Greeley-Evans School District 6
10th through 12th Grades
Theme: Tu vida diaria School and non-school daily activities; Días especiales Weekend activities
and special events/celebrations
Inquiry Questions: What issues are important in the lives of youth?
Spanish 4, Chapter Para Empezar
(green book)
Curriculum Guide
Timeline: High School – 2 ½ weeks
Vocabulary: (Section 1) daily activities; household chores; errands
(Section 2) entertainment; special events and celebrations; television and movies; travel
Grammar: (Section 1) present tense of irregular verbs; present tense of stem-changing verbs;
reflexive verbs
(Section 2) verbs that conjugate like gustar; possessive adjectives
Spanish 4: Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Prepare and deliver an oral
presentation about your daily activites
-Write a presentation about activities in
your community
Evidence Outcomes
Students will be able to
-Talk about school and non-school daily activities
-Describe your day before and after school
-Talk about weekend activities
-Describe special events and celebrations
Other Assessments
Realidades 3 test bank, chapter Para
Empezar
Students will know and understand
-Daily activities of young people in Spain
-Skiing in Bariloche, Argentina
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 3, chapter Para Empezar; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
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Page 1 of 7
Spanish 4 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: Días inolvidables Memorable outdoor experiences and competitions
Camping and weather; Athletic events and competitions
Inquiry Questions: How do outdoor experiences affect our lives?
Spanish 4, Chapter 1 (green book)
Curriculum Guide
Timeline: High School – 5 ½ weeks
Vocabulary: (Section 1) hiking objects, activities, and perils; weather
(Section 2) getting ready for an athletic or academic competition; emotional responses to
competition; awards and ceremonies
Grammar: (Section 1)(Repaso) preterite verbs with the spelling change i > y; (Repaso) preterite
of irregular verbs: tener, andar, estar, poder, poner, saber, venir, decir, and traer; (Repaso)
preterite of verbs with the spelling changes e > i and o > u
(Section 2) (Repaso) the imperfect; the irregular imperfect: ir, ser, and ver; uses of the
imperfect
Spanish 4: Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Describe a visit to a national park
-Narrate an unforgettable experience in
the past tense
-Express your emotions with a partner
regarding the outcome of an event
-Retell the plot of the legend of
Iztaccíhuatl y Popocatépetl
Other Assessments
Realidades 3 test bank, chapter 1
Evidence Outcomes
Students will be able to
-Read about camping activities
-Discuss the features of the natural environment
-Communicate about camping equipment and activities
-Talk about events in the past
-Read about athletic events and other kinds of competitions
-Talk about goals and prizes
-Talk about school competitions
Students will know and understand
-Cultural perspectives on family outings
-Matilde Pérez and her paintings
-The pilgrimage to the Cathedral of Santiago de Compostela “El Camino de Santiago” in Spain
-The legend of Iztaccíhuatl y Popocatépetl
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 3, Chapter 1; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
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Spanish 4 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: ¿Cómo te expresas? How do you express yourself? Different artistic expressions and
how to appreciate them
Inquiry Questions: Why is it important to express oneself?
Spanish 4, Chapter 2 (green book)
Curriculum Guide
Timeline: High School – 5 ½ weeks
Vocabulary: (Section 1) describing art and sculpture; tools for painting; describing what
influences art
(Section 2) musical instruments; describing dance; describing drama
Grammar: (Section 1) (Repaso) the preterite vs. the imperfect; estar + participle
(Section 2)(Repaso) ser and estar; verbs with special meanings in the preterite vs. the imperfect
Spanish 4: Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Express your opinion about a dance,
music, or theatre performance
-Describe a work of art and present to
class
-Create a presention about “Artista del
Milenio”-an artist, actor, singer p. 97
Evidence Outcomes
Students will be able to
-Talk about the arts
-Give an opinion about a work of art
-Relate the arts to your own experience
-Describe how people express themselves
-Narrate events in the past
-Talk about different forms of entertainment
-Discuss some important artists of the Spanish-speaking world
Other Assessments
Realidades 3 test bank, chapter 2
Students will know and understand
-Music, dance, and art in the Spanish-speaking world
-Artistic expressions and artists in the Spanish-speaking world
-The art of Mexican artists Diego Rivera and David Alfaro Siqueiros
-The origins of salsa
-The Spanish zarzuela
-The world of Francisco Goya
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 3, Chapter 2; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
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Spanish 4 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: ¿Qué haces para estar en forma? What do you do to stay in shape?
Health and nutrition
Inquiry Questions: How is maintaining a healthy lifestyle similar and different in the United
States and in Spanish-speaking countries?
Spanish 4, Chapter 3 (green book)
Curriculum Guide
Timeline: High School – 5 ½ weeks
Vocabulary: (Section 1) nutrition; illnesses and pains; medicine; habits for good health
(Section 2) exercises; getting and staying shape; health advice
Grammar: (Section 1) (Repaso) affirmative and negative tú commands; (Repaso) affirmative and
negative commands with Ud. and Uds.
(Section 2) (Repaso) the subjuntive: regular verbs; (Repaso) the subjuntive: irregular verbs;
(Repaso) the subjuntive with stem changing –ar and –er verbs
Spanish 4: Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Listen and respond to a radio program
-Speak about good eating habits
-Create a presentation about “Una vida
más sana” p. 143
-Do a persuasive writing to encourage
people to take up a healthy practice
using the present subjunctive and
commands
Other Assessments
Realidades 3 test bank, chapter 3
Evidence Outcomes
Students will be able to
-Talk about symptoms and remedies
-Discuss eating habits
-Explain cultural perspectives about health, physical fitness, and nutrition
-Give advice
Students will know and understand
-The art of Rufino Tamayo
-An advertisement
-Healing plants in Latin America
-Eating habits of Spanish teenagers
-World Health Day
-Physical education in Spain
-Ancient sports in Mexico and Central America
-Spanish and Latin American teen magazines
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 3, chapter 3; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
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Page 4 of 7
Spanish 4 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: ¿Cómo te llevas con los demás? How do you get along with others?
