College In High School Spanish
Course Description
This course provides a unique opportunity to become familiar with Hispanic cultures. Learners will be exposed to models of language while simultaneously developing language-learning strategies. They will also have opportunities to interact and develop the ability to communicate effectively in Spanish. The course focuses on understanding how members of a speech community use the language to accomplish their purposes.
Course Big Ideas
- Tendencies of immigration in the Hispanic world
- Artistic expression and popular artists in the Hispanic world
- Influential authors in the Hispanic world
- Technology and communication in the Hispanic world
- Stereotypes in the United States and in the Hispanic world
- Hispanic identities in the United States
Course Essential Questions
- What are some common stereotypes that are frequently associated with immigrants from Spanish speaking countries? Which ones are truthful and which ones are false and why?
- Who are some prominent artists in the Spanish speaking world, and what have been their contributions to the culture?
- How can a past event be reinterpreted in order to create a piece of literature as historical fiction?
- What role does technology play in our lives?
- What effects do stereotypes have on our perceptions of the world and of ourselves?
- What contributes to our sense of self and to our personal identity?
Course Competencies
- Broaching questions of identity and immigration
- Exploring artwork in context
- Reinterpreting history
- Exploring the role of technology in personal relationships
- Exploring stereotypes and cultural perceptions
- Interpreting identity through the spoken word
Course Assignments
- Assessments generated by the University of Pittsburgh
- Projects designed by LingroLearning
Course Units
- Unit 1: Unidad 13 ¿Cómo era la vida que Finita dejó atrás?
- Unit 2: Unidad 14 ¿Qué pasaba cuando se creó la obra de arte?
- Unit 3: Unidad 15 ¿Cómo hemos reinterpretado la historia?
- Unit 4: Unidad 16 ¿Cómo se interpretará el mensaje?
- Unit 5: Unidad 17 ¿Es necesario que se exploren los estereotipos?
- Unit 6: Unidad 18 ¿Te sorprende que un poema pueda expresar la identidad?
Unit 1: Unidad 13 ¿Cómo era la vida que Finita dejó atrás?
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Assessments
- Vocabulary
Standards
American Council on the Teaching of Foreign Languages (ACTFL)
- ACTFL Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- ACTFL Communication 1.2: Students understand and interpret written and spoken language on a variety of topics.
- ACTFL Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
- ACTFL Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- ACTFL Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- ACTFL Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- ACTFL Connections 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
- ACTFL Comparisons 4.1: Students demonstrate an understanding of the nature of language through comparisons of the language studied and their own.
- ACTFL Comparisons 4.2: Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
- ACTFL Communities 5.1: Students use the language both within and beyond the school setting.
- ACTFL Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Know
Understanding/Key Learning
Do
Unit Essential Questions
- What are some common stereotypes that are frequently associated with immigrants from Spanish speaking countries? Which ones are truthful and which ones are false and why?
- What are the immigration tendencies in the Spanish speaking countries?
- How do you narrate in the past using simple tenses?
- How would you point out different things using demonstrative adjectives and pronouns?
