Calumet St. in Appleton, Quinto Sol on College St in Appleton, Nararit México on 8th & Minnesota in
Oshkosh)
3) Detail for your class a visit to an agency that deals with language translation (international business,
translation office, courts, police) Be prepared to answer the teacher’s questions about the business,
difficulties in that field, perks, etc. The business may not allow you to shadow a session with a client
due to privacy laws.
4) Explain your personal opinion after reading article on English-only laws, bilingual education,
immigration, or Hispanic population trends in the U.S. Be sure to read one article that favors your
opinion and one that does not. (articles must be in Spanish)
5) The following local church has masses/services in Spanish. If you are interested in attending, please
call the following number to confirm the times and dates of the services. Please read the questions
that follow.
Things to consider if attending a mass: What is your first reaction being part of a minority in this
environment? What observations would you like to share with your class members? If you have
attended a Catholic mass in English before, how is this one similar or different? Would you attend
again? Why or why not? What social interactions did you observe among the parishioners prior to
and following the mass? Feel free to ask a family member or friend to attend with you and discuss
their reactions.
St. Therese Catholic Church,
213 E Wisconsin Ave, Appleton, WI 54911
(920) 733-8568
www.communityofsttherese.41pi.com
6) **Top pick - A Spanish chat group including various Spanish levels and abilities is held at the Fox
Valley Technical College. Many of these speakers are second language learners from the community
and exchange students from Central America. Contact Susan Beyer at Global Education and Services,
Fox Valley Technical College, P.O. Box 2277, 1825 N. Bluemound Drive, Appleton, Wisconsin
54912-2277 / Phone 920-735-4810 / email: beyers@fvtc.edu Ask to be added to the Spanish Charla
distribution list to be notified of chat group meetings.
7) Contact the Fox Cities Rotary Multicultural Center and ask them if there are any volunteer
possibilities where you can use your Spanish. 128 North Oneida Street, Appleton, WI 54911,
(920)882-4056 fax (920)882-4060, contact@foxcitiesmulticultural.org
8) Discuss other options that interest you with your teacher for approval prior to completing a project.
6
Category C – Using Spanish for Personal Enjoyment & Enrichment (Ideas)
1)
Listen to radio stations that are streaming live on the internet. Search keywords: Spanish Radio
Stations. Write notes about the “radio chat” and the songs that are played. Explain any new
vocabulary and share the lyrics of a song you like. Many lyrics can be found at letssingit.com /Note:
Batanga.com is Mrs. _____________’s favorite free site and contains many genres of Hispanic Music.
2)
Read an authentic news source, magazine, or book every day for a week. Keep a list of new
vocabulary and cultural facts that you learned. Summarize what you have read and be prepared to
present it to your class. Be sure it is level appropriate. Read up-to –date news in Spanish about a
Spanish speaking country. BBCmundo.com is a great source for world reports, but you can read a
newspaper from any Hispanic –speaking country. Search online keyword: Spanish newspapers.
3)
Listen to a Spanish novel on CD. This is great for students who are always on the go and spend lots
of time in the car. There are many audio books available at the _______________/Appleton Public
Library. It is preferred that the book chosen takes place in a Hispanic setting so that you may discuss
cultural events with your classmates. Check the _______________ Library Homepage for titles and
descriptions – audiolibros en español.
4)
Look online and find an authentic Spanish comic strip. Compare the characters to those of an
American comic strip. Follow the comic for a full week (if daily) or full month (if weekly) Keep a list
of new vocabulary and cultural facts that you learned. Summarize what you have read and be
prepared to present it to your class.
5)
Summarize the main events of a Spanish newscast, telenovela, or sitcom / Univision or Telemundo.
Keep notes by writing a summary sentence of each 5 minutes that pass (if you don’t have cable, Mr.
Heitpas in the LMC may be kind enough to record an hour or two for you if you give him a tape and
plenty of warning – give him specifics on the time, date, and channel.
6)
Summarize the happenings of an event where Spanish is the primary language spoken: a dance, a
ceremony, celebration, etc. Bring pictures to show the class.
7)
Summarize for your class, a play you attended based on a Hispanic theme (bring a program to your
teacher – be prepared to answer historical questions, read up on the topic if necessary.)
