SPANISH IV
2009-2010
CURRICULUM
COURSE DESCRIPTION
Spanish IV provides instruction furthering students’ understanding and appreciation of other cultures by immersing them
into the language, the history, and the pop culture. Students will also continue in their studies of grammar and vocabulary
(with necessary reviews) pertinent to a variety of situations and topics.
COURSE OBJECTIVES
By the completion of Spanish IV, students will have completed approximately four partial units in the newly
adopted textbook ¡Avancemos 4!, as well as separate units on Spanish artists, the Spanish Inquisition,
animals/nature and the making of piñatas. Students should be able to:
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Utilize vocabulary to talk about animals, professions, and nature; answer questions for oral
interviews; correctly use direct and indirect object pronouns together; contrast the uses of estar vs.
ser and por vs. para; exchange e-mail in Spanish; and describe the wildlife we will see at the zoo.
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Contrast the preterite and imperfect tenses; discuss sports and events in the past; make use of
vocabulary to describe leisure activities; form comparisons of equality and inequality; and recognize
various prepositional phrases.
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Discuss fact versus fiction in light of the Inquisition; give examples of the techniques used to
convert the Jews and Moors; explain the reasoning behind the Inquisition and the main people
responsible for its practices; recognize its effects on the modern Hispanic world; give examples of
other important historical Spanish events.
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Make plans for a trip and check-in at an airport; talk about their vacation and airline travel; utilize
past participles, present perfect, and past perfect tenses; express wishes and concerns about
traveling; and correctly form future and conditional tenses.
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Construct their own authentic piñata; accurately describe each step involved in the formation of a
piñata; and discuss the history and uses of piñatas in Hispanic culture.
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Describe various forms of art, music, sculpture, and literature; utilize the future and conditional
perfect tenses; use idiomatic expressions; and define the passive voice.
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Identify some of the principal painters from the Hispanic world; discuss the timeline and style of
certain Spanish painters; and tell about the life and development of each painter; recognize and
describe their works of art; interpret the message from a work of art; and give an opinion about a
piece of artwork.
ESSENTIAL QUESTIONS
Why study a foreign language?
What “real world” benefit does the study of Spanish have?
How has Spanish culture influenced American society and vice versa?
What is the relationship between Spanish and English vocabulary and grammar?
INDIANA STATE STANDARDS
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Standard 1: Communications – Write and speak in a language other than English
Standard 2: Communications – Interpret information in a language other than English
Standard 3: Communications – Present information in a language other than English
Standard 4: Cultures – Develop awareness of other cultures
Standard 5: Connections – Make connections to other content areas
Standard 6: Connections – Access and connect information through various media
Standard 7: Comparisons – Investigate the nature of language and culture
Standard 8: Communities – Become an active global citizen by experiencing languages and cultures
in multiple settings
DESIRED RESULTS
Students will be able to:
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Engage in written and spoken conversations on a variety of topics
Interpret written and spoken language on a variety of topics
Present to an audience of listeners or readers on a variety of topics
Examine, experience, and reflect on the relationships among the practices, products, and perspectives of the
cultures studied
Use the target language to expand their knowledge of and make connections among multiple content areas
Strengthen language proficiency and cultural knowledge by using current digital media and authentic
resources
Understand the nature of language and culture through comparisons of the languages and cultures studied and
their own
Use their knowledge of the target language and cultures both within and beyond the school setting for
personal enrichment and civic engagement
KEY TERMS AND CONCEPTS
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Similarities and differences between American and Hispanic cultures
Communality of the root meanings of words in various Latin-based languages
Ser vs. estar
Direct and indirect object pronouns
Por vs. para
Preterite vs. Imperfect
Comparatives and Superlatives
Prepositions
Past participles and their usage
Present perfect tense of regular and irregular verbs
Pluperfect tense
Conditional tense and its usage
Future tense of regular and irregular verbs
Future perfect tense
Conditional perfect tense
Surrealism vs. Cubism
APPLICATIONS OF TECHNOLOGY
TV with VCR and DVD players; computers with internet connection; CD players; music CDs; videotapes and
DVDs; textbook website (www.classzone.com); eEdition Online; @Home Tutor; United Streaming (if
available); and course-provided CDs, PowerPoints, and videos; laptop with LCD projector; Harmony student
record-keeping package.
