BLUE VALLEY DISTRICT CURRICULUM
World Language |
Spanish Honors 4
Intermediate High Performance Level
QTR
1
ORGANIZING THEME/TOPIC
UNIT 1: MODAS QUE VAN Y VIENEN
(AP: Beauty & Aesthetics >fashion and design; Contemporary
Life>social customs and values)
Time Frame: 5 weeks
COMMUNICATION STANDARDS & SKILLS
1.1 INTERPERSONAL SPEAKING. Converse about everyday and global
topics, using a variety and series of sentences in various time frames. (IH)
• Initiate, maintain and conclude a 4-minute conversation to compare and
contrast current and past pop culture trends. (1.1)
August/ September
Vocabulary Focus: Trends in clothing, hair, transportation,
pastimes, pop culture and music
1.2 INTERPRETIVE LISTENING. Listen to comprehend and identify purpose,
supporting details, inferences, speaker’s and cultural perspectives in a
variety of authentic spoken genres and conversations, sometimes supported
by visuals. (IH)
• Listen and identify main ideas and supporting details and interpret
information in passages related to past and current pop culture trends. (1.2)
1.2 INTERPRETIVE READING. Read, comprehend, state and cite textual
evidence to support main idea, details, meaning from context, author’s and
cultural perspectives and make inferences from multiple authentic text types
and genres. (IH)
• Read authentic text to identify main idea, supporting details and make
inferences about pop culture and generational trends. (1.2)
1.3 PRESENTATIONAL WRITING. Write on topics of personal and global
interest in organized paragraphs in various time frames, integrating multiple
authentic sources. (IH)
• Write an organized, 3-paragraph composition to compare current and past
pop culture trends. (1.3)
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UNIT 2: LA TECHNOLOGÍA Y EL PROGRESO
(AP: Global Challenges>environmental issues; Science &
Technology>innovations)
Time Frame: 4 weeks
October
Vocabulary Focus: environment, science and technology, nature,
animals
1.1 INTERPERSONAL SPEAKING. Converse about everyday and global
topics, using a variety and series of sentences in various time frames. (IH)
• Ask and answer questions to maintain a 4-minute conversation about
environmental problems and solutions, e.g. express and support thoughts and
ideas, make predictions. (1.1)
• Participate in a simulated conversation with exchanges of 20 seconds about
environmental concerns in the United States and Hispanic countries. (1.1
• Discuss and compare and contrast environmental concerns in the United
States and Spanish-speaking countries. (1.1)
1.2 INTERPERSONAL WRITING. Correspond on everyday and some global
topics using short, organized paragraphs, using various time frames.
• Write a formal letter to express one’s views on environmental issues and
pose solutions. (1.1)
1.2 INTERPRETIVE LISTENING. Listen to comprehend and identify purpose,
supporting details, inferences, speaker’s and cultural perspectives in a
variety of authentic spoken genres and conversations, sometimes supported
by visuals. (IH)
• Listen and identify main ideas, details and perspectives in authentic
passages about environmental issues and solutions. (1.2)
1.2 INTERPRETIVE READING. Read, comprehend, state and cite textual
evidence to support main idea, details, meaning from context, author’s and
cultural perspectives and make inferences from multiple authentic text and
genres. (IH)
• Read authentic text to identify main idea, supporting details and
perspectives and make inferences in passages about the roles of science and
technology in environmental issues. (1.2)
1.3 PRESENTATIONAL WRITING. Write on topics of personal and global
interest in organized paragraphs in various time frames, integrating multiple
authentic sources. (IH)
• Write short organized paragraphs about environmental concerns and possible
solutions in the United States and Hispanic countries. (1.3)
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UNIT 3: LOS DERECHOS HUMANOS
(AP: Global Challenges>economic issues, social conscience)
Time Frame: 6 weeks November-December
Vocabulary Focus: human rights
1.1 INTERPERSONAL SPEAKING. Converse about everyday and global
topics, using a variety and series of sentences in various time frames. (IH)
• Initiate and maintain a 4-5 minute conversation about human rights issues in
various places in the world. (1.1)
• Discuss human rights struggles and trends in Latin American countries. (1.1)
• Discuss the impact “los desaparecidos” had on families. (1.1)
1.2 INTERPRETIVE LISTENING. Listen to comprehend and identify purpose,
supporting details, inferences, speaker’s and cultural perspectives in a
variety of authentic spoken genres and conversations, sometimes supported
by visuals. (IH)
• Listen and identify main ideas, details and perspectives in authentic
passages about human rights issues and their consequences. (1.2)
1.2 INTERPRETIVE READING. Read, comprehend, state and cite textual
evidence to support main idea, details, meaning from context, author’s and
cultural perspectives and make inferences from multiple authentic text types
and genres. (IH)
• Read authentic texts to identify main ideas, supporting details and
perspectives and make inferences in passages about human rights issues in
Latin America. (1.2)
1.3 PRESENTATIONAL WRITING. Write on topics of personal and global
interest in organized paragraphs in various time frames, integrating multiple
authentic sources. (IH)
• Write an organized 3-4 paragraph essay about human rights in Latin America.
