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Course Overview

Spanish Academic Level 2

Identifying Information

School/School District: Windsor Essex Catholic District School Board

Project Manager: Barry Elliott, Windsor Essex District School Board

Lead Writer: Sandra Pagliaroli, Windsor Essex Catholic District School Board

Course Developers:

Biagio Aulino, York Catholic District School Board

Luis Bustos, Peterborough Victoria Northumberland and Clarington Catholic District School Board

John Pusztay, Hamilton Wentworth Catholic District School Board

Luisa Ventura, Simcoe Muskoka Catholic District School Board

Development Date: July 2000

Course Title: International Languages, Level 2, Academic (Spanish)

Course Type: Academic

Ministry Course Code: LWS BD2

Curriculum Policy Document: The Ontario Curriculum, Classical and International Languages, Grades 9 and 10, 1999.

Credit Value: 1

Description/Rationale

This course allows students with little or no prior experience with the Spanish language to develop an appreciation for Spanish culture and values through language. Students develop the three strands: Oral Communication, Reading, and Writing. Students build and apply their knowledge of Spanish while exploring a variety of themes, such as relationships, trends, careers, and a global overview of the Spanish-speaking people and world. Thematic readings include a selection of readers, adapted short stories, articles, magazines, texts on CD-ROMs, and the Internet as stepping stones to oral and written activities.

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.

Unit Titles (Time + Sequence)

Unit 1	¡Mucho Gusto!	17 hours
Unit 2	Así Somos	25 hours
Unit 3	Las diversiones y los pasatiempos	22 hours
Unit 4	Ir de compras	23 hours
Unit 5	El mundo del trabajo	26 hours

Unit Descriptions

Unit 1: ¡Mucho Gusto!

Time: 17 hours

This unit is intended to provide students with a solid introduction to the Spanish language and a glimpse into the richness of its culture. Students learn how to greet each other, introduce themselves and their classmates, and ask for and state their place of origin. Students learn to ask how someone is, ask for and state age, as well as seek and provide personal information. In addition, students recognize common classroom expressions and vocabulary, tell what time it is, express courtesy, and discuss school schedules and activities. Furthermore, students state location and communicate via telephone; talk about places in the city; extend, accept, and refuse invitations. The unit activities lay the foundation for self-help and co-operative learning, whereby team members learn to respect the rights, responsibilities, and contributions of self and others.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d, CGE1h, CGE2a, CGE2b, CGE2c, CGE2e, CGE4a, CGE4b, CGE4c, CGE5a, CGE5e, CGE7f, CGE7g, CGE7j.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.

Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.04, RE1.02, RE1.05, WR1.01, WR1.02, WR1.04, WR1.05, GL1.01, GL1.02, GL1.03, GL1.04, GL1.05, GL1.08, GL1.09, GL1.10.

Unit 2: Así Somos

Time: 25 hours

Students honour the important role of the family in society and talk about their families and friends. They describe people, state possession, share opinions, and express likes and dislikes. They also report information, and write about family, friends, and their daily lives; and make connections to communities. Students apply knowledge from the previous unit in order to effectively communicate their own ideas. Various forms of communication are explored. The rich cultural diversity of Spanish-speaking countries/nations is examined. Cultural values regarding family, school, faith, and the community are discussed compassionately and in a respectful manner.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d, CGE1h, CGE1i, CGE2b, CGE2c, CGE2e, CGE3b, CGE4a, CGE4c, CGE5a, CGE5e, CGE5f, CGE5g, CGE6a, CGE6b, CGE6c, CGE6d, CGE7a, CGE7e, CGE7f, CGE7g.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.

Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.04, RE1.01, RE1.02, RE1.05, WR1.01, WR1.02, WR1.04, WR1.05, GL1.01, GL1.04, GL1.05, GL1.06, GL1.08, GL1.09, GL1.10

Unit 3: Las diversiones y los pasatiempos

Time: 22 hours

This unit allows students to understand that one’s purpose or call in life comes from God and they should strive to discern and live out this call throughout life’s journey. This unit explores leisure and fitness activities to promote a balanced and healthy lifestyle. Students recognize that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it. A variety of sub-themes are studied, such as pastimes, interests, sports, hobbies, and recreational activities. Through the study of these sub-themes, students examine and reflect on their personal values, abilities, and aspirations influencing life’s choices and opportunities.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1c, CGE1d, CGE1e, CGE1g, CGE2a, CGE2b, CGE2c, CGE2e, CGE3d, CGE3e, CGE3f, CGE4a, CGE4b, CGE4c, CGE4e, CGE4f, CGE4g, CGE4h, CGE5a, CGE5c, CGE5e, CGE6e, CGE7a, CGE7b, CGE7d, CGE7f, CGE7g, CGE7i.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.

Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.04, WR1.05, GL1.01, GL1.03, GL1.04, GL1.05, GL1.07, GL1.08, GL1.09, GL1.10.

