SPANISH III 2009-2010 CURRICULUM COURSE DESCRIPTION Spanish III provides instruction enabling students to understand and appreciate other cultures by comparing social behaviors and values of people from Hispanic countries. Students will also continue in their studies of grammar and vocabulary pertinent to a variety of situations and topics, while increasing their abilities in both listening comprehension and speaking Spanish. COURSE OBJECTIVES By the completion of Spanish III, students will have completed approximately seven units in the newly adopted textbook ¡Avancemos 3!, as well as a separate unit on Ancient Civilizations. Students should be able to: Talk about activities planned for a trip or vacation using vocabulary for outdoor activities and equipment, camping, family, and beach activities; talk about outdoor activities or a family vacation using verbs in the preterite and imperfect tenses; and have a working knowledge of the migration habits of the monarch butterfly as well as insights into Mexican culture. Use courteous language to persuade others and make suggestions; use commands and impersonal expressions to give suggestions to peers and explain how to do something; utilize vocabulary associated with volunteering, community outreach, and fundraising events; and discuss Hispanic culture and immigration in the U.S. Discuss technological impacts and environmental concerns using vocabulary for government, society, business, the environment, and technological developments; talk about innovative products using the subjunctive; express environmental concerns and possibilities; make predictions and discuss cause and effects using the future tense; and have a greater understanding of Central American culture. Talk about the main characteristics of a person and the qualities they need for different professions; express hopes, wishes, emotions or doubts using the subjunctive tense; and discuss Caribbean cultures. Discuss aspects of ancient civilizations, including the Mayas, Aztecs, and Incas; translate modern numbers into the Maya mathematical system; and understand the historical timeline for the rise and fall of each studied Indian tribe. Make use of vocabulary relating to computers and Internet usage, valuables, personal items, pastimes/hobbies, and extracurricular activities; express plans using both the subjunctive and conditional tenses; and explore Andean culture in greater depth. Describe people, places, and things using past participles and related vocabulary; discuss things that have or haven’t happened and places that they have visited more than once using the present and future perfect tense; and understand the culture and geography of Spain. ESSENTIAL QUESTIONS Why study a foreign language? What “real world” benefit does the study of Spanish have? How has Spanish culture influenced American society and vice versa? What is the relationship between Spanish and English vocabulary and grammar? INDIANA STATE STANDARDS Standard 1: Communications – Write and speak in a language other than English Standard 2: Communications – Interpret information in a language other than English Standard 3: Communications – Present information in a language other than English Standard 4: Cultures – Develop awareness of other cultures Standard 5: Connections – Make connections to other content areas Standard 6: Connections – Access and connect information through various media Standard 7: Comparisons – Investigate the nature of language and culture Standard 8: Communities – Become an active global citizen by experiencing languages and cultures in multiple settings DESIRED RESULTS Students will be able to: Engage in written and spoken conversations on a variety of topics Interpret written and spoken language on a variety of topics Present to an audience of listeners or readers on a variety of topics Examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied Use the target language to expand their knowledge of and make connections among multiple content areas Strengthen language proficiency and cultural knowledge by using current digital media and authentic resources Understand the nature of language and culture through comparisons of the languages and cultures studied and their own Use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement KEY TERMS AND CONCEPTS Similarities and differences between American and Hispanic cultures Commonality of the root meanings of words in various Latin-based languages Preterite tense of irregular and stem-changing verbs Imperfect tense of regular and irregular verbs Imperfect versus preterite tense and their usage Saber vs. conocer Ancient cultural beliefs and practices and the modern view on these past civilizations Past participles and their usage Impersonal expressions Por vs. para Present and future perfect tense verbs Future tense of regular and irregular verbs Affirmative and negative commands Present subjunctive tense of regular and irregular verbs Conditional tense of regular verbs APPLICATIONS OF TECHNOLOGY TV with VCR and DVD players; computers with internet connection; CD players; music CDs; videotapes and DVDs; textbook website (www.classzone.com); eEdition Online; @Home Tutor; United Streaming (if available); and course-provided CDs, PowerPoints, and videos; laptop with LCD projector; Harmony student record-keeping package. UNITS OF INSTRUCTION (STATE STANDARDS) For Spanish 3A Preliminary Unit: Review of Spanish II Grammar/Vocabulary Unit 1: Outdoor Fun Unit 2: Volunteer Activities Unit 3: Environmental Issues For Spanish 3B Unit 4: What I Want to Be Unit 6: City and Rural Living Independent Unit: Incan, Aztec, and Mayan history, culture, and civilization COURSE ASSESSMENTS STUDENT PRODUCTS FOR ASSESSMENT Chapter quizzes Chapter exams Oral presentations and skits Cultural projects Classroom participation Written translations Homework assignments Worksheets Trimester final exam TIMELINE Spanish 3A Week 1-3 4-6 7-9 9-12 Orientation to new text and materials, review past concepts throughout Lesson 1 and 2 of the Preliminary Unit (1.1, 1.6, 2.1, 2.2, 3.3, 4.2, 4.3, 5.1, 6.1, 6.2, 7.1, 7.2, 7.5) Unit 1 – Lesson 1 and 2: Let’s Enjoy the Outdoors (1.1, 1.2, 1.3, 1.6, 2.1, 2.3, 3.1, 4.6, 4.7, 5.1) Unit 2 – Lesson 1 and 2: It’s Time to Help (1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 5.1, 7.2, 7.5, 8.2, 8.3) Unit 3 – Lesson 1 and 2: The Future of Our Planet….along with trimester review and final exam (1.1, 1.3, 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 4.4, 5.1, 6.2, 8.3) Spanish 3B Week 1-4 5-6 7-11 12 Unit 4 – Lesson 1 and 2: I Want to Be Like This (1.1, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 7.1, 8.1, 8.3) Unit 6 – Where Do We Live? (1.1, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 7.1, 8.1, 8.3) Independent Unit – The Inca, Aztec, and Maya (1.2, 2.2, 2.3, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 5.1, 6.2, 7.3, 7.5, 8.2) Trimester review and final exam COURSE MATERIALS: MAJOR TEXTS, PRINCIPAL MATERIALS AND FILMS KEY TEXT: ¡Avancemos 3! - McDougal Littell, 2007 edition SUPPLEMENTARY MATERIALS: ¡Avancemos 3! Workbook 501 Spanish Verbs Spanish-English Dictionary Eggspert Game Jeopardy Game * Parents should contact the teacher or department chair to discuss concerns with texts. If required, the teacher will provide a substitute text of comparable length that approximates the stated academic purpose. Selected essays, short stories, poems and articles will be used to teachers to augment major units. COMMERCIAL FILMS/VIDEOS:* Teachers may select from the following: Trimester One Video – “Do You Speak American?” (from PBS) Trimester Two Video – “Incas Remembered” (by Nova) Video – “In Search of the Aztec Empire” (from the History Channel) Video – “Lost Kingdoms of the Maya” (from National Geographic) Video – “Do You Speak American?” (from PBS) Film – “Apocalyto” (rated R for graphic violence – permission slips from parent/guardian required) OTHER FILMS/VIDEOS * Trimesters One and Two Home video of trip to Costa Rica Home video of trip to Mexico Home video of trip to Spain *A parent may excuse his/her child from the viewing of a commercial film/video. The parent should contact the teacher or Department Chair to discuss his/her concerns. The teacher will provide any excused student an alternative assignment of comparable length that is relevant to the stated academic purpose.