SPANISH 4
INTRODUCTION
The study of Spanish 4 presupposes the acquisition of the basic vocabulary of the content
areas of the previous levels. Students become more creative in their expressions through
consistent presentation, reentry and application of functions, vocabulary, and structures
through increased language exposure. The Curriculum will focus on students developing
proficiency in understanding the written and spoken language in formal and conventional
situations. Reading and writing continue to be reinforced. Students will gain confidence
to express themselves by constant practice and recreation of real-life situations in a
culture rich environment.
Students will
1. Engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
• Ask and answer pertinent questions in a variety of settings.
• Debate topics derived from readings, viewings and general class discussions.
2. Understand and interpret written and spoken language on a variety of topics.
• Provide feedback and commentary on presentations, excursions and guest
speakers.
• Read and report from literary texts:
- Stories from anthologies Album, Pasajes and Abriendo Paso.
- Drama production such as El delantal blanco, Federico García Lorca
- News articles and editorials from La Opinion
3. Present information, concepts, and ideas to an audience of listeners or readers
on a variety of topics.
• Present a rendition of an act or a scene taken from a play read in class.
• Interpret Spanish poetry, both in oral and written form.
• Write a lesson plan, create materials and teach AUSD elementary school children
basic Spanish.
• Research cultural topics to present individually and as a group.
4. Demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
• Analyze and discuss the cultural traditions of the major Spanish-speaking groups
of people who live and work in Southern California.
• Research problems that affect the citizens of the Spanish-speaking world with
special emphasis on Mexico and countries of ancestry of the students in class.
5. Demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
•
Identify the major cultural differences between the Spanish-speaking subgroups
of Peninsular Spain, Latin America, Caribbean and Central America:
Racial identities
Political groups
Food and pastimes
6. Reinforce their knowledge of other disciplines the study of Spanish.
• Analysis and discuss historical and political independence movements of South
America and Mexico as they affect citizens of the United States.
• Compare international trade policies that affect the United States.
7. Analysis and recognize cultural viewpoints through the study of a foreign
language and its culture.
• Listen to music and analyze the social-political aspects in themes such as
“narcotráfico” in “música nortena” and anti-imperialism, anti-colonism.
8. Demonstrate an understanding of the nature of language through comparisons
of the language and their own.
• Strengthen sentence fluency by comparing English paragraph development with
written work in Spanish.
9. Demonstrate an understanding of the nature of language through comparisons
of the language and culture studied and English.
• Hypothesize, research and support the underlying reasons for the disaffection
between Spanish-speaking countries in the hemisphere and the United States.
• Identify and dispel common stereotypes held by the Spanish-speaking people and
the people of the United States.
10. Use the language both within and beyond the classroom setting.
11. Show evidence of becoming life-long learners by using Spanish for personal
enjoyment and enrichment.
• Explore Spanish-speaking countries through independent reading and study.
• Travel to Spanish-speaking countries physically or through the Internet.