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Course Profile
International Languages (Spanish),
Level 3, University Preparation, Catholic
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment or technology reflects only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
©
Queen’s Printer for Ontario, 2001
Catholic
District School Board Writing Teams – International Languages (Spanish), Level
3,
University Preparation
Lead
Board
Barry
Elliott, Project Manager, Windsor Essex Catholic District School Board
Sandra
Pagliaroli, Lead Writer, Windsor Essex Catholic District School Board
Course
Developers
Loreta
Gabr, Windsor Essex Catholic District School Board
Silvana
Patella, Windsor Essex Catholic District School Board
Internal
Reviewers
Genevieve
Cano, Windsor Essex Catholic District School Board
Father
Peter Hrytsk, Religious Advisor, Windsor Essex Catholic District School Board
Ann
Wilkie, Accommodations, Windsor Essex Catholic District School Board
Dr.
Berislav Primorac, Classical and Modern Languages, University of Windsor
Eastern
Ontario Catholic Curriculum Cooperative
Institute
for Catholic Education
Course
Overview
International
Languages (Spanish), Level 3, University Preparation, LWSCU
This
course allows students opportunities to further their knowledge of the Spanish
language and to further develop an appreciation for Spanish culture through
language. Students build and apply their knowledge of Spanish while exploring a
variety of themes, such as art, music, traditions, and an overview of
Spanish-speaking people in the world. Students also enhance their thinking
skills through the critical study of literature. They continue to explore
aspects of the countries where Spanish is spoken through a variety of print and
technological resources.
The study
of the Spanish language helps students become effective communicators; more
reflective, critical, and creative thinkers; as well as discerning believers.
The graduate will respect and affirm the diversity and interdependence of the
world’s peoples and cultures. As a life long learner and responsible citizen,
the graduate will also be able to make appropriate decisions in light of Gospel
and Church teachings.
|
Unit 1 |
Las
cosas cambian |
16
hours |
|
* Unit
2 |
¡Qué
recuerdos! |
28
hours |
|
Unit 3 |
Más
vale tarde que nunca |
22
hours |
|
Unit 4 |
Mente
sana en cuerpo sano |
22
hours |
|
Unit 5 |
¡Sin
límites! |
22
hours |
* This unit is fully developed in this Course Profile.
Time: 16 hours
This unit is intended to provide
students with a comprehensive review of Spanish, Level 2, Academic. Students
explore their family roots and their younger years. Students are exposed to the
study of cuentos y fábulas as an introduction to the imperfecto.
They recognize that there is more grace in our world than sin, and that hope is
essential in facing all challenges. The unit activities lay the foundation for
self-help and cooperative learning, whereby team members learn to respect the
rights, responsibilities, and contributions of self and others.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
L1V.01, SPV.01, REV.01, WRV.01 LI1.01 WR1.01,.04 SP1.01,.02,.03,.04 RE1.01,.02,.05 CGE2b,5a,5g |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Imágenes - Repaso de los sustantivos, los artículos,
el género y las contraciones - Repaso - Reunión de estudiantes graduados despúes de
diez años (proyecto escrito-hablar de sus vidas |
|
2 |
L1V.01,
SPV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 WR1.01,.04 CGE2c,4a,5g,6a,6c,6d |
Knowledge/ Thinking/Inquiry Communication
Application |
La
familia -
Repaso -
Repasar los adjetivos posesivos -
Enseñar los pronombres posesivos -
Una guía completa con algunos personajes e historias - en video |
|
3 |
LIV.01,
REV.01, WRV.01 LI1.02 RE1.01,.02,.04 WR1.01,.02,.03,.04 CGE1d,1j,3a,3d,4g, |
Knowledge/ Thinking/Inquiry Application |
¿Qué
hicieron? -
Una encuesta sobre las noticias (leer un periódico o revista, ver un
programa, oír las noticias, visitar una página Web, etc.) - preparar
preguntas y un reportaje escrito -
Repaso |
|
4 |
LIV.01,
SPV.01, REV.01,WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.05 WR1.01,.02,.04,.05 CGE1j,2a,2b,3a,4g, |
Knowledge/ Thinking/Inquiry Communication
Application |
Un
breve estudio de cuentos y fábulas hispánicas e indígenas de las Américas -
Enseñar/usar el imperfecto -
Escribir un párrafo completando una leyenda o un cuento de hadas -
Analizar leyendas/cuentos de hadas de los varios países de habla hispana |
|
5 |
L1V.01,
REV.01, WRV.01 LI1.03 RE1.01,
RE1.03,.05 WR1.01,.02,.03,.04,.05 CGE2b,3a,3b,4c,4g, |