Lesson Essential Questions
Materials/Resources
Assessments
Vocabulary
Vocabulario 13-1
- LOS RECUERDOS - MEMORIES
- la añoranza - longing
- la caja - box
- la chispa - spark
- el hilo (de la identidad) - thread (of identity)
- el proceso retrospectivo - reflective process
- el recuerdo - memory
- dejar atrás - to leave behind
- provocar - to provoke
- quedar atrás - to be left behind
LAS EMOCIONES - EMOTIONS
- la lágrima - tear
- la mejilla - cheek
- la tristeza - sadness
- hundir en - to sink
- clavado/a - fixated
- nostálgico/a - nostalgic
LOS MOMENTOS IMPORTANTES - IMPORTANT EVENTS
- la bandera - flag
- la ceremonia de ciudadanía - naturalization ceremony
- el juramento - oath
- nacer de nuevo - to be born again
- volver a (infinitivo) - to (do something) again
LAS EXPRESIONES TEMPORALES - TIME EXPRESSIONS
- (diez) años atrás - (ten) years ago
- apenas - barely
- de repente - suddenly
- después de (la clase) - after (class)
- ese día - that day
- esa tarde - that afternoon
Vocabulario 13-2
LOS PROCESOS - PROCESSES
- asimilar(se) - to assimilate
- cruzar - to cross
- deportar - to deport
- emigrar - to emigrate (leave country of origin to move to another)
- heredar - to inherit
- inmigrar - to immigrate (come to a new country permanently)
- mejorar - to improve
- mudar(se) - to move (i.e., to a new place)
LAS PERSONAS Y LAS COMUNIDADES - PEOPLE AND COMMUNITY
- el/la ciudadano/a - citizen
- la comunidad - community
- la generación - generation
- el/la indocumentado/a - undocumented person
- el/la inmigrante - immigrant
- la población - population
- el/la refugiado/a - refugee
LAS CAUSAS Y EL CONTEXTO - CAUSES AND CONTEXT
la crisis - crisis
la democracia - democracy
la dictadura - dictatorship
la frontera - border
el gobierno - government
la guerra - war
la migración forzada/voluntaria - forced/voluntary migration
la paz - peace
EL ESTATUS LEGAL - LEGAL STATUS
la amnistía - amnesty
el asilo político - political asylum
la ley / las leyes - law(s)
la naturalización - naturalization
la tarjeta de residente permanente (la tarjeta verde) - permanent resident card (green card)
Unit 2: Unidad 14 ¿Qué pasaba cuando se creó la obra de arte?
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Assessments
- Vocabulary
Standards
Standards: American Council on the Teaching of Foreign Languages (ACTFL)
- ACTFL Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- ACTFL Communication 1.2: Students understand and interpret written and spoken language on a variety of topics.
- ACTFL Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
- ACTFL Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- ACTFL Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- ACTFL Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- ACTFL Connections 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
- ACTFL Comparisons 4.1: Students demonstrate an understanding of the nature of language through comparisons of the language studied and their own.
- ACTFL Comparisons 4.2: Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
- ACTFL Communities 5.1: Students use the language both within and beyond the school setting.
Know
Understanding/Key Learning
Do
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Assessments
Vocabulary
Vocabulario 14-1
LAS PERSONAS - PEOPLE
- el/la artista - artist
- el/la coleccionista - collector
- la comunidad artística - artistic community
- el/la crítico/a de arte - art critic
- el equipo - team
LOS LUGARES Y LOS EVENTOS - PLACES AND EVENTS
- la casa propia - one’s own house
- la colección - collection
- la exposición - exhibit
- la galería - gallery
- la muestra - exhibition / showing
- el museo (fantasma) - (ghost) museum
- el plano - blueprint
- la sede - headquarters
- el terreno - land
EL ORIGEN DEL MUSEO - THE ORIGINS OF THE MUSEUM
- el arte / las artes - art /the arts
- el chiste - joke
- el golpe de estado - coup d'état
- la inquietud - concern
- la política (anti)vanguardista - (anti) avant-garde policy
LAS FUNCIONES DEL MUSEO Y SUS ARTISTAS - ARTISTS AND FUNCTIONS OF THE MUSEUM auspiciar - to sponsor
- generar - to generate
- actuar / hacer performance - to do performances
- inaugurar(se) - to inaugurate, open
- integrar(se) - to integrate (oneself)
- posicionar(se) - to position (oneself)
- ser desarrollado (desarrollarse) - to develop
- ser despuesto (deponer) - to be displaced / to displace / to oust
- vibrar - to vibrate / to pulse
Vocabulario 14-2
LOS ARTISTAS Y SUS OBRAS - ARTISTS AND THEIR WORKS
- la acuarela - watercolor
- el cuadro - picture
- el dibujo - drawing
- el diseño - design
- la escultura - sculpture
- la estatua - statue
- el grabado - engraving
- el lienzo - canvas
- el monumento - monument
- el/la pintor/a - painter
- la pintura - painting
- la pintura al óleo - oil painting
- el retrato / el autorretrato - portrait / self-portrait
COLORES - COLORS
- amarillento/a - yellowish
- anaranjado/a - orange
- azulado/a - bluish
- dorado/a - golden
- grisáceo/a - grayish
- plateado/a - silver
- rojizo/a - reddish
- verdoso/a - greenish
- violáceo/a - violet-toned
- (color +) brillante / fuerte - bright (color)
- (color +) claro - light (color)
- (color +) opaco / mate - dull/matte (color)
- (color +) oscuro - dark (color)
Unit 3: Unidad 15 ¿Cómo hemos reinterpretado la historia?
