Curriculum Guide
for
Spanish 4 Honors
Course Number 604
Department of World Languages
Belvidere High School
Department Philosophy
In today’s age of globalization and population mobility, it is essential that the students of
Belvidere High School receive the benefits of studying a World Language. Students who engage
in language learning exercises enhance their cognitive skills through critical thinking and
reasoning activities. By studying World Languages, students receive a competitive edge in the
global marketplace. They become valuable resources for international businesses located in New
Jersey and throughout the entire country. Through the study of language, students also gain an
understanding and appreciation of other cultures as well as their own. In a state as culturally
diverse as New Jersey, it is vital that our young citizens develop positive attitudes towards
others.
Course Overview
Knowledge of languages is more important than ever before. Information based technology and
globalization require a skillful work force in the area of interpersonal communication. Spanish 4
Honors is available to the student who has demonstrated proficiency in Spanish 3 and who has
the recommendation of his/her Spanish 3 teacher. The Spanish 4 Honors class is conducted
almost exclusively in Spanish. Students are required to actively participate in Spanish in a
variety of classroom activities, projects and assessments. The following curriculum is presented:
vocabulary and expression in context, grammatical features, (subjunctive mood), various
listening, speaking, reading and writing activities. Cultural themes are also presented which
provide historical, geographical, and political information. A term paper or project will be
required.
Duratio
n of
Unit
4 wks
2 wks
Content
Cortesías
Vocab,
interrogatives,
nouns:
gender/number
, many ways to
say “you”,
Cuba
Greetings/leav
e-takings,
adjectives,
Present tense
rev
Ibrahim Ferrer,
José Martí-
Course Content
Weekly Curriculum Map: Spanish 4 Honors
New Jersey
Assessment
Resources
Standards (all
7.1.IH)
A.2, A.3, A.4, A.7,
class
Text: Aventura 4- EMC
B.2, B.3, B.4, B.5,
discussion,
Paradigm
C.3, C.5
homework,
Supplemental:
quiz, essay,
www.studyspanish.com
dialog
www.audiria.com
A.2, A.3, A.4, A.5,
A.6, B.2, B.4, B.6,
class
discussion,
Hinkel 2
Text: Aventura 4: EMC
Paradigm
Versos
Sencillos,
Celia Cruz,
Cuba/U.S.
C.4, C.5
homework,
quiz, Report,
test
4 wks
AVE (highspeed) train,
Antonio
Machado,
Frederico
Garcia Lorcawriters
A.2, A.6,A.7, A.8,
B.2, B.3, B.4, B.5,
B.6, C.3, C.5, C.6
class
discussion,
homework,
quiz, essay
4 wks
Daily Life,
Peru, Extreme
sports,
Reflexive
Verbs, Classes/
courses vocab
Apply to
college, study
abroad, ser vs.
estar-present
/past
Incan
Arcitecture,
Civilization
A.1,A.2, A.5, A6,
A.7, A.8, B.2, B.3,
B.4, B.5, B.6, C.3,
C.4, C.5
class
discussion,
homework,
quiz
Text: Aventura4: EMC
Paradigm
Supplemental text: Conversación
y Repaso-Thompson Heinle
audio CD cap. 9
Website: (Univ. of Mexico)
http://www.unam.mx/
Peru turismo video:
http://www.youtube.com/watch?
v=kSXbKZVc9Pg
A.1, A.2, A.4, B.2,
B.3, B.4, B.5, C.4,
C.5
class
discussion,
homework,
quiz
3wks
El alacrán de
Fray Gómez
por Ricardo
Palma-reading
A.2, A.6, A.7, B.2,
B.4, C.3, C.4, C.5
class
discussion,
homework,
quiz
Text: Aventura 4: EMC
Paradigm
Supplemental text: Conversación
y Repaso-Thompson Heinle
Video - Inca:
http://www.artehistoria.jcyl.es/v2
/videos/489.htm
Text: Aventura4: EMC
Paradigm
Video: (TV broadcast of story)
http://www.youtube.com/watch?