Knowledge/ Thinking/Inquiry Application |
Crear
una leyenda o un cuento de hadas sobre su propia familia o una familia
imaginaria - Enseñar
cuando usar el imperfecto del indicativo y el pretérito del indicativo |
|
6 |
LIV.01,
SPV.01, REV.01 LI1.02 SP1.01,.02,.03,.04 RE1.02,.05 CGE2b,2c,3a,4a,4c,4f,4g, |
Knowledge/ Thinking/Inquiry Communication
Application |
Presentación
oral/dramatización de su propia leyenda o cuento de hadas |
Time: 28 hours
Students honour and appreciate the development
of Hispanic and Hispanic-Canadian cultures through the various arts (music,
literature, art) and science. In the study of influential Hispanic men and
women, both in Spanish-speaking countries and in Canada, students integrate
Catholic faith traditions while enhancing their knowledge and understanding of
the lives of Hispanics in history.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
LIV.01,
REV.01, WRV.01 LI1.01,.02 RE1.01,.02,
.04,.05 WR1.01,.02,.03,.04 CGE1a,1e,1h,1i,2a,2c,3b,
5g, 6b,7f |
Knowledge/ Thinking/Inquiry Application |
Historia
de las “Artes y Música” en el mundo hispánico (diapositivas y música) y su
importancia en el ambiente hispanocanadiense -
Enseñar el vocabulario asociado con la música y las artes -
Repaso de los sustantivos singulares y plurales y los sustantivos regulares e
irregulares |
|
2 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE3a,7f,7g |
Knowledge/ Thinking/Inquiry Communication Application |
Estudio
de la literatura penísula/hispanoamerica (poemas, novelas, dramas, etc.) -
Repaso de los pronombres de objeto directo -
Enseñar los pronombres de objeto indirecto y su posición en la oración y los
pronombres tónicos con/sin la preposición |
|
3 |
LIV.01,
SPV.01, REV.01, WRV.01, LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.03,.04,.05 WR1.03,.04,.05 CGE1a,1e,1h,1i,2b,6b,7g |
Knowledge/ Thinking/Inquiry Communication Application |
Estudio
de artistas, compositores, escritores y santos hispanos e hispanocanadienses -
Enseñar los adjetivos demostrativos -
Enseñar el pretérito perfecto del indicativo -
Enseñar los pronombres relativos -
Repaso del pretérito del indicativo de los verbos regulares e irregulares |
|
4 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.02,
.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE2c,3b,4b,5a,5e,5f |
Knowledge/ Thinking/Inquiry Communication Application |
Los
españoles y los latinoamericanos -
Estudio sobre un compositor, un bailador, un cantante, un artista o un
santo/a -
Aplicación de las estructuras gramáticales ya aprendidas -
Reportaje escrito e independiente |
|
5 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE1a,1e,1h,2a,2b,2e, |
Knowledge/ Thinking/Inquiry Communication Application |
El español: idioma mundial - Continuar el estudio del imperfecto con el
pretérito indefinido y perfecto - Enseñar “por/para”Una búsqueda de
información acerca de tradiciones/eventos hispanos (por ejemplo: el tango, la
piñata, el chocolate, la corrida de toros, etc.) - Preparar/crear una presentación
detallada (una escena/fiesta) en la
cual se celebren los aspectos estudiados |
Time: 22 hours
Students
appreciate the cultural diversity of the Hispanic world while exploring
countries, traditions, customs, religions, and folk traditions of these
different Spanish-speaking societies. The geographical and cultural comparison
between Canada and the Hispanic world allows students to respect historical and
cultural differences in today’s changing world. Equality, democracy, and
solidarity, as witnessed in Catholic social teaching, are promoted through
students’ research.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.05 WR1.01,.02,.04,.05 CGE1b,4c,5a,7g |
Knowledge/ Thinking/Inquiry Communication
Application |
Planes
de viaje/Agente de viajes/Una agencia -
Enseñar el vocabulario asociado con una agencia de viajes -
Crear y presentar oralmente un diálogo/una escena sobre este tema |
|
2 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01 SP1.01,.02,.03,.04 RE1.02,.05 WR1.02,.05 CGE1b,2a,3c,3f, |
Knowledge/ Thinking/Inquiry Communication Application |
Comparación
del Canadá con los varios países de habla hispana -
Enseñar el comparativo, el superlativo de los adjetivos regulares e
irregulars -
Discusión en clase -
Usar mapas u otros recursos acerca de la geografía de los países hispanos |
|
3 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.04,.05 CGE1b,1h,2c,4a,5a, |
Knowledge/ Thinking/Inquiry Communication Application |
Tradiciones
y costumbres -
Enseñar el futuro del indicativo y el futuro de probabilidad -
