Name of Course:
Spanish 3
Course Number: 543
Grade Level(s): 10 - 12
Unit or Strand:
Unit 1 – Review of Spanish 2
Unit 2 – Hay que, New stem changing verbs, Affirmative/Negative words
Unit 3 - Comparatives, Saber vs. Conocer, Hace + Time Expressions
Unit 4 – Reflexive verbs, Reflexive vs. Regular verb Long form Possessive Adjectives
Unit 5 – Demonstrative adjectives, Adjectives as nouns
Unit 6 – Irregular Preterite, Review Direct Object Pronouns
Unit 7 – Direct object pronouns with people, Irregular present progressive, Irregular Tú commands
Unit 8 – Introduction to the Imperfect tense, Irregulars – ir, ser, ver
Unit 9 – Explore Imperfect tense – Description, Reciprocal Action.
Estimated Instructional Time:
Course Length 1 full semester block scheduling. Instructional time for each unit will vary.
PA Academic Standards:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions
and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety
of topics.
Cultures: Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives
of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives
of the culture studied.
Connections: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are available only
through the foreign language and its cultures.
Comparisons: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the
language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the language
studied and their own.
Communities: Participate in Multilingual Communities at Home and Around the World
Standard 5.1: Students use the language both within and beyond the school setting.
Unit (Strand) Objectives:
Unit 1 – Review of Spanish 2
Approximate pacing – 2 weeks
Material to be covered:
Stem changing verbs –poder, dormir, jugar, querer, preferir, tener, pedir, servir, decir
Tener que + infinitive, Acabar de + infinitive, Saber + infinitive
Go verbs – tener, venir, traer, poner, salir, decir
Indirect object pronouns with gustar, encantar, faltar, quedar
Indirect object pronouns with dar, decir
Preterite Tense – AR, ER, IR verbs, Ir and Ser
Preterite Tense – verbs ending in car, gar, zar – buscar, jugar, almorzar
Vocabulary from Spanish 2
Verbs from Spanish 2
Enabling Objectives:
Students will be able to:
Demonstrate understanding of the process of conjugating a stem changing verb by conjugating and using all 4
types (e-ie, o-ue, u- ue, e-i) in a variety of written and conversational activities.
Use tener que, acabar de, and saber + infinitive to perform activities talking about activities they have to do, have
already done, or know how to do.
Identify, define, and conjugate the go verbs.
Explain how indirect object pronouns are used with 2 types of verbs – gustar type, and regularly conjugated verbs
like dar and decir.
Demonstrate development of preterite conjugation by conjugating and using all 3 types of verbs, ir and ser in the
preterite in a variety of written and conversational activities.
Conjugate use verbs ending in –car, -gar – zar in the preterite tense in a variety of written and conversational
activities, identifying the spelling change in the yo form.
Demonstrate mastery of Spanish 2 vocabulary by identifying, defining, and translating vocabulary in worksheets
and drills.
Unit 2 – Hay que, New stem changing verbs, Affirmative/Negative words
Approximate pacing – 2 weeks
Material to be covered:
Hay que/ se prohibe – use in conjunction with classroom rules
Stem ChangingVerbs – empezar, almorzar, entender, repetir
Affirmative and Negative words – Alguien/Nadie, Algo/Nada, También/Tampoco, Algún/Ningún
Review conjugation of conocer and basic uses.
Review personal a
Vocabulary for the classroom – rules and activities
Enabling Objectives:
Students will be able to:
Use Hay que and se prohibe to write and discuss what they are allowed and not allowed to do at school.
Compare and contrast school rules in different countries.
Conjugate and use the stem changing verbs empezar, almorzar, entender and repetir in conjunction with unit
vocabulary to talk about the school day in a variety of written and conversational activities.
Use the preterite tense with chapter verbs to talk about activities they did in the past.
Compare and contrast the use of affirmative and negative words in Spanish and English.
Use affirmative and negative words appropriately in a variety of written and conversational activities.
Conjugate the verb conocer and use it to form sentences with the personal a to talk about people they know.Use
conocer in the preterite to talk about people they knew.
Read a short passage about the average school day in a Hispanic country
Write an essay about their school day, rules, classes, classroom activities, and people they know who do those
activities.