v=W8EhpT9_Tjk
1 wk
Review /
Testing
Bolivia, Casa y A.2, A.3, A.7, B.2,
3wks
4wks
Mid-term
Exam
class
Hinkel 3
Supplemental:
http://www.vertaal.com/can_guantanamera.htm
Text: Puentes-Thomson Heinle
with CD audio
Text: Aventura 4: EMC
Paradigm
Supplemental:
www.audiria.com/capitulosdetalle.php?id=536&tipo=ej&nu
m=1
Text: Interacciones – Thomson
Heinle with audio CD
Train Video: www.vertaal.com/noticias_20091127_tran
sporte2.htm
Poet Video:
http://www.youtube.com/watch?
v=qgP0hrVAZDY
Text: Aventura4: EMC
3 wks
3wks
4 wks
3 wks
Familia vocab,
Preterite Tense
Imperfect
Tense &
Preterite, social
class Latin
America
Las Medias
Rojas – Emilia
Pardo Bazan reading
Vocab Los
Negocios business,
Present Perfect
Tense, Mexico
Vocab Salud y
Cuerpo,
medicina
alternativa,
Subjunctive
Mood,Healthca
re – Chile
Walking
Around:
reading– Pablo
Neruda
1 wk
C.3, C.5
discussion,
homew dialog,
quiz,
Paradigm
Supplemental: www.colby.edu;
www.studyspanish.com
www.123teachme.com
A.2, A.6, A.7, B.2,
B.4, C.3, C.4, C.5
class
discussion,
homework,
quiz, test
class
discussion,
homework,
quiz, essay
Text: Aventura4: EMC
Paradigm
A.1, A.2, A.4, A.8,
B.1, B.2, B.3, B.5,
B.6, C.2, C.3, C.6
class
discussion,
homework,
quiz, dialog
Text: Aventura4: EMC
Paradigm
Supplemental: www.vertaal.com
A.1, A.2, A.4, A.8,
B.1, B.2, B.3, B.5,
B.6,C.1, C.3, C.6
class
discussion,
homework,
quiz, Project
Final Exams
Text: Aventura4: EMC
Paradigm
A.2, A.5, A.8, B.1,
B.2, B.3, B.4, B.5,
B.6, C.3
Text: Aventura4: EMC
Paradigm
Supplemental: www.colby.edu
Review/Testin
g
Unit I. – ¡Encantada de conocerlo! –Pleased to Meet You.
State Standard Area of Concentration:
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.
Unit Summary: Students will greet friends and discuss the importance of friendship. They will participate in formal
and informal conversations using proper etiquette. They will solicit information about personal topics of interest and
express emotion in a variety of ways. They will also read and discuss a brief history of Cuba.
Unit Rationale: When initiating a conversation with someone in Spanish it is essential that you know which “you” to
use (formal or informal/singular or plural). We should be able to make friends and discuss with others what friendship
means to us. Also, The US has an historical past with Cuba. It is important that students know and understand this past,
as well as current events in order to better communicate on a global basis.
Standards:
Hinkel 4
Standard #:
Standard Statement:
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.3
Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions
(such as persuading, negotiating, or offering advice) in the target culture(s) & own
7.1.IH.A.4
Analyze historical and political contexts that connect or have connected famous people, places, and
events from the target culture with the United States.
7.1.IH.A.7
Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.3
Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal
communication strategies.
7.1.IH.B.4
Ask and respond to questions as part of a group discussion of topics and situations of a personal,
academic, or social nature.
7.1.IH.B.5
Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social
interest or on topics studied in other content areas.
7.1.IH.C.3
Use language creatively in writing for a variety of purposes.
7.1.IH.C.5
Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural
products and cultural practices associated with the target culture(s), and compare these perspectives
with those of one’s own culture.
Essential Questions:
Enduring Understanding:
 How do I greet friends vs. greet people formally?
 There are different greetings: some formal, some
informal
 What does friendship mean to me?
