Monroe Township Schools
Curriculum Management System
Honors Spanish IV
Grade 11 and 12
July, 2010
* For adoption by all regular education programs
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Board Approved: September, 2010
Table of Contents
Monroe Township Schools Administration and Board of Education Members Page 3
Acknowledgments
Page 4
District Vision, Mission, and Goals
Page 5
Introduction/Philosophy/Educational Goals
Page 6
National and State Standards
Page 7
Scope and Sequence
Pages 9-11
Goals/Essential Questions/Objectives/Instructional Tools/Activities
Pages 12-63
Benchmarks
Page 64
2
MONROE TOWNSHIP SCHOOL DISTRICT
ADMINISTRATION
Dr. Kenneth Hamilton, Superintendent
Mr. Jeff Gorman, Assistant Superintendent
Ms. Sharon M. Biggs, Administrative Assistant to the Superintendent
BOARD OF EDUCATION
Mr. Lew Kaufman, President
Mr. Marvin I. Braverman, Vice President
Mr. Ken Chiarella
Mr. Mark Klein
Ms. Kathy Kolupanowich
Mr. John Leary
Ms. Kathy Leonard
Mr. Louis C. Masters
Mr. Ira Tessler
JAMESBURG REPRESENTATIVE
Ms. Patrice Faraone
Student Board Members
Ms. Nidhi Bhatt
Ms. Reena Dholakia
3
Acknowledgments
The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:
Writer’s Name:
Rosemarie Armstrong
Supervisor’s Name: Elizabeth Woodring, Supervisor of Language Arts, World Language and Media
Technology Staff: Al Pulsinelli
Reggie Washington
Secretarial Staff:
Debby Gialanella
Gail Nemeth
Marianne Taylor
4
Monroe Township Schools
Vision, Mission, and Goals
Vision Statement
The Monroe Township Board of Education commits itself to all children by preparing them to reach
their full potential and to function in a global society through a preeminent education.
Mission Statement
The Monroe Public Schools in collaboration with the members of the community shall ensure that all
children receive an exemplary education by well trained committed staff in a safe and orderly
environment.
Goals
Raise achievement for all students paying particular attention to disparities between subgroups.
Systematically collect, analyze, and evaluate available data to inform all decisions.
Improve business efficiencies where possible to reduce overall operating costs.
Provide support programs for students across the continuum of academic achievement with an
emphasis on those who are in the middle.
Provide early interventions for all students who are at risk of not reaching their full potential.
5
INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS
Philosophy
The Monroe K-12 School District recognizes the global environment of our world and the subsequent need for world language skills.
Honors Spanish IV will be offered as a world languages option to all high school students in the Monroe K -12 School District who
meet the pre-requisite requirements. As a planned program of instruction, the course will provide students with advanced learning
and pre-AP instruction in the Spanish language and an opportunity to further develop an understanding of the culture. Although
greater emphasis will be placed upon communication, students participating in this course will also learn other facets of language
study including grammar, idiomatic sayings, cultural comparisons, and social and global perspectives. Participation in this course
will encourage students to become more versatile citizens of a global world by enabling them to communicate with other Spanishspeaking citizens.
The primary beliefs of this philosophy are:
A person who studies a world language gains empathy and increased tolerance towards others as a result of a broadened
world view which comes from learning about other cultures and peoples.
A person who studies a world language gains a better understanding of and appreciation for one’s own native language as
well as the increased capacity to learn related world languages.
A person who studies a world language benefits from improved critical thinking skills and creativity.
A person who studies a world language increases performance in all aspects of learning, especially language acquisition,
reading, and social studies.
A person who studies a world language produces higher ACT and SAT scores.
A person who studies a world language is more competitive in the global marketplace.
A person who studies a world language and culture examines one’s own personal values as well as civic responsibilities
6
Educational Goals
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.
1.
2.
3.
4.
5.
6.
7.
8.
9.
To recognize Spanish as a prevalent world language
To discover the numerous locales in which Spanish is spoken to explore
To explore every day uses for the Spanish language
To demonstrate competency in the use of spoken Spanish
To compare Spanish-speaking societies to each other and to our society
To initiate lifelong interest in the Spanish language and culture
To engage students in real-life situations in which they can utilize the Spanish language
To engage students in meaningful activities using the Spanish language
To explore cultural perspectives through literature and authentic materials.
7
New Jersey State Department of Education
Core Curriculum Content Standards
A note about World Language Standards and Cumulative Progress Indicators.
The New Jersey Core Curriculum Content Standards for World Languages were revised in 2009. The Cumulative Progress Indicators
(CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district
servers. A complete copy of the new Core Curriculum Content Standards for World Languages may also be found at:
http://www.njcccs.org/Worldclassstandards.aspx
8
Honors Spanish IV
Scope and Sequence
Quarter I
Big Idea: Self-awareness
I.
Big Idea: Self-awareness
La Juventud – Growing up
a. Reading Strategies: Mis primeros versos – Ruben
Dario:
1. Making predictions
2. Making inferences
3. Drawing conclusions
4. Questioning the text
b. Story elements
1. Main characters
2. Plot
3. Climax
4. Main idea
5. Supporting detail/Historical perspectives
6. Conclusion
c. Nouns – gender, definite and indefinite articles,
noun/adjective agreement
d. Verbs – present, imperfect and preterite tenses
and uses
e. Autobiographical writing
II. Student life
a. Primero de secundario – Gary Soto
1. Relating protagonist to student
2. Making connections
3. Interpretting the text
b. Research/data gathering
1. Comparing/contrasting family life in
Spanish-speaking countries.
2. Cultural link – gender roles in various
cultures.
3. Comparing/contrasting student life in
Spanish-speaking countries.
Big Idea: Global Awareness
Big Idea: Global Awareness
III. Career Preparation
IV. Work and community
a. Nicaragua (Mis primeros versos) and geography
links
b. Discuss how East and West coasts of Nicaragua
are distinct in terms of population, density,
ethnicity, and culture.
a. Geography (mountain ranges) affects
movement and communication.
b. Natural disasters effect an economy.
c. Cause and effect of immigration
c. Un cuentecillo triste – Gabriel García Márquez
a. Family heritage
b. Culture notes on family and gender roles
d. Buying power of Hispanic population
a. Job skills – adjectives that identify you and set
you apart.
b. Listing jobs based on interests
c. Bilingual opportunities/benefits
d. Use of the future/conditional tenses
9
Quarter II
Big Idea: Change: Historical perspectives
Big Idea: Change: Historical perspectives
V. Myths, legends, folktales and fables
a. Past tenses
1. Preterite
2. Imperfect
3. Haber
b. Historical Understanding of Native Americans
1. Contributions Aztecs, Mayans and Incas
2. Superstitions in various cultures
3. Influences of Latin American Cultures on
U.S.
c. History of Spain
1. Visigoth
2. Roman influences (siestas, bullfights, food,
aqueducts, architecture, language
3. Moor influences (gardens, words,
architecture, music/dance, library, universities)
d. Comparison of Spain to Central/South America –
cultural influences
e. Impact of Spain, Central and South America on
United States
VI. Cultural encounters
a. Story elements
1. Characters (personajes)
2. Conflict (interno y externo)
3. Personificación
4. Flashback
5. Anticipación
6. Climax
7. Símbolos
8. Ironia
9. Comparación, contraste
10. Causa y efecto
11. Tema
b. Posada de las tres cuerdas – Ana Maria Shua
c. La puerta del infierno – Antonio Landaura
d. Verbs – present subjunctive in noun and adverbial
clauses
e. Creative writing short stories
10
Quarter III
Big Idea: Relationships
Big Idea: Relationships
VII. Complexity of romantic relationships
a. Mañana de sol – Serafín y Joaquín Alvarez
Quintero
b. Verbs – imperfect subjunctive and conditional
c. Research on cultural differences in courtship
practices
d. Elements of drama
1. Exposición
2. Conflict
3. Climax
4. Desenlace
VIII. Complexity of family relationships
a. De Paula – Isabel Allende
1. Coping mechanisms for life challenges
2. Contributions of Isabel Allende and other
artists to the world
3. Events in time affecting a
culture/relationship
4. Family rituals
Quarter IV
Big Idea: Global Awareness
IX. Focus on current events and world interdependence
a. Comprehension, retelling, and analyzing news
articles with focus on
1. Politics
2. Economics
3. Immigration
4. Sports/Entertainment
5. Health/life styles
6. Environment
b. Verbs – present perfect subjunctive, pluperfect
subjunctive, sequence of tenses
c. Indefinites, gerunds, and prepositions
11
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Sept.
–
Oct.
Big Idea: Self-awareness
Topic: La Juventud – Growing up
Overarching Goals:
(1)Compare and contrast information contained in culturally authentic materials using electronic
information sources related to targeted themes.
2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems. Infer meaning of some unfamiliar words in some new contexts.
(3) Investigate, research, and synthesize various information from a variety of media sources.
Goal 1: The student will be able to write an autobiographical episode of an event in his/her life that had major
significance in changing his/her opinion, viewpoint, or outlook. The student will be able to describe how this event
changed them personally and express their thoughts and emotions in this autobiography.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's) The student will be able
to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
1.1.
Essential Questions:
How do culture and life experiences play a part in
developing our identity and viewpoint as we become
adults?
How are students in Spanish-speaking countries the same
and different as students in the United States?
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
1.8.
1.9.
Comprehend all pre-reading
and post-reading activities.
Map out the story using
picture boxes and captions.
Retell the story in their own
words.
Use graphic organizers to
identify the story elements
(characters, climax, point of
view, main idea).
Write a paragraph
describing a similar
experience from their own
lives.
Use the new vocabulary
words in various contexts.
Present an autobiographical
timeline to the class.
Use the appropriate definite
and indefinite article for
nouns.
Expand on adjective use
and understand how to
make them plural, use them
appropriately with gender,
Enduring Understandings:
Personal identity is developed through experiences that
occur within one’s family, one’s community, and the culture
at large.
Students around the world share the same anxieties and
developmental issues. By learning about other cultures we
see a direct connection to the cultural contexts and
awareness of the shared human experience.
Culture plays a role in how students choose careers,
interact socially and view their gender roles.
Sample Conceptual Understandings:
Students in Spanish-speaking countries do not all have 12
th
years of education. High School is not 9-12 grade.
