West Windsor-Plainsboro Regional School District
Spanish Grade 4
Unit 1: Mis nuevos amigos (My new friends)
Content Area: World Language
Course & Grade Level: Spanish, Grade 4
Summary & Rationale
During fourth grade, students explore their world - the new friends that they meet at their new upper
elementary school and their community. In this first unit, the students become acquainted with new friends. In
doing so, they expand vocabulary and language functions used to ask for and give personal information and
express likes/dislikes.
Recommended Pacing
44 lessons (40 minutes twice a week)
State Standards
Standard 7.1 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.
CPI #
Cumulative Progress Indicator (CPI)
CP1 # 7.1 A
Strand A
7.1 NM.A.1
Recognize familiar spoken and written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1 NM.A.2
Demonstrate comprehension of simple, oral and written direction, commands, and requests
through appropriate physical response.
7.1 NM.A.3
Recognize a few common gestures and cultural practices associated with the target culture(s).
7.1 NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written descriptions.
7.1 NM.A.5
Demonstrate comprehension of brief oral and written messages using age-and level
appropriate, culturally authentic materials on familiar topics.
CP1 # 7.1 B
Strand B
7.1 NM. B.1
Use digital tools to exchange basic information at the word and memorized-phrase level related
to self and targeted themes.
7.1 NM. B.2
Give and follow simple oral and written directions, commands, and requests when participating
in age-appropriate classroom and cultural activities.
Interpretive Mode
Interpersonal Mode
7.1 NM. B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during greetings,
leave-takings, and daily interactions.
7.1 NM. B.4
Ask and respond to simple questions, make requests, and express preferences using memorized
words and phrases.
7.1 NM. B.5
Exchange information using words, phrases, and short sentences practiced in class on familiar
topics or topics studied in other content areas.
CP1 # 7.1 C
Strand C
7.1 NM. C.1
Use basic information at the word and memorized-phrase level to create a multimedia-rich
presentation on targeted themes to be shared virtually with a target language audience.
7.1 NM. C.2
Imitate, recite, and/or dramatize simple poetry, rhymes, songs and skits.
7.1 NM. C.3
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1 NM. C.4
Present information from age-and level-appropriate, culturally authentic materials orally or in
writing.
7.1 NM. C.5
Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Presentational Mode
Instructional Focus
Unit Enduring Understandings

Students should understand that asking and answering questions is essential when meeting and getting
to know a new people.
Unit Essential Questions


Who am I and how can I get to know you?
Am I the same/different from you? How? Why?
Objectives
Students will know:
 Culturally appropriate adjectives for describing a person’s appearance and feelings
 The singular form of the verbs “tener”, “ser”, and “estar” and recognize that “ser” is used with
characteristics and “estar” with feelings
 Physical descriptions using parts of the body
 The difference between masculine and feminine adjective forms and begin to use those forms with
accuracy
 The meaning and usage of the expressions me gusta/no me gusta, me encanta, detesto
 Formulaic questions and answers used to get to know someone (¿Quién es? ¿Cómo es? ¿ Cómo está?)
 Typical activities, foods, sports and classes that upper elementary students enjoy
 The story “Los Pelos de Pepe”
Students will be able to:
 Give detailed descriptions of people’s physical appearance
 Express feelings
 Ask and answer personal identity questions in order to get to know someone (physical appearance and
feelings) and to introduce oneself to others
 Retell a story that includes descriptions and feelings
 Identify a variety of sports, foods, classes and activities
 Express likes and dislikes using a variety of expressions (me gusta/no me gusta, me encanta, detesto)
 Ask and answer questions to express personal preferences (¿Te gusta. ¿Te encanta...? ¿Detestas…?)
 Describe orally and/or in writing common preferences among peers
Resources
Core Text:
Suggested Materials and Activities:

Teacher selected visuals

Teacher created materials (Google doc 4th Grade Curriculum Resources)

Drawing materials (Dry erase boards, markers, erasers, chart and construction paper)

Eggspert (Types of Question Games- Yes/No, A/B, Fill-in the blank, Open-ended questions)

TPR-S with “Los Pelos de Pepe”

Videos:

http://www.youtube.com/watch?v=YkMTea-sxQg&feature=relmfu (Niko’s Emotions)

http://www.youtube.com/watch?v=MxAZR2Gx6EY&feature=relmfu (¿Qué te gusta hacer?)

http://www.videoele.com
o Nivel A1 (Each video has a corresponding Guía didáctica)



