Honors Spanish IV

Spanish IV

Overview & Syllabus




The Spanish IV course is an intensive course designed for students to improve and gain competency in Spanish. The basis of the course is an intensive grammar review, frequent readings from a variety of Spanish and Latin American sources, continuous vocabulary acquisition and daily auditory and oral practice.  Spanish is the official language of the course and will be spoken exclusively.  The students are encouraged to practice Spanish throughout the year with their teacher(s) and peers. 



The primary texts for Spanish IV are Album and Avanzando: Gramática española y lectura.  Each of the following units work on perfecting skills in grammar, reading, writing, listening, and speaking, as well as an enhancement of cultural knowledge of Spain and Latin America.


Main Texts

De la Vega, Sara L., Salazar, Carmen. (2007). Avanzando: Gramática española y

lectura (6th ed.).  Hoboken, NJ: John Wiley & Sons, Inc.

Renjilian-Burgy, Joy,  Valette, Rebecca M. (2005). Album (3rd ed.). Boston, MA:

Houghton Mifflin Company.





BBC Mundo



La Conexión Usa



CNN en español



Guía del mundo



El Mundo



Notes in Spanish




Prensa Escrita



Radio Naciones Unidas



Supplemental Texts

Blanco, J.A., Tocaimaza-Hatch, C. C. & García, P. N.  (2011).  Imagina: Español sin

barreras (2nd ed.).  Boston, MA: Vista Higher Learning.

Cabat, L. & Cabat, R. (1999). Momentos Hispanos (2nd ed.). New York, NY: Amsco

School Publications, Inc.

Kanter, A. (2011). Encuentros Maravillosos: Gramática a través de la literatura

(2nd ed.). Boston, MA: Pearson Prentice Hall.

Langer de Ramírez, L. (1999).  Cuéntame: Folklore y fábulasNew York, NY:

Amsco School Publications, Inc.

Wasserman, C. & Wasserman, M. (1997).  Prosa moderna del mundo

hispánico (2nd ed.). New York, NY: Amsco School Publications, Inc.


Unidad 1 » La justicia social



Major review of the basics



Sentence structure

Verb practice in the indicative: regular and irregular

Reflexive verbs

Spelling particulars: c, s, z



“Emma” in Album, “Chile: dictadura y democracia” in Imagina, “La mejor tinta” in Avanzando, Selected articles from authentic sources



Creating vivid, accurate descriptions using dynamic vocabulary and sentence structure, Composition on social justice, comparing and contrasting researched information , Journal entries, Dictations



Accommodation to the different voices/accents of the teachers at our school and the various voices/accents of the students in the community

Various podcasts and newsclips from www.cnnchile.com , “Nuevos antecedents en el caso de la muerte de Victor Jara”, Music:  “Venceremos” , Movie: Machuca



Recounting and summarizing information previously listened to or written in an informal setting

Question/answer exercises in the form of interviews and debates

Imitating the accents of peninsular v. Caribbean v. South American Spanish

Initiate and maintain a conversation on a familiar topic

Presentations of revolutions in Latin America



Cultural and political events of Latin America, review of geography of Spain and Latin America, Independence Days, Hispanic Heritage Month


Unit 1 Exam » Week of Sept. 26, 2016




Unidad 2 » La identidad hispana



Verb practice in the past tenses

Verbs that change meaning with verb tense (preterit vs imperfect)

Irregular forms in the preterit and imperfect tenses

Review of the articles (definite vs indefinite)

Impersonal verbs

Pronouns and Adjectives (possessive, demonstrative)

Nouns and adjectives

Words with the prefixes: des-, in-, re-

Spelling particulars: b, v, sc



“El general Rueda” in Album , “México y el arte muralista” and “Diversidad versus unidad” in Avanzando, Selected articles from authentic sources pertaining to Hispanic heritage



Creation of appropriate Spanish past-tense verbs without English hints, Timelines and compositions comparing and contrasting stories and/or authors, Journal entries, Dictations



Listen to various accents in songs: Mexican in “Me vale” Argentinean in “Milonga de Márfil Negro,” Caribbean in “Latinos,” and Spanish in “En lo puro no hay futuro”

Discuss themes, various podcasts and audio clips from Internet



Small-group discussions on assigned themes, Initiate and maintain conversations on familiar topics, Short biographical presentations of various authors , “News reports” on current events