(1.3)
• Analyze and interpret in writing significant events of La Guerra Sucia in
Argentina. (1.3)
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UNIT 4: EL INDIVIDUO Y LA PERSONALIDAD
( AP: Public and Private Identities>personal beliefs, self-image;
Contemporary Life>relationships)
Time Frame: 4 weeks
January/early February
1.1 INTERPERSONAL SPEAKING. Converse about everyday and global
topics, using a variety and series of sentences in various time frames. (IH)
• Initiate, maintain and conclude a 4-minute conversation about positive and
negative attitudes and behaviors that impact and promote relationships (1.1)
• Participate in a simulated conversation with exchanges of 20 seconds about
environmental concerns in the United States and Hispanic countries. (1.1)
Vocabulary Focus: personality traits and behaviors, relationships
1.2 INTERPERSONAL WRITING. Correspond on everyday and some global
topics using short, organized paragraphs, using various time frames.
• Write an email about the qualities that I look for in a good friend. (1.2)
1.2 INTERPRETIVE LISTENING. Listen to comprehend and identify purpose,
supporting details, inferences, speaker’s and cultural perspectives in a
variety of authentic spoken genres and conversations, sometimes supported
by visuals. (IH)
• Listen and identify main ideas, details and perspectives and interpret
information about the impact of behaviors and attitudes on relationships. (1.2)
1.2 INTERPRETIVE READING. Read, comprehend, state and cite textual
evidence to support main idea, details, meaning from context, author’s and
cultural perspectives and make inferences from multiple authentic text types
and genres. (IH)
• Read authentic text to identify main idea, supporting details and make
inferences in short stories that focus on relationships of the characters. (1.2)
1.3 PRESENTATIONAL WRITING. Write on topics of personal and global
interest in organized paragraphs in various time frames, integrating multiple
authentic sources. (IH)
• Write organized paragraphs about characteristics, behaviors and attitudes that
impact relationships as presented in authentic short stories. (1.3)
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UNIT 5: RESEÑA DE ESPAÑA
( AP: Beauty & Aesthetics>language and literature)
Time Frame: 4 weeks early February- March
Vocabulary Focus: literature, significant persons, places and
events in Spanish history through 1600; characters and events of
Lazarillo and Don Quijote.
