| Strands: Cultural Knowledge,
Critical Thinking Skills, Other Subject Areas, Language System, Communication
Strategies, Learning Strategies, Technology Note: Objectives from the English
Language Arts, Social Studies, and Informational Skills Standard Courses of
Study were adapted for use in this curriculum. |
| COMPETENCY GOAL 1: | INTERPERSONAL
COMMUNICATION - The learner will engage in conversation and exchange information
and opinions orally and in writing in Spanish. |
| |
Objectives
1.01 Interact orally and in writing
in a number of daily life and academic and social school situations employing
increasingly complex structures and expanded vocabulary by: - asking
questions
- obtaining and providing information
- clarifying
meaning
- contributing relevant comments and connecting personal
experiences to content
1.02 Acquire and use culturally acceptable vocabulary, idiomatic
expressions, and gestures from a variety of Hispanic/Latino cultures represented
in the classroom by:
- keeping a personal dictionary
- using a Spanish-Spanish dictionary
-
viewing current television programs representing different cultures
-
reading authentic selections from newspaper articles and advertisements
1.03 Express opinions, preferences, and emotions with peers and
adults in the family, school, and community by:
- responding appropriately to comments and questions
- offering
personal opinions confidently without dominating
- giving appropriate
reasons that support opinions
- soliciting and respecting another
person's opinion
1.04 Sustain conversation using appropriate vocabulary and cultural
expressions by:
- retelling
- requesting additional information
- circumlocuting
-
using non-verbal cues
1.05 Demonstrate evidence of self-correction in communication
with others by:
- developing awareness in speech for features appropriate to purpose
and audience (e.g., code switching, slang, formal vs. informal)
-
editing writing for common errors (e.g., spelling, accent marks, verb tense,
agreement)
1.06 Demonstrate sensitivity and use appropriate level of formality
and language for intended audiences according to status and age by knowing
when to use:
- prestige vs. non-prestige language
- formal vs. non-formal
language
- dialects
|
| COMPETENCY GOAL 2: | INTERPRETIVE
COMMUNICATION - The learner will understand and interpret written and spoken
language on a variety of topics in Spanish. |
| |
Objectives
2.01 Demonstrate understanding of
a wide range of oral and written idiomatic expressions and passages by:
- posing questions prompted by the texts
- accessing cultural
information or explanations
- drawing inferences
2.02 Follow oral and written directions, commands, and requests
from a variety of sources and demonstrate understanding by:
- rephrasing
- requesting additional information
- responding
appropriately
- completing task.
2.03 Demonstrate the ability to read informational texts by:
- demonstrating comprehension of main ideas
- summarizing major
steps.
- determining accuracy of the text
2.04 Identify main ideas and supporting details from authentic
print and nonprint materials (e.g., live and recorded discussions, presentations,
interviews, lectures, advertisements, films, tv, brochures, articles,
memoirs, diaries, correspondence, short stories, poems, essays, plays)
by:
- taking notes
- using graphic/visual organizers
- categorizing
-
discussing
- summarizing
2.05 Interpret a variety of print and non-print materials by:
- activating and applying prior cultural knowledge
- making
predictions, inferences, and drawing conclusions
- formulating questions
-
supporting answers from textual information, personal experience, and/or
other sources
- seeking additional information
- drawing on
literary understanding
2.06 Recognize that there are a variety of factors affecting
meaning such as:
- intonation
- gestures
- levels of formality
-
age and status
2.07 Demonstrate evidence of becoming life-long learners of Spanish
for personal enrichment and enjoyment by:
- keeping a reflective journal of personal reading
- creating
a personal reading list
- group reading of articles and easy novels
-
writing critiques
|
| COMPETENCY GOAL 3: | PRESENTATIONAL
COMMUNICATION - The learner will present information, concepts, and ideas
to an audience of listeners and readers on a variety of topics in Spanish. |
| |
Objectives
3.01 Give oral presentations by: - prioritizing
and organizing information
- discussing familiar and unfamiliar topics
-
using appropriate level of formality according to setting and intended audience
-
determining when and where dialects and prestige and nonprestige Spanish
usage is appropriate
- using public speaking strategies such as eye
contact,
- gestures, posture, intonation, and pacing
- including
visuals and media to make presentations more effective
3.02 Present, perform, and/or dramatize original and/or published
texts, plays, skits, poetry, memoirs, diaries, and dances representative
of diverse Hispanic/Latino cultures.
