Adlai E. Stevenson High School
Course Description
Division:
Course Number:
Course Title:
World Languages
SPA301, SPA302
Spanish 3
Course Description:
Speaking, listening, reading and writing activities incorporate previously learned material as well
as new grammar and vocabulary. Spanish is the primary language of the classroom. There is
emphasis on the oral and written expression of ideas. Aspects of the culture of Mexico, Central
America, the Caribbean, and South America will be explored.
Content Objectives
By the end of the course, students will be able to:
Vocabulary Objectives
• recognize commonly used verbs in Spanish.
• describe the physical appearance of a person.
• describe the personality of a person.
• describe fashion and types of clothing material.
• discuss pastimes and activities.
• describe what’s in a house and the work that needs to be done around the house.
• express feelings.
• describe ways to protect the world/environment.
• explain ways people, places, and things affect the world.
• talk about problems in the environment, as well as possible solutions.
• talk about nature.
• discuss nature, outdoor activities, animals, and weather.
• describe graduation day.
• talk about holidays, traditions, and Puerto Rican food.
• talk about historic events, government, and politics.
• identify fields of study.
• define words associated with a résumé.
• talk about careers and work-related topics.
Grammar Objectives
• conjugate all verbs in the present tense.
• discuss what people are doing using the present progressive tense.
• discuss things people have done using the present perfect tense.
• use comparisons effectively.
• identify “Tener” expressions and different uses of tener.
• use different verbs for “to be” (ser/estar) in context.
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differentiate between ser, estar, and tener in a sentence.
talk in the past using the preterite and imperfect tenses.
talk about what people were doing using the past progressive tense.
communicate about what people had done using the past perfect tense.
distinguish the uses of POR and PARA in a sentence.
conjugate reflexive verbs.
conjugate reciprocal verbs.
form the ‘se impersonal’.
talk about the future (what one will do).
talk about the conditional (what one would do).
use tú commands in context.
use ud./uds. commands in context.
use nosotros commands in context.
form a sentence in the subjunctive verb tense.
distinguish between the indicative and subjunctive tense.
relate events in time by using cuando and other conjuctions of time (THECD).
relate events in time by using a variety of conjunctions (ESCAPA).
distinguish correctly between the subjunctive and the indicative with sentences using
the (in)definite antecedents.
form a sentence using the imperfect subjunctive.
identify the difference between the present subjunctive and the imperfect
subjunctive.
talk about hypothetical situations using “if” clauses.
use cardinal numbers, ordinal numbers, and roman numerals.
discuss what other people and I have done in a present perfect subjunctive sentence.
use affirmative and negative words.
review the formations of a variety of verbs tenses previously studied throughout the
year.
distinguish between the present subjunctive, present perfect subjunctive, and the
imperfect subjunctive in context (sequence of tenses).
Skill Objectives
• listen to a passage/speaker in Spanish and answer comprehension questions.
• speak in the target language with my classmates and teacher.
• read a passage in Spanish and answer comprehension questions.
• produce a written passage in Spanish.
Culture Objectives
• actively engage in activities that include Hispanic culture.
Themes:
• Calle Ocho, Guayaberas, and Murals and see images on a Keynote presentation
• history of Hispanics in America
• Gloria Estefan’s musical career
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designer Oscar de la Renta and the school he created in the Dominican Republic
Tito Puente and how he achieved success
Rigoberta Menchú and her activism in Guatemala
Tikal Guatemala
Nicaragua
Costa Rica and its wildlife
Mexico and Costa Rica including: simple almanac, artist Maria Izquierdo, Copán
ruins, Guatemalan crafts, tropical rainforest, President of Costa Rica Oscar Arias,
and the food Ceviche
Caribbean including: simple almanac, maracas and other instruments, musical group
“Los Muñequitos de Matanzas”, musician Juan Luis Gutierrez, writer Rosario Ferré,
tropical fruits, and a Taíno ceremonial park
Puerto Rico from “Chico Chile”
truths and myths associated with Christopher Columbus
Puerto Rican masks
Hispanic celebrations and traditions: Student Day, Columbus Day, Day of the Dead,
New Year’s Eve, Three Kings Day, Workers Day, San Juan Day
Dominican Republic and it’s history
history, conquests, and culture of “Southern Cone” countries: Argentina, Chile,
Paraguay and Uruguay
the Andes
College Readiness Standards
A. Reading Targets: By the end of this course, students will be able to:
• read for main ideas and the author’s approach.
