Download spanish 4 course description

Adlai E. Stevenson High School
Course Description
Division:
Course Number:
Course Title:
World Languages
SPA401 / SPA402
Spanish 4 (College Prep)
Course Description:
Reading, writing, speaking and listening skills will be further developed through readings that discuss the culture
and history of Spanish-speaking countries. The use of technology will be used to further develop these skills.
Spanish is the primary language spoken in the class. A review of all major tenses and grammar points will be
covered to prepare those students who are entering college. Students are held accountable for note-taking, oral
discussions, written examinations and oral presentations exclusively in the target language. Students who complete
Spanish 4 may successfully enroll in the Advanced Placement Spanish Language course or in Spanish 5
Accelerated.
The cultural themes that are studied throughout the year include the following:
•
Hispanics in the United States
•
Mexico
•
Spain
•
South America
Content Objectives
By the end of this course, students will be able to:
A. incorporate vocabulary related to the various themes studied in their spoken and written Spanish.
B. describe the history and culture of the countries and people in the United States, Mexico, Spain and South
America.
C. identify the geography of Mexico, Spain and South America.
D. review and refine spoken and written grammar.
E. effectively communicate and express ideas in the target language.
F. comprehend authentic spoken narratives in the target language.
G. read selections in the target language.
H. write short narratives in the target language.
Content Learning Targets
A.
Incorporate vocabulary related to the various themes studied in their spoken and written
Spanish
The students will be able to:
1. associate the vocabulary words with visual images.
2. produce the vocabulary words (spelling, accents, gender).
3. use the vocabulary words in context.
4. define the vocabulary words using circumlocution.
5. write comprehensive, sophisticated definitions.
B.
Describe the history and culture of the countries and people in the United States, Mexico,
Spain and South America
The students will be able to:
1. describe modern and ancient Hispanic cultures, including the Chicanos, Puerto Ricans, Cubans,
Mexicans.
a. discuss stereotypes of Hispanics.
b. identify the origins of Hispanics.
c. describe the history of modern and ancient Hispanics.
d. summarize the development of the southwest.
e. explain the bracero program and the movement of the Chicanos.
f. review the situation today of Hispanics in the United States.
g.
h.
i.
j.
k.
l.
recognize important Hispanic people.
identify important places in Pilsen.
explain the different groups of Cuban refugees.
identify the monetary unit of Mexico.
name Hispanic food.
review the celebrations of Mexico
2. describe the culture of the Aztecs and Mayans.
a. summarize Aztec beliefs.
b. discuss the importance of agriculture and astronomy to the Aztecs.
c. explain Aztec language and writing.
d. identify the development of Aztec medicine.
e. discuss Aztec sculpture and architecture.
f. summarize Aztec society, including education and laws.
3. describe the Spanish culture.
a.
identify the industries and the main products made in Spain.
b.
identify the different languages spoken in Spain.
c.
discuss the important cities and islands of Spain.
d.
explain the history of Spain.
e.
discuss different eras and authors of Spanish literature.
f.
review various Spanish artists and their works of art.
g.
discuss different styles of art.
h.
identify different Spanish musicians and composers.
i.
recognize a variety of typical dances and musical instruments used in Spain.
j.
review the life and customs of Spain.
k.
summarize the religious celebrations of Spain.
l.
discuss some sporting events in Spain.
m. talk about Spanish food.
n.
recognize important Spaniards.
4. describe South American culture.
a.
identify the industries and the main products made in South America.
b.
identify different South American musicians and composers.
c.
speak about the history of the indigenous civilizations of South America.
d.
distinguish between the South American explorers and the leaders of the
independence of South America
C.
D.
I.
II.
Identify the geography of Mexico, Spain and South America
The students will be able to:
1. locate and name states, cities, bodies of water and neighboring countries in Mexico.
2. locate and name regions, cities, bodies of water, mountain ranges and neighboring countries in
Spain.
3. locate and name countries and capitals, bodies of water, mountain ranges, volcanoes and
neighboring islands in South America.
Review and refine their spoken and written grammar
The students will be able to:
narrate in the present tense.
a. understand the meaning of the verbs.
b. conjugate regular verbs in the present tense.
c. conjugate irregular verbs in the present tense.
d. effectively use the present tense in context.
talk about what has happened.
a. form verbs in the regular present perfect.
b. form verbs in the irregular present perfect.
c.
effectively use the present perfect in context.
