Spanish IV - North Brookfield Jr. / Sr. High School
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North Brookfield Jr/Sr High School Course: Hon Spanish IV Time Table 1-2 weeks Content/Skills 1. Dreams or reality personal expression personal discussion literary analysis guided composition present tense preterit tense passive voice with se Time Resources Encuentros Maravillosos pp1-19 “ El Otro” from El libro de arena by Jorge Luis Borges Jorge Luis Borges dreams reading strategies: noting verb forms directed writing strategies: dialogue tú vs. Ud. review of present tense regular, irregular, spelling-change and stem-changing verbs review of preterit tense regular, irregular, spelling-change and stem-changing verbs se impersonal to express passive voice translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 DOE Curriculum Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests compositions Suggested Table Content/Skills 2-3 weeks 2. The loss of a loved one personal expression personal discussion literary analysis guided composition imperfect tense present perfect tense pluperfect tense uses of ser and estar Resources Encuentros Maravillosos pp21-41 “ Un perro ha muerto” from El Jardín de invierno by Pablo Neruda Pablo Neruda personal losses reading strategies: noting tense usage to create images writing strategies: elementary odes skit: a dog’s perspective review of imperfect tense regular and irregular verbs review of preterit tense vs. imperfect tense verbs review of present perfect tense review of regular and irregular past participles pluperfect tense review uses of ser and estar translations Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests video-taped role play dialogues compositions Time Table 1-2 weeks Content/Skills 3. Personal idiosyncrasies personal expression personal discussion literary analysis guided composition reflexive verbs direct object pronouns indirect object pronouns double object pronouns verbs taking indirect object pronouns Resources Encuentros Maravillosos pp44-71 “ Viajes” from Historia de conopios y de famas by Julio Cortázar Julio Cortázar personal idiosyncrasies reading strategies: drawing on personal experiences to aide imagery writing strategies: using personal experiences to create imagery in the short story review of reflexive verbs review of direct object pronouns usage review of indirect object pronoun usage review of double object pronoun usage review of verbs using indirect object pronouns review uses of serand estar translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests Time Table Content/Skills 1-2 weeks 4. Reactions to parents’ expectations personal expression personal discussion literary analysis present subjunctive forms uses of the present subjunctive after verbs or expressions of will, negation and emotion present perfect subjunctive forms Resources Encuentros Maravillosos pp73-89 Nada menos que todo un hombre by Miguel de Unamuno Miguel de Unamuno reactions to parents’ expectations reading strategies: using action rather than description to reveal characters’ personality skit: the rebellious child review of present subjunctive review of present perfect subjunctive translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests video-taped role play dialogues Time Table 2-3 weeks Content/Skills 5. Experiences that define us personal expression personal discussion literary analysis guided composition future tense future perfect tense conditional tense conditional perfect tense se + indirect object pronoun to talk about unexpected events Resources Encuentros Maravillosos pp91-112 “ El niño al que se le murió el amigo” from Los niños tontos by Ana María Matute Ana María Matute experiences that define us reading strategies: changes in point of view to reflect growth skit: understanding of the generations future tense irregular future tense verbs probability of the present future perfect tense conditional tense conditional perfect tense se + indirect object pronoun to talk about unexpected events translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests video-taped role play dialogues Time Table 2-3 weeks Content/Skills 6. The real, the unreal and the absurd personal expression personal discussion literary analysis guided writing imperfect subjunctive pluperfect subjunctive Resources Encuentros Maravillosos pp113-132 “ La peste del insomnio” from Cien años de soledad by Gabriel García Márquez Gabriel García Márquez the real, the unreal and the absurd reading strategies: forming mental images from magic realism the imperfect subjunctive mood the pluperfect subjunctive mood translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests Time Table 2-3 weeks Content/Skills 7. Conflicts between generations personal expression personal discussion literary analysis commands uses of subjunctive Resources Encuentros Maravillosos pp133-154 Como agua para chocolate by Laura Esquivel Laura Esquivel reading strategy: voice, symbolism and magic realism commands the subjunctive after negative or indefinite antecedents the subjunctive after certain adverbial