Portland Public Schools Middle Level 2013-2014 Teacher: Sofia M. Segurola-Calderon School: Mt. Tabor Middle School Subject: Course Title: Spanish Grade Level(s): 8th Spanish Language Arts Immersion LA Prerequisites: Belong to the Spanish Immersion Cohort, or test in via an OPI (Oral and Written Proficiency Tests) Course description: In Spanish Immersion Language Arts students continue to build communication skills developed throughout their elementary through 7th grade Spanish Immersion classes. Specifically, students participate actively in extended oral and written discourse, using compound and complex sentences to provide information in a coherent and fluent manner. Students narrate and describe past and present events, and predict future events. Students develop critiquing skills, explore options in a given situation, and handle difficulties and unexpected events. They also learn to initiate and sustain a conversation, discussion, or debate. Students demonstrate these language functions in various contexts (personal, social, socio-economic, literary, artistic, historical and philosophical). Students keep a journal throughout the school year as a reflective process and assessment tool. They read several novels written by Hispanic authors. Some of the topics covered in Spanish Language Arts are music, family, Ancient Latin-American civilizations: Aztecs, Mayans, Incas, Guarani, and Mapuches, current events, the environment and appreciation of the Spanish Speaking Old and New World. Priority Standards: Establish an immersion classroom where the goal is correct, uninhibited, creative expression and communication in the target language. At Mt Tabor Middle School one of our main objectives in teaching Spanish in an Immersion setting is for students to engage, on a deep, intellectual, and personal level, in new ways of seeing, thinking, interacting, and communicating. In order for this objective to be realized, students must encounter a communicative system and cultural perspectives different from their own. It is essential for our students' growth that they engage in immersion-based learning experiences where they are supported in going beyond normal comfort levels, and where they learn to function within a system that is unfamiliar to them, thereby developing real-world proficiency in another language and in other cultures. As a result of language learning, our students think and act globally, are cosmopolitan in their outlook, and international in their understanding. They will be ethical leaders who advance the human condition. When one speaks another language, he or she thinks and acts differently. One s perspective is widened and horizons are expanded. Students have a greater capacity to empathize, to make friends, to imagine "what it would be like" to be in another person's shoes. Imagination is stretched. Students no longer see "aliens" or "others", but rather they see real people with differences and similarities. If students stop studying a language, they may forget the words and grammar details. However, learning another language and its culture(s), learning how to effectively communicate with other
human beings, and learning how meaning is constructed through words other than one s native tongue, will remain for a lifetime. Schedule of topics/units covered: Sendas literarias Various Hispanic Literature selections Unidad 1: El sentido de nuestras vidas (The sense of our lives) Exploremos el lenguaje: o El lenguaje Language o La oración Sentence o La oración: sujeto y predicado Subject and Predicate o Palabras variables y no variables Variable Words o Los prefijos y los sufijos Prefix and Sufix Unidad 2: Nuestra vida en communidad (Our Life in the Community) * Exploremos el lenguaje: Language exploration o El sustantivo The noun o El pronombre The pronoun o Los artículos The articles o El adjetivo The adjectives o La concordancia Concordance Unidad 3: La experiencia migrante The Migrant Experience * Exploremos el lenguaje: o El verbo, las partes del verbo, el infinitivo (The verb, parts of the verb, the infinitive) o Resumen Summaries o Persona y número Gender and Number o La conjugación Conjugations o Los verbos regulares e irregulares Regular and Irregular Unidad 4: Relaciones familiares Family relationships * Exploremos el lenguaje: o Los tiempos del verbo Verb Tenses o Los tiempos simples del verbo en pasado Past Tense o El presente perfecto y el pluscuamperfecto Present Perfect and Pluperfect o El condicional Conditional o Complementos del verbo Complements of a Verb Unidad 5: Cuando era puertorriqueña When I was puertorrican Academic vocabulary: All literature to be read contains the level vocabulary that builds per lesson. Additionally, the Functions and Forms will be used in every lesson geared by grade level. District adopted materials: Prentice Hall Sendas Literarias, Santillana, Spanish III Years for Grammar Supplemental resources: Estudio de novela Study of the Novel
Libro de Texto: Sendas Text Book Señor Presidente soy el Jefe Seattle Novel Los últimos Mohicanos Novel Perfil de la Luna Novel Semillas Novel Poesía Poetry Pablo Neruda Autobiografías Autobiography from celebrated authors Reglas del lenguaje Rules of the Spanish Language Desarrollo del vocabulario Development of Vocabualry Estructura de las palabras Structure of Words Gramática Grammar Ortografía Spelling Emblema Rojo de Valor Red Badge of Courage Mañana de abril April Morning El sendero de las Lágrimas The Path of Tears Escritura Persuasiva Persuasive Writing Cartas formales y informales Letter Writing Formal and Informal Cuentos cortos Short Stories from Santillana Lejos del polvo Farway from Dust Kira Kira El niño de las pijamas de rayas The boy with red pay El río que nos divide The River that Divides Us Llora por la tierra Cry for the Earth El Jardinero The Gardener Writing Summaries/Book Reviews Imaginative Writing The differentiation strategies used in this course are based on the evidence (data) received through multiple forms of pre, ongoing, and formative assessments. Described here are the types of assessments used and specific differentiation strategies in place to meet the needs of ALL learners (including TAG, ESL, Special Ed...) The differentiation strategies used in this course are based on the evidence (data) received through multiple forms of pre, ongoing, and formative assessments. Described here are the types of assessments used and specific differentiation strategies in place to meet the needs of ALL learners (including TAG, ESL, Special Ed...) Pre-learning strategies