 Depending on the situation, different words and
 How do I express my emotions?
inflections are used to express emotion and to
 What adjectives do I use to describe people?
describe people and situations.
 What is the current and former relationship between
 Cuba and the US have improved their
Cuba and the US?
relationship in the past three decades
Instructional Focus:








Understand and explain Cuba and US relations
Use nouns and adjectives correctly in context
Properly pronounce and use verbs in all forms of
the present tense
 Utilize correct grammar while discussing current
events
Evidence of Learning
Formative Assessment:
Practice Worksheets
Daily bell-work
Quizzes
Project: Current events about Cuba, presentation
Greet friends vs. doctors/elders
Analyze the importance of friendship
Initilize questions and express emotions
describe people and things in detail
Obtain and exchange personal information
Summative Assessment
Multiple-choice test
Free-Response test
Performance Assessment-dialog
End of chapter Test
Equipment needed and recommended: computer with projector and screen, internet access, CD player
Hinkel 5
Unit II. – Gente de Cuba – People from Cuba
State Standard Area of Concentration:
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.
Unit Summary: Students will become familiar with some influential people from Cuba. They will learn about Ibrhim
Ferrer and how he had an impact on jazz music and participated in Buena Vista Social Club. They will read the
original poem Versos Sencillos by Jose Martí and listen to the song Guantanamera performed by Celia Cruz. The song
takes lines from Martí’s poem. Celiz Cruz lived most of her life in NJ and is known as the queen of salsa. Students will
also discuss current events dealing with Cuba.
Unit Rationale: Students will gain an understanding of Cuban culture and understand how it has had a huge impact on
the US. By understanding the influx of Cuban music and poetry, students will gain a view of Cuba that goes deeper
than military relations.
Standards:
Standard #:
Standard Statement:
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.3
Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions
(such as persuading, negotiating, or offering advice) in the target culture(s) & own
7.1.IH.A.4
Analyze historical and political contexts that connect or have connecter famous people, places and
events from the target culture with the United States.
7.1.IH.A.5
Synthesize information from oral and written discourse dealing with a variety of topics.
7.1.IH.A.6
Analyze and critique readings from culturally authentic materials.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.4
Ask and respond to questions as part of a group discussion of topics and situations of a personal,
academic, or social nature.
7.1.IH.B.6
Use language in a variety of settings to further personal and academic goals.
7.1.IH.C.4
Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5
Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural
products and cultural practices associated with the target culture(s), and compare these perspectives
with those of one’s own culture.
Essential Questions:
 What impact does Cuban music have on the US?
 Who are some influential people from Cuba?
Enduring Understanding:
 Cuban music brought us salsa. The queen of salsa
lived in NJ.
 Some people to know from Cuba are Ibrahim
Ferrer and Jose Martí – whose poem inspired the
song Guantanamera.
Instructional Focus:
Hinkel 6
 Discuss historical events with accuracy
Listen to a variety of songs and poems by Cuban
artists and poets.
 Discuss the impact of people living in “exile” in
the US from Cuba
 Explain the cultural impact of these products
 Express how Cuban culture has impacted the US
 Understand and explain the cultural perspectives
about Cuba as it relates to the US.
Evidence of Learning
Summative Assessment
Formative Assessment:
Multiple-choice test
Practice Worksheets
Free-Response test
Daily bell-work
Performance Assessment-dialog
Quizzes
End of chapter Test

Equipment needed and recommended: computer with projector and screen, internet access, CD player
Unit III. – Buen Viaje a España – Good Trip to Spain
State Standard Area of Concentration:
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.
Unit Summary: Students will “travel” to all major cities of Spain. They will plan their plane trip using vocabulary in
context and write their itinerary. Students will gain knowledge of all of the regions of Spain and decide where they
would like to travel. They will learn about the “AVE” (high speed bullet train) that travels across the country and meet a
bellhop in a prestigious Spanish hotel. Students will present their trip through a multimedia presentation and back up all
destinations with knowledge of the products for the regions. They will experience poems and verses by the writers
Antonio Machado (and a song inspired by his poem) and Federico Garcia Lorca.
