Page 1 of 7 Spanish 4 Curriculum Guide

Transcription

1 10 th through 12 th Grades Spanish 4, Chapter Para Empezar (green book) Curriculum Guide Theme: Tu vida diaria School and non-school daily activities; Días especiales Weekend activities and special events/celebrations Inquiry Questions: What issues are important in the lives of youth? Timeline: High School 2 ½ weeks Vocabulary: (Section 1) daily activities; household chores; errands (Section 2) entertainment; special events and celebrations; television and movies; travel Grammar: (Section 1) present tense of irregular verbs; present tense of stem-changing verbs; reflexive verbs (Section 2) verbs that conjugate like gustar; possessive adjectives -Talk about school and non-school daily activities -Describe your day before and after school -Talk about weekend activities -Describe special events and celebrations -Prepare and deliver an oral presentation about your daily activites -Write a presentation about activities in your community Realidades 3 test bank, chapter Para Empezar -Daily activities of young people in Spain -Skiing in Bariloche, Argentina Resources: Realidades 3, chapter Para Empezar; Internet; Page 1 of 7

2 10 th through 12 th Grades Spanish 4, Chapter 1 (green book) Curriculum Guide Theme: Días inolvidables Memorable outdoor experiences and competitions Camping and weather; Athletic events and competitions Inquiry Questions: How do outdoor experiences affect our lives? Timeline: High School 5 ½ weeks Vocabulary: (Section 1) hiking objects, activities, and perils; weather (Section 2) getting ready for an athletic or academic competition; emotional responses to competition; awards and ceremonies Grammar: (Section 1)(Repaso) preterite verbs with the spelling change i > y; (Repaso) preterite of irregular verbs: tener, andar, estar, poder, poner, saber, venir, decir, and traer; (Repaso) preterite of verbs with the spelling changes e > i and o > u (Section 2) (Repaso) the imperfect; the irregular imperfect: ir, ser, and ver; uses of the imperfect -Read about camping activities -Discuss the features of the natural environment -Communicate about camping equipment and activities -Talk about events in the past -Read about athletic events and other kinds of competitions -Talk about goals and prizes -Talk about school competitions -Describe a visit to a national park -Narrate an unforgettable experience in the past tense -Express your emotions with a partner regarding the outcome of an event -Retell the plot of the legend of Iztaccíhuatl y Popocatépetl Realidades 3 test bank, chapter 1 -Cultural perspectives on family outings -Matilde Pérez and her paintings -The pilgrimage to the Cathedral of Santiago de Compostela El Camino de Santiago in Spain -The legend of Iztaccíhuatl y Popocatépetl Resources: Realidades 3, Chapter 1; Internet; Page 2 of 7

3 10 th through 12 th Grades Spanish 4, Chapter 2 (green book) Curriculum Guide Theme: Cómo te expresas? How do you express yourself? Different artistic expressions and how to appreciate them Inquiry Questions: Why is it important to express oneself? Timeline: High School 5 ½ weeks Vocabulary: (Section 1) describing art and sculpture; tools for painting; describing what influences art (Section 2) musical instruments; describing dance; describing drama Grammar: (Section 1) (Repaso) the preterite vs. the imperfect; estar + participle (Section 2)(Repaso) ser and estar; verbs with special meanings in the preterite vs. the imperfect -Talk about the arts -Give an opinion about a work of art -Relate the arts to your own experience -Describe how people express themselves -Narrate events in the past -Talk about different forms of entertainment -Discuss some important artists of the Spanish-speaking world -Express your opinion about a dance, music, or theatre performance -Describe a work of art and present to class -Create a presention about Artista del Milenio -an artist, actor, singer p. 97 Realidades 3 test bank, chapter 2 -Music, dance, and art in the Spanish-speaking world -Artistic expressions and artists in the Spanish-speaking world -The art of Mexican artists Diego Rivera and David Alfaro Siqueiros -The origins of salsa -The Spanish zarzuela -The world of Francisco Goya Resources: Realidades 3, Chapter 2; Page 3 of 7

4 10 th through 12 th Grades Spanish 4, Chapter 3 (green book) Curriculum Guide Theme: Qué haces para estar en forma? What do you do to stay in shape? Health and nutrition Inquiry Questions: How is maintaining a healthy lifestyle similar and different in the United States and in Spanish-speaking countries? Timeline: High School 5 ½ weeks Vocabulary: (Section 1) nutrition; illnesses and pains; medicine; habits for good health (Section 2) exercises; getting and staying shape; health advice Grammar: (Section 1) (Repaso) affirmative and negative tú commands; (Repaso) affirmative and negative commands with Ud. and Uds. (Section 2) (Repaso) the subjuntive: regular verbs; (Repaso) the subjuntive: irregular verbs; (Repaso) the subjuntive with stem changing ar and er verbs -Talk about symptoms and remedies -Discuss eating habits -Explain cultural perspectives about health, physical fitness, and nutrition -Give advice -Listen and respond to a radio program -Speak about good eating habits -Create a presentation about Una vida más sana p Do a persuasive writing to encourage people to take up a healthy practice using the present subjunctive and commands Realidades 3 test bank, chapter 3 -The art of Rufino Tamayo -An advertisement -Healing plants in Latin America -Eating habits of Spanish teenagers -World Health Day -Physical education in Spain -Ancient sports in Mexico and Central America -Spanish and Latin American teen magazines Resources: Realidades 3, chapter 3; Page 4 of 7

