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Spanish Language, Intermediate, Part IV (NCAA Approved)

Open to: Grades 7 - 12

Prerequisites: Qualifying verbal or math score, and successful completion of Spanish Language, Intermediate, Part III 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: SP24

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

El cuento hispanico textbook cover    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 Cortázar and Magical Realism
  • Assignment: read La continuidad de los parques, complete grammar activities and “estudio de palabras,” respond to “Consideraciones: 6 and 8”

Class 2

  • Discussion of La continuidad de los parques and the cultural context of the Latin American literary “boom”
  • Review of grammar and vocabulary activities
  • Sharing of responses to “Consideraciones: 6 and 8”
  • Assignment: complete grammar activities and “estudio de palabras,” read La casa tomada, respond in writing to “Análisis del texto: 2 and 6”

Week 2: Magical Realism and Social Commentary

Class 1

  • Discussion of La casa tomada and narrative structure
  • Review of grammar and vocabulary activities
  • Assignment: watch Julio Cortázar video and answer corresponding questions, prepare for roundtable

Class 2

  • Analysis of cultural context for La casa tomada and Julio Cortázar’s impact on Latin American literature.
  • Roundtable: Modern applications of Cortázar’s social commentary in La casa tomada
  • Assignment: grammar activities and “estudio de palabras,” read Axolotl, research existentialism

Week 3: Magical Realism and Personal Reflection

Class 1

  • Discussion of Axolotl
  • Review of grammar and vocab activities
  • Roundtable: Obsessions
  • Assignment: Read The Metamorphosis by Franz Kafta; take notes to compare and contrast this story with Axolotl

Class 2

  • Analysis of references to history and indigenous culture in Axolotl
  • Presentation of story comparisons
  • Continued review of grammar activities
  • Assignment: complete grammar activities and “estudio de palabras,” read Emma Zunz, respond in writing to “Análisis del texto: 5”

Week 4: The Working Class Takes a Stand

Class 1

  • Discussion of Emma Zunz
  • Introduction to Jorge Luis Borges’ literary legacy
  • Review of grammar activities and vocabulary words
  • Sharing of responses to “Análisis del texto: 5”
  • Assignment: grammar activities, watch Borges video and answer associated questions, prepare for roundtable

Class 2

  • Discussion of socio-political context of Emma Zunz
  • Review of grammar activities
  • Roundtable: Frustration and Revenge
  • Assignment: Read La intrusa, complete grammar activities and “estudio de palabras”

Week 5: The Argentine Gaucho (and what happens when he falls in love)

Class 1

  • Discussion of La intrusa
  • Review of grammar and vocabulary activities
  • Introduction to gaucho myth and culture
  • Assignment: grammar activities, prepare for roundtable, research and post summary of assigned geographic area of Argentina

Class 2

  • Analysis of cultural context of La intrusa
  • Overview of Argentine geography
  • Review of grammar activities
  • Roundtable: Putting ourselves in the story—what would you do?
  • Assignment: complete grammar activities and “estudio de palabras,” read El Sur, respond in writing to “En grupos: C” begin working on midterm exam/assignment

Week 6: Legacy of the Gaucho or “Civilización y Barbarie”

Class 1

  • Discussion of El Sur
  • Review of grammar and vocabulary activities
  • Sharing of responses to “En grupos: C”
  • Check-in: midterm exam/assignment
  • Assignment:Complete midterm exam/assignment

Class 2

  • Analysis of Gauchos today
  • Roundtable: culture and “valores autóctonos”
  • Assignment:Read Sueños, complete grammar activities and “estudio de palabras,” watch video on transnational migration and answer associated questions
  • Midterm Exam

Week 7: The African Diaspora and the Immigrant Dream

Class 1

  • Discussion of Sueños
  • Review of grammar and vocabulary activities
  • Recap of video and issues in transnational migration
  • Assignment: working with a partner and using the events in Sueños as a guide, create a radio news broadcast in Audacity

Class 2

  • Analysis of current status of migration to Spain and within Europe
  • Presentation of news broadcasts
  • Roundtable: The immigrant’s dream
  • Assignment: read La indiferencia de Eva, complete grammar activities and “estudio de palabras,” respond in writing to “En grupos: B”

Week 8: Feminism

Class 1

  • Discussion of La indiferencia de Eva
  • Review of grammar and vocabulary activities
  • Roundtable: Responses to “En grupos: B”
  • Assignment: complete “Woman’s Day” assignment, complete grammar activities

Class 2

  • Analysis of socio-political context of La indiferencia de Eva
  • Sharing of Woman’s Day assignments
  • Review of grammar activities
  • Assignment: Read Tango, complete grammar activities and estudio de palabras, watch “How to Tango” video and write a 200-word reflection on the experience

Week 9: Shall we dance? Tango and Argentine Culture

Class 1

  • Discussion of Tango
  • Review of grammar and vocabulary activities
  • Sharing of reflections on “How To Tango”
  • Assignment: give tango another try—spend a few minutes each day practicing with “How to Tango,” research the history of tango using the guidelines provided, write a 200 word description of a tango video (see style guidelines)

Class 2

  • Analysis of cultural context of Tango
  • Sharing of tango descriptions
  • Roundtable: The role of dance in modern society
  • Assignment: Read El ahogado más hermoso del mundo, complete grammar activities and “estudio de palabras,” watch Gabriel García Márquez video and answer corresponding questions

Week 10: Grappling with the “Other”

Class 1

  • Discussion of El ahogado más hermoso del mundo
  • Review of grammar and vocabulary activities
  • Overview of Márquez’s literary legacy
  • Assignment: Respond in writing to “En grupos: C and D,” grammar activities

Class 2

  • Analysis of “otherness”
  • Sharing of responses to “En grupos: C and D”
  • Review of grammar activities
  • Introduction to literary analysis assignment
  • Assignment: Read a short story of your choosing, compose a 200-word response with a solid thesis, grammar activities

Week 11: To Each His/Her Own

Class 1

  • Discussion of themes in individual literary selections
  • Review of grammar activities
  • Sharing of responses to stories
  • Assignment: begin reading for literary analysis assignment, read a story chosen by one of your peers, write a 200 word response to their thesis, prepare for roundtable

Class 2

  • Check-in: literary analysis assignment
  • Roundtable: The value of literature and literary analysis
  • 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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Quotes:

"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."