Unit Rationale: Spain is where the Spanish language originated, therefore as a student studying Spanish language and
culture it is important to know the history. By exploring different regions, foods, dialects etc. students will gain an
interest in the Spanish way of life. They will be prepared for a job in the global marketplace by knowing an overview of
Spain as well as aspects of Europe.
Standards:
Standard #:
Standard Statement:
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.6
Analyze and critique readings from culturally authentic materials.
7.1.IH.A.7
Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
7.1.IH.A.8
Analyze structures of the target language and comparable linguistic structures in English.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.3
Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal
communication strategies.
7.1.IH.B.4
Ask and respond to questions as part of a group discussion of topics and situations of a personal,
Hinkel 7
academic, or social nature.
7.1.IH.B.5
Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social
interest or on topics studied in other content areas.
7.1.IH.B.6
Use language in a variety of settings to further personal and/or academic goals.
7.1.IH.C.3
Use language creatively in writing for a variety of purposes.
7.1.IH.C.5
Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural
products and cultural practices associated with the target culture(s), and compare these perspectives
with those of one’s own culture.
7.1.IH.C.6
Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the
global workforce.
Essential Questions:
 Where will you go when you travel to Spain?
 How does one go about making travel plans?
 What will you do in the future?
 What are the cultural perspectives of Spain?
Enduring Understanding:
 There are many different regions around Spain,
each with its own culture and some with their
own dialect.
 There are many ways to make travel plans: in
person, on line etc.
 In the future you may be offered the opportunity
to study abroad or work abroad.
 Having a general knowledge of Spain and Europe
with make you prepared for the global workforce.
Instructional Focus:
 Present one’s own travel plan to the class using the
Discuss vacation and travel plans in context
future tense correctly in context
Go through all the steps of vacation planning, travel
 Identify some famous people from Spain and
and itinerary.
discuss their impact on Spain and the US
 Compare and contrast Spain to the US
Evidence of Learning
Summative Assessment
Formative Assessment:
Multiple-choice test
Practice Worksheets
Free-Response test
Daily bell-work
Performance Assessment-dialog
Quizzes
End of chapter Test
Project: Current events about Spain, travel agencies
online/abroad
Equipment needed and recommended: computer with projector and screen, internet access, CD player


Unit IV. – La Vida Diara Estudiantil en Peru – Daily student life in Peru
State Standard Area of Concentration:
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.
Unit Summary: Students will describe daily activities in student life using terms and phrases related to high school
and college. Students will discover requirements for getting into college both in the United States as well as abroad in
Peru. Students will explore different opportunities available to them when studying abroad and will discuss some of the
Hinkel 8
colleges they are looking into in their life. They will also gain knowledge of the history and culture of Peru, including
the Incan empire.
Unit Rationale: To make oneself a valuable asset in the global marketplace, students must have a good knowledge of
the cultures that surround them. Many products used around them relate to Peru including coffee, grains and fabrics.
Students need to know the history of the culture to understand how it is today, therefore we will explore Peru’s
historical features as well as current offerings – extreme sports and ecotourism. We will also explore the people in
different parts of the country and compare/contrast differences.
Standards:
Standard #:
Standard Statement:
7.1.IH.A.1
Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.3
Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions
(such as persuading, negotiating, or offering advice) in the target culture(s) & own
7.1.IH.A.5
Synthesize information from oral and written discourse dealing with a variety of topics.
7.1.IH.A.6
Analyze and critique readings from culturally authentic materials.
7.1.IH.A.7
Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
7.1.IH.A.8
Analyze structures of the target language and comparable linguistic structures in English.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.3
Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal
communication strategies.
7.1.IH.B.4
Ask and respond to questions as part of a group discussion of topics and situations of a personal,
academic, or social nature.
7.1.IH.B.5
Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social
interest or on topics studied in other content areas.
7.1.IH.C.3
Use language creatively in writing for a variety of purposes.
