Spanish - Morrison Academy · 2017-08-22 · Recognizing God’s character of excellence, we endeavor to pursue excellence in the instruction, study, and application of the Spanish

SPANISH (GRADES K-12)

2010

| P a g e Morrison Academy Spanish Curriculum Guide – May 2010

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Spanish Language Curriculum Guide

Tim McGill, Superintendent

Matt Strange, Director of Curriculum and Professional Development

Task Force

Fong-Yi Velez Carolyn Drevets

May 2010 Updated August 2014

Morrison Christian Academy 136-1 Shui-Nan Road

Taichung 406, Taiwan, R.O.C.


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Table of Contents Introduction/Philosophy ................................................................................ 4

Hallmarks ..................................................................................................... 6

Engaged Instructional Time Requirements .................................................. 8

High School Strands .................................................................................... 8

Scope and Sequence for High School ......................................................... 9

Resources for Instruction ............................................................................. 9

Overview by Grade/Course ........................................................................ 10

Spanish 1 Benchmarks .............................................................................. 11



Spanish 4 ................................................................................................... 14

Appendix A - Biblical Principles for Foreign Language Learning ............... 14

Appendix B – General Foreign Language Benchmarks ............................. 16


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Introduction/Philosophy

God has given us the gift of language to communicate with Himself, ourselves, and others. Learning a language other than English is essential for all students. Morrison's Spanish program is a foreign language program that equips all students to communicate more effectively in a global context to better impact their world as Christians. This is done through a unit-driven curricular program that teaches all students the four basic tenets (listening, speaking, reading, and writing) of communication as well as Spanish culture and Christian concepts. Teachers use a variety of instructional strategies, materials, and enriching activities that factor-in, but are not limited to, age and developmental appropriateness, multiple intelligences and individual learning styles, prior knowledge and experience with the language. Teachers also integrate technology, students’ learning needs, current research, and Biblical worldview into the curriculum.


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Spiritual Discerner 1. Students will integrate biblical principles and values into reading, writing,

listening, and speaking. 2. Students will integrate Biblical principles and values into different cultures.

Moral and Ethical Citizen

1. Students will respect persons of other ages, races, cultures, faiths, and values.

2. Students will demonstrate ethical decisions from a Biblical perspective. 3. Students will demonstrate self-control in attitude and behavior when writing

and speaking on a topic. Critical and Creative Thinker

1. Students will be able to analyze, interpret, evaluate, and synthesize concepts within various language contexts.

2. Students will create original work in the target language (e.g. writing pieces, speeches and other student presentations etc.).

Life Long Learner

1. Students will maintain intellectual curiosity of foreign languages and the cultures through application, inquiry, discussion, and research

2. Students will utilize technology appropriately to enhance their language learning.

3. Students will utilize their unique skills and abilities to develop learning independently.

Effective Communicator

1. Students will read and write skillfully and purposefully in foreign language. 2. Students will demonstrate competence in speaking and listening in a foreign

language. 3. Students will contribute to groups collaboratively using appropriate

interpersonal skills. Wise and Responsible Steward

1. Students will recognize the value of learning a foreign language. 2. Students will appreciate the different aspects of culture (e.g. performing and

visual arts, cuisine, etc.).


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Hallmarks

Biblical Worldview Integration A Christian worldview evaluates knowledge in light of Scriptural truth. The aim of integrating a Biblical worldview into Spanish is for students “to develop a truly Biblical mind, so that [they] can see God more clearly, and thereby come to … view the world from His perspective” (Furgason). We integrate so that our students can be witnesses for Christ in such a way that others will find their positions intellectually and/or logically coherent. Questions and discussions in class guide students through a pathway lined with integrated truths. The best integration is our teachers’ faith permeating everything they do (Sellers). Students will be given opportunities to exhibit their Biblical worldview. BIBLICAL INTEGRATION IN MATHEMATICS: WHY AND HOW? James Sellers, Assistant Professor of Mathematics, Cedarville College Authentic Christian Education: Identifying, Asking, and Answering Life’s Questions. Dr. Darrell Furgason. Retrieved on 4/30/07 from http://www.worldviewstudies.com Blended Instructional Approach Students learn in a variety of ways, and effective learning depends on a variety of strategies at appropriate times. The goal is not just to know facts and concepts but also to be able to reason and apply knowledge intelligently. Research has shown that using high-yield instructional strategies make a difference to student learning. Technology is utilized to enhance instruction. “Classroom Instruction That Works- Research Based Strategies For Increasing Student Achievement” Marzano, Pickering, and Pollock (2001).