• read for supporting details.
• read for sequential, comparative, and cause-effect relationships.
• meanings of words.
• read for generalizations and conclusions.
B.
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Writing Targets: By the end of this course, students will be able to:
develop a topic in terms of purpose and focus.
organize writing.
choose words in terms of style, tone, clarity, and economy.
structure and form sentences.
utilize usage conventions.
Social-Emotional Learning Objectives
By the end of this course, students will be able to develop their:
• Self-Awareness skills.
• Social Awareness skills.
• Self-Management skills.
• Relationship skills.
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Responsible Decision Making skills.
Content Learning Targets
A. Vocabulary Learning Targets
1. I can
a.
b.
c.
d.
e.
f.
g.
h.
recognize commonly used verbs in Spanish.
I can pronounce the vocabulary word.
I can associate vocabulary words with visual images.
I can recognize vocabulary words within an audio passage.
I can recognize vocabulary words within a text.
I can produce vocabulary words.
I can spell vocabulary words.
I can identify the gender and number of the vocabulary words.
I can use circumlocution to define the vocabulary words in Spanish.
B. Grammar Learning Targets
1. I can
a.
b.
c.
d.
e.
conjugate all verbs in the present tense
I can identify a variety of basic -ar, -er, and –ir verbs.
I can recall irregular verbs in the present tense.
I can list stem-changing verbs in the present tense.
I can translate the vocabulary words into English.
I can write about my daily activities using the present tense.
2. I can
a.
b.
c.
d.
e.
f.
discuss what people are doing using the present progressive tense.
I can explain the formation of the present progressive tense.
I can state stem changers in the present participle.
I can discuss what I and other people are doing in a particular moment.
I can use seguir, andar, and ir to specify how an action is being done.
I can distinguish between seguir, andar, and ir.
I can translate the meaning of seguir, andar, and ir when used in the present
progressive tense.
3. I can
a.
b.
c.
discuss things people have done using the present perfect tense.
I can explain the formation of the present perfect tense.
I can list irregulars in the past participle.
I can compare and contrast the present perfect with the present progressive
tense.
4. I can express likes, dislikes, and feelings using the verb gustar and other similar
verbs.
a. I can conjugate the verb gustar.
b. I can explain the formation of the verb gustar.
c. I can demonstrate the difference between gustar formation and that of a regular
verb.
d. I can list other verbs that function like gustar.
e. I can translate the meanings of other verbs similar to gustar.
5. I can
a.
b.
c.
identify “tener” expressions and different uses of tener.
I can describe physical and emotional states using expressions of tener.
I can express possession using tener.
I can form the present tense of tener.
6. I can
a.
b.
c.
use different verbs for “to be” (ser/estar) in context.
I can distinguish the difference between the two verbs.
I can conjugate ser and estar in the present and past tenses.
I can effectively use ser and estar with adjectives.
7. I can use/differentiate between ser, estar, and tener in a sentence.
a. I can choose the correct verb in a sentence.
b. I can list the uses for ser, estar, and tener.
8. I can
a.
b.
c.
d.
e.
f.
talk in the past using the preterite and imperfect tenses.
I can conjugate the regular verbs in the preterite tense.
I can conjugate irregular and stem-changing verbs in the preterite tense.
I can form appropriate sentences in the preterite tense.
I can form verbs in the imperfect tense.
I can differentiate when to use the preterite and imperfect tenses.
I can effectively use the preterite and imperfect tenses in context.
9. I can
a.
b.
c.
talk about what people were doing using the past progressive tense.
I can form the past progressive.
I can use the past progressive to talk about what was happening in the past.
I can translate the past progressive in English.
10.
I
a.
b.
c.
can talk about what people had done using the past perfect tense.
I can form the past perfect.
I can use the past perfect to talk about what had happened in the past.
I can translate the past perfect in English.
11.
I
a.
b.
c.
can distinguish the uses of POR and PARA in a sentence.
I can identify when to use POR in a sentence.
I can identify when to use PARA in a sentence.
I can produce examples of POR and PARA in a sentence.
12.
