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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

 

Acknowledgments

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

Prerequisite:  International Languages (Spanish), Level 2, Academic

Course Description

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.

How This Course Supports The Ontario Catholic School Graduate Expectations

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.

Units:  Titles and Time

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.

 

 

 

Unit Descriptions

Unit 1:  Las cosas cambian

Time:  16 hours

Unit Description

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.

Strand(s):  Oral Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

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 del pasado

- Repaso de los sustantivos, los artículos, el género y las contraciones del artículo masculine

- Repaso del vocabulario de la niñez/juventud

- 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/
Understanding

Thinking/Inquiry

Communication Application

La familia

- Repaso del vocabulario de la familia

- 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,
5g,7a,7c

Knowledge/
Understanding

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 del pretérito del indicativo

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,
5g,7c,7f

Knowledge/
Understanding

Thinking/Inquiry

Communication Application

Un breve estudio de cuentos y fábulas hispánicas e indígenas de las Américas

- Enseñar/usar el imperfecto del indicativo

- 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,
5f,5g,7a

Knowledge/
Understanding

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,
5a,5g, 7a

Knowledge/
Understanding

Thinking/Inquiry

Communication Application

Presentación oral/dramatización de su propia leyenda o cuento de hadas

Unit 2:  ¡Qué recuerdos!

Time:  28 hours

Unit Description

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.

Strand(s):  Oral Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

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/
Understanding

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/
Understanding

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/
Understanding

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/
Understanding

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,
3a,3b,3e,4b,4g,6b,7f,7g

Knowledge/
Understanding

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

Unit 3:  Más vale tarde que nunca

Time:  22 hours

Unit Description

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.

Strand(s):  Oral Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

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/
Understanding

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,
4b,4c,4f, 5e,7h,7i

Knowledge/
Understanding

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,
7d,7f

Knowledge/
Understanding

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/
Understanding

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/
Understanding

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.

 

Unit 4:  Mente sana en cuerpo sano

Time:  22 hours

Unit Description

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.

Strand(s):  Oral Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

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,
4a,4g,4h,5c,6b,7b,7d,7i

Knowledge/
Understanding

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,
4b,4g,5a,5f

Knowledge/
Understanding

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/
Understanding

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/
Understanding

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/
Understanding

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,
2a,2b,2c, 3d,4a,4h,
5a,5e,5f,6b,7a,7b,7d,7i

Knowledge/
Understanding

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

 

Unit 5:  ¡Sin límites!

Time:  22 hours

Unit Description

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.

Strand(s):  Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

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,
7e,7f,7g,7h,7j

Knowledge/
Understanding

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