Common Curriculum Map
Discipline: Foreign Language
Course: Spanish 3-4
Repasos A, B, & C:
Standards:
28.A.1a Recognize basic language patterns
28.B.1a Respond to and ask simple questions with prompts
28.D.1a Copy/write words
28.D.1b Describe people, activities, and objects from school and home
28.D.2a Write on familiar topics
NETS3: Students use technology tools to enhance learning
Essential Questions:
How are friends and school activities described in Spanish?
How are sports and travel described in Spanish?
How are questions formulated and answered in Spanish?
How are general and current actions communicated in Spanish?
Content:
Grammar:
1 A. -present tense of -ar verbs
2 A. irregular verbs ir, dar,estar
3 A. question words
1 B. present tense of -er and -ir verbs
2 B. adjective and noun agreement
3 B. form and uses of ser and estar
4 B. present progressive
1 C. irregular -go verbs
2 C. stem-changing verbs (-er and -ar)
Skills:
Correctly conjugate regular and irregular verbs in the present tense
Create complete sentences using vocabulary and grammar from Repasos ABC.
Answer written and oral questions using grammar and vocabulary from Repasos ABC.
Produce and recognize vocabulary in written and oral activities.
Describe people using ser and adjectives.
Describe current actions using the present progressive form of verbs from Repasos ABC.
Write a cohesive paragraph in Spanish describing self.
Assessment:
Daily homework and classwork
Paragraph describing self
Chapter quizzes
Sports video worksheet assessing listening comprehension
Repasos D, E, & F:
Standards:
CRISS strategy: Writing templates: paragraphs written for each lesson
28 B. 1a: Respond to and ask simple questions with prompts
28 D. 1a: Copy/write words, phrases and simple sentences
28 D. 1b: Describe people, activities and objects from school and home
29 A. 3: Demonstrate selected customs, manners and traditions in societies associated with the target
language
29 E. 2 : Use maps, charts, digital images, graphs and other geographic representations to describe and
discuss the countries where the target language is spoken.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one communicate about the past tense in Spanish?
How does one express likes and dislikes in Spanish?
How does one describe the weather in Spanish?
How does one describe daily acitivities in Spanish?
Content:
Repasos D. E. and F.
Grammar:
D. 1. Preterite of regular -ar, er and -ir verbs , of irregular verb dar, and verbs with spelling changes
Tener idioms
E. 1. Preterite of irregular verbs
2. Gustar-type verbs
F. 1. Reflexive Verbs
2. -ir stem-changing verbs (present and preterite tenses)(repetir, pedir, preferir,dormir, servir, vestirse)
Lab Activities: listening and speaking practice with taped materials for preterite forms, and Repaso F
vocabulary
Video about Spanish-speaking countries and their climate
Video about Pobre Senor Peña, which uses reflexive verbs
Vocabulary as included in Repaso D: beach and skiing; weather expressions
Vocabulary as included in Repaso F:reflexive verbs relating to daily routine and camping
Culture:
video and/or cultural reading about the Day of the Dead
cultural reading about going to the beach, and southern vs. northern hemisphere
cultural reading about countries and climate
Skills:
D. 1. Conjugate regular verbs, the verb dar, and verbs with spelling changes
in the preterite.
2. Understand and respond to written and oral questions in past tense.
3. Create sentences in the past tense using regular verbs and familiar vocab.
4. Distinguish which indirect object pronoun corresponds to which person.
5. Use tener idioms in logical sentences in the present tense
6. Complete video sheet about climate in Spanish-speaking countries.
E. 1. Conjugate 16 irregular verbs in the preterite.
2. Answer oral questions using the preterite of these irregular verbs.
3. Write a paragraph in Spanish using the preterite on a topic of instructor's choice.
4. Complete a "survey" about what they like, using the gustar structure
5. Create original sentences about themselves and others using gustar verbs.
6. Answer written and oral questions using gustar-type verbs.
F
1. Conjugate reflexive verbs emphasizing the present tense.
2. Answer written and oral questions using reflexive verbs.
3. Write a paragraph about their daily routine, using reflexive verbs and Repaso F. vocabulary
4. Complete video sheet about Pobre Senor Peña, filling in blanks and answering questions in Spanish.
5. Conjugate 6 -ir stem-changing verbs in the present and preterite
6. Answer written and oral questions using these 6 stem changing verbs.
Vocabulary from Repaso D: Produce and recognize vocabulary in a variety of reading, writing, speaking,
and listening activities. Describe a picture of a scene at a ski resort. Write dialogues using weather
expressions.