Relationships with friends and family
Inquiry Questions: What characteristics of friends and family are important in maintaining
relationships?
Spanish 4, Chapter 4
(green book)
Curriculum Guide
Timeline: High School – 6 weeks
Vocabulary: (Section 1) personality traits; interpersonal behavior; friendship
(Section 2) expressing and resolving interpersonal problems; interpersonal relationships
Grammar: (Section 1)(Repaso) the subjunctive with verbs of emotion; (Repaso) the uses of por
and para
(Section 2) commands with nosotros; possessive pronouns
Spanish 4: Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Explain what is needed to maintain
friendships
-Talk about family conflicts and how to
resolve them
-Create an illustrated ad to look for new
school friends in Latin America or Spain
-Write a composition about the
relationships between two characters
from a movie, story, or television
program regarding things they have in
common and how they are different
Other Assessments
Realidades 3 test bank, chapter 4
Evidence Outcomes
Students will be able to
-Talk about friendships and describe personality traits
-Distinguish between positive and negative personal qualities
-Practice the subjunctive with verbs of emotion
-Distinguish uses of por and para
-Talk about conflicts and how to resolve them
-Talk about friends and family relationships and express how you relate to friends and family
-Express how you feel under certain circumstances
-Read surveys
Students will know and understand
-Love and friendship celebrations in the Spanish-speaking world
-Depictions of family life in the art of Carmen Lomas Garza and Pablo Picasso
-Love expressed through the arts in the Spanish-speaking world
-Spanish youth
-Opinions of Mexican teenagers about family relationships
-Cultural perspectives on dealing with friends and family
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 3, chapter 4; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
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Page 5 of 7
Spanish 4 Curriculum Guide
10th through 12th Grades
Greeley-Evans School District 6
Theme: Trabajo y comunidad Jobs and volunteer work
Jobs and job skills; interviewing techniques; volunteer work
Inquiry Questions: How does volunteer work change your life?
Spanish 4, Chapter 5 (green book)
Curriculum Guide
Timeline: High School – 6 weeks
Vocabulary: (Section 1) after-school work; describing a job
(Section 2) volunteer activities; the benefits and importance of volunteer work
Grammar: (Section 1) (Repaso) the present perfect; (Repaso) the past perfect
(Section 2) the present perfect subjunctive; demonstrative adjectives and pronouns
Spanish 4: Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Describe the skills and abilities needed
to perform a job
-Practice interviewing techniques in
Spanish
-Hold a class election on a presidential
candidate
-Write a letter convincing someone you
are the best candidate for the job
-Create a scrapbook featuring photos or
illustrations of what professions or jobs
they think their friends are going to
have in the future
Other Assessments
Realidades 3 test bank, chapter 5
Evidence Outcomes
Students will be able to
-Talk about ways of getting a job
-Describe skills and abilities needed to perform a job
-Review and practice the present perfect and pluperfect
-Talk about volunteer work
-Explain how you can help your community
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Students will know and understand
-The importance of finding a job or profession
-the art of Rufino Tamayo
-The meaning of work for young people in Latin America
-The Hispanic Heritage Awards Foundation
-Work as seen through the art of Diego Rivera
-Hispanic contributions to American society
-Why immigrants seek citizenship
-Understand cultural perspectives on dealing with student jobs and volunteer work
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 3, chapter 5; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
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2015-2016
Page 6 of 7
Spanish 4 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: ¿Qué nos traerá el futuro? What does the future bring us?
Careers, professions, and technology
Inquiry Questions: What are the effects of technology in our lives?
Spanish 4, Chapter 6 (green book)
Curriculum Guide
Timeline: High School – 6 weeks
Vocabulary: (Section 1) jobs and professions; qualities of a good employee
(Section 2) technology; inventions; jobs in the future
Grammar: (Section 1)(Repaso) the future; (Repaso) the future of probability
(Section 2) the future perfect; (Repaso) the use of direct and indirect object pronouns
Spanish 4: Intermediate-mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Analyze how the perspectives of people who speak the target language are reflected in their practices
 Analyze how products reflect practices and perspectives of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Analyze information gathered from target language resources connected to other content areas
 Evaluate information and viewpoints present in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Analyze the significance of the similarities and differences between the target language and the student’s own language
 Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Create a Web page featuring items that
have evolved throughout time and will
continue to change in the future.
-Prepare a speech regarding what future
technological advances you will adapt
for a school in 10 years
Other Assessments
Realidades 3 test bank, chapter 6
Evidence Outcomes
Students will be able to
-Talk about careers and professions
-Talk about plans for the future
-Explain the impact of science and technology on our lives
-Examine different professions
-Discuss technology changes
Students will know and understand
-Cultural perspectives on jobs and technology
-Surrealism in art
-Hispanic youth working in Washington, D.C.
-Living arrangements about young people in Spain
-the international baccalaureate program
-Spanish and Latin American architects
Instruction
Key teaching and Learning Experiences that imbed
21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 3, chapter 6; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
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2015-2016
Page 7 of 7
Spanish 4 Curriculum Guide