NEISD – Scope and Sequence
Semester Themes and Time Frame
Relaciones personales (+/-3 wks.)
El mundo del espectáculo (+/-3 wks.)
La diversidad humana (+/-3 wks.)
Las artes culinarias y la nutrición (+/-3 wks.)
Nuestra sociedad en crisis (+/-3 wks.)
Instruction Resources
CONEXIONES: COMUNICACIÓN Y
CULTURA
nd
2 Ed. Ancillaries (to include
transparencies, CDs and DVDs)
Supplemental materials Related rhymes and
songs Internet access (conjuguemos.com,
studyspanish.com, text companion website,
etc).
Spanish IV, Semester II
Grammar
 Perfect tenses (all)
 Past participles as adjectives
 Adjectives (agreement, form, position)
 Commands (all forms)
 Comparisons of equality and inequality
 Subjunctive vs indicative vs infinitive the uses of
the subjunctive in noun clauses, the subjunctive
with impersonal expressions, the subjunctive in
adverbial clauses, the imperfect subjunctive,
pluperfect subjunctive
 Conditional tenses
 Uses of se
Vocabulary Topics
 Relaciones personales
 El mundo del espectáculo
 Diversidad humana
 Las artes culinarias y la nutrición
 Nuestra sociedad en crisis
Suggested Chapters/Units
Conexiones Chapters 5-9
Assessment
Daily speaking/presentation assessment
Daily homework assessment Written essays
Oral and written quizzes/assessments Unit
Tests Projects Listening
quizzes/assessments
Language of Instruction
Teacher will use Spanish exclusively. Students will attempt to exclusively use Spanish.
TEKS/Student Expectations
1.A
Engage in oral and written exchanges of
learned material to socialize and to provide
and obtain information
Examples/Specifications
Responding orally, in writing, and through actions/gestures to spoken and
written sentences/prompts relating to vocabulary relating to:
NEISD – Scope and Sequence
Spanish IV, Semester II
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1.B
1.C
2.A
Demonstrate understanding of simple, clearly
spoken, and written language such as simple
stories, high-frequency commands, and brief
instructions when dealing with familiar topics
Present information using familiar words,
phrases, and sentences to listeners and
readers
Storytelling
Debate: Traditional
family vs. Modern
family
Create a video “How
to dance”(formal
commands)
Demonstrate an understanding of the
practices (what people do) and how they are
related to the perspectives (how people
perceive things) of the cultures studies
Retell a story from
the point of view of
another character
discuss theater productions
describe art work studied in and out of the classroom
research and write about various genres of music and
dance
writing and speaking about past actions, hopes, wishes and
emotions
retelling story plots
interpreting various genres of music, dance, and art
interpreting short stories
writing short story plots
communicating information about music, dance, art and
literature recently seen, read, and/or attended
use the vocabulary of the culinary arts & nutrition: New
World v. Old World products & food diversity
use of the vocabulary of social problems: terrorism, & the
effect of drugs and alcohol, & gang activity
use the vocabulary of personal relations
use reflexive constructions
use correct agreement, form, and position of adjectives
use the past participle and the present perfect tense
use the subjunctive and indicative in adjective clauses
use the future perfect and pluperfect tenses
use comparisons with nouns, adjectives, verbs, adverbs,
and superlatives
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Create a love letter to their “ideal” person
Research & present about the role of women in Hispanic
countries
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view a video depicting a cultural celebration and write a short
letter in the language describing it and explaining its origin
• explore the personal relations especially acts of good will
toward others through research in the community and in
other countries
• explore social relations in Spanish speaking communities
• the role of women in the Hispanic society
• Read about terrorism, the effect of drugs & alcohol and
view a depicting video about the effects of drugs &
alcohol and terrorism
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NEISD – Scope and Sequence
Spanish IV, Semester II
2.B
Demonstrate an understanding of the
practices (what people create) and how they
are related to the perspectives (how people
perceive things) of the cultures studies
Video production,
acting & writing the
script
Research
Debate about age
appropriateness of
the laws about
drinking and going to
war.
