Download Spanish IV

Grade: 11-12
Course Title: Spanish 4
Unit/ Topic: Description
Duration:
September
Big Ideas/ Enduring Understanding
Vital Information or skills
 Students will be able to use Spanish to describe both
physical and personality traits.
 Students will use the past tenses to describe activities.
Standards
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Communication
1.1
1.2
1.3
Comparisons
4.1
Content
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Introductory Activities
(Icebreakers)
Vocabulary
Physical and Personality traits
Ser vs. Estar
Preterite vs. Imperfect
Essential Questions
How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
 What vocabulary will students need to describe someone?
 How can I describe myself and others to Hispanic people?
 Which “to be” verb should I use, ser or estar?
 Can I narrate a story using the past tenses?
Skills/ Competency
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Students will identify
themselves to each other
in Spanish.
Students will describe
personality traits.
Students will distinguish
between the verbs “ser”
and “estar”.
Students will define the
correct endings for
preterite and imperfect
tenses.
Students will differentiate
the correct uses of the
preterite and imperfect
Assessment
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Students will record an
introduction using the IPOD.
Students will create a name
sign using adjectives for each
letter of their name and present
themselves in groups of 4.
Type 1 writing using
vocabulary.
Fill in the blank quiz Ser vs.
Estar.
Preterite/imperfect fill in the
blank quiz.
Type 3 writing FCA’s preterite
vs. imperfect.
Grade: 11-12
Course Title: Spanish 4
Unit/ Topic: Travel
Duration: October/November
Big Ideas/ Enduring Understanding
Vital Information or skills
 Students will learn to use compound tenses.
 Students will use excerpt from a Spanish novel to discuss
and write in Spanish.
 Activate prior knowledge of Cuba and Spain.
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Standards
Communication
1.1
1.2
1.3
Comparisons
4.1
Culture
2.2
Connections
3.2
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Content
Present and Past Perfect
Tenses(common expressions/ya,
todavía, alguna vez)
Soñar en cubano.
Almanaque – España
Assign Spain Project
Vocabulary – El Hotel
Begin presentation of WEIRDO –
The subjunctive
Essential Questions
How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
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Can I use perfect tenses?
What do I know about Cuba?
If I were to travel to Spain, could I communicate my lodging needs?
Can I identify the uses of the Subjuntive Mood?
Skills/ Competency
 Students will define the
correct endings for
present and past perfect
tenses.
 Students will differentiate
the correct uses of the
present and past perfect
tenses.
 Students will activate
prior knowledge about
Cuba.
 Students will identify
cognates and verb tenses.
 Students will read an
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Assessment
Student will produce the
correct forms of the past
participles (regular and
irregular). Fill in the blank
quiz.
Students will create original
sentences using the present
perfect tenses and respond to
situations using the past
perfect.
Students will respond to
questions about the Story
Soñar en cubano.
Summative assessment
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Grade: 11-12
Course Title: Spanish 4
Unit/ Topic:
Duration: November/December
Big Ideas/ Enduring Understanding
Vital Information or skills
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Students will use the Subjunctive Mood to communicate
wants, hopes and desires.
Students will use correct forms of present tense
subjunctive verbs with orthographic changes.
Students will read and learn about hotels in Spain.
Students will identify different locations and items common
to cities though out the world.
Students will locate different things in the city using
prepositions.
Students will sing an authentic Villancico from Spain.
Students will learn about different autonomous
communities of Spain.
excerpt from “Soñar en
cubano”.
Students will learn
general information about
Spain using the
Almanaque page.
Students will apply their
general knowledge of
Spain by defending their
choice of Spanish region.
Students will recognize
and use hotel vocabulary.
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(Listening-Reading-Writing
via Multiple choice,fill-in
blank)
Type 3 writing FCA’s
Vocabulary, noun/adjective
agreement, ser/estar.
Fill in the blank vocabulary
quiz/hotel
IPOD speaking assessment
using hotel vocab.
Type 1 writing hotels.
Essential Questions
How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
 What’s so “WEIRD” about the subjunctive?
 Can I differentiate between indicative and subjunctive sentences?
 What kind of hotel would I chose if I were travelling in Spain?
 Can I identify different stores in Spain?
 Can I tell the location of items in a City?
 Do I know the significance of the song “Los Peces en el Río?”
 If I were to travel to Spain, which community or communities would I visit
and why?
Standards
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Communication
1.1
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1.2
1.3
Comparisons
4.1
Culture
2.2
Connections
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3.2
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Content
WEIRDO – Overview of the
subjunctive
Forms of the subjunctive
Regular
Irregular
Spelling Changes
-car,-gar and –zar verbs
-ger
-cer and –cir w/vowel verbs
Stem-Changers
“W” Wishing and Willing and the
subjunctive.
Reading “Felices Sueños”.
Skills/ Competency
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Communication
1.1
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Vocabulary
- The City
Students will be able to
identify the mnemonic
device WEIRDO
Students will produce correct
forms of regular, irregular,
spelling change, and stem
changing subjunctive verbs.
Students will compose
sentences using the
subjunctive.
Students will be able to
distinguish between
subjunctive and nonsubjunctive sentences.
Students will identify
cognates in a non-fiction
reading.
Students will compare and
contrast Spanish and
American hotels.
Assessment
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Subjunctive forms quiz – fill in the
blank.
WEIRDO quiz – identify the
mnemonic device and give
examples.
Summative Assessment
(Listening, Reading, Compose
sentences using subjunctive)
Type 3 Writing with FCA’s
subjunctive and vocabulary.
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1.2
1.3
Comparisons
4.1
Culture
2.1
2.2
Connections
3.1
3.2
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Subjunctive,
Infinitive,
Indicative
Spain
Project
Presentation
s
Villancicos
Grade: 11-12
Course Title: Spanish 4
Unit/ Topic: Shopping
Duration: January/February
Big Ideas/ Enduring Understanding
Vital Information or skills
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Students will identify different items of clothing and
accessories.
Students will use subjunctive to express emotion.
Students will distinguish between indicative and
subjunctive with expressions of certainty and doubt.
Standards
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Essential Questions
How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
Communication 
1.1
1.2
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1.3
Culture
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2.1
2.2
Connections
3.1
3.2
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Content
Vocabulary – Shopping for
Clothing
“E” Subjunctive – Expressions of
emotion
“D” Doubt vs. Certainty –
subjunctive
Can I request different items of clothing and accessories?
How can I express my emotions in Spanish?
What do I do if I doubt something?
What do I do if I am certain of something?
Skills/ Competency
Assessment
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Students will describe
different styles, and types of
clothing and accessories.
Students will write sentences
using expressions of emotion
and the subjunctive.
Students will compare
sentences using doubt
w/subjunctive and certainty
w/indicative.
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Vocabulary quiz shopping and
clothing. Listening and fill in the
blank.
Quiz – Students compose
sentences using expressions of
emotion.
Quiz – Students construct
sentences using expressions of
doubt vs. certainty
Summative Assessment. Listening,
Reading Writing.
Multiple Choice test
Grade: 11-12
Course Title: Spanish 4
Unit/ Topic: Central America
Duration:March
Big Ideas/ Enduring Understanding
Vital Information or skills
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How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
Students will be compare life in Central America to life in
the United States.
Students will use the conditional tense to discuss what they
would do in a given situation.
Students will talk about nature and environmental
conditions using Spanish.
Standards
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Essential Questions
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Communication 
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1.1
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1.2
1.3
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Content
The conditional tense
Movie “El Norte”
Vocabulary related to “El Norte”
Culture – Costa Rica
Vocabulary – Nature and the
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If I were given a situation, could I tell someone what I would or would not
do?
Can I describe life in a small town in Guatemala?
Can I identify animals and weather conditions?
Skills/ Competency
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Students will respond to
English situations based on
the movie “El Norte” using
the conditional tense.
Students will compare the
Assessment
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Quiz – forms of the conditional
tense. Fill in the blank.
