Spanish 12

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Language learning is a lifelong process.
Sharing our feelings, opinions, and beliefs in a new language contributes to our identity.
With increased language proficiency, we can discuss and justify opinions with nuance and clarity.
Exploring diverse forms of cultural expression
representing the experience of the people from whose culture they are drawn; for example, celebrations, customs, folklore, language use, traditions, and creative works (e.g., books, paintings, pictures, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
promotes greater understanding and appreciation of cultures worldwide.
Becoming more proficient in a new language enables us to explore global issues.

Content

Learning Standards

Content

increasingly complex vocabulary, sentence structures, and expressions, including:
  • complex questions and opinions
  • sequence of events
    using appropriate verb tenses and expressions of time (e.g., primero, segundo, después, finalmente, después de 20 minutos, una hora más tarde, anteayer)
    in stories
  • needs
    e.g., Necesito…; Es necesario que…
    and emotions
    e.g., Estoy triste que…
  • explanation and justification of opinions
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about local celebrations, traditions, and protocols
, identity
Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place
A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
past, present, and future time frames
nuances among tenses and moods, including el pretérito, el imperfecto, el condicional, and el subjuntivo
language formality and etiquette
  • elements of formal and informal speech and writing (e.g., estos versus esos, aquí versus ahí)
  • etiquette, such as addressing people they have not met before as señor or señora + surname/title
  • use of topic-specific jargon, abbreviations, and texting short forms (e.g., tqm = te quiero mucho; tbn = también; q = que)
distinguishing features of major Hispanic and Spanish regional dialects
e.g., accents, idiomatic expressions, local slang vocabulary
Hispanic resources and services
e.g., blogs, courses, clubs, community centres, newspapers, magazines, online resources
Hispanic works of art
e.g., creative works in dance, drama, music, visual arts
ethics of cultural appropriation
The use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
and plagiarism

Curricular Competency

Learning Standards

Curricular Competency

Thinking and communicating

Derive and negotiate meaning in a wide variety of contexts
e.g., audience, purpose, setting, formality/informality
Locate
Search for various types of Spanish-language texts.
and explore a variety of Hispanic texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, internet-based media, advertisements).
Retrieve, research, and analyze information from authentic resources to complete meaningful tasks
Recognize different purposes
e.g., to convince, inform, entertain
, degrees of formality, and cultural points of view in a variety of texts
Analyze and compare elements of creative works from diverse communities
Use various strategies
For example:
  • negotiate meaning by using questions in Spanish and other techniques for clarification
  • summarize information in oral, visual, and written forms
  • use dictionaries and other reference materials for clarity of comprehension and expression
to increase understanding and produce oral and written language
Narrate
  • Use expressions of time and transitional words to show logical progression.
  • Use multiple time frames.
 stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
, both orally and in writing
Respond personally
e.g., provide personal interpretations or opinions
to a variety of texts, including oral, written, and visual forms
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations and social media
and information, both orally and in writing
Express themselves effectively, with fluency and accuracy
e.g., using the full range of tenses and moods, developing flow, employing precise vocabulary, using appropriate structures
, both orally and in writing
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others' diverse abilities

Personal and social awareness

Analyze personal, shared, and others' experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize the regional and ethnic diversity of Spanish language and Hispanic culture
Engage in experiences
e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, social media, stores and restaurants where Spanish is spoken
with Hispanic people and communities
Identify and explore opportunities
e.g., clubs, online resources, personal connections, travel, volunteering
to continue language acquisition beyond graduation
Identify and explore educational and personal/professional opportunities
e.g., academic research, translation, international affairs, government, teaching, travel, study abroad
requiring proficiency in Spanish
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge