COURSE TITLE: Spanish 4 Honors 

  

LENGTH: One Year 

  

DEPARTMENT: World Language  

  

SCHOOL: Rutherford High School 

  

   

Revised:  2017 

   

  

APPROVED: April 24, 2017   

SPANISH 4 HONORS 

I. Introduction  This course has been designed to re�ect the philosophy and goals found in the New Jersey Student Learning Standards for World Languages. The focus of the course is to provide students with the skills they need to create language for communication. The students continue their study of Spanish from the introduction of new material, through reinforcement, evaluation and review, presentations, exercises and activities, all of which are designed to span all four language skills. Culture is integrated throughout the course.  This course is designed to meet the needs of students (grades 11-12) who are interested in the advanced study of Spanish grammar, conversation, literature, history, and culture.  

II. Objectives  Emphasis will be placed on more sophisticated grammatical constructions, idiomatic expressions, composition, and conversation. The student will strive for �uency in oral expression, will continue reading Spanish literature, current newspapers and magazines, and will develop an understanding of and a respect for people whose way of life, value system, and attitudes are di�erent from one’s own. New Jersey Student Learning Standards for Social Studies (2014)  

                                                    http://www.nj.gov/education/cccs/2014/wl/ 

 

Standard 7.1 

World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.   

Technology http://www.state.nj.us/education/cccs/2014/tech/  

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.12.A.2 

B. Creativity and Innovation 8.1.12.B.1 

C. Communication and Collaboration 8.1.12.C.1 

D. Digital Citizenship 8.1.12.D.4 

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E. Research and Information Literacy 8.1.12.E.2 

F. Critical Thinking, Problem Solving, and Decision-Making 8.1.12.F.2 

 

8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. A. Nature of Technology: Creativity and Innovation 8.2.12.A.1  

B. Design: Critical Thinking, Problem Solving, and Decision-Making 8.2.12.B.3 

C. Technological Citizenship, Ethics, and Society 8.2.12.C.3 

D. Research and Information Fluency 8.2.12.D.1 

E. Communication and Collaboration 8.2.12.E.1 F. Resources for a Technological World 8.2.12.F.1 G . The Designed World 8.2.12.G.1  

21st Century Life And Careers 

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. http://www.state.nj.us/education/cccs/2014/career/  9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION 

C . CAREER PREPARATION: 9.2.12.C.1, 9.2.12.C.2, 9.2.12.C.3, 9.2.12.C.4, 9.2.12.C.5, 9.2.12.C.6, 9.2.12.C.7, 9.2.12.C.8, 9.2.12.C. 

 Student Outcomes 

This course will address the four language skills of speaking, listening, reading and writing. In addition, the culture of Spanish-speaking countries will be discussed.  

1. Speaking a. modeling utterances after the teacher, tape activities and singing b. describing pictures, cartoons, etc. c. asking and answering questions   

  d. directed dialogues e. reading aloud f. retelling stories g. general conversation h. write and perform skits 

  i. oral presentations  2. Listening 

a. listening to the teacher 

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b. listening to tapes, videos and CD’s c. hearing other students d. listening to television and radio e. computer activities 

3. Reading a. �ash cards b. workbook exercises c. songs d. poems e. stories f. computer activities 

4. Writing a. workbook exercises b. games and puzzles c. completions d. guided compositions e. dictations f. computer activities g. picture prompts h. writing skits 

5.  Culture a. �lms b. pictures c. tapes and CD’s d. readings e. holidays and events f. people g. geography h. research projects i. trivia games 

  j. current events Course Outline 

The student will be able to communicate the following:   

a. identify and discuss some of the works of:   1) El Greco  

2) Velázquez  3) Goya 4) Picasso 5) Dalí 6) Kahlo 

b. discuss the poem  1) “El fusilamiento de la Moncloa” by Manuel Machado  c.  discuss some of these humorous short stories 1) “Una carta a Dios” by Gregorio López y Fuentes 

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2) “El gato de Sèvres” by Marco A. Almazán 3) “Signos de puntuación” by M. Toledo y Benito 

d. discuss some of these heroic short stories: 1) “El mensajero de San Martín” 2) “¡Viva Numancia!” 3) “Un héroe” 4) “Otro héroe” 

e. discuss some of these short stories by/about indigenous people of Latin America: 

1) “La yaqui hermosa” by Amado Nervo 2) “Rosa Leyes” by Alberto Cortez 3) “El indio” by Alberto Cortez 4) “Manuel” by Pedro Villa Fernández 5) “El nahual” by Rigoberta Menchú  

f. discuss some of these legends: 1) “El lago encantado”  2) “La vieja del candilejo” by Antonio Jiménez-Landi 3) “La camisa de Margarita” by Ricardo Palma 4) “La leyenda de Santo Domingo de la Calzada” 

g. discuss some of these emotion evoking short stories: 1) “El abanico” by Vicente Riva Palacio 2) “La pared” by Vicente Blasco Ilbánez 3) “El arrepentido” by Ana Maria Matute 4) “Hemos Perdido Aún” by Pablo Neruda 

h. discuss some of these short stories of land and liberty: 1) “Una esperanza” by Amado Nervo 2) ”Mejor que perros” by José Mancisidor 3) “Espuma y nada más” by Hernando Téllez 

i. discuss some of these poems and short stories about death: 1) “La lechuza by Alberto Gerchuno� 2) “En el fondo Del Caño Hay un Negrito by José Luis González 3) “Fuego Infantil” by Luis Palés Matos 4) “¿Soy yo quien anda?” by Juan Ramón Jiménez 

j. discuss some of these short stories about the whims of destiny: 1) “A la deriva” by Horacio Quiroga 2) “La cita” by Raquel Banda Farfán 3) “Papá propone” by Mamá Dispone 

k. discuss some of these short stories about women: 1) “Cartas de amor traicionado” by Isabel Allende 2) “Redondillas” by Sor Juana Inés de la Cruz 3) “La que comprende” by Alfonsina Storni 4) “¿Discriminación o simplemente tradición?”by María-Nieves Castillo 

de Hill l. discuss some of these short stories of fantasy and imagination: 

1) “El leve Pedro” by Enrique Anderson Imbert 

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2) “Un fantasma persisitente” Anonymous 3) “Borges y yo” by Jorge Luis Borges 4) “Continuidad de los parques” by Julio Cortázar 5) “La señorita Julia” by Ana Cortesi-Jarvis 

m. discuss some of these short stories of inspiration and hope: 1) “Hoy he nacido” by Amado Nervo 2) “Llénalo de amor” by Amado Nervo 3) “El obrero” by Alfonsina Storni 4) “Rima VII” by Gustavo Adolfo Bécquer 5) “Entrégate por entero” by Rafael Arévalo Martínez 6) “Camina siempre adelante” by Alberto Cortez 7) “Anoche cuando dormía” by Antonio Machado 

n. grammar ● use the present tense  ● use possessive adjectives and pronouns ● use correct noun-adjective agreement ● use demonstrative adjectives and pronouns ● use special conjunctions ● use re�ective verbs ● use direct and indirect commands ● use “ser” and “estar” correctly ● use the present participle ● use the present subjunctive ● use the passive voice ● use the personal “a” ● use the preterite tense ● use the preterite tense vs. imperfect tense ● use “por” and “para” ● use the perfect tenses ● use the future tense ● use the conditional tense ● use “saber” and “conocer” correctly ● use “estar” with the past participle ● use the imperfect subjunctive ● use the past perfect subjunctive ● use “mas,” “pero” and “sino” ● use object pronouns ● use “if” clauses ● use comparatives ● use negative words ● use relative pronouns ● forms adverbs ● use ordinal numbers ● idiomatic expressions/proverbs ● uses of in�nitive 

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● rules of accent marks    

Workplace Readiness As the students progress through the course, their communicative  competence will increase. They will be able to use Spanish both within and beyond the school setting. They will also be able to use Spanish as an ancillary skill in the workplace.  Career During the sequence of the Spanish program, the importance of the language is discussed in terms of career opportunities. The students will become aware of careers in business, education, international political a�airs, translation and interpretation.  

III. Pro�ciency Level The American Council on the Teaching of Foreign Languages (ACTFL) has developed the following generic guidelines for language pro�ciency in speaking, listening, reading and writing. The descriptions are intended to be representative of the ranges of ability, not exhaustive and all-encompassing, and to apply to stages of pro�ciency, rather than to achievement within a speci�c curriculum. A. Speaking 

1. Novice The Novice level is characterized by an ability to communicate minimally with learned material. 

2. Novice-Low Oral production consists of isolated words and perhaps a few high-frequency phrases. Essentially no functional communicative ability. 

3. Novice-Mid Oral production continues to consist of isolated words and learned phrases within very predictable areas of need, although quantity is increased. Vocabulary is su�cient only for handling simple, 

  elementary needs and expressing basic courtesies. Utterances rarely consist of more than two or three words and show frequent long pauses and repetition of interlocutor’s words. Speaker may have some di�culty producing even the simplest utterances. Some Novice-Mid speakers will be understood only with great di�culty. 

4. Novice-High Able to satisfy partially the requirements of basic communicative exchanges by relying heavily on learned utterances but occasionally expanding these through simple recombinations of their elements. Can ask questions or make statements involving learned material. Shows signs of spontaneity, although this falls short of real autonomy of expression. Speech continues to consist 

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of learned utterances rather than of personalized, situationally adapted ones. Vocabulary centers on areas such as basic objects, places, and most common kinship terms. Pronunciation may still be strongly in�uenced by �rst language. Errors are frequent and, in spite of repetition, some Novice-High speakers will have di�culty being understood even by sympathetic interlocutors. 

5. Intermediate The Intermediate level is characterized by an ability to create with the language by combining and recombining learned 

  elements, though primarily in a reactive mode; initiate, minimally sustain, and close in a simple way basic communicative tasks; and ask and answer questions. 

6. Intermediate-Low Able to handle successfully a limited number of interactive, task-oriented and social situations. Can ask and answer questions, initiate and respond to simple statements, and maintain face-to-face conversation, although in a highly restricted manner and with much linguistic inaccuracy. Within these limitations can perform such tasks as introducing self, ordering a meal, asking directions, and making purchases. Vocabulary is adequate to express only the most elementary needs. Strong interference from native language may occur. Misunderstandings frequently arise, but with repetition, the Intermediate-Low speaker can generally be understood by sympathetic interlocutors. 

7. Intermediate-Mid Able to handle successfully a variety of uncomplicated, basic and communicative tasks and social situations. Can talk simply about self and family members. Can ask and answer questions and participate in simple conversations on topics beyond the most immediate needs: e.g., personal history and leisure-time activities. Utterance length increases slightly, but speech may continue to be characterized by frequent long pauses, since the smooth incorporation of even basic conversational strategies is often hindered as the speaker struggles to create appropriate language forms. Pronunciation may continue to be strongly in�uenced by �rst language and �uency may still be strained. Although misunderstandings still arise, the Intermediate-Mid speaker can generally be understood by sympathetic interlocutors. 

8. Intermediate-High Able to handle successfully most uncomplicated communicative tasks and social situations. Can initiate, sustain, and close a general conversation with a number of strategies appropriate to a range of circumstances and topics, but errors are evident. Limited vocabulary still necessitates hesitation and may bring about slightly unexpected circumlocution. There is emerging evidence of 

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connected discourse, particularly for simple narrative and/or description. The Intermediate-High speaker can generally be understood even by interlocutors not accustomed to dealing with speaking at this level, but repetition may still be required. 

9. Advanced   The Advanced level is characterized by the speaker’s ability to:  

  converse in a clearly participatory fashion; initiate, sustain, and bring to closure a wide variety of communicative tasks, including those that require an increased ability to convey meaning with diverse language strategies due to a complication or an unforeseen turn of events; satisfy the requirements of school and work situations; and narrate and describe with paragraph-length connected discourse. Able to satisfy the requirements of everyday situations and routine school and work requirements. Can handle with con�dence but not with facility complicated tasks and social situations, such as elaborating, complaining, and apologizing. Can narrate and describe with some details, linking sentences together smoothly. Can communicate facts and talk casually about topics of current public and personal interest, using general vocabulary. Shortcomings can often be smoothed over by communicative strategies, such as pause �llers, stalling devices, and di�erent rates of speech. Circumlocution which arises from vocabulary or syntactic limitations very often is quite successful, though some groping for words may still be evident. The Advanced-level speaker can be understood without di�culty by native interlocutors. 

10. Advanced-Plus Able to satisfy the requirements of a broad variety of everyday, school, and work situations. Can discuss concrete topics relating to particular interests and special �elds of competence. There is emerging evidence of ability to support opinions, explain in detail, and hypothesize. The Advanced-Plus speaker often shows a well-developed ability to compensate for an imperfect grasp of some forms with con�dent use of communicative strategies, such as paraphrasing and circumlocution. Di�erentiated vocabulary and intonation are e�ectively used to communicate �ne shades of meaning. The Advanced-Plus speaker often shows remarkable �uency and ease of speech but under the demands of Superior-level complex tasks, language may break down or prove inadequate. 

11. Superior The Superior level is characterized by the speaker’s ability to:  participate e�ectively in most formal and informal conversations on practical, social, professional, and abstract topics, 

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support opinions and hypothesize using native-like discourse strategies. 

 Able to speak the language with su�cient accuracy to participate e�ectively in most formal and informal conversations on practical, social, professional, and abstract topics. Can discuss special �elds of competence and interest with ease. Can support opinions and hypothesize, but may not be able to tailor language to audience or discuss in depth highly abstract or unfamiliar topics. Usually the Superior level speaker is only partially familiar with regional or other dialectical variants. The Superior level speaker commands a wide variety of interactive strategies and shows good awareness of discourse strategies. The latter involves the ability to distinguish main ideas from supporting information through syntactic, lexical, and suprasegmental features (pitch, stress, intonation). Sporadic errors may occur, particularly in low-frequency structures and some complex high-frequency structures more common to formal writing, but no patterns of error are evident. Errors do not disturb the native speaker or interfere with communication. 

B. Listening These guidelines assume that all listening tasks take place in an authentic environment at a normal rate of speech using standard or near-standard norms. 1. Novice-Low 

Understanding is limited to occasional isolated words, such as cognates, borrowed words, and high-frequency social conventions. Essentially no ability to comprehend even short utterances. 

2. Novice-Mid Able to understand some short, learned utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends some words and phrases from simple questions, statements, high-frequency commands, and courtesy formulae about topics that refer to basic personal  information or the immediate physical setting. The listener requires long pauses for assimilation and periodically requests repetition and/or a slower rate of speech. 

3. Novice-High Able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends words and phrases from simple questions, statements, high-frequency commands, and courtesy formulae. May require repetition, rephrasing, and/or a slowed rate of speech for comprehension. 

  

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4. Intermediate-Low Able to understand sentence-length utterances which consist of recombinations of learned elements in a limited number of content areas, particularly if strongly supported by the situational context. Content refers to basic personal background and needs, social conventions, and routine tasks, such as getting meals and receiving simple instructions and directions. Listening tasks pertain primarily to spontaneous face-to-face conversations. Understanding is often uneven; repetition and rewording may be necessary. Misunderstandings in both main ideas and details arise frequently. 

5. Intermediate-Mid Able to understand sentence-length utterances which consist of recombinations of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions, and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and activities, and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous face-to-face conversations but also to short routine telephone conversations and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven. 

6. Intermediate-High Able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to di�erent times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not di�er signi�cantly from those of an Advanced-level listener, comprehension is less in quantity and poorer in quality. 

7. Advanced Able to understand main ideas and most details of connected discourse on a variety of topics beyond the immediacy of the situation. Comprehension may be uneven due to a variety of linguistic and extralinguistic factors, among which topic familiarity is very prominent. These texts frequently involve description and narration in di�erent time frames or aspects, such as present, non-past, habitual, or imperfective. Texts may include interviews, short lectures on familiar topics, and news items and reports primarily dealing with factual information. Listener is aware of cohesive devices but may not be able to use them to follow the sequence of thought in an oral text. 

8. Advanced-Plus Able to understand the main ideas of most speech in a standard dialect; however, the listener may not be able to sustain 

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comprehension in extended discourse which is propositionally and linguistically complex. Listener shows an emerging awareness of culturally implied meanings beyond the surface meanings of the text but may fail to grasp socio-cultural nuances of the message. 

9. Superior Able to understand the main ideas of all speech in a standard dialect, including technical discussion in a �eld of specialization. Can follow the essentials of extended discourse which is propositionally and linguistically complex, as in academic/professional settings, in lectures, speeches, and reports. Listener shows some appreciation of aesthetic norms of target language, of idioms, colloquialisms, and register shifting. Able to make inferences within the cultural framework of the target language. Understanding is aided by an awareness of the underlying organizational structure of the oral text and includes sensitivity for its social and cultural references and its a�ective overtones. Rarely misunderstands but may not understand excessively rapid, highly colloquial speech or speech that has strong cultural references. 

10. Distinguished Able to understand all forms and styles of speech pertinent to personal, social and professional needs tailored to di�erent audiences. Shows strong sensitivity to social and cultural references and aesthetic norms by processing language from within the cultural framework. Texts include theater plays, screen productions, editorials, symposia, academic debates, public policy statements, literary readings, and most jokes and puns. May have di�culty with some dialects and slang. 

C. Reading These guidelines assume all reading texts to be authentic and legible. 

1. Novice-Low Able occasionally to identify isolated words and/or major phrases when strongly supported by context. 

2. Novice-Mid Able to recognize the symbols of an alphabetic and/or syllabic writing system and/or a limited number of characters in a system that uses characters. The reader can identify an increasing number of highly contextualized words and/or phrases including cognates and borrowed words, where appropriate. Material understood rarely exceeds a single phrase at a time, and rereading may be required. 

3. Novice-High Has su�cient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been 

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learned, can read for instructional and directional purposes standardized messages, phrases, or expressions, such as some items on menus, schedules, timetables, maps, and signs. At times, but not on a consistent basis, the Novice-High-level reader may be able to derive meaning from material at a slightly higher level where context and/or extra-linguistic background knowledge are supportive. 

4. Intermediate -Low Able to understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example, chronological sequencing. They impart basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples include messages with social purposes or information for the widest possible audience, such as public announcements and short, straightforward instructions dealing with public life. Some misunderstandings will occur. 

5. Intermediate-Mid Able to read consistently with increased understanding simple connected texts dealing with a variety of basic and social needs. Such texts are still linguistically noncomplex and have a clear underlying internal structure. They impart basic information about which the reader has to make minimal suppositions and to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience. 

6. Intermediate-High Able to read consistently with full understanding simple connected texts dealing with basic personal and social needs about which the reader has personal interest and/or knowledge. Can get some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension; for example, basic grammatical relations may be misinterpreted and temporal references may rely primarily on lexical items. Has some di�culty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not di�er signi�cantly from those at the Advanced level, comprehension is less consistent. May have to read material several times for understanding. 

7. Advanced Able to read somewhat longer prose of several paragraphs in length, particularly if presented with a clear underlying structure. The prose is predominantly in familiar sentence patterns. Reader 

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gets the main ideas and facts and misses some details. Comprehension derives not only from situational and subject matter knowledge but from increasing control of the language. Texts at this level include descriptions and narrations such as simple short stories, news items, bibliographical information, social notices, personal correspondence, routine business letters, and simple technical material written for the general reader. 

8. Advanced Plus Able to follow essential points of written discourse at the Superior level in areas of special interest or knowledge. Able to understand parts of texts which are conceptually abstract and linguistically complex, and/or texts which treat unfamiliar topics and situations, as well as some texts which involve aspects of target-language culture. Able to comprehend the facts to make appropriate inferences. An emerging awareness of the aesthetic properties of language and of its literary styles permits comprehension of a wider variety of texts, including literary. Misunderstandings may occur. 

9. Superior Able to read with almost complete comprehension and at normal speed expository prose on unfamiliar subjects and a variety of literary texts. Reading ability is not dependent on subject matter knowledge, although the reader is not expected to comprehend thoroughly texts which are highly dependent on knowledge of the target culture. Reads easily for pleasure. Superior-level texts feature hypotheses, argumentation, and supported opinions, and include grammatical patterns and vocabulary ordinarily encountered in academic/professional reading. 

 At this level, due to the control of general vocabulary and structure, the reader is almost always able to match the meanings derived from extra-linguistic knowledge with meanings derived from knowledge of the language, allowing for smooth and e�cient reading of diverse texts. Occasional misunderstandings may still occur; for example, the reader may experience some di�culty with unusually complex structures and low-frequency idioms. At the Superior level the reader can match strategies, top-down or bottom-up, which are most appropriate to the text. (Top-down strategies rely on real-world knowledge and predictions based on genre and organizational scheme of the text. Bottom-up strategies rely on actual linguistic knowledge). Material at this level will include a variety of literary texts, editorials, correspondence, general reports, and technical material in professional �elds. Rereading is rarely necessary, and misreading is rare. 

 

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10. Distinguished Able to read �uently and accurately most styles and forms of the language pertinent to academic and professional needs. Able to relate inferences in the text to real-world knowledge and understand almost all sociolinguistic and cultural references by processing language from within the cultural framework. Able to understand a writer’s use of nuance and subtlety. Can readily follow unpredictable turns of thought and author intent in such materials as sophisticated editorials, specialized journal articles, and literary texts such as novels, plays, poems, as well as in any subject matter area directed to the general reader.  

D. Writing 1. Novice-Low 

Able to form some letters in an alphabetic system. In languages whose writing systems use syllabaries or characters, writer is able to copy and produce the basic strokes. Can produce romanization of isolated characters, where applicable.   

2. Novice-Mid Able to copy or transcribe familiar words or phrases and reproduce some from memory. No practical communicative writing skills. 

3. Novice-High Able to write simple �xed expressions and limited memorized material and some recombinations thereof. Can supply information on simple forms and documents. Can write names, numbers, dates, own nationality, and other simple autobiographical information, as well as some short phrases and simple lists. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or compounds in a character writing system. Spelling and representation of symbols (letters, syllables, characters) may be partially correct. 

4. Intermediate-Low Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple notes, such as telephone messages. Can create statements or questions within the scope of limited language experience. Material produced consists of recombinations of learned vocabulary and structures into simple sentences on very familiar topics. Language is inadequate to express in writing anything but elementary needs. Frequent errors in grammar, vocabulary, punctuation, spelling, and in formation of non-alphabetic symbols, but writing can be understood by natives used to the writing of non-natives. 

5. Intermediate-Mid Able to meet a number of practical writing needs. Can write short, simple letters. Content involves personal preferences, daily routine, everyday events, and other topics grounded in personal 

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experience. Can express present time or at least one other time frame or aspect consistently, e.g., non-past, habitual, imperfective. Evidence of control of the syntax of noncomplex sentences and basic in�ectional morphology, such as declensions and conjugation. Writing tends to be a loose collection of sentences or sentence fragments on a given topic and provides little evidence of conscious organization. Can be understood by natives used to the writing of non-natives. 

6. Intermediate-High Able to meet most practical writing needs and limited social demands. Can take notes in some detail on familiar topics and respond in writing to personal questions. Can write simple letters, brief synopses and paraphrases, summaries of biographical data, work and school experience. In those languages relying primarily on content words and time expressions to express time, tense, or  aspect, some precision is displayed; where tense and/or aspect is expressed through verbal in�ection, forms are produced rather consistently, but not always accurately. An ability to describe and narrate in paragraphs is emerging. Rarely uses basic cohesive elements, such as pronominal substitutions or synonyms in written discourse. Writing, though faulty, is generally comprehensible to natives used to the writing of non-natives. 

7. Advanced Able to write routine social correspondence and join sentences in simple discourse of at least several paragraphs in length on familiar topics. Can write simple social correspondence, take notes, write cohesive summaries and resumes, as well as narratives and descriptions of a factual nature. Has su�cient writing vocabulary to express self simply with some circumlocution. May still make errors in punctuation, spelling, or the formation of non-alphabetic symbols. Good control of the morphology and the most frequently used syntactic structures, e.g., common word order patterns, coordination, subordination, but makes frequent errors in producing complex sentences. Uses a limited number of cohesive devices, such as pronouns, accurately. Writing may resemble literal translations from the native language, but a sense of organization (rhetorical structure) is emerging. Writing is understandable to natives not used to the writing of non-natives. 

8. Advanced -Plus Able to write about a variety of topics with signi�cant precision and in detail. Can write most social and informal business correspondence. Can describe and narrate personal experiences fully but has di�culty supporting points of view in written discourse. Can write about the concrete aspects of topics relating to particular interests and special �elds of competence. Often shows 

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SPANISH 4 HONORS 

remarkable �uency and ease of expression, but under time constraints and pressure writing may be inaccurate. Generally strong in either grammar or vocabulary, but not in both. Weakness and unevenness in one of the foregoing or in spelling or character writing formation may result in occasional miscommunication. Some misuse of vocabulary may still be evident. Style may still be obviously foreign. 

9. Superior Able to express self e�ectively in most formal and informal writing on practical, social and professional topics. Can write most types of correspondence, such as memos as well as social and business letters, and short research papers and statements of position in areas of special interest or in special �elds. Good control of a full range of structures, spelling or non-alphabetic symbol production, and wide general vocabulary allow the writer to hypothesize and present arguments or points of view accurately and e�ectively. An underlying organization, such as chronological ordering, logical ordering, cause and e�ect, comparison, and thematic development is strongly evident, although not thoroughly executed and/or not totally re�ecting target language patterns. Although sensitive to di�erences in formal and informal style, still may not tailor writing precisely to a variety of purposes and/or readers. Errors in writing rarely disturb natives or cause miscommunication. 

  

IV. Method of Assessment  Student Assessment Assessment in second-language learning needs to operate at a number of di�erent levels because of the many layers of skills and pro�ciencies that are being acquired, and that thus need to be assessed and evaluated. The types of assessment fall into three major categories: 1. Pro�ciency Assessment 

a. the emphasis is on performances, what students can do with the  language and to what extent they can transfer the language into real- life  settings.   

2. Achievement Assessment a. it requires students to demonstrate retention of previously learned  content material, vocabulary and structure, for example. 

3. Pro-achievement Assessment a. it is a combination of both pro�ciency and achievement testing. b. it asks students to demonstrate what they know in a meaningful  context. 

4. Assessment Strategies a. formal assessment 

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SPANISH 4 HONORS 

b. informal assessment c. one-on-one assessment d. group assessment e. portfolio assessment f. peer assessment g. self-assessment 

 Curriculum/Teacher Assessment Since curriculum development is an on-going process, the teachers will provide the World Language Department supervisor with suggestions for changes and updates as this course requires.  

V. Grouping The students in this course are heterogeneously grouped according to grade level.  

VI. Articulation/Scope and Sequence Time Frame This course is the fourth level of Spanish at the high school. It is a full-year course that meets daily for a 56-minutes on a rotating block schedule.  

VII. Resources A. Speakers 

1. Speakers may be invited to address the classes on cultural topics. a. The N.J. State Artists in Residence Program b. Parents 

B. References 1. American Council on the Teaching of Foreign Languages, (1999) 

Standards for Foreign Language Learning; Preparing for the 21st Century. Yonkers, NY: ACTFL 

2. Glencoe Spanish : Galería de arte y vida , Margaret Adey, Louis Albini, Glencoe McGraw-Hill (2004) 

3. New Jersey State Department of Education, (1999) World Language Curriculum Framework, Trenton, NJ.  

 VIII. Methodologies 

Realizing that each student has a unique way of learning, it is important to vary teaching methods. Listed below are several di�erent methods, which may be used in combination. 

● Inductive Approach- A strategy that enables classroom instruction to be conducted in the target language, an inductive approach to grammar teaches concrete vocabulary through pictures and objects, while abstract vocabulary is taught by association of ideas. 

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SPANISH 4 HONORS 

● Natural Approach- A strategy that promotes communicative pro�ciency by providing real-world, authentic experiences and language experiences within meaningful contexts. 

● Password/Language Ladders- A strategy in which students learn to speak sentences or phrases (“passwords”) that are associated with desired activities. 

● Gouin Series- A strategy in which students learn to use short sentences or phrases to describe a logical sequence of actions that take place in a speci�c context that is familiar to the student. 

● Dialogue Journals- A strategy in which students use journals as a way to hold private  conversations in the target language with the teacher. Dialogue journals are vehicles for sharing ideas and receiving feedback in the target language. The dialogue can be conducted by e-mail where it is available. 

● Total Physical Response (TPR)- A strategy in which students respond with physical activity to an increasingly complex set of commands. The students’ response of physical activity signals their comprehension of the command. This is ideally suited for beginning foreign language students, but can be adopted and made more complex for higher-level students. 

● TPR Story Telling- Based on the Natural approach, TPR Storytelling combines the e�ectiveness of TPR with the power of story-telling. TPR Storytelling teaches students to use the vocabulary they have learned in the context of entertaining, content-rich stories. Language production goes beyond the imperative into the narrative and descriptive modes. 

● Interviews- A strategy for gathering information and reporting. ● Cloze- Open-ended strategy in which a selected word or phrase is 

eliminated from a written or oral sentence or paragraph. ● Continuums- A strategy used to indicate the relationship among words or 

phrases. ● Interactive Language Tasks- A strategy in which at least two students 

work together to accomplish a meaningful target language activity. ● Cultural Presentations- A strategy for creating an exhibit that is focused 

on aspects of the target culture. ● The Learning Cycle- A sequence of lessons designed to have students 

engage in exploratory investigations, construct language and compare culture concepts to their own lives. 

● Read and Retell- An all-purpose strategy that involves students retelling a passage in the target language as they remember it.  

● Literature, History and Storytelling- A strategy in which the culture and history of another country is brought to life through literature, folktales, and folk songs. 

● Cooperative Learning- A strategy in which students work together in small groups to achieve a common goal, while communicating in the target language. Cooperative learning involves more than simply putting students into work or study groups. Teachers promote individual 

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SPANISH 4 HONORS 

responsibility and positive group interdependence by making sure that each group member is responsible for a given task. Cooperative learning can be enhanced when group members have diverse abilities and backgrounds. 

● Brainstorming- A strategy for eliciting ideas from a group and communicating them in the target language in oral or written form. 

● Problem Solving- A learning strategy in which students apply knowledge to solve problems. 

● Re�ective Thinking- A strategy in which students re�ect on what was learned after a lesson is �nished, either orally or in written form. 

● Field Experience- A planned learning experience for students to observe, study, and participate in expressions of the target culture (s) in a setting o� the school grounds, using the community as a laboratory. 

● Free Writing- A strategy for encouraging students to express ideas by writing in the target language. 

● Free Reading- A strategy for encouraging students to read in the target language. 

 IX. Suggested Activities    

Incorporating a variety of activities to accommodate the learning styles of all students is a necessary requirement. 

● Linguistic Activities ● Logical-Mathematical ● Spatial ● Bodily-Kinesthetic ● Musical ● Interpersonal ● Intrapersonal ● Naturalist - Physical World 

 X. Interdisciplinary Connections  

As the students progress through the levels of the Spanish program so, too, will the interdisciplinary content progress. They will gain an insight that the study of Spanish o�ers much to their overall education. A. Content-Based Topics 

1. Art a. Draw with various media b. Cut and paste c.  Observe art work 

2. Language Arts a. Demonstrate characteristics of a good listener b. Follow a one-step oral direction c. Compare and contrast sounds d. Recall presented materials 

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SPANISH 4 HONORS 

e. Identify a purpose for listening f. Listen for a variety of purposesg. Activate prior knowledge h. Listen to various forms of music i. Describe objects/pictures j. Communicate in complete sentences k. Obtain information by asking questions l. Participate in various forms of oral communication m. Interact verbally in informal situations n. Make introductions o. Listen to di�erent types of literature p. State purpose for listening to a story q. Expand vocabulary r. Recall sequence of events s. Identify/restate details   t. Respond to di�erent types of literature 

u. Demonstrate an active interest in reading 3. Mathematics  

a. Sort objects in a variety of ways b. Recognize, develop patterns c. Reason, connect mathematical understandings d. Observe/compare by measurable attributes e. Count objects f. Represent quantities g. Model number composition h. Investigate number relationships i. Develop numeration concepts 

4. Music a. Explore di�erences between speaking and singing b. Sing songs in a limited range c. Perform a repertoire of songs 

5. Reading a. Identify the main character (s) b. Describe the main character (s) c. Identify the plot d. Identify the outcome of the story 

6. Science a. Observe weather conditions b. Explore the e�ects of weather c. Observe the life cycle of animals d. Construct criteria for classifying animals e. Observe the interaction between living things/environment f. Infer that living things have changed over time 

  

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SPANISH 4 HONORS 

XI. Di�erentiating Instruction for Students with Special Needs: Students with Disabilities, English Language Learners, and Gifted & Talented Students  Di�erentiating instruction is a �exible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.  Examples of Strategies and Practices that Support:  Students with Disabilities 

• Use of visual and multi-sensory formats • Use of assisted technology • Use of prompts • Modi�cation of content and student products • Testing accommodations • Authentic assessments 

Gifted & Talented Students • Adjusting the pace of lessons • Curriculum compacting • Inquiry-based instruction • Independent study • Higher-order thinking skills • Interest-based content • Student-driven instruction • Real-world problems and scenarios 

English Language Learners • Pre-teaching of vocabulary and concepts • Visual learning, including graphic organizers • Use of cognates to increase comprehension • Teacher modeling • Pairing students with beginning English language skills with students 

who have more advanced English language skills • Sca�olding 

•word walls •sentence frames •think-pair-share •cooperative learning groups •teacher think- aloud    

