Spanish 3 Trimester 1 Curriculum Map

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Spanish 3 Trimester 1 Curriculum Map

Students continue to expand their Spanish vocabulary in order to talk and write about themselves and others and to understand and tell or write stories and short plays. Students read increasingly complex stories and other authentic materials. Increasing emphasis is placed on understanding the grammatical structure of the language. Advanced language skills prepare students for travel or for further study in UWHS

Spanish. Cultural awareness of Spanish speaking countries is woven throughout.

Activity

¿Quién soy?

Tarjetas de cumpleaños

Las mañanitas

Hoja de sellos

Tableaux

La paloma blanca

Description

Writing prompt and partner introduction: students respond to the writing prompt 100-200 words. Partner students; students introduce partners to class and tell about partners; collect and save writing samples.

Target / Standard

Writing: Students can write about themselves

Speaking: Students can talk about others

Structures: Students can use the past tenses

Culture: Mariachi tradition

Vocabulary:

Birthday cards: Students make cards which say: Te deseo lo

major, Feliz cumpleaños, Mi fecha de cumpleaños es ______

Las mañanitas: Students learn and sing the song

Stamps awarded for various speaking activities in class

Interpret scenes through use of tableaux techniques + limited dialog:

 levels & depth individual facial expressions & body shape/gesture (+30%)

 character and spatial relationships

“cheat out”)

Mariachi song: Discuss mariachi tradition; read and translate lyrics

Reading comprehension and

speaking: Students can identify purple

(important)words and say them with expression

Listening: Students can listen and understand

Dates Notes / Formative Assessments

Days 1 & 2 Formative assessments

Speaking: 4 point rubric

Writing: 4 point rubric; save as beginning benchmark

Ongoing

Ongoing from Day

4 (begin with Pío

Pista)

Days 1-3

None

Formative Listening: Oral cloze activity…students complete 10

Verb structure: regular

“ar” verbs

Pio Pista: El caso del agente doble

La tomatina

orally; listen to music; written translation as homework; read accompanying short story; write ending for short story; discuss use of preterite/imperfect in song and story

Students will conjugate regular

“ar’ verbs in the present, past imperfect and past preterite, and present progressive tenses.

Students will use the 501 verb books to conjugate verbs correctly.

Read short story: identify new vocabulary, read and translate, rewrite in past tenses, show understanding using tableaux technique

Read informative article and complete the comprehension questions. the lyrics

Vocabulary: me pasó,se posó, volaba libre, vino, me miró, al verme, te perdí,

todavía sientes, te contará, así fue

Language structure:

Students know and understand the forms of regular “ar” verbs.

Students can form correct endings to express ideas clearly.

Reading: Students can read and understand the story

Speaking: Students can respond to questions about the events of the story

Vocabulary: voy a saberlo, me siento, pienso que, necesitas encontrar, yo beso, yo abrazo, la llaman, me explique, voy a pie, miraba

Culture: Students know some facts about

Puerto Rico

Reading: Students can read to gain information.

Days 4-6

Days 4-8

Day 9 sentences with vocabulary set.

Formative writing: Students can write a new ending for the class story

Summative structure: Students can conjugate regular “ar” verbs correctly using notes and 501 verb books

Formative vocabulary: Vocabulary quiz following each homework assignment

C

ápitulos 1 y 2

Cápitulos 3 y 4

Cápitulos 5 y 6

Cápitulos 7 y 8

Reportaje

Formative Reading: Students can demonstrate understanding of what they have read through creation of tableaux

Summative reading: Students can answer 10 comprehension questions about the story

Formative speaking: Students can talk with others in the class about the story

Formative vocabulary: Vocabulary quiz following the homework assignment

La tomatina, cont’d

Verb structure: regular

“er” verbs

Oda al tomate

Lecturas para todos Uno, pages 96

-100

Students will conjugate regular

“er”’ verbs in the present, past imperfect and past preterite, and present progressive tenses.

Students will use the 501 verb books to conjugate verbs correctly.

Students read the poem by Pablo

Neruda: Lecturas para todos uno, pag 158 -163

Culture: Students can describe the festival and compare and contrast with local community celebrations

Vocabulary: demasiados, puedes regalárselos, todo el mundo, se cubre, empieza, empezó, queda, tal vez, vienen, verdadera guerra

Language structure:

Students know and understand the forms of regular “er” verbs.

