CURRICULUM GUIDE SPANISH FOUR HADDAM-KILLINGWORTH HIGH SCHOOL July 2005/revised April 2008

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1 COURSE: Spanish 4 CURRICULUM GUIDE SPANISH FOUR HADDAM-KILLINGWORTH HIGH SCHOOL July 2005/revised April 2008 Prepared by: William Bartholomew Corey Borzain Consuelo Magleby LENGTH OF COURSE: One year, class meets daily COURSE DESCRIPTION: The fourth year of Spanish language allows the student to attain skills in grammar structures, phonics, and vocabulary in order to develop communication skills at the novice-high to intermediate-low level. The students will study Spanish cultures with a focus on Mexican art and legends in order to make cultural connections with their home culture. In the target language, students will engage in formal and informal conversation, provide and obtain information, express feelings in the present, past, future and exchange opinions about art and about healthy living. They will understand and interpret spoken and written language on a variety of topics related to the environment. This course will be taught in Spanish and it is expected that students communicate in the target language. Students will use strategies that will promote writing, speaking, listening, and reading comprehension skills. Students will engage in formal and informal writing. They will develop listening comprehension skill by listening to native speakers from various countries and with different accents speak on a variety of topics. They will demonstrate an understanding of traditions, products and perspectives of the Spanish cultures studied. They will reinforce and expand their knowledge of other curricular areas of study through the Spanish language and culture. A wide variety of teaching techniques will be employed by teachers in order to attain the novice-high to intermediate-low level of Spanish proficiency. Some of theses techniques include group and pair work to develop dialogs or skits for developing writing, speaking and listening skills; use of computer labs and SmartBoards to develop speaking, listening, reading, and writing skills; and class projects for developing reading, writing, listening, and speaking skills. Students will explore visual and performing arts with the objective of understanding artistic self-expression and its impact upon cultures. Students will study health related vocabulary and will explore the elements of healthy living. Students will begin to express their hopes, fears, and opinions using the subjunctive mood. A culminating project for Spanish Four is recommended for students. An example is included at the end of this document. 1

2 TYPE OF CREDIT: One credit GRADE LEVEL: 10, 11, and 12 PREREQUISITES: Completed Spanish 3 with a grade of at least a B. 2

3 State of Connecticut Content Standards: In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions. In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics. In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics. In at least one language other than English, students will demonstrate an understanding of the traditions, products, practices and perspective of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communication. In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa. In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language. In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparison across languages. In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures. In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation. 3

4 TEXTBOOKS: Ven Conmigo, Holt Language Level 3. ANCILLARY MATERIALS: Ven Conmigo, Practice and Activity Workbook Ven Conmigo, Grammar and Vocabulary Workbook Ven Conmigo, Listening Activities Workbook Ven Conmigo, Standardized Assessment Tutor Ven Conmigo, Student Make-Up Assignments with Alternative Quizzes Ven Conmigo, Alternative Assessment Guide Ven Conmigo, Reading Strategies and Skills Handbook Ven Conmigo, One-Stop Planner with Test Generator Teacher prepared materials Holt Reinhart Website for interactive activities: Spanish Verb Tenses, NTC Publishing Group AUDIOVISUAL MATERIALS: Ven Conmigo,Video Program Ven Conmigo, Audio Compact Discs Ven Conmigo, Interactive CD-ROM Tutor Ven Conmigo, Teaching Transparencies Authentic target language programs taped from Spanish television Videotapes of artists ASSESSMENTS: 4

5 Formative Assessments: Daily oral participation Homework and brief writings related to lessons Formal and informal written and oral assessments through teacher generated questions, paired and small group activities Journal entries Simulated language laboratory activities Oral, Aural, and written quizzes Summative Assessments: Tests Performance Assessments Enduring Understandings: 5

6 Culture is communicated via the legends and myths, and the artistic expressions of a society. Gaining knowledge about and empathizing with other peoples and cultures leads to a more tolerant society. Gaining knowledge of what constitutes healthy living aids in lifelong decision-making. Essential Questions: What does one do during the summer and how is this expressed in Spanish? What are the pastimes one participates in during the summer in order to rejuvenate? What are the components of a healthy lifestyle? How does one maintain a healthy lifestyle throughout life? How does one express oneself and support one s point of view effectively when talking about yesterday, today, and tomorrow? How does one communicate likes and dislikes at the dinner table? How does one s home culture compare to the target culture with respect to courtesies at the dinner table? How does one express hopes and wishes using the subjunctive mood? What does one learn about one s home culture by comparing it with the legends and myths of Spanish-speaking world cultures? What does one discover about a culture by studying its arts? Unit One: Leisure Time Activities 6

