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17 thoughts on “Need Course Description”
I could share my syllabi with you. email address?
Please share it with me too!
mnagelkerke@d49.org
Jim, can you email it to me as well?
Thank you
you bet, just give me your email address.
I believe you have my email still. Let me know if you don’t. I’m interested in seeing your syllabus, too.
Thanks Jim, great syllabus! I were Ben, I would call it “bad ass!”
Foul! You can’t get a free bad ass in without owning that you are the one who said it. If you say bad ass it counts as you saying it. I just checked with Orth on that and those are the rules. Just kidding. But seriously, Annemarie, can he say bad ass without owning that it is him who is saying it?
BAD ASS BAD ASS BAD ASS BAD ASSBAD ASS BAD ASS BAD ASS BAD ASS BAD ASS BAD ASS BAD ASS BAD ASSBAD ASS BAD ASS BAD ASS BAD ASS BAD ASS BAD ASS BAD ASS BAD ASSBAD ASS BAD ASS BAD ASS BAD ASS BAD ASS BAD ASS BAD ASS BAD ASSBAD ASS BAD ASS BAD ASS BAD ASS. OK, now I said it.
Everybody wants to say bad ass but not everybody can. I’m gonna have to ask Orth on that.
Don’t put it in quotations. Just say it.
But the real question is, how does one say it in Spanish (and French, and German, and…)? I actually could think of a way to say it in Spanish, but it’s probably not appropriate.
When I was 21, I lived in Germany and bad ass was one of my favorite expressions. One of my German buddies picked it up from me and loved it. He said it all the time, but I never remember a translation or equivilant. I do remember all the kinds used to say “geil,” but I could never bring my self to saying it for fear of being misunderstood.
Definition:
-geil Adjektiv
a.(oft abwertend: sexuell erregt) randy;
horny (sl.);
(lüstern) lecherous;
b.(Jugendspr.) great (coll.);
fabulous (coll.)
In Austria (particularly in the Salzburg region where I am from), we use “geil” to refer to some overly fatty pieces of pastry (diese Torte ist mir zu geil). When I used this word in Germany to describe a certain cake, I got more than a few raised eyebrows.
Anyway, the only equivalent for “badass” that comes to mind would be “knallhart”, but it just doesn’t have the same oomph. I’m glad though, Michael, that you seized the opportunity for a teachable moment!
I just had to update my course description and here’s what I put:
Comprehensible Spanish I (6th)
This beginner level course will cover all facets of the Spanish language including reading, writing, listening, speaking and culture. While not technically an immersion class, instruction will focus around the “comprehensible input” technique in which students will spend up to 90% of class time interacting in meaningful, comprehensible Spanish conversation. The end goal will be for students to “acquire” Spanish rather than to learn it.
Comprehensible Spanish II (7th)
This is a continuation of the beginner level course that will cover all facets of the Spanish language including reading, writing, listening, speaking and culture. While not technically an immersion class, instruction will focus around the “comprehensible input” technique in which students will spend up to 90% of class time interacting with meaningful, comprehensible Spanish. The end goal will be for students to “acquire” Spanish rather than to learn it. While this course will build upon prior knowledge, no pre-requisite is required for motivated students.
8th grade is the same as 7th, so I didn’t include it here. I’d be curious to see what others have written too, since this is the first time I’ve ever had to write a course description.
I just found out that I need TPRS type course descriptions for level 3 as well. Any language will work. Merci d’avance.
Thanks Michael and Jim and anyone else who contributes. I will put them up in a category as well.
Jim pls. send syllabi to me as well: benslavic@yahoo.com
Here is the level 2 curriculum I wrote with CA standards/ACTFL guidelines in mind. Our California standards are totally TPRS friendly.
Brief Course Description:
Spanish II is the second in a series of courses designed to achieve communicative competence in Spanish. This class is designed for students who are prepared to engage in Stage I/II communication and structures per the 2009 World Language Content Standards. It will provide for the continued and enhanced development of listening, speaking, reading and writing as well as the enhanced understanding of the Spanish-speaking world. This is a whole-language based class. Students will be prepared for Spanish III and AP Spanish Language and Literature.
The student will be able to demonstrate:
• an ability to comprehend spoken language (statements, questions, and the main ideas of dialogues, conversations and stories). Standards: A x.0, A x.1 a-o, B x.2
• an ability to initiate and respond to stage-appropriate statements and manage stage-appropriate face-to-face conversations with stage-appropriate vocabulary, structures, and phonology. Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, D x.0, D x.1, E x.0, E x.1
• an ability to comprehend written language from a variety of sources including letters, stories, novellas, articles, songs, poetry, and other realia. Standards A x.0, A x.1, B x.2, B x.5 C x.2, D x.0, D x.2
• an ability to compose paragraphs, letters, essays, and stories on stage-appropriate content using stage-appropriate vocabulary and structures. Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.3 B x.4, B x.6, E x.0
• a more comprehensive knowledge of similarities and differences of cultures, products, practices, and perspectives of Spanish-speaking countries and the United States. Standards: B x.6, C x.0, C x.1, C x.2, C x.3, D x.2, E x.0, E x.1
Course Outline
Semester 1
Student will be able to read, write, comprehend spoken language and discuss about the following topics:
• their life at school (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• their extra curricular activities (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• their interests (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• their general day (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• hygiene (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• health (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• shopping (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• clothing (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• fashion (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• sports and other recreational activities (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1):
• literature (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
Students will be able to read, write, comprehend spoken language and discuss the above topics using or recognizing the following structures:
• present and past tenses with limited control
• direct and indirect objects with limited control
• positive and negative statements
• comparing and contrasting
Semester 2
In addition to the semester one topics, students will be able to read, write, comprehend spoken language and discuss about the following topics:
• extended families (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• celebrations (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• holidays in the Spanish-speaking world. (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• their childhood (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• luxuries and necessities (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• movies and the television (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• accidents (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
• natural disasters (Standards: A x.0, A x.1 a-o, B x.0, B x.1, B x.2, B x.3, B x.4, B x.5, B x.6, C x.0, C x.1, C x.2, C x.3, D x.0, D x.1, D x.2 E x.0, E x.1)
Students will be able to read, write, comprehend spoken language and discuss the above topics using or recognizing the following structures:
• present and past tenses with limited control
• direct and indirect objects with limited control
• positive and negative statements
• comparing and contrasting
Novella: Mi propio auto
This might help…it is on my school web page for Level 1:
http://www.mwcsd.org/webpages/lclarcq/index.cfm?subpage=475658
with love,
Laurie