Activate prior knowledge Noella, STAMP and CAP Previous Tests and review activities Video/DVD Pre-assess KWL, Knowledge Rating Chart, Anticipation Journal Carousel, Teacher observation/checklist Pretest, Concept Map, Entrance/Exit Slips, Open-ended questions Self-evaluation Build common background knowledge Presenting (post and explaining) learning objectives: Content objectives Language objectives Essential questions Elicit/identify the purpose or importance of the lesson Proactive modeling and practice of cooperative, positive behaviors CHAMPS decision making template for activity guidance Student-Centered Instruction Strengthen their other, weaker, intelligences Take in information in a variety of ways Make sense of (process) information in a variety of ways Express their learning in a variety of ways 1.Visual Discovery: Visual literacy is developed through image analysis and active application of learning 2.Response Groups: Students use critical thinking skills to prepare and engage in discussions about primary sources, music, historical dilemmas, and analysis of multiple perspectives 3.Writing for Understanding: Mixed MI experiences provide the basis for writing in a variety of creative and authentic modes (speeches, letters, stories, dialogues, poetry, eulogies) 4.Experiential Exercises: Brief simulations, debriefing, and skillfully facilitated discussions bring historical events and concepts to life 5.Problem Solving Groupwork: Collaboration and presentation skills are developed through engaging multiple-ability projects 6.Oral Proficiency Language Development: Students work with partners but are individually accountable as the teacher provides guided practice. (TAG Action Plan) Provide tiering and flexible grouping to extend and support MI experiences. After guiding all students through the Multiple Intelligence experience to anchor them in the key concepts, students work individually or in small groups and tier additional learning experiences to challenge and support and to provide scaffolding so that all students attain the concepts at the appropriate rate and level. Challenge and support TAG students Increasing depth and complexity Compacting (more challenging activities)
Use of higher level questions Career-related learning experiences (CRLEs): Field trips Guest speakers Project-based Learning Mentorships for students Students will be able to interview a Spanish Speaking Best Seller Author; Have an exchange via Skpe, and Blog with a PSU student in Alicante, Spain for three months. Students will continue their letter exchange with other Spanish Speaking classrooms around the world. Write peers biographies. Final proficiencies: Read and comprehend a variety of text Write clearly and accurately Listen actively and speak clearly Oral and written assessments with rubric and student self and peer analysis Think critically and analytically : Personal management and teamwork Use technology Civic and Community Engagement Global Literacy Essential skills to be taught or assessed: Read and comprehend Write clearly and accurately Listen actively and speak clearly Apply mathematics Think critically Personal management and teamwork Use technology Civic and Community Engagement Global Literacy Assessment/evaluation/grading policy: A 90-89% B 80-79%
C 70-69% D 60-59% F 50-below Please see Spanish Syllabus Behavioral expectations: Spanish Immersion LA is built around a premise of learning together in which students become active participants in every aspect of learning and instruction. In practice, this means that: a) active participation in all learning activities is required and expected, b) frequent and ongoing interaction with other students and the instructor are integral components of each lesson, c) pair activities and small group interactions for practicing the language are the most common instructional arrangements, d) frequent choice of instructional formats (individual, pair, small group), assessment types (presentations, skits, discussions) and media (audio, video, pictures, music, etc.) are built into the course, e) self-reflection is promoted by means of self-assessments for video projects, the design of rubrics by the students themselves, the administration of a learning- styles questionnaire, and the identification of strategies to enhance individual learning. Students are always involved in assessing their own learning. Video assessments, beginning with a baseline video in the first few weeks of instruction, identify areas of individual strength, and sets personalized goals for future performance. Students are expected to be in class daily, be punctual, be well prepared with all required class materials and completed assignments. They are expected to be positive contributors and collaborators who actively participate in class activities. Due to the fast-paced and lively nature of the class and its activities behavior problems are rarely an issue in my classes. Students are often engaged, focused, and enjoying themselves, even while working on homework. My expectations of students are that they work cooperatively with both myself as well as each other, being considerate of their classmates while being responsible for their belongings and managing their time during class. Safety issues and requirements: Student Expectations: Active and extensive class participation is essential to the success and the success of the class. Students are expected to speak only Spanish in class with the instructor and classmates. Also, students are encouraged to speak Spanish informally outside class with anyone who speaks the language. Remember, practice makes perfect! Contact information: If you need to contact me my email address is ssegurol@pps.net and my prep period is 8th period. You can contact me by phone at 503-916-5646 x.70745