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)
None
Days 1-3 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.
Day 9 sentences with vocabulary set.
Formative writing: Students can write a new ending for the class story
Days 4-6 Summative structure: Students can conjugate regular “ar” verbs correctly using notes and 501 verb books
Days 4-8 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 Summative structure: Students can conjugate regular “er” verbs correctly using notes and 501 verb books
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 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
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
Days 14-
18
Midterm day 16
(October
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
Day 17-19 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

present progressive tenses, past subjunctive and conditional tenses.
Students will use the 501 verb books to conjugate verbs correctly.
La flor de nochebuena 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