Academic Excellence Recognizing God’s character of excellence, we endeavor to pursue excellence in the instruction, study, and application of the Spanish language. Spanish instruction at Morrison takes place in an academic setting; therefore, we seek to maintain high expectations for learning while being sensitive to the leading of the Holy Spirit. Utilizing research-based strategies, Spanish teachers strive to put the Spanish language into a context for language learning that will cultivate the student’s confidence and proficiency in the language. (Blamires, 1997; Marzano, 2001; Zemelman, Daniels, & Hyde, 1998)


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Cultural Sensitivity Cultural sensitivity recognizes those we serve. At Morrison Academy, this means that we acknowledge the background of our students. The vast majority of our students are Asian, Third Culture Kids, and/or highly mobile. The materials, strategies, and assessment practices we use address the unique features of our student population (Edlin, 1994). Being culturally sensitive also means we recognize and introduce our students to the different people groups of the world. Since Morrison recognizes that God has created men and women in His image (Genesis 1:28), He loves them (John 3:16), and He desires that all people from all cultures will believe in Him (Revelation 7:9) our curriculum will include topics/issues that help students to know about Chinese culture groups and what makes them different. Respect and understanding of different cultures is also taught throughout the Morrison experience with an emphasis on the great need that exists to let people know of God’s incredible love for them (Matthew 9:37 and Matthew 28:19-20).


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Engaged Instructional Time Requirements

(Procedure 295)

High School Strands

1. Speaking

2. Listening

3. Reading

4. Writing The 5 C’s (refer to Appendix F) are integrated into these strands making for a more fluid and natural instruction.


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Scope and Sequence for High School

Resources for Instruction

Spanish I

Avancemos! 1 (Holt McDougal) ISBN #978-0-554-02531-5 Level 1 Cuaderno: Practica Por Niveles workbook. ISBN # 978-0-618-78218-5

Spanish 2 Avancemos! 2 (Holt McDougal) ISBN #978-0-554-02532-2

Level 2 Cuaderno: Practica Por Niveles workbook. ISBN # 978-0-618-78219-2

Spanish 3 Avancemos! 3 (Holt McDougal) ISBN #978-0-554-02533-9

Level 3 Cuaderno: Practica Por Niveles workbook. ISBN # 978-0-618-78220-8 Spanish 4 Avancemos! 4 (Holt McDougal) ISBN##978-0-55-403090-6 Level 4 Cuaderno Practica Por Niveles workbook. ISBN # 978-0-547-25544-6

Courses Ten - Twelve

Spanish 1

Spanish 2

Spanish 3

Spanish 4


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Overview by Grade/Course

High School Program Spanish 1 - 2 semesters .5 credit per semester

This course introduces students to Spanish culture and language around the world. Students learn grammatical structures as they acquire basic vocabulary through themed units. Avancemos 1 provides quality teaching materials such as DVDs, internet-based activities, practice workbook, and Spanish songs to practice listening, speaking, reading, and writing. Special projects and hands-on activities such as the “Festival de Comida Hispana” engage students' multiple intelligences as they work in pairs or groups. Spanish 2 - 2 semesters .5 credit per semester This course builds on Spanish 1 with an emphasis on improving grammatical skills and knowledge of Spanish culture and history. Avancemos 2 structures almost all activities for pair or group interaction. Students find themselves active participants in every lesson, every day. At the end of some chapters, projects reinforce the message, assessing students' ability to use what they have learned for receptive and productive purposes and allowing them to demonstrate their understanding of related aspects of Hispanic cultures. The "Piñata" competition is an example of a second semester required project for this course. (Prerequisite: Spanish 1 or teacher approval) Spanish 3 -

2 semesters .5 credit per semester

This course builds on Spanish 2 with an emphasis on improving grammatical skills, expanding vocabulary, and continuing the students’ historical and cultural knowledge of the Spanish-speaking world. Avancemos 3 reviews core content from Level 1 and 2 before students move on to more advanced language skills. Students will participate in a variety of projects using internet research and multi-media presentations to share their knowledge with classmates. Spanish 3 culminates in the “Mosaico” art project to show the world of Hispanic Art and thinking in the second semester. (Prerequisite: Spanish 2 or teacher approval)


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Spanish 1 Benchmarks

1 Speaking a. I can introduce myself and others using basic, culturally appropriate greetings. b. I can fluently recite a passage, poem or song in Spanish. c. I can accurately present a simple oral report in Spanish relating to Hispanic culture. d. I can clearly explain how to make something or achieve a goal in Spanish (eg. - how

to cook a Hispanic dish).

