CURRICULUM
FOR
HONO RS
SPANISH III
GRADES 10-11
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Christine H. Salcito, Director of Curriculum and Instruction
John Perillo, Supervisor of Special Projects
The Board acknowledges the following who contributed to the preparation of this curriculum.
Susana Monteiro
Subject/Course Title:
Honors Spanish III
Grades 10-11
Date of Board Adoptions:
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Honors Spanish III
Unit Title: Una vida ocupada (A busy life) – Lección Preliminar
Target Course/Grade Level: Grades 10-11
Unit Summary: In this unit, students will review important grammar and vocabulary learned in Spanish I and II. From a cultural standpoint, students will
focus on the Hispanic population in the United States.
Approximate Length of Unit:
Approximately 2 weeks.
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography.
LEARNING TARGETS
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.IL.A.1
Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to
targeted themes.
7.1.IL.A.2
Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices).
7.1.IL.A.4
Use the target language to describe people, places, objects, and daily activities learned about through oral and written descriptions.
7.1.IL.A.5
Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and most supporting details in reading from age- and level- appropriate, culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1. IL.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom
and cultural activities.
7.1.IL.B.5
Engage in short conversations about personal experiences or events and/or topics studied in other content areas.
7.1.IL.C.2
Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
Standard 9.1.12
21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…

Understand the influence of Hispanics in the United States.

Describe personal traits and physical characteristics.

Compare people and things.
Unit Essential Questions


What is the influence of Hispanics in the United States?
Why do artists repeat certain themes in their work?
Knowledge and Skills
Students will know…

Vocabulary: people, activities, places, emotions, food, adjectives.

Surrealism and Salvador Dalí.
Students will be able to…

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Conjugate verbs in the present tense.
Differentiate between saber and conocer.
Describe daily routines.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher made tests

Teacher made quizzes

Dictations

Oral presentations

Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Have students do a photo essay about a camping trip they took. They should describe the natural surroundings and wildlife as well as any
outdoor activities in which they engaged.
Ask students to write a paragraph in the present tense about what they generally do when on vacation. Provide them with the following verbs
as a guide: ayudar, bailar, bucear, deber, comer, inviter, mirar, patina, quedarse en, regresar.
Practice the present tense of irregular verbs with a game of tic-tac-toe. Student O says an infinitive and subject pronoun. Student X writes the
form on a square. If correct, he or she marks an X over the word. If incorrect, student O gives the correct form and marks an O on the square.
The winner is the one with 3 Xs or 3 Os in a vertical, horizontal, or diagonal row.
Provide multi-sensory practice of the present tense of irregular verbs by having students listen to you say the verb conjugations. Have them
repeat the verbs as they listen and read them. They can also repeat the verbs as they write them. Have them write the yo forms in one color, the
tú forms in another color, and so on.
Have students recite irregular yo forms as fast as they can by playing “hot potato.” Start by holding a foam ball and call out an infinitive as you
toss the “hot potato” to a student. The student needs to say its yo form within two second. Then he or she calls out another verb and tosses it to
another student.
Ask students to write an email to a friend about their first week of school. Help them brainstorm a list of verbs before they start writing. Write
the verbs on the board and circle the ones that have stem changes. Encourage students to write at least five sentences.
In groups, have students draw a picture of a town. Have them include the following sites with a caption: un rascacielos, un teatro, una
farmacia, una parada de autobús, una tienda de ropa. Display their work on the classroom wall or hallway.
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Have students write in large letters conocer on one sheet of paper and saber on another. Then state an action (bailar), piece of information (tu
dirección), person (el maestro de matemáticas), or a place (España) and have students raise conocer or saber, whichever one they would
use to say they know the thing you stated.
The correct usage of ser and estar needs frequent practice and review in order to be internalized. Provide students with short text passages.
Ask them to circle the verbs ser and estar and to explain why each one was used in that instance.
Play charades using reflexive verbs (despertarse, cepillarse los dientes, ducharse). Write a subject pronoun or people’s names on the board
and students take turns guessing the action that is being acted out and have to conjugate the verb correctly.
Have students work in small groups to create a menu and prepare a skit depicting a scene at a restaurant. One student should be the server and
the others the clients. The clients can ask questions about the menu or complain about the food. Invite students to prepare their skits in front of
the classroom. You can bring a tablecloth and plastic utensils as props. You may wish to ask students to bring in a dish from the menu to share
with the class.
When reviewing comparisons, have students come up with four unequal and four equal comparisons between their classmates, teachers, family
members, or friends. Students can compare heights, ages, personalities, and abilities.
Ask students to make comparisons between two animals. Challenge them to make at least six comparisons. They can compare their sizes,
eating habits, how fast they move, how much they sleep, how long they live, and whether if one makes a better pet than the other.
Have students write the following categories on the top of a piece of paper: Verbos reflexivos, Edificios, Comidas, En el campo, Adjetivos.
Give students five minutes to write down as many words under each category as they can. After the five minutes, write the categories on the
board and ask students to share the words while you write them down. Make sure that the words are related to the category and are spelled
correctly.
Encourage students to demonstrate in front of the class something that they know how to do. They can dance, juggle, do a sports move, or
show a piece of handiwork. Have them find the Spanish word for what they do and practice saying three things about it.
Challenge students to create a word game to practice this lesson’s vocabulary. They can make a word search, a crossword puzzle, anagrams, or
a silly poem with rhyming vocabulary words.
RESOURCES
Teacher Resources:
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Textbook: ¡Avancemos! 3
Workbook: ¡Avancemos! 3
Rhyme grammar book
PowerPoints on vocabulary and grammar
Videos from my.hrw.com
Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:


Computer with Internet access
Projector
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Honors Spanish III
Unit Title: Nos divertimos al aire puro (We have fun in fresh air) – Unidad 1 - Lecciόn 1 y 2
Target Course/Grade Level: Grades 10-11
Unit Summary: In this unit, students will be able to describe camping trips and activities done with family and friends. Students will also be able to
describe a place and its climate. Students will do this by using the preterit and imperfect together. From a cultural standpoint, students will focus on
Mexican’s culture and literature.
Approximate Length of Unit:
Approximately 6 weeks (3 weeks per lesson)
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music.
LEARNING TARGETS
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.IL.A.1
Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to
targeted themes.
7.1.IL.A.2
Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices).
7.1.IL.A.4
Use the target language to describe people, places, objects, and daily activities learned about through oral and written descriptions.
7.1.IL.A.5
Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and most supporting details in reading from age- and level- appropriate, culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1. IL.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom
and cultural activities.
7.1.IL.B.5
Engage in short conversations about personal experiences or events and/or topics studied in other content areas.
7.1.IL.C.2
Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
Standard 9.1.12
21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…

Describe a camping trip.

Discuss activities, skills, and abilities.

Describe a place and its climate.

Research various Mexican attractions.
Unit Essential Questions



How does art reflect life and values of a country?
Why should a country preserve its nature?
What relationship do the geography and climate of a country have with its traditional plates?
Knowledge and Skills
Students will know…

Vocabulary: camping trip, nature, family relationships, climate, transportation, activities, skills, abilities.

The parks of Monterrey, Mexico.

The literature of Laura Esquivel.
Students will be able to…

Conjugate verbs in the preterit and the imperfect.

Decide when to use the preterit or the imperfect.

Talk about family vacations.

Discuss the poetry of Octavio Paz.

Research the life cycle of the monarch butterfly.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher made tests

Teacher made quizzes

Dictations

Oral presentations

Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Before introducing Mexico to the students, divide the board into two columns. First, ask students to share what they know about Mexico. Write
their responses in the left-hand column. Then ask students to share questions they have about Mexico and record them in the right-hand
column. Invite students to choose one question to research and report on.
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Ask students to create a tourist brochure for Monterrey, Mexico. Their brochures must include information about the Cola de Caballo, La Mesa
Chipinque, El Parque Ecológico de Chipinque, and the Sierra Madre.