8)
Summarize for your class, a video that you rented which is in Spanish (English subtitles are permitted
but Spanish subtitles are preferred) Complete the sheet. “Reseña para una película” or video guide
provided by your teacher. No film can be duplicated by students.
***Note: Students are responsible for choosing films that they and their families deem as appropriate.
While many students are of legal age to watch rated- R films, these films may not be considered
suitable for your family. Please consider your family values when choosing films. Some foreign films
are “not rated” and may contain questionable subject matter. Please ask Ms. _____________ for ideas
if you are concerned with subject matter.
9)
Visit a Spanish chat-room or Skype and generate a discussion with the people there. Remember to
“keep it appropriate” and do not give your personal information. Print out your conversation and
write down interesting phrases or information you find out.
10)
Discuss other options that interest you with your teacher for approval prior to completing a project.
7
Date: January, 2011
To Whom It May Concern:
This letter serves to inform personnel at your university that the _______________ High School student who is
sending this document is currently completing requirements to complete UW-Oshkosh CAPP Spanish 248.
Following the completion of this course, this student will request that an official UW Oshkosh transcript be sent
as part of his/her application for admission.
Because all universities have different systems in place regarding Cooperative Academic Partnership Program
(CAPP) credits, would you be so kind as to clarify some questions for this student regarding his/her future
placement at your university? The answers to these questions are often of particular importance when a student
has yet to make his/her final decision regarding a particular university.
Background: Students who receive an A or B in Spanish 248 generally receive 18 credits at schools throughout
the University of Wisconsin System. Five of these credits are earned for the 248 course and the remainder of the
credits is earned retroactively for the preceding courses listed below.
Spanish 204/208 (combined 248) 4th semester Reading & Conversation
Spanish 110 Introduction to Spanish I
Spanish 111 Introduction to Spanish II
Spanish 203 Intermediate Structure & Expression
Spanish 207 Intermediate Conversation
5 credits
4 credits
4 credits
3 credits
2 credits
How, if at all, will the 248 class be recognized at your school? (please mark ALL those that apply)
 (Schools within the UW System) Because the student is already considered a student of the UW system, we
will transfer all 18 credits at our university and no additional language placement test is required. If the
student would like to continue in Spanish, the next consecutive course that he/she would sign up for is
entitled/numbered_________________________
 Our university does not recognize retroactive language credits and would only grant the 5 credits earned for
CAPP Spanish 248. The next consecutive course that he/she would sign up for is
entitled/numbered_________________________
 The credits received will not equal 18 at our university; however the student would receive_____# of credits.
The next consecutive course that he/she would sign up for is entitled/numbered_________________________
 We do not accept CAPP credits, The student would be required to take a language placement exam at our
university and the placement of the student would dictate the number of credits and retroactive credits
he/she would receive (assuming that the student takes the course in which he/she has been placed)
 Other: please explain.
How many credits are required for a Spanish minor at this university? _____credits
How many credits are required for a Spanish major? _____credits
Questions or concerns? Please contact _______________ High School Spanish teacher _______________
_____________ at s_____________@_______________.k12.wi.us
8
Parents: Preferred method of notification?
(Please check all that apply) Students lives with:
Mom_______ / Stepmom________
Dad _______ / Stepdad ________
Please print full name___________________________________________________________________
Please print full name___________________________________________________________________
Other: Specify____________________ Please print full name___________________________________________________________________
Who should I be contacting if there is a concern or special praise? _______________________________________________________________
Home phone:
Work phone:
Home e-mail:
Work e-mail:
Parent/Guardian Signature________________________________________________ Date_________________________________________
Important Notes:
Checks for this course are due by the end of the first week of class unless a payment plan has been arranged through the office.
Dropping this course at the high school level does not constitute dropping it at the university. All appropriate paperwork must be completed
and deadlines met.
It is each student’s responsibility to contact his/her choice universities to research how CAPP credits translate to these institutions. All of the
UW system universities have accepted these credits, but some private and out of state schools may have different guidelines. The course
teacher and _______________ High School are not responsible if these credits do not translate as the credit numbers listed on the following list.
Students:
 I understand the time commitment that will be involved in this class, but also realize the benefits of possibly receiving 18 college credits for
this one course.
 I realize that if I should have computer issues that I must contact my teacher immediately and find an alternative location/ computer for
assignment completion.
