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Spanish 4

Course Title: Spanish 4 Grade Level:

Course offered at the following schools:

Revised May 28, 2019 to reflect CDE 2020 Standards

Weld County School District 6- Greeley Evans

Division of Academic Achievement1025 Ninth Avenue, Greeley, CO, 80631

2019-2020Curriculum Guide

MissionEngage, Empower, Inspire

District 6 provides every student with a personalized, well-rounded and excellent education in a safe, caring environment.

Vision

District 6 educates today’s students in partnership with families and communities to

succeed in tomorrow’s world.

Standard 1. Communication Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

Standard 2. Cultures – Intercultural CommunicationInteract with cultural competence and understanding.

Standard 3. Connections Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.

Standard 4. Comparisons Develop insight into the nature of language and culture in order to interact with cultural competence.

Prepared Graduate Statements:

1. Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings and opinions (interpersonal mode).

2. Understand, interpret and analyze what is heard, read or viewed on a variety of topics (interpretive mode).

3. Present information, concepts and ideas to inform, explain, persuade and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers (presentational mode).

4. Use the language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures studied.

5. Use the language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures studied.

6. Build, reinforce and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

7. Access and evaluate information and diverse perspectives that are available through the language and its culture(s).

8. Use the language to investigate, explain and reflect on the nature of language through comparisons of the target language and the student's own language.

9. Use the language to investigate, explain and reflect on the concept of culture through comparisons of the culture(s) and the student's own culture.


District Curriculum Resources Textbooks and Electronic Resources

CDE 2020 World Languages Proficiency Ranges:


Course: Novice- Low Novice- Mid Novice- High

Intermediate- Low

Intermediate- Mid

Intermediate- High

Advanced- Low

Spanish 4 íQué chévere! Book 3, Units 3, 4, 5)

íQué chévere! Book 3, Units 6, 7, 8)

Assessments●

Contact Information

World Languages Coordinator- Brooke Frarck [email protected]

K8’s

Middle Schools

High Schools Patricia Muro [email protected]

Attach last year’s guide here & make modifications as needed

Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 1 ¡Qué Chévere! Level 3 Book


Curriculum Guide Unit: 3A

Timeline:

Enduring Concept:

Proficiency Range: Vocabulary

Grammar

Culture

Inquiry Questions: ¿Cómo se manifiesta la historia de un país en su cultura actual?

Assessments Evidence Outcomes

Instructional Plan:

Communication:

Cultures - Intercultural Communication:

Connections:

Comparisons:

Scope & Sequence of Unit


Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 1 ¡Qué Chévere! Level 3 Book Curriculum Guide Unit: 3BTimeline:

Enduring Concept:


Grammar

Culture

Inquiry Questions: ¿Cómo se manifiesta la historia de un país en su cultura actual?


Instructional Plan:

Communication:


Connections:

Comparisons:



Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 1 ¡Qué Chévere! Level 3 Book Curriculum GuideUnit 4A: Menos conflicto y más comunicación.El blog de Julian-mis amistades. El blog de Maritza: ¿Quién no comete errores?Timeline: 2.5

Enduring Concept: Students will gain an understanding of how culture is diffused within and out of a country with a special focus on Puerto Rico. Students will familiarize themselves with variations in expression of feelings/apologies and descriptions of and toward others.

Grade Level Expectations (GLE) Mid-High Level

Vocabulary: - Descriptions - Feelings- ApologiesGrammar:- Repaso rápido-más sobre verbos y pronombres- Los complementos directos e indirectos en una misma oración- Repaso rápido-Los participios pasados y el pretérito perfectoLa posición del adjetivo y su significadoCulturePuerto Rico: La isla de varias culturas. La clave musical de Puerto RicoReading-Informational:¿Cómo se comunican los adolescentes?

Inquiry Questions:¿Cómo se difunde la cultura dentro y fuera de un país?

Assessments Evidence OutcomesAssessments:

Formative classroom assessments.

