Grado+4+units

Students in 4th grade continue to work with "can-do" statements. These are objectives and tasks from the unit that have been converted to language the children understand. The "can-do" statements are introduced at the beginning of the unit and students determine if they can already do what is stated. It is likely that most students are unable to do most or all of the tasks listed. At the end of the unit, the "can-do" statements are revisited. It is my hope that all students are able to do the task listed in each "can-do" statement. Below you will find the "can do" statements for each unit.

We start the year learning about the Central region of the United States. During this unit we talk about the states in the region, the state capitals, and the weather. We talk about chores done in homes in the Midwest. We start learning the vocabulary for body parts. We also discuss how the Días de los muertos is celebrated here and in Mexico.
 * Unit 1: el Central (the Central)**

//Can-do statements:// I can name 4 body parts in Spanish. I can name 4 chores done in a home. I can use "me duele/me duelen" in a sentence. I can write a poem in Spanish. I can give information about the Días de los muertos celebration. I can discuss the weather in the Central region.

During this unit we talk about the states in the Southeast region, the state capitals, and the weather. We talk about chores done in homes in the Southeast and continue expand upon our vocabulary for body parts. Our cultural focus is learning about quinceañeras.
 * Unit 2: el Sureste (the Southest)**

//Can-do statements:// I can name 10 body parts in Spanish. I can name 10 chores done in a home. I can use "me duele/me duelen" in a sentence. I can write a poem in Spanish. I can give information about quinceañera celebrations. I can discuss the weather in the Southeast region.

During this unit we talk about the states in the Northeast region, the state capitals, and the weather. We compare houses and apartments and continue expand upon our vocabulary for body parts. Our cultural focus is learning about people of Puerto Rican heritage in New York City.
 * Unit 3: el Noreste (the Northest)**

//Can-do statements:// I can name 10 body parts in Spanish. I can name 10 chores done in a home. I can use "me duele/me duelen" in a sentence. I can write a poem in Spanish. I can give information about quinceañera celebrations. I can discuss the weather in the Southeast region.

During this unit we talk about the states in the Western region, the state capitals, and the weather. We continue to practice the vocabulary we have learned for the body, chores, and house/apartment. Our cultural focus is learning about Cesar Chavez.
 * Unit 4: el Oeste (the West)**

//Can-do statements:// I can name 10 body parts in Spanish. I can name 10 chores done in a home. I ask and answer "Does something hurt?" in Spanish. I can write a poem in Spanish. I can give information about Cesar Chavez. I can discuss the weather in the Western region.

During this unit we talk about the states in the Southwestern region, the state capitals, and the weather. We continue to practice the vocabulary we have learned for the body, chores, and house/apartment. Our cultural focus is learning about markets and bargaining.
 * Unit 5: el Suroeste (the Southwest)**

//Can-do statements:// I can name 10 body parts in Spanish. I can name 10 chores done in a home. I ask and answer "Does something hurt?" in Spanish. I can write a poem in Spanish. I can bargain in a market simulation. I can discuss the weather in the Soutwestern region.

//Buenos días/Buenas tardes// (To the tune of "Frere Jaques") - Opening song

Buenas tardes, buenas tardes. //(Good afternoon. Good afternoon.)// ¿Cómo estás? ¿Cómo estás? //(How are you? How are you?)// Muy bien, gracias. Muy bien, gracias. //(Very well, thank you. Very well, thank you.)// ¿Y tú? ¿Y tú? //(And you? And you?)//

Buenos días, buenos días. //(Good morning. Good morning.)// ¿Cómo estás? ¿Cómo estás? //(How are you? How are you?)// Muy bien, gracias. Muy bien, gracias. //(Very well, thank you. Very well, thank you.)// ¿Y tú? ¿Y tú? //(And you? And you?)//

//**En mi casa** (//To the tune of //alouette)// En mi casa tengo un trabajo. //(In my house, I have work/a chore.)// En mi casa, mi trabajo es…. //(In my house, my chore is...)// sacar la basura, sacar la basura, basura, basura, oooo. //(Take out the trash, take out the trash, trash, trash, oooh.)//

En mi casa tengo un trabajo. //(In my house, I have work/a chore.)// En mi casa, mi trabajo es… //(In my house, my chore is...)//. lavar los platos, lavar los platos, platos, platos, basura, basura, oooo. //(Wash dishes, wash dishes, dishes, dishes, trash, trash, oooh.)//

En mi casa tengo un trabajo. //(In my house, I have work/a chore.)// En mi casa, mi trabajo es…. //(In my house, my chore is...)// Espalar la nieve, espalar la nieve, nieve, nieve, platos, platos, basura, basura, oooo. //(Shovel snow, shovel snow, snow, snow, dishes, dishes, trash, trash, oooh//.)

En mi casa tengo un trabajo. //(In my house, I have work/a chore.)// En mi casa, mi trabajo es…. //(In my house, my chore is...)// Cortar el césped, cortar el césped, césped, césped, nieve, nieve, nieve, platos, platos, basura, basura, oooo. //(Mow the lawn, mow the lawn, lawn, lawn, snow, snow, dishes, dishes, trash, trash, oooh//.)

En mi casa tengo un trabajo. //(In my house, I have work/a chore.)// En mi casa, mi trabajo es…. //(In my house, my chore is...)// Poner agua a las plantas, poner agua a las plantas, plantas, plantas, césped, césped, nieve, nieve, nieve, platos, platos, basura, basura, oooo. //(Water the plants, water the plants, plants, plants, lawn, lawn, snow, snow, dishes, dishes, trash, trash, oooh//.)