 I understand that I must make up all missed time for this class including oral speaking time during advisement.
 I know that it is my responsibility to see how these credits transfer to my chosen university.
 I will speak only in the target language unless instructed otherwise.
 I realize that if I decide to drop this course, it must be done prior to payment at the end of the first full week.
Student Signature ______________________________________________________ Date_____________________________________________________
9
10
Lección 2
Vivir en la ciudad – semanas 1 y 2
LOS
ENTENDIMIENTOS
QUE PERSISTEN/
ENDURING
UNDERSTANDINGS
La expansión
territorial, los
cambios en la
población, y la
circulación de
personas influyen
significativamente la
estructura de las
instituciones y la
cultura.
La manera en que la
gente se comporte
cambia con sus
alrededores. Es
decir, existen
normas "urbanas" y
normas "rurales."
Dónde una persona
elige residir es más
de una cuestión de
la geografía-es una
cuestión del estilo
de vida.
25de enero - 4 de febrero
PARA EMPEZAR
CORTOMETRAJE
(oral and written
practice using
vocabulary
specific to the
theme below)
(short clip used as a
springboard for
further discussion
with a focus on
lesson vocabulary
¿Cómo afecta la
locación del hogar en
cómo se vive la vida?
(en la ciudad, en los
suburbios, en la aldea,
o en el campo)
En la ciudad
Adiós mamá
¿Cómo afecta la vida el
tipo de hogar donde
alguien vive? (una casa,
un apartamento, o un
condominio, etc.)
-las
indicaciones
LAS PREGUNTAS
ESENCIALES /
ESSENTIAL
QUESTIONS
¿Cómo cambian las
leyes y normas de un
lugar cuando aumenta
la población?
-las actividades
-la gente
-los lugares
(8 min.)
México 1997
Director: Ariel
Gordon
IMAGINA
(geographical area
of concentration, its
famous people and
its cultural patterns)
ESTRUCTURAS/
MANUAL DE
GRAMÁTICA
(*indicates optional
sequence)
México
2.1 The preterit
(Diego Rivera:
2.2 The imperfect
Sueño de una
tarde dominical
en la Alameda -/
Sunday
Afternoon
Dream in the
Alameda Park
CULTURA
(read about the
culture)
Juchitán: La
ciudad de las
mujeres
LITERATURA
Aqueronte
José Emilio
Pacheco,
México, cuento
2.3 The preterit
vs. the
Imperfect
*2.4 Progressive
forms
*2.5 Telling time
¿Por qué se muda la
gente? ¿Cuáles factores
destacan en la decisión
final de dónde se debe
residir?
¿Qué influencia tiene el
lugar donde una
persona reside en los
hábitos y las decisiones
de su vida cotidiana?
¿Cómo se aprovechan
los diversos grupos o
culturas de una cuidad
grande?
11
Lección 3
La influencia de los medios – semanas 3 y 4
LOS ENTENDIMIENTOS
QUE PERSISTEN/
ENDURING
UNDERSTANDINGS
La capacidad de comunicarse
es crucial si una sociedad
humana va a sobrevivir.
Todos los mensajes de la
media son 'construidos’ y
‘manipulados.’
La comunicación se considera
un gran poder, ya que no
sólo informa, sino que
influye



en la opinión pública
en los comportamientos
sociales
y en las interpretaciones
de la realidad
Los mensajes en la media son
construidos usando un
lenguaje creativo con sus
propias normas.
A pesar de recibir el mismo
mensaje, las personas
reciben, leen, y aceptan los
mensajes en una manera
distinta. Incorporan sus
propios valores y puntos de
vista.
LAS PREGUNTAS
ESENCIALES /
ESSENTIAL QUESTIONS
¿Cómo influyen los
medios de
comunicación en la
opinión pública y
nuestra interpretación
de la realidad?
¿Si no aparece algo en
la prensa escrita, la
radio, la televisión, ni
el Internet, se puede
decirse que no existe?
¿Estamos nosotros
informados o
hipnotizados?
¿Cómo puede ayudar
a promover la
tolerancia y la
comprensión si
reconocemos muchos
puntos de vista?