Tell students that Chipinque is home to a variety of bird and butterfly species. Have students research the internet for information on Chipinque
and create a one-page travel brochure. Encourage them to look for data such as attractions, park rules, guided tours, and at least three bird and
butterfly species that are indigenous to the park. Ask them to include pictures and to write a short paragraph about what they found.

Write five outdoor activities and have students reorder them according to his/her own preference. Then have each student find a partner and
compare their most and least favorite. Students must use comparative words.

Pair students and have them research nearby parks and recreation areas that offer people the opportunity to acampar, hacer caminatas,
escalar montañas, or navegar por rápidos. How far would students have to travel in order to find a campsite, suitable terrain for hiking or
climbing, or a river?

Have students choose at least four outdoor activities and make a collage that represents each activity. The collage can include images as well as
illustrative descriptions of the activities themselves. Encourage students to share their collages with the rest of the class.
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With help from the students, create a word bank of key words and phrases that indicate use of the past (ayer, el año pasado, la semana
pasada, anteayer). Post the word bank so the whole class can refer to as necessary, reminding students that these phrases alone are not
sufficient to signal the past tense and should be accompanied by past tense verbs.
Have students think about any outdoor activities they have recently participated in, or about a recent trip. Encourage them to think of related
verbs they already know, such as tomar fotos, acampar, montar a caballo. Have them write a short paragraph in the preterite describing what
they did.
After teaching about Murillo’s Volcán Iztlaccíhuatl, have students write a fictional entry from Dr. Atl’s point of view about the day he began
the painting. Ask students to describe a walk that they, as the artist, took. Supply them with a list of regular preterite verbs to include (caminé,
me divertí, escalé, observé, miré, encontré).
Explain to students that you are going to make a series of statements about things you did at one time or another. (Organicé una fiesta. Jugué
fútbol. Gané un juego. Comí un desayuno grande.) Ask them to stand up when they hear you say something that they, too, have done. Be
sure to include examples of some things that students are very likely to have done.
Instruct students to write an e-mail talking about what they did on a trip they took. Give them a few model first-person preterite verbs to begin
with, such as caminé, escalé, nadé. Encourage them to express things that they really enjoyed doing.
Have student pairs develop a crossword puzzle with infinitive and preterite forms of irregular verbs. Ask them to write a definition or list a
synonym for each answer in the crossword grid and then check the puzzle for accuracy. Have pairs trade puzzles with one another and solve
them.
Divide students into groups of three. Give each group two bags: one with irregular preterite stems and the other with preterite endings have
them randomly select a preterite stem and ending. If the ending does not match the stem, have them pick again until the parts match. Then see
how many sentences each group can put together using the verbs.
Give each student a copy of Octavio Paz’s poem “Viento, agua, piedra” and have them work in groups of three to rewrite it in the preterite.
Each group can simply cross out the present tense verbs and write them in the preterite. Then have the class reread the poem chorally, in the
past tense.
Bring photos or items representative of beach activities and distribute them among the students. Then mention the activity illustrated by each
photo or object and write it on the board. The student holding that photo or item must hold it up and repeat the activity.
Ask students to draft five questions about beach activities. Organize students into pairs and have them take turns asking and answering each
other questions. Have students follow up when possible with expansion questions including dónde, cuándo, con quién(es), por qué, por qué
no.
Create labels for three or four generations of a family, including last names. Hand out the labels and call students up in sequence to organize
themselves into a living “family tree.” Start with los abuelos and continue through the entire family tree in a logical sequence.
Ask students to describe a trip or reunion with their extended family. Have them identify each family member by relationship and name, and
say something about what each of them did during the trip or reunion.
Have students create their family tree. After this, ask them to use their family tree illustration to write sentence pairs describing the
relationships between their family members. Remind students that each individual has several different relationships and ask students to write
as many sentences as they can. For example: Yo soy la nieta de Maria. Maria es mi abuela. Yo soy la hija de Manuel. Manuel es mi
padre.
Have students make illustrated posters of the uses of the imperfect. Each illustration should be accompanied by a sentence in the imperfect.
Hang the posters in your room for the duration of the lesson.
Hold a spelling bee using verbs conjugated in the imperfect. Remind students of the imperfect conjugations that always have an accent, and ask
students to pay particular attention to accent placement and visibility.
Have students generate a list of verb s of beach activities and practice making sentences in the imperfect.
Give students the opportunity to create a scrapbook of a recent vacation with their family or friends. They should illustrate various activities
from the trip and write captions for each photo. Then they should write a short paragraph summarizing the trip as an introduction or conclusion
to the scrapbook.
Have students write a graphic novel segment based on an experience they had during a vacation. They should pay special attention to sequence
of events, spelling, and accent placement.
Write the following headings on the board: Completed Actions, Ongoing Actions/States, Description, Background Event with Interrupted
Action. Then ask each student to write a sentence to serve as an example for each use of the preterite and the imperfect. Have students record
their sentences under the appropriate heading.
Divide students into pairs. Ask them to write the story for an episode or scene of a T.V. program or movie they have seen. Remind them to use
the imperfect to describe the scene, what people are like, ongoing actions, and background events, and to use the preterite for completed or
interrupting actions. Have pairs read their stories to the class to see if they can guess what program or movie the scene is from.
RESOURCES
Teacher Resources:





Textbook: ¡Avancemos! 3
Workbook: ¡Avancemos! 3
Rhyme grammar book
Powerpoints on vocabulary and grammar
Videos from my.hrw.com



Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:


Computer with Internet access
Projector
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Honors Spanish III
Unit Title: ¡Es hora de ayudar! (It’s time to help!) – Unidad 2 - Lección 1 y 2
Target Course/Grade Level: Grades 10-11
Unit Summary: In this unit, students will be able to describe volunteer activities and organize people to do a project that will help their community.
Students will form commands to persuade others to help charitable organizations. Students will express their opinions about the media while discussing
projects and communities. From a cultural standpoint, students will focus on the influence different Hispanic cultures have on the United States
population.
Approximate Length of Unit: Approximately 6 weeks (3 weeks per lesson)
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music.
LEARNING TARGETS
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.IL.A.1
Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to
targeted themes.
7.1.IL.A.2
Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices).
7.1.IL.A.4
Use the target language to describe people, places, objects, and daily activities learned about through oral and written descriptions.
7.1.IL.A.5
Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and most supporting details in reading from age- and level- appropriate, culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1. IL.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom
and cultural activities.
7.1.IL.B.5
Engage in short conversations about personal experiences or events and/or topics studied in other content areas.
7.1.IL.C.2
Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
Standard 9.1.12 21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…

Describe volunteer activities.

Organize people to do a project.

Express opinions.

Compare the art of Pablo O’Higgins with Diego Rivera’s.
Unit Essential Questions
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
Why is it important to preserve the different cultures of a country?
Why are Spanish newspapers important in the United States?
Are charities named after famous people viewed in a different way from other organizations?
Knowledge and Skills
Students will know…

Vocabulary: volunteer activities, media and the community, opinions.

Pronouns with commands.

Impersonal expressions.
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Spanish-language publications in the United States.

Pablo O’Higgins.
Students will be able to…
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Persuade or influence others.
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Make requests and recommendations.
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Talk about media and the community.