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SPANISH 4 HONORS 

 XII. Professional Development 

As per the PDP/150 hours statement: the teacher will continue to   improve expertise through participation in a variety of professional   development opportunities.                                          

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SPANISH 4 HONORS 

 

Curriculum Map - Spanish 4 Honors Class 

 September  October  November  December 

 January 

SPANISH   4 HONORS 

­Review   present 

tense   of   regular 

and   irregular 

verbs 

­Review   agreement 

of   number   and 

gender 

­Compositions 

­Reading   / 

vocabulary   on 

artists   El   Greco, 

Velázquez, 

Goya,   Picasso, 

Dalí,   and   Frida 

Kahlo  

­Research  

­Oral   presentations: 

Skits­various 

topics  

­Picture   prompts 

­Current   events 

­Discussions: 

BBCmundo.   com 

videos 

­Review 

saber/conocer 

­Review   ser/ 

estar 

­Review   preterite 

and   imperfect 

tenses 

­Review   preterit 

vs.   imperfect 

tenses 

­Reading 

selections/ 

vocabulary 

­Compositions: 

Topic   related 

to   reading 

selections 

­NTC   Language 

master’s   tests 

for   listening 

­Picture   prompts 

­Current   events 

­Discussions: 

BBCmundo. 

com   videos 

­Rules   of   accent 

marks 

 

 

­Review   future 

and 

conditional 

tenses 

­Reading 

selections/ 

vocabulary 

­Compositions: 

Topic   related 

to   reading 

selections 

­Idioms/ 

expressions/ 

               proverbs 

­Oral 

presentations

:   Skits­ 

various   topics 

­Picture   prompts 

­Current   events 

­Discussions: 

BBCmundo. 

com   videos 

­Review   por/para 

­Review   reflexive 

verbs  

                  in   all   tenses 

­Review   of   uses   of  

                  infinitives 

­Reading   selections/ 

vocabulary 

­Compositions: 

Topic  

                     related   to 

reading 

selections 

   ­Idioms/ 

      expressions/ 

proverbs 

­NTC   Language 

master’s   tests 

for   listening 

 

­Oral   presentations:  

                     Skits­   various 

topics 

­Picture   prompts 

­Current   events 

­Discussions: 

BBCmundo. 

com   videos 

 

­Review   perfect 

tenses: 

present,   past, 

future   and 

conditional 

­Review 

adjectives: 

uses,   long   and 

short   and 

comparatives 

­Reading 

selections/ 

vocabulary 

­Oral 

presentations: 

Skits­   various 

topics 

­Picture   prompts 

­Current   events 

­Discussions: 

BBCmundo. 

com   videos 

­NTC   Language 

master’s   tests 

for   listening 

                   

24  

SPANISH 4 HONORS 

  

Curriculum Map - Spanish 4 Honors (con’t) 

Class 

 February  March  April  May  June 

   SPANISH 4   HONORS 

­Review   passive 

voice   with      se, 

estar,   ser   and 

nosotros 

­Review   of 

commands 

­Compositions: 

Topic   related 

to   reading 

selections 

­Idioms/ 

expressions/ 

proverbs 

­Picture   prompts 

­Current   events 

­Discussions: 

BBCmundo. 

com   videos 

­Oral   presentations 

­NTC   Language 

master’s   tests 

for   listening 

­Review   present   and 

imperfect 

subjunctive 

­Read   a   novel:    La 

dama   del     alba. 

­Vocabulary 

associated   with 

the   novel 

­Compositions:   Topic 

related   to 

reading 

selections 

­Idioms/expressions/ 

                  proverbs 

­Picture   prompts 

­Current   events 

­Discussions: 

BBCmundo.   com 

videos 

­Oral   presentations 

­Ordinal   numbers 

­Uses   of   “mas,” 

“pero”   and   “sino” 

 

­Review   present 

perfect   and 

pluperfect   of 

the 

subjunctive. 

­Subjunctive   with 

“if”   clauses 

­Read   a   novel:    La 

dama     del 

alba . 

­Vocabulary 

associated 

with   the   novel 

­Compositions: 

Topic   related 

to 

                  reading 

selections 

­Picture   prompts 

­Current   events 

­Discussions: 

BBCmundo. 

com   videos 

­Practice   excerpts 

from   AP   exam 

­Review   all 

pronouns 

(subject, 

D.O.,   I.O., 

relative) 

­Review   indicate   vs. 

subjunctive 

­Read   a   novel:    La 

dama     del     alba . 

­Compositions: 

Topic   related   to 

reading 

selections 

­Picture   prompts 

­Current   events 

­Discussions: 

BBCmundo.   com 

videos 

­Practice   excerpts 

from   AP   exam 

­Adverbs 

­Negative   words 

­Final 

Assessment 

 

25