3.03 Write various types of texts (e.g., letters, memos, essays,
journals, memoirs, reports, short stories, poems, songs) about familiar
and unfamiliar topics for peers and family using the following modes:
- expressive
- informational
- argumentative
-
critical.
3.04 Engage in informational writing by:
- prioritizing and organizing information
- incorporating research
from appropriate sources such as observations, print and technology sources,
and interviews
- using definition, cause and effect, and problem-solution
strategies
- addressing a variety of audiences
3.05 Explain a process that incorporates instructions (e.g.,
writing a recipe, carrying out everyday activities) by:
- providing complete and accurate information
- using visuals
and media to make the presentation effective
3.06 Summarize information from authentic materials orally and
in writing by:
- determining the importance of information
- organizing information
to achieve purpose
- making connections to related topics/information
3.07 Apply understanding of conventional written and spoken expressions
in a variety of settings by:
- using appropriate and exact words to influence reactions, perceptions,
and beliefs
- including variety and details
- understanding
the place and role of dialects and prestige and non-prestige language
3.08 Demonstrate evidence of self-correction by:
- developing an awareness in speech for features not characteristic
of formal academic language (e.g., code switching, slang, formal vs. informal)
-
independently practicing formal oral presentations
- editing writing
for common errors (e.g., spelling, accent marks, verb tenses, and agreements)
|
| COMPETENCY GOAL 4: | CULTURES
- The learner will gain knowledge and understanding of the relationship among
practices, products and perspectives of his/her own culture(s). |
| |
Objectives
4.01 Demonstrate a sense of pride
in the Hispanic language and culture and most especially in the heritage
language and culture associated with own family by: - sharing cultural
information with others
- keeping a journal
- using Spanish
outside of the classroom setting
- showing respect for people speaking
different dialects
4.02 Investigate and participate in cultural practices, traditions,
customs and celebrations of Hispanic/Latino cultures represented in the
classroom.
4.03 Explore the similarities and differences among cultural practices,
viewpoints, attitudes, and patterns of behavior of Hispanic/Latino cultures
represented in and outside of the classroom (e.g., death, time, gender
roles, parent/child roles, social activities, everyday life) by:
- interviewing
- sharing personal experiences
- demonstrating
mutual respect
4.04 Identify differences in cultural products (e.g., books,
tools, laws, games, music, art, food, clothing, costumes), practices and
perspectives which lead to generalizations or stereotyping among Hispanic
cultures by:
- identifying examples of stereotypes
- interviewing heritage
language speakers in the school, the family, and the community
-
examining a variety of authentic resources
4.05 Examine via current events how contemporary issues affect
Hispanics/Latinos in North Carolina by:
- researching a variety of topics such as education, employment, and
citizenship
- interviewing Hispanic/Latino leaders in North Carolina
4.06 Identify important people, events and achievements of the
target countries and show their contribution to their own and other cultures
by:
- describing the role of key historical figures( such as selected
political and revolutionary leaders) or key groups
- researching
discoveries, innovations, and inventions
4.07 Examine a variety of literary texts, works of art and/or
musical compositions to understand the historical and/or contemporary
social context in which they were created by:
- activating prior cultural knowledge
- creating timelines
4.08 Recognize the impact of Hispanic/Latino historical events
on contemporary culture and society by:
- comparing and contrasting the role of race, status, and identity
in Latin American societies.
- showing a clear, logical connection
among events.
- developing appropriate strategies such as graphics,
essays, and multi media presentations to illustrate points.