Vocabulary from Repaso F: Produce and recognize vocabulary in a variety of reading, writing, speaking,
and listening activities.
Formulate sentences and answer questions about vocabulary on picture cards.
Culture: Day of Dead: Video highlighting cultural practices, recognize several activities/symbols
associated with the Day of the Dead.
Assessment:
Repaso D. daily homework and classwork, paragraph about ski resort, chapter quiz
Repaso E. daily homework, classwork, and lab activities paragraph using preterite, chapter quiz
Repaso F. daily homework, classwork, and lab activities paragraph describing daily routine, quiz on
Repaso F.
Culture: written questions and oral discussion about Day of Dead
Chapter 1:
Standards:
CRISS strategy: writing templates: organized paragraph
28 A. 3a: Comprehend main message of simple oral and audio presentations with assistance from
resources
28 B. 1b: Imitate pronunciation, intonation and inflection including sounds unique to target language
28 B. 2b: Produce language using proper pronunciation, intonation and reflection
28 C. 2a: Comprehend written classroom directions, read simple passages and infer meaning of cognates
and recognize loan words
28 D. 1a: Copy/write words, phrases and simple sentences
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one describe repeated actions in the past in Spanish?
How does one have a telephone conversation in Spanish?
Content:
Grammar: Imperfect Tense: Forms of Regular and Irregular Verbs
Vocabulary: related to using the telephone
Culture: -reading about phone system in Spanish-speaking areas
-video that accompanies text
Lab Activities: tape series that accompanies text
Skills:
Chapter 1: Be able to conjugate regular and irregular verbs in the imperfect tense.
2. Answer written and oral questions in the imperfect tense.
3. Relate habitual actions in the past, using the imperfect tense. (orally and written)
4. Recognize and produce vocabulary in a variety of activities.
5. Write a paragraph about your childhood.
Assessment:
Chapter 1: Daily classwork, homework assignments and lab activities.
2. Paragraph describing their childhood, using the imperfect tense.
3. Chapter quiz testing listening, vocabulary,and grammar
Chapter 2:
Standards:
CRISS strategy: Writing templates: organized paragraph
Framed writing assignment: Creating menu for a day
28 B 1a: Respond to and ask simple questions with prompts.
28 B 1b: Imitate pronunciation, intonation and inflection including sounds unique to target language.
28 D 1a: Copy/write words, phrases and simple sentences
28 D 2a: Write on familiar topics using appropriate grammar, punctuation and capitalization.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one distinguish between habitual and one-time actions in the past, in Spanish?
How does one express description, weather, age, action in progress in the past?
How does one shop for food in Spanish-speaking regions?
Content:
Grammar: Uses of the preterite/imperfect.
Vocabulary: related to food and shopping for food
Culture: -cultural reading about shopping in Hispanic world
-text video of Mexican market scene
Lab Activities: tape series that accompanies text
Skills:
List uses of the imperfect (DRLEWAIT)
Choose correct verb tense (preterite/imperfect) in context
Translate sentences using preterite/imperfect and food/shopping vocabulary.
Recognize/distinguish preterite/imperfect in listening exercises.
Write shopping list and menu using food vocabulary.
Identify and describe vocabulary picture cards of food.
Describe (in writing) a picture of a scene in a supermarket
Discuss food preferences.
Recognize and use vocabulary in a variety of listening, speaking, reading, and writing activities.
Compare and contrast shopping practices in the U.S. and Spanish-speaking countries.
