Strand: Receptive Language: Listening and Viewing by n94516af

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									APS                       DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK
Course Title: Spanish Language Arts III                                                                            Course Number:           61029

Department:        Modern, Classical, and Native Languages                                                         ADS Number:           127381901

Prerequisites Successful completion of Spanish Language Arts II or Placement Test


Length of Course: One Year                     Credit/PRI Area: .50 per Sem./Elective credit                                        Grade Level(s):        9-12


Important Notes:
COURSE DESCRIPTION: Spanish Language Arts III is designed for students who possess advanced literacy skills in Spanish. Emphasis is on authentic readings and on
increased competence in written expressions. The Spanish language Arts course is designed to prepare students to take the Spanish Language AP exam.

References in parentheses following each performance standard refer to and are aligned with the New Mexico Modern, Classical, and Native Languages Content Standards (NM),
the National Standards for Foreign Language Learning (NSFLL), and the Albuquerque Public Schools Language Arts Curriculum Framework (LA).




SPANISH LANGUAGE ARTS III                                                         37.1.11                                                Albuquerque Public Schools 02/03
STRATEGIES:
The “Illustrations” column provides exemplars of the performance standards, strategies, and the best practices suggested by the Modern, Classical and Native Language teachers
in the Albuquerque Public Schools.

ASSESSMENTS:
The “Illustration” column also incorporates a variety of assessments and “check for’ items suggested by Modern, Classical, and Native Language teachers in APS. Assessments
include authentic and performance-based assessment, cooperative learning, teacher observations, role playing, checklists, rubrics, tests and exams, formal and informal writing,
small group and full class discussions, oral and multimedia presentations, projects, demonstrations and portfolios.

SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
 Textbook and ancillary materials
 Supplementary materials
 Films and videos (According to APS District Procedural directive)
 Audio tapes and CDs
 Media Center, library, and/or technology lab with Internet access


SUGGESTED TITLES/AUTHORS WEB SITES:
 Abriendo puertas, Tomo 1 y 2. McDougal Little. 2003.
 Nuevas Vistas. Advanced Placement Language Preparation Program. Holt, Rinehart and Wilson.
 Espejo enterrado. Carlos Fuentes
 www.nhccnm.org
 http://albuquerque.cervantes.es
 www.cvc.cervantes.es/portada.htm
 www.sgci.mec.es.usa
 www.teachspanish.com




                                                                                                                             Approved by HSCA:



SPANISH LANGUAGE ARTS III                                                            37.2.11                                                   Albuquerque Public Schools 02/03
STRAND I: EXPRESSION: SPEAKING
CONTENT STANDARD: By speaking, writing, and/or signing, etc., the student expresses himself in a culturally appropriate manner for many purposes.


BENCHMARKS: A. The student expresses thoughts on topics that are of concern and interest within the school and community.
            B. The student participates in, interprets and compares forms of cultural expression such as: music, art, speech, writing, traditions, and other products of a
               culture.

  GRADE                              PERFORMANCE STANDARDS                                                                  ILLUSTRATIONS
   9-12
               1.   Demonstrates proficiency with speaking strategies (LA-IV.1; NM-1A,1B;       1– 6. The student prepares and addresses the student body in Spanish in one
                    NSFLL-1.1).                                                                    of the following forms:
               2.   Demonstrates the ability to comprehensively, coherently, and                   a) announcements
                    concisely expound upon ideas (e.g., voice, inflection, enunciation,            b) master of ceremonies
                    tempo, gestures) (LA-IV.1.3; NM-1A; NSFLL-1.1).                                c) assemblies/parent programs
               3.   Demonstrates proficiency with speaking and language conventions                d) student body elections
                    (e.g., grammar, standard Spanish, diction) (LA-IV.2; NM-1A;                    e) graduation/senior night
                    NSFLL-1.1).                                                                          effective speaking elements
               4.   Exhibits fluency of language, reasoning, and organizational structure for            appropriate language
                    the audience and purpose (LA-IV.2; NM-1A; NSFLL-1.1, 1.3).                           audience response
               5.   Demonstrates proficiency with appropriate types of speaking                          support for argument
                    (i.e., descriptive, narrative, expressive, expository, persuasive, and
                    analytical) for a variety of purpose and audiences (LA-IV.3; NM-1A;
                    NSFLL-1.3).
               6.   Clearly articulates a position by anticipating and addressing
                    counterarguments (LA-IV.3.1.3; NM-1A; NSFLL-1.3).
               7.   Analyzes and describes a variety of literary works and media                7.     The student compares, contrasts and presents three lead stories from
                    (e.g., vignettes, narratives, diaries, newspapers, movies) (LA-IV.6;               newspapers from three different Spanish-speaking countries that he/she
                    NM-1B; NSFLL-1.2).                                                                 views and downloads from the Internet.
                                                                                                        analysis
                                                                                                        multiple perspectives
                                                                                                        comparisons/contrasts
                                                                                                        effective speaking elements
                                                                                                        appropriate language