7.1.IH.C.4
Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5
Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural
products and cultural practices associated with the target culture(s), and compare these perspectives
with those of one’s own culture.
Essential Questions:
Enduring Understanding:
 What are the daily activities of a high school or
 Students use reflexive verbs in context along with
college student?
school vocabulary.
 How can students be successful in high school and
 Students can do many things to be successful in
college?
school.
 How do students apply for colleges and how does it
 Students will explain their own experiences with
differ from country to country?
applying to the colleges of their choice.
 What is it like to study abroad in Peru?
 Students will explore colleges and universities in
Peru and other countries using the future tense.
 How do we express future activities and desires
Hinkel 9

related to college choice?
What impact did the Incas and early conquerors
have on life in Peru today?

Incan culture can still be seen today in the rural
areas of Peru.
Instructional Focus:
 Correctly choose between ser and estar in a variety
Use reflexive verbs correctly in present, preterite,
of tenses
imperfect and future tenses
 Express obligations and probabilities
 Describe travel plans to Peru to experience
ecotourism and extreme sports
 Converse about course of study and how to apply
for a college in US and abroad
Evidence of Learning
Summative Assessment
Formative Assessment:
Multiple-choice test
Practice Worksheets
Free-Response test
Daily bell-work
Performance Assessment-dialog
Quizzes
End of chapter Test
Project: Current events about Peru, Researching
colleges online/abroad
Equipment needed and recommended: computer with projector and screen, internet access, CD player

Unit V. – Los Incas – Incan Civilization and Culture
State Standard Area of Concentration:
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.
Unit Summary: Students will read articles, watch videos and listen to podcasts about Incan civilization and culture.
They will discover that Machu Picchu was undiscovered for many years and left nearly untouched in the Andes
mountains. They will learn the impact of the Incan culture on today’s society.
Unit Rationale: Students will understand information about the archeological site of Machu Picchu. They will
understand the culture of the native people of Peru in order to gain an appreciation of the communities of indigenous
people that live there today.
Standards:
Standard #:
Standard Statement:
7.1.IH.A.1
Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.4
Analyze historical and political contexts that connect or have connecter famous people, places and
events from the target culture with the United States.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.3
Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal
Hinkel
10
communication strategies.
7.1.IH.B.4
Ask and respond to questions as part of a group discussion of topics and situations of a personal,
academic, or social nature.
7.1.IH.B.5
Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social
interest or on topics studied in other content areas.
7.1.IH.C.4
Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5
Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural
products and cultural practices associated with the target culture(s), and compare these perspectives
with those of one’s own culture.
Essential Questions:
Enduring Understanding:
 Who were the Incas?
 The Incas were an ancient civilization in the
Andes mountains of Peru.
 What impact does their culture have on life today in
Peru?
 They had a very advanced culture and technology
for their time.
 How did the Spanish culture mix with the
indigenous culture when Pizarro took over?
 People still live off the land in the area of Machu
Picchu as did the Inca people.
 The Spaniards influenced the culture by
incorporating their advances in technology.
Instructional Focus:



Cultural readings about Incan culture and
architecture.
Readings about Pizarro’s take-over of the Incan
civilization.
Use preterit and imperfect tense in context to
discuss the culture.
Summative Assessment
Essay test
Performance Assessment-dialog
End of chapter Test

Discuss past historical events with accuracy in
information and grammar/vocabulary.
Evidence of Learning
Formative Assessment:
Practice Worksheets
Daily bell-work
Quizzes
Equipment needed and recommended: computer with projector and screen, internet access, CD player
Unit VI. – El Alacrán de Fray Gomez – por Ricardo Palma
State Standard Area of Concentration:
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.
Unit Summary: Students will read a short story written by Ricardo Palma, a Peruvian writer. We will discuss the three
miracles of the story and their impact on the characters of the story. The story is a fable that was passed down orally for
a number of years. They will also hear the story read by an actor on youtube.
Hinkel
11
Unit Rationale: Observing and participating in reading literature from other cultures leads to an understanding in the
shared human experience.