Unit 4: Ir de compras

Time: 23 hours

In this unit, students explore consumer trends such as affordability and quality of making purchases by examining and reflecting on personal values and aspirations that influence choices and opportunities. This unit allows students to make decisions in light of gospel values with an informed moral conscience. Vocabulary includes food, clothing, and currency. Past and present commercial trends will be emphasized via advertising and marketing techniques

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d, CGE1e, CGE1h, CGE1i, CGE2a, CGE2b, CGE2c, CGE2e, CGE3a, CGE3b, CGE3c, CGE3d, CGE3e, CGE4a, CGE4b, CGE4d, CGE 4e, CGE4f, CGE4g, CGE4h, CGE5a, CGE5b, CGE5e, CGE5f, CGE5g, CGE5h, CGE6b, CGE7a, CGE7b, CGE7f, CGE7g, CGE7i.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.

Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05, GL1.01, GL1.02, GL1.03, GL1.04, GL1.05, GL1.06, GL1.07, GL1.08, GL1.09, GL1.10.

Unit 5: El mundo del trabajo

Time: 26 hours

This unit allows students to investigate the work place and consider the meaning and purpose of work. They are guided through practical steps of finding part-time employment. 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. Skills for employability, self-employment, and entrepreneurship relative to Christian vocation are applied.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d, CGE1e, CEG1g, CGE1h, CGE1i, CGE2a, CGE2b, CGE2c, CGE3a, CGE3b, CGE3c, CGE3d, CGE3e, CGE3f, CGE4a, CGE4b, CGE4c, CGE4e, CGE4f, CGE4g, CGE4h, CGE5a, CGE5b, CGE5d, CGE5e, CGE5f, CGE5g, CGE5h, CGE7a, CGE7b, CGE7e.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.

Course Notes

Teachers address school and board policies regarding safety, acceptable use of the Internet, and proper use of audio-visual equipment. Ongoing activities reflect awareness of violence prevention and avoidance of bias within the learning environment. Teachers, in conjunction with Special Education teachers, accommodate individual student needs. Cross-curricular integration is used to assist students in making connections to other disciplines.

Teaching/Learning Strategies

Attention has been given to providing a wide variety of teaching and learning strategies to sustain student interest and maximize learning. All types of learners are accommodated. Teaching and learning strategies reflect a balance of independent, collaborative, and teacher-directed activities. Activities are relevant and motivating and allow for student creativity. Resources used (Internet, video, and print) are to be previewed before use. Information technology has been included in all units.

Assessment and Evaluation

Teachers assess what students learn and provide opportunities for students to examine and reflect on their personal values, abilities, and aspirations and on how these influence life’s choices and opportunities. Students need a variety of opportunities to demonstrate their knowledge and skills. Teachers use a variety of techniques to assess and to evaluate these performances of learning (e.g., portfolios, journals, tests, checklists, rubrics, etc.). Teachers use a repertoire of assessment techniques, including diagnostic, formative, and summative assessment to improve student achievement of Ministry and Ontario Catholic School Graduate Expectations.

Reporting Student Achievement

A final grade is recorded for each Spanish course and a credit is granted for every course in which the student’s grade is 50% or higher.

The final grade is determined as follows:

· 70% of the grade is based on assessments and evaluations throughout the course;

· 30% of the grade is based on a final evaluation in form of an examination, performance, or other method of evaluation administered near the end of the course. It should assess the three strands of Oral Communication, Reading, and Writing.

The final mark should reflect the expectations of the three strands: Oral Communication, Reading, and Writing.

Accommodations

Teachers are expected to be acquainted with students’ Individual Education Plan (IEP) and the unique learning characteristics of their individual students, and to make the necessary accommodations.

In order to meet the needs of these students, a variety of strategies, techniques, or resources may be used (e.g., use of cue cards, pair students according to task, modify written tests, etc.). Every attempt is made by the teacher to accommodate students’ individual needs, in order to increase their success in the course.

Teachers:

· consult with Special Education personnel while reviewing Individual Education Plans (IEPs) of students with special needs, noting recommendations and accommodations for all identified students e.g., gifted and talented, ELD, ESL, and students with physical challenges, etc.;

· are prepared to offer alternative formats for assignments and presentations. These may include pre-recorded audiocassettes, videotaped conversations, the use of a script, etc.;

· when assessing and evaluating students identified with special needs, refer to IEPs for recommendations and accommodations;

· arrange ongoing extra opportunities for the reinforcement of vocabulary and grammatical structures;

· sensitively select partners, allowing one student’s strengths to compensate for another student’s challenges.

Resources

Specific resources have been included in the units and activities. For additional resources, teachers may contact individual publishers and distributors. Community resources are also very useful: community organizations, clubs, embassies, consulates, travel agencies, newspaper, radio and television stations, theatres, and native speakers from the community or within the schools. Many Internet sites have been provided. All of these sites were active at the time of publication.