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Assessments
- Vocabulary
Standards
American Council on the Teaching of Foreign Languages (ACTFL)
- ACTFL Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- ACTFL Communication 1.2: Students understand and interpret written and spoken language on a variety of topics.
- ACTFL Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
- ACTFL Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- ACTFL Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- ACTFL Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- ACTFL Connections 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
- ACTFL Comparisons 4.1: Students demonstrate an understanding of the nature of language through comparisons of the language studied and their own.
- ACTFL Comparisons 4.2: Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
- ACTFL Communities 5.1: Students use the language both within and beyond the school setting.
Know
Understanding/Key Learning
Do
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Assessments
Vocabulary
Vocabulario 15-1
LOS PERSONAJES - CHARACTERS
- el fray - brother (religious) / friar
- el/la indígena - indigenous person
- el/la opresor/a - oppressor
EL LUGAR - PLACE
- la selva - jungle
PARA HABLAR DEL FRAY - TO TALK ABOUT THE BROTHER
- el conocimiento - knowledge
- el dominio de lenguas - command of languages
- la esperanza - hope
- la incredulidad - incredulity / disbelief
- la muerte - death
- el pensamiento - thought
- el temor - fear
PARA HABLAR DE LOS INDÍGENAS - TO TALK ABOUT INDIGENOUS PEOPLE
- la prisa (con/sin prisa) - hurry (with/without hurry)
- el rostro - face
LAS EMOCIONES DE LOS PERSONAJES - CHARACTERS’ EMOTIONS
- aislado/a - isolated
- apresado/a - captured
- arduo/a - arduous / difficult
- impasible - unemotional / apathetic
- perdido/a - lost
- rodeado/a - surrounded
LAS ACCIONES - ACTIONS
- chorrear - to drip
- confiar - to trust
- disponer - to decide
- disponerse a + infinitive - to get ready to
- engañar - to trick / to mislead
- florecer - to flourish
- morir - to die
- oscurecerse - to get dark
- sacrificar - to sacrifice
- salvar - to save
- Vocabulario 15-2
PARA ANALIZAR LA LITERATURA - ANALYZING LITERATURE
- el/la autor/a - author
- el (micro)cuento - (very) short story
- la escena - scene
- la justicia poética - poetic justice
- la metáfora - metaphor
- la narrativa - narrative
- la novela - novel
- la parodia - parody
- el párrafo - paragraph
- el personaje - character
- el propósito - purpose
- el/la protagonista - protagonist
- el punto de vista (narrativo) - (narrative) point of view
- el símil - simile
- el suceso - event
- el tema - theme
- la trama - plot
PARA DESCRIBIR ELEMENTOS LITERARIOS - TO DESCRIBE LITERARY ELEMENTS
- clave - key
- irónico/a - ironic
- polémico/a - polemical / controversial
- retórico/a - rhetorical
- significativo/a - significant
- simbólico/a - symbolic
PARA EXPRESAR IDEAS - TO EXPRESS IDEAS
- describir - to describe
- exponer - to explain
- informar - to inform
- narrar - to narrate
- opinar - to believe
- presentar - to present
- relatar - to relate
Unit 4: Unidad 16 ¿Cómo se interpretará el mensaje?
