1. How does learning language interrupt cultural bias?
a. Have to define and engage concept of bias
b. Have to engage idea of cultural identity
c. Have to discuss stereotyping
2. How does the study of language enhance a sense of global citizenship?
a. Have to define global citizenship
b. Have to discuss ideas like “Where do I fit in the world as a language student in the United States attending Catlin Gabel School?”
c. Have to recognize the challenge facing US citizens living abroad as well as what are the difficulties facing new immigrants to the United States.
3. How does a student gain proficiency and confidence in creating in the language, and what implications will this have for high school placement?
- Regular and irregular verbs in present, preterit and imperfect tenses
- geographic studies of Spain and South America
- Build upon the content of 7th grade Spanish
- Vocabulary including: Hobbies, city directions, extended family, environmental terms, government and immigration as well as advanced terms from seventh grade vocabulary
- read confidently
- ability to speak, write and comprehend in the present and past tenses
- think critically with more global perspective
- regular tests and quizzes
- daily observations
- ability to carry on conversations for extended periods
- monthly filming
- ongoing self-assessments
- regular journal assessments for daily writing and exercises
- a winter and spring essay of five paragraphs
- National Spanish Exam in March at self-selected levels 1 or 2
- Texts: Dime Uno (September, October and into November), Dime Dos (Mid-November – June)
- The Films: Missing, El Norte & Viva Cuba
Slides, videos & music from Latin America and Spain
- You Tube and various sources on the net
*Students watch and discuss their first film presented largely in Spanish entitled El Norte followed two months later by Viva Cuba which is entirely in Spanish.
*Develop empathy for immigrants newly arrived in the United States focusing on the country of Guatemala, ravaged by civil war during past two decades.
*Students prepare a slide presentation of the Latin American singer/musical group of their choice.
*What would it be like to come to the United States as a non-Engish speaking illegal alien?
*Review all aspects of the present and preterit (simple past) tenses for verbs *Introduce the Imperfect(continuing, habitual or descriptive past)tense. *400 additional vocab words taken from the level 2 text *Reading, writing, speaking, and listening should improve to the low-intermediate to intermediate levels. That means stuents should be able to understand and express themselves at a basic level.
*Begin a new level 2 text which examines more complex grammatical form. Units are divided into three lessons each of which takes about a week to complete. Four units are completed during the Spring Term.