Assessment:
1. Daily classwork, homework assignments and lab activities.
2. Graded worksheet with menu and shopping list
3. Paragraph describing supermarket picture
4. Chapter quiz testing listening, vocabulary,and grammar
Chapter 3:
Standards:
CRISS: framed paragraph writing assignment
28 A 3a: Comprehend main message of simple oral and audio presentations with assistance from
resources
28 B 1b: Imitate pronunciation, intonation and inflection including sounds unique to target language
28 C 2a: Comprehend written classroom directions, read simple passages and infer meaning of cognates
and recognize loan words
28 C 2b: Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons.
28 D 1a: Copy/write words, phrases and simple sentences
28 D 2a: Write on familiar topics using appropriate grammar, punctuation and capitalization.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one talk about future events in Spanish?
How does one compare people and things in Spanish?
How does one write and send business/personal letters in Spanish?
Content:
Grammar: Future Tense of regular verbs
Comparisons (more...than)
Superlatives
Vocabulary: related to mail/post office
Review Packets for Finals
Skills:
Be able to compare people and things, using "sentence-builder" as well as real people in class.
Translate superlative phrases (the nicest boy, etc)
Create original sentences using the superlative and comparison structures
Form sentences using the future tense.
Recognize and produce vocabulary in a variety of listening, speaking, reading, and
writing activities.
Vocabulary Review: Recognize and produce first semester vocabulary in various listening, reading, and
writing activities.
Grammar Review: Produce and use all structures studied in the first semester.
Assessment:
Daily classwork, homework assignments and lab activities
Chapter Quiz: listening, vocabulary, grammar, answering questions
Semester Final with Listening, Reading, Grammar, and Vocabulary: worth 20% of semester grade
Chapter 4:
Standards:
CRISS: writing templates: paragraph
28.A 2b Follow instructions in the target language given one step at a time for a wide range of activities
28.B.1a: Respond to and ask simple questions with prompts.
28.C 1a Recognize written form of familiar spoken language and predict meaning of key words in a
simple story, poem or song
28 C 1b Infer meaning of cognates from context
28.C 2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and
recognize loan words
28 C 2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons
28.D 1a Copy/write words, phrases and simple sentences
28 D 2a Write on familiar topics using appropriate grammar, punctuation and capitalization
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one communicate future events in Spanish?
How does one discuss medical symptoms and procedures in Spanish?
How does one describe hierarchical relationships in Spanish?
How do American and Hispanic medical practices compare?
Content:
Chapter 4: Grammar: Irregular verbs in the future tense
Irregular comparatives and superlatives
Vocabulary: related to accidents, hospitals, health
Culture: cultural reading about health care in Spanish-speaking areas
Lab Activities that accompany tape series
Video that accompanies text series.
Skills:
Conjugate regular and irregular verbs in the future tense.
Answer written and oral questions in the future tense.
Change sentences from present to future tense
Make written and oral comparisons using the expressions for older/oldest, younger/youngest, better/best,
worse/worst.
Recognize and produce vocabulary in a variety of reading, writing, listening,and speaking activities
Follow-up of video: Write a paragraph in past tense (preterite/imperfect) describing the girl's visit to the
emergency room.
Assessment:
Quiz on chapter 4: included listening, grammar, and vocabulary
Daily classwork and homework assignments
Graded questionnaire of cultural reading
In-class responses
Chapter 5:
Standards:
Ch. 5
28.B.1a: Respond to and ask simple questions with prompts.
28.C 1a Recognize written form of familiar spoken language and predict meaning of key words in a
simple story, poem or song
28 C 1b Infer meaning of cognates from context
28.C 2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and
recognize loan words
28 C 2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons
28.D 1a Copy/write words, phrases and simple sentences
28 D 2a Write on familiar topics using appropriate grammar, punctuation and capitalization
28 D 2b Present a simple oral/written report on familiar topics
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one express hypothetical actions in Spanish?
How does one discuss vehicles, traffic, and auto safety in Spanish?
Content:
Grammar: Conditional tense of regular and irregular verbs
Direct and indirect object pronouns together
Vocabulary: related to cars and driving
Lab Activities that accompany tape series
Video that accompanies text
Culture: Reading about cars in Latin America
Car advertisements from Spanish magazines.