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Assessments
- Vocabulary
Standards
American Council on the Teaching of Foreign Languages (ACTFL)
- ACTFL Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- ACTFL Communication 1.2: Students understand and interpret written and spoken language on a variety of topics.
- ACTFL Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
- ACTFL Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- ACTFL Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- ACTFL Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- ACTFL Connections 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
- ACTFL Comparisons 4.1: Students demonstrate an understanding of the nature of language through comparisons of the language studied and their own.
- ACTFL Comparisons 4.2: Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
- ACTFL Communities 5.1: Students use the language both within and beyond the school setting.
Know
Understanding/Key Learning
Do
Unit Essential Questions
- Why is the role that technology plays in every aspect of our lives, including our relationships?
- Do you think that different societies give different degrees of importance to personal relationships and communication?
- How do personal relationships between members of your community compare to those of the Hispanic world?
Lesson Essential Questions
Materials/Resources
Assessments
Vocabulary
Vocabulario 16-1
EXPRESIONES ÚTILES DEL CORTOMETRAJE -
USEFUL EXPRESSIONS FROM THE SHORT FILM
- ¿A que sí? - Right?
- por mi parte - as far as I’m concerned
- tener sentido - to make sense
- ¡Vaya! - Wow!
- ¡Venga! - Come on!
- ¿Yo qué sé? - How should I know?
LA COMUNICACIÓN - COMMUNICATION
- la abreviatura - abbreviation
- la broma - joke
- la bronca (echar una bronca) - fight / quarrel (to tell off)
- cara a cara - face to face
- el malentendido - misunderstanding
- el medio de comunicación - medium of communication
- el reproche - reproach / rebuke
- el sentimiento - feeling
- el tono de voz - tone of voice
LAS RELACIONES PERSONALES - PERSONAL RELATIONSHIPS
- consolar - to console
- enfadarse (con) - to get angry (with) (Spain)
- enojarse (con) - to get angry (with) (Latin America)
- fastidiar - to bother
- gritar - to scream / to yell
- hacer(le) caso (a alguien) - to pay attention / listen (to someone)
- hacer falta - to lack
- hacer sentir bien/mal (a alguien) - to make someone feel good / bad
- importar(le) - to care about
- negarse (a) - to refuse
- pelear - to fight
- respetar - to respect
- tardar - to take time
- tomar(le) el pelo a alguien - to joke around with someone (literally to pull someone’s hair)
Vocabulario 16-2
LAS PERSONAS - PEOPLE
- el alma gemela - soulmate
- el/la conocido/a - acquaintance
- el/la enemigo/a - enemy
- la media naranja - soulmate
- los novios/as - boyfriends / girlfriends / boyfriend-girlfriend
- la pareja - the couple
LOS SENTIMIENTOS - FEELINGS
- la amistad - friendship
- el amor - love
- el cariño - affection
- el desamor - lack of affection
LAS CARACTERÍSTICAS Y LOS ESTADOS - CHARACTERISTICS AND STATES
- amistoso/a - friendly
- cariñoso/a - affectionate
- celoso/a - jealous
- complicado/a - complicated
- comprometido/a - engaged
- distinto/a - different
- enojado/a - angry
- fiel - faithful
- harto/a - fed up
- infiel - unfaithful
- molesto/a - annoyed
- tonto/a - dumb / silly
PARA HABLAR DE SENTIMIENTOS Y RELACIONES -
TO TALK ABOUT FEELINGS AND RELATIONSHIPS
- abrazar - to hug
- acariciar - to caress
- amar - to love
- arrepentir(se) de - to regret
- besar - to kiss
- convivir (con alguien) - to live (with someone)
- coquetear - to flirt
- dejar (a alguien) - to dump (someone)
- enamorarse (de) - to fall in love (with)
- estar loco/a por - to be crazy about
- querer - to love
- romper (con) - to break up (with)
- salir juntos/as - to go out with
- separarse (de) - to separate (from)
- tener una relación (con) - to be in a relationship (with)
Unit 5: Unidad 17 ¿Es necesario que se exploren los estereotipos?
