Class: Spanish IV
NOTE: CA 1 will pertain to correct Spanish rather than correct English.
Learner Objective
(to know)
Students will:
Employ the use of
correct basic Spanish
grammar and
vocabulary in listening,
speaking, and writing
skills to interpret and
convey practical
information.
Activity
(to do)
Students will:
Continue to employ basic Spanish grammar
and vocabulary from Spanish I, II and III.
Use the correct formation of basic sentence
structures (declarative, interrogative,
exclamatory, and imperative) and formats
(simple, compound, complex, and compoundcomplex).
Write letters / notes/ messages to friends
and/or “key-pals” in Spanish.
Assessment
Students will:
Employ the use of correct basic Spanish
grammar and vocabulary in paired and
group oral activities.
Teacher Observation.
Speaking Scoring Guide.
Employ the use of correct basic Spanish
grammar and vocabulary in written
assignments.
Teacher Observation – pass/fail.
Writing Scoring Guide.
Write basic paragraphs for a variety of
situations utilizing basic Spanish
grammar and vocabulary.
Writing Scoring Guide.
Portions of pre-made book tests.
Teacher made exams.
Engage in basic conversations in
Spanish, utilizing correct basic Spanish
grammar and vocabulary, in a variety of
situations.
Teacher Observation.
Writing Scoring Guide.
Read, discuss, understand, interpret, and
react to a variety of written Spanish formats
such as textbook information, newspaper and
Read, discuss, understand, interpret,
and react to a variety of written Spanish
formats such as textbook information,
Show-Me
Standards
1.10, 2.1, 2.2,
CA 1, CA 4,
CA 6 (local)
magazine articles, and Internet information.
newspaper and magazine articles, and
Internet information.
Reading Scoring Guide.
Form and utilize commands correctly
(informal, formal, plural, negative, and
nosotros command forms).
Form and utilize commands correctly
(informal, formal, plural, negative, and
nosotros command forms).
Commands Learning Packet
Portions of pre-made book tests.
Use Direct and indirect objects correctly with
command verb forms.
Distinguish between and use correctly the
verbs SABER and CONOCER.
Conjugate and correctly use –AR, -ER, and
-IR verbs in the imperfect tense.
Conjugate and correctly use verbs with the
first person –ZCO ending.
Correctly form and use the irregular imperfect
tense of SER, IR, and VER.
Conjugate and correctly use –AR, -ER,
and -IR verbs in the imperfect tense.
Imperfect Verb Tense Learning
Packet
Portions of pre-made book tests.
Conjugate and correctly use verbs with
the first person –ZCO ending.
Verb Learning Packet
Portions of pre-made book tests.
Use MÁS DE correctly to express “more
than.”
Use the ending –ISIMO/A to express “very,”
“most,” or “extremely” + adjective.
Use the correct placement of an adjective in a
sentence to convey the correct meaning or
interpretation of the word.
Use an adjective with an article to replace a
noun in a sentence.
Use the ending –ISIMO/A to express
“very,” “most,” or “extremely” + adjective.
Portions of pre-made book tests.
Use a possessive adjective in “forma larga”
to express mine, yours, hers, etc.
Use a possessive pronoun to replace a
possessive adjective and a noun.
Use LO + adjective/adverb + que to express
“how + adjective/adverb.”
Correctly use the expression ¡Qué (+noun)
tan (+adjective)!
Distinguish between past (preterit) tense and
imperfect tense use and utilize the correct
format.
Conjugate and correctly use the irregular
verbs REÍR and FREÍR.
Distinguish between past (preterit) tense
and imperfect tense use and utilize the
correct format.
Preterit vs. Imperfect Verb Tense
Learning Packet
Portions of pre-made book tests.
Correctly use the imperfect progressive tense.
Use LO + adjective to equal an abstract noun
(Lo malo fue … The bad (part) was…).
Use LO + adjective to equal an abstract
noun (Lo malo fue … The bad (part)
Correctly form and use adverbs with the
was…).
–MENTE ending.
Preterit vs. Imperfect Verb Tense
Learning Packet
Portions of pre-made book tests.
Correctly use the expression Hacía (time)
que + (Imperfect tense).
Conjugate and use the subjunctive tense
correctly with regular verbs, stem changing
verbs, and irregular forms.
Correctly use the expression Hacía
(time) que + (Imperfect tense).
Verb Learning Packet
Portions of pre-made book tests.
Conjugate and use the subjunctive
tense correctly with regular verbs, stem
changing verbs, and irregular forms.
Correctly use the subjunctive with command
forms.
Subjunctive Learning Packet
Portions of pre-made book tests.
