Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 4 (Weeks 28-36)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can experiencing theater in Spanish-speaking countries contribute to your understanding of their culture? 2. How do cultural views on
the relationship between teacher and student differ between the United States and Spanish-speaking countries? 3. How does immigration affect
contributions to society? 4. How does television differ between the United States and Spanish-speaking countries? 5. How is the world getting smaller
culturally due to immigration? 6. With which Spanish-speaking country can you most identify and why? 7. How have your views on Hispanic cuisine
changed? 8. How has learning about Hispanic holidays affected the way you celebrate holidays in the United States? 9. How has learning Spanish
affected your skills in your native language? 10. How has learning about Hispanic culture changed the way you think?
Unit/Time Frame
Chapter 7 Lesson 2
Days 143-148
Standards
National
1.1, 1.2, 1.3,
2.1, 5.1
State
11.1.1, 11.1.2,
11.1.3, 11.1.4,
11.1.5, 11.1.6,
11.2.1, 11.2.2,
11.2.3, 11.3.1,
11.3.2, 11.3.3,
11.3.4, 11.4.1,
11.4.2, 11.4.3,
11.4.4, 11.4.5,
11.4.7, 11.5.1,
11.5.2, 11.6.1,
11.6.2, 11.7.1,
11.7.2, 11.7.3,
11.7.4, 11.7.5,
11.8.3
Chapter 7 Lesson 3
Days 149-155
National
1.1, 1.2, 1.3,
3.2, 4.1, 5.1
Content
Skills
Assessment
Resources
Conversation
Vocabulary - museums and
theaters
At the museum and the
theater
Conversation
Learn and use vocabulary related to
a visit to a museum and theater
Discuss the details of the Museum
of Gold and a theater
Listen to and read a conversation
about a visit to a museum and
theater
Provide written and verbal
responses to related
comprehension questions
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Oral quiz
Written quiz
Journal Essay Describe a
time when you
visited a
museum
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources
Episodes from
Extra
Workbook pages
Worksheets
Dialogues
Language Lab
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Structure
Review the use of pronouns
after prepositions
Structure
Use pronouns after prepositions
Journalism / Current
events
Teachers from this and other
worlds
Journalism / Current events
Teachers from this and other worlds
Learn and use vocabulary related
to different types of teachers
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 4 (Weeks 28-36)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can experiencing theater in Spanish-speaking countries contribute to your understanding of their culture? 2. How do cultural views on
the relationship between teacher and student differ between the United States and Spanish-speaking countries? 3. How does immigration affect
contributions to society? 4. How does television differ between the United States and Spanish-speaking countries? 5. How is the world getting smaller
culturally due to immigration? 6. With which Spanish-speaking country can you most identify and why? 7. How have your views on Hispanic cuisine
changed? 8. How has learning about Hispanic holidays affected the way you celebrate holidays in the United States? 9. How has learning Spanish
affected your skills in your native language? 10. How has learning about Hispanic culture changed the way you think?
Unit/Time Frame
Standards
State
11.1.1, 11.1.2,
11.1.3, 11.1.6,
11.2.1, 11.2.2,
11.2.3, 11.3.2,
11.4.7, 11.6.1,
11.6.2, 11.7.1,
11.7.2, 11.7.3,
11.7.5, 11.8.3
Chapter 8 Lesson 1
Days 156-160
National
1.1, 1.2, 1.3,
2.1, 5.2
State
11.1.1, 11.1.2,
11.1.3, 11.1.6,
11.2.1, 11.2.3,
11.3.4, 11.4.2,
11.4.3, 11.4.4,
Content
Structure
Por versus para
Expressing duration of time
with hace and hacía
Skills
Read a newspaper article with a
quiz about what kind of teacher
you have and provide written and
verbal responses to related
comprehension questions
Structure
Use por and para to talk about
expressions of time
Use por and para with infinitives
Use hace and hacía to discuss
expressions of time
Culture
Vocabulary – The United
States
Geography, history, and
culture of The United
States
Structure
Adverbs with mente
Art and architecture
Landmarks of the Caribbean
Culture
Converse in Spanish about the
history, geography, and culture of
The United States
Read about the history, geography,
and culture of The United States
Analyze and discuss in Spanish the
history, geography, and culture of
The United States
Read about and analyze in Spanish
the history of Hispanics or Latinos
in the United States
Assessment
Resources
activities
Oral quiz
Written quiz
Journal - What
qualities do
you want in a
teacher
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources
Episodes from
Extra
Movie – Real
Women Have
Curves
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Oral quiz
Written quiz
Journal –
Discuss the
importance of
contributions
made by
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources
Episodes from
Extra
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 4 (Weeks 28-36)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can experiencing theater in Spanish-speaking countries contribute to your understanding of their culture? 2. How do cultural views on
the relationship between teacher and student differ between the United States and Spanish-speaking countries? 3. How does immigration affect
contributions to society? 4. How does television differ between the United States and Spanish-speaking countries? 5. How is the world getting smaller
culturally due to immigration? 6. With which Spanish-speaking country can you most identify and why? 7. How have your views on Hispanic cuisine
changed? 8. How has learning about Hispanic holidays affected the way you celebrate holidays in the United States? 9. How has learning Spanish
affected your skills in your native language? 10. How has learning about Hispanic culture changed the way you think?