SPANISH LANGUAGE ARTS III                                                          37.3.11                                                 Albuquerque Public Schools 02/03
STRAND II: EXPRESSION:WRITING
CONTENT STANDARD: By speaking, writing, and/or signing, etc., the student expresses himself in a culturally appropriate manner for many purposes.


BENCHMARKS: A. The student expresses thoughts on topics that are of concern and interest within the school and community.
            B. The student participates in, interprets and compares forms of cultural expression such as: music, art, speech, writing, traditions, and other products of a
                culture.

  GRADE                               PERFORMANCE STANDARDS                                                                      ILLUSTRATIONS
   9-12
               1.    Demonstrates proficiency in the writing process to create a final product      1–7. The student finds a poem, reads the poem to the class, and explains the
                     with the emphasis on the revision of written work to make it clear                meaning of the poem as well as the story behind the selection. The
                      (LA-III.1; NM-1A,1B, NSFLL-1.1).                                                 student then writes an original poem and recites it to the class. Next, the
               2.    Demonstrates proficiency in using elements of effective writing (i.e., idea,      student participates in a group collaboration to investigate poetry and
                     organization, voice, word choice, sentence fluency, and conventions)              poets on the Internet. The group is assigned a style and they will
                      (LA-III.2; NM-5B, 5C; NSFLL-1.3).                                                 select a poem from an anthology to analyze and present. The group
               3.    Demonstrates proficiency in using a variety of technology (e.g., word             writes a poem and illustrates it on poster board.
                     processors, overhead projectors, multimedia) to present information                     explanation of poem
                     appropriate for the intended purpose and audience (LA-III.4; NM-1A, 1B;                 originality
                     NSFLL-1.1, 3.2).                                                                        creativity
               4.    Applies consistently writing conventions (i.e., grammar, spelling,                      teamwork
                     punctuation, capitalization, accents) (LA-III.5; NM-1A, 1B; NSFLL-1.1).                 use of poetic elements
               5.    Evaluates how convincing an argument is by examining issues (e.g., how a                revisions
                     writer’s intent may affect the text’s credibility and how the structure and             writing conventions
                     tone of the text affects its meaning (LA-III.4.2; NM-2A; NSFLL-1.2).                    analysis of poem and poet’s intent
               6.    Produces a response to a work that advances and supports a thesis that is               effective writing elements
                     interpretive, analytical, evaluative, or reflective (LA-III.5.3; NM-2A;                 use of technology
                     NSFLL-1.2).
               7.   Demonstrates proficiency in applying appropriate types of writing
                    (i.e., descriptive, narrative, expressive, expository, persuasive, and
                    analytical) for the intended purpose and audience (LA-III.8; NM-1A, 1B,
                    NSFLL-1.2).




SPANISH LANGUAGE ARTS III                                                             37.4.11                                                    Albuquerque Public Schools 02/03
STRAND III: COMPREHENSION: LISTENING
CONTENT STANDARD: By listening, observing, reading, and discussing, the student comprehends and interprets oral, written, and visual messages on a variety of topics.


BENCHMARKS: A. The student comprehends and applies information on topics of concern and interest to him and to others.
            B. The student recognizes, interprets, and compares forms of cultural expression.


