Spanish 3
Course Description and Philosophy
The Level 3 Spanish course, is a course designed for students who wish to expand their knowledge of
the language beyond the basic understanding that they have developed in previous years of language
study. The topics covered will address the need for effective communication and sensitivity to other
cultures. The primary goal is to help the students develop linguistic proficiency and cultural sensitivity.
The Spanish 3 program is designed to accommodate all students by appealing to a variety of learning
styles.
The instructional strategies routinely employed for each chapter are the following: 1. Listening
activities. 2. Speaking activities. 3. Grammar practice activities. 4. Reading activities. 5. Writing
activities. Cultural activities.
The evaluation of students will be conducted through written quizzes and unit tests, oral reports, graded
essays and compositions, extra credit assignments based on cultural topics to be researched in the
internet, extra credit assignment making movies based on vocabulary, grammar and culture cover on a
chapter or any other extra credit assignment students have previously approved with the teacher.
Text Reference:
Humbach, Ozote. ¡ Ven Conmigo! Copyright 2003 by Holt, Rinehart and Winston. Austin, Texas, USA.
Written – 2005
1
Unit I: ¡ Qué bien lo pasé este verano!
Essential Question: How will I express interest, indifference and displeasure correctly in Spanish? How will I ask for information
correctly in Spanish? How will I describe others and myself correctly in Spanish? What verbs are stem changing verbs in present
tense? What are the uses of present tense in Spanish? What are the correct endings of the past (preterite) tense in Spanish? What
is the difference between saber and conocer in Spanish? What are some of the vacation activities of students from Spanish speaking
countries? What seafood do Spaniards eat?
Objectives: Students will be able to:
Express interest, indifference and displeasure correctly.
Ask for information correctly.
Describe others and themselves correctly.
Use stem -changing verbs in present tense correctly.
Use the present tense correctly.
Use the preterit tense correctly.
Use y and o before vowels correctly.
Use verbs saber and conocer correctly.
Learn names of sports in Spanish.
Learn names of hobbies in Spanish.
Learn words and expressions to describe people.
Learn about vacation activities of students from Costa Rica, Spain and Miami.
Learn about what type of seafood Spaniards eat.
Learn basic information about Galicia, Spain.
Learn information about La Corunna, Spain.
2
Topic/Content Skills
Assessment
Resources
Instructional Method Tech Infusion
Topic 1: De Antemano
Una carta a Amparo
Test/Quizzes
Text
Lecture
Homework
Grammar book Discussion
Oral reports
CD
Small Group Work
Speaking participation Video
Individual research.
Extra credit Assignment Internet
I Books Teacher/ student interaction
Media Center
NJCCCS: Unit I
CD player
7.1
Internet Research
7.2
PowerPoint Report
VCR/ Smartboard
Audio
Topic 2: Primer Paso
7.1
Expressing indifference
Expressing displeasure
7.2
Vocabulary.
Deportes y actividades
Gramática de repaso
Present tense stem-changing verbs
Gramática de repaso
Preterite tense.
Topic 3: Adelante.
Una carta a Miguel.
7.1
7.2
Topic 4: Segundo Paso
Así se dice
Asking for information.
Así se dice
Describing yourself and others.
7.1
7.2
Topic 5: Gramática de repaso
Saber y Conocer.
7.1
7.2
Topic 6: Panorama Cultural.
Qué hiciste en las últimas vacaciones?
7.2
3
Topic 7: Vamos a leer.
La tortuga de Pablo Neruda.
7.1
Topic 8: Vamos a escribir.
Tu pasatiempo favorito.
7.1
Topic 8: Más práctica gramatical
Primer Paso
Segundo Paso
7.1
Topic 9: Repaso
7.1
Topic 10: A ver si puedo.
7.1
7.2
7.2
7.2
7.2
7.2
Differentiated Learning Activities
For Auditory learners, students will listen to the video without watching the screen. They will clap their hand when they hear a positive phrase from Así se dice,
hit their desk when they hear a negative phrase and raise their hand when they hear a neutral phrase.
Ethical Decision Making/Character Education
The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class,
and multicultural comparisons.
4
Unit II: Por una vida sana.
Essential Question: How will I ask and give advise correctly in Spanish? How will I talk about taking care of myself correctly in
Spanish? What are the correct verb endings to give informal commands? What vocabulary words will I need to learn to speak about
stress? How will I use reflexive verbs correctly? How will I use the past imperfect tense correctly in Spanish?
Objectives: Students will be able to:
Ask and give advice correctly.
Talk about taking care of themselves correctly.
Learn vocabulary and use it correctly when speaking about the topic of the unit.
Use informal commands correctly.
Learn vocabulary about emotional states.
Use reflexive verbs correctly.
Use the imperfect tense correctly.
Read and understand correctly short readings on the topic of health and taking care of themselves.
Write short essays about the topics of the unit.
Listen and understand short dialogues about the topics of the unit.
5
Topic/Content Skills
Assessment
Resources
Topic 1: De Antemano
Una vida equilibrada
Test/Quizzes
Text
Lecture
Homework
Grammar book Discussion
Oral reports
CD
Small Group Work
Speaking participation Video
Individual research.
Extra credit Assignment Internet
I Books Teacher/ student interaction
Media Center
Topic 2: Primer Paso
Instructional Method Tech Infusion
NJCCCS: Unit II
CD player
7.1
Internet Research
7.2
PowerPoint Report
VCR/ Smartboard
Audio
7.1
Asking for advice
7.2
Vocabulary.
El estrés
Gramática de repaso
Informal commands.
Gramática de repaso
Irregular commands.
Topic 3: Adelante.
Nos cuidamos mucho
7.1
Topic 4: Segundo Paso
Así se dice
Talking about taking care of yourself.
7.1
Topic 5: Gramática de repaso
Reflexive verbs.
The imperfect tense.
7.1
7.2
7.2
7.2
6
Topic 6: Panorama Cultural.
Cómo te cuidas?
7.2
Topic 7: Vamos a leer.
Cómo aliviar el estrés.
7.1
Topic 8: Vamos a escribir.
¡ No lo aguanto más!.
7.1
Topic 8: Más práctica gramatical
Primer Paso
Segundo Paso
7.1
Topic 9: Repaso
7.1
Topic 10: A ver si puedo.
7.1
7.2
7.2
7.2
7.2
7.2
Differentiated Learning Activities
For visual learners, students will look at the pictures before reading the paragraph and make hypotheses as to what the problem might be. They will be asking
to explain their predictions based on the clues in the photos.
Ethical Decision Making/Character Education
The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class,
and multicultural comparisons.
7
Unit III: El ayer y el mañana.
Essential Question: How will I correctly talk about an action that has happened? How will I express and support a point of view
correctly? How will I use conversational fillers correctly? How will I talk about future events correctly? How will I talk about
responsibilities correctly? How do I make the present perfect tense? What is the correct use of the present perfect tense? How do I
form the future tense? How do I use the future tense correctly?
Objectives: Students will be able to:
Talk about what has happened.
Express and support a point of view
Use conversational fillers.
Talk about future events.
Talk about responsibilities.
Use the present perfect tense correctly.
Use the future tense correctly.
Read and understand short dialogues.
Read and understand short readings.
Learn cultural information about Venezuela and its people.
Read and understand a short literary essay.
8
Topic/Content Skills
Assessment
Resources
Topic 1: De Antemano
La vida de ayer.
Test/Quizzes
Text
Lecture
Homework
Grammar book Discussion
Oral reports
CD
Small Group Work
Speaking participation Video
Individual research.
Extra credit Assignment Internet
I Books Teacher/ student interaction
Media Center
Topic 2: Primer Paso
Así se dice.
Talking about what has happened
Expressing and supporting a point of view.
Instructional Method Tech Infusion
NJCCCS: Unit III
CD player
7.1
Internet Research
7.2
PowerPoint Report
VCR/ Smartboard
Audio
7.1
7.2
Vocabulary.
Los adelantos.
Gramática
The present perfect.
Topic 3: Adelante.
¿ Cómo sera el futuro?
7.1
Topic 4: Segundo Paso
Así se dice
Talking about future events.
7.1
Topic 5: Gramática.
The future tense.
7.1
7.2
7.2
Así se dice.
Talking about responsibilities.
7.2
9
Topic 6: Panorama Cultural.
¿ Cómo te afecta la tecnología?
7.2
Topic 7: Vamos a leer.
El monopolio de la moda.
7.1
Topic 8: Vamos a escribir.
Inventos importantes.
7.1
Topic 8: Más práctica gramatical
Primer Paso
Segundo Paso
7.1
Topic 9: Repaso
7.1
Topic 10: A ver si puedo.
7.1
7.2
7.2
7.2
7.2
7.2
Differentiated Learning Activities
For kinesthetic learners, students will act out the conversation between Alberto Flojo and the teacher. They will encourage using facial expressions and body
language to emphasize emotions.
Ethical Decision Making/Character Education
The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class,
and multicultural comparisons.
10
Unit IV: Alrededor de la mesa.
Essential Question: How will I correctly talk about how food tastes? How will I talk about unintentional events correctly? How will I
ask for help and request favors correctly? How will I use the Spanish grammar point using two pronouns back to back correctly? How
will I know the difference and use correctly the two Spanish prepositions that means for in English?
Objectives: Students will be able to:
Talk about how food tastes.
Talk about unintentional events.
Ask for help.
Request favors.
Read and understand short dialogues.
Read and understand short reading selections.
Listen and understand short dialogues.
Write short essays or compositions on topics about food.
Appreciate and compare Peruvian and American food.
Speak 2 or 3 minutes about a topic related to food.
11
Topic/Content Skills
Topic 1:
De Antemano
El anillo
Assessment
Resources
Instructional Method Tech Infusion
Test/Quizzes
Text
Lecture
Homework
Grammar book Discussion
Oral reports
CD
Small Group Work
Speaking participation Video
Individual research.
Extra credit Assignment Internet
I Books Teacher/ student interaction
Media Center
Topic 2: Primer Paso
Así se dice.
Talking about how food tastes.
Talking about unintentional events.
NJCCCS: Unit IV
CD player
7.1
Internet Research
7.2
PowerPoint Report
VCR/ Smartboard
Audio
7.1
7.2
Vocabulary.
Las comidas.
Gramática
Se + indirect object pronouns
Topic 3: Adelante.
Platos favoritos
7.1
Topic 4: Segundo Paso
Así se dice
Asking for help.
Requesting favors.
7.1
7.2
7.2
Topic 5: Gramática.
7.1
Double object pronouns.
.
7.2
12
Topic 6: Panorama Cultural.
¿ Cuál es tu plato favorito?
7.2
Topic 7: Vamos a leer.
Una causa picante.
7.1
Topic 8: Vamos a escribir.
Tu receta favorita.
7.1
Topic 8: Más práctica gramatical
Primer Paso
Segundo Paso
7.1
Topic 9: Repaso
7.1
Topic 10: A ver si puedo.
7.1
7.2
7.2
7.2
7.2
7.2
Differentiated Learning Activities
For kinesthetic and auditory learners, students will get in small groups and role-play a typical restaurant situation. One or two students will introduce the
situation that interrupts the group’s normal interaction. How does the group respond?
Ethical Decision Making/Character Education
The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class,
and multicultural comparisons.
Unit V: Nuestras leyendas.
Essential Question: How will I express qualified agreement correctly? How will I express disagreement correctly? How will I report
what others say? How will I report what others think? How will I talk about hopes correctly? How will I talk about wishes correctly?
How will express impersonal subjects correctly? What is the subjunctive mood in English? What is the subjunctive mood in Spanish?
What are the forms of present tense in the subjunctive mood? What tense do I use to express hopes and wishes? What are the
forms of irregular verbs in present subjunctive?
Objectives: Students will be able to:
Express qualifies agreement correctly.
Express disagreement correctly.
Report correctly what others say.
Report correctly what others think.
Talk about hopes.
Talk about wishes.
13
Objectives: Students will be able to:
Use the reflexive pronoun correctly to express an impersonal subject.
Memorize the endings for regular verbs in present subjunctive.
Use the present subjunctive to express hopes.
Use the present subjunctive to express wishes.
Read and understand short dialogues.
Read and understand short reading selections.
Listen and understand short dialogues.
Appreciate a selection of Latin American legends.
Compare American and Latin American legends.
14
Topic/Content Skills
Assessment
Resources
Topic 1: De Antemano
El virrey y el azteca.
Test/Quizzes
Text
Lecture
Homework
Grammar book Discussion
Oral reports
CD
Small Group Work
Speaking participation Video
Individual research.
Extra credit Assignment Internet
I Books Teacher/ student interaction
Media Center
Topic 2: Primer Paso
Así se dice.
Expressing qualified agreement.
Expressing disagreement.
Instructional Method Tech Infusion
NJCCCS: Unit V
CD player
7.1
Internet Research
7.2
PowerPoint Report
VCR/ Smartboard
Audio
7.1
7.2
Así se dice.
Reporting what others say and think.
Gramática
Se = Impersonal construction.
Topic 3: Panorama cultural.
¡ Cúentanos una leyenda!
Topic 4: Adelante.
Los Novios
7.1
Topic 5: Segundo Paso
Así se dice
Talking about hopes and wishes.
7.1
7.2
7.2
Topic 6: Vocabulario.
La leyenda.
Topic 7: Gramática.
7.1
The subjunctive mood.
Expressing hopes and whishes.
15
.
Topic 8: Vamos a leer.
Quetzal no muere nunca.
7.1
Topic 9: Vamos a escribir.
Tu mito.
7.1
Topic 8: Más práctica gramatical
Primer Paso
Segundo Paso
7.1
Topic 9: Repaso
7.1
Topic 10: A ver si puedo.
7.1
7.2
7.2
7.2
7.2
Differentiated Learning Activities
For visual learners, students will make vocabulary flash cards. They will be asked to write each term in Vocabulario(Segundo paso) on the front of an index
card. On the back of each card they will either illustrate or cut out images from magazines to represent the vocabulary term.
Ethical Decision Making/Character Education
The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class,
and multicultural comparisons.
Unit VI: El arte y la música.
Essential Question: How will I introduce a topic of conversation correctly? How will I change a topic of conversation correctly? How
will I express what needs to be done? How will I express an opinion? How will I make a suggestion? How will I make a
recommendation? How will I turn down an invitation? How will I use nouns with their correct gender? What tense will I need to use
after expressing need? What tense will I need after expressing a recommendation? How will I correctly express a command
equivalent to a Let’s command in English?
Objectives: Students will be able to:
Introduce a topic of conversation.
Change a topic of conversation.
Express what needs to be done.
Express an opinion.
Make a suggestion.
Make a recommendation.
16
Objectives: Students will be able to:
Turn down an invitation.
Recognize the correct gender of a noun (regular and irregular)
Use the subjunctive mood after expressions of need.
Use the subjunctive mood after recommendations.
Use the nosotros (let’s) command correctly.
Read and understand short dialogues.
Read and understand short reading selections.
Listen and understand short dialogues.
17
Topic/Content Skills
Assessment
Resources
Topic 1: Topic 1: De Antemano
Los murales de Orozco.
Test/Quizzes
Text
Lecture
Homework
Grammar book Discussion
Oral reports
CD
Small Group Work
Speaking participation Video
Individual research.
Extra credit Assignment Internet
I Books Teacher/ student interaction
Media Center
Topic 2: Primer Paso
Así se dice.
Introducing and changing a topic of conversation.
Instructional Method Tech Infusion
NJCCCS: Unit VI
CD player
7.1
Internet Research
7.2
PowerPoint Report
VCR/ Smartboard
Audio
7.1
7.2
Así se dice.
Expressing an opinion.
Gramática
Subjunctive after expressions of need.
Topic 3: Panorama cultural.
Instrumentos musicales.
Te consideras una persona artistica
Topic 4: Adelante.
Una entrevista con Miguel
7.1
7.2
Topic 5: Segundo Paso
Así se dice
Making suggestions and recommendations.
Turning down an invitation.
7.1
7.2
Topic 6: Vocabulario.
El arte.
7.2
18
Topic 7: Gramática.
7.1
The subjunctive with recommendations.
.
Topic 8: Vamos a leer.
Vida, pasión y muerte de Frida.
7.1
Topic 9: Vamos a escribir.
Un acontecimiento importante.
7.1/7.2
Topic 8: Más práctica gramatical
Primer Paso
Segundo Paso
7.1
Topic 9: Repaso
7.1
Topic 10: A ver si puedo.
7.1
7.2
7.2
7.2
Differentiated Learning Activities
For auditory learners, students will be asked to write the transitional phrases from Así se dice onto three by five index cards. They will review their dialogue and
underline any of six phrases that they incorporated into it. Then, each pair of students reads its dialogue to the class.
Ethical Decision Making/Character Education
The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class,
and multicultural comparisons.
Unit VII: Dime con quién andas.
Essential Question: How will I express happiness? How will I express unhappiness? What expressions will I need to comfort
someone? How will I express an apology? How will I describe an ideal relationship? What mood will I use to express feelings? How
will I express reciprocal actions correctly? How will I form the present perfect subjunctive? How will I use the present perfect
subjunctive correctly?
How will express an unknown or nonexistent action correctly?
Objectives: Students will be able to:
Express happiness.
Express unhappiness.
Use the correct expressions to comfort someone.
19
Objectives: Students will be able to:
Make an apology.
Describe an ideal relationship.
Use the subjunctive with expressions of feelings.
Use reflexive verbs for reciprocal actions.
Use the present perfect subjunctive tense correctly.
Use the subjunctive to express unknown or nonexistent actions.
Read and understand short dialogues.
Read and understand short reading selections.
Listen and understand short dialogues.
