Spanish IV Syllabus Certificated Teacher: Date: 2015-2016

Desired Results

Course Title/Grade Level: Spanish IV

Credit: one semester (.5) X two semesters (1)

Estimate of hours per week engaged in learning activities Students will typically commit a minimum of 5 hours of class work per week.

Course Overview:

Course content builds vocabulary and knowledge of the Spanish-speaking world though authentic texts such as poetry and short stories. Video episodes introduce students to weather, geography and aspects of culture unique to Spain, Perú, and Argentina.

All five language competencies (speaking, listening, reading, writing, and culture) are addressed, and Washington state EALRs are followed. Daily activities include vocabulary review; listening to native speakers on audio and video recordings; writing practice and reading comprehension, and recorded, audio-blog conversations. Spanish IV also emphasizes composition, discussion and synthesis.

Enduring Understandings for Course:

• How to make formal commands/requests • Uses for the subjunctive mood • Climate and geography of Spanish-speaking countries

• Useful vocabulary for travel • Vocabulary for talking about and analyzing art and literature • Important Life Events in Spanish-speaking countries

• Characteristics of different literary forms- journalism, poetry, and prose • Climate and geography of Spanish-speaking countries • Detailed vocabulary for talking about geographical features • Vocabulary for talking about and analyzing art and literature

Instructional Materials

All learning activity resources are contained within the student online course. Online course is accessed via login and password assigned by the student’s school (web account) or emailed directly to student upon enrollment, with the login website address. No additional textbooks or materials are required, however, suggested support materials are:

• Spanish/English Dictionary

• 501 Spanish Verbs

• McGraw-Hill Online Learning Center:

http://glencoe.mcgraw-hill.com/sites/0078777844/student_view0/

Establish Goals:

• Understand the use and importance of the subjunctive mood.

• Understand and appropriately use the formal commands.

• Understand and accurately use por and para.

• Review uses of ser/estar

• Review irregular verbs in the preterite

Understandings:

• Accurate use of thematic vocabulary

• Contrast between the indicative and subjunctive moods.

• Accurate use of the conditional tense

• Accurate use of the pluperfect

• Accurate use of the past subjunctive

• History of Spain

• Colonization of Latin America

• Vocabulary used to discuss various literary devices used in poetry, prose and journalism

Essential Questions: How can we effectively use the subjunctive mood to imply possibilities, doubts and desire?

How did the history of Spain and the marriage of Fernando and Isabel affect the colonization of Latin America?

What were some aspects of culture and civilization in Latin America before the arrival of the conquistadores?

How does the literature and poetry of Spanish- speaking countries help us understand culture?

Students will know:

• How the subjunctive is used to express possibilities, doubts and desire.

• How to use the present perfect for completed actions.

• How to describe spatial relations.

• How to use the conditional and the past subjunctive to talk about hypothetical/contrary to fact situations.

• How to form the formal and informal negative commands

• Correct usage of the verbs ser and estar

• How to use verbs like gustar

• How how to read for comprehension and make inferences about unknown vocabulary Students will be able to:

Communicate effectively in the areas of:

1) Food and food preparation 2) Body parts 3) Sports and exercise 4) Injuries/Illness/Health 5) Needs and Possibilities (Subjunctive mood) 6) Life events 7) Analysis of literature and poetry 8) Geography, history and literature of Spain 9) Geography, history and literature of the países andinos 10) Geography, history, and literature of el cono sur

Evidence of Assessment

Performance Tasks:

• Formative Oral Assessments (Audio Blogs)

• Writing samples (Assignments and blogs)

• Grammar quizzes

• Summative projects (Unit Projects

Other Evidence:

• Self-assessments

• Online Vocabulary practice games

• Quizzes

Types of Learning Activities

Learning Activities:

Students will participate in a wide variety of learning activities in Black Board, including:

• vocabulary identification/recognition

• blogs

• audio blogs

• audio and video presentations

• reading comprehension activities

• Summarizing activities

• Self-assessments

• Performance tasks- presentations, etc

Direct Instruction Indirect

Instruction

Experiential

Learning

Independent Study Interactive

Instruction

Structured

Overview

X Mini

presentation

Drill & Practice X Demonstrations

Other (List)

Problem-based

Case Studies

x_Inquiry

Reflective

Practice Project

Paper

Concept

Mapping

Other (List)

Virt. Field

Trip

Experiments

_x Simulations

x Games

Field

Observ.

Role-playing

Model Bldg.

x Surveys

Other (List)

Essays

x_Self-paced

computer

_x Journals Learning Logs

Reports

Directed Study x Research

Projects

Other (List)

x Discussion Debates

_x Role Playing

Panels Peer Partner

Learning

Project team

Laboratory Groups

_Think, Pair, Share

Cooperative

Learning

Tutorial Groups

x Interviewing

x Conferencing

Other (List)

Learning Activities:

Semester 1:

Unit 1 “La Cocina Hispana”

Week 1 Complete Welcome Unit y Composición Diagnóstico, Pizarra Interactiva

Week 2 Vocabulario en Vivo preguntas de comprensión y Charlemos: Class Audio Blog ¿Cómo

preparas tu comida favorita?