  GRADE                               PERFORMANCE STANDARDS                                                                  ILLUSTRATIONS
   9-12
               1.   Listens to and analyzes a presentation or discussion in terms of content,   1–3. The student listens to a ten-minute lecture from AP Practice materials,
                    impact, and life experiences (LA-V.1.4; NM-1A, 2B;                            or listens to a story from an audio CD and discusses the following in
                    NSFLL-1.1).                                                                   a small group setting:
                                                                                                   a) content of lecture or story
               2.   Interprets and synthesizes information that is heard, viewed, or read          b) impact of lecture or story on his/her personal life
                    (LA-V; NM-2A; NSFLL-1.2).                                                      c) interpretation of lecture or story
                                                                                                   d) evaluation of problem and possible solutions
               3.   Creates responses that evaluate problems and offer solutions (LA-V.4;          e) connections to other issues
                    NM-1A, 2A; NSFLL-1.1, 1.3).                                                         comprehension
                                                                                                        participation in discussion
                                                                                                        analytical skills




SPANISH LANGUAGE ARTS III                                                            37.5.11                                                Albuquerque Public Schools 02/03
STRAND IV: COMPREHENSION: READING
CONTENT STANDARD: By listening, observing, reading, and discussing, the student comprehends and interprets oral, written, and visual messages on a variety of topics.




BENCHMARKS: A. The student comprehends and applies information on topics of concern and interest to him and to others.
            B. The student recognizes, interprets, and compares forms of cultural expression.


  GRADE                              PERFORMANCE STANDARDS                                                                   ILLUSTRATIONS
   9-12
               1.    Demonstrates command of reading strategies across content areas            1–11. The student uses the Internet and print resources to research the life of
                     (LA-1.1; NM-6A; NSFLL-3.1).                                                   an author that wrote novels in Spanish and the time period that the
               2.    Reads a wide variety of informational and literary texts (LA-1.3;             author lived. The student creates a poster of the author’s world, then
                     NM-5B; NSFLL-1.2).                                                            selects one of the author’s novels for independent reading. The student
               4.    Evaluates the effectiveness of increasingly more sophisticated                researches the web for literary criticism of the work selected and creates a
                     vocabulary in a variety of texts (LA-I.2; NM-5B; NSFLL-1.2).                  series of graphic organizers that:
               5.    Synthesizes ideas across disciplines to increase knowledge base               a) show cause and effect relationships
                     (LA-I.3.4; NM-6A, 6B; NSFLL-4.1).                                             b) identifies new vocabulary word and their meanings
               6.    Analyzes cause and effect and formulates critical questions within a          c) compare and contrast the work and criticism of the work
                     literary selection (LA-II; NM-2A; NSFLL-1.2).                                 d) analyze the motivation of the characters
               7.    Uses critical analysis to gain meaning, develop thematic connections,         e) develop thematic connections and patterns
                     and synthesize ideas (LA-II.5; NM-5B; NSFLL-1.2).                                  creativity
               8.    Analyzes and evaluates how the motives of characters and the causes                accuracy of depiction of the author’s life and world
                     for complex events differ in various historical periods (LA-II.8;                  a variety of graphic organizers
                     NM-5A, 5B; NSFLL-1.2).                                                             correct citation of sources
               9.    Identifies recurring themes and patterns in literary selections and oral           theme/pattern
                     traditions of various cultures (LA-II.7; NM-3B; NSFLL-4.2).                        comprehension
               10.   Evaluates how the motives of characters or the cause for complex events
                     differ in historical periods and shape future events (LA-II.8.1;
                     NM-5B; NSFLL-1.2).
               11.   Evaluates literary criticism of particular texts to understand the
                      philosophical, political, religious, ethical, and/or social influences
                      that shaped the work (LA-II.12; NM-5B; NSFLL-1.2).




SPANISH LANGUAGE ARTS III                                                          37.6.11                                                   Albuquerque Public Schools 02/03
STRAND V: LANGUAGE AND CULTURE
CONTENT STANDARD: The student understands the relationship between language and culture.


BENCHMARKS: A. The student’s expression of appropriate language and gestures reflect cultural understanding and meaning.
            B. The student comprehends that language and culture are interrelated.