20
Topic/Content Skills
Assessment
Resources
Instructional Method Tech Infusion
Topic 1: De Antemano
Test/Quizzes
Text
Las Amistades.
Homework
Grammar book Discussion
Oral reports
CD
Small Group Work
Speaking participation Video
Individual research.
Extra credit Assignment Internet
I Books Teacher/ student interaction
Media Center
Lecture
Topic 2: Primer Paso
Así se dice.
Expressing happiness and unhappiness.
NJCCCS: Unit VII
CD player
7.1
Internet Research
7.2
PowerPoint Report
VCR/ Smartboard
Audio
7.1
7.2
Así se dice.
Comforting someone.
Gramática
Subjunctive with expressions of feelings.
Topic 3: Panorama cultural.
La organización de Estados Americanos.
¿Has tenido un conflicto con un amigo?
Topic 4: Adelante.
Los conflictos personales.
7.1
7.2
Topic 5: Segundo Paso
Así se dice
Making an apology.
Describing an ideal relationship.
7.1
7.2
Topic 6: Vocabulario.
Problemas y soluciones.
7.1
21
Topic 7: Gramática.
7.1
Describing an ideal relationship.
.
Topic 8: Vamos a leer.
La camisa de Margarita.
7.1
Topic 9: Vamos a escribir.
Qué lío.
7.1
Topic 8: Más práctica gramatical
Primer Paso
Segundo Paso
7.1
Topic 9: Repaso
7.1
Topic 10: A ver si puedo.
7.1
7.2
7.2
7.2
7.2
Differentiated Learning Activities
For visual learners, students will draw a horizontal and a vertical line to divide a large piece of paper into four boxes. The students then draw four different
situations and write how they feel in each.
Ethical Decision Making/Character Education
The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class,
and multicultural comparisons.
Unit VIII: Los medios de comunicación.
Essential Question: How will I express doubt? How will I express disbelief? How will I express uncertainty? How will I express
certainty? How will I express possibility? How will I express impossibility? How will I express surprise? Will I need the subjunctive to
express doubt and disbelief? What fixed expressions will use the preposition por? Will I use the subjunctive after impersonal
expressions?
Objectives: Students will be able to:
Express doubt correctly.
Express disbelief correctly.
Express certainty correctly.
22
Objectives: Students will be able to:
Express uncertainty correctly.
Express possibility correctly.
Express impossibility correctly.
Express surprise correctly.
Use the subjunctive correctly after expressions of doubt.
Use the subjunctive correctly after expressions of disbelief.
Use the preposition por correctly for fixed expressions.
Use the subjunctive correctly for impersonal expressions.
Read and understand short dialogues.
Read and understand short reading selections.
Listen and understand short dialogues.
Topic/Content Skills
Assessment
Resources
Instructional Method Tech Infusion
Topic 1: Topic 1: De Antemano
Test/Quizzes
Text
Lecture
La radio y la televisión.
omework
Grammar book Discussion
Oral reports
CD
Small Group Work
Speaking participation Video
Individual research.
Extra credit Assignment Internet
I Books Teacher/ student interaction
Media Center
NJCCCS: Unit VIII
CD player
7.1
Topic 2: Primer Paso
Así se dice.
Expressing doubt and disbelief.
Internet Research
7.2
PowerPoint Report
VCR/ Smartboard
Audio
7.1
7.2
Así se dice.
Expressing certainty.
Gramática
Subjunctive with expressions of doubt.
23
Topic 3: Panorama cultural.
¿Como te afectan los anuncios comerciales?.
Topic 4: Adelante.
Los medios de comunicación.
7.1
7.2
Topic 5: Segundo Paso
Así se dice
Expressing possibility.
Expressing impossibility.
Expressing surprise
7.1
7.2
Topic 6: Vocabulario.
Los anuncios.
7.1
Topic 7: Gramática.
7.1
Subjunctive after impersonal expressions.
Topic 8: Vamos a leer.
Siignos de puntuación.
7.1
Topic 9: Vamos a escribir.
El concierto.
7.1
Topic 8: Más práctica gramatical
Primer Paso
Segundo Paso
7.1
Topic 9: Repaso
7.1
Topic 10: A ver si puedo.
7.1
7.2
7.2
7.2
7.2
Differentiated Learning Activities
For Visual/ kinesthetic learners, students will make flashcards for the new vocabulary by drawing or pasting a representation of the word on one side and
writing the vocabulary item on the other.
Ethical Decision Making/Character Education
The four elemental values of MLHS (honesty, respect, responsibility, trust) are integrated daily in discussions concerning standards of work, behavior in class,
and multicultural comparisons.
24
25