III.
talk about what had happened.
a. form verbs in the regular past perfect.
b. form verbs in the irregular past perfect.
c. effectively use the past perfect in context.
IV.
use the 2 different verbs for “to be” (ser & estar) in context.
a. understand the difference between the 2 verbs.
b. conjugate ser and estar in the present tense
c. effectively use ser and estar with adjectives.
V.
talk about what is happening at a specific time.
a. form verbs in the present progressive.
b. effectively use the present progressive in context (including estar, ir, andar, seguir.)
VI.
talk about what was happening at a specific time.
a. form verbs in the past progressive.
b. effectively use the past progressive in context.
c. differentiate when to use the preterite and imperfect of estar in the progressive.
VII.
talk about what happened in the past.
a. conjugate regular verbs in the preterite tense.
b. conjugate irregular verbs in the preterite tense.
c. effectively use the preterite tense in context.
d. form verbs in the regular imperfect tense.
e. form verbs in the irregular imperfect tense.
f. effectively use the imperfect in context.
g. understand the differences of the verbs and their uses (including Jekyll and Hyde).
VIII.
talk about what will happen (the future).
a. conjugate regular verbs in the future tense.
b. conjugate irregular verbs in the future tense.
c. effectively use the future tense in context.
IX.
talk about what would, could, or should happen (the conditional).
a. form verbs in the regular conditional.
b. form verbs in the irregular conditional.
c. effectively use the conditional tense in context.
X.
form the present subjunctive.
a. form the regular present subjunctive.
b. form stem-changing present subjunctive.
c. form the subjunctive with –car/-gar/-zar verbs.
d. form the irregular subjunctive (DISHES).
XI.
use the present subjunctive in an effective manner.
a. form the present subjunctive.
b. use the subjunctive with impersonal expressions.
c. use the subjunctive with expressions of wishing and wanting.
d. use the subjunctive with expressions of emotion.
e. distinguish between doubt and certainty pertaining to subjunctive and indicative moods.
XII.
relate events in time by using a variety of conjunctions (THE CD and ESCAPA).
a. recognize and produce the conjunctions.
b. differentiate between the subjunctive, indicative, or infinitive in an effective context.
XIII.
express oneself using adjective clauses.
a. recognize and produce the adjective clauses.
b. differentiate when to use the subjunctive or indicative in context with
adjective clauses.
XIV.
talk about what will have happened (the future perfect).
a. conjugate regular verbs in the future perfect tense.
b. conjugate irregular verbs in the future perfect tense.
c. effectively use the future perfect tense in context.
XV.
talk about what would, could, or should have happened (the conditional perfect).
a. form verbs in the regular conditional perfect.
b. form verbs in the irregular conditional perfect.
c. effectively use the conditional perfect tense in context.
XVI.
talk about what were to happen (imperfect subjunctive).
a. conjugate regular verbs in the imperfect subjunctive.
b. conjugate irregular verbs in the imperfect subjunctive.
c. effectively use the imperfect subjunctive tense in context.
XVII.
talk about using real and hypothetical situations.
a. form if clauses (present indicative and future) to talk about real situations.
b. form if clauses (imperfect subjunctive and conditional) to talk about hypothetical situations.
c. form if clauses (past perfect subjunctive and conditional perfect) to talk about hypothetical
situations that already occurred.
d. effectively use if clauses in context.
XVIII. identify and produce all of the verb tenses studied.
a. conjugate a variety of verbs in all the tenses.
b. effectively apply the “sequence of tenses” rules in order to create phrases in context.
E.
Effectively communicate and express ideas in the target language
The students will be able to:
1. include unique, imaginative ideas and speak with great expression.
2. speak fluidly, using a natural pattern of speech.
3. incorporate inflection and intonation where appropriate.
4. apply circumlocution instead of relying on their English.
5. share an anecdote.
6. participate in a skit, short group presentation or mock interview.
7. improvise without the use of a script.
F.
Comprehend authentic spoken narratives in the target language
The students will be able to:
1. detect and define vocabulary words in an oral narrative.
2. summarize the events of the listening passage.
3. infer meaning from the listening selection.