Print

Aslop, Thomas W. and Daniel T. Aslop. My Internet Assignment Book for Spanish Class. Auburn, Hills, MI: Teacher’s Discovery, 1998. ISBN 1-884473-18-0

Best, Shirley. ¡Todos ganan! Portland: J. Weston Walch, 1985. ISBN 0-8251-0251-0

Brett, Robert J. ¡Mucho Gusto! St. Paul, Minnesota: EMC Publishing, 1990. ISBN 0-8219-0246-6

Clayton, John, Kenneth Hall, and Derek Utley. Cara a Cara: Pair Work Activities in Spanish. Hong Kong: Colorcraft Ltd., 1989.

Esposito, Franco. Pensar y Aprender. Montreal Nord, Quebec: Editorial Los Maya, 1994.
ISBN 2-921445-050

Frobose, Mark. Relatos divertidos. Portland: J. Weston Walch, 1988. ISBN 0-8251-1303-2

Frost, Barbara and Fabiola Franco. La Familia Miranda/El Viaje a Guatemala. St. Paul, Minnesota: EMC Publishing, 1994. ISBN 0-8219-1258-5

Funston, James F. En Sus Marcas. Saint Paul Minnesota: EMC/ Paradigm Publishing, 2000.
ISBN 0-8219-1888-5

Gabel-Liedowitz, Dorothy. Practical Spanish Vocabulary Builder. Lincolnwood, Illinois: National Textbook Company, 1994

Giannetti, George and Adolfo Ayala. ¡Leamos! Easy Reading Comprehension Exercises in Spanish, Copy Masters. Portland, Maine: J. Weston Walch, 1988.

Giannetti, George. The Spanish Teacher Book of Lists. Portland: J. Weston Walch, 1989.
ISBN 0-8251-1503-5

Giannetti, George. Un Calidoscopio de palabras. Portland: J. Weston Walch, 1987. ISBN 0-8251-1211-7

Iacofano, Judy. Foreign Language Teacher’s Internet Yearbook. Suburn, Hills, MI: Teacher’s Discovery, 1996.

Juntos Magazines, New Jersey: Prentice-Hall, Inc., 1997. ISBN 0-13-838905-5

Kolkowska, Ana and Libby Mitchel. ¡Arriba¡ 1 Cuaderno del alumno. Halley Court, Jordan Hill, Oxford: ISBN 0-435-39026-0

Leon, Vicki. 70 Spanish Activities. Portland: J. Weston Walch, 1984. ISBN 0-8251-0248-0

McConnell, Mary. Snappy Starters. Portland: J. Weston Walch, 1991.

Morrow, Patricia. Buscapalabras en español. Portland: J. Weston Walch, 1991. ISBN 0-8251-1873-5

Nessier Echenberg, Eva. Abrir Paso 1. Montreal, Quebec: Miraflores, 1994. IBSN 2-921554-054

Ontario Ministry of Education and Training. You and the Job Market: Quick reference to today’s job market for career counselling and career planning. Ontario: 1997.

¿Qué tal? London: Mary Glasglow Magazines-Scholastic, 1999. ISBN 0033-5940

Samaniego, F.A., M.C. Brown, P.H. Carlin, S. Gorman, and C.L. Sparks. ¡Dime! Lexington, Massachusetts: D.C. Heath and Company, 1993. ISBN 0-669-23881-3

Zayas-Bazan, Eduardo and Jose B. Fernandez. ¡Arriba! Englewood, Cliffs: New Jersey, 1993.
ISBN 0-13-044306-9

Magazines

Chicos, Muchachos, Todos Amigos, ¡Vamos! – ELI Distributors, The Resource Centre, P.O. Box 190 Walterloo, Ontario N2J 3Z9 Tel. (519) 885-0826, Fax (519) 747-5629

Technological

Batalla de palabras. Roanoke: Gessler Publishing Co., Inc., 1987. (software)

Gaiero, Robert D. Spanish Bit by Bit 1, 2, 3. St. Catherines: Tutor Enterprises, 1996. (software)

Batalla de palabras. Roanoke: Gessler Publishing Co. Inc., 1987 (software)

Spanish for Everyone. Cambridge: The Learning Company, 1997. ISBN 0-7630-1489-3 (CD-ROM)

Video, A Piece of the Puzzle (Guidance Department or contact Fairmeadow Centre, Toronto District School Board, Tel. (416)-395-4920

Internet

Please note that these sites were in use at the time of publication.