  GRADE                              PERFORMANCE STANDARDS                                                                       ILLUSTRATIONS
   9-12
              1. Applies an understanding of the relationship between the practices                 1–4. The student looks for refranes or dichos (proverbs) in print or on the
                 and perspectives of the language and the culture studied and its global              Internet and discovers the common elements of a typical refrán. The
                 impact (NM-3B; NSFLL-21., 2.2).                                                      student selects proverbs that use animals to convey a message,
              2. Self-assesses the interaction between language and culture                           creates an illustration that demonstrates the literal and the figurative
                  (NM-3B; NSFLL-3.2).                                                                 meaning of the dicho, and presents his/her illustration to the
              3. Interprets and analyzes oral traditions and literature for cultural perspectives     class with an explanation as to why he/she selected them.
                 (LA-I.2; NM-3B; NSFLL-2.1.                                                               interpretation
              4. Analyzes and evaluates the use of language, voice, conventions, and format               creativity
                 (LA-III.2; NM-3A; NSFLL-4.2).                                                            artistic expression
                                                                                                          connections to self
                                                                                                          use of language
                                                                                                          delivery




SPANISH LANGUAGE ARTS III                                                             37.7.11                                                    Albuquerque Public Schools 02/03
STRAND VI: CULTURES
CONTENT STANDARD: The student develops an understanding of other cultures, including such elements as: value systems, languages, traditions, and individual
                    perspectives.

BENCHMARKS: A. The student analyzes and synthesizes knowledge of elements of a cultural system.
            B. The student compares and contrasts the cultural variations within a linguistic group.

  GRADE                             PERFORMANCE STANDARDS                                                                ILLUSTRATIONS
   9-12
              1.   Develops an appreciation for culture and the enriching influences of a    1. The student investigates the influences on the development of Hispanic
                   variety of cultures (e.g., history, traditions, customs) (NM-4A, 4B;         culture by one of the following cultures: Celtic, Greek, Carthaginian,
                   NSFLL-2.1).                                                                  Roman, Germanic, Moorish, Inca, Aztec, Pueblo and prepares a
                                                                                                PowerPoint presentation on his/her findings.
                                                                                                   accuracy
                                                                                                   completeness
                                                                                                   research skills
                                                                                                   creativity
                                                                                                   use of PowerPoint conventions
                                                                                                   cultural influences

              2.   Analyzes and evaluates the perceptions of culture portrayed in various    2. The student views a number of films that depict Hispanics and
                   forms of media/communication (NM-4A.1; NSFLL-2.2).                           participates in a round table discussion on the accuracy or
                                                                                                inaccuracy of such portrayals.
                                                                                                   participation
                                                                                                   effective speaking elements
                                                                                                   analysis
                                                                                                   support for argument

              3.   Expands and uses knowledge of the nature of language and cultural         3. The student conducts interviews in the community for the purpose of
                   variations within a linguistic group (NM-4B; NSFLL-2.1).                     creating a linguistic map. The student creates cards with different
                                                                                                pictures which he/she shows to different people from various
                                                                                                backgrounds and asks them to name the object. The student
                                                                                                compares the responses, compiles a databank and participates in a
                                                                                                whole group discussion to expand his/her knowledge and use of the
                                                                                                language.
                                                                                                    interviewing skills
                                                                                                   completeness of all the required components
                                                                                                   analysis
                                                                                                   linguistic and cultural variations
                                                                                                   individual participation and connections



SPANISH LANGUAGE ARTS III                                                          37.8.11                                              Albuquerque Public Schools 02/03
STRAND VII: LANGUAGE FUNCTIONS
CONTENT STANDARD: The student understands how languages work.


BENCHMARKS:       A. The student recognizes that languages change over time and in context.
                  B. The student demonstrates use of a variety of levels of formality and styles in both written and spoken language.
                  C. The student uses and explains the functions of critical elements of language systems used.

  GRADE                             PERFORMANCE STANDARDS                                                                    ILLUSTRATIONS
   9-12
             1.   Analyzes and evaluates registers of language (e.g., frozen, formal,           1, 3. The student creates a two-column chart that compares and contrasts the
                  consultative, casual, intimate) (LA-IV.1.1; NM-5B; NSFLL-2.1).                   grammatical rules of Spanish and English. The student compares
                                                                                                    the following:
                                                                                                   a) capitalization
                                                                                                   b) plurals
                                                                                                   c) formal/informal
                                                                                                   d) verb tense
                                                                                                   e) stem-changing verbs
                                                                                                   f) articles
                                                                                                   g) pronouns
                                                                                                   h) commands
                                                                                                   i) word order/adjectives
                                                                                                   j) interrogatives
                                                                                                   k) comparatives/superlatives
                                                                                                   l) diacritical marks/punctuation
                                                                                                        completeness
                                                                                                        accuracy
                                                                                                        usability
                                                                                                        evaluative statements
                                                                                                        registers
             2.   Synthesizes the knowledge of the evolution of language (NM-5A;                2.    The student reads historical documents or sections of Spanish literature
                  NSFLL-4.1).                                                                      written during the early development of Spanish or from the Middle
                                                                                                   Ages, looks for archaic words, compares them to the modern
             3.   Critically evaluates elements of language in a written form (e.g., grammar)       day equivalents, and seeks information on remnants of their usage in
                  (LA-III.5.4; NM-5C; NSFLL-1.2).                                                   New Mexico.
                                                                                                        accuracy of translation
                                                                                                        synthesis of knowledge