7 de febrero – 18 de febrero
PARA EMPEZAR
CORTOMETRAJE
(oral and written
practice using
vocabulary
specific to the
theme below)
(short clip used as
a springboard for
further discussion
with a focus on
lesson vocabulary
Los medios de
comunicación
Encrucijada
-el cine y la
televisión
-los medios
-la prensa
-los
profesionales
de los medios
(10 min.)
México 2002
Director: Rigo
Mora
IMAGINA
(geographical
area of
concentration,
its famous
people and its
cultural
patterns)
El Caribe:
Cuba, Puerto
Rico y
La República
Dominicana
ESTRUCTURAS/
MANUAL DE
GRAMÁTICA
(*indicates optional
sequence)
3.1 The
subjunctive in
noun
Clauses
3.2 Object
pronouns
CULTURA
(read about the
culture)
Ritmos del
Caribe
LITERATURA
La
desesperación
de las letras
Ginés S.
Cutillas,
España, cuento
3.3 Commands
(musical chairs)
Additional
reading:
*3.4 Possessive
adjectives
and pronouns
Periódicos
hispanos
*3.5
Demonstrative
adjectives
and pronouns
La prensa
amarilla
¿Cómo cambia el
mensaje cuando viene
de una fuente original
o en la lengua
original?
12
Lección 4
Generaciones en movimientos –semanas 5 y 6
LOS ENTENDIMIENTOS
QUE PERSISTEN/
ENDURING
UNDERSTANDINGS
El paso del tiempo
(envejecer) es una
realidad inevitable que
nos afecta a todos.
La evolución de culturas y
la sucesión de nuevas
generaciones depende de
un constante transcurso
del tiempo.
La vida sigue, y en ese
camino interminable
surgen choques entre
generaciones y culturas.
Cómo las personas
perciben el mundo es muy
personal y subjetivo.
Eventos del pasado
ayudan para formar los
eventos y actitudes del
presente y del futuro.
El cambio es inevitable.
Personas usan cuentos y
tradiciones para preservar
su historia e identidad
personal y también para
interpretar el pasado.
LAS PREGUNTAS
ESENCIALES /
ESSENTIAL QUESTIONS
¿Cómo influyen la
herencia de grupos y
personas anteriores en las
generaciones
subsecuentes?
¿Cómo han cambiado las
acciones, las ideas y los
valores de personas con el
paso de tiempo?
PARA EMPEZAR
CORTOMETRAJE
(oral and written
practice using
vocabulary
specific to the
theme below)
(short clip used as
a springboard for
further discussion
with a focus on
lesson vocabulary
En familia
El rincón de
Venezuela
-las etapas de la
vida
-las
generaciones
-los parientes
-la personalidad
¿Es el mundo de hoy un
lugar mejor que el mundo
del pasado? ¿Cómo nos
juzgarán a nosotros los
niños del futuro?
¿Cómo puede ayudar a
promover la tolerancia y
comprensión si
reconocemos muchos
puntos de vista?
21 de febrero – 4 de marzo
-la vida familiar
(19 min.)
VenezuelaEE.UU. 2005
Directora:
Reyther Ortega
IMAGINA
(geographical
area of
concentration, its
famous people
and its cultural
patterns)
ESTRUCTURAS
/ MANUAL DE
GRAMÁTICA
(*indicates
optional
sequence)
Centroamérica:
Costa Rica,
El Salvador,
Guatemala,
Honduras,
Nicaragua y
Panamá
4.1 The
subjunctive in
adjective
clauses
(Muelle de San
Blas-music
video/ Maná)
4.3 Por and
para
Desfile de
polleras
Youtube clip
become:
4.2 Reflexive
verbs
*4.4 To
hacerse,
ponerse,
volverse, and
Ilegar a ser
CULTURA
(read about
the culture)
La herencia
de los mayas
La leyenda
del maíz
(lit.)
(Apacolypto
tralier)
LITERATURA
Eclipse
Augusto
Monterroso,
Guatemala,
cuento
Alternative
reading:
Segment from
Como agua para
Chocolate
Laura Esquivel
(Enero: tortas de
navidad)
(A senior
moment -/old
lady robber
cartoon)
¿Qué pierde una cultura si
no sigue las tradiciones de
sus antepasados?