Yahoo – Spanish – http://www.yahoo.com

Lycos – Spanish – http://www.lycos.es

Excite – Spanish – http://www.excite.es

AltaVista – English – http://www.altavista.com

An elegant multi-lingual search engine – http://www.google.com

Ontario Modern Language Teachers Association – http://webhome.idirect.com/~omlta/

Modern Language Association of America – http://www.mla.org/

American Council on the Teaching of Foreign Languages – http://www.actfl.org/

Kathy Schrock’s Guide for Educators-Assessment Rubrics –
http://school.discovery.com/schrockguide/assess.html

Biblia – http://www.catolicos.org/biblias.htm

Comparative Cultural Studies – http://www.mexconnect.com/mex_/culxcomp.html

Mayan Folktales – http://LanguageCenter.cla.umn.edu/lc/surfing/spanish.html

Mayan Calendar – http://saxakali.com/historymam7.htm

¡Fiestas! – http://www.mexdesco.com/fiestas/1852.htm

List of Mexican Fiestas – http://www.mexico-travel.com/fiestas/fiestas_inf_eng.html

Sí, Spain – http://www.SiSpain/english/index.html

Send a Postcard – http://www.xenus.com/postcard

E-greeting cards – http://www.sendgreeting.com

Documentos de Santos – http://www.catolicos.org/documentossantos.htm

Multimedia Holy Cards – http://catolicos/org/hdycards.htm

3-D Atlas – http://www.3datlas.com

Country Information – http://www.excite.com/travel/countries

Countries Online – http://www.altapedia.com/online/contents.htm

Great Maps – http://www.national geographic.com/resources/ngo/maps

CNN City Maps – http://www.cnn.com/TRAVEL/CITY.GUIDES

A World of Information – http://www.emulateme.com

Chichen Itza – Prehispanic City – http://osfl.gmu.edu/~reastlan/slide8.htm

Madrid Monthly – http://www.softdoc.es/

Links to Latin American Sites – http://www.latinolink.com

Latin America – http://latinworld.com

Mexico Online – http://www.mexicool.com

Virtual Spain – http://www.clark.net/pub/jumpsam/index.html

Spain’s Office of Tourism – http:www.okspain.org

Tour Spain – http://www.spaintour.com/indexe.html

Cyber Spain – http://www.cyberspain.com/

Mexico City – http://www.mexicocity.com.mx

Guatemala – http://www.eecs.wsu.edu/~pomero/literatura/guatemala.html

Peru – http://www.peru-info.com/

Chile – http://sunsite.dcc.uchile.cl/chile/chile.html

Spanish Pen-pals – http://www.inetworld.net/eac/penpal.htm

E-mail Amigos – http://www.geocities.com/Athens/Thebes/6177/flaglinks.html

Intercultural E-mail – http://www.stolaf.edu/ntework/iecc

Kids Linking Around The World – http://www.kidlink.org

Familias Católicas – http://www.catolicos.org/familias.htm

Dictionaries – http://www.onelook.com

Language Translation – http://www.logos.it
http://dictionaries.travlang.com

Spanish I Review Exercises – http://www.u.arizona.edu/~jmcconne/101_review.html

Basic Vocabulary – http://members/aol.com/alvareze/spanish/frame.html

Grammar Worksheets – http://php.indiana.edu/~jsoto/ejercicios.html

Self-Check Exercises – http://mld.ursinus.edu/~jarana/Ejercicios/self_check.html

Activities and Games – http://www.mundolatino.org/rinconcito/

Menus – http://www.onlinemenus.com

The Web Gourmet – http://www.gourmetspot.com

Spain’s Foremost Newspaper – http://www.elpais.es

Electronic News Magazine – http://noticias.ole.es

Bilingual Magazine – http://www.enespanol.com/home.html

Costa Rican Newspaper – http://www.nacion.co.org

Worldwide Newspapers – http://www.all-links.com/newscentral

News from Colombia – http://www.elheraldo.com.co

The Bullfight – http://www.andalucia.com/bullfight/home.htm

Bullfighting in Peru – http://www.rcp.net.pe/rcp/toros

The Running of the Bulls – http://webcom.com/fermin/guide/encierro.html

Flamenco Dancing – http://www.andalucia.com/flamenco/home/htm

Christmas Around the World – http://www.gsh..org/schools/USA/GA/PGE5061/around2.htm

List of Mexican Fiestas – http://ww.mexico-travel.com/fiestas/fiestas_inf_eng.html

El Día de los Muertos – http://www.azcentral.com/ent/dead/altar/

Quinceañera – http://www.latinabride.com/engquince.html

History of Cinco de Mayo – http://www.vivacincodemayo.org/history.htm

Holy Week – http://guia.semanasanta.andal.es

Our Lady of Guadalupe – http://spin.com.mx/~msalazar

Holiday Celebrations – http://www.holidays.net

Holidays Around the World – http://www.holidayfestival.com

Virtual Tourist – http://www.vtourist.com/

Magazines Galore – http://www.enews.com

Listen Up – http://www.live-online.com

We’re All Kids – http://www.kidscom.com

Sports News – http://www.2001.com.ve/deportes.html

Soccer Updates – http://www.fie.us.es/ocio/futbol/futbol.html

CNN en español – http://www.cnnenespanol.com

All Sports – http://allsports.com

Sports Search – http://www.oldsport.com

Sports Around the Globe – http://www.sportsline.com/u/worldwide

Celebrity Athletes – http://www.mrshowbiz.go.com/people/catbrowse/athleteindex.html

WWW Women’s Sports Page – http://fiat.glis.utexas.edu/~lewisa/womsprt.html

Legends of the Game – http://www.cmgww.com/sports.html

Sports History – http://www.hickoksports.com/history.