Students can form correct endings to express ideas clearly.

Reading: Students can read and understand the poem

Speaking: Students can learn and recite lines from the poem with expression

Culture: Pablo Neruda; life, work, country

Vocabulary: se llenó, se desata, debemos asesinarlo, se hunde, agrega, hierven, nos

Day 10-12

Days 10-

13

Formative culture: Students can write a

4,3,2,1 paragraph (in English) describing the event and comparing and contrasting it with community events in the United States

Summative culture: Questions about this reading will appear on the final summative culture quiz at the end of the trimester.

Formative reading: Students can respond to questions on page 100

Summative structure: Students can conjugate regular “er” verbs correctly using notes and 501 verb books

Summative writing: Students will write a personal ode using current vocabulary

Formative reading: Students will translate the poem orally

Summative Speaking: Students will recite lines of the poem

Formative and summative culture:

Students will make connections with the life and time of Pablo Neruda

Pío Pista: El caso de la familia secreta

Read short story: identify new vocabulary, read and translate, rewrite in past tenses, show understanding using tableaux technique or through short skits

Verb structure: regular

“ir” verbs

Students will conjugate regular

“ir”’ verbs in the present, past imperfect and past preterite, and present progressive tenses.

Students will use the 501 verb books to conjugate verbs correctly. muestra, nos entrega, golpea, para celebrarlo

+ supplemental

Writing: Students can write a personal ode using new vocabulary

Reading: Students can read and understand the story

Speaking: Students can respond to questions about the events of the story

Vocabulary: sabemos, pongo, saco, usted sabe, comprendo, va a cocinar, llegarás, está surfeando, voy para abajo, van a guiarnos + supplemental

Culture: Students know facts about Peru

Days 14-

18

Midterm day 16

(October

19)

Language structure:

Students know and understand the forms of regular “ir” verbs.

Students can form correct endings to express ideas clearly.

Formative vocabulary: Vocabulary quiz following the homework assignment

Day 17-19

Formative vocabulary: Vocabulary quiz following each homework assignment

C

ápitulos 1 y 2

Cápitulos 3 y 4

Cápitulos 5 y 6

Cápitulos 7 y 8

Reportaje

Formative Reading: Students can demonstrate understanding of what they have read through presentation of short skits

Formative writing: Students can summarize the events of the story

Summative reading: Students can answer 10 comprehension questions about the story

Formative speaking: Students can talk with others in the class about the story

Summative structure: Students can conjugate regular “ir” verbs correctly using notes and 501 verb books

El encierro peligroso:

Story A Plátanos picantes

Verb structure: correct use of ser/estar

Students will read the first story in the Spanish 3 Carol Gaab TPRS text. This story will be taught in classic TPRS style…PQA new vocab, interact with vocab, storytelling, reading. The grammar focus is the past subjunctive/conditional.

Students will understand the different uses of ser and estar.

Students will conjugate ser and

estar in the present, past imperfect and past preterite,

Reading: Students can read and understand the story

Listening: Students can listen and understand the story

Writing: Students can write a summary or short skit based on the events of the story

Speaking: Students can use new vocabulary to present a short skit based on the story.

Students can use new vocabulary to talk about their own restaurant experiences and preferences

Vocabulary: si fueras más inteligente, no irías, el mono pidió, sudaba , le dio la cuenta, se dio cuenta de que, se negó a pagar,se resbaló,nunca volvió + supplemental

Language structure:

Students know and understand the different uses of ser and estar.Students can

Days 20-

23

Days 24-

26

Formative vocabulary: Vocabulary quiz following each homework assignment

Formative Reading: Students can demonstrate understanding of what they have read response to questions

Formative listening: Students demonstrate understanding by listening and responding to questions about the story

Formative writing: Students can summarize the events of the story/write a short skit about the story

Summative reading: Students can answer 10 comprehension questions about the story

Formative speaking: Students can talk with others in the class about the story

Summative structure: Students can conjugate regular “ir” verbs correctly using notes and 501 verb books

La flor de nochebuena

present progressive tenses, past subjunctive and conditional tenses.

Students will use the 501 verb books to conjugate verbs correctly.

Students will read a story based on the legend of the poinsettia, or

flor de nochebuena. Students will read the story, create seasonal art based on the story, retell the story, rewrite the story in their own words. form correct endings to express ideas clearly.

Days 24 to

29

And continue into trimester

2

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