Test – “El Norte” True/False, open
ended questions on the movie and
conditional, writing
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Culture
2.1
2.2
Connections
3.1
3.2
Comparisons
4.1
environment
Grade: 11-12
Course Title: Spanish 4
Unit/ Topic:
Duration: April
Big Ideas/ Enduring Understanding
Vital Information or skills
 Students will be able talk about the future.
 Students will be able to say “let’s” in Spanish.
 Students will be able to talk about ecotourism.
future and conditional tenses. 
 Students will compose
original sentences using the
correct forms of the
conditional tense.
 Students will use situational
vocabulary to discuss the
movie “El Norte”.
 Students will respond to
questions about Costa Rica
based on the Almanaque
page.
 Students will watch the En
Contexto and En Vivo videos
to enhance listening skills.
Students will use vocabulary
about nature and the
environment in sentences
Quiz – vocab. Fill in the blank.
Essential Questions
How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
 Can I tell a Hispanic person my future plans?
 Can I tell a group of friends to join me in an activity?
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Standards
Communication
1.1
1.2
1.3
 Culture
2.1
2.2
 Connections
3.1
3.2
 Comparisons
4.1
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Students will use por and para correctly.
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Content
Future tense review – regular and
irregular
Nosotros commands
Por vs. Para
Vocabulary – Camping and weather.
Do I know when to use por or para correctly?
Can I talk about camping in the green environment?
Skills/ Competency
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Students will write original
sentences using regular and
irregular verbs in the future.
Students will compare the
intention of going to do
something to true future.
Students will translate
sentences using correct
nosotros commands.
Students will differentiate
between the prepositions Por
and Para.
Students will enhance
listening skills with En
Contexto and En Vivo
activities.
Students will identify items
associated with camping and
weather.
Students will define or
explain camping and weather
vocabulary in Spanish.
Assessment
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Oral performance assessment – 3
situations based on vocabulary.
Quiz – Future tense fill in the
blank and converting “ir a +
infinitive” to future.
Quiz – Nosotros commands. Fill
in the blank with correct forms and
translate.
Quiz – Por vs. Para fill in the
blank.
Quiz – Vocabulary, fill in blank
Summative Assessment
(Listening, Writing, Reading)
Grade: 11-12
Course Title: Spanish 4
Unit/ Topic: ____________
Duration: May/June
Big Ideas/ Enduring Understanding
Vital Information or skills
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How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
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Students will report to the class on certain aspects of Chile.
Students will activate prior knowledge of Chile.
Students will discuss situations based on the movie “Sol y
Viento.”
Standards
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Essential Questions
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Communication 
1.1
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1.2
1.3
Culture
2.1
2.2
Connections
3.1
3.2
Comparisons
4.1
Content
Chile
Movie “Sol y Viento”
Assign Video for Final exam.
Am I able to discuss aspects of Chilean culture?
Can I discuss situations based on the movie “Sol y Viento?”
Skills/ Competency
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Students will research and
present aspects of Chilean
culture.
Students will watch and
discuss “Sol y Viento”.
Students will write character
descriptions.
Students will sequence the
events of the movie.
Students respond to
questions based on the
movie.
Assessment
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W ritten/Oral
presentation of
Chilean culture.
Test – Chile based on student
presentations.
Quiz – True/False “Sol y Viento”
Test – “Sol y Viento” Open Ended
and type 3 writing.
Grade: 11-12
Course Title: Spanish 4
Unit/ Topic:
Duration: May
Big Ideas/ Enduring Understanding
Vital Information or skills
Standards
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Communication
1.1
1.2
1.3
Comparisons
4.1
Culture
Essential Questions
How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
Content
Dialogue
Skills/ Competency
Assessment
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2.2
Connections
3.2
Grade: 11-12
Course Title: Spanish 4
Unit/ Topic:
Duration: June
Big Ideas/ Enduring Understanding
Vital Information or skills
Standards
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Essential Questions
How will the teacher phrase the question in order TO Organize the
Implementation of the lesson design?
Content
Skills/ Competency
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Communication
Assessment
Final Exam Multiple Choice and
Performance assessment video.
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1.1
1.2
1.3
Comparisons
4.1
Culture
2.2
Connections
3.2