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Spanish Language, Intermediate, Part III (NCAA Approved)

Open to: Grades 7 - 12

Prerequisites: Qualifying verbal or math score, and successful completion of Spanish Language, Intermediate, Part II or placement test

Course Format: Session Based. See calendar for session dates and application deadlines.

Course Length: 12 weeks (Fall, Winter, Early Summer, Mid-Summer)

Recommended School Credit: One-half academic year

Course Code: SP23

Course Description

Description

The main objective of this course is to expand students’ knowledge of the Spanish narrative. This is done by offering a broad introduction to Peninsular and Latin American literature with special attention to specific grammar points such as preterit, imperfect, perfect, subjunctive, future, conditional, and progressive tenses. Additionally, the difference between the verbs “ser” and “estar,” prepositions, and certain specific grammatical structures like conditional sentences, and the “gustar” verb will be covered.

The four basic language skills (listening, reading, speaking, and writing) will be developed during the course through practice and the application of specific learning strategies. Students will read and analyze representative literary works and engage in literary analysis and Spanish grammar. The required readings will demand extensive writing and participation in class discussions. Therefore, the practice and application of grammatical features and vocabulary is critical to the content of the course, and students are expected to study and practice these grammatical structures through the explanations in the texts and assigned homework. The course is conducted completely in Spanish, and students will be expected to communicate exclusively in Spanish.

Once students have completed this course, they will achieve:

  • Advanced writing proficiency in Spanish in a variety of formats
  • Advanced reading proficiency and an advanced understanding of literary terms and techniques
  • Advanced knowledge of Spanish grammar
  • Advanced knowledge of Spanish vocabulary, spelling, and pronunciation
  • An understanding of recurring themes in Spanish and Latin American literature and the ability to assess the relevance of these themes to modern society and literature from other countries
  • The ability to find, interpret, and critique published, scholarly works of literary analysis
  • The ability to discuss literature and culture and express personal opinions in scholarly discussions

Heritage/Cultural Component

Students will explore cultural topics related to the lesson theme with regional focus. Students will also examine, compare, and reflect on practices and/or perspectives of the target culture and demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

Materials Needed

Students will need a headset with microphone. The following textbooks are required for this course:

Mullen, Edward J., and John F. Garganigo, eds. El cuento hispánico: A Graded Literary Anthology, 8th edition. New York: McGraw Hill, 2012. ISBN: 978007338540-2

El cuento hispanico textbook cover

Whitley, M. Stanley, and Luis González. Gramática para la composición. Washington, D.C.: Georgetown University Press, 2007. ISBN: 9781589011717

Gramatica para la composicion textbook cover

Although a Spanish-English dictionary is not required, it may be useful as a personal reference for the duration of this course.

Detailed Course Information

Course Details

Week 1: Getting Started on the Right Foot

Class 1:

  • Introduction to the course: syllabus, technology, expectations
  • Reading strategies
  • Introduction to Marco Denevi and Apocalipsis
  • Assignment: read Apocalipsis, respond (in writing) to “En Grupos: C,” and “Análisis del texto: 4”

Class 2:

  • Discussion of Apocalipsis and cultural context
  • Quick review of preterit tense
  • Roundtable discussion: Technology and Progress
  • Assignment: grammar activities, read Chanclas, respond in writing to “Análisis del texto: 5”

Week 2: Latino Literature in the United States

Class 1:

  • Discussion of Chanclas and Sandra Cisneros’ impact on Latino literature
  • Review of grammar activities
  • Assignment: grammar exercises, “Palabras y modismos,” “Three on a Bench” assignment: use Audacity to record a real or made-up story from childhood

Class 2:

  • Analysis of cultural context of Chanclas
  • Review of grammar activities and vocabulary words
  • Presentation of “Three on a Bench” assignments—Which story is actually true?
  • Assignment: grammar activities, read El eclipse, respond in writing to “Análisis del texto: 4”

Week 3: Indigenous Cultures and the Legacy of the Spanish Conquest

Class 1

  • Discussion of El eclipse
  • Review of grammar activities
  • Roundtable: What would you do? –Imagining ourselves in the story
  • Assignment: “Palabras y modismos,” watch video and answer questions on Mayan culture then and now

Class 2

  • Analysis of cultural context for El eclipse
  • Review of video and vocabulary words
  • Introduction to the concept of “civilización y barbarie”
  • Assignment: grammar activities, read Las lavanderas, “Palabras y modismos”

Week 4: Writing Real Life

Class 1

  • Discussion of Las lavanderas
  • Review of grammar activities and vocabulary words
  • Analysis of Elena Poniatowska’s writing style
  • Introduction to creative nonfiction assignment
  • Assignment: Try your hand at “writing real life.” Choose an “unseen” issue, person, or group of people and write the/their story. See “Creative Nonfiction Assignment” for further instructions.