Unit/Time Frame
Standards
11.4.5, 11.4.6,
11.4.7, 11.6.1,
11.6.2, 11.7.1,
11.7.2, 11.7.4
Content
Skills
Assessment
immigrants
Video Tour
Justo Lamas in concert
Spanish Poetry
La casa en Mango Street by
Sandra Cisneros
Structure
Form adverbs from adjectives using
mente
Resources
Video Tour Justo Lamas in
Concert
Art and architecture
Read about significant landmarks of
the Caribbean
Video Tour
Watch a documentary about Justo
Lamas in concert and discuss it in
Spanish
Spanish Literature
Read, experience, discuss, and
analyze an excerpt from La Casa
en Mango Street
Chapter 8 Lesson 2
Days 161-165
National
1.1, 1.2, 1.3,
3.2, 5.1
State
11.1.1, 11.1.2,
Conversation
Vocabulary – Television
transmissions in Spanish
Television transmissions in
Spanish
Conversation
Learn and use vocabulary related to
television transmissions in
Spanish
Discuss the details of television
transmissions in Spanish
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Oral quiz
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 4 (Weeks 28-36)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can experiencing theater in Spanish-speaking countries contribute to your understanding of their culture? 2. How do cultural views on
the relationship between teacher and student differ between the United States and Spanish-speaking countries? 3. How does immigration affect
contributions to society? 4. How does television differ between the United States and Spanish-speaking countries? 5. How is the world getting smaller
culturally due to immigration? 6. With which Spanish-speaking country can you most identify and why? 7. How have your views on Hispanic cuisine
changed? 8. How has learning about Hispanic holidays affected the way you celebrate holidays in the United States? 9. How has learning Spanish
affected your skills in your native language? 10. How has learning about Hispanic culture changed the way you think?
Unit/Time Frame
Chapter 8 Lesson 3
Days 166-170
Standards
Content
11.1.3, 11.1.4,
11.1.5, 11.1.6,
11.2.1, 11.2.2,
11.2.3, 11.3.1,
11.3.2, 11.3.3,
11.3.4, 11.4.1,
11.4.2, 11.4.3,
11.4.4, 11.4.5,
11.4.7, 11.5.1,
11.5.2, 11.6.1,
11.6.2, 11.7.1,
11.7.2, 11.7.3,
11.7.4, 11.7.5,
11.8.3
Structure
Review the formation of
verbs ending in -uir
National
1.1, 1.2, 1.3,
3.2, 4.1, 5.1
Journalism / Current
events
Confirmed: One Million
Hispanics
State
11.1.1, 11.1.2,
11.1.3, 11.1.6,
11.2.1, 11.2.2,
11.2.3, 11.3.2,
11.4.7, 11.6.1,
Holidays covered
4/30 Día de los niños
5/5 Cinco de mayo
Skills
Listen to and read a conversation
about different types of television
transmissions in Spanish
Provide written and verbal
responses to related
comprehension questions
Assessment
Resources
Written quiz
Journal –
Discuss your
favorite
television
programs
Worksheets
Enrichment
activities
Online resources
Episodes from
Extra
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Oral quiz
Written quiz
Journal – What
changes have
you seen as a
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources
Structure
Form and use verbs ending in -uir
Structure
Passive Voice
Holidays covered
5/12 (2nd Sunday in May)
Journalism / Current events
Confirmed: One Million Hispanics
Learn and use vocabulary related
to the large population of
Hispanics in the United States
Read a newspaper article about
the effects of a large Hispanic
population and provide written
and verbal responses to related
comprehension questions
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 4 (Weeks 28-36)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can experiencing theater in Spanish-speaking countries contribute to your understanding of their culture? 2. How do cultural views on
the relationship between teacher and student differ between the United States and Spanish-speaking countries? 3. How does immigration affect
contributions to society? 4. How does television differ between the United States and Spanish-speaking countries? 5. How is the world getting smaller
culturally due to immigration? 6. With which Spanish-speaking country can you most identify and why? 7. How have your views on Hispanic cuisine
changed? 8. How has learning about Hispanic holidays affected the way you celebrate holidays in the United States? 9. How has learning Spanish
affected your skills in your native language? 10. How has learning about Hispanic culture changed the way you think?
Unit/Time Frame
Standards
11.6.2, 11.7.1,
11.7.2, 11.7.3,
11.7.5, 11.8.3
Review
Days 171-175
Finals
Days 176-180
Content
Skills
Día de las madres
Structure
Use the passive voice to tell what
specifically was done
Use the passive voice with se to tell
was is done in general
Assessment
result of the
increase in the
Hispanic
population?
