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Syllabus: H. Spanish 4 (Spring 2013) ¡Tomen un gran paso hacia la fluidez!
Spanish 4 is designed to move you from a basic understanding of grammar toward meaningful,
authentic communication, both written and oral. To accomplish this, our focus will be much less on
grammar and vocabulary, and much more on authentic texts, video and audio that give you a better
sense of the places where the language is spoken. Much of what we do in this class won’t specifically be
about learning the language. Instead, you’ll learn about the history, art, food, politics, music and
contemporary events from many Spanish-speaking countries, all in Spanish. You will be expected to
supplement your grammar instruction on your own through various resources I will lead you to, be they
textual or on the internet. Choosing to take Spanish 4H indicates that you are truly committed to
developing fluency in the language. I hope to help you take a significant step toward that goal.
Teacher website: I will use a website on a near daily basis to post assignments, videos, audio, along
with some very helpful sites for grammar and vocabulary practice. Frequently assignments will require
you to post to my website so that all of your classmates can read and reply to what you’ve said. The
website is: camposespanol.wordpress.com (notice that it’s n, not ñ, and there is no www.)
Grading:
Quizzes: 20% (these may be oral as well as written).
Tests: 30% (each test will assess knowledge, writing and speaking ability).
Homework / Classwork: 15%
Grammar / vocabulary journal: 15% --Spiral / composition notebook. Maintain cards for each.
Projects / essays: 20%
Extra credit will be offered for an extensive vocabulary project. See me for details.
Supplies:
All students should have the following supplies Dividers should be structured as follows.
during the semester.
 Tabbed dividers for the binder (do not
 Vocabulary
need a separate binder)
 Culture (art, food, music)
 Spiral or composition notebook
 History / Current events
 3x5 index cards
 Homework / classwork
 Recording device (video and audio)
 Literature and composition
 Reliable internet access (please see me
if this poses a problem).
Texts used and resources used:
 Vocabulary.
o Oxford English/Spanish picture dictionary for contextualized vocabulary.
o Websites Quizlet and Memrise for vocabulary study.
 Grammar:
o Student Spanish grammar handbook.
o Taller de escritores: Spanish composition and grammar.
 History and culture:
o Nuestro Mundo: Spanish textbook.
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o Perspectivas: España and Hispanoamérica.
Current events:
o CNN en español, BBC mundo, various other reputable media sites.
Literature:
o Several literary anthologies for short stories, poems and essays.
Course components:
The course is designed with the following core components.
 Grammar: Students will focus on a few core grammatical concepts per week that will be
periodically assessed for mastery.
 Vocabulary: Students will significantly expand their vocabulary at an accelerated pace using
multiple sources. These vocabulary terms will be the basis of speaking and writing activities
throughout the semester.
 History: Students will briefly cover important historical figures and events from many Spanish
speaking countries. This information will be used for a variety of activities.
 Art: Students will be presented with examples of several prominent visual artists from Spain,
México, Colombia and other Spanish-speaking countries.
 Literature: Students will begin to read significant literary works, primarily short stories, poetry
and essays, from the Spanish-speaking world.
 Food: Throughout the semester, you will have the opportunity to prepare and share several
dishes from throughout the Latin America and Spain. These dishes will have a presentational
component.
 Music: You will share Spanish music that you enjoy. If there isn’t any Spanish music you enjoy,
it’s time to find some.
 Film: We will watch several Spanish films throughout the semester.
Expectations:
You will speak Spanish in this class. The normal process of internalizing language now needs to move to
production. While it is normal to feel anxious about speaking, at this level you need to start producing
what you have been taught. If speaking English in class proves to be a consistent problem, your grade
will be affected.
These are the most important abilities that you must develop. If your intention is to progress on to AP
Spanish Language, you will need to become comfortable with each of those skills outlined below.
Throughout the semester, you will be given assignments that help you develop these skills. I don’t
expect anyone to communicate perfectly, but I do expect everyone to try hard.
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Interpersonal speaking (speaking with someone, both prepared and spontaneously)
Interpersonal writing (writing to someone on specific topics in the correct register)
Presentational speaking (formal speaking in front of a group)
Presentational writing (formal writing meant to inform or persuade)
Week 1:
 Introductions, course outline and expectations.
 Grammar: Imperative; formal, informal commands and we commands.
 Vocabulary: Imagina; chapter 1—first half. Interpersonal relationships
 History: Immigration from Spanish-speaking countries; patterns and causes.
 Assessment: Quiz on grammar, vocabulary and history for week.
Week 2:
 Grammar: Most common past tense verbs; preterite, imperfect, present perfect and past
perfect.
 Vocabulary: Imagina: chapter 1—second half. Interpersonal relationships.
 Film: Una Mejor Vida. Immigration on a very personal level.
 Literature: Sandra Cisneros, La casa en Mango Street, fragment.
 Writing: Can you relate to the young narrator in Mango Street? Write about a moment in which
you felt shame or embarrassment.
 Assessment: Quiz on grammar and vocabulary for the week.
Week 3:
 Grammar: Subjunctive; present, present perfect.
 Vocabulary: Conversación a diario. Oxford picture dictionary.
