Spanish III for the Workplace  focuses on individual interests in careers.

 

Spanish III for the Workplace compliments the small learning communities at Casa Grande High School; Health Careers; Arts, Design and Media; Culinary Academics Travel Events Resources; Justice Environment Teaching; and Science Technology and Engineering as well as Regional Occupational Program courses.

 

First semester -  (shorter semester)

* Career research - career of individual student choice (see link for some sites)

* Bag presentation (elements of the profession)

* Skill presentation (teach a skill related to your profession to classmates)

* How to job shadow/do informational interviewing

* Job shadow

* Portfolio - compilation of research and experiences

* How to interview for a job/how to present yourself

 

Second semester (longer semester)

* Career research - career of individual student choice

* Bag presentation

* skill presentation

* job shadow

* portfolio

* resume  writing

* cover letter writing

* letter of recommendation writing

* job interview thank you letters

* e mail etiquette

* job interview with professional from the community in student career area

* SRJC presentation regarding summer volunteer and employment opportunities/community service credits and/or SRJC credits

 

projects/activities;

Every activity and assignment has been designed to address as many of the foreign language standards as possible - reading, writing, speaking and listening.  Each project/activity is designed to provide an opportunity to learn and practice as many skills related to careers as possible.  This learning experience begins with the student interpreting the assignment goal and theme, a plan, the execution of the plan and a final project to be presented for evaluation.  Planning, which includes pacing of a project, and organization are strongly emphasized.   The portfolio develops strong technical writing skills in Spanish,  the presentations the oral and listening skills.

 

 

Grammar  concepts for Spanish III/Spanish III for the workplace

First six week grading period -

Review  of levels I and II

Second six week grading period

future  and conditional tenses, if clause -present to future, unintentional events

 

Third six week grading period

review of present and past progressive and perfect tenses, review of “por” and “para”

Fourth six week grading period

future and conditional perfect and progressive tenses, adjective pronouns

Fifth six week grading period

present and past subjunctive tenses, if clauses

Sixth six week grading period

perfect subjunctive tenses

 

Oral and written exams

Oral and written exams are based on each individual’s career research/interest.  For example an essay prompt might be; Compare and contrast your job shadow experience with your original research into the career.  An oral prompt might be: Imagine you are interviewing for the position you have researched and job shadowed - tell me what information is most crucial to include in an interview.

 

Grammar exams

All level III Spanish students take the same six week exams and a final grammar exam each semester.

 

Portfolio 

Each semester your student is to bring his/her portfolio home for your review.  The portfolio is in Spanish so the student is responsible for explaining the contents to you if needed.  Please sign the grading rubric attached to the portfolio and have your student return it to me for credit. Students are given a grading rubric at the beginning of each semester to help guide them in its creation.

The portfolio is the vehicle through which the student will:

• explore a profession of interest in Spanish and English
• integrate Spanish grammar concepts into reading, witing, speaking and listening activities used to learn about your profession
• learn and practice professional skills in Spanish and English
• learn about other professions through your classmates and the potfolios they create as well as their presentations
• record your job shadow experiece in Spanish and English
• learn how to research a profession and reflect on your findings in Spanish 
• learn how to create professional documents (cover letters, resumes)
• have a finished, professional looking product to present to a future employer, school admissions program or include in a scholarship application

 

Career Counseling

Casa Grande High School’s Career Center is operated by Karen Buchanan.  Ms.  Buchanan   collaborates and does much of the work involved in finding professionals to interview the students individually (last year she found 30 professionals from the community), She teaches the, cover letter, letter of recommendation and resume writing as well as job shadow etiquette and informational interviewing.  In addition she facilitates job shadows as needed and instructs the students on the district job shadow process and policies.  She does an amazing job!  I look forward to working with her this year again! 

 

 

Spanish II for the Workplace

 

Nearly all of the six week themes reflect and support the small learning communities at Casa Grande High School; Health Careers; Arts, Design and Media; Culinary Academics Travel Events Resources; Justice Environment Teaching; and Science Technology and Engineering as well as Regional Occupational Program courses.

 

Six week themes and related projects/activities;

Every activity has been designed to address as many of the foreign language standards as possible - reading, writing, speaking and listening.  Each project/activity is designed to provide an opportunity to learn and practice as many skills related to careers as possible.  This learning experience begins with the student interpreting the assignment goal and theme, a plan, the execution of the plan and a final project to be presented for evaluation.  Planning, which includes pacing of a project, responsibilities of the various team members and organization are strongly emphasized.  Projects are often done in pairs or teams.  Students are graded on individual performance.

Vocations -

* poster of a job announcement

* SRJC presentation on professions/careers, educational paths/options as related to potential  future income and lifestyle choices

 

Business -

* chocolate tasting

* calacas building (clay skeletons)

* fair trade commercial

* poster of business process - the bean to the bar (chocolate)

 

Media and arts -

* games to introduce a profession - primary responsibilities and relevant vocab

* debate about a commercial  - is it honest or not?

 

Public service -

* DVD/pod cast “day in the life of”

 

Health -

* medical scenarios

* health care speaker

 

Hospitality -

* food catering to classmates with presentation

* design a brochure with various vacation packages -  sell one to the teacher

* SRJC summer volunteer opportunities for students -  how to get units/credit

 

 

Student work permits

Petaluma Youth Services will lead students from Spanish II for the Workplace through the required workshop for work permits in Petaluma.

 

Donations

A number of the projects are dependent on donations - in particular the chocolate and calacas projects.  Student committees will be responsible for donation requests.  Please see the list with other requests on the site

 

Oral and written exams

The oral and written exams in Spanish II for the workplace are extensions of the six week  theme and its projects and activities.  The prompts are also tied to the grammatical concepts the students have learned and practiced. 

An example prompt for a written essay for the health unit-Recount the events in the medical skit you presented with your tablemates.  What went well and what did not?  How would you change it?

 An example for an oral exam for the public services unit; Imagine  you want to be a firefighter and I am interviewing you for the job - What have  you done to prepare yourself to be a firefighter? I would expect a brief description of education needed to become a firefighter and some examples of volunteer/intern work a person could do to enhance their chances of successfully completing the interview and being offered a position.  This information would have been part of a previous class activity/project.

 

grammar exams

All level II Spanish students take the same six week and a final grammar exam each semester.

 

 

Grammar concepts for Spanish II/Spanish II for the Workplace

 

First six week grading period

Review of Spanish I concepts

Second six week grading period

Irregular present tense and irregular preterit tense, the imperative “tu”, possessive adjectives

Third six week grading period

Prepositions, imperfect tense, imperative of “usted”, direct objects, reflexive verbs

Fourth six week grading period

Superlative adverbs, ordinal numbers, the present and imperfect perfect tenses, double object pronouns, unintentional events, expressions of time

Fifth six week grading period

Present, preterit and imperfect progressive tenses, preterit versus the imperfect tenses, “ser versus estar” review

Sixth six week grading period

“Por versus para”, relative pronouns, “saber versus conocer”, preparation for final exam -

 

 

Six week letters

I usually try to have the students write a letter at the end of each six week grading period to parents/guardians in English or the language of the house and one to me in Spanish.  The purpose of the letter is for the students to reflect on what they actually have learned - the process they went through and activities that provided practice to learn in the past six weeks, congratulate themselves on work well done and comment and work to be improved.  It is accountability too to you and me.  The letter to me also provides a writing sample in Spanish.  Please sign the letters your student brings home over the year - they are worth credit for their grades.

 

 

 

Any of the materials below would be greatly appreciated:

General workplace materials:

• construction paper - any size or color
• markers - for the board and art work
• scissors - any kind
• tissue paper (like for wrapping presents) (we make  banners that are hung up for fiestas)
• tea
• hot chocolate packets
• paper cutter
• large pieces of cardboard or poster board
• computer scanner (student work and homework samples to put on the website)
• pinatas
• candy
• cups for hot liquids
• plates  - any size or kind
• napkins
• spoons and forks
• for calacas (all levels will be doing this project); acrylic paints ( for painting clay) , 20 gauge wire,  air drying clay - DAS modeling material, glitter glue, felt squares, sequins
• tacky glue
• level II workplace:
  chocolate bars of all types - milk to dark, any brand or origin - for a
  sampling activity

Welcome