• Merrillville High School
    Course Scope & Sequence
     
     
    Department:
     World Langauge Department
    Spanish IV A
    Instructor: Sra. DaCostaGomez

    Email:
     
     
     
     
     
     
    Course Expectations, Goals & Routines

    BIENVENIDOS a la clase de Español

    ¡Un lugar para celebrar la lengua y la cultura  hispana!                                

    Información:

    Nombre: Sra. DaCostaGomez

    Email: mdacosta@mvsc.k12.in.us

    Gmail: sra.dacosta@gmail.com

    Google voice: (219) 595-2515

    Tel: 219-650-5307 ext. 7089

    www.braveways.wikispaces.com

     

    Favor de estar preparados todos los días con:

    ·         Lápiz/pluma

    ·         Cuaderno

    ·         Carpeta

    ·         El libro

     

    Favor de seguir las siguientes reglas:

    ·    Una vez que suene la campana, estar en sus asientos

    ·    Ten tu identificación puesta 

    ·    Participa en todas las actividades de clase

    ·    Ir al baño o a tu loquer en el tiempo que se da entre clases     

    ·    Solo agua para tomar

    ·    Si estás ausente, es tu responsabilidad completar la tarea y las actividades hechas en clase

    ·    Respeta todas las reglas de la escuela:  NADA de CELULARES,  no tener comida fuera de la cafetería, etc

     

    Lo más importante: Aquí se habla español.  


     

    GUIDING PRINCIPLES

    BE RESPECTFUL, BE ON-TASK, COOPERATE, AND FOLLOW PROCEDURES

    Those are my four basic rules and they are explained in detail below.

     

    BE RESPECTFUL:
    Everyone will have their best chance to learn when you are respectful.  Remain silent while I am talking or if another student is talking/participating in class.  When I need your attention, it should not take more than three seconds for me to silence the class and I should not have to speak over you.  Please raise your hand if you have a question about class material.  Please do not blurt out comments, questions, or answers unless you have been asked to.  Do not blurt out questions or comments that only pertain to you and have nothing to do with the class material.  Please don’t say anything in front of me you would not say in church or that you would not want a two-year-old to repeat. 
     
    Be on-task: 
    Come in and check the agenda for the day.  Get started on the first task and continue to stay on task during the class.  Be diligent as we transition from task to task.  In class or in the computer lab, you are expected to have your head up and your hands where I can see them (no cell phone or other personal technology use).
     
    Cooperate: 
    Follow all school rules and do things the first time you are asked to do them.
     

    Follow Procedures:

    There will be many procedures to make the class run as smoothly as possible.  I will teach these to you as needed.  Some examples of a procedure is how everyone puts their book bag in a designated location and takes their seats, how we turn in quizzes and tests, how I pass out papers, how we do group activities, and how we enter and commence work in the computer lab.

     
     
    Course Description
     

    SPANISH        

    Level IV world language courses enable students to participate in classroom and extracurricular activities related to the language studied, such as presentations to the student body and to parent groups and taking leadership roles in language clubs.  Students are willing to participate in conversations with native and advanced non-native speakers, either in their community or in the school.  This course also enables students to respond to factual and interpretive questions, interact in complex social situations, and express opinions and make judgments; Give presentations on cultural topics including: (1) traditions, (2) historical and contemporary events, and (3) major historical and artistic figures; Paraphrase or restate what someone else has said; Read for comprehension from a variety of longer authentic materials, such as newspapers and magazine articles, novels, and essays, as well as make judgments about what is read; Write well-organized compositions on a given topic;  Begin using the language creatively in writing simple poetry and/or prose. (Goal 1-4).  Students are also Aware of the relationship between various art forms in at least one major historical period; Aware of the major literary, musical, and artistic periods and genres of at least one of the cultures in which the language is spoken; Able to adjust speech appropriate to the situation and audience; and Able to participate appropriately in a variety of specific circumstances which could include public meetings, attending concerts, and using public transportation.

    (Goals 4-6)

    ·         Grade level:  10 – 12

    ·         Prerequisites:  Level I, II, and III of language being studied

    ·         Credits: 2 trimester course for 2 credits

    ·         Fulfills a World Language requirement for the Core 40 with Academic Honors diploma or counts as a Directed Elective or Elective for any diploma

    ·         A Career Academic Sequence or Flex Credit course

    ·         Dual College credit available for French IV and Spanish IV

     
     

    Week

    Standards

    Instructional Content

    Activities, Readings, Labs, Interactive Notes, Assignments, etc.