Correctly use indirect commands with DECIR
and QUERER in the subjunctive tense.
Students will:
Utilize a basic Spanish
vocabulary of 1,500 –
2,000 new words in
addition to previously
learned vocabulary.
NOTE:
Vocabulary will include
parts of a car, traffic
signs, zoo animals,
nationalities, circus
items, farm animals,
animal sounds, food /
condiments, household
items, places in the
city, items in a
neighborhood, items
around the house,
directions, items related
to an amusement park,
and clothing with
related shopping
vocabulary.
Students will:
Compare and contrast
various aspects of
Hispanic culture with
native culture, including
Students will:
Memorize and utilize new vocabulary in a
variety of speaking and writing situations.
Recognize the meaning of new Spanish
vocabulary words as well as relate them to
previously learned vocabulary terms.
Complete a vocabulary study guide for each
lesson.
Create written and oral sentences containing
key vocabulary words.
Utilize a variety of vocabulary words based
upon a given situation.
Students will:
Create and present a variety of
dialogues with another student or
groups of students that utilizes the basic
vocabulary.
Teacher Observation.
Writing Scoring Guide
Speaking Scoring Guide
1.10, 2.1, CA 1
Utilize basic vocabulary in every day
oral and written assignments.
Teacher Observation
Writing Scoring Guide
Speaking Scoring Guide
Portions of pre-made book tests.
Teacher made exams.
Recognize a vocabulary word (noun or
adjective) in its diminutive form.
Recognize and distinguish between the
various forms of a conjugated verb in present,
past (preterit), progressive, imperfect, and
subjunctive tenses and command forms.
Students will:
Watch various videos about selected holidays
and selected Spanish-speaking countries that
compare and contrast various aspects of
Hispanic culture with native culture, including
Students will:
Compare and contrast various aspects
of Hispanic culture with native culture,
including holidays, family life, education,
and religious practices.
1.9, CA 7 (local),
SS 6
holidays, family life,
holidays, family life, education, and religious
education, and religious practices.
practices.
Portions of pre-made book tests.
Teacher made exams.
Discuss ancient Indian cultures of the Aztecs
and Mayas and watch related videos to
compare and contrast various aspects of
Hispanic culture with native culture, including
holidays, family life, education, and religious
practices.
Discuss Spanish architecture and its influence
in the New World.
Discuss noted Mexican artists Diego Rivera,
Frida Kahlo, David Clemente Orozco, and
David Siqueiros and watch related art videos.
Read text information about and participate in
discussion of national foods of selected
Spanish-speaking countries.
Read text information about the metric system
and complete a conversion worksheet from
metric to English and vice versa.
Discuss restaurants in Spanish speaking
countries.
Locate Spanish speaking restaurants on the
Internet and find samples of their menus.
Students will:
Make a menu for a Spanish speaking
restaurant that contains culturally appropriate
food and prices.
Make a menu for a Spanish speaking
restaurant that contains culturally
appropriate food and prices.
Menu Scoring Guide
Students will:
Students will:
4.3, CA 7 (local),
Identify information
pertaining to the social
customs, geography,
history, people, etc. of
selected Spanish –
speaking countries.
Read text information about the various
Spanish – speaking countries of Mexico, El
Salvador, Honduras, Cuba, and Bolivia and
identify information pertaining to the social
customs, geography, history, people, etc.
Identify information pertaining to the
social customs, geography, history,
people, etc. of selected Spanish –
speaking countries.
SS 5
Portions of pre-made book tests.
Complete workbook exercises about various
Spanish – speaking countries that pertains to
the social customs, geography, history,
people, etc.
Watch cultural videos about various Spanish
– speaking countries: Mexico and Cuba and
identify information pertaining to the social
customs, geography, history, people, etc.
Students will:
Discover various job
opportunities related to
being able to speak
Spanish by using the
computer, newspapers,
and magazines.
Students will:
Conduct research on the Internet and
research job opportunities with foreign
language requirements in newspapers
(especially help wanted ads) and magazines.
Participate in class discussion about various
job opportunities related to being able to
speak Spanish after conducting research on
the Internet and researching job opportunities
with foreign language in newspapers and
magazines.
Interview people who use a foreign language
in their careers.
Students will:
(with a partner) Make a brochure,
pamphlet, poster, or Power Point
presentation that would help others
discover various job opportunities (in a
given field, i.e. medicine, criminal
justice, interpreter, education, etc.)
related to being able to speak Spanish
and then present that information to the
class.
See Spanish Speaking Jobs Pamphlets
Scoring Guide.
1.8, 2.2, 2.6, 2.7
CA 1, CA 4, CA 6
(local)