Millennium Brooklyn High School
Spanish III – BEATO
BIG IDEA: “Language Learning for Change in the 21st Century”
Theme
Essential
Questions
0 – Para empezar
Septiembre (3 semanas)
- How do we use
reflexive verbs
to describe our
daily routines?
- Using verbs
like “gustar”,
how can we
describe the
things we have
in common and
the things that
set us apart from
our classmates?
- What is the
importance of
special events
and celebrations
using possessive
adjectives?
AIMs
- Using reflexive
verbs to
describe daily
routine and
schedule.
- Using verbs
like “gustar” to
compare and
contrast the
different
pastimes of our
peers.
- Analyze the
importance of
celebrations in
social circles
using possessive
adjectives.
Skills
Vocabulary
Grammar 0:
Vocabulary 0:
- Present-tense
irregular and stemchanging reflexive
verbs
- Verbs like gustar
- Possessive
Adjectives
- Activities before or
after school
- weekend activities
- special events and
celebrations
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Exam
-Seating/Group
Work
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assessments
Activities:
- Base Quiz/Survey: Tell
me about yourself in
Spanish!
- Show and Tell
- Capitals of LatinAmerica
(song) followed by Quiz
- Vocab Connections: (card
game) NAHUATL –
ESPAÑOL – ENGLISH
- Popol Vuh reading (the
hero twins – los gemelos
divinos)
http://www.mythweb.com
/teachers/why/other/hero
_twins.html
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Unit Exam: 100 points
- Unit 0: Para empezar
Standards
COMMON CORE
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
1 – Un Día Inolvidable
Octubre (5 semanas)
Theme
Essential
Questions
AIMs
Skills
- How do we use
the preterite
tense to discuss
leisure activities
in the past?
- Use the
preterite tense
to discuss past
leisure activities.
- How do we use
the preterite
tense to recreate a story?
- Use the
preterite tense
to tell a story.
Review 1:
- preterite of regular
verbs
- preterite of ir and
ser
- preterite of verbs
ending in –car, -gar
and -zar
- What is the
importance of
empathy and
how is it used in
narratives?
- Analyze
emotional
manipulation in
narratives and
the way it
affects the
reader.
New Material 1:
- preterite of
irregular, stemchanging and spellchanging verbs
- imperfect tense
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Exam
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
- outdoor activities
- leisure activities
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
Activities:
- Literary Circles: “A very
old man with enormous
wings”
- Gabriel Garcia Marquez
essay: the LatinAmerican
Issue
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Unit Exam:
Unit 1: 100 points
Unit project: 200 points
0-1: La empatia:
- interview in video form,
PowerPoint, or live
performance.
Standards
COMMON CORE
Writing
3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Reading
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Speaking/Listening
4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
whether and how well a message is received.
Theme
Essential
Questions
2 – ¿Cómo te expresas?
Noviembre – Diciembre (5 semanas)
- What is the
importance of
story-telling and
how is it
changing?
AIMs
- Discuss the
importance of
story-telling and
make
connections with
contemporary
methods of
telling stories.
- Using
comparatives
and superlatives,
how can we
analyze the role
of the audience
during a live
performance
versus a
recorded
performance?
- Compare the
role of the
audience in a
recorded
performance
versus a live
performance
using
comparatives
and superlatives.
- Why do we
use “ser” and
“estar” in
different
sitations to
express
ourselves?
- Analyze the
different
scenarios that
call for either
“ser” or “estar”
in expressing
ourselves.
Skills
Review 2:
- Adjective
Agreement
- Comparisons and
superlatives
New Material 2:
- Preterite vs.
Imperfect
- Estar and past
participles
- Ser and Estar
together
- Preterite and
Imperfect: special
meanings of verbs
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Exam
-Modified Formative
Project
-Seating/Group
Work
Vocabulary
- Art
- Artists
- Descriptions
- Comparisons
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
- Skit
- Written anecdote: family
story
- Group Posters: ser vs.
estar
- Study Tool: ser vs. estar
(example: “for how you
feel or where you are, use
estar”
DOCTOR (Description,
Occupation, Characteristic,
Origin, Time, Relationship)
ELF (Emotion, Location,
Feeling)
- Hidden Talent: show and
tell
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Unit Exam:
Unit 2: 100 points
Standards
COMMON CORE
Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
8. Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
Reading
8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
Speaking/Listening
2. Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal Spanish when indicated or
appropriate.
Language
1. Demonstrate command of the conventions of standard Spanish
grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
NEW YORK STATE STANDARDS
STANDARD 1: Communication Skills
Checkpoint A/ B
1. Listening and speaking are primary communicative goals in modern
language learning. These skills are used for the purposes of socializing,
providing and acquiring information, expressing personal feelings and
opinions, and getting others to adopt a course of action.
STANDARD 2: Cultural Understanding
Checkpoint A/B
1. Effective communication involves meanings that go beyond words and
require an understanding of perceptions, gestures, folklore, and family
and community dynamics. All of these elements can affect whether and
how well a message is received.
4 – ¿Cómo te llevas con los demás?
Enero – Febrero (5 semanas)
3 – ¿Qué haces para estar en forma?
Diciembre - Enero (5 semanas)
Theme
Essential
Questions
AIMs
Skills
- How do we
manipulate
direct object
pronouns and
indirect objects
pronouns to
discuss health
and the body?
- Apply
differentiated
forms of direct
object pronouns
and indirect
objects pronouns
to discuss health
and the body.
- What is the
role of
uncertainty in the
subjunctive tense
and how can we
use to analyze
the balance of
wellness in our
lifestyles?