    Assessments

    Other

    1

    Standards:

    4.3.1

    4.2.1

    4.2.2

    4.2.3

    Welcome back.  Break the ice and back to school.

    Authentic resources (Authres):

    TL Twitter Collections & Video with Interviews with University Students from Peru.  

    Formative Check of speaking skills with introductions and listening skills with Interviews

     

    2

    4.4.1

    4.2.2

    4.2.3

    Costa Rica & TPRS Novel: El Robo en la noche

    Descubre Lesson 6 La Naturaleza

     

    Intro to Costa Rica Power Point,

    Chapters 1 & 2  with corresponding Chapter Guides.

    Kahoot Game

    Daily Engagement

    Formative Check with Kahoot

     

    3

    4.4.1

    4.1.1 & 4.1.3

    4.1.5

     

    Robo Chapters 3-6

    Aldrey & Pablo Neruda

    Authres: Music Video La Lista  Reading Guide,

    Event Order & Character Blog

    La Lista Worksheet

    La Lista Cancionero

    Powerpoints Cultural Details of C.R. and Pablo Neruda

     

    Formative Check with Blog

    TL details of Costa Rican culture or book details spoken and written totally in TL       

     

    4

    4.2.1

    4.2.2

    4.2.3

    4.3.1

    4.4.1

    4.4.2

    4.5.1

    4.5.2

    Chapters 7-15

    All reading guides, Kahoot for Chapters 3-6

    Then 7-10

    Authres: Zoo, wildlife, and restaurant videos.  Te Mueves tu routine & song.

    Episodes of the Telenovela from Exprésate 3

    Presentational Speaking with visual support.  “Mi Lista”

    El Robo en la Noche Final

     

    5

    4.2.1

    4.2.2

    4.2.3

    4.1.1

    Thematic Unit:

    Descubre 3 Lesson 1

    Emotions and Feelings; fears and anxiety

    Legends with TPRS Novel: La Llorona de Mazatlan

    Chapters 1-3

    Vocabulary pages 2-6

    Chapter Guides

    Los Miedos y Las Leyendas Unit Packet pages 3-8

    Authres:

    Twitter, Commercials and Song Azul-Natalia LaFourcade

    Contextos Quiz A or B

     

    6

    4.2.1

    4.2.2

    4.2.3

    4.1.1

    4.3.3

    4.4.1

    Descubre 3 Estructura 1.1-1.2

    Novel Chapters 4-6 & Thematic Unit Cont.

     

     

    Textbook pages 14-21

    Chapter Guides

    Unit Packet pages 9-13

    Other Authres:

    Music Video

    End of Grading Period Assessment

    Mini-Integrated Performance Assessment

     

     

    7

    4.1.1

    4.2.3

    4.4.1

    4.4.3

    Descubre 3 Estructura 1.3

    Novel Chapters 7-10

    & Continue Thematic Unit

    Textbook pages 22-25

    Cinemateca pages 26-29

    Chapter Guides

    Unit Packet pages 14-17

    Authres: Commercials and Radio Interviews

     Oral Test-Natalia Lafourcade, and 

    Written Test Essential Questions #1 & 2

     

     

    8

    4.3.2

    4.3.1

    4.4.1

    Novel Chapters 11-14 & Conclude Thematic Unit

    Unit Packet Pages 18-19

    Chapter Guides

    Related Links and Zachary Jones Activities  Authres

    Written Test Essential Question # 3 with quotes and evidence or examples from class resources for the unit.

    Presentational Assessment about novel with visual support

     

    9

    4.2.1

    4.2.2

    4.2.3

    4.3.1

    4.4.1

    4.4.2

    4.5.1

    4.5.2

    Descubre 1B Lesson 8

    Thematic Unit Diversity of Gastronomy

    Vocabulary pages 262-267

    Unit Packet Pages 1-5

    Vocabulary Contextos

    Quiz A or B

     

     

    10

    4.2.1

    4.2.2

    4.2.3

    4.1.1

    4.3.3

    4.4.1

    Descubre 1B Estructura 8.1

    & Continue Thematic Unit

    Fotonovela pages 268-271 , 276

    Unit Packet Pages 6-11

    Authres

    Music Videos and Food Commercials

    Other related links

    Formative Checks

     

    11

     

    Descubre 1B Estructura 8.2-8.3

    Numbers 31-100

    Textbook pages 277-281

    Unit Packet pages 12-16

    Related Links

    Formative Checks and Speaking/Writing Assessment

     

    12

     

     

     

    Recapitulación and End of Grading Period Assessment

    Jugos Arcor Commercials Unit Packet pages 17

    End of Grading Period Assessment

     

     

    13                   FINALS WEEK