Resources
Episodes from
Extra
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 4 (Weeks 28-36)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. How can experiencing theater in Spanish-speaking countries contribute to your understanding of their culture? 2. How do cultural views on
the relationship between teacher and student differ between the United States and Spanish-speaking countries? 3. How does immigration affect
contributions to society? 4. How does television differ between the United States and Spanish-speaking countries? 5. How is the world getting smaller
culturally due to immigration? 6. With which Spanish-speaking country can you most identify and why? 7. How have your views on Hispanic cuisine
changed? 8. How has learning about Hispanic holidays affected the way you celebrate holidays in the United States? 9. How has learning Spanish
affected your skills in your native language? 10. How has learning about Hispanic culture changed the way you think?
Unit/Time Frame
Standards
Content
Skills
Assessment
Resources
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
•
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
•
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
•
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
•
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
•
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
•
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
•
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
•
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
•
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
•
Standard 5.1: Students use the language both within and beyond the school setting
•
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
INDIANA STATE STANDARDS
Grade 9 (comparable to Level I)
Standard 1
COMMUNICATION: Write and speak in a language other than English
Learners engage in written and spoken conversations on a variety of topics. (Interpersonal)
9.1.1
9.1.2
Use multiple greetings and farewells in new social situations.
Recognize and state information about self and others in simple terms.
Examples: Name, age, origin, physical attributes, etc.
9.1.3
Recognize and express a variety of simple feelings and preferences of self and others.
Examples: Likes and dislikes
9.1.4
9.1.5
Exchange familiar information and opinions in brief guided conversations.
Exchange familiar information and opinions in written form with guidance.
Examples: Letters, e-mails, etc.
9.1.6
9.1.7
9.1.8
Make basic requests and ask basic questions.
Recognize and use situation-appropriate non-verbal communication.
Recognize speaking and listening strategies that facilitate communication.
Example: Ask for clarification
Standard 2
COMMUNICATION: Interpret information in a language other than English
Learners interpret written and spoken language on a variety of topics. (Interpretive)
9.2.1
9.2.2
9.2.3
Understand and respond to classroom requests, commands, and directions.
Recognize alphabets, sounds, and markings specific to the target language.
Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Examples: Identify familiar vocabulary from an authentic supermarket flyer, list main characters from a short authentic children’s story
9.2.4
Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary.
Standard 3
COMMUNICATION: Present information in a language other than English
Learners present to an audience of listeners or readers on a variety of topics. (Presentational)
9.3.1
9.3.2
Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures.
Present simple prepared material on selected topics.
Examples: Dialogues, short skits, etc.
9.3.3
9.3.4
9.3.5
Read passages aloud to practice intonation and pronunciation.
Write complete sentences with teacher guidance.
Describe objects, self, and others in written and spoken language in simple terms with teacher guidance.
Standard 4
CULTURES: Develop awareness of other cultures
Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied.
9.4.1
Recognize basic routine practices of the target cultures.
Examples: Family interactions, greetings, table manners, etc.
9.4.2
9.4.3
Examine products, perspectives, and symbols of the target cultures.
Examine factors that influence practices, products, and perspectives.
Examples: Geography, weather, demographics, etc.
Standard 5
CONNECTIONS: Make connections to other content areas
Learners use the target language to expand their knowledge of and make connections among multiple content areas.
9.5.1
Describe basic objects and concepts from other content areas in simple terms.
Examples: Probability (refers to Mathematics 5.6.4), body parts and exercise (refers to Science 4.4.9), map skills (refers to Social Studies 6.3.2)
9.5.2
Integrate content area concepts and skills through relevant activities.
Examples: Report on survey results in the target language, identify and describe body parts used for various activities, use a map or locational technology
to identify locations
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Standard 6
CONNECTIONS: Access and connect information through various media
Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.
9.6.1
Use digital media and culturally authentic resources to build vocabulary.
Examples: Electronic dictionaries, language websites, TV programs, etc.
9.6.2
Use digital media and culturally authentic resources to study target cultures.
Examples: Photographs, magazines, appropriate websites
Standard 7
COMPARISONS: Investigate the nature of language and culture
Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own.
9.7.1
9.7.2
Recognize and use cognates and words shared between English and the target language.
Recognize and use simple language structures.
Examples: Singular versus plural forms, word order
9.7.3
9.7.4
9.7.5
Recognize and use basic idiomatic and colloquial expressions in the target language.
Recognize and use authentic simple forms of address in a variety of familiar situations.
Identify some daily living patterns of other cultures and the learner’s own culture.
Examples: Food and mealtimes
9.7.6
9.7.7
Recognize celebrations and holidays of other cultures and compare them to those of the learner’s culture.
Describe contributions from other cultures in simple terms with guidance.
Standard 8
COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings
Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement.
9.8.1
Share experiences from the world language classroom within the school and/or community.
Example: Use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the target language
9.8.2
Recognize the use of the target language in the learner’s community.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Examples: Signs, restaurants, etc.
9.8.3
9.8.4
Experience and report on the cuisine, music, drama, literature, etc. from the target cultures.
Research and present about a local and/or global need that is identified as authentic by the cultures of the target language.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS