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The Spanish curriculum at the Campus School is designed to help students develop confidence and beginning skills in Spanish. The program also provides an opportunity for students to experience the intellectual pleasure that can come from the study of a foreign language.

Children in grades three through six participate in the Spanish program. The program begins with oral language study designed to help children develop an “ear” for the sounds of Spanish. Students learn common phrases and essential vocabulary through classroom conversations, drama, role-playing, games, and singing. In the fifth and sixth grade students continue building oral language skills, begin work with written Spanish, and are introduced formally to the grammatical structure of the language.

The Spanish curriculum includes opportunities to learn about some aspects of Spanish and Latino history and culture. Students are introduced to art and literature from Spanish speaking countries, learn a variety of traditional and contemporary songs, and are introduced to native speakers through both visitors and pen pals. In addition, the content of the Spanish curriculum is integrated with the school’s social studies program through the study of the “geography” of the Spanish language, medieval Spain, the history of the Americas, and the ways in which immigrants from Spanish speaking countries are currently influencing our language and our culture.

 

 

Spanish

Spanish


An example of the Spanish curriculum in practice


Cervantes’ “Don Quijote”

Human Body
 
Human Body
Don Quijote en su biblioteca. “Ja ja ja ja”.

Spanish at the Campus School is primarily conversational with oral language serving as a vehicle to explore Spanish and Latino culture. Students develop strategies for language learning by looking at patterns and absorbing the nuances of language through music, stories, rhymes, games and creative dramatics.

Fifth grade Spanish students spend much of their year focusing on the culture of Spain. One of the highlights is the reading of a simplified version of Cervantes’s Don Quijote in Spanish. Students build their vocabulary through “copy cat’ games utilizing gestures, movement, affect and expression, as well as the tone and rhythm of their voice. Students begin to recognize patterns in language as they read and act out various elements of the narrative. The humor, imaginative scenarios and historic elements inherent in Cervantes’ writing particularly engage students. When dramatizing the story, costumes and props enrich the experience and allow students to take on various roles and to experiment with the sounds of Spanish.

Taking brief passages from the text, students vary the narrative and experiment with the language by substituting and ad-libbing words. They imagine what Don Quijote would think of modern times and what kinds of adventures he could have now. Students create original skits and simple cartoons inventing different scenarios and share these with their peers.

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