Standards:
Standard #:
Standard Statement:
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.6
Analyze and critique readings from culturally authentic materials.
7.1.IH.A.7
Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.4
Ask and respond to questions as part of a group discussion of topics and situations of a personal,
academic, or social nature.
7.1.IH.C.3
Use language creatively in writing for a variety of purposes.
7.1.IH.C.4
Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5
Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural
products and cultural practices associated with the target culture(s), and compare these perspectives
with those of one’s own culture.
Essential Questions:
 What is a fable and what are some fables you
know?
 How does one describe literary elements of a short
story?
Enduring Understanding:
 There are many fables that children grow up
knowing. These stories are passed down from
generation to generation.
 There are similarities and differences between
Hispanic and American literature.
Instructional Focus:






Reading in Spanish
Discussing literary elements
Comparing and Contrasting literature
Biography of Ricardo Palma
Discussing fables and storytelling
Listening comprehension
Evidence of Learning
Summative Assessment
Formative Assessment:
Essay test
Practice Worksheets
Performance Assessment
Daily bell-work
Quizzes
Project: complete a storyboard of the fable
Equipment needed and recommended: computer with projector and screen, internet access, CD player
Unit VII. – Bolivia, Familia y la clase social – Bolivia, Family and social class
State Standard Area of Concentration:
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.
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Unit Summary: Students will discuss home life and chores around the house as well as correctly incorporating
vocabulary for immediate and extended family members. They will compare family/home life in the United States to
family/home life in Bolivia. Roles of household members will be discussed. They will gain knowledge of Bolivia
culture and customs and discuss quinceañera and weddings. They will use grammar correctly to discuss what “has
happened” in the recent past.
Unit Rationale: Examination of the roles of race, ethnicity, gender and religion through history and across cultures
assists in understanding the current sociopolitical landscape.
Standards:
Standard #:
Standard Statement:
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.3
Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions
(such as persuading, negotiating, or offering advice) in the target culture(s) & own
7.1.IH.A.7
Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.C.3
Use language creatively in writing for a variety of purposes.
7.1.IH.C.5
Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural
products and cultural practices associated with the target culture(s), and compare these perspectives
with those of one’s own culture.
Essential Questions:
Enduring Understanding:
 What is family life like in other cultures, Bolivia
 Many Latin American cultures are family
specifically? How is it different from my own?
centered. There are similarities and differences
between Bolivia and US.
 How are family celebrations different and similar to
my own?
 Quinceañera is the celebration of a girl’s 15th
birthday and Bolivian weddings share similarities
 How have household roles changed in the past few
and differences to those in the US.
decades and what are my opinions of that?
 Household roles have changed, specifically
surrounding the woman and the children.
Instructional Focus:
 Celebrations: birthday/ wedding
Family and home vocabulary
 Use of the past tense
Discussion of household chores
 Discussion of gender roles
Discussion of house style-living situation
Evidence of Learning
Summative Assessment
Formative Assessment:
Performance Assessment-dialog
Practice Worksheets
End of chapter Test
Daily bell-work
Quizzes



Equipment needed and recommended: computer with projector and screen, internet access, CD player
Unit VIII. – Las Medias Rojas por Emilia Pardo Bazan
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State Standard Area of Concentration:
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.
Unit Summary: Students will read a literary selection entitled “Las Medias Rojas” (The Red Stockings). The story is
an example of feminist literature written by Emilia Pardo Bazan (Bolivian writer). The story shows the importance of
family roles. Students will discuss family life as well as roles within the household.
Unit Rationale:
Standards:
Standard #:
Standard Statement:
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.7
Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.4
Ask and respond to questions as part of a group discussion of topics and situations of a personal,
academic, or social nature.
7.1.IH.C.3
Use language creatively in writing for a variety of purposes.
7.1.IH.C.4
Explain the structural elements and/or cultural perspectives found in culturally authentic materials.
7.1.IH.C.5
Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural
products and cultural practices associated with the target culture(s), and compare these perspectives
with those of one’s own culture.