SPANISH LANGUAGE ARTS III                                                          37.9.11                                                  Albuquerque Public Schools 02/03
STRAND VIII: CONNECTIONS
CONTENT STANDARD: The student uses the languages studied to reinforce and expand knowledge of other disciplines.



BENCHMARKS: A. The student accesses, analyzes, and uses information from the language studied in other content areas.
            B. The student applies experiences and new knowledge from other content areas to what is being learned in the language studied.

  GRADE                             PERFORMANCE STANDARDS                                                                 ILLUSTRATIONS
   9-12
              1.   Evaluates social and interpersonal skills to understand and communicate    1–4. The student prepares questions to interview a Spanish-speaking expert
                   effectively within his/her own culture and within the cultures of others      in another field (e.g., someone from Sandia Laboratories, Kirtland
                   (NM-6A; NSFLL-4.1).                                                           AFB, UNM), sets up the interview, conducts the interview, and
                                                                                                 compares the information gathered during the interview with other
              2.   Reinforces and enhances new knowledge from other content areas                (library, Internet, English-speaking experts) resources. The student
                   (NM-6B; NSFLL-3.1).                                                           reports orally using visuals his/her findings to the class.
                                                                                                       interviewing skills
              3.   Forges connections within and beyond the school environment                         speaking skills
                   NM-6A, 7B; NSFLL-4.1, 5.1).                                                         research skills
                                                                                                       accuracy of information
              4.   Creates a product using a variety of technology ((LA-VI.3; NM-6B;                   use of technology
                   NSFLL-5.1).




SPANISH LANGUAGE ARTS III                                                         37.10.11                                               Albuquerque Public Schools 02/03
STRAND IX: PERSONAL APPLICATIONS
CONTENT STANDARD: The student uses the language studied for personal enjoyment, personal enrichment, and employability.



BENCHMARKS:        A. The student applies languages and knowledges of cultures in work, educational, and social settings.
                   B. The student uses languages and knowledge of cultures to gain access to the multi-cultural and multi-lingual dimensions of our society.
                   C. The student uses languages and knowledge of cultures to prepare for a successful transition into post-secondary study and/or careers.

  GRADE                             PERFORMANCE STANDARDS                                                                   ILLUSTRATIONS
   9-12
              1.   Synthesizes the language within and beyond the school setting for           1–3. The student takes a field trip to the National Hispanic Cultural Center
                   continuous learning, personal enjoyment, and enrichment (NM-7B;                of New Mexico and visits one or more of the Center’s facilities:
                   NSFLL-5).                                                                      a) Intel Visual Arts Center Art Museum
                                                                                                  b) Spanish Resource Center
              2.   Investigates, evaluates, and selects community resources utilizing the         c) Instituto Cervantes
                   language/cultures studied (NM-7B, 7C; NSFLL-5.1).                              d) Research and Literary Arts Program
                                                                                                       Library
              3.   Incorporates multiple sources of information to investigate career                  Archives
                   opportunities (NM-7C; NSFLL-5.1).                                                   Genealogy Center
                                                                                                  e) Media Arts Center
                                                                                                  While there, the student speaks to staff members about career opportunities
                                                                                                  and the Center’s programs. Upon return, with a small group, the student
                                                                                                  creates a brochure about the Center that highlights the Center’s uniqueness,
                                                                                                  and writes a personal reflection paper that evaluates the importance of the
                                                                                                  Center to Albuquerque, New Mexico and the United States.
                                                                                                       individual participation
                                                                                                       use of language with staff
                                                                                                       quality of brochure
                                                                                                       use of writing conventions
                                                                                                       support of evaluation
                                                                                                       personal reflections




SPANISH LANGUAGE ARTS III                                                          37.11.11                                                Albuquerque Public Schools 02/03

								
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