Form affirmative and negative commands.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher made tests

Teacher made quizzes

Dictations

Oral presentations

Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Have students arrange the new vocabulary words in their notebook alphabetically. Remind them to organize their lists with the first letter of the
vocabulary term, not by the letter of the definite or indefinite article.
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Ask students to choose a volunteer opportunity from the vocabulary that would suit them best. Have them make a list of personal qualities
and/or skills needed for that position and share with the class.
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In pairs, have students write three reasons why volunteering is important to their community and their country. Then have them report to
another pair of students their reasons to spend time volunteering. Ask the pairs if any of the reasons given convinced them to volunteer.
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Ask students to name local TV channels, radio stations, and newspapers aimed at Latino populations. Have they seen volunteer jobs posted?
What kinds are most prevalent? In what other locations might volunteer opportunities be posted (church, social club) for Spanish speakers?
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Students may choose four volunteer activities from the vocabulary to depict in a poster. Have them label each activity in Spanish. Display
around the classroom for vocabulary reinforcement.
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Distribute copies of television listings of Spanish-language programs. Ask students if they are familiar with any of the programs listed. Have
they seen these programs? If so, can they give a brief description of a popular sit-com or drama?
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Model several commands for students to follow. For example, ¡Ve a la puerta! Then ask students to generate a list of five possible commands
on their own. Invite volunteers to share their commands with the class.
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Have students create “infomercials” on how to do something. For example, demonstrate how to separate items for recycling, how to brush
one’s teeth, and so on. Specify a minimum number of tú commands (five or six), and include both positive and negative forms.
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Have students draw, on large poster board, one picture representing a command they choose. No words should be written on their pictures.
Their classmates will try to guess which commands are illustrated in each picture.
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Practice using the correct usted commands by having a volunteer call out commands to a small group of students and then to a single student.
Finally, have the student call out a command to the teacher.
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After explaining who Pablo O’Higgins was, ask students to think about a theme to paint a mural. It can be a theme about their community.
Then, have them write a short paragraph giving instructions to the artists who will be helping with the mural. Use at least five formal
commands in the paragraph.
Have students work in groups of three to create a short dialogue, describing their plans for a recycling campaign. Ask for volunteers to act out
their scene for the class.
Encourage students in a discussion about what kind of volunteer work they would like to do for their community. Ask students to articulate
their talents and how they personally could better society. Based on their talents and ideas, ask students to outline a social service project for
their community.
Instruct students to create a poster that advertises volunteer opportunities in their community. The poster can consist of magazine cut-outs,
illustrations, computer graphics, and photographs. The poster should also contain four to five lines that explain what volunteers can do to help
and some commands.
After examining the meaning of media and fundraising vocabulary, ask students to explain what they think is the most effective way to
distribute information and ideas to the public. Tell students to limit their opinions to media terms introduced.
Have students work in groups to write a list of eight to ten words related to media. Tell students to take turns describing one of the words to the
group. They may use words, phrases, or complete sentences. For example: A los niños les gusta este tipo de programa. Answer: dibujos
animados.
Have students make a chart with three columns. They can add as many rows as necessary. Instruct students to compare what happens during a
telethon with two other volunteer events. Then invite volunteers to share their charts with the class.
When introducing Pronouns with Commands, tell students to make a list of ten verbs in the affirmative command form. Instruct students to
write the negative form of the same commands. Then ask students to add an object pronoun to each command (lo, los, la las). Remind students
to pay attention to accents and the placement of the object pronouns.
Play “Simón dice” with the class using commands. Try to include object pronouns in the phrases. For example, you could say, Simón dice
cierren la puerta. Ciérrenla. Instruct students to repeat a command until you give them a negative command.
Instruct students to write a letter or email to a friend about a trip they have taken. The letter should include recommendations about what his or
her friends should do during the trip. Tell students to use several commands in the letter.
Work with students to create a graphic organizer in their notebooks. The organizer should display rules and examples of all types of commands
and object pronouns. Include the rule about accents with commands and pronouns as well as several examples. Refer students to the organizer
throughout the lesson.
Ask students to work in pairs to write a dialogue. Tell students to write a scenario in which an older brother or sister is bossing around a
younger brother or sister. Instruct students to use commands and object pronouns. Then have pairs act out the dialogue for the class.
Ask students to write two to three silly recommendations to someone who is starting at a new school. Remind students to use impersonal
expressions with infinitives. Then encourage students to read their recommendations aloud and have the class vote on the funniest
recommendation.
Give students a list of 10 charitable organizations and ask them to name one they would like to support. Students must write an editorial
explaining why it is a good organization and why other people should donate money to help the organization. Students will also make a visual
to accompany the information in their editorials. The visual can include posters, collages, or videos that demonstrate activities that define the
charity. Then ask each student to share his or her visual with the class as he or she reads the editorial.
RESOURCES
Teacher Resources:








Textbook: ¡Avancemos! 3
Workbook: ¡Avancemos! 3
Rhyme grammar book
Powerpoints on vocabulary and grammar
Videos from my.hrw.com
Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:


Computer with Internet access
Projector
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Honors Spanish III
Unit Title: ¡El futuro de nuestro planeta! (The future of our planet!) – Unidad 3 - Lecciόn 1 y 2
Target Course/Grade Level: Grades 10-11
Unit Summary: In this unit, students will be able to discuss the impact of technology in Central America. They will express environmental concerns and
possibilities, by making predictions and discussing causes and effects. Students will express points of view and make recommendations by discussing
obligations and responsibilities. Costa Rica’s rainforest and lakes in Nicaragua are the major cultural themes of this unit.
Approximate Length of Unit: Approximately 6 weeks (3 weeks per lesson)
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music.
LEARNING TARGETS
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.IL.A.1
Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to
targeted themes.
7.1.IL.A.2
Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices).
7.1.IL.A.4
Use the target language to describe people, places, objects, and daily activities learned about through oral and written descriptions.
7.1.IL.A.5
Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and most supporting details in reading from age- and level- appropriate, culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1. IL.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom
and cultural activities.
7.1.IL.B.5
Engage in short conversations about personal experiences or events and/or topics studied in other content areas.
7.1.IL.C.2
Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
Standard 9.1.12 21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…

Discuss the impact of technology.

Express environmental concerns and possibilities.

Predict and discuss causes and effects.

Discuss obligations and responsibilities.
Unit Essential Questions



Is it possible for geography to change with the years?
How does a country benefit from its geographic position?
Why is it important to protect endangered species?
Knowledge and Skills
Students will know…

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
Vocabulary: environmental concerns and possibilities, technology, predictions, social awareness, inventions, mistakes, persistence.
The art of José Antonio Velásquez.
Costa Rica’s rainforest.
Lakes in Nicaragua.
The Panama Canal.
Students will be able to.....

Form the future tense.

Identify when to use por or para.

Form the present subjunctive of regular verbs.

Present and support an opinion.

Express a point of view and make recommendations.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher made tests

Teacher made quizzes

Dictations

Oral presentations

Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

After students have practiced the new vocabulary, act as if you don’t understand one of the terms. For example, No entiendo lo que significa
recursos naturales. ¿Me pueden ayudar? Have students explain by giving examples or descriptions in Spanish (cosas de la naturaleza que
utilizas). Then have them repeat the process in pairs.

Have students indicate on a world map or globe, areas of the world where environmental problems are, or have been recently, more serious.
They may indicate New York or another city for el smog, the Amazon Rainforest for la deforestación, or Florida for las inundaciones.

Have students choose one of the problems learned in this unit and present it in a poster form, with color illustrations and a series of captions
explaining the causes and effects of the problem.

Have students research a conflict between a group that wishes to preserve a particular animal, and an opposing group that sees those efforts as a
threat to their livelihood (for example: commercial fishermen and environmentalists). Have them share their feelings with the class.

Write each future-tense ending on a piece of card stock and set them on the chalk ledge. Then write infinitives on the board. Make a simple
statement in the future tense. Have a volunteer go to the board and hold the ending you used up to the end of the corresponding infinitive. Start
with regular verbs then add in irregular verbs.