Nation to Nation – http://www.your-nation.com

Library of Congress Studies Countries – http://lcweb2.loc.gov/frd/cs/cshome.html

Currency Converter – http://www.x-rates.com
http://www.oanda.com

Traveling to a Foreign Country? Spanish for travellers – http://www.travlang.com

Happy Birthday – http://www.440.com/twtd/today.html
http://www.scopesys.com/anyday
http://www.famousbirthday.com

Culture Vulture – http://www.culturefinder.com

Newspaper – El Popular – http://www.diarioelpopular.com

Comida Mexicana – http://www.mexicodesconocido.com.mx/comida/2070.htm

National Beverages of Mexico – http://www.mexdesco.com/bebidas/bbdanals.htm

More recipes – http://www.xmission.com:8000/~dderhak/recipes.html

Traditional Recipes – http://www.ozemail.com.au/~spain/cooking.htm

Venezuelan Cooking – http://members.tripod.com/~cocinavzla/top.html

Colorful Cooking of South America – http://www.cs.yale.edu/~hupfer/global/regions/sam/html

Menus – http://ww.onlinemenus.com

Epicurious – http://www.epicurious.com

Wanna Buy Something? – http://onlinesports.com
http://www.gear.com

What a Deal! – http://www.bargaindog.com
http://www.salescircular.com

Consumer Issues – http://www.consumerworld.org

Fashion and Style – http://www.firstview.com
http://www.fashionmall.com

Real Audio – http://www.realaudio.com
http://www.timecast.com
http://www.broadcast.com

Worldwide Newspapers – http://www.all-links.com/newscentral

Magazines Galore – http://www.enews.com

Community

Community organizations, consulates, bookstores, radio/television stations, library, Spanish newspapers, magazines, Spanish Catholic Bible.

Resources For Spanish Teachers

Dictionaries

Bilingual: Spanish/English

Diccionario Simon & Shuster International (2nd ea., 1997, hdc) ISBN 0-02-862013-5

Collins Spanish/English Dictionary (5th ea., 1997, hdc) thumb indexed ISBN 0-00471023-1
plain ISBN 0-00471024-X

Oxford Spanish/English Dictionary (2nd. ea., 1998, hdc) thumb indexed ISBN 0-19-8600704
main ISBN 0-19-860069-0

The Canadian Oxford Picture Dictionary (1997, pbk) ISBN 0-19435207-2

Unilinual Spanish

Diccionario Larousse Pequeño Ilustrado (1998, hdc) ISBN 84-8016-325-9

Clave Diccionario de Uso del Español (SM, 1996, hdc) ISBN 84-348-5193 -8

Diccionario Para la Enseñanza de la Lengua Española (VOX, hdc) ISBN 84-7153-813-X

Diccionario Salamanca de la Lengua Española (Santillana, 1996. pbk) ISBN 84-294-4371-1

Diccionario Didáctico de Español Avanzado (Madrid: SM, flexicover) ISBN 84-348-5636-0

Diccionario Didáctico de Español Intermedio (SM. 1997, flexicover) ISBN 84-348-4112-6

Synonyms and Antonyms

Thesaurus Sinónimos, Antónimos Y Asociación De Ideas – 2 Vols. Sonena, 1996. ISBN 84-303-1018-5

Grammar

Gómez Torrego, Leonardo. Gramática Didáctica del Español. SM, 1998.

A New Reference Grammar of Modern Spanish. Butt/NTC. ISBN 0-8442-7088-1

Holt. 1001 Pitfalls in Spanish. Barron’s. ISBN 0-8120-3717-0

Verb Books

Bescherelle. El Arte de Conjugar en Español. Hatier. (pbk) ISBN 2-89428-332-6

Kendris. 501 Spanish Verbs. Barron’s. ISBN 0-8120-9282-1

Zamir. 750 Spanish Verbs and Their Uses. Wiley. ISBN 0-471-53939-2

Los Verbos Españoles. Williamson/Legas. ISBN 0-921252-58-7

Idioms and Others

Savaiano. 2001 Spanish and English Idioms. Barron’s. ISBN 0-8120-9028-4

Carbonell Basset. Dictionary of Spanish/English Proverbs. Barron’s.