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Assessments
- Vocabulary
Standards
American Council on the Teaching of Foreign Languages (ACTFL)
- ACTFL Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- ACTFL Communication 1.2: Students understand and interpret written and spoken language on a variety of topics.
- ACTFL Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
- ACTFL Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- ACTFL Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- ACTFL Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- ACTFL Connections 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
- ACTFL Comparisons 4.1: Students demonstrate an understanding of the nature of language through comparisons of the language studied and their own.
- ACTFL Comparisons 4.2: Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
- ACTFL Communities 5.1: Students use the language both within and beyond the school setting.
Know
Understanding/Key Learning
Do
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Assessments
Vocabulary
Vocabulario 17-1
LOS ESTEREOTIPOS - STEREOTYPES
- con sobrepeso - overweight
- de baja estatura - short
- exitoso/a - successful
- guerrero/a - warrior, fighter
- mujeriego - womanizer
- orgulloso/a - proud
- parrandero/a - party animal
- racista - racist
- religioso/a - religious
- (super)fiestero/a - party-going
LOS SÍMBOLOS Y LOS VALORES - SYMBOLS AND VALUES
- la fidelidad - faithfulness
- el infierno - hell
- el nopal - prickly pear cactus
- el orgullo - pride
- la tolerancia - tolerance
PARA REFERIRSE A ESTUDIOS E INVESTIGACIONES -
TO REFER TO STUDIES AND RESEARCH
- la creciente preocupación - growing concern
- el cuestionario - questionnaire
- el dato curioso- interesting fact
- la encuesta - survey
- las estadísticas - statistics
- el habitante - inhabitant
- el promedio - average
- la raíz - root / cause / source
PARA HABLAR DE LOS ESTEREOTIPOS - TO TALK ABOUT STEREOTYPES
- aportar - to contribute
- calificarse (como) - to qualify oneself (as)
- coincidir (con) - to coincide / to agree (with)
- conservar tradiciones - to keep/maintain traditions
- construir un estereotipo - to construct a stereotype
- definir a una persona / definirse (como) - to define a person / to define oneself (as)
- estar dispuesto/a (a) - to be willing/able (to)
- pretender - to try / to pretend
- prevalecer (las opiniones negativas / positivas) - to prevail (negative / positive opinions)
- realizar - to achieve / to complete
- recurrir (a) - to appeal (to) / to draw on
- reforzar (ue) - to reinforce
- revelar - to reveal
- ser culpa de (alguien) - to be (someone's) blame/fault
- ser/estar socialmente aceptado/a - to be socially acceptable
- violar (las garantías / los derechos humanos) - to violate (guarantees / human rights)
Vocabulario 17-2
ATRIBUTOS POSITIVOS - POSITIVE ATTRIBUTES
- culto/a - cultured / well educated
- diligente - diligent
- humilde - humble
- puntual - punctual
ATRIBUTOS NEGATIVOS - NEGATIVE ATTRIBUTES
- borracho/a - drunk
- bruto/a - rude / crude
- codicioso/a - greedy
- excesivo/a - wasteful / excessive / inflated
- gruñón/gruñona - grumpy
- impulsivo/a - impulsive
- incómodo/a - uncomfortable
- indeciso/a - indecisive
- malévolo/a - malicious / spiteful / mean
- materialista - materialistic
- mimado/a - spoiled
- necio/a - foolish
- perezoso/a - lazy
- terco/a - stubborn
- torpe - clumsy
- travieso/a - naughty
LAS ACTITUDES HACIA LAS PERSONAS - ATTITUDES TOWARDS PEOPLE
- la clase media/baja/ alta - middle/lower/upper class
- la creencia - belief
- el defecto - flaw
- las (des)ventajas - (dis)advantages
- la diversidad - diversity
- el espacio personal - personal space
Unit 6: Unidad 18 ¿Te sorprende que un poema pueda expresar la identidad?