I
a.
b.
c.
can conjugate reflexive verbs.
I can identify a variety of reflexive verbs.
I can name the six reflexive pronouns.
I can translate reflexive verbs in the present, preterite, present perfect, present
progressive, past perfect, past progressive, and imperfect verb tenses.
d. I can conjugate reflexive verbs in the present, preterite, present perfect, present
progressive, past perfect, past progressive, and imperfect verb tenses.
e. I can apply reflexive verbs in the present, preterite, present perfect, present
progressive, past perfect, past progressive, and imperfect verb tenses in context.
13.
I
a.
b.
c.
14.
I can form ‘se impersonal’ to generalize.
a. I can identify ‘se impersonal’ in context.
b. I can translate ‘se impersonal’ in the present, preterite, present perfect, present
progressive, past progressive, and imperfect verb tenses.
c. I can form ‘se impersonal’ in the present, preterite, present perfect, present
progressive, past perfect, past progressive, and imperfect verb tenses.
d. I can apply reflexive verbs in the present, preterite, present perfect, present
progressive, past perfect, past progressive, and imperfect verb tenses in context.
15.
I can distinguish the difference between the use of ‘se’ for reflexive verbs,
reciprocal verbs, and use of ‘se impersonal’.
a. I can choose the appropriate pronoun depending on the type of verb and the
meaning conveyed: a reflexive action, reciprocal action, or use of ‘se impersonal’.
b. I can identify the use of reflexive verbs, reciprocal verbs, and use of ‘se
impersonal’ in a sentence.
16.
I
a.
b.
c.
d.
can conjugate reciprocal verbs.
I can identify a variety of reciprocal verbs.
I can name the reciprocal pronouns.
I can translate reciprocal verbs in the present, preterite, present perfect, present
progressive, past perfect, past progressive, and imperfect verb tenses.
d. I can conjugate reciprocal verbs in the present, preterite, present perfect,
present progressive, past perfect, past progressive, and imperfect verb tenses.
e. I can apply reciprocal verbs in the present, preterite, present perfect, present
progressive, past perfect, past progressive, and imperfect verb tenses in context.
can talk about the future (what one will do).
I can form all verbs in the future tense.
I can effectively use the future tense in context.
I can translate the future tense in English.
I can make predictions about the future.
17.
I
a.
b.
c.
d.
can talk about the conditional (what one would do).
I can form all verbs in the conditional tense.
I can effectively use the conditional tense in context.
I can translate the conditional tense in English.
I can talk about what one would do in a hypothetical situation.
18.
I
a.
b.
c.
can use tú commands in context.
I can form positive and negative informal commands, with and without pronouns.
I can use the informal commands to give orders or suggestions.
I can translate informal commands in Spanish and English.
19.
I
a.
b.
c.
can use Ud. And Uds. commands in context.
I can form positive and negative formal commands, with or without pronouns.
I can use the formal commands to give orders or suggestions.
I can translate formal commands in Spanish and English.
20.
I
a.
b.
c.
can use nosotros commands in context.
I can form positive and negative “We/let’s” commands, with and without pronouns..
I can use “We/let’s” commands to give orders or suggestions.
I can translate “We/let’s” commands in Spanish and English.
21.
I
a.
b.
c.
d.
e.
can conjugate all verbs in the subjunctive tense.
I can conjugate regular -ar, -er, and –ir verbs in the subjunctive tense.
I can conjugate verbs that require a spelling change.
I can conjugate verbs that require a spelling change.
I can conjugate irregular verbs in the subjunctive.
I can conjugate stem-changing verbs in the subjunctive.
22.
I
a.
b.
c.
d.
can form a sentence in the subjunctive verb tense.
I can identify the structure required for a sentence using the subjunctive.
I can name the uses of the subjunctive.
I can list expressions that call for subjunctive in the first clause.
I can explain the sentence structure required for the subjunctive.
23.
24.
I can distinguish between the indicative and the subjunctive.
a. I can distinguish between expressions that express certainty versus expressions
that express doubt.
I can relate events in time by using cuando and other conjunctions of time
(THECD).
a. I can recognize and produce the conjunctions of time.
b. I can differentiate when to use subjunctive, indicative, or infinitive in context with
THECD.
25.