UNITS OF INSTRUCTION (STATE STANDARDS)
For Spanish 4A
Unit 1 ...……Lesson 1: Professions
Lesson 2: Future plans
Unit 2 ...……Lesson 1: Sports
Lesson 2: Having a Good Time
Independent Unit........... The Spanish Inquisition and other historical Spanish events
For Spanish 4B
Unit 3 ...……Lesson 1: Going on Vacation/Traveling
Lesson 2: Animals/Nature
Independent Unit........... Making Piñatas
Unit 4 ...……Lesson 1: Art and Music
Lesson 2: Sculpture and Literature
Independent Unit........... Hispanic Artists and Their Works
COURSE ASSESSMENTS
STUDENT PRODUCTS FOR ASSESSMENT
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Chapter quizzes
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Chapter exams
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Oral presentations and skits
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Cultural projects
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Classroom participation
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Written translations
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Homework assignments
Worksheets
Teaching and their lesson plans from
the elementaries
Trimester final exam
TIMELINE
Spanish 4A
Week
1-4
5-8
9-12
Orientation to new text and materials, review past concepts throughout Lessons 1 and 2 of
Unit 1 and TPRS Vocab. (1.1, 1.6, 2.1, 2.2, 3.3, 4.2, 4.3, 5.1, 5.2, 6.1, 6.2, 7.1, 7.2, 7.5)
Unit 2 – Lessons 1 and 2: Sports and Having a Good Time and TPRS Vocab. (1.1, 1.2, 1.3,
1.6, 2.1, 2.3, 3.1, 4.6, 4.7, 5.1, 5.2)
Independent unit – Spanish History and the Spanish Inquisition….along with trimester
review and final (1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 5.1, 5.2, 7.2, 7.5, 8.2, 8.3)
Spanish 4B
Week
1-3
4-5
6-8
9-10
11-12
Unit 3 – Lesson 1 and 2: Going on a Vacation and Traveling and TPRS Vocab. (1.1, 1.6, 2.1,
2.2, 3.3, 4.2, 4.3, 5.1, 5.2, 6.1, 6.2, 7.1, 7.2, 7.5)
Independent unit – Making Piñatas (1.1, 1.2, 1.3, 1.6, 2.1, 2.3, 3.1, 4.6, 5.1, 5.2 )
Independent unit – Animals and Nature (1.1, 1.2, 1.3, 1.6, 2.1, 2.3, 3.1, 4.6, 4.7,
5.1, 5.2)
Independent unit – Hispanic Artists and their Works (1.1, 1.2, 1.3, 1.6, 2.1, 2.3, 3.1, 4.6, 4.7,
5.1, 5.2)
Unit 4 – Lesson 1 and 2: Art & Music and Sculpture & Literature….along with trimester
review and final exam (1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 5.1, 5.2, 7.2, 7.5, 8.2, 8.3)
COURSE MATERIALS: MAJOR TEXTS, PRINCIPAL MATERIALS AND FILMS
KEY TEXT:
¡Avancemos 4! - McDougal Littell, 2007 edition
SUPPLEMENTARY MATERIALS:
Hand-outs concerning the Spanish Inquistion
Various posters of famous Spanish works of art
501 Spanish Verbs
Spanish-English Dictionary
Eggspert Game
Jeopardy Game
* Parents should contact the teacher or department chair to discuss concerns with texts. If required, the teacher will
provide a substitute text of comparable length that approximates the stated academic purpose. Selected essays, short
stories, poems and articles will be used to teachers to augment major units.
COMMERCIAL FILMS/VIDEOS:*
Teachers may select from the following:
Trimester One
Film – “The Pit and the Pendulum” (excerpts only)
Film – “The History of the World, Part 1” (excerpts only)
Video – “Professor Parrot Teaches Spanish”
Video – “Do You Speak American?” (from PBS)
Trimester Two
Film – “Frida” (excerpts only)
Video – “Pablo Picasso”
Video – “Salvador Dalí”
Video – The Heritage of Flamenco
Video – “Do You Speak American?” (from PBS)
Film – “Pan’s Labyrinth”
OTHER FILMS/VIDEOS *
Trimesters One and Two
Home video of trip to Costa Rica
Home video of trip to Mexico
Home video of trip to Spain
* Please note that I will be incorporating the TPRS (Teaching Proficiency through Reading and Storytelling) system
of teaching into the curriculum this year. This may cause an adjustment to the order of units introduced throughout
the year.
** Also, due to being unaware of which trimesters I will have these students, things such as the animal unit and
piñata-making may have to be moved to fit the appropriate time frame!
*A parent may excuse his/her child from the viewing of a commercial film/video. The parent should contact the teacher or
Department Chair to discuss his/her concerns. The teacher will provide any excused student an alternative assignment of
comparable length that is relevant to the stated academic purpose.