Unit 3 – Comparatives, Saber vs. Conocer, Hace + Time Expressions
Approximate pacing –1- 2 weeks
Material to be covered:
Comparatives – tan..como, tantos, tantas
Review más/menos, mejor/peor, mayor, menor + que
Saber and Conocer – in depth comparison
Hace + time expressions
Vocabulary for school clubs, teams, and activities
Enabling Objectives:
Students will be able to:
Use unit vocabulary to write and speak about extracurricular activities.
Write sentences to compare people and things.
Ask and give opinions regarding popular activities.
Create comparative sentences and present them to the class.
Listen to phrases and decide whether to employ saber or conocer.
Write and speak about how long something has been going on.
Read and demonstrate understanding of short readings in Spanish that include grammar and vocabulary of the
unit.
Compare schools in Spanish-speaking countries with US schools.
Unit 4 –Reflexive verbs, Long form Possessive Adjectives
Approximate pacing – 2 weeks
Material to be covered:
Reflexive verbs – conjugation and usage
Reflexive pronouns
Reflexive vs. non-reflexive verbs
Review possessive adjectives, add long forms
Review uses of ser and estar
Vocabulary concerning daily routines
Enabling Objectives:
Students will be able to:
Verify listening comprehension by correct responses to aural prompts.
Write and speak about daily routines using reflexive verbs and unit vocabulary.
Read and demonstrate understanding of short readings in Spanish that include grammar and vocabulary of the
unit.
Correctly conjugate ser and estar.
Write about how people feel employing correct forms of estar.
Describe a room and say where things are using correct forms of ser and estar.
Speak about, read and answer questions about possessions utilizing possessive adjectives.
Unit 5 – Demonstrative adjectives, Adjectives as nouns
Approximate pacing – 2 weeks
Material to be covered:
Review regular preterite tense (-ar,-er,-ir)
Review demonstrative adjectives – este/esta/estos, estas, ese/esa/esos/esas
Teach aquel, aquella, aquellos, aquellas
Using adjectives as nouns
Shopping vocabulary
Enabling Objectives:
Students will be able to:
Verify listening comprehension by correct responses to aural prompts.
Read, write and speak about going shopping utilizing unit vocabulary and demonstrative adjectives.
Employ correct use of regular preterite verbs when speaking about past activities.
Describe clothing preferences using adjectives as nouns.
Read and demonstrate understanding of short readings in Spanish that include grammar and vocabulary of the
unit.
Unit 6 –Irregular Preterite, Review Direct Object Pronouns
Approximate pacing – 2 weeks
Material to be covered:
Review Ir/ser in the preterite
All Irregular preterite verbs
Review direct object pronouns lo, la, los, las, and word order using direct object pronouns
Vocabulary about stores in the community,
Enabling Objectives:
Students will be able to:
Write and speak about chores and errands.
Employ the correct use of direct object pronouns to complete sentences, ask and answer questions.
Talk about possessions using direct object pronouns.
Use the preterite forms of ir and ser to complete a paragraph and describe personal experiences.
Employ the correct use of irregular preterites in context.
Verify listening comprehension by correct responses to aural prompts.
Read and demonstrate understanding of short readings in Spanish that include grammar and vocabulary of the
unit.
Unit 7 –Direct object pronouns with people, Irregular present progressive, Irregular Tú commands
Approximate pacing – 2 weeks
Material to be covered
Direct object pronouns when used for people
Regular/Irregular present progressive
Regular/Irregular affirmative Tú commands
Review negative Tú commands
Vocabulary to talk about driving, and giving directions
Enabling Objectives:
Students will be able to:
Speak and write about local traffic situations.
Listen to directions and follow them on a map.
Ask and give directions in Spanish employing command forms and unit vocabualry.
Use direct object pronouns to complete a dialogue.
Form sentences using direct object pronouns and correct preterite verb forms.
Write advise to a friend using correct command forms.
Write and speak about what is currently happening using regular and irregular present progressive tense.
Verify listening comprehension by correct responses to aural prompts.
Read and demonstrate understanding of short readings in Spanish that include grammar and vocabulary of the
unit.
Unit 8 –Introduction to the Imperfect tense, Irregulars – ir, ser, ver
Approximate pacing – 2 weeks
Material to be covered:
Introduction to the Imperfect tense
Imperfect irregulars – ir, ser, ver
Review Indirect object pronouns
Vocabulary of childhood experiences
Enabling Objectives:
Students will be able to:
Write, ask, and answer questions about childhood experience using imperfect tense and unit vocabulary.
Use unit vocabulary to complete analogies and describe people.