Students may wear uniforms. Students do not have as
many career choices/alternatives. Most schools do not
have extra-curricular activities included and transportation
12
Learning Activities:
Students read in various ability groups Mis Primeros
Versos – Nuevas Vistas 1 textbook pgs. 2-7 and
complete all pre-reading and post reading
comprehension questions.
(Knowledge, Application, Comprehension)
Play with vocabulary though games like
concentration, flash cards, defining words in
Spanish, using gestures/pictures, etc. Throw a
sponge ball to a student. The student must take
one of the vocabulary words and define it in
Spanish. Then he/she throws it to another student.
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: La Juventud – Growing up
Overarching Goals:
(1)Compare and contrast information contained in culturally authentic materials using electronic
information sources related to targeted themes.
2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems. Infer meaning of some unfamiliar words in some new contexts.
(3) Investigate, research, and synthesize various information from a variety of media sources.
Goal 1: The student will be able to write an autobiographical episode of an event in his/her life that had major
significance in changing his/her opinion, viewpoint, or outlook. The student will be able to describe how this event
changed them personally and express their thoughts and emotions in this autobiography.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's) The student will be able
to:
and how some adjectives
change meaning based on
their position in a sentence.
1.10. Explain the difference
between an autobiography
and biography.
1.11. Define the following terms:
conflict, suspenso,
ambiente, caracterización,
tema, imágenes,
sensoriales y lenjuaje
figurado.
1.12. Organize their thoughts and
ideas into a rough draft
which includes a creative
introduction, body and
conclusion.
1.13. Revise, edit for creativity,
clarity, organization, content
development.
1.14. Revise and edit to eliminate
spelling punctuation and
grammar errors.
1.15. Produce a final clean copy
of an autobiographical
ancecdote.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
is not always provided. Rural schools may have multi-age
classrooms. Agricultural areas have less educational
opportunities. Students usually go on group dates in many
countries rather than as a couple alone.
(Knowledge, Application, Comprehension)
(Knowledge, Application, Comprehension)
Students will use graphic organizers to assist with
putting events in the story in chronological order.
(Analysis, Evaluation, Synthesis)
Students will complete a self-assessment with
adjectives to help them remember skills previously
learned. They can create a personality shield about
themselves.
(Knowledge, Application, Comprehension)
Students can interview each other and also form
teams to write as many adjectives about each
member of the team. These can be placed on a
word wall/flip chart of “adjetivos fabulosos” as a
resource for writing and discussion.
(Knowledge, Application, Comprehension)
Play the dice game with imperfect and preterite
endings. Red die = verb; blue die = subject
pronouns. Roll the die and conjugate the verb first
for preterite, then for imperfect. Have students list
the reasons why you use each.
13
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: La Juventud – Growing up
Overarching Goals:
(1)Compare and contrast information contained in culturally authentic materials using electronic
information sources related to targeted themes.
2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems. Infer meaning of some unfamiliar words in some new contexts.
(3) Investigate, research, and synthesize various information from a variety of media sources.
Goal 1: The student will be able to write an autobiographical episode of an event in his/her life that had major
significance in changing his/her opinion, viewpoint, or outlook. The student will be able to describe how this event
changed them personally and express their thoughts and emotions in this autobiography.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's) The student will be able
to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
CPI: 7.1IL.A.1 – 7.1IL.A.8
7.1IM.B.1; 7.1.IM.B.4; 7.1IM.B.5
7.1IM.C.1, 7.1IM.C.3; 7.1IM.C.4
1.16.
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
(Application, Comprehension, Synthesis)
Split the class into two teams. One team must
teach all the rules about articles and the other team
must teach all the rules about adjectives. Each
team must come up with practice exercises or a
game to ensure that the other team understood
what they taught.
(Comprehension, Evaluation, Synthesis)
Assessment Models:
Interpretive
Watch video and read text for Mis Primeros Versos
and then complete the following:
Post-reading, comprehension questions and
activities- Nuevas Vistas 1 textbook pg. 8.
Story mapping for comprehension-Nuevas Vistas 1
workbook pg. 2.
(Knowledge, Application, Comprehension)
Interpersonal
Goal: Students will be able to compare themselves
to the protagonist in the story and apply what they
learned to themselves in an expressive form.
14
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: La Juventud – Growing up
Overarching Goals:
(1)Compare and contrast information contained in culturally authentic materials using electronic
information sources related to targeted themes.
2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems. Infer meaning of some unfamiliar words in some new contexts.
(3) Investigate, research, and synthesize various information from a variety of media sources.
Goal 1: The student will be able to write an autobiographical episode of an event in his/her life that had major
significance in changing his/her opinion, viewpoint, or outlook. The student will be able to describe how this event
changed them personally and express their thoughts and emotions in this autobiography.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's) The student will be able
to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Role: Student will identify with the protagonist in
the story and describe a similar personal
experience.
Audience: Students around the world that are the
same age and gender.
Situation: Protagonist in story is trying to impress
opposite gender and has an embarrassing situation.
The outcome effected his/her point of view and/or
opinion. In other words, the situation changed
him/her in some way.
Product: A written paragraph describing a similar
experience to that of our young protagonist for
homework. Share the personal experience orally
with a partner during class the following day.
Students should be prepared to ask each other
follow-up questions.
Standards: Rubric will be used to assess and
critique the paragraph for grammar, content
understanding, and questions created for partner.
(Comprehension, Analysis, Evaluation)
Presentational
Have students create an autobiographical time line.
Students can list key events in their lives, beginning
with their birthdays. Students can illustrate their
time lines with photographs and drawings and then
15
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: La Juventud – Growing up
Overarching Goals:
(1)Compare and contrast information contained in culturally authentic materials using electronic
information sources related to targeted themes.
2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems. Infer meaning of some unfamiliar words in some new contexts.
(3) Investigate, research, and synthesize various information from a variety of media sources.
Goal 1: The student will be able to write an autobiographical episode of an event in his/her life that had major
significance in changing his/her opinion, viewpoint, or outlook. The student will be able to describe how this event
changed them personally and express their thoughts and emotions in this autobiography.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's) The student will be able
to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
present their time lines in small groups or to the
class. Nuevas Vistas I Teachers Resource pg. 68
#2.
(Application, Analysis)
Students should also begin working on their formal
essay for the marking period – an autobiographical
writing. Distribute and explain the rubric for
assessment. Students will answer the following
questions to aid in the revision process of their
autobiographical anecdotes:
1. Do I catch the reader’s interest from the
very beginning?
2. Are the details of the story clear?
3. Have I narrated the chain of events in
chronological order?
4. Have I used graphic details to give life to
my story?
5. Have I included my thoughts and feelings?
6. Are the significance and the consequences
of the episode well-defined?
(Nuevas Vistas 1 textbook pg. 53)
(Application, Comprehension, Synthesis)
Additional Resources:
16
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: La Juventud – Growing up
Overarching Goals:
(1)Compare and contrast information contained in culturally authentic materials using electronic
information sources related to targeted themes.
2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems. Infer meaning of some unfamiliar words in some new contexts.
(3) Investigate, research, and synthesize various information from a variety of media sources.
Goal 1: The student will be able to write an autobiographical episode of an event in his/her life that had major
significance in changing his/her opinion, viewpoint, or outlook. The student will be able to describe how this event
changed them personally and express their thoughts and emotions in this autobiography.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's) The student will be able
to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
CD on reflexive verbs (Quack)
Songs with reflexive verb lyrics
Realidades 3, Ya Verás 3, workbooks, guided
practice activities for vocabulary and Grammar,
Practice workbooks, listening and testing CDs,
Assessment program, Teacher’s Resource
Book, Buen Viaje video, Schaum’s Grammar
Workbook
Interactive textbook CD-ROM Realidades
Teacher on-line access pack
www.Internet4Classrooms.com/flang.htm
Strategies for learning pragmatics in Spanish
(conveying meaning through communication)
www.carla.umn.edu/speechacts/sp_pragmatics/
home.html
EveryTongue offers an extensive collection of
language examples in real audio format clips.
www.everytongue.com
Red Escolar – allows teachers of heritage
Spanish to offer students interesting reading on
a variety of topics. www.redescolar.ilce.edu.mx
Listen to the news/hear world news in Spanish:
www.bbc.co.uk/worldservice/languages/
Children’s books online:
17
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: La Juventud – Growing up
Overarching Goals:
(1)Compare and contrast information contained in culturally authentic materials using electronic
information sources related to targeted themes.
2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems. Infer meaning of some unfamiliar words in some new contexts.
(3) Investigate, research, and synthesize various information from a variety of media sources.
Goal 1: The student will be able to write an autobiographical episode of an event in his/her life that had major
significance in changing his/her opinion, viewpoint, or outlook. The student will be able to describe how this event
changed them personally and express their thoughts and emotions in this autobiography.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's) The student will be able
to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
www.lonvig.dk/lucca.htm
ePals Classroom exchange: www.epals.com
18
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Nov
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: Student Life
Overarching Goals:
(1) Ask and respond to questions as part of a group discussion on topics of a personal, academic or
social nature in informal and formal settings.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of sources.
Goal 2: The student will be able to compare, contrast and form opinions regarding social activities, family
life, and student life in various Spanish speaking countries to those in the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
2.1.
Essential Questions:
How do culture and life experiences play a part in
developing our identity and viewpoint as we become
adults?
How are students in Spanish-speaking countries the same
and different as students in the United States?
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
2.2.
2.3.
2.4.
2.5.
2.6.
2.7.
2.8.
Research/investigate what
social interactions (i.e. same
age parties, proms),
courtship and marriage
practices are used in
Spanish-speaking countries.
Compare and contrast
differences and similarities
of student social interactions
in Spanish-speaking
countries to the U.S.
Use vocabulary in context.
Comprehend and
summarize readings
regarding culture.
Compare and contrast Mis
primeros versos and
Primero de secundaria.
Write a paragraph about
how they gained the
attention of someone they
liked.
Discuss events in their life
where they tried to impress
someone.
Conjugate in present tense
subjunctive.
Enduring Understandings:
Personal identity is developed through experiences that
occur within one’s family, one’s community, and the culture
at large.
Students around the world share the same anxieties and
developmental issues. By learning about other cultures we
see a direct connection to the cultural contexts and
awareness of the shared human experience.
Culture plays a role in how students choose careers,
interact socially and view their gender roles.
Sample Conceptual Understandings:
Many products and practices related to home and
community are shared across cultures; others are culturespecific (foods, shopping, eating at home or in restaurants,
student hang-outs, watching television versus going to the
19
Learning Activities:
Invite a native speaker/teacher to the class to
discuss social practices in their native country.