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Assessments
- Vocabulary
Standards
American Council on the Teaching of Foreign Languages (ACTFL)
- ACTFL Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- ACTFL Communication 1.2: Students understand and interpret written and spoken language on a variety of topics.
- ACTFL Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
- ACTFL Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- ACTFL Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- ACTFL Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- ACTFL Connections 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
- ACTFL Comparisons 4.1: Students demonstrate an understanding of the nature of language through comparisons of the language studied and their own.
- ACTFL Comparisons 4.2: Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
- ACTFL Communities 5.1: Students use the language both within and beyond the school setting.
Know
Understanding/Key Learning
Do
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Assessments
Vocabulary
Vocabulario 18-1
EL POEMA - THE POEM
- borinquén - Puerto Rican
- la Isla del encanto - The Island of Enchantment
- nuyoriqueño/a - Puerto Rican from New York
- ¡Qué viva…! - Hurray! / Long live…!
- los Reyes Magos - The Wisemen / Three Kings
- el rosal - rosebush
- sentir orgullo de - to feel pride for
- ¡Wepa! - an exclamation of joy and/or triumph used by Hispanics, especially in Puerto Rican communities
PARA ANALIZAR EL POEMA - TO ANALYZE THE POEM
- a través de - through
- afuera - outside
- ampliar - to expand
- enfatizar- to emphasize
- desear - to desire / to wish
- lamentar - to regret
- oscilar (entre) - to oscillate / to fluctuate (between)
- otorgar - to award / to give
PARA HABLAR DE LOS ELEMENTOS Y EMOCIONES DEL POEMA -
TO TALK ABOUT THE ELEMENTS AND FEELINGS OF A POEM
- el alma - soul
- anglosajón/anglosajona - anglosaxon
- bilingüe - bilingual
- la complejidad - complexity
- dicho/a - already stated / aforementioned
- eficaz - effective
- el/la forastero/a - foreigner / outsider
- híbrido/a - hybrid
- homogéneo/a - homogeneous
- el poeta (masc.), la poetisa (fem.) - poet
- la raíz (sing.), las raíces (pl.) - root/s
- los vocablos - terms / words
Vocabulario 18-2
RASGOS SOCIODEMOGRÁFICOS - SOCIO-DEMOGRAPHIC TRAITS
- los antepasados - ancestors
- la ascendencia - ancestry
- la herencia - inheritance / legacy
- la identidad étnica - ethnic identity
- la lengua materna - mother tongue
- la patria - homeland
- los rasgos físicos - physical traits
LAS PERSONAS Y LAS CREENCIAS - PEOPLE AND BELIEFS
- la autoestima - self esteem
- las creencias personales - personal beliefs
- la identidad personal - personal identity
- la imagen de sí mismo/a - self image
- el individuo - individual
- el juicio - opinion
- los pensamientos - thoughts
- el respeto - respect
- los sentimientos - feelings
- el sistema de creencias - belief system
- las suposiciones - assumptions
LA VIDA QUE UNO LLEVA - THE LIFE ONE LEADS
- la capacidad / la discapacidad - ability / disability
- la creatividad - creativity
- educarse - to educate oneself
- el género - gender
- la justicia - justice
- la orientación sexual (heterosexual, bisexual, homosexual) -
- sexual orientation (heterosexual, bisexual, homosexual)
- la realidad - reality
- la uniformidad - uniformity
EL INDIVIDUO EN LA SOCIEDAD - THE INDIVIDUAL IN SOCIETY
- la afinidad - similarity
- la armonía - harmony
- la coincidencia - coincidence
- el colectivismo - colectivism
- el conjunto - combination
- la fusión - fusion / union
- el individualismo - individualism
- la intersección de identidades - intersection of identities
- la interseccionalidad - intersectionality
- marginar - to marginalize
- el mestizaje - blend of races (miscegenation)
- la mezcla - mixture
- la similitud - similarity
- la solidaridad - solidarity