conjunctions translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests Time Table 2-3 weeks Content/Skills 8. Superstitions personal expression personal discussion literary analysis guided composition progressive tenses use of the infinitive por vs para Resources Encuentros Maravillosos pp155-177 “Romance de la luna, luna” from Obras completas by Federico García Lorca Federico García Lorca reading strategy: imagery and musicality of poetry writing strategy: personification of an element of nature the progressive tenses uses of the infinitive por vs para translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests Time Table Content/Skills 2-3 weeks 9. The extraordinary of family characteristics personal expression personal discussion literary analysis various uses of lo more uses of the subjunctive Resources Encuentros Maravillosos pp179-204 La casa de los espíritus by Isabel Allende Isabel Allende reading strategy: comparing various magic realisms using tone and attitude easily confused vocabulary with the same meaning in English false cognates lo que and lo cual lo + adjective more uses of the subjunctive translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests video-taped role play dialogues Time Table 2-3 weeks Content/Skills 10. Cultural diversity and tolerance personal expression personal discussion literary analysis guided composition prepositions prepositional pronouns subjunctive Resources Encuentros Maravillosos pp205-228 El Hablador by Mario Vargas Llosa Mario Vargas Llosa reading strategy: using vocabulary, narrative voice and universal themes to value literature writing strategy: writing a creation myth prepositions used with certain verbs prepositional pronouns subjunctive after indefinite expressions DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests Time Table 2-3 weeks Content/Skills 11. Stereotypes and social expectations personal expression personal discussion literary analysis guided composition adjectives and possessive pronouns comparatives and superlatives Resources Encuentros Maravillosos pp229-257 “Carta a un desterrado” by Claribel Alegría “Día de las madres” by Daisy Zamora “Soy un ser peligroso” by Antonio Curis Claribel Alegría Daisy Zamora Antonio Curis reading strategy: using tone to determine purpose writing strategy: writing a letter to one’s future children adjectives possessive adjectives possessive pronouns comparatives: equal and unequal superlatives translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests Time Table 2-3 weeks Content/Skills 12. Modern perspectives personal expression personal discussion literary analysis guided composition interrogative words exclamations demonstrative adjective demonstrative pronouns Resources Encuentros Maravillosos pp259-282 “Frankenstein: Una version política del mito de la maternidad” by Rosario Ferré “Insultos modernos: Reflexiones sobre un arte en decadencia” by Jorge Ibargüengoitia Rosario Ferré Jorge Ibargüengoitia reading strategy: point of view and identification with subject writing strategy: writing a satirical commentary interrogatives exclamations demonstrative adjectives demonstrative pronouns translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests Time Table 2-3 weeks Content/Skills 13. Life and death personal expression personal discussion literary analysis relative pronouns affirmatives and negatives Resources Encuentros Maravillosos pp283-298 “Rebelde” by Juana de Ibarbourou “En paz” by Amado Nervo Juana de Ibarbourou Amado Nervo reading strategy: use of tone via subject pronoun choice relative pronouns affirmatives and negatives translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests Time Table 2-3 weeks Content/Skills 14. Solidarity and solitude personal expression personal discussion literary analysis the true passive voice uses of the definite article gender of nouns: a summary Resources Encuentros Maravillosos pp299-323 “El ahogado más hermoso del mundo” from La incredible y triste historia de la cándida Eréndira y de su abuela desalmada by Gabriel García Márquez Gabriel García Márquez reading strategy: human solidarity passive voice uses of the definite article gender of nouns translations DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities tests Time Table 2-3 weeks Content/Skills Don Quijote personal expression personal discussion literary analysis Resources Aventuras del ingenioso hidalgo Don Quijote de la Mancha by Miguel de Cervantes DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities video-taped role play dialogues Time Table 2-3 weeks Content/Skills El Cid personal expression personal discussion literary analysis guided composition Resources El Cid: An adaptation in prose by Marcel C. Andrade El Cid, starring Charlton Heston and Sophia Loren DOE Curriculum Standard/Strand Communication: 1.16, 2.19, 3.12 Cultures: 4.8, 4.9, 4.10, 4.11, 4.13 Comparisons: 5.12, 5.14 Connections: 7.2 Communities: 8.2 Suggested Assessments/Activities teacher observation classroom participation classroom discussion listening comprehension activities written activities quizzes