I can relate events in time by using a variety of conjuctions (ESCAPA).
a. I can recognize and produce the conjuctions.
b. I can differentiate when to use subjunctive, indicative, or infinitive in context with
ESCAPA.
26.
I can distinguish correctly between the subjunctive and the indicative with
sentences using the (in)definite antecedents.
a. I can identify the antecedents.
b. I can correctly use the (in)definite antecedents in context.
27.
I
a.
b.
c.
28.
I can identify the difference between the present subjunctive and the imperfect
subjunctive.
a. I can use the present subjunctive and the imperfect subjunctive.
b. I can translate the present subjunctive and the imperfect subjunctive between
Spanish and English.
29.
I
a.
b.
c.
can talk about hypothetical situations using “if” clauses.
I can form Si clauses with imperfect subjunctive and conditional.
I can use Si clauses with imperfect subjunctive and conditional.
I can translate Si clauses with imperfect subjunctive and conditional between
Spanish and English.
30.
I
a.
b.
c.
d.
e.
can use cardinal numbers, ordinal numbers, and roman numerals.
I can form cardinal numbers.
I can identify cardinal numbers.
I can list ordinal numbers.
I can form roman numerals.
I can recognize them within a historical passage.
31.
I can discuss what other people and I have done in a present perfect subjunctive
sentence.
a. I can conjugate in the present perfect subjunctive tense.
b. I can explain the formation of the present perfect subjunctive tense.
c. I can list irregulars in the past participle.
32.
I can use affirmative and negative words.
a. I can list affirmative and negative words.
can form a sentence using the imperfect subjunctive.
I can form the imperfect subjunctive (regular, irregular, and stem change).
I can use the imperfect subjunctive (regular, irregular, and stem change).
I can translate the imperfect subjunctive (regular, irregular, and stem change).
b. I can use affirmative and negative words in complete sentences and dialogue.
33.
I can review the formations of a variety of verb tenses previously studied
throughout the year.
a. I can form all verbs in present indicative.
b. I can form all verbs in the future.
c. I can form all verbs in the preterite.
d. I can form all verbs in the imperfect indicative.
e. I can form all verbs in the conditional.
f. I can form all verbs in the present subjunctive.
g. I can form all verbs in the imperfect subjunctive.
h. I can form all verbs in the present perfect subjunctive.
i. I can apply the correct verb in the appropriate context.
34.
I can distinguish between the present subjunctive, present perfect subjunctive,
and the imperfect subjunctive in context (sequence of tenses).
a. I can determine which subjunctive tense to use by identifying the verb tense in the
first clause.
35.
I can review grammatical concepts from second semester.
a. I can use the subjunctive in a sentence (WADEE)
b. I can differentiate when to use the subjunctive and the indicative using
DUD/TACK
c. I can apply the sequence of tenses in a sentence.
d. I can produce hypothetical situations in a sentence.
e. I can list all conjugations
f. I can use conjugations in a sentence.
g. I can identify adjective clauses
h. I can determine whether to use subjunctive or indicative or the infinitive in
sentences using I can conjunctions and adjective clauses.
C. Skill Learning Targets
1.
I can listen to a passage/speaker in Spanish and answer comprehension questions.
a. I can recognize vocabulary words within a passage.
b. I can follow directions.
c. I can actively participate in specific activities based on the 13 episodes of Extra
En Español from Discovery Learning.
d. I can explore different careers by listening to a panel of professionals discuss how
Spanish has helped them be successful.
2.
I can speak in the target language with my classmates and teacher.
a.
b.
c.
d.
I can participate and respond in all speaking activities administered in class
(dialogue, debate, presentation etc.)
I can give opinions in the target language.
I can ask questions in the target language.
I can retell a story in the target language.
3.
I can read a passage in Spanish and answer comprehension questions.
a. I can make predictions.
b. I can read aloud.
c. I can decipher meaning through surrounding context.
d. I can relate the passage to my life.
4.
I can produce a written passage in Spanish.
a. I can organize with an introduction, body, and conclusion.
b. I can use vocabulary words in my passage.
c. I can use correct grammar.
d. I can summarize.
e. I can describe character traits.
5. I can
a.
b.
c.
d.
e.
read the short story “Una Visita a México” in depth.
I can read a short story.
I can make predictions.
I can recognize new vocabulary.
I can talk about bullfighting.