4.09 Identify major geographical features, cities and regions
of the countries where Spanish is spoken and show their relationship to
the culture by:
- locating the major sites and features on maps, globes, and atlases
-
comparing and contrasting how physical geography (e.g. rivers, mountains,
seas, and lakes) impacts the political boundaries
- detecting cause
and effect relationship
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| COMPETENCY GOAL 5: | COMPARISONS
- The learner will develop insight into the nature of language and culture
by comparing his/her own language(s) and culture(s) to others. |
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Objectives
5.01 Demonstrate an awareness of regional and national sound pattern
differences within Spanish dialects and between Spanish and English by examining:
- pronunciation
- intonation
- word stress
5.02 Develop an awareness of the differences and similarities
in structural patterns in Spanish and English by:
- listening to and reading a variety of passages/texts
- examining
word order, agreement, use of articles, punctuation spelling, vocabulary,
expressions
- discussing how word order may affect meaning
5.03 Recognize words, phrases, and idioms that do not translate
directly from one language to another and their impact on communication
by:
- identifying words, phrases, and idioms
- recognizing that
specific vocabulary and structures are a reflection of the uniqueness of
the language
5.04 Develop an awareness of the similarities and differences
of genres of written texts (e.g., simple poems, letter writing) in Spanish
and English by:
- listing the characteristics of the different genres
- comparing
a variety of texts
5.05 Recognize the changing nature of language and the impact
of Spanish and English on each other by:
- recognizing words borrowed from the other language.
- identifying
false cognates
- recognizing roots, prefixes, suffixes and identifying
their role in Spanish and English vocabulary
5.06 Compare and contrast the historical events of Spain, Latin
America, and the United States and their impact on the present by:
- identifying important historical events
- showing a clear,
logical connection among events.
- developing appropriate strategies
such as timelines and flowcharts to illustrate points
5.07 Develop an appreciation for cultural differences by comparing
patterns of his/her own behavior or interaction with others in various
cultural settings by:
- role playing
- sharing personal experiences
- interviewing
persons from own culture and from others
5.08 Investigate and compare the cultural traditions and celebrations
that exist in Hispanic/Latino cultures by:
- interviewing family and community members
- conducting research
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| COMPETENCY GOAL 6: | CONNECTIONS
- The learner will acquire, reinforce and further his/her knowledge of other
disciplines through Spanish as a heritage language. |
| |
Objectives
6.01 Develop literacy skills in Spanish that will support student
success in other disciplines by: - learning to develop and support
ideas in oral and written expression
- reading and interpreting texts.
-
utilizing reading strategies such as skimming and scanning
6.02
Develop and apply learning strategies, processes, and skills in the Spanish
classroom and in other disciplines by: - following writing and reading
processes
- using appropriate strategies for the task
- creating
and using graphic organizers
- interpreting, clarifying, and following
oral and written instructions
- note taking
- establishing
strong study skills
6.03 Utilize and cite a variety of authentic
sources in Spanish to obtain information that enhances the study of a topic
of personal interest or one which is common to other disciplines by: - exploring
and evaluating a variety of sources from which information may be attained
(e.g., books, Internet, electronic databases, CD-ROM)
- distinguishing
between primary and secondary sources
- adhering to copyright laws
and ethical guidelines
- crediting sources in all print, non-print,
and electronic products
6.04 Discuss and exchange information
acquired from other disciplines in the Spanish classroom to include areas
such as: - math and science concepts
- comparisons of literary
genres
- career awareness
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| COMPETENCY GOAL 7: | COMMUNITIES
- The learner will use Spanish and demonstrate cultural knowledge and understanding
within and beyond the school setting for personal, educational and professional
growth and enrichment. |
| |
Objectives
7.01 Perform and/or participate in a school or community celebration
or competition.
7.02 Connect and interact with professional community
members from the Hispanic/Latino culture (e.g., healthcare providers,
bankers, insurance agents, police/law enforcement officers, and social
workers) in person and via electronic media in order to:
- increase vocabulary
- understand and share with others community
laws, regulations, and social standards
7.03 Broaden linguistic and cultural knowledge and understanding
that reaches beyond the school and local community via media sources such
as newspapers, magazines, radio and television.
7.04 Identify role models and explore professions that employ
educated native speakers of Spanish (e.g., doctors, lawyers, administrative
assistants, paralegals, journalists, translators, and interpreters) by:
- using research skills
- using multiple sources of print and
non-print materials from which the information can be attained
-
interviewing
- collecting anecdotes and testimonies
- inviting
speakers to the classroom
- reading personal accounts
- job
shadowing
7.05 Share knowledge of Hispanic culture and language with members
of the school community by:
- peer tutoring
- making presentations
- creating displays
-
participating in language clubs with non-native speakers of the language
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