Talk about childhood using indirect object pronouns and imperfect tense.
Verify listening comprehension by correct responses to aural prompts.
Read and demonstrate understanding of short readings in Spanish that include grammar and vocabulary of the
unit.
Unit 9 – Explore Imperfect tense – Description, Reciprocal Action.
Approximate pacing – 2 weeks
Material to be covered:
Using the imperfect tense to describe situations
Reciprocal actions in the present, preterite and imperfect tenses
Introduce the use of imperfect and preterite tenses together
Vocabulary to talk about special events, people, manners, and customs
Enabling Objectives:
Students will be able to:
Complete a paragraph with unit vocabulary.
Speak and write about social customs.
Complete a paragraph using the correct form of the preterite or imperfect verbs.
Ask and answer questions about activities in the past.
Describe what was occurring at an event in a picture using reciprocal actions and the imperfect tense.
Verify listening comprehension by correct responses to aural prompts.
Read and demonstrate understanding of short readings in Spanish that include grammar and vocabulary of the
unit.
Cultural Connections: Culture should be taught on an ongoing basis as is appropriate within the unit.
Teachers will choose from (but not be limited to) the following list of topics:
Popular songs – relate to what teens are listening to in other cultures, and the influence their music has on ours.
Culture and Customs of Central American countries
Culture and Customs of South American countries
Schools in the Spanish Speaking World
Career Opportunities for Spanish speakers
The Cities of “En Busca de la Verdad” – Guanajuato, San Miguel de Allende, Dolores Hidalgo
Holidays and Festivals
Dances
Famous authors
Current Events
Text/Resource Materials:
Realidades 2 (Prentice Hall)
Realidades: Writing , Audio & video Workbook
Realidades: Practice Workbook
Realidades: Vocabulary and Grammar Transparencies
Realidades Audio CDs
Realidades Vocabulary and Gramactiva Videos
Realidades: Teacher Resource Book
Realidades: Assessment Book
Realidades: Fine Arts Transparencies
Realidades: TPR Storytelling Book
www.phschool.com
Teacher made notes packets, worksheets, project assignments
En Busca de la Verdad – Realidades Video Series
Activities:
For a full listing of activities by unit, there is a resource binder to be located in the department chair office.
Suggested activities for each unit include:
Students will conjugate all verbs in chapter
Students will write questions to ask each other based on concepts/vocabulary taught.
Students will develop a short skit, or act out the video script from the text.
Students will use sentence strips to demonstrate proper word order by combining the words to make a sentence,
and using the collected sentences to make a story.
Students will translate and read passages to build vocabulary skills. These passages can come from the text, or
other resources.
Students will write a variety of sentences to build writing strength. Each full chapter will culminate in a writing
exercise of at least 2-3 paragraphs in the target language that pulls together the concepts learned in the units.
Students will write a progressive story in groups, with each group adding a paragraph.
Projects with oral presentations based upon chapter vocabulary.
Games to practice vocabulary, grammar, or conversational skills
Songs to help memorize vocabulary
Flashcards to help memorize vocabulary.
Group reading of vocabulary stories.
Write an autobiography or a story of their childhood
Assessment:
For each unit there will be vocabulary and grammar quizzes as needed.
Each unit will have a chapter test
Other suggested assessments:
A project that utilizes concepts taught in the unit
Oral presentations
Listening assessment
Oral evaluations
An essay based upon concepts taught in the unit.
Worksheets and other class activities
Rubrics
Internet self-test
Group quizzes
Reading response
Extensions/Enhancements:
Create a video based on unit theme for presentation to the class.
Design a Webquest for fellow students based on the cultural theme for the unit.
Practice online with phschool.com web activities.
Research and design a lesson to be presented to the class to “teach” the concepts being taught in the unit.
Make a podcast for fellow students.
Culturally based readings/stories in English at a grade appropriate level which enhance understanding of other
cultures.
Speakers from other countries who will share their stories about life in other cultures, and their immigration
experiences.
Speakers from the community who will share their cultural experiences
Exploring foods from different Spanish speaking countries.
Build on reading skills by reading children’s stories
Write a fairy tale or other children’s story
Remediation/Modifications:
Individual tutoring – either by teacher or peer tutor
Re-teaching of difficult topics
Websites for additional practice such as phschool.com or studyspanish.com
Worksheets from Guided Practice Activities ancillary which are designed for remediation