13
Lección 5
Las riquezas naturales - semanas 7, 8, y 9
PARA
EMPEZAR
LOS ENTENDIMIENTOS QUE
PERSISTEN/
LAS PREGUNTAS ESENCIALES /
ENDURING UNDERSTANDINGS
En el planeta Tierra, la vida
humana depende del buen
funcionamiento de la
naturaleza.
La destrucción de los recursos
naturales nos afecta a todos los
humanos por igual,
independiente de nuestra
situación geográfica,
económica, política o social.
Las personas se adaptan,
modifican e impactan el medio
ambiente.
La geografía, el clima, y los
recursos naturales afectan la
manera en que las personas
viven y trabajan.
7de marzo - 29 de marzo
o
La necesidad de recursos y los
mercados que los venden
promueven la expansión y
1)
pueden iniciar conflicto.
La distribución desigual de los
recursos ha resultado en la
2)
cooperación (comercio
mundial) y también el conflicto
mundial. Existe una relación
3)
entre posesión y el negocio de
los recursos naturales.
ESSENTIAL QUESTIONS
¿Cómo afecta el medio ambiente
estas dos cosas: las perspectivas de
un grupo, y su uso de recursos
naturales?
¿Se puede decir que está en peligro
de extinción la especie humana?
¿Cómo influyen la herencia de
grupos y las personas anteriores a
las generaciones subsecuentes?
¿Qué afecta tienen estas cosas en la
manera en que respetamos la
tierra y usamos los recursos
naturales?( la geografía, la
economía, la política, la situación
social)
¿Cuáles son algunas maneras en
que la gente se adapta, modifica, e
impacta el medio ambiente?
¿Qué afecta tienen estas cosas en la
manera en que trabajamos y
vivimos? (la geografía, el clima, los
recursos naturales)
¿Cómo es que la necesidad de
recursos naturales puede 1)
promover la expansión e, 2)
iniciar conflicto?
¿Cómo ha afectado el comercio y
conflicto mundial la distribución
desigual de los recursos?
¿Cuál es la relación entre la
posesión y el negocio de los
recursos naturales?
(oral and
written
practice using
vocabulary
specific to the
theme below)
Nuestro
mundo
CORTOMETRAJE
(short clip used as
a springboard for
further discussion
with a focus on
lesson vocabulary
Raíz (17 min.)
-los animales
España 2003
Director: Gaizka
Urresti
-la ecología
Documentary:
-los
fenómenos
naturales
-la naturaleza
El minero del
diablo
Child labor and
the Cerro Rico
Silver Miners of
Bolivia
IMAGINA
(geographic
al area of
concentrati
on, its
famous
people and
its cultural
patterns)
Colombia,
Ecuador y
Venezuela
ESTRUCTURA
S/ MANUAL
DE
GRAMÁTICA
(*indicates
optional
sequence)
5.1 The
future
5.2 The
conditional
5.3 Relative
pronouns
*5.4 Qué vs.
Cuál
*5.5 The
neuter lo
CULTURA
(read about the
culture)
La selva
amazónica:
biodiversidad
curativa
anaconda
LITERATURA
La luna
Jaime
Sabines,
México,
poesía
Alternative
readings:
Mr. Taylor
Augusto
Monterroso
United Fruit
Company
Pablo Neruda
14
Lección 6
El valor de las ideas – semanas 10 y 11
30 de marzo –12 de abril
PARA
EMPEZAR
LOS ENTENDIMIENTOS QUE
PERSISTEN/
LAS PREGUNTAS
ESENCIALES /
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Paradójicamente, las épocas
más difíciles de la historia,
como las guerras y las
dictaduras muestran lo peor de
los seres humanos, pero
también lo mejor.
Las creencias y los ideales de
una sociedad influyen en las
decisiones sociales, políticas y
económicas de esta sociedad.
Es el deber del gobierno
responder a cambios sociales y
económicos de una sociedad.
Individuos e instituciones son
afectados por las acciones del
gobierno.
Los valores y creencias de una
cultura afectan las relaciones
entre individuos, grupos,
instituciones, y estados
políticos.
Los cambios políticos y sociales
y el desarrollo económico del
momento pueden causar una
transformación en los valores
fundamentales de una
sociedad.
¿Cómo y por qué
cambian las creencias?
¿Cómo cambia la cultura
para acomodar las ideas y
las creencias diferentes?