Students will develop the questions prior to the
interview. (Do students in Spanish-speaking
countries have proms? What social activities do
they have? Do they have Sweet Sixteen parties?
Do they have parties with only their own age group?
At what age do they begin dating? Is dating the
same as here? Do students have extracurricular
activities with their schools? Are school schedules
and classes the same as here? Do students have
to wear uniforms? Do students go to school for 12
years? Do most students go to college? Based on
the research/interview, students will complete a
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: Student Life
Overarching Goals:
(1) Ask and respond to questions as part of a group discussion on topics of a personal, academic or
social nature in informal and formal settings.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of sources.
Goal 2: The student will be able to compare, contrast and form opinions regarding social activities, family
life, and student life in various Spanish speaking countries to those in the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
CPIs: 7.1.IL.A.1; 7.1.IL.A.3-8;
7.1.IL.B.1- 7.1.IL.B.5;
7.1.IL.C.1 -7.1.IL.C.
plaza, prom is U.S. specific, parties are multi-age in
Spanish-speaking countires, hours for eating differ, student
life/schedules differ, no extracurricular emphasis in
Spanish-speaking countries, school day and number of
years as well as career path is different.)
Venn diagram indicating the similarities and
differences with the U.S. students.
(Analysis, Evaluation)
Complete pre-reading activities and read text for
Primero de secundaria – Nuevas Vistas textbook
pgs. 15-21.
(Knowledge, Application, Comprehension)
Comparison and contrast of Mis primeros versos
and Primero de secundaria for comprehension –
graphic organizer Nuevas Vistas textbook pgs. 2627.
(Comprehension, Evaluation)
Show a telenovela and have students note what
emotions/qualities the main characters exhibit. Is
this favorable or not favorable in a good
relationship? What do the students notice about
culture in the telenovela? (gender roles, dramatic
level, how students are depicted)
(Knowledge, Application, Comprehension)
Discuss the survey based on the things in which
Mexican students need permission to do. What
does this reflect about their culture? Are they the
same as the U.S?. – group discussion (Page 181 in
20
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: Student Life
Overarching Goals:
(1) Ask and respond to questions as part of a group discussion on topics of a personal, academic or
social nature in informal and formal settings.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of sources.
Goal 2: The student will be able to compare, contrast and form opinions regarding social activities, family
life, and student life in various Spanish speaking countries to those in the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Realidades Level 3)
(Analysis, Evaluation)
Una Vez Más – subjunctive review for present
tense. Pgs. 60-69 exercises for review.
(Knowledge, Application)
Listen to CD while reading the literary text and then
complete post-reading activities – Nuevas Vistas 1
textbook pg. 22 and workbook pg. 4.
(Knowledge, Application, Comprehension)
Watch DVD Panorama Cultural (Nuevas Vistas
Colección 1) with accompanying text (Nuevas
Vistas 1 textbook pgs. 24-25) to further expound on
essential questions.
(Knowledge, Application, Comprehension)
Teacher can utilize any coming-of-age video which
pertains to the theme and shows cultural
components. (Quinceañera video, Selena video is
another video showing family values/stereotypes
and relationships).
(Knowledge, Application, Comprehension)
Students can read Un cuentecillo triste by Gabriel
21
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: Student Life
Overarching Goals:
(1) Ask and respond to questions as part of a group discussion on topics of a personal, academic or
social nature in informal and formal settings.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of sources.
Goal 2: The student will be able to compare, contrast and form opinions regarding social activities, family
life, and student life in various Spanish speaking countries to those in the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
García Márquez, and then do comprehension
activities in Nuevas Vistas.
(Knowledge, Application, Comprehension)
Assessment Models:
Interpersonal
Students will have a debate on what makes an ideal
partner. They must each come prepared to the
debate with five essential points in their ideal
partner and five points that are negotiable. As a
class, after the debate, we will graph/summarize
what the majority of students felt was the ideal
male/female partner. Reflection question: Would a
student from a Spanish-speaking country think the
same way? What may be different?
Teacher will use a speaking/participation rubric to
assess participation and communicative ability.
(Comprehension, Analysis, Evaluation)
OR:
Role play:
The characters of Mis primeros versos and Primero
de secundaria meet at their ten-year high school
reunion. Victor and the narrator begin to talk about
their first loves. The other two characters have
supporting roles and give their personal
perspectives on what happened. Encourage
students to be creative while staying in character.
22
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: Student Life
Overarching Goals:
(1) Ask and respond to questions as part of a group discussion on topics of a personal, academic or
social nature in informal and formal settings.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of sources.
Goal 2: The student will be able to compare, contrast and form opinions regarding social activities, family
life, and student life in various Spanish speaking countries to those in the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
They should conclude by explaining what became
of their young romance. (Teacher Resource Binder,
Nuevas Vistas 1, p. 80)
(Knowledge, Application, Comprehension)
Interpretive
Using the Jigsaw cooperative learning format,
students will develop cultural background
knowledge through their readings from Heinle,
Civilización y Cultura, Intermediate Spanish . One
group is assigned Unit 4 pgs. 46-59. “Aspectos de
la familia en el mundo hispánico”
Second Group is assigned Unit 6 pgs. 74 – 87
“Costumbres y creencias”
Third group is assigned Unit 9 pgs. 120 -138, “La
educación en el mundo hispánico.” Each group is
responsible for teaching others about key points so
each person in class can answer the
comprehension questions in the textbook.
Assessment will be based on the individual
response to comprehension and opinion questions
from the jigsaw activity done in class.
(Knowledge, Application, Comprehension,
Evaluation)
Presentational
Goal: Student will create a personal ad using the
23
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: Student Life
Overarching Goals:
(1) Ask and respond to questions as part of a group discussion on topics of a personal, academic or
social nature in informal and formal settings.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of sources.
Goal 2: The student will be able to compare, contrast and form opinions regarding social activities, family
life, and student life in various Spanish speaking countries to those in the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
present subjunctive tense:
(busco un(a) novio(a) que sea . . . )
Role: A student seeking companionship with the
opposite gender.
Audience: Students around the world that are the
same age and of opposite gender.
Situation: Their objective is to find someone with
their interests/hobbies/perspectives/values/similar
or desired personality traits.
Product: Their ad must include ten essential points
for this partner. They can place the personal ad on
a poster or create it using a Power Point slide.
Standards and criteria for success: Rubric will
reflect appropriate use of present subjunctive, ability
to communicate essential points, effort put into the
poster, and creativity. Students will discuss their ad
in small groups and audience will list two points
they learned about the person and note if this
person is/is not compatible with them and why.
Teacher can distribute Realidades pages 172 – 177
in order to assist with vocabulary
building/expressions.
Other helpful points on p. 91 Teacher Resource
Binder, Nuevas Vistas 1.
(Knowledge, Application, Comprehension, Analysis)
24
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Honors Spanish IV
Grade 11-12
Big Idea: Self-awareness
Topic: Student Life
Overarching Goals:
(1) Ask and respond to questions as part of a group discussion on topics of a personal, academic or
social nature in informal and formal settings.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of sources.
Goal 2: The student will be able to compare, contrast and form opinions regarding social activities, family
life, and student life in various Spanish speaking countries to those in the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Additional Resources:
For background on culture:
th
Civilización y Cultura Intermediate Spanish, 8
edition:
Unit 4 pg. 46-59. “Aspectos de la familia en el
mundo hispánico”
Unit 6 pg. 74 – 87 “Costumbres y creencias”
Unit 9 pg. 120 -138. “La educación en el mundo
hispánico.
Una Vez Más
Realidades – level 3 Chapter 4
25
Curriculum Management System
Subject/Grade Level:
Topic: Career Preparation
Overarching Goals:
(1) Summarize requirements for professions/careers that require proficiency in a language other than
English based on exploration of the career clusters.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and
one’s own culture, orally, in writing, or through simulation.
Goal 3: The student will be able to create a resume, a letter of application and role play an interview taking
into consideration the cultural differences of employment in a Spanish-speaking country.
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Global Awareness
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Dec.
3.1.
Essential Questions:
What cultural norms/understandings must you have in
order to be effective in communicating and working with
citizens from another country?
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
3.2.
3.3.
3.4.
3.5.
3.6.
3.7.
3.8.
Understand the difference
between writing a business
letter and a personal letter in
Spanish and the common
salutations as well as the
common closings.
Write a letter asking for
employment.
Role play common ways of
greeting friends and
business owners in the
target language.
Review picture cards and
narrate events within a twominute time frame for AP
practice.
Explain the practice of
nepotismo in Spanishspeaking countries.
Use the perfect and
pluperfect tenses.
Define vocabulary words
using technique of
circumlocution.
Use the future tense to
discuss what occupation
Why do people migrate to the United States?
How has immigration impacted our society?
What are the advantages/disadvantages of immigration?
Enduring Understandings:
Citizens who can communicate in more than one language
have more career opportunities, marketability, and earning
potential.
The amount of leisure time available and how it is spent
varies among cultures.
Health benefits may be governed differently in other
countries. Tax structures also vary.
Part-time work for students may be perceived differently in
Spanish-speaking countries.
26
Learning Activities: Students will review pages
236 and 237 in Realidades Level 3 Textbook
describing the parts of a formal letter in Spanish
(saludo, desarrollo, conclusión, y despedida)
(Knowledge, Application, Comprehension)
Inside/Outside circle technique to greet one another
appropriately for business situations and for
informal situations. With formal situations, one
circle acts as the interviewer and one circle is the
interviewee.
(Knowledge, Application, Comprehension)
Students will complete a self-assessment of their
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
they want in the future.
CPI: 7.1AL.A.1 - A.8
Big Idea: Global Awareness
Topic: Career Preparation
Overarching Goals:
(1) Summarize requirements for professions/careers that require proficiency in a language other than
English based on exploration of the career clusters.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and
one’s own culture, orally, in writing, or through simulation.
Goal 3: The student will be able to create a resume, a letter of application and role play an interview taking
into consideration the cultural differences of employment in a Spanish-speaking country.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Career opportunities may be limited due to the class
system in Spanish-speaking countries. The distribution of
land and wealth may vary in these countries as well as
labor laws.
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
abilities using the survey on page 208 of
Realidades.
(Analysis, Evaluation)
Present perfect and pluperfect – Students can
create a dialogue telling a future employer what
jobs or what job skills they have done or had done
in the past.
