MADISON PUBLIC SCHOOL DISTRICT
SPANISH IV
Authored by: Catherine Gotliffe
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider
Supervisor of Visual & Performing Arts/World Language
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
Madison Public Schools
I. OVERVIEW
Spanish IV continues the Spanish language sequence at the High School. This full year course continues the
development of listening, speaking, reading and writing competency in Spanish. It is designed for students
who have successfully completed Spanish III. Students improve their control of the past tense and learn to
express their desires and recommendations via the subjunctive.
All objectives are practiced with the goal of communicative and cultural awareness. Students will
communicate with spoken and written forms using interpretive, interpersonal and presentation modes.
Students will demonstrate understanding of a culture via these same three modes.
II. RATIONALE
New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered
on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic
borders. Individuals who effectively communicate in more than one language, with an appropriate
understanding of cultural contexts, are globally literate.
The study of another language and culture enables individuals to communicate with people from diverse
cultures. The study of another language fosters attitudes, values, and skills that indicate a positive disposition
and understanding of cultural differences and that enhance cross-cultural communication.
III. GOALS (Linked to NJ Core Content Standards)
7.1 World Languages: All students will be able to use a world language in addition to English to engage in
meaningful conversation, to understand and interpret spoken and written language, and to present
information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures.
Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
Language learners can be expected to move through levels of proficiency at different rates. In addition,
language learners may demonstrate differing proficiencies depending upon the communicative mode in which
they are functioning (interpersonal, interpretive, or presentational). In Madison High School, students who
are taking Spanish IV should meet the cumulative progress indicators for the Intermediate-Mid Level of
proficiency. Intermediate-Mid Level students communicate using strings of sentences to ask and answer
questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in
other classes. By the end of Spanish IV, students taking a continuing sequence of language from middle
school will:
A. Interpretive Mode:
1. Compare and contrast information contained in culturally authentic materials using electronic
information sources related to targeted themes.
2. Demonstrate comprehension of oral and written instructions connected to daily activities and to some
unfamiliar situations through appropriate responses.
3. Analyze the use of verbal and non-verbal etiquette (i.e., gestures, intonation, and cultural practices) in
the target culture(s) to determine the meaning of a message.
4. Use target language to paraphrase what is heard or read in oral or written descriptions of people, places,
objects, and daily activities.
5. Comprehend conversations and written information on a variety of familiar and some unfamiliar
topics.
6. Compare and contrast the main idea, theme, main characters, and setting in readings from age- and
level-appropriate, culturally authentic materials
7. Infer the meaning of some unfamiliar words in some new contexts.
8. Use knowledge of structures of the target language to deduce meaning of new and unfamiliar
structures.
B. Interpersonal Mode:
1. Use digital tools to participate in short conversations and to exchange information related to a variety
of familiar topics and some unfamiliar topics.
2. Give and follow a series of oral and written directions, commands, and requests for participating in
age- and level-appropriate classroom and cultural activities in familiar and some unfamiliar situations.
3. Use appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language in familiar and some unfamiliar situations.
4. Ask and respond to factual and interpretive questions of a personal nature, on school-related topics,
and on some unfamiliar topics and situations.
5. Engage in short conversations about personal experiences or events, topics studied in other content
areas, and some unfamiliar topics and situations.
C. Presentational Mode:
1. Synthesize information related to the cultural products, cultural practices, and cultural perspectives
associated with targeted culture(s) to create a multimedia-rich presentation on targeted themes to be
shared virtually with a target language audience
2. Dramatize student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
3. Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and
some unfamiliar situations.
4. Synthesize information found in age- and level-appropriate culturally authentic materials
5. Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as
evidenced through the cultural products and cultural practices associated with each.
IV. ESSENTIAL CONTENT AND ACTIVITES
See attached.
V. EVALUATION
Listening, speaking, reading and writing in a variety of modes will be considered to determine the final grade.
Assessments will include:
• Tests and quizzes that accompany the text
• Teacher-made achievement tests and quizzes
• Aural testing
• Oral testing in interpersonal and presentational modes
• Written evaluations in interpersonal and presentational modes
• Homework
VI. RESOURCES
Dime Dos D.C.Heath 1994
Novio robado EMC Publishing1984
El Ojo de Agua NTC 1989
La Catrina Scott Foresman Addison Wesley 1996
Madison School District
Spanish IV Scope and Sequence
Unit of
Study
Key Vocabulary/ Language in
Use
•
Vocab from story-Novio
robado
All preterite, imperfect
formations
Differences in use
Saber, conocer, poder,
querer y tener and special
meanings in the past.
Review of
past tenses
•
4-5 weeks
Sept-Oct.
•
•
Formation
and uses of
present
subjunctive
All verb formations:
• Regular
• Irregular
• --ie, --ue, of –er verbs;
• Do stem changing –ir verbs
last.
12 weeks
Oct-Dec.
Activities/Assessment/Project
Activities/Assessment/Project
• Flashcards
• Fill-in the blanks
• Writing sentences
• Dialogues/skits
• Retelling story
• Written tests
• Speaking activities
• Listening activities
• Songs
• Charades
• Flashcards
• Fill-in the blanks
• Writing sentences
• Dialogues/skits
• Retelling story
Cultural Connections
Cultural Connections
Mexico:
• Yucatán
• Important cities
• Customs.
Related Literature, Video, and
Related
Songs Literature, Video, and
Songs
Songs:
• La historia de Juan
• Eres mi religión
• El secuestro de la nena
Reader:
• El novio robado
• Moorish Spain
• Franco-Guernica
• Leyendas in Unit 5
Songs:
•
•
•
•
•
Mi primer millón
Quizás
Ojalá que llueva café
A Dios le pido
El 11 de marzo
Unit of
Study
Cont. from
previous
page
Key Vocabulary/ Language in
Use
Uses of subjunctive:
• Cue words: ojalá and quizás
• Recommendations,
• Emotion
• Doubt
• Impersonal
expressions(with
exceptions: cierto, seguro,
evidente,
• Antecendentes indefinidos
• Antecdentes negativos
• Superlativos
Vocabulary in Dime unit 5
Activities/Assessment/Project
• Written tests
• Speaking activities
• Listening activities
• Writing cards
• Songs
• Charades
• Famous people project
Cultural Connections
Related Literature, Video, and
Songs
Famous People of Spanishspeaking world:
• Kahlo
• Rivera
• Dalí
• Picasso
• Botero
• Arias
• Perón
• Zapatero
• Calderón
• Miguel Hidalgo
• Juan Carlos
• Sofía
Videos:
• Moorish Spain
• Everything Under the Sun
Youtube:
• El 23 de febrero de 1981
• El 11 de marzo de 2004
Readings:
• Unit 5 Dime 2
Unit of
Study
Forms and
uses of
future 2
weeks
January
Forms and
uses of the
conditional
Forms and
uses of
perfect
tenses
Género
Por vs Para
Key Vocabulary/ Language in
Use
•
•
•
•
Future formation
Uses with si clauses
Vocabulary in Dime 2
8.1 lectura
• Formation of condicional.
presente perfecto.
pluscuamperfecto.
• Uses isolated and then
combined in sentences and
paragraphs.
• Género of words ending in—
ma, --pa, --tud, --ie
• Uses of para: use, purpose,
destination, comparación,
time limit in future.
Activities/Assessment/Project
Cultural Connections
Related Literature, Video, and
Songs
•
•
•
•
•
•
•
•
Flashcards
Fill-in the blanks
Writing sentences
Dialogues/skits
Retelling story
Written tests
Speaking activities
Listening activities
Argentina
• Gauchos,
• Tango
• Evita
• Guerra Sucia
• Mate
• Las Malvinas
Songs:
• Si tú te vas
• Un día normal
Video:
• Evita Perón
• Argentina
Youtube:
• Las Malvinas
• La Guerra sucia
Reading:
• Argentina, Dime 2 8.1
•
•
•
•
•
•
•
•
•
•
Flashcards
Fill-in the blanks
Writing sentences
Writing poems
Dialogues/skits
Retelling story
Written tests
Speaking activities
Listening activities
Learning proverbs
Costa Rica:
• Geography
• Customs
• Food
• Traditions
Reader:
• Ojo de agua
Video:
• Costa Rica
Songs:
• Es por ti
Unit of
Study
Key Vocabulary/ Language in
Use
(Cont. from
previous
page.)
Uses of por: in exchange for,
through, by means of, because
of, reason, cause,
Contrast of both por and para.
6 weeks
Jan- March
Vocabulary: Ojo de agua
Object
pronouns
Identification and use of: direct
and indirect objects.
Position in various verb forms.
Dime 2 Unit 6 vocabulary
4 weeks
March
Activities/Assessment/Project
•
•
•
•
•
•
•
•
Flashcards
Fill-in the blanks
Writing sentences
Dialogues/skits
Written tests
Speaking activities
Listening activities
Karaoke project
Cultural Connections
Related Literature, Video, and
Songs
Costa Rica and Ticos
Leyendas in Unit 6
Songs:
• Volverte a ver.
• Lo que me gusta a mí
Readings:
Dime 2 Unit 6
Unit of
Study
Key Vocabulary/ Language in
Use
•
Formation
and use of
mandatos
4 weeks
April
•
•
Formation of formal and
informal commands.
Positive and negative
commands
Combining commands
with object pronouns,
Activities/Assessment/Project
•
•
•
•
•
•
•
Flashcards
Fill-in the blanks
Writing sentences
Dialogues/skits
Written tests
Speaking activities
Listening activities
Cultural Connections
Related Literature, Video, and
Songs
México:
• Geography
• Traditions
• Places of interest,
• Famous people
Reader:
Un verano misterioso
Videos:
Mexico
Songs:
Guadalajara Miente
Project: Students teach the
others how to do something
Selfexpression
controlling
all tenses
6 weeks
May-June
Passive voice
Short adjectives
Control of all studied tenses
Unit 7 vocabulary
•
•
•
•
•
•
•
Flashcards
Fill-in the blanks
Writing sentences
Dialogues/skits
Written tests
Speaking activities
Listening activities
Project:
• Write an original leyenda
México:
• Leyendas
• History
Arte:
• Diego Rivera
Video: La Catrina
Readings: Dime 2 Unit 7