- Practice using
uncertainty in the
subjunctive tense
to analyze the
balance of
wellness in our
lifestyles.
- What are
some different
ways to talk
about health?
What does
being “healthy”
mean?
- Discuss the
manifestations of
healthy and
being healthy in
mind, body and
spirit.
- How can use
reflexive verbs
to mirror how we
interact with
others?
- Use reflexives
to communicate
our feelings
about others and
ourselves.
Review 4:
- reflexive verbs
- reflexive pronouns
with reciprocal
actions.
- How can the
subjunctive tense
be used to
connote
compassion?
- Analyze the
role of the
subjunctive mood
in unraveling
doubt and
emotion.
New Material 4:
- present subjunctive
with emotion
- por versus para
- commands with
nosotros
- possessive pronouns
- What does
history tell us
about the
importance of
communicating
compassion?
- Analyze the
Dirty War in
Argentina and
the relevancy of
communication in
victimizing its
population.
Review 3:
- Direct Object
Pronouns
- Indirect Object
Pronouns
New Material 3:
- Affirmative and
negative commands
- Present subjunctive
of regular, irregular
and stem-changing
verbs
Vocabulary
- Food
- Health
- The Body
- Hypochondriac Harry
- Diagram: wholeness and
balance.
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Unit Exam:
Unit 3: 100 points
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Assignments
Unit project: 200 points
2-3: Reirse es bueno para
la salud: Laughing is
good for your health
- Memorize a funny story or
popular joke in Spanish.
Orally re-tell this story to
the class.
- Relationships
- Emotions
- Weather
- Descriptions
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Activities:
- Argentina: Overview
- The “Dirty War” graphic
organizers
- The Official Story –
movie clips
- Interviews with the
“disappeared” children,
letter responses
Study Aids:
Vocabulary Organizer,
Flashcards, HW Helper
Baselines:
-Exit Tickets
-Quick Writes
-Warm-Ups (Do Now)
Unit Exam:
Unit 4: 100 points
Standards
5 – Trabajo y Comunidad
Febrero – Marzo (5 semanas)
Theme
Essential
Questions
- How does
learning about
the Dirty War in
Argentina
conjure feelings
of compassion
through the use
of the
subjunctive?
- Using the
present
progressive, why
is it important to
maintain
community in the
threat of
individualization
?
6 – ¿Qué nos traerá el futuro?
Abril – Mayo (5 semanas)
- Why is emotion
so important in
the maintenance
of trust in a
community?
- Using saber
versus conocer,
what hopes do
we have for the
future?
AIMs
Skills
Vocabulary
- Solidify the use
of the
subjunctive
through
discussing the
emotions
surrounding the
Dirty War.
Review 5:
- present progressive
- placements of
direct, indirect and
reflexive pronouns
- Work Place
- Places in the community
- Disasters
- Community Activities
- Brainstorm
phrases where
the present
progressive is
used to reiterate
the unity of
community versus
the
fragmentation of
the individual.
- Analyze the
role of
emotional
vulnerability in a
healthy and safe
community.
- Discuss our
hopes for the
future using
saber vs.
conocer.
- What
predictions do
we have using
the impersonal
se?
- Use the
impersonal se to
make predictions
about the future.
- What are our
responsibilities
as individuals
and as a
community for
the future?
- Analyze our
responsibilities
as individuals
and as a
community for
the future.
New Material 5:
- present perfect
tense
- past present tense
- present perfect
subjunctive
- demonstrative
adjective and
pronouns
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
- “If you see something,
say something”  NYC’s
catchy phrase to look out
for one another, what is
yours?
Unit Exam:
Unit 5: 100 points
Unit project: 200 points
4-5: Research Scope:
Human Rights Violations –
PowerPoint presentation
and teach class lesson
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
Review 6:
- saber and conocer
- the impersonal se
New Material 6:
- the future tense
- the future of
probability
- the future perfect
- direct and indirect
object pronouns
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group
Work
- Make an original
invention!
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative Quiz
-Modified Formative
Project
-Seating/Group Work
Unit Exam:
Unit 6: 100 points
Standards
7 – ¿Mito o realidad?
Mayo – Junio (5 semanas)
Theme
Essential
Questions
- How do we use
affirmative and
negative
commands to
analyze the
events of the
Spanish Civil
War?
- How do we use
adjectives as
nouns in looking
at art and
Greek
mythology?
- How can we
look at a story
from different
thematic angles
at once using the
subjunctive?
AIMs
Skills
- Use negative
and affirmative
commands to
analyze the
Spanish Civil
War and the
presence of
fascism in
politics.
Review 7:
- Affirmative and
Negative Commands
- Using adjectives as
nouns
- Learn about
Greek
mythology using
adjectives as
nouns.
- Analyze Pan’s
Laberynth from
different themes:
myth vs. fiction,
good vs. evil,
male v. female,
overworld vs.
underworld
New Material 7:
- Present and present
perfect subjunctive
with doubt
- pero and sino
- the subjunctive in
adjective clauses
Vocabulary
- Archeology
- Nature
Differentiation Used:
-Tiered worksheets
-Table Lessons
-Modified Formative
Quiz
-Modified Formative
Project
-Seating/Group Work
Assignments
- El Laberinto del Fauno
- History: The Spanish Civil
War
- Initiation – word breakdown (initiate).
- Art Lesson: Goya and the
Cronus drawings (father
time)
- Greek mythology: Who
is Pan? What is his role?
(Nature analysis).
- Station Themes (1 week)
- Formal Essay
Unit Exam:
Unit 7: 100 points
Unit project: 200 points
6-7: Coming of Age
Myth: Make up a story of
coming of age (video,
story-board or book).
Standards