Essential Questions:
 Who is Emilia Pardo Bazan?
 What is an example of feminist literature?
 What was the role of the woman like?
 How do we discuss literature?
Enduring Understanding:
 Emilia Pardo Bazan was a writer from Boliva
born in 1851. She is known as a feminist writer
and showed the real face of life in Bolivia.
 Women were expected to care for their family
within the home.
 We will use literary terms to describe elements of
the story.
Instructional Focus:






Reading Comprehension
Listening Comprehension
Discussing Roles in the family
Discussion literary elements
Summative Assessment
Performance Assessment-dialog
Essay Test
Biography of Emilia Pardo Bazan
Correct use of preterite and imperfect tenses
Evidence of Learning
Formative Assessment:
Practice Worksheets
Daily bell-work
Quizzes
Project: complete storyboard about the story
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Equipment needed and recommended: computer with projector and screen, internet access, CD player
Unit IX. – Los Negocios en Mexico – Business in Mexico
State Standard Area of Concentration:
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.
Unit Summary: Students will use vocabulary dealing with business and working in an international company. They
will study a history of Mexico and learn about Mexican business and how it relates to the United States. We will
discuss issues related to immigration and the border between Mexico and the United States.
Unit Rationale: Analyzing data related to global issues, problems and challenges leads to an understanding of the role
cultural perspectives play in how these issues are perceived and how they are addressed. People who communicate in
more than one language have better career opportunities and are more marketable in the workforce.
Standards:
Standard #:
Standard Statement:
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.5
Synthesize information from oral and written discourse dealing with a variety of topics.
7.1.IH.A.8
Analyze structures of the target language and comparable linguistic structures in English.
7.1.IH.B.1
Use digital tools to participate in extended conversations using a variety of timeframes to exchange
information.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.3
Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal
communication strategies.
7.1.IH.B.4
Ask and respond to questions as part of a group discussion of topics and situations of a personal,
academic, or social nature.
7.1.IH.B.5
Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social
interest or on topics studied in other content areas.
7.1.IH.B.6
Use language in a variety of settings to further personal and academic goals.
7.1.IH.C.3
Use language creatively in writing for a variety of purposes.
Essential Questions:
 What are some terms to use in conversation about
business?
 What opportunities are available for working in a
business in another country?
 What are some aspects of Mexican history?
Instructional Focus:
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Enduring Understanding:
 There are many different terms used in business.
 There are many businesses located in Mexico that
have been outsourced from the US.
 Many people risk their lives to cross the border
for a better opportunity.
 Mexico has a rich culture, based in traditions
from the Maya and the Aztec cultures.
 Correct grammar and pronunciation use:
Business vocabulary
specifically, present perfect tense, preterite vs.
Immigration to the US from Mexico
imperfect.
Outsourcing business from US to Mexico
Evidence of Learning
Summative Assessment
Formative Assessment:
Multiple-choice test
Practice Worksheets
Free-Response test
Daily bell-work
Performance Assessment-dialog
Quizzes
End of chapter Test
Project: Current events about Peru, Researching
colleges online/abroad
Equipment needed and recommended: computer with projector and screen, internet access, CD player



Unit X. – Chile y la salud – Chile and healthcare
State Standard Area of Concentration:
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.
Unit Summary: Students will discuss how to maintain good health and identify body parts and aliments. We will
discuss alternative health techniques like those used in Chilean towns. We will use the subjunctive tense to suggest or
request things from people. They will understand the cultural perspectives of Chile.
Unit Rationale:
Standards:
Standard #:
Standard Statement:
7.1.IH.A.1
Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
7.1.IH.A.4
Analyze historical and political contexts that connect or have connected famous people, places, and
events from the target culture with the United States.
7.1.IH.A.8
Analyze structures of the target language and comparable linguistic structures in English.
7.1.IH.B.1
Use digital tools to participate in extended conversations using a variety of timeframes to exchange
information.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.3
Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal
communication strategies.
7.1.IH.B.5
Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social
interest or on topics studied in other content areas.
