Spanish 4 CBE
For All Spanish Learners
Updated: April 2016
Textbook Titles:
PLEASE NOTE: Plano ISD LOTE Spanish Courses do not follow a textbook
in sequence, vocabulary topic, or grammar focus. Several texts are used
as resources for this course
En Activo ISBN 9780415408851
Vida y Muerte en la Mara Salvatrucha ISBN: 9781935575184
TEKS for LOTE :
http://ritter.tea.state.tx.us/rules/tac/chapter114/ch114c.html
Exam Format and Weighting
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Speaking Task : opinion prompt requiring positive/negative impact based on article (25%)
Writing Task : opinion prompt requiring examples & support based on article (25%)
Multiple Choice Listening, Reading, and Grammar (50%)
Speaking and Writing Task Rubrics assess student work in these domains:
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Task Completion
Performance Expectation (length of time for speaking and amount of words for writing)
Vocabulary
Depth of Response
Grammatical Accuracy
Target Grammar:
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Present, Future, Present Perfect, Preterite, Imperfect, Past Perfect
Present Subjunctive; Imperfect Subjunctive
Conditional; Si clauses
Reflexive verbs & pronouns
Commands
Pronouns
Por vs Para
Ser vs Estar
Impersonal expressions
Noun-adjective agreement
Comparatives and Superlatives
Spanish 4 CBE Guidelines for Parents & Students
April 2016 1
Sample writing rubric
Task
Completion
Performance
Expectation
Vocabulary
Depth of
Response
Accuracy
6
4
Fully addresses all aspects of
the task as defined by the
bullets
Responds with 150 words or
more
Responds with interesting &
appropriate vocabulary words
with few repeated words
Partially addresses all aspects
of the task
Minimally addresses all
aspects of the task
Does not address all aspects
Responds with 149 - 90
words
Responds with appropriate
but basic vocabulary with
some repeated words or
redundant sentences
Responds with details and
limited elaboration of the
details; states and supports
opinion
Responds with connected
sentences with some
command of tense & mood;
grammar sufficiently accurate
Responds with 89 - 60 words
Responds with 60 words or
less
Responds with insufficient
vocabulary; majority repeated
and repetitious
Responds with details and
elaboration of some details;
states and fully supports
opinion
Responds with connected
sentences with good
command of tense & mood;
generally accurate grammar
2
Responds with limited
vocabulary with noticeable
repeated words and
redundant sentences
Responds with details but
little elaboration of the
details; states opinion
Responds with connected
sentences with minimal
command of tense & mood;
grammatical accuracy limited
0
Responds with minimal to no
details and no elaboration of
the details; may/may not
state opinion
Responds in sentences with
minimal or no awareness of
tense, mood or grammatical
accuracy
Sample speaking rubric
Task
Completion
Performance
Expectation
Vocabulary
Depth of
Response
Accuracy
6
4
2
Fully addresses positive and
negative impacts of 2
aspects; supports opinion
with information from article
as well as personal knowledge
Speaks for 180 seconds or
more with no distracting gaps
Responds with interesting &
appropriate vocabulary words
with few repeated words
Adequately addresses
positive and negative impacts
of 2 aspects; supports opinion
with information from article
as well as personal knowledge
Speaks for 179 – 110 seconds
Minimally addresses positive
and negative impacts of 2
aspects; supports opinion
with information from article
as well as personal knowledge
Speaks for 109 – 60 seconds
Responds with appropriate
but basic vocabulary with
some repeated words or
redundant sentences
Responds with details and
limited elaboration of the
details; states and supports
opinion
Responds with connected
sentences with some
command of tense & mood;
grammar sufficiently accurate
Responds with limited
vocabulary with noticeable
repeated words and
redundant sentences
Responds with details but
little elaboration of the
details; states opinion
Responds with details and
elaboration of some details;
states and fully supports
opinion
Responds with connected
sentences with good
command of tense & mood;
generally accurate grammar
Spanish 4 CBE Guidelines for Parents & Students
Responds with connected
sentences with minimal
command of tense & mood;
grammatical accuracy limited
0
Does not address 2 aspects;
skeletally addresses positive
and negative impacts of 2
aspects will little support
Speaks for less than 60
seconds
Responds with insufficient
vocabulary; majority repeated
and repetitious
Responds with minimal to no
details and no elaboration of
the details; may/may not
state opinion
Responds in sentences with
minimal or no awareness of
tense, mood or grammatical
accuracy
April 2016 2
Spanish 4 OVERVIEW Part 1
Concepts to Know and Understand:
 Creating appropriate responses to content-based situation
 Using context demonstrating understanding of written & oral texts
 Acquiring accuracy in structures to reduce the chance of miscommunication & to increase sophistication in communication
 Telling personal stories & stories about others using appropriate time frames & mood
 Recognizing differences in products, practices, & perspectives among cultures.
Guilty Until Proven Innocent
Focus Questions
 How does crime manifest itself?
 What is punishment? What is justice?
 What role do ethics play in crime and justice?
 Is it my responsibility to report criminal activity?
Learning Targets
 I can identify types of crime and propose solutions
 I can create awareness and discuss ways to protect myself and
others against various types of crimes.
 I can identify my role as a citizen in preventing or causing any
criminal behavior.
 I can recognize how social, economic, political factors and
personal beliefs might contribute to criminal activity.
 I can make and support recommendations to decrease the crime
rate.
 I can narrate events across time frames and moods
 I can write a formal letter
Topics:
 Types of crime
o Cyber-crime & Digital citizenship (ie: downloads)
o Ethics; Plagiarism/copyright
o Gangs / organized crime
o White collar crime; Political crime
o Criminal wars; Dictatorships
 Causes
 Solutions
 Prevention
 Implications/Consequences
What ever will be will be
Focus Questions
 How do trends in business and technology affect our world?
 How do I become a valued asset in the global market?
Learning Targets
 I can identify current trends and predict future trends in
business and technology.
 I can describe cultural considerations in business settings.
 I can predict how technological advances will affect daily life.
 I can relate a personal experience using appropriate tenses.
 I can narrate events across time frames and moods.
 I can state and support my opinions, solicit and offer
recommendations.
 I can state and support my opinions and preferences and ask
others about theirs.
Topics:
 Business practices
o Cultural components, etiquette
o Current and future trends
o Globalization
o Entrepreneurial practices
 Technological changes
 Scientific advances
 Jobs in the future
Spanish 4 CBE Guidelines for Parents & Students
April 2016 3
SPANISH 4 OVERVIEW Part 2
To Your Health
What’s Cooking?
Focus Questions
 How do I get and receive medical treatment at a hospital or
doctor’s office?
 How does one’s lifestyle and risk factors influence health?
Learning Targets
 I can communicate needs and request help in a medical
situation.
 I can recommend how to help during an outbreak/emergency
and predict the outcome.
 I can communicate medical histories, basic exams, and
treatment of a patient.
 I can connect the risk factors, prevention, and implications of
diseases and illnesses.
 I can state and support my opinions and recommendations.
 I can narrate events across time frames and moods
Topics:
 Common injuries
 Lifestyle choices and risk factors
 Medical history
 Basic medical examinations and treatment
 Emergency versus non-emergency situations
 Being a patient versus healthcare provider
 Diseases and illnesses connected to diet and lifestyle
Focus Questions
 How is knowledge of the Spanish culinary world a benefit to me?
 How do the culinary arts affect different aspects of society?
Learning Targets
 I can explain social & cultural nuances during meals and other social
settings.
 I can identify the components and explain the process of the Spanish
and Latin American cuisine.
 I can describe effects & implications of globalization on regional
cuisine.
 I can state and support my opinions and recommendations
 I can narrate events or experiences across time frames and moods
Topics:
 Culture & Origins of Food
 Food Preparation
 Proper Table Discussion and Manners
 In the restaurant
 Interpersonal Formality
 Health/Exercise/Nutrition
Spanish 4 CBE Guidelines for Parents & Students
April 2016 4