I can:-describe friends, their feelings and personalities-use double object pronouns correctly-discuss Puerto Rican culture on and off the Island-describe difficulties in friendships and relationships-talk about what has taken place using the present perfect-use adjectives correctly depending on their position in the sentence-describe how teenagers communicate today

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources Cooperative Learning Activity:Working in groups students will research tourism in Puerto Rico (El Yunque, Viejo San Juan, El Morro, Ponce, Isabella, etc.) Students will


prepare a poster describing the place’s key features, tourism and other information. Create informational posters. Interpersonal Cooperative LearningStudents will work in small groups to create a list of places that have been discussed. Students will imagine that they visited a place of their choice and then they will take turns choosing a place and telling things that they have done there.Connections: Ecology and Life SciencesStudents will work in small groups and research the flora and fauna of El Yunque. They will choose a species to investigate (nombre, carácteristicas, habitát, conservación, datos interesantes) and will make an oral presentation.Documentary: El Cuarto MisteriosoEssential Instruction 164-184

Greeley-Evans School District Grade 10-12 Spanish 4 Semester 1 ¡ Qué Chévere! Level 3 Book Curriculum GuideUnit 4B Menos conflictos y más comunicación : ¿Cómo tratas a tu familia? Por tu teléfono.Timeline: 3 weeks

Enduring Concept: Students will gain an understanding of how culture is diffused within and out of a country with a special focus on the Dominican Republic.Students will explore culture through family relationships and the role of Culture on tasks such as

giving orders, giving advice and using the phone. Grade Level Expectations (GLE)

Mid-High levelVocabulary:Family RelationshipsGiving orders and adviceUsing the phoneGrammar:Los mandatos negativos informalesLos usos de la preposición aEl imperfecto progresivoCulture:Embajadores dominicanos de renombreDonde los jóvenes les susurran a las ballenasReading-Literary WorkDos Palabras de Isabel Allende

Inquiry Questions:¿Cómo se difunde la cultura dentro y fuera de un país?


Summative Unit 4 AssessmentsI can:-describe feelings and relationships with family members-tell others what not to do using negative informal commands-use the preposition a correctly -talk about famous people from the Dominican Republic


-describe youth programs that have their roots in the Dominican Republic-communicate by phone in Spanish-describe on-going past actions using the past progressive-read and discuss a poem by Julia de Burgos

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources Communication Interpersonal/Presentational Cooperative Groups: Groups will write a description of el papá or la mamá ideal from the point of view of a teenager and present to the class. Students will work with a partner to write 4 lists of negative tu commands: 3 things that a parent would say to a small child,teenage son or daughter. They would will write 3 things that a child would say to their parent and three that they would say to a pet dog. Pairs will read to class and the class will guess for whom the negative command is intended.Culture: Practices & Perspectives: Students will work in groups to research statistics and information about families from Spanish speaking countries: average size, at what age children begin to live on their own, etc. Students will present findings to classProject Based Learning:Para concluir- ¡Manos a la obra! Students will write and present a skit that reflects intergenerational situations focused on the use of social media and/or technology En Resumen: Graphic Organizer: Students will use the graphic organizer on page 207 to answer the Essential Question: ¿Cómo se difunde la cultura de un país dentro y a otro país? Essential Instruction Pages 186-209

Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 1 ¡Qué Chévere! Level 3 Book Curriculum Guide Unit: 5A

Timeline:

Enduring Concept:


Grammar

Culture

Inquiry Questions:¿Cómo se transportan las personas en otros países y adónde van?


Instructional Plan:


Communication:


Connections:

Comparisons:


Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 1 ¡Qué Chévere! Level 3 Book Curriculum Guide Unit: 5B

Timeline:

Enduring Concept:


Grammar

Culture

Inquiry Questions: ¿Cómo se transportan las personas en otros países y adónde van?


Instructional Plan:


Communication:


Connections:

Comparisons:


Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 2 ¡Qué Chévere! Level 3 Book Curriculum Guide Unit: 6A

Timeline:

Enduring Concept:


Grammar

Culture

Inquiry Questions: ¿Por qué viaja la gente a otros países?


Instructional Plan:


Communication:


Connections:

Comparisons:


Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 1 ¡Qué Chévere! Level 3 Book Curriculum Guide Unit: 6B Enduring Concept:


Timeline: Proficiency Range: Vocabulary

Grammar

Culture

Inquiry Questions: ¿Por qué viaja la gente a otros países?


Instructional Plan:

Communication:


Connections:

Comparisons:


Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 2 ¡Qué Chévere! Level 3 Book Curriculum Guide Unit: 7A Enduring Concept:


Timeline: Proficiency Range: Vocabulary

Grammar

Culture

Inquiry Questions: ¿Cómo se relaciona la comida que se consume en un país con su cultura?


Instructional Plan:

Communication:


Connections:

Comparisons:


Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 2 ¡Qué Chévere! Level 3 Book Curriculum Guide


Unit: 7B

Timeline:

Enduring Concept:


Grammar

Culture

Inquiry Questions:¿Cómo se relaciona la comida que se consume en un país con su cultura?