3.A
Use resources (that may include technology)
in the language and cultures being studied to
gain access to information
*Research projects
*debates
3.B
Use the language to obtain, reinforce, or
expand knowledge of other subject areas
*Research
*Compare/ Contrast
–essays &/ or
presentations
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produce a skit using culturally appropriate verbal and/or
non-verbal expressions such as gestures, greetings, and
idiomatic expressions
• compare the genres of music and dance in Spanishspeaking countries
• compare social conventions relating to family and the role
of women in Spanish speaking communities
• Create a script and represent a drama tic scene
• Research the role of women in the Hispanic society and
create a presentation
• Create a script and represent a drama tic scene
• Research the role of women in the Hispanic society and create a
presentation
• watch a travel video and prepare an oral report in the
language about a chosen place of interest (social studies
connection)
• research personality traits and what makes a good
conversationalist (psychology connection)
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watch a travel video and prepare an oral report in the language
about a chosen place of interest (social studies connection)
research personality traits and what makes a good
conversationalist (psychology connection)
compare social conventions relating to family and the role of
women (social studies and psychology connections)
research various genres of music and dance in a historical/social
context (social studies and music connections)
discuss arts and the impact that personal experiences and war
had on many of their works (fine arts and social studies)
compare differences between the present and past perfect
tenses (English connection)
NEISD – Scope and Sequence
Spanish IV, Semester II
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4.A
Demonstrate an understanding of the nature
of language through comparisons of the
student's own language and the language
studied
Compare/contrast
essays/presentations
about food diversity
and New World vs.
Old World foods,
nutrition
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4.B
Demonstrate an understanding of the
concept of culture through comparisons of
the student's own culture and the cultures
studied
Compare/contrast
Debates
compare various uses of adjectives (English connection)
compare uses of the subjunctive versus the indicative vs the
infinitive (English connection)
Music- Ritmos – Me enveneno de azules, "La monja enana,” El
cine
Art- Imágenes – Frida Khalo, Pablo Picasso and María
Izquierdo, Amalia Mesa-Bains
Literature- Páginas – Julia de Burgos, Isabel Allende, Ernesto
Cardenal
compare social conventions relating to family and the role of
women (social studies and psychology connections)
research various genres of music and dance in a historical/social
context (social studies and music connections)
discuss arts and the impact that personal experiences and war
had on many of their works (fine arts and social studies)
compare differences between the present and past perfect
tenses (English connection)
compare various uses of adjectives (English connection)
compare uses of the subjunctive versus the indicative vs the
infinitive (English connection)
examine a short passage to identify language conventions
which are different from those of English
• cite examples of phrases and idioms that do not translate directly from one
language to the other
• compare differences between the present and past perfect tenses
• compare various uses of adjectives
• identify classes in which racial prejudice is a topic.
• Identify racism in the Hispanic world
• Compare/contrast the role of women in the Spanish speaking countries
versus their role in other countries of the world
• use regular mail or e-mail to ask and answer questions with a native speaker
pen pal to compare human rights/environmental issues from the pen pal's
culture with similar issues in the students culture
• read an adapted or authentic text and create a derivative word tree for
selected verbs
• identify U.S. singers/songwriters of political protest
• compare and contrast various art works, styles of dance, and genres of
music
• explore/compare different attitudes toward life and self in different cultures
• Music- Ritmos – Me enveneno de azules, "La monja enana,” El cine
• Art- Imágenes – Frida Khalo, Pablo Picasso and María Izquierdo, Amalia
Mesa-Bains
NEISD – Scope and Sequence
Spanish IV, Semester II
• Literature- Páginas – Julia de Burgos, Isabel Allende, Ernesto Cardenal
4.C
Demonstrate an understanding of the
influence of one language and culture on
another
Debates
Research projects &
presentations about
famous female
heroes in Latin
America , and in the
fine arts
5.A
Use language both within and beyond the
school setting through activities such as
participating in cultural events and using
technology to communicate
Interviews in/out of
the classroom
Investigate
community services
on substance abuse,
gang graffiti and
CASA,
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Discuss trends in foods and recipes.
Discuss hypothetical situations
compare and contrast various art works, styles of dance, and
genres of music
• explore/compare different attitudes toward life and self in
different cultures
• Compare/contrast the role of women in the Spanish speaking
countries versus their role in other countries of the world
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identify U.S. singers/songwriters of political protest
• Identify classes in which racial prejudice is a topic.
• Identify racism in the Hispanic world
• Investigate and participate in community service activities in
the community in which Spanish is needed write and
present for an audience a play representing an original idea
• investigate and experience famous films by Spanish
speaking directors and actors
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create a letter and/or have a short conversation about
topics such as entertainment or community with speakers of
the language
research in the community and in other countries and
through participating in a community service activity
create a letter to the editor in the target language regarding
terrorism or environmental issue in a Spanish Speaking
country.
Investigate and participate in community service activities in
the community in which Spanish is needed
write a love letter to who an “ideal” person for them is
write and present for an audience a play representing an
original idea
investigate and experience famous films by Spanish
speaking directors and actors