Week 3 “Escribimos: Quieros que Luis…” y “Class Audio Blog: En la cocina”

Week 4 Evaluación: Contesta “En la cocina blog” y “Escribimos: Mandatos”

Week 5 “Unit 1 Evaluación de comprensión auditiva” y “Diálogo en Vivo preguntas de comprensión”

Week 6 “Cultura en Vivo: Tu reacción blog” y “Proyecto Final”

Unit 2 “¡Cuídate Bien!” Week 7 Pizarra Interactiva y “Preguntas de comprensión-Vocabulario en Vivo” Week 8 Charlemos- Class Audio Blog- el ejercicio y “Leemos: La vida activa y Buena Salud”

Week 9 Diálogo en Vivo Preguntas de Comprensión y Vocabulario Self-Check Quiz

Week 10 “ Unos Accidentes y en la sala de emergencia” y “El subjuntivo con expresiones

impersonales” y “Charlemos: El bien estar”

Week 11 “Escribimos-Como mantener la buena salud y”Evaluación del subj. En expresiones

impersonales” y “Médicos Sin Fronteras”

Week 12 “Lectura: La vida activa y la buena salud y blog” y “Proyecto Final: El entrenador”

Unit 3 “Los Pasajes de La Vida” Week 13 Pizarra Interactiva y “Práctica de vocabulario- cierta/falsa” Week 14 Subjuntivo en expresiones de deseos, “Class Audio Blog: Tus Amigos” y “Wiki: Nos

Quejamos de nuestros padres”

Week 15 “Escuchamos- Preguntas de comprensión”, “Diálogo en Vivo: Charlemos tu reacción”,

“Deberes-tus preferencias”

Week 16 Lectura Cultural “Celebraciones y Ritos de Pasaje Preguntas de comprensión” “Blog:

¿Cuál rito o pasaje es más importante para tí?

Week 17 “El hermano Ausente en la cena de Pascua preguntas de comprensión”

Week 18 “Composición Final: Tu reacción al poema”

Semester 2:

Unit 1 “España”

Week 1 View new vocabulary, read “La geografía”, participate in the “Audio Blog: la geografía”

watch “Bienvenidos a España” and answer “Bienvenida a España preguntas de comprensión”.

Week 2 Read “Cultura: Los Moros” and participate in “Audio Blog: Los Moros”, Read “Los Reyes

Católicos and participate in “Class Blog Los Reyes Católicos”

Week 3 Review the preterit and practice on Glencoe.com, “La Guerra Civil Española”,

Week 4 Watch “Invierno en el verano” and participate in the Audio blog, read “Periodismo:

Sobreviviente recuerda el bombardeo de Guernica, “Unidad 1: El lenguaje familiar”

Week 5 Watch “La tradición del café” and comprehension questions, Read El niño que se le murió el

amigo and participate in the “tu reacción” blog

Week 6 Read “La canción del pirata” and submit “Composición Final”

Unit 2 Los países andinos Week 7 Read “La geografía” and submit “Unit 2 Geografía: Buscando información” read “La época precolombina” do the comprehension quiz, and participate in “Unidad 2 Class Audio Blog: El

turismo”

Week 8 Watch “Bienvenidos a Perú”, participate in the blog and do the comprehension questions.

Read “La conquista”

Week 9 Watch “Un viaje por tren” and do the comprehension questions. Read “La colonización”.

Complete “Unidad 2: Un resumen”. Read

Week 10 Watch “Alfarería andina” and do comprehension questions. Read “Desde la independecia

hasta hoy” and watch the imperfect review video.

Week 11 Read “Unidad 2 Periodismo” and participate in the blog. Read “Unidad 2 Poesía” and

complete post-reading activity.

Week 12 Unidad 2 Proyecto final

Unidad 3 El cono sur

Week 13 Read “ La geografía” de Chile and Argentina, Answer “Unidad 3 ¿Chile o Argentina?” Read

“La geografía de Uruguay y Paraguay”, Watch “Bienvenidos a Argentina”

Week 14 Read “Evita Duarte Perón y su marido” and answer preguntas de comprensión. Review

“Gramática ser vs estar” and complete the quiz. Watch “Fiebre de fútbol” and participate in the Class

Audio Blog: el fútbol”

Week 15 Watch “el tango” and complete “Después de mirar el tango” comprehension questions. Week 16 Unidad 3 Periodismo- read article and participate in the class audio blog

Week 17 Read Los niños lloraban and answer “Después de leer” questions. Read the intro to

“Continuidad de los parques” and participate in the blog “Quién era Julio Cortázar”

Week 18 Finish reading Continuidad de los parques and Proyecto Final

National Standards Correlated to Glencoe Así se Dice Level 3 and 4

http://www.glencoe.com/correlations/PDFs/ASD%203%20National.pdf

Adapted from Understanding by Design Template available online and the Understanding by Design: Professional Development Workbook.

References: Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from http://www.ubdexchange.org/

Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.)