El cuerpo
Hacer deportes

Las cosas que me gustan

Saber ser y saber estar

Los demostrativos
https://docs.google.com/a/wwprsd.org/presentation/d/1aaahXZmuBT5DHNr_2oTU4xMAReS2Ic8EMt3
ky7CxZNM/edit?usp=sharing (Building Proficiency for Novice Learner at the Elementary level:
Strategies, Tasks, and “Minds-On” Stories at the Elementary Level by Pamela Ronen, Stephanie
Stergios-Cano & Edgar Cano)
Unit 2: Mi mundo – mi escuela (My world – my school)
Content Area: World Language
Course & Grade Level: Spanish, Grade 4
Summary and Rationale
This unit focuses learners on their new upper elementary school life –places, who the people are and what they
do. Within this context, they expand vocabulary and language functions to describe and narrate with more
detail.
Recommended Pacing
26 lessons (40 minutes twice a week)
State Standards
Standard 7.1 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.
CPI #
Cumulative Progress Indicator (CPI)
CP1 # 7.1 A
Strand A
7.1 NM.A.1
Recognize familiar spoken and written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1 NM.A.2
Demonstrate comprehension of simple, oral and written direction, commands, and requests
through appropriate physical response.
7.1 NM.A.3
Recognize a few common gestures and cultural practices associated with the target culture(s).
7.1 NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written descriptions.
7.1 NM.A.5
Demonstrate comprehension of brief oral and written messages using age-and level
appropriate, culturally authentic materials on familiar topics.
CP1 # 7.1 B
Strand B
7.1 NM. B.1
Use digital tools to exchange basic information at the word and memorized-phrase level related
to self and targeted themes.
Interpretive Mode
Interpersonal Mode
7.1 NM. B.2
Give and follow simple oral and written directions, commands, and requests when participating
in age-appropriate classroom and cultural activities.
7.1 NM. B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during greetings,
leave-takings, and daily interactions.
7.1 NM. B.4
Ask and respond to simple questions, make requests, and express preferences using memorized
words and phrases.
7.1 NM. B.5
Exchange information using words, phrases, and short sentences practiced in class on familiar
topics or topics studied in other content areas.
CP1 # 7.1 C
Strand C
7.1 NM. C.1
Use basic information at the word and memorized-phrase level to create a multimedia-rich
presentation on targeted themes to be shared virtually with a target language audience.
7.1 NM. C.2
Imitate, recite, and/or dramatize simple poetry, rhymes, songs and skits.
7.1 NM. C.3
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1 NM. C.4
Present information from age-and level-appropriate, culturally authentic materials orally or in
writing.
7.1 NM. C.5
Name and label tangible cultural products and imitate cultural practices from the target
culture(s).
Presentational Mode
Instructional Focus
Unit Enduring Understandings

Students will understand that school experiences, though similar from level to level, present new
challenges and exciting options.
Unit Essential Questions

How will I get to know my new upper elementary school?

What does my school look like? Why?
Objectives
Students will know:

The parts of the school

The names and jobs/functions of people in the school

The subjects learned in school and why they like or do not like them (mucha tarea, aburrido,
interesante, fácil, difícil, cómico)

Formulaic questions and answers used to obtain information about places in the school (¿Cómo es?
¿Cuál es el número del salón de la clase de...?)

The numbers (1-300) to identify various rooms/offices in the school
 How to describe what children and people do in different parts of the school
Students will be able to:

Describe the school personnel and the places of the school

Ask and answer questions to obtain information about people and places in the school

Use numbers (1-300) to quantify items and identify room numbers in the school

Narrate what a child does in various parts of the school

Retell a school related story

Create school related mini-story
Resources
Core Text:
Suggested Materials and Activities:

Teacher selected visuals

Teacher created materials (Google doc 4th Grade Curriculum Resources)

Drawing materials (Dry erase boards, markers, erasers, chart and construction paper)

Eggspert (Types of Question Games- Yes/No, A/B, Fill-in the blank, Open-ended questions)

Pictures of the places and people in a school

Shower Curtain map of school

Cuentos:
o The story “El Día de la foto” by Andrea Buckless
o The story “Paco, el chato”
o The story “Jorge, el curioso, en la escuela” by JoAnn Sanchís y Leniz Camacho

Videos about the school:

http://www.videoele.com
o Nivel A1 (Each video has a corresponding Guía didáctica)

En mi barrio, hay …

Números ordinales

Voy al instituto