I can talk about some cultural differences between the United States and Mexico.
6. I can
a.
b.
c.
d.
e.
f.
read the short story “Juan Gomez el detective” in depth.
I can read a short story.
I can make predictions.
I can notice details in a mystery.
I can recognize new vocabulary.
I can order the sequence of events.
I can translate from Spanish to English.
D. Culture learning targets
1. I can actively engage in activities that include Hispanic culture.
a. I can identify musicians, traditions, designers and places.
b. I can summarize and respond to various culture readings that include important
cultural figures and places.
c. I can formulate an opinion in oral or written form on a variety of cultural
topics/themes.
College Readiness Learning Targets
A. Reading
1. I can
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
read for main ideas and the author’s approach.
I can locate details in a literary text that suggest the author’s or narrator’s intent.
I can recognize a clear intent of an author or narrator in uncomplicated text.
I can work with peers to create logical statements about the main idea or purpose
of simple paragraphs.
I can identify a clear main idea or purpose of straightforward paragraphs in
uncomplicated literary narratives.
I can infer the main idea or purpose of straightforward paragraphs in
uncomplicated literacy.
I can identify the overall approach taken by an author or narrator (e.g. point of
view, kinds of evidence used) in uncomplicated passages.
I can distinguish between key concepts and subordinate ideas in a text and write a
concise summary.
I can identify a clear main idea or purpose of any paragraph or paragraphs in
uncomplicated passages.
I can determine the primary purpose of specific sections of a text or the text as a
whole.
I can summarize events and ideas in virtually any passage.
2. I can read for supporting details.
a. I can write, exchange, and answer a series of questions that examine the
significant details presented in a text.
b. I can locate and discuss details presented in a text (e.g. who, what, where).
c. I can locate basic facts (e.g. names, dates, events) clearly stated in a passage.
d. I can determine which details in a text are essential to understand the author’s or
narrator’s intended message.
e. I can scan a text in order to locate specific details (dates, specialized terms,
facts).
f. I can locate simple details at the sentence and paragraph level in uncomplicated
passages.
g. I can recognize a clear function of a part of an uncomplicated message.
h. I can explain in their own words the significance of specific information in written
or non-print sources.
i. I can distinguish between what is most and least important in a text.
j. I can locate important details in uncomplicated passages.
k. I can make simple inferences about how details are used in passages.
l. I can identify details that clearly support the key point(s) of written sources.
m. I can locate and interpret minor or subtly stated details in uncomplicated passages.
n.
I can enumerate aspects or characteristics of people, objects, events, or ideas.
3. I can read for sequential, comparative, and cause-effect relationships.
a. I can use various strategies (e.g) timelines, event chains, discussion) to determine
whether an event occurred and if so when it occurred.
b. I can discuss an issue of interest, determining how past events affected the
present.
c. I can locate evidence in a text that explicitly states why and event or series of
events occurred.
d. I can determine when (e.g. first, last, before, after) or if an event occurred in
uncomplicated passages.
e. I can select phrases or statements from literary text that illustrate how a
specific character feels toward others in the text.
f. I can read portions of literary text, predicting how a person’s actions or words
would likely impact a specific situation.
g. I can identify relationships between main characters in uncomplicated literary
narratives.
h. I can recognize clear cause-effect relationships within a single paragraph in
uncomplicated literary narratives.
i. I can place events from a literary text in chronological order by locating
substantial evidence from the text.
j. I can identify similarities and differences between people, and differences
between people, objects, events, or ideas, drawing accurate conclusions.
k. I can determine factors that have clearly influenced that outcome of a situation.
l. I can identify statements in texts that clearly state the cause(s) and effect(s) of
specific effects.
m. I can order simple sequences of events in uncomplicated passages.
n. I can identify clear relationships between people, ideas, and so on in uncomplicated
passages.
o. I can identify clear cause-effect relationships in uncomplicated passages.
p. I can analyze the sequence of events in written or non-print sources.
q. I can search clues embedded in a text that suggest cause-effect relationships.
r. I can order sequences of events in uncomplicated passages.
s. I can recognize relationships between people ideas, and so on in uncomplicated
passages.
t. I can recognize implied or subtly stated cause-effect relationships in
uncomplicated passages.
