MADISON PUBLIC SCHOOL DISTRICT
SPANISH V
Authored by: Elaine Davis
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 V 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 IV. Students improve their control of the past tense, the
subjunctive mood and learn to express their desires and recommendations via the imperfect 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 V Honors 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 V Honors, 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
Galeria de Arte y Vida Nivel Avanzado Adey/Albini Glencoe/McGraw Hill 1997
AP Test Prep Jay Duhl and Felipe Mercado EMC 2008
Graded Spanish Reader 3rd Edition DC Heath 1978
El Enredo EMC 1976
Marianela Benito Pérez Galdós Santillana
1991
La chica de los zapatos verdes Jordi Suris Santillana 1992
La Catrina II –Video series Scott-Foresman, 1990
Madison School District
Spanish V Scope and Sequence
Unit of
Study
September/
October
Three
stories with
grammar
review
Key Vocabulary/ Language in
Key
Use Vocabulary/ Language in
Use
• Food Vocabulary
• Letter writing
• Body parts
Activities/Assessment/Project
Activities/Assessment/Project
•
•
•
•
•
•
Imperfect/Preterite
review
Future/conditional
review
Future/Conditional of
Probability
Oral talks from BBC
mundo
National Spanish Exam
Listening portion
Composition:
Autobiography
Cultural Connections
Cultural Connections
•
•
•
•
•
Environment relation to
farming in Mexico
Migrant workers
Immigration difficulties
Legend of Peruvian
Conquest
French ceramics
Related Literature, Video, and
Related
Songs Literature, Video, and
Songs
• Galeria Hispánica:
Carta a Dios
• Reading of Cajas de
Carton
• Video El Norte
• Galeria Hispánica: El
Gato de Sèvres
• Pobre Juan – song from
Mana
Unit of
Study
November
December
Geography
of Spain
Key Vocabulary/ Language in
Use
•
•
•
•
Regions, rivers, cities
and mountains of Spain
Vocabulary related to
culture of Spain
Articles in the house
Holiday culture of
Mexico
Activities/Assessment/Project
•
•
•
•
•
Review of the present
subjunctive
Si clauses with present,
past and past perfect
tenses
Introduction of the
Imperfect subjunctive
Label Map of Spain
with rivers, regions,
cities and mountains
Oral presentation of
Barcelona points of
interest
Cultural Connections
•
•
•
Map of Spain
Barcelona cultural
attractions
Las Posadas
Related Literature, Video, and
Songs
•
•
•
•
•
•
•
El Enredo
Song – Uno de enero
dos de febrero
Flor de Nochebuena
You Tube video of Las
Posadas mexicanas
La Posada song
Video of the running of
the bulls with Geraldo
Rivera
Powerpoint
presentations of houses
in Barcelona
Unit of
Study
Key Vocabulary/ Language in
Use
•
January/
February/
Gil Blas
History of
Spain
•
Vocabulary of novel
Gil Blas
Adverbial Clauses
Activities/Assessment/Project
•
•
•
•
•
•
Read and discuss novel:
Gil Blas
Review for January
midterm exam
Powerpoint reports on
history of Spain
AP Test Prep: Spanish:
Tape and reading
selection
AATSP Quia website:
National Spanish Exam
Worksheets and
assessments for
Adverbial clauses
Cultural Connections
•
•
The Picaresque Novel
History of Spain from
Altamira cave paintings
to current day
Related Literature, Video, and
Songs
• Gil Blas
• Artists works of
Velazquez, Goya, El Greco,
Picasso
Unit of
Study
March/
April
Verbs with
preposition
s
Por/para
Marianela
Chica de
los Zapatos
Verdes
Key Vocabulary/ Language in
Use
•
•
•
•
•
•
•
List of verbs requiring
prepositions
Usage of por and para
Vocabulary of
comprehension of
Marianela
Vocabulary of
comprehension of Chica
de los zapatos verdes
Members of the family
vocabulary
Passive voice
Accents
Activities/Assessment/Project
•
•
•
Quizzes and tests on the
use verbs and
prepositions required
Assessment on por and
para usage
NSE quia exercises
Cultural Connections
•
•
Asturias and the time of
Galdós
Barcelona
Related Literature, Video, and
Songs
•
•
•
Marianea – Benito Perez
Galdós
La chica de los zapatos
verdes
Video of Marianela
Unit of
Study
May/June
Regions of
Spain
La Catrina
Parte II
Final Exam
Review
Key Vocabulary/ Language in
Use
•
•
Sites of interest,
products and foods of
the Spanish regions
Vocabulary of La
Catrina – video series in
Oaxaca, Mexico
Activities/Assessment/Project
•
•
Powerpoint project on
regions of Spain
Guides review for the
Final exam
Cultural Connections
•
•
17 regions of Spain
Oaxaca, Mexico and the
historic ruins nearby
Related Literature, Video, and
Songs
•
Video series – La
Cartina: Part II