2 Listening a. I can listen to and demonstrate understanding of short texts, oral announcements,

conversations, and instructions regarding familiar topics such as personal introductions and descriptions, school schedules, daily activities, ordering in a restaurant, sports, health, and events.

b. I can listen and respond appropriately to simple statements and questions.

3 Reading a. I can comprehend basic vocabulary on topics including but not limited to personal

introductions, numbers (1-1,000,000 and ordinals), calendar, time, colors, food, weather, clothing, feelings, family, activities, household items, parts of the body, classroom, locations and transportation.

b. I can read and demonstrate understanding on short texts related to familiar topics.

4 Writing a. I can correctly use regular present tense verbs and some irregular present tense

verbs (including but not limited to gustar, ser, estar, ir, tener and hacer) in a variety of contexts.

b. I can correctly use adjectives to describe nouns and to show possession. c. I can correctly use subject and object pronouns. d. I can correctly use regular verbs in the preterite tense. e. I can fluently write a paragraph using basic vocabulary and grammar.

5 Culture a. I can prepare a Hispanic dish. b. I can describe some elements of Hispanic culture, particularly in the areas of art,

architecture, food, music, dance, and sports, within their country or place of origin. c. I can identify parallels between Hispanic and non-Hispanic cultures. d. I can identify all Spanish speaking countries including their geographical locations.


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1 Speaking

a. I can fluently recite a passage, poem, or song containing intermediate level vocabulary and grammar in Spanish.

b. I can provide accurate, detailed information about familiar topics using a series of sentences.

c. I can fluently present a short skit or drama using a series of sentences in Spanish. d. I can express my opinions on familiar topics using a series of sentences.

2 Listening

a. I can listen to and understand videos and other media in Spanish related to familiar topics.

b. I can listen and respond appropriately to statements and questions at an intermediate level.

3 Reading

a. I can comprehend vocabulary related to unit topics including but not limited to vacations, sports events, parts of the body, clothing, food, places in a city, technology, personalities and family relationships.

b. I can read intermediate-leveled texts related to familiar topics and demonstrate an understanding of key ideas.

4 Writing

a. I can correctly use regular and irregular present and preterite tense verbs (including but not limited to ir, ser, hacer, ver, dar, venir, querer, decir, traer) in a variety of contexts.

b. I can correctly use adverbs ending in –mente, demonstrative adjectives and pronouns, and adjectives ending in --ismo to write descriptively.

c. I can correctly use a variety of prepositions including the personal “a.” d. I can correctly use direct and indirect object pronouns. e. I can correctly use reflexive verbs and pronouns. f. I can correctly describe actions using the present progressive tense. g. I can correctly and accurately describe actions in the past using preterite and

imperfect tenses.

5 Culture

a. I can model or describe how to celebrate 2-3 major Hispanic holidays and can compare them to traditions in my home culture when appropriate.

b. I can demonstrate understanding of several key elements of Hispanic culture, particularly in the areas of art, architecture, food, music, dance, and sports, within their country or place of origin.


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1 Speaking a. I can fluently recite a passage, poem, or song in Spanish with high-intermediate

vocabulary and grammatical structures. b. I can fluently use the present, preterite, and imperfect tenses to verbally

communicate with other Spanish speakers. c. I can fluently express my opinions on a variety of topics and and provide reasons to

support them.

2 Listening a. I can listen to, comprehend, and discuss a variety of Spanish media (for example:

news programs, radio, audio books, movies, etc.) b. I can listen to and engage in complex Spanish conversation with other Spanish

speakers.

3 Reading a. I can comprehend high-intermediate vocabulary related to topics including but not

limited to vacations and activities, place and climate descriptions, service projects and volunteerism, media communication, environmental concerns, social obligations, people and professions, technology, and work and school activities.

b. I can understand the main idea and details when reading a text containing both familiar and unfamiliar vocabulary.

4 Writing a. I can correctly use the future, conditional, and perfect tenses. b. I can correctly use regular and irregular present subjunctive. c. I can correctly use affirmative and negative commands with both indirect and direct

object pronouns. d. I can correctly use impersonal expressions with the infinitive verb to describe an

opinion. e. I can correctly use past participles as adjectives. f. I can change adjectives to nouns using the suffixes -cia, -ez, -dad, or -ción. g. I can use intermediate writing skills to compare and contrast (for example: major

historical leaders and heroes of the Hispanic world).