Cassagne. 101 Spanish Idioms. NTC. ISBN 0-8442-72 1 7-5

Navarro. Mastering Spanish Vocabulary. Barron’s. ISBN 0-8120-9110-8

Jackson. Guide to Correspondence in Spanish. NTC. ISBN 0-8442-70334

Cultural Material

Note: G# refers to order number supplied by Girol Books (Ottawa, Ontario).

Colección - Biblioteca Básica de Historia (España: Anaya)

Iberia: Los orígenes G#6201

Hispania: Romanos y visigodos G#6202

La edad media en España: El predominio musulmán G#6203

La edad media en España: El predominio cristiano G#6204

La España de los reyes católicos G#6205

La España del siglo XVI G#6206

La España del siglo XVII G#6207

La España del siglo XVII ˜ G#6208

La España del siglo XVIII G#6209

La España del siglo XIX (1789-1833) G#6210

La España del siglo XIX (1834-1898) G#6211

España: Siglo XX (1931-1939) G#6212

España: Siglo XX (1939-1978) G#6213

History and Culture - Latin America

Historia de América Latina (SGEL) G#6200

(ISBN 84-7143-424-5)

El Pueblo Inca (Ed. SM) G#2140

(ISBN 84-348-3298-4)

El Pueblo Maya (Ed. SM) G#827

(ISBN 84-348-2512-0)

La Cultura Azteca (Ed. SM) G#1126

(ISBN 84-348-3303-4)

La Ruta del Nuevo Mundo (Ed. SM) G#1974

(ISBN 84-348-3073-6)

Colección - Cronito en la Historia (Trillas)

El encuentro (7 a 12 ados) G#6173

México colonial (7 a 12 ados) G#6174

La independencia de México (7 a 12 ados) G#6175

Las leyes de reforma y el imperio (7 a 12 ados) G#6176

Una nueva nación: México independiente (8 a 12 ados) G#6177

Colección - Biblioteca Básica de Historia (España: Anaya)

La América precolombina G#6214

Colón y el descubrimiento G#6215

América Latina: Época colonial G#6216

América Latina: La independencia G#6217

Geography

Everest Atlas Enciclopédico: Países De América. Everest. ISBN 84-241-2522-3 G#427

Graded Readers/Narrative

Collection - Leer En Español (Spain: Ed. Santillana)

Level 1 (up to 400 words)

Acquaroni. El Sueño De Otto (84-2944042-9)

Acquaroni. La Sombra de un Fotógrafo (84-294-3435-6)

Acquaroni. Soñar un Crimen (84-294-3432-1)

Moreno. El Misterio de la Llave (84-2944040-2)

Orejudo & González Vela. Mala Suerte (84-2944045-3)

Tosal. ¡Adiós, Papá! (84-294-3610-3)

Uría. Una Mano en la Arena (84-294-3479-8)

Level 2 (up to 700 words)

Acquaroni. El Libro Secreto de Daniel Torres (84-2944043-7)

Bécquer. La Corza Blanca (adaptation) (84-294-3593-X)

Carrrero. La Ciudad de Los Dioses (84-294-3437-2)

Cervantes. Rinconete Y Cortadillo (adaptation) (84-2944039-9)

Ortiz. En Piragua Por El Sella (84-294-34364)

Rodríguez Sordo. El Señor De Alfoz (84-2944046-1)

Surís & Rialp. El Hombre Del Bar (84-294-3480-1)

Surís. La Chica de Los Zapatos Verdes (84-294-3481-X)

Toscal. Asesinato en El Barrio Gótico (84-294-3483-6)

Level 3 (up to 1000 words)

Anónimo. Lazarillo de Tormes (adaptation) (84-294-3614-6)

Bécquer. La Cruz del Diablo (adaptation) (84-294-3421-6)

Carrero. El Secreto ie Cristóbal Colón (84-294-3492-5)

Millás. El Desorden de Tu Nombre (adaptation) (84-294-3485-2)

Pérez Lugín. La Casa de la Troya (adaptation) (84-2944047-X)

Pérez Galdós. Marianela (adaptation) (84-294-3433-X)

Uría. Pánico en la Discoteca (84-294-3431-3)

Zorrilla. Don Juan Tenorio (adaptation) (84-2944048-8)

Level 4 (up to 1500 words)

Benedetti. La Muerte Y Otrassorpresas (adaptation)(84-294-34844)

Blasco Ibáñez. Sangre Y Arena (adaptation) (84-294-3439-92)

Merino. El Oro de Los Sueños (adaptation) (84-294-3489-5)

Merino. La Tierra del Tiempo Perdido (adaptation)(84-294-3488-7)

Merino. Las Lágrimas del Sol (adaptation)(84-294-3490-9)

Millás. Letra Muerte (adaptation) (84-294-3487-9)

Uría. Carnaval en Canarias (84-294-3438-0)

Level 5 (up to 2000 words)

Delibes. Los Santos Inocentes (adaptation)(84-294-3494-1)

Sorela. Aire De Mar en Gádor (adaptation) (84-294-3493-3)