Chapter 7:
Grammar: Progressive Tenses: present, past and future
Comparisons of equality (use of tan and tanto...como) (all material
presented in March, but practice of the lesson will continue until quiz on April 8)
Vocabulary: Related to airplanes/airports
Lab Activities that accompany text series
Video that accompanies text
Culture: Cultural reading on airport in La Paz, Bolivia
Skills:
Chapter 5:
Conjugate regular and irregular verbs in the conditional.
Create meaningful sentences in the conditional.
Replace direct object nouns with pronouns, and correctly position in sentence.
Answer written questions that require direct and indirect object pronouns together.
Recognize and produce vocabulary in a variety of reading, writing, listening, and speaking activities.
Write a paragraph about the perfect car, combining car vocab. with conditional.
Summarize in English the cultural reading about cars in Latin America.
Car Advertisements: Translate the ad. Infer what kind of customer ad was written to attract (one was
family oriented whereas other was luxury oriented)
Assessment:
"El Coche de Mis Sueños" survey/project/paragraph
Daily assignments
Video worksheet
Lab worksheet
In-Class responses
Chapter quiz
Chapter 6:
Standards:
Ch. 6
28.B.1a: Respond to and ask simple questions with prompts.
28.C 1a Recognize written form of familiar spoken language and predict meaning of key words in a
simple story, poem or song
28 C 1b Infer meaning of cognates from context
28.C 2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and
recognize loan words
28 C 2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons
28.D 1a Copy/write words, phrases and simple sentences
28 D 2a Write on familiar topics using appropriate grammar, punctuation and capitalization
30B.1.a Use target language vocabulary to identify common professions/ occupations
30 B 2a Use the target language to describe activities and characteristics of selected occupations and
workplaces
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one speak about recent actions in Spanish?
How does one interact in a hotel setting?
How do American and Hispanic hotel services compare?
Content:
Chapter 6: Grammar: Present perfect tense, including irregular participles
When le and les change to se
Vocabulary related to hotel
Lab activities that accompany the text
Video that accompanies text
Culture: Reading about hotels
Skills:
Chapter 6: Be able to form the present perfect, using both regular and irregular past
participles.
Tell the class some things that they have done recently, creating original sentences in the
present perfect.
Respond to written and oral questions in the present perfect.
Replace le and les with se in sentences with direct object pronouns.
Recognize and produce vocabulary in a variety of reading, writing, speaking, and listening
activities.
Describe in written and oral Spanish pictures of hotel room/hotel lobby.
Compare/contrast hotels in Spanish-speaking countries with those in U.S.
Assessment:
Daily assignments
Lab worksheets
Video worksheet
Graded paragraph about hotel picture
chapter quiz
In-class responses
Chapter 7:
Standards:
Ch.7 CRISS strategies: Anticipation guide for article about Bolivia
Writing template: Guided comparison/contrast of the airports
28. B1.a Respond to and ask simple questions with prompts.
28 C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and
recognize loan words
28 C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons
28 D.1a Copy/write words, phrases and simple sentences
28 D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization
29 E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and
discuss the countries where the target language is spoken.
30 A.2c Use target language vocabulary to identify and describe basic earth science content (mountain
range and life forms).
NETS3: Students use technology tools to enhance learning.
Essential Questions:
What are the procedures for flying on a commercial flight?
How does one express equality between people and things in Spanish?
How does one communicate actions in progress?
Content:
Chapter 7:
Grammar: Progressive Tenses: present, past and future
Comparisons of equality (use of tan and tanto...como)
Vocabulary: Related to airplanes/airports
Lab Activities that accompany text series
Video that accompanies text
Culture: Cultural reading on airport in La Paz, Bolivia
Skills:
Chapter 7:
Be able to produce and use the 3 progressive tenses.
Distinguish when to use present, past, or future progressives by cues that indicate time (este momento,
ayer, manana, etc)
Describe in writing and orally scenes that are taking place in airplanes.
Compare people and things, filling in blanks and creating sentences using tan and tanto...como
Recognize and produce vocabulary in a variety of reading, writing, speaking, and listening activities.
