Spanish, Grade 12, University Preparation
| Course Title | Spanish, Grade 12, University Preparation |
| Course Code | LWSDU |
| Grade | 12 |
| Course Type | University Preparation |
| Credit Value | 1.0 |
| Prerequisite | LWSCU or equivalent |
| Co requisite | None |
| Department | Classical Studies and International Languages |
| Name of the Department Head | Camille Dubé - Gladstone (B.Ed., OCT) |
| Course Developer or Teacher | Camille Dubé - Gladstone (B.Ed., OCT) |
| Curriculum Policy Document | |
| Course development date | November 1, 2019 |
| Most recent revision date | September 2024 |
| Course reviser | Melissa Moreno |
This course offers students opportunities to further develop competence and confidence in listening, speaking, reading, and writing in the Spanish. Students will participate in interactive activities (e.g., discussions about literature, travel, shopping) in which they will further develop their knowledge of linguistic elements. They will continue to explore aspects of culture in regions of the world where the language is spoken, including fashion, historical figures, art, and architecture. Students will enhance their critical and creative thinking skills through reading diverse materials, including original literature, and will explore a variety of personal and professional contexts in which knowledge of the international language is required.
By the end of this course, students will develop the following skills in these different areas:
| 1. Listening | |
| 1.1 | Listening to Understand: determine meaning in a variety of oral texts in the target language, using a range of listening strategies. |
| 1.2 | Listening to Interact: interpret messages accurately while interacting in the target language for a variety of purposes and with diverse audiences. |
| 1.3 | Intercultural Understanding: demonstrate an understanding of information in oral texts in the target language about aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of sociolinguistic conventions in the target language used in a variety of situations and communities. |
| 2. Speaking | |
| 2.1 | Speaking to Communicate: communicate information and ideas orally in the target language, using a range of speaking strategies, appropriate language structures, and level-appropriate language suited to the purpose and audience. |
| 2.2 | Speaking to Interact: participate in spoken interactions in the target language for a variety of purposes and with diverse audiences. |
| 2.3 | Intercultural Understanding: in their spoken communications in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations. |
| 3. Reading | |
| 3.1 | Reading Comprehension: determine meaning in a variety of texts in the target language, using a range of reading comprehension strategies. |
| 3.2 | Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of elements appropriate for the purpose and audience. |
| 3.3 | Intercultural Understanding: demonstrate an understanding of information in texts in the target language about aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of sociolinguistic conventions in the target language used in a variety of situations and communities. |
| 4. Writing | |
| 4.1 | Purpose, Audience, and Form: write texts in the target language for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of the written language appropriate for this course. |
| 4.2 | The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work in the target language effectively. |
| 4.3 | Intercultural Understanding: in their written work in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations. |
| Time Allocated | Online/Offline Component | Learning Expectations | |
|---|---|---|---|
| 1. Business, History & Culture | |||
Students will practice dialogue, writing, listening and reading authentic materials in relation to the environment (e.g., types of plant and animal species, recycling and conservation, forms of pollution, indigenous practices related to the land). Students will have the opportunity to complete a group presentation project in this unit which will assess their speaking and writing skills. | 20 hours | (8 hrs online / 12 hrs offline) | 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 |
| 2. Contemporary Social & Global Issues | |||
Students will explore contemporary culture in countries where Spanish is spoken (e.g., elements of cultural tradition expressed in popular culture, depictions of Spanish communities in film, urbanization). We will watch a relevant Spanish film in this unit to better understand the social and global issues affecting populations. | 20 hours | (10 hrs online / 10 hrs offline) | 1.1, 1.3, 2.1, 2.2, 2.3, 3.1, 3.3, 4.3 |
| 3. Future Concerns: Environment & Job Exploration | |||
Students will explore how to apply for a job and create a resume in Spanish in order to prepare them for entering the Spanish workforce. Students will also explore issues concerning the environment and make recommendations as to the future of the earth. | 20 hours | (12 hrs online / 8 hrs offline) | 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3 |
| 4. Healthy Living & Events | |||
