Spanish V
Approved February 2011
Unit 1: Cap. 2: ¿Cómo te expresas? (How do you express yourself?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5.
Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we discuss Spanish art, art materials and artists?
Learning Goals: Students will be able to:
Talk about different types of art
Discuss art materials, forms and supplies
Describe a work of art
Read about several Spanish artists and artistic styles
Write an analysis and opinion essay on a chosen piece of art
Distinguish between the uses of the preterit and imperfect
Distinguish between the uses of ser and estar
Distinguish between verbs with different meaning with preterit and imperfect
2
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills






























Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Realidades 3 Textbook
Realidades 3 Teacher’s Resources
English/Spanish dictionary
Class webpage
Realidades 3 Audio Program
Videohistoria
GramActiva
Art and artists
Art materials
To describe a work of art
Productive habits of mind
Quality work
Read critically
Communicate effectively
Access and process information
Core Ethical Values
3
Unit 2: Cap. 3: ¿Qué haces para estar en forma? (What do you do to stay in shape?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we talk about and give advice about health and nutrition?
Learning Goals: Students will be able to:
Talk about symptoms and remedies
Give advice about health, food and nutrition
Explain cultural perspectives about health, physical fitness and nutrition
Talk about fitness equipment
Talk about different exercises to stay fit
Read about an ancient team sport from Central America and Mexico
Discuss eating habits of Spanish teenagers
Read about healing plants in Latin America
Use affirmative commands (tú, Ud. And Uds)
Use negative commands (tú, Ud. And Uds)
Use subjunctive of regular, stem-changing and irregular verbs
4
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills































Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Realidades 3 Textbook
Realidades 3 Teacher’s Resources
English/Spanish dictionary
Class webpage
Realidades 3 Audio Program
Videohistoria
GramActiva
Symptoms and remedies
Health, food and nutrition
Physical fitness equipment and exercises
Giving advice
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
5
Unit 3: Cap. 4: ¿Cómo te llevas con los demás? (How do you get along with others?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Questions: What qualities do we look for in a friend? How do we relate to friends and family?
Learning Goals: Students will be able to:
Describe and talk about love, friendships and personality traits
Distinguish between positive and negative personal qualities
Practice the subjunctive with verbs of emotion
Distinguish uses of por and para
Read about expressions of love in Latin American and Spanish arts
6
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills





























Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Realidades 3 Textbook
Realidades 3 Teacher’s Resources
English/Spanish dictionary
Class webpage
Realidades 3 Audio Program
Videohistoria
GramActiva
Personality traits
Love and friendship
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
7
Unit 4: Cap. 5: Trabajo y comunidad (Work and Community)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Questions: How do we prepare for a job interview? What skills and abilities are needed to perform a job?
Learning Goals: Students will be able to:
Read, listen to and understand information about getting a job, skills and abilities needed to perform a job and interviewing techniques
Talk about getting a job and interviewing techniques
Describe skills and abilities needed to perform a job
Review and practice the present perfect, pluperfect and present perfect subjunctive
Read about the meaning of work for young people in Latin America
8
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills




























Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Realidades 3 Textbook
Realidades 3 Teacher’s Resources
English/Spanish dictionary
Class webpage
Realidades 3 Audio Program
Videohistoria
GramActiva
Jobs and interviews in the workplace
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
9
Unit 5: Cap. 6: ¿Qué nos traerá el futuro? (What will the future bring?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: What are our plans for the future?
Learning Goals: Students will be able to:
Read, listen to and understand information about professions and future relationships
Use the future and future of probability
Read about young people still living with their parents
Read about Hispanic youth working in Washington, D.C.
10
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills





























Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Realidades 3 Textbook
Realidades 3 Teacher’s Resources
English/Spanish dictionary
Class webpage
Realidades 3 Audio Program
Videohistoria
GramActiva
Careers and professions
Plans for the future
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
11
Unit 6: Cap. 7: ¿Mito o realidad? (Myth or reality?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Questions: What do archaeologists do? What are some extraordinary phenomena in Spanish speaking countries? What were
the contributions of the Aztec and Maya civilizations?
Learning Goals: Students will be able to:
Read, listen to and understand information about what archaeologists do and archeological mysteries of other civilizations
Give opinions about mysterious events
Use present subjunctive and present perfect subjunctive with expressions of doubt
Read about Atlantis and the Inca trail to Machu Picchu
Discuss and read about the contributions of the Maya and Aztec civilizations
12
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills































Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Realidades 3 Textbook
Realidades 3 Teacher’s Resources
English/Spanish dictionary
Class webpage
Realidades 3 Audio Program
Videohistoria
GramActiva
Description of objects
Archeological discoveries
Myths and legends
Ancient civilizations
Productive habits of mind
Quality work
Read critically
Communicate effectively
Access and process information
Core Ethical Values
13
Unit 7: Cap. 8: Encuentro entre culturas (Interactions between different cultures)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Questions: How do different cultures interact? Which cultures influenced Spain before 1492?
Learning Goals: Students will be able to:
Read, listen to and understand information about interactions between cultures and the fusion of different cultures in Spain before 1492
Describe and talk about how different cultures interact
Talk about the fusion of different cultures in Spain before 1492
Read about the conquest and occupation of Spain
Discuss Moorish and Christian architecture in Spain
Read about Seville, Toledo and Barcelona
Use the conditional tense
14
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills































Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Realidades 3 Textbook
Realidades 3 Teacher’s Resources
English/Spanish dictionary
Class webpage
Realidades 3 Audio Program
Videohistoria
GramActiva
Ethnic groups
Conquest and occupation
Architecture and culture
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
15