7 Essential Questions: What does one do in the summer and how is this expressed in Spanish? What are the pastimes one participates in during the summer in order to rejuvenate? Knowledge and Skills: Students will: Express interest, indifference and displeasure about pastimes and activities. Differentiate and utilize preterit and imperfect tenses. Conjugate regular and irregular verbs in the present tense. Formulate questions using appropriate interrogatives. Describe themselves and others. Differentiate between uses of saber and conocer and use each appropriately. Make appropriate changes to the words y and o according to grammar rules. Read and interpret a poem and use as a prompt for creating their own poem. Recognize Spanish cognates and use them as a reading strategy. Assessments: Grammar quizzes: present, preterit and imperfect tenses, vocabulary and interrogatives, saber versus conocer, and the change of o to u and y to e. After reading and analyzing the poem La Tortuga by Pablo Neruda write an acrostic or other type about a summer theme. Read an article on Pablo Neruda and utilize the cognates as a reading strategy. Write and perform a skit about two people who are on a date. The skit will include vocabulary on summer activities and preterit and imperfect tenses. Test 7

8 Performance Assessment: Develop a photo journal with pictures and descriptions of what the students did last summer using the imperfect and preterit tenses. Research the vocabulary of your favorite pastime and give an oral presentation describing the activity and with whom you participate in the activity. Write an interview between an interviewer and a famous person which discusses the pastimes and activities the famous person participated in and with whom. Unit Two: Healthy Living Essential Questions: What are the components of a healthy lifestyle? How does one maintain a healthy lifestyle throughout life? Knowledge and Skills: Students will: Ask and give advice using standard expressions, and regular and reflexive verbs. Formulate and utilize regular and irregular, negative and affirmative informal commands. Utilize reflexive verbs to discuss taking care of one s self. Utilize health vocabulary to discuss healthy living and stress management. Identify verbs that may be both reflexive and non reflexive. Assessment: Quizzes on informal commands, health vocabulary, and reflexive verbs. Write an essay comparing and contrasting your past lifestyle and your current lifestyle. 8

9 Participate in an oral project in which a panel of students discusses the ten elements of stress. Provide students with situations in which they give commands about health issues to partners. Test Performance Assessment: Write an article for a health magazine about some aspect of a healthy lifestyle. Discuss the benefits of continuing these habits throughout one s life. Write an advice column regarding health habits using informal commands. Unit Three: Yesterday, Today, and Tomorrow Essential Questions: How does one express oneself and support one s point of view effectively when talking about yesterday, today, and tomorrow? Knowledge and Skills: Students will: Formulate the present perfect (haber + past participle) of regular and irregular verbs. Express and support a point of view with respect to recent past events. Use conversational fillers appropriately. Express future events utilizing the future tense of both regular and irregular verbs. Conjugate and utilize the conditional tense of regular and irregular verbs in order to talk about responsibilities. Use internet and technology vocabulary to discuss changes in modern life. Use lo que in order to introduce a clause with a verb. 9

10 Use immediate future (ir + a + infinitive) appropriately. Use appropriate vocabulary and idiomatic expressions to discuss responsibilities. Assessment: Quizzes on present perfect, future, immediate future, and conditional tenses. Quizzes on vocabulary and idiomatic expressions. Write a paragraph about what you have accomplished in your academic career including awards, community service and sports using the present perfect. Write an essay predicting the future of technology using the future tense. Write a composition using the conditional tense. The writing prompt is If I were the President of the United States Participate in oral discussions regarding the future of education, communication, transport, work, medicine, and technological advances. Participate in impromptu conversations about various topics pertaining to the future. Participate in listening activities from the text series related to life in the past, the present and computers, and the most important aspects of technology, etc. Participate in a conversation utilizing conversation fillers that are contextually appropriate. Test Performance Assessment: Design a product or machine that will be used in the future. Give an oral presentation to the class about the characteristics and features that will improve future life. Design a futurist city and give an oral presentation describing the city, how it functions and how society will differ from the present. Unit Four: Around the Table Essential Questions: How does one communicate likes and dislikes at the dinner table? 10

