Standards
1.1 Interpersonal Communication. Students engage in conversations or correspondence in Spanish to provide and obtain information, express feelings and emotions, and exchange opinions.
[Tú participas, conversas, escribes, haces investigación para tus proyectos, te expresas y das opiniones en español.]
1.2 Interpretive Communication. Students understand and interpret spoken and written Spanish on a variety of topics.
[Tú comprendes el español escrito y hablado por medio de una variedad de temas, por ejemplo: videos, composiciones, lecturas ficcionales y no ficcionales.]
1.3 Presentational Communication Students present information, concepts, and ideas in Spanish on a variety of topics to an audience of listeners or readers.
[Tú das presentaciones sobre conceptos e ideas en español y sobre varios temas.]
2.1 Practices of Culture. Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the Spanish- speaking world.
[Tú comprendes varias de las culturas de habla hispana, sus prácticas y perspectivas, has estudiado varios de los países de habla hispana.]
2.2 Products of Culture. Students demonstrate an understanding of the relationship between products and perspectives of the cultures of the Spanish-Speaking world.
[Tú entiendes la relación entre los productos y perspectivas de las diversas culturas del mundo hispanohablante.]
3.1 Making Connections Students reinforce and further their knowledge of other disciplines through Spanish.
[Tú logras conectar tu aprendizaje en esta clase con el de otras clases, por ejemplo: inglés, historia y geografía.]
3.2 Acquiring Information. Students acquire information and recognize the distinctive viewpoints that area available only through the Spanish language and Spanish-speaking cultures.
[Tú puedes conseguir información que está disponible sólo en español y por medio de países hispanohablantes para tus proyectos; también reconoces diferentes puntos de vista.]
4.1 Language Comparisons. Students demonstrate understanding of the nature of language through comparisons of Spanish and their native language.
[Tú puedes comparar la lengua española con la inglesa, ver sus diferencias y similitudes.]
4.2 Cultural Comparisons. Students demonstrate understanding of the nature of culture through comparisons of Spanish-speaking cultures and their own.
[Tú puedes comparar la cultura chicana o mexicoamericana con la de otros países hispanohablantes.]
5.1 School and Community. Students use Spanish both within and beyond the school setting.
[Tú usas el español dentro y fuera de la escuela.]
5.2 Lifelong Learning. Students show evidence of becoming lifelong learners by using Spanish for personal enjoyment and enrichment.
[Tú muestras que has aprendido lecciones valiosas y relevantes a tu vida, usando el español por gusto y como parte de tu forma de ser.]
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Title of Assignment: Gráfica del Arte Latinoamericano
Name: Chimultrufia García Student I.D.: 115597
Subject: Spanish for Spanish Speakers 3-4 Year assignment was completed: 2007
Foreign Language Standards:
1.2 Interpretive Communication. Students understand and interpret spoken and written Spanish on a variety of topics.
3.1 Making Connections Students reinforce and further their knowledge of other disciplines through Spanish.
ESLR: We are effective communicators who demonstrate literacy in reading, writing, listening and speaking, develop creative and artistic abilities, and use multimedia as a tool for communication.
Purpose of the assignment: One of the first units we covered in our Spanish class was “El Arte.” A lot of the material we covered came from our book, Galería, but we also used other resources like handouts and the internet. I completed this assignment to demonstrate what I learned during the unit. For this assignment I took all the information I learned, I shortened it, and put it in my own words. I included a short biography, a photograph, and information about each artist’s most famous art piece.
Reflection: This project is a significant piece for me because I spent a lot of time on it, and I feel my effort comes across. I learned quite a bit about the lives of various Latino and Spanish artists, and also about art movements like cubism and surrealism. I also learned a bit about history. For example, when we studied Picasso’s Guernica, I learned about the bombardment in this town, and I was able to analyze what different images in this mural represented. Because I am particularly proud of this assignment, I am confident my reader will share in my enthusiasm for it as well!
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Title of Assignment: Sin mi tú no eres nada
Name: Chimultrufía García Student I.D.: 155897
Subject: Spanish for Spanish Speakers 1-2 Year assignment was completed: 2006
Standards:
Foreign Language Standard 3.1- Making Connections
Students reinforce and further their knowledge of other disciplines through Spanish.
Grades 11 and 12 English Standards- Writing 3.4.
Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions.
ESLR: We are effective communicators who demonstrate literacy in reading, writing, listening and speaking, develop creative and artistic abilities, and use multimedia as a tool for communication.
Purpose of the assignment: Without me you are nothing is a poem I wrote in my Spanish class right after reviewing metaphors and similes, and after analyzing a poem where the writer used many metaphors. In this assignment, I was required to demonstrate that I knew how to use metaphors in my writing. The metaphors I used were supposed to express how incomplete and empty this world would be, if I were not a part of it.
Reflection: This poem is a significant piece for me because it took me a long time to write a meaningful poem. One of the reasons I chose to include it in my portfolio was because I had fun throughout the entire process. The assignment required me to use the letters of my first and last name which was challenging, but also enjoyable. I am particularly proud of this assignment and confident the reader will share in my enthusiasm for it as well.