Valera. Pepita Jimenez (adaptation)(84-294-3616-2)

Level 6 (up to 2500 words)

Asturias. El Señor Presidente (adaptation)(84-294-3590-5)

Pardo Bazán. Los Pazos de Ulloa (adaptation) (84-294-36154)

Rojas. La Celestina (adaptation)(84-294-4331-2)

Bilingual Texts: Spanish-English

Spanish Short Stories 1 - Cuentos Hispánicos 1. Penguin. ISBN 0-14-002500-6

Spanish Short Stories 2 - Cuentos Hispánicos 2. Penguin. ISBN 0-14-003378-5

Supplementary Materials with Cassettes

Español Para Principiantes (Sara Jordan)
Book and cassette (1-895523-354)

Collins Guide to Spanish Pronunciation. Collins. ISBN 0-00-4270 1 9-0

Spanish Vocabulary Trainer. Barron’s. ISBN 0-7641-7 121-6

CD-ROM/Multimedia

Let’s Talk Spanish Vocabulary & Pronunciation. Random House/Syracuse Language Systems.
ISBN 0-517-70770-5

· Windows CD-ROM, WIN 3.1/Win 95

· Beginner – Intermediate

Spanish Now! Version 7.0. Transparent Language.

· CD-ROM Sight/Sound, Windows, Windows 95, Macintosh, Power Macintosh

· Ages 12-Adult. Deluxe Edition (include Bow, Kiss, and Shake Hands)

Tripleplay Plus Spanish. Living Language. ISBN 0-517-70142-1

· Windows CD-ROM multimedia language package

· Age 8-Adult

Español Escrtto en Ámbitos Laborales/Redactar Y Elaborar Todo Tipo de Documentos. Difusion.
ISBN 84-89344-04-3

CD-ROM for Macintosh

Games

Monopoly In Spanish

Scrabble - Spanish Edition

Bis - Jugamos En Español
Juego de cartas

Super Bis-Jugamos En Español
Juego de cartas

Linguafun! Spanish Language Learning Card Games

Spanish Playing Cards
Baraja española

Magnet Poetry – Spanish Edition
Nota Bene: The above resources are available from Girol Books Inc. P.O. Box 5473 Station F, Ottawa, Ontario K2C 3M1, Tel./Fax (613) 233-9044

The World Wide Web

Search Engines

Yahoo – www.yahoo.com/

Yahoo Espanol – espanol.yahoo.com/

Webcrawler – www.webcrawler.com/

InfoSeek – www.infoseek.com/

Newspapers and magazines

www.mediainfo.com/emediajs/html

libraries mit.edu/humanities/flnews

yahoo.com/news/

cnnespanol.com/

www.elmercurio.cl/

City/country information

City Guide – www.city.net/

Embassies – www.embassy.org

Ciudad virtual – www.laeff.esa.es/~crb/

Weather

cnnespanol.com/tiempo/

cnn.com/weather/

www.intellicast.com/search/

Culture/education

Latin American Studies Virtual Library – www.lanic.utexas.edu/las.html

Classroom Connections for e-mail Partners – www.stolaf.edu/network/iecc/

Food (Spanish recipes) – www.recetario.com/recetari

Other Sites of Interest

Electronic Embassy – http://www.embassv/org/

The Tecla Home Page from Birkbeck College London (Teaching resources) –

http://www.bbk.ac.uk/Departments/SpanishTecla/

WorldWide Classroom – http://www.worldwide.edu/index.html

Web 66: International WWW School Registry – http://web66.coled.umn.edu/schools.html

The World Wide Web Virtual Library: Latin American Studies – http://www.lanic.utexas.edu/las.html

Univision (television station from Miami) – http://www.univision.net/startpage.html

Jobs/Careers/Trades

http://www.monster.com

http://www.careermosaic.com

http://www.jobdirect.com

http://careers.yahoo.com

http://www.jobsleuth.com

http://www.employmentspot.com

OSS Policy Applications

Teachers refer to The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999. It is the responsibility of the teacher to review the necessary language structures in order to give students the basis for a successful learning experience. Any resources to support anti-discrimination education, equity/social justice issues, career goals/co-operative education, community partnerships, and faith development support many of the Ontario Secondary School Policies as well as The Ontario Catholic School Graduate Expectations. Teachers are familiar with Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999.

Course Evaluation

At the end of this course, teachers have the opportunity to assess the overall effectiveness of their programs. Teachers may utilize a student evaluation form to gather information on how to modify the program for further student success. Teachers should review the content and the instructional and assessment strategies of the course in order to revise the Spanish program to improve student achievement of the expectations.

Coded Expectations, International Languages, Level 2, LBABD-LYXBD

Oral Communication: Listening

Overall Expectations

OLV.01

– demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level.

