BATEMAN, KATHERINE

Course Description: A comprehensive introduction to the practical use of the target language of Spanish, which explores both the self and the world around students through the lens of the culture of Spanish-speaking countries.

Units of Study:

Unit 1: Yo Soy Yo

Unit Summary: Through an exploration of physical characteristics, personality descriptions, likes and dislikes, and pastime activities, students will get to know themselves.  They will also gain insight into the Spanish-speaking world by comparing and contrasting pastime activities in the United States with those in Spanish-speaking countries. They will make presentations in front of an audience of their peers about themselves.  In addition, they will greet and introduce themselves and have a basic “get to know you conversation” at the novice-mid level. As students progress through their studies, they will strive to continue to communicate at the novice-mid level.

Unit 2: Mi Nueva Escuela

Unit Summary: Through an exploration of school life and leisure activities at home and in Spanish-speaking countries (i.e. classes, schedules, school supplies, activities), students will understand that their school and after-school experiences in some ways are similar to and different from those of students in Spanish-speaking countries. They will have a novice mid-level conversation about their new school in front of an audience of their peers.  In addition, they will create a multimedia presentation about “A Week in My Life” and present it to their peers through a Gallery Walk. As students progress through their studies, they will strive to continue to communicate at the novice-mid level.

Unit 3: Mi Hogar: Familia y Casa

Unit Summary:Through an exploration of family and house at home and in Spanish-speaking countries, students will understand that their families and houses in some ways are similar to and different from those of students in Spanish-speaking countries. They will have a novice mid-level interview about a family.  In addition, they will create a multimedia presentation about “La Casa de mis Sueños” and present it to their peers through a Gallery Walk. As students progress through their studies, they will strive to continue to communicate at the novice-mid level.

Unit 4: La Comida y Las Celebraciones

Unit Summary: Through an exploration of food and celebrations, students will learn how to identify food and drinks and compare Hispanic and American mealtimes. Students at the novice mid level will role-play, ordering food and drinks in a café and paying the bill.  In addition, they will create a plan for a surprise birthday party. They will present the multimedia presentation to their peers through a gallery walk. Students will also compare and contrast their birthday celebration plan with a Quinceañera.  As students progress through their studies, they will strive to continue to communicate at the novice-mid level.

Course Description: A comprehensive introduction to the practical use of the target language of Spanish, which explores both the self and the world around students through the lens of the culture of Spanish-speaking countries.

Units of Study:

Unit Title 1: New Friends, New Adventures, and Me

Unit Summary: Through an exploration of Spanish speaking countries and famous Hispanics , students will gain insight into the Spanish speaking world, its geography, its people, and its culture. While doing so, they will make presentations in front of an audience of their peers about themselves and a Spanish-speaking country they would like to travel to and explain why, and an influential Hispanic person.  In addition, students will write pen pals in a Spanish-speaking country. They will greet and introduce themselves and write a basic get to know you conversation at the novice-mid level. As students progress through their studies, they will strive to communicate at the novice-high level.

Unit Title 2: El Béisbol Dominicano

Unit Summary: Through an exploration of Dominican baseball and Dominican baseball players, students will gain insight into the Spanish-speaking world of baseball and its culture. While doing so, they will make a presentation in front of an audience of their peers about a new Dominican baseball team they have created, complete with uniforms. Students will research a famous Dominican baseball player and create a baseball card for their player. Then students will interview each other about their famous Dominican baseball players. In addition, students will compare and contrast their lives with teens in the Dominican Republic. As students progress through their studies, they will strive to communicate at the novice-high level.

Unit Title 3: La Esperanza de la Educación

Unit Summary: Through an exploration of different countries and their cultures, students will compare and contrast their daily routines with a student in a Spanish speaking country. Students will gain insight into why all children can’t go to school.  Students will do research to discover ways to help children that can’t go to school and then they will create a Service Learning Project to benefit some of these children. Students will present and discuss their Service Learning Projects to their classmates via a Gallery Walk.  In conclusion, the class will vote on their favorite Service Learning Project.  As students progress through their studies, they will strive to communicate at the novice-high level.

Unit Title 4: Perú: Recordando el Pasado, Iluminando el Presente, e Inspirando el Futuro

Unit Summary: Through an exploration of Peru and its culture, students will gain insight into how travel affects our understanding of the world. While doing so, students will learn about the 18th century indigenous legend of the Ekeko and how the legend lives on today.  They will create their own Ekeko.  Students will research a famous Peruvian site or a cultural item and play a guessing game. Then they will role play a travel agent and a customer and interview each other about places to go and things to experience in Peru. They will make a presentation in front of an audience of their peers about a Peruvian trip they have planned and budgeted. Next, students will write a postcard about their trip to Peru.  In conclusion, students will make and experience the Pre-Incan tradition of Chicha Morada and they will learn the Zamacueca tradition of the Marinera Norteña dance.  Our class, Peruvians, and people around the world will be keeping old traditions alive. Tradition and modernity will coexist.  As students progress through their studies, they will strive to communicate at the novice-high level.