Crear un diálogo video/audio grabado de una tradición, superstición, o
costumbre proyectado hacia el futuro |
|
4 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE2b,2e,3a,3e,4g,7f |
Knowledge/ Thinking/Inquiry Communication Application |
Investigación sobre un país hispánico - Presentación oral y escrita - Uso de la computadora y la Internet |
|
5 |
LIV.01,
SPV.01, REV.01, WRV.01, LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.05 WR1.01,.03,.04,.05 CGE1f,2b,3f,4f,5g,7g |
Knowledge/ Thinking/Inquiry Communication Application |
Álbum
turístico -
Presentación en video de planes de viajes -
Una carta video (repaso del uso del pasado y del futuro). Redactar una carta
a un(a) amigo(a) o familiar contándole todo lo que has hecho y lo que e queda
por hacer en el país visitado. |
Time: 22 hours
Students
explore health through the world of gastronomy, fashion, and medicine of the
Hispanic countries. Students recognize that life is an unearned gift. One is
entrusted with life. One does not own it, but one is called to protect and
cherish it. Through various Canadian/Spanish/Latin American magazines,
newspaper publications, and the Internet, students learn to appreciate the
variety of opportunities in leisure and fitness for a well-balanced healthy
lifestyle.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01,.03 SP1.01,.03 RE1.01,.02,.04 WR1.01,.03,.04 CGE1c,1j,2a,3a,3d,3f, |
Knowledge/ Thinking/
Inquiry Communication Application |
De
muchos tamaños – En el salón de belleza -
Repaso de las conjunciones y del vocabulario de las partes del cuerpo humano -
Enseñar el vocabulario asociado con la salud -
Crear una revista de belleza (actividad colaborativa) para los jóvenes
acentuando el cuidado de la salud |
|
2 |
LIV.01,
SPV.01, WRV.01 LI1.01,.02 SP1.01,.03 WR1.01,.02,.04, CGE1d,1e,2c,4a, |
Knowledge/ Thinking/
Inquiry Communication Application |
¿Qué
te duele? -
Repaso de los verbos reflexivos y su uso en acciones recíprocas -
Dramatización oral de una escena de una visita al médico |
|
3 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.03 RE1.04 WR1.01,.02,.04 CGE2c,3e,4a,5a,7d |
Knowledge/ Thinking/ Inquiry Communication Application |
El encuentro de los gustos gastronómicos - Enseñar el condicional - Crear un menú que incluya un aspecto de la
historia de la cocina española, hispanoamericana e hispanocanadiense - ¿Qué le serviría Ud. a un personaje
imaginario o histórico o a un hispanocanadiense? |
|
4 |
LIV.01,
SPV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02 WR1.01,.02,.03,.04 CGE2c,4b,5a,7c |
Knowledge/ Thinking/Inquiry Communication Application |
¡Dígame! -
Crear un diálogo de una conversación teléfonica acerca de la importancia de
hacer ejercicio físico y decidir encontrarse en un gimnasio |
|
5 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02 RE1.01,.02,.04 WR1.01,.03,.04 CGE2c,3f,4a |
Knowledge/ Thinking/Inquiry Communication Application |
Un
anuncio publicitario para un gimnasio/la salud (clases de aerobicos, salón de
aparatos para hacer ejercicio, natación, sauna y masaje) -
Crear un anuncio publicitario escrito y presentarlo (en video) a la clase |
|
6 |
LIV.01,
REV.01, WRV.01 LI1.01,.02 RE1.02 WR1.01,.02,.03,.04 CGE1c,1d,1e,1f,1i,1j, |
Knowledge/ Thinking/Inquiry Application |
Consejos
y advertencies -
Escribir una carta al programa televisivo, “Hispanos en Canadá” o “Cristina,”
pidiéndole consejos o -
Crear un horóscopo original en el cual haya consejos y advertencias |
Time: 22 hours
Students
investigate the workplace and consider the meaning and purpose of work.
Students explore career opportunities in Canada and Spanish-speaking countries.
Students write curriculum vitae, fill out applications, and search for jobs
through the Internet, newspapers, and other job postings. They are also
encouraged to discover the values and rewards of volunteer work and the
responsibilities involved in choosing a career in today’s evolving society.
Students are made aware of their rights and responsibilities as Canadian citizens
in this unit. Students also learn to respect and appreciate the importance of
language and contributions of others in the world of work while exercising
Christian leadership.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.03 SP1.02,.03,.04 RE1.01,.04,.05 WR1.01,.03,.05 CGE1g,1h,1i,2d,3f, 5b,5d,5e,6e, |
Knowledge/ Thinking/Inquiry Communication Application |
Profesiones y carreras en las cuales se usa
el español - Enseñar el vocabulario asociado con el
mundo del trabajo - Buscar los anuncios en los periódicos y en
la Internet - Intercambio de ideas generales y
comentarios |
|
2 |