1.1 INTERPERSONAL SPEAKING. Converse about everyday and global
topics, using a variety and series of sentences in various time frames. (IH)
• Discuss in detail significant people and events in Spanish history. (1.1)
• Identify and discuss elements of a picaresque novel. (1.1)
1.2 INTERPRETIVE LISTENING. Listen to comprehend and identify purpose,
supporting details, inferences, speaker’s and cultural perspectives in a
variety of authentic spoken genres and conversations, sometimes supported
by visuals. (IH)
• Listen and identify main ideas, details and perspectives in historical
information. (1.2)
1.2 INTERPRETIVE READING. Read, comprehend, state and cite textual
evidence to support main idea, details, meaning from context, author’s and
cultural perspectives and make inferences from multiple authentic text types
and genres. (IH)
• Read and identify details and perspectives in order to interpret excerpts
from classical Spanish literature e.g. Lazarillo and Don Quijote. (1.2)
1.3 PRESENTATIONAL SPEAKING. Present on topics of personal and global
interest and give speeches in organized, paragraph-length style in various
times frames, integrating multiple authentic sources. (IH)
• Orally present organized and detailed information about historical people and
events through 1600. (1.3)
1.3 PRESENTATIONAL WRITING. Write on topics of personal and global
interest in organized paragraphs in various time frames, integrating multiple
authentic sources. (IH)
• Write an essay to describe how the characters and plot of Lazarillo and Don
Quijote depict culture and history of the Siglo de Oro. (1.3)
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UNIT 6: LOS ESPECTÁCULOS
( AP: Contemporary Life>entertainment)
Time Frame: 4 weeks March/April
Vocabulary Focus: entertainment and performing artists: art,
music, dance, theatre
1.1 INTERPERSONAL SPEAKING. Converse about everyday and global
topics, using a variety and series of sentences in various time frames. (IH)
• Converse and describe, express and support opinions about entertainment
events and entertainers. (1.1)
• Discuss, compare and contrast entertainment choices between USA and
Hispanic cultures. (1.1)
1.2 INTERPRETIVE LISTENING. Listen to comprehend and identify purpose,
supporting details, inferences, speaker’s and cultural perspectives in a
variety of authentic spoken genres and conversations, sometimes supported
by visuals. (IH)
• Listen and identify main idea, supporting details and make inferences from
passages and announcements about entertainment events and entertainers.
(1.2)
1.2 INTERPRETIVE READING. comprehend, state and cite textual evidence to
support main idea, details, meaning from context, author’s and cultural
perspectives and make inferences from multiple authentic text types and
genres. (IH)
• Read and identify main ideas, details and perspectives in authentic features
articles about various entertainment performance and entertainers. (1.2)
• Read and identify entertainment event information in authentic entertainment
guides. (1.2)
1.3 PRESENTATIONAL SPEAKING. Present on topics of personal and global
interest and give speeches in organized, paragraph-length style in various
times frames, integrating multiple authentic sources. (IH)
• Orally present and support ideas by integrating information from multiple
sources about various Hispanic entertainers and their contributions. (1.3)
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UNIT 7: ARTES CULINARIAS
( AP: Family & Communities>social customs and values)
Time Frame: 4 weeks Mid April- May
Vocabulary Focus: food dishes and ingredients, food preparation,
food products
1.1 INTERPERSONAL SPEAKING. Converse about every day and global
topics, using a variety and series of sentences in various time frames. (IH)
• Initiate, maintain and conclude a 4-minute conversation about food traditions
and practices and how they contribute to a spirit of community. (1.1)
• Discuss the diversity of Hispanic foods across Spanish-speaking countries. (1.1)
1.2 INTERPRETIVE LISTENING. Listen to comprehend and identify purpose,
supporting details, inferences, speaker’s and cultural perspectives in a
variety of authentic spoken genres and conversations, sometimes supported
by visuals. (IH)
• Listen and follow recipe and food preparation instructions. (1.2)
1.2 INTERPRETIVE READING. Read, comprehend, state and cite textual
evidence to support main idea, details, meaning from context, author’s and
cultural perspectives and make inferences from multiple authentic text types
and genres. (IH)
• Read and follow recipe directions. ( 1.2)
1.3 PRESENTATIONAL SPEAKING. Present on topics of personal and global
interest and give speeches in organized, paragraph-length style in various
times frames, integrating multiple authentic sources. (IH)
• Orally present a sequence of steps in an authentic recipe. (1.3)
• Orally present and describe typical foods and dishes in Spain, Mexico, Cuba,
Argentina, and Costa Rica. (1.3)
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