4. make predictions about the selection.
5. make connections to the real world.
6. make personal connections to the listening selection.
7. express their opinion after listening.
8. determine the general theme of the listening selection.
G.
Read selections in the target language
The students will be able to:
1. extrapolate meaning and information from the reading passage.
2. recall information from a previous reading.
3.
4.
5.
6.
7.
H.
make predictions based on the reading.
summarize a reading.
detect the theme of a reading passage.
make connections to the real world.
make personal connections to the reading.
Write short narratives in the target language
The students will be able to:
1. incorporate sophisticated vocabulary and grammar.
2. express their thoughts cohesively.
3. produce the language appropriately and accurately.
4. include transitions and a logical flow of ideas.
5. incorporate humor, inflection and idiomatic expressions.
Spanish 4 College Readiness Targets
I.
II.
III.
IV.
V.
VI.
VII.
I can read for main ideas and author’s approach in a reading. a. I can distinguish between key concepts and subordinate ideas in a text and write a concise summary. b. I can infer the main idea or purpose of straightforward paragraphs in more challenging passages. c. I can summarize basic events and ideas in more challenging passages. d. I can develop a reasonable interpretation of the central theme(s) or main point(s) of a challenging text. e. I can divide challenging texts into sections determining what the key points are for each section. f. I can use two different mediums to present a synopsis of the main idea(s) of a text, thereby expanding understanding of the text’s meaning. g. I can locate and analyze ideas in a complete text and write a reasoned synopsis of the text. h. I can identify clear main ideas or purposes of complex passages or their paragraphs. I can read for supporting details. a. I can write, exchange, and answer a series of questions that examine significant details presented in a text. b. I can locate basic facts clearly stated in a passage. c. I can distinguish between what is most and least important in a text. d. I can locate important details in a more challenging passage. I can read for sequential, comparative, and cause-­‐effect relationships. a. I can map sequences of events in texts or films, or from everyday occurrences, defending their reasoning. b. I can order sequences of events in uncomplicated passages. c. I can understand relationships between people, ideas, and so on in uncomplicated passages. d. I can identify clear relationships between characters, ideas, and so on in more challenging literary narratives. e. I can order sequences of events in more challenging passages. f. I can understand the dynamics between people, ideas, and so on in more challenging passages. I can read for meanings of words. a. I can understand the implications of a familiar word or phrase and of simple descriptive language. I can read for generalizations and conclusions. a. I can make predictions about characters and events presented in a literary text, verifying or rejecting those predictions and making new ones as I read. b. I can identify inaccurate generalizations in written or nonprint sources. I can write for topic development in terms of purpose and focus. a. I can identify the central idea or main topic of a straightforward piece of writing. I can write for organization, unity, and coherence. a. I can write short texts, in a variety of genres, illustrating simple organization. b. I can use conjunctive adverbs or phrases to express straightforward logical reasoning (e.g. first, afterward, in response). c. I can add a sentence that introduces a simple paragraph. d. I can write introductions that capture the reader’s interest, write conclusions that provide a sense of closure. e. I can add sentences to introduce or conclude the essay or to provide a transition between paragraphs when the essay is fairly straightforward. VIII. I can write for word choice in terms of style, tone, clarity and economy. a. I can identify and correct ambiguous pronoun references. IX. I can write for sentence structure and formation. a. I can check writing to make sure verb tenses are consistent. b. I can decide the appropriate verb tense and voice by considering the meaning of the entire sentence. c. I can maintain consistent verb tense and pronoun person on the basis of the preceding clause or sentence. d. I can maintain a consistent and logical use of verb tense and pronoun person on the basis of information in the paragraph or essay as a whole. X. I can write for conventions of usage. a. I can solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs. b. I can ensure straightforward subject-­‐verb and pronoun-­‐antecedent agreement, and know which pronouns to use in simple contexts. c. I can recognize and use the appropriate word in frequently confused pairs. d. I can use idiomatically appropriate prepositions, especially in combination with verbs. e. I can ensure that a verb agrees with its subject when there is some text between the two. f. I can ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences. Spanish 4 Social and Emotional Learning Targets I. I listen attentively to understand another person’s feelings and/or perspectives. II. I seek to understand the diverse background of others. III. I work cooperatively with others.