7.1.IH.B.6
Use language in a variety of settings to further personal and academic goals.
7.1.IH.C.1
Explain and compare how a cultural perspective led to the development of a cultural product or
cultural practice in the target culture and in one’s own culture through a multimedia rich presentation
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to be shared virtually with target language audience.
7.1.IH.C.3
Use language creatively in writing for a variety of purposes.
7.1.IH.C.5
Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural
products and cultural practices associated with the target culture(s), and compare these perspectives
with those of one’s own culture.
Essential Questions:
 How can we maintain good health?
 How do outlooks on healthcare vary by culture?
 What are alternative treatments for aliments?
 What is the healthcare system like in Chile?
Enduring Understanding:
 Exercise, nutrition and maintaining low stress
levels keep us healthy.
 Compare and contrast healthcare in US vs
healthcare in Chile.
 Alternative medicine can help us maintain health
without harmful side effects.
Instructional Focus:
 History and overview of Chile
Use the subjunctive tense
Vocabulary for healthcare and medicine
Alternative methods for treating aliments
Evidence of Learning
Summative Assessment
Formative Assessment:
Performance Assessment-dialog
Practice Worksheets
End of chapter Test
Daily bell-work
Quizzes
Project: Current events about Chile
Equipment needed and recommended: computer with projector and screen, internet access, CD player



Unit XI. – Walking Around por Pablo Neruda
State Standard Area of Concentration:
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.
Unit Summary: Pablo Neruda is a famous Chilean poet. Students will learn a biography of the author and read the
poem “Walking Around”. The poem describes a walk around a Spanish city. It explores the themes of materialism and
loneliness of daily routines.
Unit Rationale: Observing and participating in reading literature in another language assists in the understanding of
the shared human experience.
Standards:
Standard #:
Standard Statement:
7.1.IH.A.1
Analyze and critique information contained in culturally authentic materials using electronic
information sources related to a variety of familiar and some unfamiliar topics.
7.1.IH.A.2
Demonstrate comprehension of spoken and written language, as expressed by speakers of the target
language in formal and informal settings, through appropriate responses.
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7.1.IH.A.4
Analyze historical and political contexts that connect or have connected famous people, places, and
events from the target culture with the United States.
7.1.IH.A.8
Analyze structures of the target language and comparable linguistic structures in English.
7.1.IH.B.1
Use digital tools to participate in extended conversations using a variety of timeframes to exchange
information.
7.1.IH.B.2
Give, respond to, and ask for clarification on detailed oral and written directions, commands, and
requests.
7.1.IH.B.3
Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal
communication strategies.
7.1.IH.B.5
Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social
interest or on topics studied in other content areas.
7.1.IH.B.6
Use language in a variety of settings to further personal and academic goals.
7.1.IH.C.1
Explain and compare how a cultural perspective led to the development of a cultural product or
cultural practice in the target culture and in one’s own culture through a multimedia rich presentation
to be shared virtually with target language audience.
7.1.IH.C.3
Use language creatively in writing for a variety of purposes.
7.1.IH.C.6
Explain/ demonstrate cross cultural skills needed for a variety of professions and careers in the
global workforce.
Essential Questions:
 Who is Pablo Neruda?
 What are some themes in the poem “Walking
Around”?
 How does the poet describe his surroundings?
Enduring Understanding:
 Pablo Neruda is the pen name of a Chilean writer.
 Some themes are materialism, loneliness and the
sights and sounds of the city.
 Pablo Neruda uses very descriptive language to
explain his surroundings.
Instructional Focus:





Poetry in Spanish
Biography of Pablo Neruda
History: when poem was written
Literary aspects of the poem
Discussion of the themes of the poem.
Evidence of Learning
Formative Assessment:
Practice Worksheets
Daily bell-work
Quizzes
Project: Storyboard of the scenes of the poem
Equipment needed and recommended: computer with projector and screen, internet access, CD player
Summative Assessment
Performance Assessment-dialog
End of chapter Test
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