11 How does one s home culture compare to the target culture with respect to courtesies at the dinner table? Knowledge and Skills: Students will: Use the passive voice for the purpose of understanding the idiomatic expression se + indirect object pronouns. Distinguish and utilize por and para. Use double object pronouns. Use food vocabulary and idiomatic expressions to write a restaurant review. Use vocabulary related to stores and shops to discuss shopping needs. Write a recipe in Spanish using vocabulary from the unit and the metric system. Assessment: Quizzes on idiomatic expressions and vocabulary, por and para and double object pronouns. Write a paragraph on why people arrive late to appointments and parties. Design a product advertisement utilizing commands and indirect and direct object pronouns. Participate in a role-play in which students will comment on foods and resolve problems with food and waiters in a restaurant setting. Participate in a role-play in which the students will comment on situations using the se + indirect object pronouns. Participate in listening activities related to commenting on foods and on situations that use the idiomatic expression se + indirect object pronouns. Test Performance Assessment: 11

12 Write a restaurant review utilizing vocabulary, idiomatic expressions related to food taste, preparation and experience at the table of a minimum of 200 words. Unit Five: Storytelling Essential Questions: How does one express his/her hopes and wishes using the subjunctive mood? What does one learn about one s home culture by comparing it with the legends and myths of other world cultures? Knowledge and Skills: Students will: Express qualified agreement and disagreement using a variety of idiomatic expressions. Report what others say and think using a variety of idiomatic expressions and the passive voice. Use appropriate vocabulary and grammar structures to tell and retell stories, legends, and myths. Use the subjunctive mood (present tense) to express hopes and wishes with regular and irregular verbs such as ser, estar, ir, and dar. Assessment: Quizzes on vocabulary, formation of the subjunctive, and the usage of the subjunctive. Test Retell a story after reading a variety of myths, legends and stories. Participate in oral exercises using the present subjunctive. Write a paragraph about parents hopes and dreams for students using the subjunctive. 12

13 Write a letter of ten favors you wish your fairy godmother would grant you, your friends, and your family. Read and analyze the legend Quetzal No Muere Nunca. Retell the story by summarizing in paragraph form. Performance Assessment: Write and illustrate a legend or a myth. Unit Six: The Arts Topical Questions: What does one discover about a culture by studying the arts? Knowledge and Skills: Student will: Introduce and change a topic of conversation utilizing idiomatic expressions and appropriate grammar structures. Express what needs to be done in combination with expressing an opinion. Distinguish and correctly use definite articles with nouns under special circumstances. Express needs using the present subjunctive. Form the present subjunctive of verbs ending in car, gar, and zar. Make recommendations using the present subjunctive. Form and use nosotros commands to express let s + verb. Use vocabulary of the performing and visual arts to describe pieces of art and to express opinions about art. View videotapes on artists, write a summary of artists and their works, and express their opinions. 13

14 Assessment: Quizzes on vocabulary, the present subjunctive, and commands. With a partner read a letter from a periodical about an artist and then write a letter to the editor in response. Test Listen to dialogs and determine the art form being discussed. Read an article on an artist and answer questions. Listen to music and analyze lyrics of song. Performance Assessment: Research and gather information from the Internet and other sources about an artist (visual or performing) and give an oral report to the class about the artist and one of his/her works. Give an opinion about the work and provide supporting details. Performance Task: Spanish 4 Year end Summative Performance Assessment Goal: Your task is to present yourself at a job fair. Role: You are seeking a job. Audience: Companies have set up tables to hold brief interviews. 14

15 Situation: You approach a table of the company that you are interested in. You will present your resume and a letter of recommendation, and then you will tell about your work history, what you do at your present job, and what your work plans are in the future. You will also be asked questions about your hobbies, interests, and working style. Product or Performance: Your presentation should last about 5 minutes. A person from the interviewing committee (teacher) will ask you a few questions. Use vocabulary that has been studied in Spanish 3 and Spanish 4. Make sure to use several verb tenses: present, preterite, imperfect, simple future, conditional, and present subjective. Standards for Success: Your interview must meet the following standards: Demonstrate successful application of all verb tenses named above Demonstrate knowledge of Spanish vocabulary studied Speak fluently Pronounce words correctly Understand questions in Spanish 15

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