¿Cuáles son las funciones
y responsabilidades de los
ciudadanos?
¿Puede una persona hacer
una diferencia sola?
¿Cómo pueden influir la
política del gobierno los
ciudadanos?
(individualmente y
colectivamente)
¿Qué es poder? ¿Cómo se
adquiere, se usa, y se
justifica?
CORTOMETRAJE
(oral and
written
practice using
vocabulary
specific to the
theme below)
(short clip used as
a springboard for
further discussion
with a focus on
lesson vocabulary
Creencias e
ideologías
Hiyab (8 min.)
-la gente
-las leyes y
los derechos
España 2005
Director: Xavi
Sala
Chile
One of the
following:
-la política
“Mar Adentro”
-la seguridad
y la
amenaza
“Machuca”
“La lengua de la
mariposa”
IMAGINA
(geographical
area of
concentration,
its famous
people and its
cultural
patterns)
Chile
ESTRUCTURAS/
MANUAL DE
GRAMÁTICA
(*indicates
optional
sequence)
6.1 The
subjunctive in
adverbial
clauses
CULTURA
(read about
the culture)
Chile:
dictadura y
democracia
LITERATURA
La mejor tinta
Armando
Valladares,
Cuba, poesía
6.2 The past
subjunctive
Alternative
readings:
6.3
Comparatives
and
superlatives
Una carta a Dios
*6.4 Adverbs
Gregorio López
y Fuentes
Un día de estos
Gabriel García
Marquez
*6.5
Diminutives
and
augmentatives
¿Cómo son creados,
estructurados, mantenidos
y cambiados los
gobiernos?
¿Cuándo debería una
sociedad controlar a sus
individuos?
15
Lección 7– semanas 12, 13 y 14
Perspectivas laborales
13 de abril - 29 de abril
PARA
EMPEZAR
LOS ENTENDIMIENTOS QUE
PERSISTEN/
LAS PREGUNTAS
ESENCIALES /
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Dónde está colocado un país
en el mundo afecta la
economía, la cultura y el
desarrollo de esta sociedad.
La opinión que tiene una
persona de su trabajo y sus
recursos finanzas afectan su
calidad de vida y puede afectar
las relaciones personales.
Los valores fundamentales
cambian en relación a los
cambios económicos, sociales, y
políticos.
Pasamos casi un tercio de
nuestra vida educándonos y
trabajando durante los dos
tercios restantes.
Todos hacemos planes en la
juventud que alimentan
nuestras ilusiones para disfrutar
del futuro/o del mercado
laboral.
¿Cómo afecta la
economía, la cultura y el
desarrollo de una
sociedad dónde está
colocado?
¿Cómo afecta las
relaciones personales y la
calidad de vida la opinión
que tiene una persona de
su trabajo y finanzas?
¿Cómo cambian los
valores fundamentales de
un país o una cultura en
relación a los cambios
económicos, sociales, y
políticos?
CORTOMETRAJE
(oral and
written
practice using
vocabulary
specific to the
theme below)
(short clip used as
a springboard for
further discussion
with a focus on
lesson vocabulary
El trabajo y
las finanzas
El hombre que
volaba
un poquito
-La
economía
(20 min.)
-La gente en
el trabajo
España 2001
Director: Sergio
Catá
-El mundo
laboral
Bolivia y
Paraguay
The Mission
(clips from
Toutube) /
Paraguay
IMAGINA
(geographical
area of
concentration,
its famous
people and its
cultural
patterns)
Bolivia y
Paraguay
ESTRUCTURAS/
MANUAL DE
GRAMÁTICA
(*indicates
optional
sequence)
7.1 The
present perfect
7.2 The
present perfect
Subjunctive
7.3 Uses of se
*7.4 Past
participles
used
as adjectives
CULTURA
(read about
the culture)
Recursos
naturales:
una
salida al
mundo
LITERATURA
La mirada
Juan Madrid,
España, cuento
Additional
reading:
El delantal
blanco
Sergio
Vodanovic
(obra de teatro)
*7.5 Time
expressions
with hacer
¿Cómo podemos planear
para disfrutar del futuro
usando las ilusiones de la
juventud?