Specific Expectations

OL1.01

– respond to questions posed in conversation, statements, and commands, using simple vocabulary and language structures appropriate to the level;

OL1.02

– use visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMs);

OL1.03

– identify features of the culture of countries where the language is spoken (e.g., holidays and cultural events).

Oral Communication: Speaking

Overall Expectations

OSV.01

– communicate orally in various situations and for different purposes, using simple language appropriate to the level.

Specific Expectations

OS1.01

– use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);

OS1.02

– use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);

OS1.03

– express opinions in conversations and other situations (e.g., express preferences, contribute opinions to a survey on television shows);

OS1.04

– apply knowledge of the culture of countries where the language is spoken in various activities (e.g., dialogues, simple presentations).

Reading

Overall Expectations

REV.01

– read age- and language-appropriate passages from various sources for different purposes.

Specific Expectations

RE1.01

– read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers, adapted short stories, articles);

RE1.02

– read aloud with expression, to further develop standard pronunciation, intonation, and tones;

RE1.03

– use visual cues (e.g., illustrations, punctuation) and verbal cues (e.g., word endings, sentence structure, context) to determine the meaning of texts in print and other media (e.g., magazines, newspaper articles, texts on CD-ROMs and the Internet);

RE1.04

– respond to what they read in a variety of ways (e.g., retell stories);

RE1.05

– identify features of the culture of countries where the language under study is spoken (e.g., festivals, historical sites).

Writing

Overall Expectations

WRV.01

– write for different purposes and audiences, using simple language appropriate to the level.

Specific Expectations

WR1.01

– write simple sentences and paragraphs, including dialogues, on a specific theme or for a specific purpose using vocabulary and language structures appropriate to the level (e.g., describe an ideal friend);

WR1.02

– write a variety of questions and answers;

WR1.03

– write in different forms to express ideas and opinions, using a model (e.g., prepare a questionnaire);

WR1.04

– use resources to make their writing more effective (e.g., dictionaries, input from teachers);

WR1.05

– apply knowledge of the culture of countries where the language under study is spoken in various activities, using both print and electronic resources (e.g., communicate with a pen or key pal in another country).

Grammar and Language Knowledge

GL1.01 Nouns

– use of articles with nouns, – formation of the plural; irregular plurals, – gender of nouns, – use of the partitive with nouns (e.g., some vegetables, any salad), – frequently used irregular nouns

GL1.02 Prepositions

– prepositional phrases (e.g., into the room, in the room, at the dentist, to the bank)

GL1.03 Pronouns

– subject pronouns, singular and plural, – interrogative pronouns (e.g., who, what) , – direct object pronouns (e.g., me, him)

GL1.04 Verbs

– present tense, regular verbs and irregular verbs, including frequently used irregular verbs (e.g., to be, to have, to want, to go) , – verbs in simple negative constructions, – modal verbs (e.g., can, must, want), –perfect past tense (simple past tense in some international languages), –use of negative forms (e.g., don’t, won’t)

GL1.05 Adjectives

– regular adjectives and irregular adjectives, including frequently used irregular adjectives (e.g., good), – expressions of quantity, – possessive adjectives (e.g., my, your, his, her, our, their), – demonstrative adjectives (e.g., this, that), – interrogative adjectives (e.g., which)

GL1.06 Conjunctions

– common conjunctions (e.g., and, or, but, because, when)

GL1.07 Adverbs

– adverbs used to modify verbs (e.g., She drives quickly.), – adverbs used to modify adjectives (e.g., I am very happy.), – adverbs of time (e.g., yesterday, today, tomorrow), – formation of simple adverbs

GL1.08 Syntax

– word order in simple sentences, positive, interrogative, negative, – word order in complex and compound sentences, – gender and number agreement

GL1.09 Vocabulary

– days of the week, months of the year, time of day, – names of colours, – words associated with the family, food, leisure, friends, music, sports, professions, careers, shopping, television, advertisements, – words associated with transportation, geography, places (e.g., school, office, factory), – basic salutations, – cardinal numbers (1-100) and ordinal numbers (e.g., the first day), – names of currency

GL1.10 Other Elements

– expressions useful in the classroom (e.g., expressions used to ask permission, simple commands), – idiomatic expressions, – essential characteristics of the writing system, as required

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports The Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: ¡Mucho Gusto!

Unit 2: Así Somos

Unit 3: Las diversiones y los pasatiempos

Unit 4: Ir de compras

Unit 5: El mundo del trabajo

Course Notes

Teaching/Learning Strategies

Assessment and Evaluation

Reporting Student Achievement

Accommodations

Resources

Print

Magazines

Technological

Internet

Community

Resources For Spanish Teachers

Dictionaries

Cultural Material

Geography

CD-ROM/Multimedia

The World Wide Web

OSS Policy Applications

Course Evaluation

Oral Communication: Listening

Specific Expectations

Oral Communication: Speaking

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Specific Expectations

Grammar and Language Knowledge