5 10 th through 12 th Grades Spanish 4, Chapter 4 (green book) Curriculum Guide Theme: Cómo te llevas con los demás? How do you get along with others? Relationships with friends and family Inquiry Questions: What characteristics of friends and family are important in maintaining relationships? Timeline: High School 6 weeks Vocabulary: (Section 1) personality traits; interpersonal behavior; friendship (Section 2) expressing and resolving interpersonal problems; interpersonal relationships Grammar: (Section 1)(Repaso) the subjunctive with verbs of emotion; (Repaso) the uses of por and para (Section 2) commands with nosotros; possessive pronouns -Talk about friendships and describe personality traits -Distinguish between positive and negative personal qualities -Practice the subjunctive with verbs of emotion -Distinguish uses of por and para -Talk about conflicts and how to resolve them -Talk about friends and family relationships and express how you relate to friends and family -Express how you feel under certain circumstances -Read surveys -Explain what is needed to maintain friendships -Talk about family conflicts and how to resolve them -Create an illustrated ad to look for new school friends in Latin America or Spain -Write a composition about the relationships between two characters from a movie, story, or television program regarding things they have in common and how they are different Realidades 3 test bank, chapter 4 -Love and friendship celebrations in the Spanish-speaking world -Depictions of family life in the art of Carmen Lomas Garza and Pablo Picasso -Love expressed through the arts in the Spanish-speaking world -Spanish youth -Opinions of Mexican teenagers about family relationships -Cultural perspectives on dealing with friends and family Resources: Realidades 3, chapter 4; Page 5 of 7

6 10 th through 12 th Grades Spanish 4, Chapter 5 (green book) Curriculum Guide Theme: Trabajo y comunidad Jobs and volunteer work Jobs and job skills; interviewing techniques; volunteer work Inquiry Questions: How does volunteer work change your life? Timeline: High School 6 weeks Vocabulary: (Section 1) after-school work; describing a job (Section 2) volunteer activities; the benefits and importance of volunteer work Grammar: (Section 1) (Repaso) the present perfect; (Repaso) the past perfect (Section 2) the present perfect subjunctive; demonstrative adjectives and pronouns -Talk about ways of getting a job -Describe skills and abilities needed to perform a job -Review and practice the present perfect and pluperfect -Talk about volunteer work -Explain how you can help your community -Describe the skills and abilities needed to perform a job -Practice interviewing techniques in Spanish -Hold a class election on a presidential candidate -Write a letter convincing someone you are the best candidate for the job -Create a scrapbook featuring photos or illustrations of what professions or jobs they think their friends are going to have in the future Realidades 3 test bank, chapter 5 -The importance of finding a job or profession -the art of Rufino Tamayo -The meaning of work for young people in Latin America -The Hispanic Heritage Awards Foundation -Work as seen through the art of Diego Rivera -Hispanic contributions to American society -Why immigrants seek citizenship -Understand cultural perspectives on dealing with student jobs and volunteer work Resources: Realidades 3, chapter 5; Page 6 of 7

7 10 th through 12 th Grades Spanish 4, Chapter 6 (green book) Curriculum Guide Theme: Qué nos traerá el futuro? What does the future bring us? Careers, professions, and technology Inquiry Questions: What are the effects of technology in our lives? Timeline: High School 6 weeks Vocabulary: (Section 1) jobs and professions; qualities of a good employee (Section 2) technology; inventions; jobs in the future Grammar: (Section 1)(Repaso) the future; (Repaso) the future of probability (Section 2) the future perfect; (Repaso) the use of direct and indirect object pronouns -Talk about careers and professions -Talk about plans for the future -Explain the impact of science and technology on our lives -Examine different professions -Discuss technology changes -Create a Web page featuring items that have evolved throughout time and will continue to change in the future. -Prepare a speech regarding what future technological advances you will adapt for a school in 10 years Realidades 3 test bank, chapter 6 -Cultural perspectives on jobs and technology -Surrealism in art -Hispanic youth working in Washington, D.C. -Living arrangements about young people in Spain -the international baccalaureate program -Spanish and Latin American architects Resources: Realidades 3, chapter 6; Page 7 of 7