Continuation of Hispanic Heritage Month, Día de la Raza vs Columbus Day, Día de los Muertos with “voyage” to a gravesite in Mexico, Spanish conquest of Latin America


Unit 2 Exam » Week of Oct. 31, 2016



Unidad 3 » Leyendas, imaginación y fantasía



Verb practice of future and conditional

Verbs of being (ser vs estar)

Present and past participles

Infinitive uses

Expressions with verb tener

Confusing words

Perfect tenses in the indicative

The verb haber

Passive voice and expressions with se

Verbs like gustar

Spelling particulars: que, qui, cue, cui, h



“Leyendas” and “El nacimiento de la col” in Album, Various fables from Cuéntame: Folklore y Fábulas



 Writing creation stories , Comparing and contrasting stories, Constructing comprehensive paragraphs using a wide range of vocabulary, transitions, and appropriate sentence structure, Journal entries, Dictations



Connecting the sound of a word to its spelling (accentuation), Fables and children’s stories, Movie: El laberinto del fauno



Creatively re-telling/acting/performing Latin American children’s stories

Initiate, maintain, and close conversation on familiar topics

Asking questions to get more information



Religion in Spain and Latin America, synthesis of indigenous and Catholic practices, legends and fables, Aztec cosmos


Unit 3 Exam  » Week of midterms Dec. 12, 2016



Unidad 4 » La familia y la comunidad



Review of pronouns (subject, direct object, indirect object, personal, reflexive, etc.)

Verb Hacer with time frames (hace + tiempo + que …), Spelling particulars: gue, gui, güe, güi



“Preguntas” or “El nieto” in Album, “El huésped de la maestra” in Prosa, Excerpts from “Como agua para chocolate” or “La casa de los espíritus”, Selected articles from authentic sources



Responding to written and spoken prompts, Composing orderly paragraphs, Using transition words and a wide range of vocabulary, Journal entries, Dictations



Continued practice with audio and video materials from Internet, television, and radio, critiquing other students’ spoken Spanish, Various podcasts & videos from www.terra.com



Informal spoken presentations with written and audio prompts, Preparing a dialogue from an outline, “News reports” on current events



Family life in Spain and Latin America v.s. in the US, Carnaval, Calle Ocho


Unit 4 Exam » Week of Feb. 6, 2017



Unidad 5 » La experiencia migrante




Comparatives, superlatives and relative pronouns

Expressions that indicate obligation

Prepositions, those with a or de followed by an infinitive

Uses of por vs para

Uses of pero vs sino

Expressions with the verb hacer

Spelling particulars: r, rr, cognates with slight differences (ph vs f, ch vs qu etc.)



“Cajas de Cartón” in Album (compare with Grapes of Wrath), “España: Nueva ola de inmigrantes” and/or “Corriente latina” in Imagina, “Inmigraciones hispanas en los Estados Unidos” in Avanzando, Selected newspaper and/or magazine articles, in print and/or online



Writing in response to prompts including “A quiénes admitimos?”, Comparing countries that experience influx of immigration and/or exile, Journal entries




Television and/or internet and/or radio audio/video programming

Podcast “La nueva inmigración” (notesinspanish.com) and excerpts from F. Jimenez

Music: “Clandestino,” &  “En mi Viejo San Juan” Movie: Un día sin mexicanos



Debates on researched issues of immigration and exile, Spanish tongue-twisters (trabalenguas), “News reports” on current events



Immigration and exile as recurring issues in Spain and Latin America, Spanish-speaking communities and culture in the USA



Unit 5 Exam » Week of Apr. 24, 2017



Unidad 6 » Los 5 sentidos


Many students enrolled in Spanish IV are also enrolled in multiple AP courses. They will be absent from Spanish IV for testing as well as study leave for said tests. Therefore the month of May and beginning of June will be dedicated to a more liberal and individual approach to Spanish learning. Students will have the opportunity to further examine cultural and historical topics, literary genres, and writers discussed previously throughout the year.  With the teacher’s guidance, they will complete a travel research project, using Spanish sources, which will include a written component and a formal presentation comprised of a presentation of the material researched followed by a question-and-answer/discussion session with the teacher and classmates. 


Unit 7 Presentations »  Week of May 22, 2017