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© 2008 by Mahomet-Seymour Schools.
All Rights Reserved.
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Mahomet-Seymour Schools
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Curriculum
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World Languages - Spanish III
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The learner will be able to demonstrate a review of writing
skills as learned in Spanish I and II.
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The learner will be able to reconstruct a familiar
passage (a fable or fairy tale) in English to Spanish.
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The learner will be able to produce a short play.
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Getting To Know Each Other
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The learner will be able to describe how people look
and feel and what they are like.
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The learner will be able to narrate descriptions of
typical activities and daily routines.
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The learner will be able to recall the characters of
Don Quixote and Sancho Panza.
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The learner will be able to distinguish the art
movements in the Hispanic world of the 20th century.
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The learner will be able to differentiate the
artistic styles and influences of Pablo Picasso, Salvador
Dali, Diego Rivera, and Frida Kahlo.
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The learner will be able to generate semantic maps to
compare the artists' lives.
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The learner will be able to use the Internet to
search for Virtual Museums.
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The learner will be able to create a time line of the
Columbus journeys
to the new world.
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The learner will be able to examine the history of Cuba
through the life of Jose Marti.
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The learner will be able to create a time line
showing events in Cuba
and the life of Marti.
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The learner will be able to use Venn diagrams to
organize comparisons.
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The learner will be able to recall review of
adjective forms and agreement, uses of ser and estar, and present tense
irregurlars.
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The learner will be able to write a synopsis of a
magazine or newspaper article.
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The learner will be able to write a brief
autobiographical character sketch of an artist.
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The learner will be able to practice various communicative
strategies, including giving definitions in the target language and
circumlocution.
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The learner will be able to analyze story telling
skills.
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The learner will be able to differentiate between
this celebration day in Mexico
and Halloween.
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The learner will be able to construct an authentic
ofrenda.
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The learner will be able to determine the factors
that contribute to the Mexican view of life and death.
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The learner will be able to give a visual and aural
example of esqueletos.
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The learner will be able to describe clothing with
expanded vocabulary.
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The learner will be able to analyze how clothing
reflects the people and era.
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The learner will be able to give an opinion of what
makes clothing comfortable and appropriate.
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The learner will be able to converse on details and
plot of this short story.
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The learner will be able to recall the facts of the
life of Miguel de Cervantes.
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The learner will be able to give examples of the
hierarchy of social classes in Spain
during the 17th century.
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The learner will be able to give examples of two
common themes of Spanish literature, love and adventure.
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Preterite and Imperfect Tenses
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The learner will be able to identify formation and
rules of usage of preterite verbs.
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The learner will be able to identify formation and
rules of usage of imperfect verbs.
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The learner will be able to change a present tense narration
to past tense.
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The learner will be able to recognize the vosotros
form.
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The learner will be able to translate a section of a
familiar poem 'Twas the Night Before Christmas'.
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The learner will be able to practice dictionary
skills in vocabulary selection for nuances of meaning.
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The learner will be able to recognize effects of
appropriate word choice.
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The learner will be able to use the correct past tense
with limited accuracy.
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The learner will be able to put on a (translated)
performance with actions and props.
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The learner will be able to interpret the
significance of Pre-Columbian Mexican designs (borders, flora, and fauna).
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The learner will be able to find out the origin and
history of the luminaria.
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The learner will be able to draw a design and make a
contemporary luminaria based on ancient practices.
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The learner will be able to translate with more
precision.
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The learner will be able to choose vocabulary from
the dictionary with more accuracy.
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The learner will be able to correlate a visual to a
quotation or philosophy.
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The learner will be able to produce a printed example
concentrating on grammatical form.
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Great Love Stories of Latin America
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The learner will be able to read with more accuracy
of meaning from context.
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The learner will be able to classify stories into
common literary genres.
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The learner will be able to identify key elements of
a plot.
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The learner will be able to recognize satire and
ironical humor.
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The learner will be able to identify common Hispanic
literary themes.
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The learner will be able to create a wedding
announcement in authentic language.
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The learner will be able to create an obituary in
authentic language.
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The learner will be able to convert a written story
to a three part "made-for television" series.
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The learner will be able to make predictions to the
story finale based on Hispanic themes rather than western literature
themes.
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The learner will be able to organize and synthesize sources.
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The learner will be able to use the internet as a
resource.
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The learner will be able to demonstrate more
controlled writing accuracy incorporating: present, preterite, imperfect,
future and conditional tenses-compare tenses, including progressive and
perfect-sentence structure-gender and number agreement-subject and verb
agreement- object pronouns and placement-adjectives and adverbs.
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The learner will be able to recognize the need for
subjunctive.
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The learner will be able to analyze what cohesive
writing includes.
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The learner will be able to follow a step-by-step
process for punctual completion of a lengthy assignment.
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The learner will be able to write a biography sketch
of a famous Spanish speaking person.
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The learner will be able to tell in their own words
the story of their person's life to the class.
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The learner will be able to identify countries of
origin for the famous people.
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The learner will be able to plan a
"costume" to re-create the person's time era.
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The learner will be able to respond to informational
and clarification questions on the topic of the famous person researched.
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The learner will be able to identify country,
profession and "claim to fame" for all the Spanish speaking
people chosen in the class.
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The learner will be able to trace the historical
roots of Mexican muralism.
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The learner will be able to apply the background
learned earlier concerning Rivera’s art.
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The learner will be able to correlate the
pre-Colombian Indian influences in contemporary art.
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The learner will be able to analyze ancient Indian
legends.
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The learner will be able to create a mural
illustrating a legend.
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The learner will be able to differentiate between
surrealistic styles.
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The learner will be able to generate a character
analysis of the main characters of the novel.
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The learner will be able to suggest reasons why this
novel redefined literary themes.
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The learner will be able to debate the transformation
in the dulcinea character.
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The learner will be able to define quixotic actions.
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The learner will be able to predict the end result of
any quixote escapade.
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The learner will be able to compare and contrast the
novel and the movie man of la mancha.
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The learner will be able to dissect the song lyrics
to further enhance character interpretation.
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Teaching Elementary Spanish
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The learner will be able to apply organizational
skills.
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The learner will be able to revise lesson plans.
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The learner will be able to suggest visuals and
realia.
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The learner will be able to diagnose individual
strengths in presentations.
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The learner will be able to find appropriate (perhaps
unusual) ways to convey new information to a different age group.
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The learner will be able to evaluate the experience.
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Modern Spanish Surrealism
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The learner will be able to apply art terminology to
Spanish surrealist works.
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The learner will be able to identify works by
Picasso, Miro, and Dali.
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The learner will be able to support opinions of
identification based on artists' style.
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The learner will be able to examine a variety of
surrealistic works for classification.
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The learner will be able to draw personal art work to
imitate the artists' style.
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The learner will be able to produce personal art work
to define individual preferences.
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The learner will be able to use the internet for
virtual museum searches.
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The learner will be able to project from geographical
and historical roots what these artists had in common.
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The learner will be able to explain how European
surrealism differs from Latin American surrealism (kahlo).
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The learner will be able to paraphrase the multiple
artistic periods of Picasso.
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The learner will be able to suggest why Miro's style
appeals to children.
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The learner will be able to interpret a Dali
painting.
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The learner will be able to select a favorite
surrealistic artist.
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The learner will be able to give a personal opinion
of the artists and their style.
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