(Knowledge, Application, Comprehension, Analysis)
Review picture cards and give a two-minute story
using those pictures. (AP review)
(Knowledge, Application, Comprehension,
Synthesis)
Students will review the classified ads in a Spanish
newspaper magazine. They will search on-line for
an advertisement and look for one in which they
think they might be qualified or one which they
would like to do in the future. Page 209 in
Realidades Level 3 also provides some classified
advertisements and comprehension questions.
(Knowledge, Application, Comprehension, Analysis)
Students can read vocabulary in context on pages
206 and 207 Realidades Level 3 and then complete
27
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Global Awareness
Topic: Career Preparation
Overarching Goals:
(1) Summarize requirements for professions/careers that require proficiency in a language other than
English based on exploration of the career clusters.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and
one’s own culture, orally, in writing, or through simulation.
Goal 3: The student will be able to create a resume, a letter of application and role play an interview taking
into consideration the cultural differences of employment in a Spanish-speaking country.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
the listening comprehension exercise.
(Knowledge, Application, Comprehension)
Have students review vocabulary on pages 242 and
243 of Realidades Level 3 and list the qualities they
have as well as the jobs they would be most
interested in.
(Knowledge, Application, Comprehension)
Assessment Models:
Interpersonal
Students will form groups to review the article from
Civilización y Cultura pgs. 49-55 and how culture
affects the work world. Each group will create notes
on a flip chart to note their understanding. Class
discussion on their findings.
(Knowledge, Application, Comprehension)
Using clock partners, have them practice greeting
each other for interviews and review rules for
interviewing on page R30 and R31 in Nuevas Vistas
Student Textbook (index area – Manual de
comunicación).
(Knowledge, Application, Comprehension)
28
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Global Awareness
Topic: Career Preparation
Overarching Goals:
(1) Summarize requirements for professions/careers that require proficiency in a language other than
English based on exploration of the career clusters.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and
one’s own culture, orally, in writing, or through simulation.
Goal 3: The student will be able to create a resume, a letter of application and role play an interview taking
into consideration the cultural differences of employment in a Spanish-speaking country.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Interpretive
Students will review pages 236 and 237 in
Realidades Level 3 Textbook.
(Knowledge, Application, Comprehension)
Goal: Students will create their own letter of
application for a job using the formal style used in
Spanish and incorporating present perfect,
subjunctive and use of the demonstrative adjectives
and pronouns. They will then peer-edit the rough
drafts before completing a final draft.
Role: Students are job applicants for a major
international corporation.
Audience: The Human Resource department of a
major international corporation who is reviewing
candidates for a position within the company.
Situation: Student wants to obtain a job in the
corporation and must write a cover letter about
themselves stating their qualifications and why they
are interested in the position.
Product: A letter of application which is in the
formal style of letter writing and utilizes the present
perfect subjunctive tense, demonstrative adjectives
and pronouns appropriately.
Standard of Assessment: Evaluation will be based
on a rubric. Examples of letters (commercial and
formal) can be found in Nuevas Vistas student
29
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Global Awareness
Topic: Career Preparation
Overarching Goals:
(1) Summarize requirements for professions/careers that require proficiency in a language other than
English based on exploration of the career clusters.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and
one’s own culture, orally, in writing, or through simulation.
Goal 3: The student will be able to create a resume, a letter of application and role play an interview taking
into consideration the cultural differences of employment in a Spanish-speaking country.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
textbook pgs. R32 and R33.
(Analysis, Evaluation, Synthesis)
Have students review curriculum vitae on pgs. R34
and R35 in Nuevas Vistas 1 Textbook (section
Manual de comunicación). Students can create
their own resume using this format as a model.
(Knowledge, Application, Comprehension)
Presentational
ROLE PLAY:
Team A portrays a U.S. student applying for a job in
Mexico. This student has all the qualities needed to
be a pilot. He is the highest qualified candidate
applying for the position and has experience.
Team B is the interviewer from Mexico’s “Buen
Viaje Airlines”. The interviewer has a brother who
wants the job and has just received his pilot’s
license.
Both teams need to use the present subjunctive in
at least one circumstance. Both must show an
understanding of the cultural differences. Team A
must show how they would greet and be in “usted”
mode. Team B must show the common practice of
nepotismo practiced in this country as well as the
gracious way in which rejection is given.
30
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Global Awareness
Topic: Career Preparation
Overarching Goals:
(1) Summarize requirements for professions/careers that require proficiency in a language other than
English based on exploration of the career clusters.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and
one’s own culture, orally, in writing, or through simulation.
Goal 3: The student will be able to create a resume, a letter of application and role play an interview taking
into consideration the cultural differences of employment in a Spanish-speaking country.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
(Knowledge, Application, Comprehension,
Synthesis)
Additional Resources:
Civilización y Cultura, Heinle
Communicating in Spanish, Schaums Foreign
Language Series
Realidades, Level 3, Pearson
Una Vez Más
31
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Dec Jan
Honors Spanish IV
Grade 11-12
Big Idea: Global Awareness
Topic: Work and Community (Oficio y Comunidad)
Overarching Goals:
(1) Identify cultural perspectives and compare/contrast them.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Summarize the requirements for professions/careers that require proficiency in a language other than
English based on exploration of the culture clusters.
Goal 4: The student will be able to research and analyze the geographic, political and economic
conditions in Nicaragua and compare it to the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
4.1.
Essential Questions:
What cultural norms/understandings must you have in
order to be effective in communicating and working with
citizens from another country?
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
Understand that different
dialects of Spanish are
spoken in Nicaragua,
Honduras and El Salvador.
4.2. Critique U.S. policies in
Latin America – very basic
level in list format. (Malo,
Bueno)
4.3. Discuss cause and effect of
current events in Nicaragua
which relates to its
economic development
4.4. Analyze how Latin American
countries impact the United
States.
CPI’s: 7.1.IH.B.1 - .1IH.B.6,
7.1.IL.C.1 – 7.1.IL.C6
Why do people migrate to the United States?
How does geography, political events and natural disasters
effect a country’s economy and what impact does that have
on the United States?
What are the advantages/disadvantages of immigration?
Enduring Understandings:
Geographical location, political events and natural disasters
affect the economic growth of a country.
The U.S. may be viewed negatively due to our
interventions in Latino politics in the 1980’s.
Latinos impact our society on all cultural levels.
Human migration is often related to the availability of
resources and the ability to adapt to the environment.
32
Learning Activities:
Students will read pages 10-12 in Nuevas Vistas 1
Textbook and answer comprehension questions in
assessment (page 15 – assessment program) to
demonstrate understanding.
(Knowledge, Application, Comprehension)
Students will use the internet to research important
cultural events in Nicaragua like the fiestas
patronales and Toro Guaco.
(Knowledge, Application, Comprehension)
Students can listen to typical music from Nicaragua
through You Tube.
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Honors Spanish IV
Grade 11-12
Big Idea: Global Awareness
Topic: Work and Community (Oficio y Comunidad)
Overarching Goals:
(1) Identify cultural perspectives and compare/contrast them.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Summarize the requirements for professions/careers that require proficiency in a language other than
English based on exploration of the culture clusters.
Goal 4: The student will be able to research and analyze the geographic, political and economic
conditions in Nicaragua and compare it to the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Students will make a list of dialect differences in the
United States. Then using a chart, list:
England, Scotland, Australia, New Zealand, West
Indies and Ireland. How is English spoken
differently in each of these countries? Introduce
students to the use of VOS (Nuevas Vistas, pages
72 & 73 Teacher Resource Binder).
(Knowledge, Application, Comprehension)
Assessment Models:
Interpersonal
In groups students will investigate a historic event in
Nicaragua which interests them such as the
dictator, Somoza, the earthquake of 1972, the
counter-revolution or Hurricane Mitch. They must
find three facts that occurred with each event, what
caused the event, and then tell the effect that it had
on the country.
(Knowledge, Application, Comprehension, Analysis)
Interpretive
Students create a timeline of the natural disasters
that have occurred in the Nicaraguan Republic.
(Knowledge, Application, Comprehension, Analysis)
33
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Honors Spanish IV
Grade 11-12
Big Idea: Global Awareness
Topic: Work and Community (Oficio y Comunidad)
Overarching Goals:
(1) Identify cultural perspectives and compare/contrast them.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Summarize the requirements for professions/careers that require proficiency in a language other than
English based on exploration of the culture clusters.
Goal 4: The student will be able to research and analyze the geographic, political and economic
conditions in Nicaragua and compare it to the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Presentational
Students will design and write the front page of the
Managua newspaper, La Prensa, the day after the
huge earthquake hit the city in June of 1972. They
can illustrate their articles or print photos from the
Internet.
(Knowledge, Application, Comprehension,
Synthesis)
Additional Resources:
Reference database center: www.fofweb.com Id=
Monroe password: falcons (includes 13 separate
databases on subjects that range from Women’s
History to Reference and Literature.
Ebscohost Web (periodicals)
http://search.epnet.com
User ID Monroe, password: falcons
Accunet/AP photo archive (Associated Press
photos)
http://apimages.ap.org/unsecured/logip.aspx
User ID infolink128 password: photo
World geography - ABC-CLIO The Latino American
Experience, http://lae.greenwood.com/default.aspx
34
Suggested days of Instruction
Curriculum Management System
Subject/Grade Level:
Honors Spanish IV
Grade 11-12
Big Idea: Global Awareness
Topic: Work and Community (Oficio y Comunidad)
Overarching Goals:
(1) Identify cultural perspectives and compare/contrast them.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Summarize the requirements for professions/careers that require proficiency in a language other than
English based on exploration of the culture clusters.
Goal 4: The student will be able to research and analyze the geographic, political and economic
conditions in Nicaragua and compare it to the United States.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
user id: monroehs, password: falcons
World Book Online – www.worldbookonline.com;
user id: monroehs; password: falcons
http://www.socialstudies.abcclio.com/multiHome/Default.aspx
Reference E-Books –
http://ebooks.infobasepublishing.com/default.aspx?I
nstID=435 User ID: Monroe, passworld: falcons
Issues and controversies http://www.2facts.com
ID: monroehs password: falcons
35
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Jan.
–
Feb.
Big Idea: Change: Historical Perspective
Topic: Myths, legends, folktales and fables
Overarching Goals:
(1) Communicate what ancient civilizations have given to present day life and their influences on modern culture.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful problems presented
through literature.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Analyze historical and political contexts that connect or have connected famous people, places, and events from the target
culture with the United States.
