The main goal for fourth grade is to enhance students’ proficiency in Spanish by expanding their vocabulary, refining grammar skills, and enhancing cultural understanding. Through immersive activities and authentic language experiences, students will develop their speaking, listening, reading, and writing skills to communicate effectively in real-life situations and continue their journey towards becoming proficient Spanish speakers.
Scope and Sequence
Scope and Sequence
Unit 1: Perú – Nos conocemos
- Saludos y despedidas
- La familia
- Los amigos
- ¿Cómo somos?
Unit 2: Argentina – ¿Cómo vivimos?
- El barrio y el hogar
- Las personas de la comunidad
- La ropa y la moda
- Los lugares de la comunidad
Unit 3: Honduras – Vamos a aprender
- Los pasatiempos
- La escuela
- Las actividades culturales
- La hora
Unit 4: Colombia – Los animales
- Las mascotas
- Los animales del zoológico
- Los animales de la granja
- Los animales de la selva
Unit 5: República Dominicana – Nos cuidamos
- La comida
- Los sabores
- Los hábitos saludables
- Las sensaciones
Unit 6: España – Nuestro ambiente
- Las estaciones del año
- Los medios de transporte
- La geografía
- El tiempo
Unit 7: Panamá – ¿Cómo funciona?
- Las profesiones
- Los inventos y la tecnología
- El mundo del trabajo
- Los lugares de trabajo
Unit 8: México – Nuestras celebraciones
- Las ceremonias
- Las celebraciones de la comunidad
- Las celebraciones del país
- Las costumbres y tradiciones
Curriculum
- 9 Sections
- 18 Lessons
- 10 Weeks
Expand all sectionsCollapse all sections
- Preliminary Unit2
- Unit 1: Perú – Nos conocemosHow do we use language to build relationships in the community? Objectives: 1. Greet and say goodbye. 2. Name family members. 3. Identify and introduce themselves to new friends. 4. Describe themselves, other people, and places. 5. Interact with others in the community in a culturally appropriate manner.6
- Unit 2: Argentina - ¿Cómo vivimos?How do we build communities that support us in our daily lives? Objectives: 1. Describe where they live-their home and their neighborhood. 2. State the names of people and places in their neighborhood. 3. Names articles of clothing and their colors. 4. Read a map and describe the location of people and places. 5. Identify and compare homes, places, and services in different communities.2
- Unit 3: Honduras – Vamos a aprenderHow does education influence our life? Objectives: 1. Talk about activities and hobbies they enjoy. 2. Describe their school day activities and schedule. 3. Discuss and ask questions about cultural activities that students enjoy in their community. 4. Tell time in Spanish. 5. Identify and describe students' schedules, activities, and hobbies in Honduras and in their own school and community.1
- Unit 4: Colombia – Los animalesWhat is our connection with the animals in our community? Objectives: 1. Name and describe family pets. 2. Identify zoo animals and endangered species. 3. Describe farm animals. 4. Identify and describe pets and zoo, farm, and rain forest animals. 5. Identify the connections of pets and different animals to other communities and their own.2
- Unit 5: República Dominicana – Nos cuidamosHow do we care for ourselves and others in our community? Objectives: 1. Talk in the present and pas tenses about what they eat and drink. 2. Recognize homophones and name desserts and flavors. 3. Identify different parts of their body. 4. Name different sensations, such as everyday pains. 5. Compare and contrast traditional foods and music of the Dominican Republic with food and music they enjoy.1
- Unit 6: España – Nuestro ambienteWhat are important factors that affect our choices? Objectives: 1. Identify and discuss the seasons and the months of the year. 2. Recognize important means of transportation. 3. Talk about the geography of Spain. 4. Talk about the weather. 5. Compare seasons, geography, and weather, and how these factors relate to activities and travel choices in Spain and in their own country.1
- Unit 7: Panamá - ¿Cómo funciona?How do our actions and decisions affect our future? Objectives: 1. Talk in the present and future tense about professions. 2. Name different technologies and inventions. 3. Learn about different jobs and what people do at these jobs. 4. Use the future tense to talk about the work, the people, and the steps involved in creating an invention. 5. Discuss professions and technological advances in Spanish-speaking countries in the United States.2
- Unit 8: México – Nuestras celebracionesHow do traditions and celebrations reflect the values of a community? Objectives: 1. Talk about coming-of-age ceremonies. 2. Describe community celebrations in Spanish-speaking communities and in their own. 3. Compare and contrast how Mexico and the United States celebrate some of their national holidays. 4. Identify some Mexican celebrations, traditions, and customs and compare them to those in their community.1