Students will complete a project in which they retell important events in their lives and can meaningfully describe pictures of themselves from the past. In this unit students will also explore healthy lifestyles and explain how they will incorporate such into their daily lives. | 20 hours | (8 hrs online / 12 hrs offline) | 1.1, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3 |
| 5. Literature & Drama | |||
Students will read, evaluate, analyze and evaluate a Spanish novel of their choice. Students will then create a presentation to be shared with the class at the end of the semester. | 10 hours | (4 hrs online / 6 hrs offline) | 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.2, 4.3 |
| 6. Spanish Grammar | |||
Throughout the semester the students will be asked to complete a number of Spanish Grammar activities that range in translation, listening, reading, speaking and writing. These activities will provide students with the opportunity to express fluency in the language. | 10 hours | (7 hrs online / 3 hrs offline) | 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2 |
| 7. Final Evaluation: Independent Study Unit | |||
The Final Evaluation for this course is an Independent Study Unit that the students will work on throughout the duration of this course. Students will explore the Media and Culture of Spanish Speaking Countries. They will have the opportunity to share their findings and collaborate with their peers. This ISU is worth 30% of the Final Grade. | 10 hours | (7 hrs online / 3 hrs offline) | 1.2, 1.3, 2.2, 2.3, 3.1, 3.3, 4.1, 4.2, 4.3 |
| Total | 110 Hours | ||
| Online | Offline |
|---|---|
| Studying lesson presentations | Studying instructional materials |
| Communicating with the instructor | Reading materials of the course |
| Contributing to forums (WhatsApp) | Researching topics on the internet |
| Watching instructional videos | Completing assignments |
| Watching additional resource videos | Completing essays |
| Uploading video presentations | Practicing skills |
| Practicing through online quizzes | Preparing presentations |
| Reviewing peer submissions | Reviewing for tests and exams |
| Assessing peer presentations | |
| Completing online timed exam |
A variety of assessment and evaluation methods, strategies and tools are required as appropriate to the expectation being assessed. These include diagnostic, formative and summative within the course and within each unit. We strictly follow the Ministry of Education’s Growing Success document.
Assessment FOR Learning and Assessment AS Learning is obtained through a variety of means, including the following:
- Ongoing descriptive feedback
- Self-assessment
- Peer assessment
- Student/Teacher communication on a regular basis to:
- verbalize observations
- ask questions
- clarify understanding
Evidence of student achievement (assessment OF learning) is collected through ongoing observations of most consistent work, with consideration given to most recent work from various sources.
Assessment and evaluation in this course will be based on the provincial curriculum expectations. Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement. Categories of assessment and breakdowns are as follows:
- Knowledge – 20%
- Thinking – 20%
- Application – 30%
- Communication – 30%
A final grade will be determined as follows:
- Term Work – 65%
- Final Evaluation – 25%
- ISU – 15%
- Exam – 10%
- Attendance and Participation – 10%
Students enrolled in this course through CHS’s Hybrid (H) program will participate in synchronous learning via live online teaching sessions, online support material, and student-to-student discussions organized throughout the semester. Conversely, students taking this course as part of CHS’s Self-Paced (S) program will learn asynchronously through recorded video lessons, presentations, online support material, and simulations. While self-paced students have up to one year to complete the course, they are encouraged to finish within five months.
A variety of strategies will be used in the online delivery of this course. Instructional strategies will include but are not limited to:
- Lesson Presentations
- Cooperative learning
- Independent research
- Peer to Peer learning
- Multimedia presentations
Learning goals will be discussed at the beginning of each assignment and success criteria will be provided to students. The success criteria are used to develop the assessment tools in this course, including rubrics and checklists.
Students with special needs and English Language Learners will be provided with accommodation, including additional time, assistive technology and scribe where available. Teachers who are planning a program in this subject make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Learning Skills listed below are key to student success. Learning Skills are assessed independently of achievement and are determined through observation and participation. A check list and student-teacher communication will be used to determine the level in each category.
- Responsibility
- Organization
- Independent Work
- Collaboration
- Initiative
- Self-Regulation
Students will need the following:
- Spanish / English Translation Dictionary
- Spanish Verb Book
- Lesson Presentations
- Activities
- On-Line resources
- Videos