Class 2

  • Discussion of megacities and Mexico, the cultural context of Las lavanderas
  • Presentation of creative nonfiction assignments
  • Further review of grammar for the week
  • Assignment: Read Lo que sucedió a un dean de Santiago, complete “palabras y modismos” and “cuestionario”

Week 5: Origins of the Spanish Novel

Class 1

  • Discussion of Lo que sucedió a un dean de Santiago
  • Review of homework activities
  • Introduction to Spanish geography
  • Assignment: grammar activities, prepare for roundtable on egoism, research and post summary of assigned period of Spanish literature

Class 2

  • Analysis of cultural context of Lo que sucedió a un dean de Santiago
  • Brief overview of history of peninsular literature
  • Review of grammar activities
  • Roundtable: Egoism and its effects
  • Assignment: grammar activities, read El árbol de oro, “palabras y modismos,” begin working on midterm exam/assignment

Week 6: Spain through the Eyes of Children

Class 1

  • Discussion of El árbol de oro
  • Review of grammar and vocabulary activities
  • Check-in: midterm exam/assignment
  • Assignment:Complete midterm exam/assignment

Class 2

  • Analysis of cultural/historical context of El árbol de oro
  • Biographical background of Ana María Matute
  • Assignment: Read Rafael, watch video on the Spanish Civil War, complete “palabras y modismos”
  • Midterm Exam

Week 7: Social Outcasts in Franco’s Spain

Class 1

  • Discussion of Rafael
  • Review of vocabulary activities
  • Recap of the Spanish Civil War and Franco’s rule
  • Assignment:grammar activities, research social services and disability rights in Spain, prepare for roundtable

Class 2

  • Analysis of socio-political context of Rafael
  • Review of grammar activities
  • Roundtable: Social services and disability rights in Spain
  • Assignment:grammar activities, read El arrepentido, complete “palabras y modismos”

Week 8: A Double-Edged Sword

Class 1

  • Discussion of El arrepentido
  • Review of grammar and vocabulary activities
  • Virtual vacation through Spain’s coastal towns and islands
  • Assignment: respond in writing to “En grupos: C”

Class 2

  • Analysis literary technique in El arrepentido: double meanings and surprises
  • Sharing of responses to “En grupos: C”
  • Assignment: Read El almohadón de plumas, complete grammar activities and “palabras y modismos”

Week 9: Gothic Overtones, European Undertones

Class 1

  • Discussion of El almohadón de plumas
  • Review of grammar a vocabulary activities
  • Assignment: Collaborate with a partner to respond in an Audacity recording to “En grupos: D,” research an example of an artistic cross-cultural collaboration to prepare for the mini roundtable

Class 2

  • Analysis of Gothic literature and European influence on El almohadón de plumas
  • Mini roundtable: transcending boundaries through creative collaboration
  • Sharing of responses to “En grupos: D”
  • Assignment: Read El solitario, complete grammar activities and “palabras y modismos”

Week 10: Civilization and Underdevelopment

Class 1

  • Discussion of El solitario
  • Review of grammar and vocabulary activities
  • Assignment: Respond in writing to “En grupos: A and D”

Class 2

  • Biographical background of Horacio Quiroga
  • Sharing of responses to “En grupos: A and D”
  • Introduction to literary analysis assignment
  • Assignment: Read A la deriva, complete grammar activities and “palabras y modismos,” find article for literary analysis assignment

Week 11: Civilization and Underdevelopment

Class 1

  • Discussion of A la deriva
  • Review of grammar and vocabulary activities
  • Virtual vacation to Argentina and Iguazu Falls
  • Assignment: begin reading for literary analysis assignment, prepare for roundtable, grammar activities

Class 2

  • Analysis of “civilization and underdevelopment” in Latin American literature
  • Review of grammar activities
  • Check-in: literary analysis assignment
  • Roundtable: Defining “civilization” and “underdevelopment” in modern society
  • Assignment: Continue working on literary analysis assignment

Week 12: What the Scholars Say

Class 1

  • Presentation of literary analysis assignments
  • Course evaluations
  • Assignment: Prepare your questions, comments, and concerns for our final exam review.

Class 2

  • Final exam review
  • Final Exam

 

Technical Requirements

This course requires a properly maintained computer with high-speed internet access and an up-to-date web browser (such as Chrome or Firefox). The student must be able to communicate with the instructor via email. Visit the Technical Requirements and Support page for more details.

This course uses an online virtual classroom for discussions with the instructor. The classroom works on standard computers with the Adobe Connect Add-in or Adobe Flash plugin, and also tablets or handhelds that support the Adobe Connect Mobile appStudents who are unable to attend live sessions will need a computer with the Adobe Connect Add-in or Adobe Flash plugin installed to watch recorded meetings. The Adobe Connect Add-in, Adobe Flash plugin, and Adobe Connect Mobile app are available for free download. Students who do not have the Flash plug-in installed or enabled on their browsers will be prompted to download and install the Adobe Connect add-in when accessing the virtual classroom.

Most course lectures may be viewed on mobile devices, but in some cases assignments and quizzes must be completed on a desktop or laptop computer.

 

 

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"I enjoy the course very much. The individual attention during class makes it a very enjoyable hour, and the friendliness and relaxed atmosphere make class something to look forward to each week. I can't wait to continue with the next level!"

"My son's foreign language instructor has had the challenging task of forging bonds with her students without being face-to-face with them in a classroom on a daily basis, while teaching them a language quite different from their native tongue. She has inspired our son with her enthusiasm, her expertise, and her extraordinary conscientiousness, kindness, tolerance, and patience. I have rarely had the pleasure and honor of being the parent of a student with a teacher who goes so far above and beyond."

"I really like this course, and I love the way the teacher teaches it. Her style of teaching makes it easier and more fun to participate."