5 Culture a. I can describe elements of Hispanic culture in terms of art, literature and poetry,

theatre, and music. b. I can discuss and demonstrate understanding of major themes in Hispanic art. c. I can demonstrate understanding of religious beliefs, community, family, school, work

and play within Hispanic cultures.


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Spanish 4 Benchmarks (AP preparatory Level)

1 Speaking a. I can understand and use vocabulary to talk about work, sports and activities,

vacations and travel arrangements, family and society, college education and financial goals, arts-related activities, television equipment, programming, and advertising.

b. I can share my thoughts and reflections of a reading. c. I can narrate and describe in all time frames, demonstrating the most accuracy in

present time and some accuracy in the past and future. d. I can describe in some detail products or practices of the target culture(s) and may

identify perspectives of the target culture(s) with some inaccuracies. e. I can understand and use vocabulary from familiar thematic word groups and

occasionally incorporate some culturally appropriate and idiomatic expressions. 2 Listening

a. I can identify some main ideas and details on familiar topics. I can respond accurately to basic information questions (e.g., who? What? When? Where?) and can sometimes use context to deduce meaning of unfamiliar words and make limited inferences.

b. I can comprehend a variety of vocabulary on topics of personal interest. c. I am able to identify a few geographic, historical, artistic, social, or political features

of target culture communities. d. I can listen and try to understand a video of Christian stories or a literary novel.

3 Reading

a. I can comprehend vocabulary on a variety of familiar topics, including work, sports and activities, vacations and travel arrangements, family and society, college education and financial goals, arts-related activities, television equipment, programming, and advertising.

b. I can read and demonstrate comprehension of literary texts with cultural issues. c. I can read and understand a Christian story and describe the message.

4 Writing

a. I can understand and use vocabulary on a variety of familiar topics, including some culturally appropriate and idiomatic expressions related to topics of personal interest.

b. I can use of standard conventions of the written language (e.g., capitalization, orthography, accents) as appropriate for the medium of communication (e.g., online chat, email, letters, blogs, bulletin boards).

c. I can use a variety of simple, compound and a few complex sentences in all time frames, demonstrating the most accuracy in present time and some accuracy in the past and future. I use some transitional phrases and cohesive devices.

5 Culture

a. I can compare a mural Hispanic art to my own culture. b. I can compare Hispanic sayings and proverbs with my own. c. I can compare and contrast some geographic, historical, artistic, social, or political

features of target culture communities.


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Appendix A - Biblical Principles for Foreign Language Learning God

A. Creativity, language, and story all parallel God’s nature. B. God is able to communicate through all languages and cultures.

Creation

A. God displays his variety in creation in different languages and cultures. B. Creation is designed to be appreciated in all contexts.

Mankind

A. God gave man the ability to communicate with others. B. The study of literature shows the nature of man.

Moral Order

A. Discussions on news, stories, and events helps students discern moral order.

B. Integrated service projects promote the understanding and appreciation of God’s moral order.

Purpose

A. It is God’s purpose for man to use language and understanding of each other’s culture for harmony in community.

B. Individuals give God glory by effectively using language skills to fulfill His purpose.

C. It is God’s plan that we worship and communicate with Him through languages.


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Appendix B – General Foreign Language Benchmarks

1. Communication 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in Spanish. 1.2 Students understand and interpret written and spoken language on a variety of topics in Spanish. 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in Spanish. 2. Cultures 2.1 Students demonstrate an understanding of the relationship between the practices and

perspectives of the Spanish-speaking world. 2.2 Students demonstrate an understanding of the relationship between the product and the

perspectives of the Spanish-speaking world. 3. Christian Connections 3.1 Students reinforce and further their knowledge of other disciplines through the study of

Spanish. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available

though the Spanish language and its cultures. 3.3 Students become familiar with Spanish Bible vocabulary through singing Christian songs,

reading Bible stories and the Bible, and interacting creatively using Christian concepts. 4. Comparisons 4.1 Students demonstrate understanding of the nature of language through the comparisons of

the Spanish language and their own. 4.2 Students demonstrate understanding of the concept of culture through comparisons of the

Spanish culture studied and their own. 5. Communities 5.1 Students use Spanish both within and beyond the school setting. 5.2 Students show evidence of becoming life-long learners by using Spanish for personal

enjoyment and enrichment.


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Documents

Spanish - Morrison Academy · 2017-08-22 · Recognizing God’s character of excellence, we endeavor to pursue excellence in the instruction, study, and application of the Spanish