Goal 5: The student will be able to research ancient civilizations in the Americas as well as the various
Spanish invaders and create a history channel segment that demonstrates key understandings of the
influences of these cultures/invaders on the country culture.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
5.1.
Essential Questions:
How is culture represented through literature, art, and
music?
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
5.2.
5.3.
5.4.
5.5.
5.6.
Read, comprehend and
summarize articles on the
Aztecs, Incas and Mayas.
Complete all pre-reading
and post-reading activities
for comprehension.
Research using the internet
to identify contributions of
the ancient civilizations.
Investigate cultural
influences in three cities of
student choice in three
regions in Spain and tell
how the invaders of Spain
influenced those regions.
Compare and contrast
Central American/South
American cities to cities in
Spain with regard to
architecture, food, religion,
government, music, and city
layout.
Speak about people and
places in the past tense
using the preterite and
imperfect tenses.
How did the conquistadors and Spanish invaders influence
Spain and Latin America? What impact did this have on
the original culture?
What are the major influences/impacts Spain and Latin
America have on our culture here in the United States?
How does religion influence a culture?
Enduring Understandings:
We are interdependent on Latin America for many products
and services that impact our economy (petroleum, fruits,
wine, olives, vegetables, copper, etc.)
The architecture, religion, and our own language have
Spanish influence. (Arab influence from the Moors).
Many of our cities or regions in the United States have
Spanish influence. For example, Los Angeles is the
second largest Mexican population, Miami is one of the
36
Learning Activities:
To gain background information on the ancient
civilizations which still impact Latin American
countries, have students read articles from Unit 2
“Origenes de la cultura hispánica: América pg. 1632, Conversación y Cultura, Heinle. This can be
done as a jigsaw where there are three expert
groups. Then students form groups of three with
one expert on each Native American nation (one
Inca, One Maya, and one Aztec). Each person is
responsible for communicating the major influences
of each culture.
(Analysis, Evaluation, Synthesis)
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Change: Historical Perspective
Topic: Myths, legends, folktales and fables
Overarching Goals:
(1) Communicate what ancient civilizations have given to present day life and their influences on modern culture.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful problems presented
through literature.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Analyze historical and political contexts that connect or have connected famous people, places, and events from the target
culture with the United States.
Goal 5: The student will be able to research ancient civilizations in the Americas as well as the various
Spanish invaders and create a history channel segment that demonstrates key understandings of the
influences of these cultures/invaders on the country culture.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
largest Cuban populations, and New York has one of the
largest Puerto Rican populations in the world.
Then have students repeat with Unit 1 – the
conquistadores of Spain. Students will review all
comprehension questions and opinion questions.
Students will then apply this knowledge to the
nd
rd
stories they read throughout the 2 and 3
colección of Nuevas Vistas.
(Analysis, Evaluation, Synthesis)
The Mayans and Incas contributed to our calendar,
mathematical concept of zero, aqueducts, and crops.
The teacher can also distribute pages from Chapter
7 and 8 of Realidades to reinforce the above
concepts for students who need more modifications.
(Knowledge, Application, Comprehension)
Students will learn about this period by internet
investigation using the website:
http://cita.net/lessons/spanish/level3/historia.html
and
http://www.red2000.com/spain/primer/1hist.html
(Knowledge, Application, Comprehension)
Students will view a video on the history of Spain
and take notes. Using the above two sources, they
will create an outline as a study guide about these
periods in time (Visigoth, Roman, Moor invaders,
Middle Ages, Renaissance -1492 and Age of
37
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Change: Historical Perspective
Topic: Myths, legends, folktales and fables
Overarching Goals:
(1) Communicate what ancient civilizations have given to present day life and their influences on modern culture.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful problems presented
through literature.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Analyze historical and political contexts that connect or have connected famous people, places, and events from the target
culture with the United States.
Goal 5: The student will be able to research ancient civilizations in the Americas as well as the various
Spanish invaders and create a history channel segment that demonstrates key understandings of the
influences of these cultures/invaders on the country culture.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Exploration).
(Knowledge, Application, Comprehension)
The Gwyneth Paltrow and Mario Batali video
(Spain, A Culinary Road Trip) can also be used
which was a documentary on PBS and the
actors/actresses provide snippets of historical
information as they travel through each region in
Spain cooking and eating.
Students can act out the vocabulary in these
chapters. (Charades), play hangman, or create
word searches with the vocabulary. In the word
search have them use circumlocution (define word
with other Spanish words).
(Knowledge, Application, Comprehension)
Teacher can time students and provide a
vocabulary sheet where students as a team must
define words with other Spanish words
(circumlocution).
(Knowledge, Application, Comprehension)
Assessment Models:
Interpersonal
Based on what the students learned from their
38
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Change: Historical Perspective
Topic: Myths, legends, folktales and fables
Overarching Goals:
(1) Communicate what ancient civilizations have given to present day life and their influences on modern culture.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful problems presented
through literature.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Analyze historical and political contexts that connect or have connected famous people, places, and events from the target
culture with the United States.
Goal 5: The student will be able to research ancient civilizations in the Americas as well as the various
Spanish invaders and create a history channel segment that demonstrates key understandings of the
influences of these cultures/invaders on the country culture.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
jigsaw activity, they will form cooperative groups
and create a chart that indicates the major
contributions of the Incas, Mayans, and Aztecs and
note which countries are still influenced by these
civilizations.
(Comprehension, Analysis, Evaluation)
Interpretive
Goal: Students will be able to apply what they
learned about architecture and influences from
invaders to current day Spain and present it to the
class in a visual format.
Role: Students will become Tour Guides and
Expert Travel Agents.
Audience: Students who are interested in traveling
to three regions in Spain but need to know about
the architecture and points of interest. Also the
audience will be traveling to South America.
Situation: Students will select three cities in
different regions in Spain and note the influence of
the Visigoth, Moors, and/or Romans. Then they will
select one country in South America or Central
America and compare one city in that country to the
cities they selected in Spain. What
similarities/differences did they find?
Product: Students will create their own brochure or
Power Point with a slide for each region in Spain
39
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Change: Historical Perspective
Topic: Myths, legends, folktales and fables
Overarching Goals:
(1) Communicate what ancient civilizations have given to present day life and their influences on modern culture.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful problems presented
through literature.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Analyze historical and political contexts that connect or have connected famous people, places, and events from the target
culture with the United States.
Goal 5: The student will be able to research ancient civilizations in the Americas as well as the various
Spanish invaders and create a history channel segment that demonstrates key understandings of the
influences of these cultures/invaders on the country culture.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
and one for the South/Central American city. Each
slide or entry page must provide examples of the
influence, points of interest, and demonstrate
understanding of these influences/contributions to
today’s society. Two to three blocks using laptops
can be dedicated to research. The Media Center
can also set up a list of websites for students
regarding this project and students can use the
media center computers to research.
Standards of Assessment: Evaluation will be based
on a rubric.
(Analysis, Evaluation, Synthesis)
Presentation
Students will form groups to review their own Power
Points/brochures and then create a five minute
History Channel Segment which will include photos
of the influences, music from the cultures, and any
personal touches (student trip to a country, points of
interest, food, etc.) The students must demonstrate
understanding of the influences and present these
influences in modern day culture in an engaging
way. This presentation will be graded using a
rubric.
(Analysis, Evaluation, Synthesis)
Additional Resources:
40
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Change: Historical Perspective
Topic: Myths, legends, folktales and fables
Overarching Goals:
(1) Communicate what ancient civilizations have given to present day life and their influences on modern culture.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful problems presented
through literature.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Analyze historical and political contexts that connect or have connected famous people, places, and events from the target
culture with the United States.
Goal 5: The student will be able to research ancient civilizations in the Americas as well as the various
Spanish invaders and create a history channel segment that demonstrates key understandings of the
influences of these cultures/invaders on the country culture.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
World geography - ABC-CLIO The Latino American
Experience, http://lae.greenwood.com/default.aspx
user id: monroehs, password: falcons
World Book Online – www.worldbookonline.com;
user id: monroehs; password: falcons
http://www.socialstudies.abcclio.com/multiHome/Default.aspx
41
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Feb.Mar.
Big Idea: Change: Historical Perspective
Topic: Culture reflected in literature
Overarching Goals:
(1) Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials..
Goal 6: The student will be able to indentify literary elements in various South and Central American
folktales and interpret how cultural norms/attitudes/perspectives are reflected in the stories and then
create their own story.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
6.1.
Essential Questions:
How do the literary elements contribute to a story?
What makes a good story?
What is the author intent in using literary elements?
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
6.2.
6.3.
6.4.
6.5.
6.6.
6.7.
Retell the story in their own
words.
Compare the Nahual of the
Mayans to protective spirits
of other
cultures/religions/stories.
Understand literary
elements such as
personificación, argumento,
conflicto interno, conflicto
externo, suspenso, climax,
desenlace, anticipación,
flashback, ambiente, punta
de vista, ironía, tema
Discuss events in time in the
past tense using the
preterite and imperfect
appropriately.
Write a creative story.
Differentiate between the
uses of the indicative and
the subjunctive moods.
Know when to use the
subjunctive in noun and
adverbial clauses.
Enduring Understandings:
Story telling is a means to explain the supernatural.
Stories also communicate economic, political, and social
aspects of a society and its belief systems.
Authors use literary elements to communicate the cultural
attitudes reflected (both positive and negative) in a society.
Learning Activities:
Students will read and create their own notes to aid
them in identifying and using literary elements in the
stories they are about to read. ( Nuevas Vistas pgs.
76 -79).
(Knowledge, Application, Comprehension)
Listening Comprehension: Provide students with
practice listening to different voices/speeds/accents
in the Spanish-speaking world. ( Use any of the
audio CDs provided by Nuevas Vistas or
Realidades).
(Knowledge, Application, Comprehension)
42
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Change: Historical Perspective
Topic: Culture reflected in literature
Overarching Goals:
(1) Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials..
Goal 6: The student will be able to indentify literary elements in various South and Central American
folktales and interpret how cultural norms/attitudes/perspectives are reflected in the stories and then
create their own story.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Have students create their own portfolio to note
their improvement in listening over time.
(Analysis, Evaluation)
Expand essential vocabulary – Nuevas Vistas
textbook pgs. 156-157 and workbook pgs. 43, 50.
(Knowledge, Application, Comprehension)
Reading comprehension and vocabulary quiz –
Nuevas Vistas 1 Assessment Guide.
(Knowledge, Application, Comprehension)
Using picture cues, retell events on the cue cards
within a two minute time period. (AP review)
(Knowledge, Application, Comprehension,
Synthesis)
Teacher may select stories based on class interests
from Selección 2 and 3. Ex: de Me llamo
Rigoberta Machú can be used to compare the
Nahual of the Mayans to guardian angels in
Christian religions. What are
similarities/differences?
(Knowledge, Application, Comprehension)
43
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Change: Historical Perspective
Topic: Culture reflected in literature
Overarching Goals:
(1) Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials..
Goal 6: The student will be able to indentify literary elements in various South and Central American
folktales and interpret how cultural norms/attitudes/perspectives are reflected in the stories and then
create their own story.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Posada de tres cuerdas – post reading
comprehension questions and activities – Nuevas
Vistas 1 textbook pg. 136, 150 and workbook p. 44.
(Knowledge, Application, Comprehension)
La Puerta del Infierno – Nuevas Vistas 1 textbook
pgs. 144-147 and workbook pg. 46. Expand
essential vocabulary pgs. 157-159 and workbook
pgs. 45, 50-51.
(Knowledge, Application, Comprehension)
Students will complete a KWL prior to watching a
video for Panorama Cultural (Nuevas Vistas 1
colección 3) with accompanying text and have class
discussion based on comprehension and reflection
questions.
(Knowledge, Application, Comprehension)
Read and discuss the differences between myths,
legends, folktales and fables – Nuevas Vistas 1
textbook pgs. 142-143. Divide students into teams
to try to come up with examples of each.
(Knowledge, Application, Comprehension)
44
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Change: Historical Perspective
Topic: Culture reflected in literature
Overarching Goals:
(1) Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials..
Goal 6: The student will be able to indentify literary elements in various South and Central American
folktales and interpret how cultural norms/attitudes/perspectives are reflected in the stories and then
create their own story.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Have students go to four corners of the room and
write all they remember about the use of the
subjunctive.
(Knowledge, Application, Comprehension)
Review of present subjunctive – Nuevas Vistas 1
textbook pgs. 161 – 169 and workbook pgs. 52-58.
(Subjunctive with noun clauses, subjunctive in
adverbial clauses. Also textbook pgs. 136 and 158
“asi se dice”.
(Knowledge, Application, Comprehension)
Students will write original sentences about their
daily life using present subjunctive (example: My
teacher advises me that I must study).
(Knowledge, Application, Comprehension)
Assessment Models:
Interpretive
Have students read Panorama Cultural in Nuevas
Vistas pg. 88-89. Using a graphic organizer have
students tell what the main differences in animal
rights in Latin America and the United States are
based on the readings.
(Knowledge, Application, Comprehension)
45
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Change: Historical Perspective
Topic: Culture reflected in literature
Overarching Goals:
(1) Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials..
Goal 6: The student will be able to indentify literary elements in various South and Central American
folktales and interpret how cultural norms/attitudes/perspectives are reflected in the stories and then
create their own story.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Interpersonal
Have students review pre-reading activities and
make predictions using think-pair-share for Posada
de tres cuerdas – Nuevas Vistas I, textbook pgs.
128-135. Using literature circle roles, each student
is assigned a role as he/she reads the story:
director, illustrator, vocabulary enricher,
summarizer, time traveler (researches time period
of author and the story), Connector (relates story to
something current – could be a current story,
current events, a song, etc.).
(Comprehension, Analysis, Evaluation)
Refer to Posada de tres cuerdas, Nuevas Vistas,
Colección 3, and compare to the geisha from Asia’s
past. Have students discuss with a partner the
allure of the geisha in her time and the preparation
necessary in becoming a geisha (the dress, the
makeup, the musical training, the etiquette and
mannerisms.) What does this tell you about the
role/rights of the woman in that society?
(Comprehension, Analysis)
Presentational
In groups of three, have students do a retelling or a
modernization of a well-known folktale such as “The
46
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Change: Historical Perspective
Topic: Culture reflected in literature
Overarching Goals:
(1) Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials..
Goal 6: The student will be able to indentify literary elements in various South and Central American
folktales and interpret how cultural norms/attitudes/perspectives are reflected in the stories and then
create their own story.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Boy Who Cried Wolf”. Assign each group member
a part of the story to retell (beginning, middle or
end). Nuevas Vistas 1 Teacher Resource pg. 132.
Students must use the present subjunctive in their
presentations to demonstrate they can apply the
grammar they have learned in the correct context
and conjugation.
(Knowledge, Application, Comprehension)
Final Unit Project:
Have students begin brainstorming creative ideas
for an original scary story or a legend to explain a
natural phenomena to later present to the class.
(Comprehension, Synthesis)
Litererary Elements: Plot, characterization, setting,
point of view, irony, main theme ( Nuevas Vistas
textbook pgs. 76-79). Employ Writer’s Workshop
model – Narrative writing Nuevas Vistas textbook
pgs. 118-122. Follow writing process to create an
original story.
Students will consider these questions during the
editing process:
1. Does the first paragraph capture the
attention of the reader?
2. Is the main conflict clear?
47
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Change: Historical Perspective
Topic: Culture reflected in literature
Overarching Goals:
(1) Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials..
Goal 6: The student will be able to indentify literary elements in various South and Central American
folktales and interpret how cultural norms/attitudes/perspectives are reflected in the stories and then
create their own story.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
3. Does the story create suspense and hold
the reader’s interest?
4. Is there a clear order of events?
5. Are the characters believable?
6. Does the story have a convincing climax?
7. Are there cultural elements included in the
story?
8. Does the writer use the subjunctive tense
correctly to show understanding of this
concept?
Nuevas Vistas I textbook pg. 121
Additional Resources:
World Geography - ABC-CLIO The Latino American
Experience, http://lae.greenwood.com/default.aspx
user id: monroehs, password: falcons
World Book Online – www.worldbookonline.com;
user id: monroehs; password: falcons
http://www.socialstudies.abcclio.com/multiHome/Default.aspx
48
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Mar.
April
Big Idea: Relationships
Topic: Inside the heart (Dentro del corazón)
Overarching Goals:
(1) Compare and contrast the use of verbal and non-verbal etiquette and cultural practices in the target
culture and in one’s own culture.
(2) Create and perform stories, poems, short plays or oral reports based on personal experiences and/or
that reflect cultural perspectives associated with the target culture.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials.
Goal 7: The student will be able to read with comprehension the literary selection Mañana de sol and to
discuss similar experiences from their own lives. The student will create a new conclusion for the play
and act it out.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
7.1.
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
7.2.
7.3.
7.4.
7.5.
7.6.
7.7.
7.8.
7.9.
Complete all pre-reading
and post-reading activities
for comprehension.
Map out the story using
picture boxes and captions.
Retell drama in their own
words.
Write a paragraph
describing a similar
experience from their own
lives.
Use the new vocabulary in
context.
Match the new vocabulary
words with their
corresponding definitions
Write dialogues using the
new vocabulary.
Discuss through interviews,
debates, role plays and
dialogues who and what
they consider “Matters of the
Heart” in their own lives.
Differentiate between the
use of the present
What universal themes can be discovered from one time
period to another when analyzing paintings and literature?
What are the commonalities of the adolescent experience
world wide?
What are the challenges facing youth and family units in
this century and how are they facing these challenges?
How can social status play a role in a child’s upbringing?
Enduring Understandings:
Adolescents/teen agers around the world face the same
challenges in developing relationships, friendships, and
moving towards the adult world. There is a shared human
experience.
The amount of leisure time available and how it is spent
varies among cultures.
Rituals and traditions are important in every culture.
49
Learning Activities:
Complete pre-reading activities and read text for the
drama, Mañana de sol – Nuevas Vistas 1 textbook
pg. 186-195.
(Knowledge, Application, Comprehension)
Assign students roles to act out the drama. Rotate
students into the roles so that everyone has a
chance to read with inflection and emotion.
(Teacher’s Resource pg. 164.)
(Knowledge, Application, Comprehension)
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
subjunctive and the
imperfect subjunctive.
7.10. Correctly conjugate the
conditional.
CPIs: 7.1.IL.A.1; 7.1.IL.A.5-8;
7.1.NH.B.4; 7.1NH.B.5; 7.1.IL.C.1 7.1.IL.C.5
Big Idea: Relationships
Topic: Inside the heart (Dentro del corazón)
Overarching Goals:
(1) Compare and contrast the use of verbal and non-verbal etiquette and cultural practices in the target
culture and in one’s own culture.
(2) Create and perform stories, poems, short plays or oral reports based on personal experiences and/or
that reflect cultural perspectives associated with the target culture.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials.
Goal 7: The student will be able to read with comprehension the literary selection Mañana de sol and to
discuss similar experiences from their own lives. The student will create a new conclusion for the play
and act it out.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Courtships are very different in some countries where it is
possible that parents have more of a role in choosing
partners.
Have students choose incidental music (music to
heighten the mood) to accompany Mañana de sol.
Analysis, Evaluation)
Machismo –the practice of males being perceived as the
dominant sex with more sexual liberties than females, is
still practiced in some countries.
Have students find information about Spain’s
Golden Age of drama (1550-1681). They can focus
on Lope de Vega, Tirso de Molina and Calderón de
la Barca who were the most well-known
playwrights. One common theme was the defense
of personal and familial honor. What role does this
theme play in today’s society and dramatic arts?
(Comprehension, Analysis)
Mayorazgo – the practice where the first son inherits
everything and is responsible for taking care of the rest of
the family – is still practiced in some countries. This gives
females less power over their destiny and less rights in
ownership of land.
The study of another language and culture deepens
understanding of where and how people live and why
events occur.
Current trends and issues influence popular culture around
the world.
Divide the class in two groups. One group will
discuss how doña Laura has changed over time.
The other group will tell how don Gonzalo has
changed. Who would they elect in their Junior class
as “most changed” for their yearbook? Why?
(Comprehension, Analysis, Evaluation)
Journal Prompt: If you could move anywhere in the
country where no one would know you, where
would you move and what would you do differently
if you had a new start?
(Comprehension, Analysis)
50
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic: Inside the heart (Dentro del corazón)
Overarching Goals:
(1) Compare and contrast the use of verbal and non-verbal etiquette and cultural practices in the target
culture and in one’s own culture.
(2) Create and perform stories, poems, short plays or oral reports based on personal experiences and/or
that reflect cultural perspectives associated with the target culture.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials.
Goal 7: The student will be able to read with comprehension the literary selection Mañana de sol and to
discuss similar experiences from their own lives. The student will create a new conclusion for the play
and act it out.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Expand Essential Vocabulary – Nuevas Vistas 1
textbook pgs. 217-218, 219-221 and workbook pgs.
63, 71.
(Knowledge, Application, Comprehension)
Write practice sentences using the new vocabulary
and create dialogue with clock partners.
(Knowledge, Application, Comprehension)
Reading comprehension and vocabulary quiz –
Nuevas Vistas 1 Assessment Guide.
(Knowledge, Application, Comprehension)
Students will listen to the audio CD and follow along
reading text for Mañana de sol and then complete
the comprehension questions in Nuevas Vistas 1
textbook pg. 196 and workbook pg. 64.
(Knowledge, Application, Comprehension)
Ask students to interview an older family member or
family friend focusing on how the interviewee thinks
he or she has changed since childhood. Students
should then write a paragraph summarizing the
interview to share with the class. Nuevas Vistas 1.
(Comprehension, Evaluation)
51
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic: Inside the heart (Dentro del corazón)
Overarching Goals:
(1) Compare and contrast the use of verbal and non-verbal etiquette and cultural practices in the target
culture and in one’s own culture.
(2) Create and perform stories, poems, short plays or oral reports based on personal experiences and/or
that reflect cultural perspectives associated with the target culture.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials.
Goal 7: The student will be able to read with comprehension the literary selection Mañana de sol and to
discuss similar experiences from their own lives. The student will create a new conclusion for the play
and act it out.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Ask students to think of a person they may have
misjudged at first and later came to admire.
Suggest that they write a page-long description of
the incident that most helped to change their
opinion of that person. The students should include
a statement about the irony of their misperception.
Nuevas Vistas Assessment Guide pg. 292.
(Comprehension, Analysis, Evaluation)
Assessment Models:
Interpretive
Have students discuss some rituals or traditions of
their own family (celebrating holidays, telling stories,
exchanging gifts in a unique way, etc.) They can
compare and contrast traditions/rituals in various
Spanish-speaking countries. What types of
interactions does the ritual provide? Is this the
same for all countries?
(Knowledge, Application, Comprehension, Analysis)
Have students view commercials in Spanish and
note the female role. Is this similar/different than in
the U.S. If possible, show a game show on the
Spanish station. Note how the females are
dressed. What message about the female role
does this send to viewers? Have students record
52
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic: Inside the heart (Dentro del corazón)
Overarching Goals:
(1) Compare and contrast the use of verbal and non-verbal etiquette and cultural practices in the target
culture and in one’s own culture.
(2) Create and perform stories, poems, short plays or oral reports based on personal experiences and/or
that reflect cultural perspectives associated with the target culture.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials.
Goal 7: The student will be able to read with comprehension the literary selection Mañana de sol and to
discuss similar experiences from their own lives. The student will create a new conclusion for the play
and act it out.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
their thoughts for debate/discussion on gender roles
in Spanish speaking societies. Make sure to note
that not all Spanish-speaking countries view the
female this way. Why might this be different from
one country to another?
(Comprehension, Analysis, Evaluation)
Interpersonal
Goal: Students will be able to utilize the question
and answer format for a “Dear Abby” column and
respond based on the cultural values of the country
in which they live.
Role: Students will write questions to Abby
because they are in a crisis/problem related to
“matters of the heart”. They must state in which
Spanish country they live in order to give Abby the
opportunity to respond based on the culture of that
country.
Audience: Other readers of the Dear Abby column
who are the same age and facing similar problems.
Situation: Students will exchange questions and
then become Abby and have to respond to the
troubled teen. If possible, find this type of column in
a Spanish newspaper or magazine like People and
note the language/idioms used as teens speak in
their country. Are the problems similar? Different?
How?
53
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic: Inside the heart (Dentro del corazón)
Overarching Goals:
(1) Compare and contrast the use of verbal and non-verbal etiquette and cultural practices in the target
culture and in one’s own culture.
(2) Create and perform stories, poems, short plays or oral reports based on personal experiences and/or
that reflect cultural perspectives associated with the target culture.
(3) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate,
culturally authentic materials.
Goal 7: The student will be able to read with comprehension the literary selection Mañana de sol and to
discuss similar experiences from their own lives. The student will create a new conclusion for the play
and act it out.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Product: Students will write a letter of response
offering advice to the troubled heart.
Standard of Assessment: Evaluation based on a
rubric.
(Comprehension, Analysis, Evaluation)
Presentational
In Pairs have students prepare a list of
characteristics of the two main characters and
consider how they think these characters might act
the next time they meet. Then students will develop
a continuation of the play by writing ten lines of
dialogue along with stage directions. The
personalities of the characters should continue to
evolve with the action. Students should also
include music that depicts the mood they want to
create. Students will perform their skits using
props.
(Knowledge, Application, Comprehension, Synthesis)
Additional Resources:
People Magazine in Spanish
Ebscohost Web (periodicals)
http://search.epnet.com
You Tube clips on internet
54
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
April
- May
Big Idea: Relationships
Topic: Dentro del corazón
Overarching Goals:
(1) Communicate ideas in clear, concise, organized language that varies in content, format and form for
different audiences and purposes.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate
culturally authentic materials.
Goal 8: The student will be able to read, analyze and relate to the literary excerpt de Paula by Isabel
Allende.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
8.1.
Essential Questions:
How have personal, political and family relationships
changed over the last century due to political, economic
and social structures?
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
Complete all pre-reading
and post-reading activities
for comprehension.
8.2. Retell story in own words.
8.3. Improve on listening
comprehension through
practice.
8.4. Understand vocabulary and
practice skills for
circumlocution.
8.5. Hypothesize about a picture
that is presented.
8.6. Compare and contrast
movies and stories for
common themes.
8.7. Compare and contrast
movies to identify story
elements.
8.8. Identify cause and effect
within
readings/movies/personal
situations.
8.9. Answer essential questions
for the unit.
8.10. Research information about
What can art and literary works tell us about a culture?
Enduring Understandings:
Civilizations have been destroyed due to greed in
obtainment of land and wealth.
Instability in governments neighboring the United States is
detrimental to the United States.
Artists have expressed points of view on economic and
political conditions in abstract ways in order not to be
exiled. Artistic freedom is not a right in some countries.
Censorship is still practiced.
Students do not have the same rights once they leave our
United States border and must realize that they are guests
in the nation they are entering. They must understand the
rules of protocol and laws or face serious consequences.
55
Learning Activities:
Students will be introduced to the basic elements of
a drama: exposición, conflict, climax y desenlace.
Have students select two stories or movies and
identify each of the dramatic elements in chart form.
(Knowledge, Application, Comprehension)
Complete pre-reading activities and read text for de
Paula – Nuevas Vistas 1 textbook pgs. 204-209
(Knowledge, Application, Comprehension)
Using picture cues of Nuevas Vistas, relate the
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
authors.
8.11. Research current practices
in wellness and health by
utilizing media of the target
language within several
countries.
8.12. Analyze characters and their
motives.
8.13. Use the imperfect
subjunctive and the
conditional separately and
together.
CPIs: 7.1.IL.A.1; 7.1.IL.A.5-8;
7.1.NH.B.4; 7.1NH.B.5; 7.1.IL.C.1 7.1.IL.C.
Big Idea: Relationships
Topic: Dentro del corazón
Overarching Goals:
(1) Communicate ideas in clear, concise, organized language that varies in content, format and form for
different audiences and purposes.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate
culturally authentic materials.
Goal 8: The student will be able to read, analyze and relate to the literary excerpt de Paula by Isabel
Allende.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
story in a two-minute timed segment.
(Knowledge, Application, Comprehension)
Watch video for de Paula and then complete the
following:
Nuevas Vistas 1 textbook, pg. 209 and workbook
pg. 66.
(Knowledge, Application, Comprehension)
Create if/then situations using the imperfect
subjunctive with the conditional and the characters
in the story. (Practice in Nuevas Vistas 1 textbook
208, 222-228 and workbook pgs. 73-77).
(Comprehension, Analysis)
Students will watch the movie, Machuco, to get an
understanding of the political situation during
Allende’s time as President (Isabel Allende’s uncle).
Students will respond to comprehension questions
with the CD after watching each segment. What did
the movie tell us about class systems?
Friendships? Relationships during war?
(Knowledge, Application, Comprehension,
Evaluation)
56
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic: Dentro del corazón
Overarching Goals:
(1) Communicate ideas in clear, concise, organized language that varies in content, format and form for
different audiences and purposes.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate
culturally authentic materials.
Goal 8: The student will be able to read, analyze and relate to the literary excerpt de Paula by Isabel
Allende.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Have students look at the painting by Marc Chagall
(Nuevas Vistas 1 textbook on page 205). What do
you see? How does the painting make you feel?
Students will respond independently to these
questions in writing before sharing their insights.
What do we notice as students share? Is art
viewed the same by everyone? Why or why not?
(Comprehension, Analysis, Evaluation)
Assessment Models:
Interpretive
Compare Machuco to de Paula. Are there any
similarities? How do you think Allende felt after
hearing about the death of her Uncle? What ways
did Allende use to cope with the difficulties in her
life?
(Knowledge, Application, Comprehension)
Have students read the biography of Isabel Allende
and identify cause-effect chains for the events in
her life. Many of the events that shaped her life
were external factors, like the military coup in Chile.
(Knowledge, Application, Comprehension)
57
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic: Dentro del corazón
Overarching Goals:
(1) Communicate ideas in clear, concise, organized language that varies in content, format and form for
different audiences and purposes.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate
culturally authentic materials.
Goal 8: The student will be able to read, analyze and relate to the literary excerpt de Paula by Isabel
Allende.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Interpersonal
Have students read the Pupils Edition which
provides a script of two students (one from Chile
and one from Nicaragua) telling how they solve their
problems. Nuevas Vistas 1 textbook pgs. 210 &
211
(Knowledge, Application, Comprehension)
Have students research the health/lifestyle sections
of newspapers in Spanish speaking countries to see
what topics are addressed and how issues of health
and stress are treated. Students will compare their
findings in cooperative work groups in class.
(Knowledge, Application, Comprehension)
Presentational
Students will create a cause-and-effect chain of
important events in their own lives. The chain
should be created with illustrations, photos, art,
music or any other medium they would like. The
pictures should be accompanied by a few
sentences in Spanish to explain the chain. Each
student will present their chain to the class.
(Knowledge, Application, Comprehension, Analysis)
58
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic: Dentro del corazón
Overarching Goals:
(1) Communicate ideas in clear, concise, organized language that varies in content, format and form for
different audiences and purposes.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,
meaningful problems.
(3) Investigate, research, and synthesize various information from a variety of media sources.
(4) Identify the main idea, theme, and most supporting details in readings from age-and level-appropriate
culturally authentic materials.
Goal 8: The student will be able to read, analyze and relate to the literary excerpt de Paula by Isabel
Allende.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Additional Resources:
Civilización y cultura, Heinle Unit 5 pgs. 60-74
Realidades Fine Arts Transparencies
http://www.2facts.com
The Latino American Experience (ABC-CLIO)
http://lae.greenwood.com/default.aspx
www.fofweb.com
(facts on file)
59
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
MayJune
Big Idea: Global Awareness
Topic: El mundo hoy (the world today)
Overarching Goals:
(1) Use the target language to describe people, places, objects and daily activities learned about through oral or
written descriptions. Engage in oral and/or written discourse in a variety of timeframes on topics of persona or
social interest or on topics studied in other content areas.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful
problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and one’s own
culture, orally, in writing, or through simulation.
Goal 9: The student will be able to read with comprehension authentic texts from newspapers and magazines and to
discuss current events relating to such topics as politics, economics, immigration, sports, entertainment, health and
the environment.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
9.1.
Essential Questions:
What key questions should a news article answer?
What events are noteworthy currently in the realm of
politics , sports, business, entertainment, health and well
being?
What reforms are taking place with regard to immigration?
What are some of the primary concerns today regarding
the environment locally and globally?
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
9.2.
9.3.
9.4.
9.5.
9.6.
9.7.
Comprehend articles from
authentic news sources in
Spanish.
Create lists of unknown
words important to
understanding the current
events news articles.
Discuss and debate current
events especially pertaining
to the topics of: Politics,
economics, immigration,
sports, entertainment,
health, and the environment.
Summarize news articles
orally and in writing.
Practice AP technique of
responding in a two-minute
time frame.
Write a news article about
one or more of the above
listed current events noting
the sources used.
Identify the uses of the
infinite and the gerund in
articles.
Enduring Understandings:
Each newspaper has a point of view of its own. News
coverage in other countries can be extremely biased.
Students need to do their own research from various points
of view.
Current events are important to understand global
interconnectedness and how nations are interdependent.
Ex: Oil spill in the Gulf has effected our country, fishing
markets, and economic situation for many industries.
Immigration is effecting every country. In Europe
immigrants are the sole reason for increases in population.
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Learning Activities:
Writer’s Workshop – Nuevas Vistas 1 pgs. 13-14.
(Knowledge, Application, Comprehension)
Infinitive – Nuevas Vistas pg. 343-344 and
workbook pgs. 111-113.
(Knowledge, Application, Comprehension)
Uses of the gerund – Nuevas Vistas pgs. 345-347
and workbook pgs. 113-115.
(Knowledge, Application, Comprehension)
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Big Idea: Global Awareness
Topic: El mundo hoy (the world today)
Overarching Goals:
(1) Use the target language to describe people, places, objects and daily activities learned about through oral or
written descriptions. Engage in oral and/or written discourse in a variety of timeframes on topics of persona or
social interest or on topics studied in other content areas.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful
problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and one’s own
culture, orally, in writing, or through simulation.
Goal 9: The student will be able to read with comprehension authentic texts from newspapers and magazines and to
discuss current events relating to such topics as politics, economics, immigration, sports, entertainment, health and
the environment.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
9.8.
The heritage population is declining.
Infinitives and gerunds – compare and contrast
uses pg. 350 and workbook pgs. 118 & 119.
(Knowledge, Application, Comprehension)
Compare and contrast uses
of prepositions in Spanish
and English.
9.9. Compare and contrast uses
of por and para.
9.10. Recognize idiomatic
expressions and
expressions that use
different prepositions than
those used in English.
CPIs: 7.1.IL.A.1; 7.1.IL.A.5-8;
7.1.NH.B.4; 7.1NH.B.5; 7.1.IL.C.1 7.1.IL.C.
Weather and natural disasters not only effect the economy
in which the disaster occurred but also the other economies
depending on the natural resources, farm production, or
other exports.
The Comparison and contrast of prepositions in
English and Spanish – Nuevas Vistas 1 textbook
pg. 351 and workbook pgs. 119 & 120.
(Knowledge, Application, Comprehension)
All above exercises will be reviewed/introduced so
students can identify those concepts in the articles
they read and be able to explain the uses of each
concept. Also, these will serve as guidelines as the
students self-edit and peer-edit their written articles.
(Analysis, Evaluation)
Use graphic organizers to analyze articles and
determine: Who?, what?, where?, when?, how?,
and why?
(Knowledge, Application, Comprehension)
Research headlines using an authentic news site in
Spanish online.
(Knowledge, Application, Comprehension)
61
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Global Awareness
Topic: El mundo hoy (the world today)
Overarching Goals:
(1) Use the target language to describe people, places, objects and daily activities learned about through oral or
written descriptions. Engage in oral and/or written discourse in a variety of timeframes on topics of persona or
social interest or on topics studied in other content areas.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful
problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and one’s own
culture, orally, in writing, or through simulation.
Goal 9: The student will be able to read with comprehension authentic texts from newspapers and magazines and to
discuss current events relating to such topics as politics, economics, immigration, sports, entertainment, health and
the environment.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Sources for national headlines:
www.cnnenespanol.com
www.univision.com
www.laopinion.com/elpais/
www.elnuevoherald.com
www.peopleenespanol.com
Vocabulary quiz on unknown words important to
understanding the texts.
Strategies for writing a summary – Nuevas Vistas
pg. 317.
Assessment Models:
Interpretive
Read sample articles of current events and respond
in writing to each of the following questions:
What is the text about?
How does the author catch the reader’s attention?
What are the main ideas that the author highlights?
What is the purpose of the article or essay?
On what facts does the author base his article?
62
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Global Awareness
Topic: El mundo hoy (the world today)
Overarching Goals:
(1) Use the target language to describe people, places, objects and daily activities learned about through oral or
written descriptions. Engage in oral and/or written discourse in a variety of timeframes on topics of persona or
social interest or on topics studied in other content areas.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful
problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and one’s own
culture, orally, in writing, or through simulation.
Goal 9: The student will be able to read with comprehension authentic texts from newspapers and magazines and to
discuss current events relating to such topics as politics, economics, immigration, sports, entertainment, health and
the environment.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Nuevas Vistas 1 pg. 317
(Knowledge, Application, Comprehension)
Interpersonal
Students will share articles from each of the four
categories:
1) Political/government
2) Business world
3) Entertainment world
4) Health and well-being
Students will select the articles they think will be the
most interesting for the section of the
newspaper they will be creating.
Presentational
Class will compile a newspaper based on the
articles they have created. Divide the paper into
sections and each cooperative group will work on
one page for their assigned section
1) Political and government news stories,
2) Business news
3) Entertainment
4) Health and well-being
63
Curriculum Management System
Subject/Grade Level:
Suggested days of Instruction
Honors Spanish IV
Grade 11-12
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Global Awareness
Topic: El mundo hoy (the world today)
Overarching Goals:
(1) Use the target language to describe people, places, objects and daily activities learned about through oral or
written descriptions. Engage in oral and/or written discourse in a variety of timeframes on topics of persona or
social interest or on topics studied in other content areas.
(2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life, meaningful
problems.
(3) Compare and contrast cultural products and cultural practices associated with the target culture and one’s own
culture, orally, in writing, or through simulation.
Goal 9: The student will be able to read with comprehension authentic texts from newspapers and magazines and to
discuss current events relating to such topics as politics, economics, immigration, sports, entertainment, health and
the environment.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Several uses of the subjunctive must be used.
Using the guides from the practice exercises,
students will self-edit and peer-edit for grammatical
errors before handing in the final product.
(Analysis, Evaluation, Synthesis)
Additional Resources:
World geography - ABC-CLIO The Latino American
Experience, http://lae.greenwood.com/default.aspx
user id: monroehs, password: falcons
World Book Online – www.worldbookonline.com;
user id: monroehs; password: falcons
http://www.socialstudies.abcclio.com/multiHome/Default.aspx
Los Lobos CD – the immigrant experience
Ebscohost Web (periodicals)
http://search.epnet.com
64
HONORS SPANISH IV
COURSE BENCHMARKS
1. The students will be able to engage in conversations, provide and obtain information, express feelings and emotions and
exchange opinions.
2. The students will be able to read with comprehension the autobiographical literary selection Mis Primeros Versos and
discuss similar experiences from their own lives.
3. The students will be able to read with comprehension the biographical literary selection Primero de secundario and to
discuss similar experiences in their own lives.
4. The students will be able to follow the writing process to create an autobiography of their own that demonstrates an
intermediate high level of mastery with gender, definite and indefinite articles, and adjective/noun agreement.
5. The students will be able to write a formal letter of application in the target language and will understand how to write a
resume to prepare themselves for their senior year and college application process.
6. The students will be able to read with comprehension the literary selections Posada de tres cuerdas and La puerta del
infierno and to discuss similar types of stories in the genre of folktales, legends, myths and fables.
7. The students will be able to create their own scary story or legend.
8. Students will reach an intermediate high level of mastery with mood and present subjunctive in noun and adverbial
clauses which will be demonstrated in their creative writing and dialogues.
9. The students will be able to read with comprehension the literary selection of Manana de sol and de Paula and discuss
similar experiences in their own lives. They will be able to compare and contrast the stories as well as analyze the cultural
aspects to both stories that are similar and different to our own culture.
10. Students will review the following verb related concepts in order to produce a well-written short drama: imperfect
subjunctive and conditional.
11. The students will indentify the main idea, theme, and most supporting details in readings from culturally authentic
materials.
12. The students will compare and contrast unique linguistic elements in English and the target language.
13. The students will use the target language to describe people, places, objects, and daily activities learned about through
oral or written descriptions.
14. Evaluate, from multiple cultural perspectives, the historical, political, and present-day contexts that connect or have
connected famous people, places and events from Spanish-speaking countries with the United States and create a visual
presentation to demonstrate that understanding.
65