Instructional Plan:

Communication:


Connections:

Comparisons:


Greeley-Evans School District 6 Grade 10-12 Spanish 4 Semester 2 ¡Qué Chevere! Level 3 Book Curriculum Guide


Unit 8A: La Salud En la clínica ¿Qué me va a recetar? : Timeline: 2 weeks

Enduring Concept: Students will gain an understand of the role that Culture plays on Health matters with a focus on Guatemala and traditional Mayan natural health remedies.

Grade Level Expectations (GLE) Mid-High Level Vocabulary:Emergencies at a clinic -Parts of the bodyAt the hospital -SymptomsRemediesGrammar:Repaso rápido-El verbo dolerLos tiempos compuestos: El futuro perfecto y el condicional perfectoExpresiones con hace/hacía queCulture:La salud en Guatemala: Antes y ahora medicina tradicional mayaReading-InformationalLa Naturaleza también sana

Inquiry Question: ¿Qué se hacía en el pasado para mantenerse saludable y qué se hace en la actualidad?

Assessments Evidence Outcomes Formative classroom assessments.

I can:describe minor accidents and a visit to the emergency room-use doler to talk about what hurts-use the future perfect tense to talk about events that will have happened-use the conditional perfect to talk about events that would have happened-talk about current and ancient health practices in Guatemala-describe symptoms and remedies of common illnesses-use hace and hacia que to talk about how long something has/had been going on-talk about natural cures for ailments and illnesses

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources Cooperative Learning Activity: Students will work in groups to research 1 of 7 major archaeological sites. They will produce a visual to present to the class (name, location, meaning, rulers, population, monuments, architecture and historical highlights. Students continue watching the documentary: El Cuarto MisteriosoCommunication Interpersonal/Presentational Cooperative GroupsStudents will work in groups to talk about how their life would have been difference had they grown up in a Spanish speaking country. They will choose a country. They will make a list of 5 differences and share them with the class.

Critical Thinking: Analyzing and Comparing: After discussing the specialists mentioned in the Unit students will compare to those available in the United States and in our community. They will use a Venn Diagram to illustrate differences and commonalities

Essential Instruction Pages 364-382


Greeley-Evans School District 6 Grade Spanish 4 Semester 2 ¡Qué Chévere! Level 3 Book Curriculum GuideUnit 8B: La Salud ¿Qué haces para mantenerte en forma? La buena alimentación. : Timeline: 3 weeks

Enduring Concept: Students will develop a more global perspective on fitness andnutritional practices in Spanish-speaking countries while drawing comparisons to their own community and personal practices.

Grade Level Expectations (GLE) Vocabulary-Fitness-NutritionGrammarEl Imperfecto del subjuntivo con siRepaso rápido: Preposiciones y nombresPreposiciones seguidas de infinitivoCulture:Juegos del pasado: En forma en San Pedro SulaReading-Literary Work:La rana que quería ser una rana auténtica de Augusto Monterroso

Inquiry Questions: ¿Qué se hacía en el pasado para mantenerse saludable y qué se hace en la actualidad?


Assessments:Formative classroom assessments

I can:-discuss ways to stay fit-use si with the imperfect subjunctive to express hypothetical situations-talk about Mayan games-describe a program to promote exercise in Honduras-talk about a healthy diet-use prepositions with pronouns and infinitives-read and discuss a fable by Augusto Monterroso

Instructional PlanKey teaching and Learning Experiences that imbed 21 st Century Skills + Resources Cooperative Learning Activity: Students will work on a jigsaw activity to discuss Rigoberta Menchu’s early life, struggles, Nobel Prize, presidential campaign and continued contributions. Groups will present their sections to the class. Interpersonal/Cooperative Groups: Students will respond to a prompt: Si tuviera un millón de dólares. In groups students will respond to how they would spend the money. Cooperative Activity: Students will research from a list of famous people from Guatemala and will discuss their contributions to


Guatemala and/or the world.Connections: Students will work in pairs to find health related brochures in Spanish in our (Greeley) community. They will then create their own brochures that health matters-Eating Breakfast-Maintaining a healthy lifestyle-Eating Habits, etc.Culture: Students will bring cans/packages etc of Latin American foods. Students will work in pairs to analyze each foods’s nutritional value in terms of carbohydrates, fats, protein, calcium and so on.Project Based Learning: Para Concluir-Manos a la obra!Students will work on a skit in which they address how they would administer medical treatment to a situation (page 405). Students will choose to answer either from a mayan perspective or from a Western medical perspective.En Resumen-Graphic Organizer Page 405 Essential Instruction Pages 384-407


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