 Film: Walk Out. The Chicano civil rights movement of the West Coast.
 Literature: Tomás Rivera, Y no se lo tragó la tierra. Short story.
 Culture: Food item or musical genre that is indicative of Spanish-speakers in this country.
 Assessment: Quiz on grammar and vocabulary for the week.
Week 4:
 Grammar: Subjunctive; imperfect and past perfect, present attitudes about the past.
 Vocabulary: Imagina, chapter 2—first half. Vivir en la ciudad.
 Current events: Spanish language articles tackling immigration reform.
 Assessment: Test; indicative past tenses, commands, object pronouns and subjunctive present
tenses; vocabulary from first four weeks, history of Hispanic immigration into U.S.
 Composition: La vida de inmigrante: ilusión y desilusión.
 Notebook: Submit gramar and composition notebook.
Week 5:
 Grammar: Subjunctive; adverbial phrases, si clauses.
 Vocabulary: Imagina, chapter 2—second half. Vivir en la ciudad.
 History: Spain; Overview of Spanish history from Romans through today.
 Assessment: Quiz on grammar and vocabulary for the week.
Week 6:
 Grammar: Future and conditional, indirect speech.
 Vocabulary: Imagina, chapter 3—first half. La influencia de los medios.
 Current events: Current articles from Spanish media.
 Culture: Art in Spain; From the Golden Age through the 20th century.
 Assessment: Quiz on grammar and vocabulary for the week.
Week 7:
 Grammar: Pronouns; object pronouns, reflexive pronouns, pronouns after prepositions,
 Vocabulary: Imagina, chapter 3—second half. La influencia de los medios.
 Literature: El Quijote: selected chapters.
 Film: RTVE; documentos, la generación ni-ni.
 Composition: Carta a una amiga en el extranjero. La vida del español.
Week 8:
 Grammar: Relative pronouns and interrogatives.
 Vocabulary: Imagina, chapter 4—first half. En familia.
 Culture: Spanish dance, cuisine, music. Student presentations.
 Film: El espíritu de la colmena.
 Assessment: Test covering the grammatical content and vocabulary of weeks 5-8. Test will also
cover cultural and historical elements from Spain.
Week 9:
 Grammar: ser y estar, passive voice and the past participle.
 Vocabulary: Imagina, chapter 4—second half. En familia.
 History: México; from indigenous peoples to modern development.
 Literature: Relatos de Hernán Cortés, Presagios de Sahagún
 Film: Conquistadors—Hernán Cortés.
 Assessment: Quiz on grammar, vocabulary and history from the week.
Week 10:
 Grammar: Syllables and accents; diacritical accents.
 Vocabulary: Imagina, chapter 5—first half. La naturaleza.
 Current events: Current articles from Mexican and international press pertaining to Mexico.
 Literature: Sor Juana, Rosario Castellanos, Ángeles Mastretta, Laura Esquivel
 Film: Cartas Marcadas.
 Assessment: Quiz on grammar and vocabulary and history from the week.
Week 11:
 Grammar: Demonstrative adjectives and pronouns; Possessive adjectives and pronouns.
 Vocabulary: Imagina, chapter 5—second half. La naturaleza.
 Culture: Visual arts from México, painting, photography, sculpture, architecture.
 Literature: Elena Poniatowska, Juan Rulfo, Octavio Paz.
 Assessment: Quiz on grammar and vocabulary and history from the week.
Week 12:
 Grammar: Prepositional phrases; prepositions following verbs; por vs. para.
 Vocabulary: Imagina, chapter 6—first half. Creencias e ideologías.
 Culture: Student presentations on music, food, dance or customs.
 Film: Abel
 Assessment: Test covering the grammatical content and vocabulary of weeks 9-12. Test will also
cover cultural and historical elements from Mexico.
Week 13:
 Grammar: Transitional phrases; comparisons.
 Vocabulary: Imagina, chapter 6—second half. Creencias e ideologías.
 History: History of Central America, Caribbean.
 Assessment: Quiz on grammar and vocabulary and history from the week.
Week 14:
 Composition: expository essay.
 Vocabulary: Imagina, chapter 7—first half. El trabajo y las finanzas.
 Current Events: Articles from current press pertaining to Central America and the Caribbean.
 Film: En el tiempo de las mariposas.
Week 15:
 Composition: persuasive essay.
 Vocabulary: Imagina, chapter 7—second half. El trabajo y las finanzas.
 Literature: Rubén Darío, José Martí, Nicolás Guillén, Daisy Zamora, Claribel Alegría, Nancy
Morejón
Week 16:
 Composition: literary essay or original narrative.
 Vocabulary: Imagina, chapter 8—first half. La tecnología y la ciencia.
 Film: Pelotero.
 Culture: Student presentations; Comida, música y arte de Centro América o El Caribe.
 Assessment: Test on Central América, the Caribbean plus vocabulary and grammar for weeks 1316.
Week 17:
 Grammar: Review semester grammatical content.
 Vocabulary: Imagina, chapter 8—second half. La tecnología y la ciencia.
 Culture: Review cultural and historical content.
Week 18:
 Finals