16
Lección 8– semanas 15 y16
Ciencia y tecnología
2 de mayo – 13 de mayo
PARA EMPEZAR
LOS ENTENDIMIENTOS QUE
PERSISTEN/
LAS PREGUNTAS
ESENCIALES /
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Los conocimientos científicos
nuevos nos ayudan resolver los
problemas humanos o
responder a los desafíos.
¿Cómo puede ayudarnos
estudiar las pruebas/la
evidencia del pasado
para prevenir los
problemas futuros o
hacer decisiones que
afectarán el futuro?
Las innovaciones tecnológicas
tienen consecuencias, ambos
previstos e imprevistos, para
una sociedad.
La tecnología tiene un gran
impacto en las necesidades
básicas de la gente.
¿Cuáles son las
consecuencias, ambas
previstas e imprevistas,
para una sociedad?
¿Cómo complementa la
vida la tecnología?
(oral and
written practice
using
vocabulary
specific to the
theme below)
La tecnología
y la ciencia
-Los científicos
-Los inventos y
la ciencia
-La tecnología
-El universo y
la astronomía
CORTOMETRAJE
(short clip used as
a springboard for
further discussion
with a focus on
lesson vocabulary
Happy Cool
(14 min.)
Argentina 2004
Director: Gabriel
Dodero
Perú
IMAGINA
(geographical
area of
concentration,
its famous
people and its
cultural
patterns)
Perú
ESTRUCTURAS/
MANUAL DE
GRAMÁTICA
(*indicates
optional
sequence)
CULTURA
(read about the
culture)
8.1 The past
perfect
La ciudad
redescubierta
8.2 The past
perfect
subjunctive
8.3 Uses of the
infinitive
*8.4
Prepositions:
a, hacia,
and con
LITERATURA
La intrusa
Pedro
Orgambide,
Argentina,
cuento
Alternative
readings:
Génisis
La noche boca
arriba
Julio Cortazar
*8.5
Prepositions:
de, desde,
en, entre,
hasta, and sin
La Noche Boca
Arriba
YouTube 4:57
17
Lección 9– semanas 17 y 18
Escapar y divertirse
(Reported speech)
16 de mayo – 31 de mayo
PARA EMPEZAR
LOS ENTENDIMIENTOS QUE
PERSISTEN/
LAS PREGUNTAS
ESENCIALES /
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Todos los seres humanos son
sociales por la naturaleza.
La actividad física y los
pasatiempos nos ofrecen
muchas posibilidades de
disfrutar de la interacción
social, el desafío personal y la
oportunidad para la autoexpresión.
El estrés que encontramos cada
día tiene un impacto directo en
nuestro comportamiento y la
salud
Las estrategias de supervivencia
son esenciales para controlar
los efectos del estrés.
El entretenimiento, los
deportes y los pasatiempos
que las personas prefieren son
diferentes de un país al otro y
son afectados por la geografía
y el clima.
¿Cómo se usa la actividad
física para expresarse,
combatir desafíos
personales, e interaccionar
con los demás?
¿Qué afecto tiene el estrés
en el comportamiento y
la salud?
¿Cómo se distingue un
país en su
entretenimiento, los
deportes y los
pasatiempos que las
personas prefieren por la
geografía y el clima que
tiene?
CORTOMETRAJE
(oral and
written practice
using
vocabulary
specific to the
theme below)
(short clip used as a
springboard for
further discussion
with a focus on
lesson vocabulary
Las diversiones
Espíritu deportivo
-Los deportes
-El tiempo
libre
(11 min.)
México 2004
Director: Javier
Bourges
Argentina y
Uruguay
IMAGINA
(geographic
al area of
concentrati
on, its
famous
people and
its cultural
patterns)
ESTRUCTURAS/
MANUAL DE
GRAMÁTICA
(*indicates
optional
sequence)
Argentina
y Uruguay
9.1 The future
perfect
“Cautiva”
9.2 The
conditional
perfect
CULTURA
(read about the
culture)
Fin de
semana en
Buenos Aires
LITERATURA
El beso de los
dragones
Wilfredo
Machado,
Venezuela,
cuento
9.3 Si clauses
*9.4
Transitional
expressions
¿Cómo se destacan las
sociedades en sus maneras
distintas para entretenerse
y celebrar?
Las sociedades tienen maneras
distintas para entretenerse y
celebrar.
18
19