Answer content questions in English about the cultural reading. Write guided comparison of Willard
airport and El Alto airport using info. from article
Assessment:
Chapter 7
Quiz
Written paragraph
In-class responses
Homework/classwork
Lab activities
Chapter 8:
Standards:
CH. 8
28.B.1a Respond to and ask simple questions with prompts.
28 C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and
recognize loan words
28 C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons
28.D.1a Copy/write words, phrases and simple sentences
28 D.1b Describe people, activities and objects from school and home
28 D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one describe hairstyles and hair care in Spanish?
How does one talk about recently completed actions?
Content:
Chapter 8:
Grammar: Position of object pronouns with infinitives and present participles
Acabar + de + infinitive
Vocabulary related to hair/hair products/beauty salon
Tape Activities that accompany text series
Video that accompanies text
Reading: Magazine advertisements for hair products
Skills:
Chapter 8:
Rewrite sentences, relocating pronouns to their alternate position.
Create sentences telling what someone just did.
Describe in written and oral Spanish hairstyles of people in class and in pictures.
Answer questions in Spanish (written and oral) about a scene in a hair salon.
Recognize and produce vocabulary in a variety of reading, writing, and speaking activities.
Write a dialogue that could take place in a hair salon.
Describe current and past hairstyles
Assessment:
Chapter 8:
Daily classwork and homework assignments.
Graded "collage" of pictures and sentences describing hair styles
Chapter Quiz: Listening, acabar + de + infinitive, position of pronouns, answering questions in Spanish
about
picture that takes place in hair salon.
In-class responses
lab activities
Chapter 9:
Standards:
Ch. 9
28 B.1a Respond to and ask simple questions with prompts.
28 C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and
recognize loan words
28 C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons
28 D.1a Copy/write words, phrases and simple sentences
28 D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization
30 A.2a Identify products that are from countries where the target language is spoken and that are found
in United States economy
30 A.2b Use the target language to make use and estimate measurements
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one communicate about food preparation in Spanish?
How does one speak about impersonal actions?
How does one give commands in Spanish?
Content:
Chapter 9:
Grammar: Usted and Ustedes commands
Impersonal reflexive (se structure)
Vocabulary: Foods/cooking
Culture: Reading about La Paella, Study of Spanish menu, and video of
La Telecocina de Diana
Language Lab: Activities that accompany the tape series.
Skills:
Chapter 9:
Be able to form and use usted and ustedes commands.
Write a recipe in Spanish, combining food vocab.and command forms.
Translate sentences using vocabulary and commands
Translate sentences using vocabulary and se structure
Answer menu questions combining vocabulary with se structure.
Recognize and produce vocabulary in a variety of reading, writing, speaking and listening activities.
In cultural reading about paella, find examples of commands.
In video, list ingredients used and command forms
Assessment:
Chapter 9:
Daily classwork/homework assignments.
Graded recipe assignment
Chapter quiz including listening, vocabulary, commands, and se structure
lab activities
Chapter 10:
Standards:
Chapter 10:
28 A.1a Recognize basic language patterns
28 B.1a Respond to and ask simple questions with prompts.
28 C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and
recognize loan words
28 C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons
28 D.1a Copy/write words, phrases and simple sentences
28 D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization
29 E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and
discuss the countries where the target language is spoken.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one give/follow directions and commands in the target language?
How do highway systems differ among English- and Spanish-speaking countries?
Content:
Chapter 10: Vocabulary about highways and directions
Affirmative and negative tu commands
Position of pronouns with commands
Language lab activities that accompany the tape series
Cultural reading about highways in Spain and Latin America
Review for finals
Skills:
Chapter 10: Be able to form affirmative and negative tu commands.
Be able to rewrite commands with pronouns, changing from affirmative to negative.
Using tu commands, give directions from school to home.
Recognize and produce vocabulary for a variety of reading, writing, listening and speaking
activities.
Final Review: Students will organize notes, complete review packets.
Assessment:
Chapter 10:
Daily classwork/homework assignments
Graded paragraph on instructions from school to home
Lesson quiz including listening, vocabulary, and grammar.
lab activities
Final Exam