B. Writing
1. I can develop a topic in terms of purpose and focus.
a.
b.
c.
d.
e.
I can identify sentences that convey the main ideas in a variety of texts and then
practice composing such sentences.
I can identify the basic purpose or role of a specific phrase or sentence.
I can write longer and more complicated essays, stories, reviews, etc.
I can identify the central idea or main topic of a straightforward piece of writing.
I can learn how meaning can be expressed through connotation.
2. I can organize my writing.
a. I can write short texts in a variety of genres, illustrating simple organization.
b. I can write many simply organized short texts of various genres.
c. I can revise writing to ensure that information is in the best order.
d. I can add a sentence that introduces a simple paragraph.
e. I can write introductions that capture the reader’s interest, write conclusions that
provide a sense of closure, and describe the rhetorical effects that each creates.
3. I can choose words in terms of style, tone, clarity, and economy.
a. I can check writing to make sure pronoun references are clear.
b. I can identify and correct ambiguous pronoun references.
4. I can structure and form sentences.
a. I can check writing to make sure verb tenses are consistent.
b. I can use conjunctions or punctuation to join simple clauses.
c. I can decide the appropriate verb tense and voice by considering the meaning of
the entire sentence.
d. I can experiment with writing more sophisticated sentences check to ensure verbs
agree with subjects and modifiers don’t dangle.
e. I can recognize and correct marked disturbances of sentences flow and structure
(e.g. participial phrase fragments, missing or incorrect relative pronouns, dangling
or misplaced modifiers).
f. I can revise sentences to correct inconsistencies in verb tense and pronoun person.
g. I can maintain consistent verb tense and pronoun person on the basis of the
preceding clause or sentence.
h. I can use sentence-combining techniques to create more sophisticated sentences;
check to avoid fragments, comma splices, and run-ons.
i. I can maintain a consistent and logical use of verb tense and pronoun person on the
basis of information in the paragraph or essay as a whole.
5. I can utilize usage conventions.
a. I can revise writing to correct basic grammar and punctuation errors.
b. I can solve such grammatical problems as whether to use and adverb or adjective
form, how to ensure straightforward subject-verb and pronoun-antecedent
agreement, and which preposition to use in simple contexts.
c.
d.
e.
f.
g.
h.
i.
I can revise sentences to ensure that each verb agrees with its subject where
there is some text between the two.
I can use idiomatically appropriate prepositions, especially in combination with
verbs.
I can ensure that a verb agrees with its subject when there is some text between
the two.
I can check to be sure pronouns agree with antecedents in increasingly complex
sentences.
I can ensure that a pronoun agrees with its antecedent when the two occur in
separate clauses or sentences.
I can correctly use reflexive pronouns, the possessive pronouns its and your.
I can ensure that a verb agrees with its subject in unusual situations.
Social Emotional Learning Targets
A. I will
a.
b.
c.
d.
develop my Self-Awareness skills.
recognize when I need help.
I can identify my strengths.
I can identify my areas for growth.
I recognize that making mistakes is part of the learning process.
B. I will develop my Social Awareness skills.
a. I can explain what it means to be respectful.
b. I treat others with respect.
C. I will develop my Self-Management Skills.
a. I think before responding.
b. I choose to behave respectfully (in non-aggressive/non-harmful ways towards myself,
others or things).
c. I listen to others without interrupting.
d. I accept responsibility for my actions and words.
e. I follow rules of the school.
f. I start and complete tasks without needing to be prompted or reminded.
g. I implement specific action steps towards reaching my goals.
h. I monitor and evaluate my progress towards reaching my goals.
i. I identify various resources to help me reach my goals.
j. I use various resources to help me reach my goals.
k. I seek assistance when needed.
D. I will develop my Relationship Skills.
a. I work cooperatively with others.
b.
c.
d.
e.
f.
g.
h.
i.
E. I will
a.
b.
c.
I work well in teams by soliciting other’s input.
I work well in teams by encouraging participation of everyone present.
I can identify active listening strategies.
I can demonstrate active listening strategies.
I invite and welcome feedback from others.
I consider feedback from others.
I recognize when others need help.
I offer assistance appropriately when others need help.
develop my Responsible Decision Making Skills.
I can identify the problem.
I can identify resources before making my decisions.
I choose to be encouraging, kind, and polite toward others.