Have students help create a word bank of key words and phrases that signal use of the future (mañana, pasado mañana, la semana que viene).
Post the word bank on the wall so the whole class can refer to it as necessary. Remind them to use the future tense or ir a + infinitive when they
see a word from the word bank.
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Have pairs of students work together to write a letter inviting someone to join them inside a glass bubble. Suggest using the structure Si
vienes… followed by the future tense, to explain some of the benefits of living in a closed environment.
Have students work together to compose a song or poem to remember the uses of por and para. The lyrics should tell a story and employ all of
the uses of por and para. They can then share their song or poem with the rest of the class.
Have students use the Internet to search for information on agriculture in Nicaragua and/or the rest of Central America. What are the most
important crops? What are some techniques used by farmers? Students will discuss what the information they found with the rest of the class.
Have all students write a journal entry in which they predict what life will be like when they are senior citizens. Remind them to watch for
irregular verbs when using the future tense.
Have student write a journal entry in which they talk about what their favorite part of their life has been so far and why. Remind them to use the
past tense when describing their past. Also, have them include what they think they will be doing at later stages of life, using the future tense.
Talk about Don Quijote, the famous character from Miguel de Cervantes’ epic novel. Have students take a look at Chapter 8 of Volume 1,
where Don Quijote fights windmills. Warn students that the Spanish will be challenging, since the book was written 400 years ago, but they
should identify main ideas.
Go over the meaning of conciencia social with students. Then write a series of activities on the board (reciclar, limpiar los parques, comprar
videojuegos). As you point to each, ask: ¿Muestra la conciencia social?
Have pairs of students come up with an idea for an invention. They must decide the type of product, why will it be important for society, how
they plan to commercialize it. They should include a flow chart summarizing an inventor’s tasks once he or she wants to market his or her
invention. Students will present their products to the class (board of directors), as the board takes notes and evaluates. After hearing the
presentations, have the board decide which idea is más novedoso and más atractivo al público.
Before introducing the subjunctive, write an impersonal expression on the board (Es importante…) and ask students to add similar expressions.
Then have students use the expressions as sentence starters (Es importante limpiar los parques.) After reviewing a few expressions, add que
and begin explaining the subjunctive (Es importante que limpiemos los parques.)
For many students, explanations of stem changes only add to their confusion. Write out conjugation charts for –ir stem-changing verbs. Have
students say the conjugations aloud, preceding each verb with que. (Es probable que yo duerma, que tú duermas, que él duerma, que
nosotros durmamos, que ellos duerman, en el segundo piso.)
At the end of class, after teaching irregular subjunctive forms, invite students to make recommendations, using the subjunctive, regarding the
following day’s class, promising that if it is at possible, you will comply with at least one of the request made with a verb discussed today. For
example: Es mejor que la maestra no nos dé mucha tarea.
Show the students the painting Vista de San Antonio de Oriente from José Antonio Velásquez and explain el arte ingenuo. Have students share
their opinions on this type of art, of Velásquez’s painting in particular. Have them begin their statements with Para mí… or present a more
multifaceted analysis using Por un lado… and Por el otro lado…
RESOURCES
Teacher Resources:








Textbook: ¡Avancemos! 3
Workbook: ¡Avancemos! 3
Rhyme grammar book
Powerpoints on vocabulary and grammar
Videos from my.hrw.com
Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:


Computer with Internet access
Projector
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Honors Spanish III
Unit Title: Así quiero ser (This is how I want to be) – Unidad 4 - Lecciόn 1 y 2
Target Course/Grade Level: Grades 10-11
Unit Summary: In this unit, students will be able to describe people and things while explaining what they want to do. They will also be able to express
wishes, desires, doubt, denial, and disbelief, using the subjunctive form of verbs. When discussing Caribbean singers and athletes, and how they help
charitable organizations, students will express positive and negative emotions. From a cultural standpoint, students will focus on Caribbean art and
politics.
Approximate Length of Unit: Approximately 6 weeks (3 weeks per lesson)
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music.
LEARNING TARGETS
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.IL.A.1
Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to
targeted themes.
7.1.IL.A.2
Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices).
7.1.IL.A.4
Use the target language to describe people, places, objects, and daily activities learned about through oral and written descriptions.
7.1.IL.A.5
Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and most supporting details in reading from age- and level- appropriate, culturally authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar words in some new contexts.
7.1. IL.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom
and cultural activities.
7.1.IL.B.5
Engage in short conversations about personal experiences or events and/or topics studied in other content areas.
7.1.IL.C.2
Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
Standard 9.1.12 21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…

Describe people.

Express wishes and desires.

Describe people and things.

Express doubt, denial, and disbelief.

Express positive and negative emotions.
Unit Essential Questions



Should famous people be involved in helping others
How can formal education affect a musician’s talent and way of thinking?
How can an artist represent a country’s heroes?
Knowledge and Skills
Students will know…

Vocabulary: personal characteristics, professions, descriptions, actions, emotions.

How sports celebrities and singers help disaster victims.

El Morro, San Juan, Puerto Rico.

Caribbean artists and their artwork.

Popular customs and how they vary from culture to culture.
Students will be able to…

Use the subjunctive with doubt, emotion, hope, and influence phrase.

Tell others what to do.

Explain the effects of formal education on a musician’s talent and way of thinking.

Discuss the influence of society and politics in artists’ work.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher made tests

Teacher made quizzes

Dictations

Oral presentations

Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Ask students to choose a profession that interests them. Have them list the traits that they believe are necessary for success in that profession.
Then have each student find a partner with whom to discuss their list.

Divide students into pairs. Have each pair write down five character traits. Then have them write the opposite for each word by looking up in a
dictionary, or using terms they already know. For example: tímida/atrevida. Share the traits with the rest of the class so every student can have
the same list.

Have students create a poster advertising a career fair. Ask them to illustrate or use cut-out images depicting different professions, and label
each image. Have them present their designs to the class.

Have students think of four or five professions that interest them and make a collage that represents each profession. The collage should include
photographic images and/or illustrations, as well as detailed descriptions of the professions themselves. Ask students to share their collages with
the class.

In groups, have students write a list of ten characteristics and ten professions. In the same groups, tell students to take turns describing one of the
words to the group. They may use other words, or phrases, to complete sentences but not the term. For example: Atrevido. Una persona que le
gusta volar. Answer: piloto.
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Have students take out a piece of paper and a pen. Then instruct them to make a list that includes the following: one thing they want; one thing
they hope happens; one thing they hope somebody else will do; one thing they hope for; using the expression Ojalá. Provide students with
examples to help them get started.
Play a game with students to practice the use of the subjunctive to express hopes or wishes. Make sure that each student has paper and a pen.
Then provide a brief sentence in English such as: I hope Marta arrives early. Give students 15-20 seconds to write the sentence in Spanish.
Write a sentence on the board. Work with students to convert it into a sentence using the subjunctive with ojalá or with a verb of hope (desear,
esperar, querer). Example: Enrique quiere ser piloto. Student: Ojalá que Enrique sea piloto.
Have students write a letter of application for a job in a field that they admire. The letter should include the following: several adjectives to
describe themselves; use of the subjunctive to reflect what they hope for in a boss and colleagues.
Give students two cards, one that says subjuntivo and one that says infinitivo. Read sentences that express hopes or wishes. Tell students to
hold up the card that reflects the structure used in the sentence.
Ask students to do some research on Roberto Clemente and to write a brief summary that reflects what they learned about the famous athlete
from Puerto Rico. The summary should include what they most admire about the athlete. Ask volunteers to read their summary to the class.
In pairs, ask students to write a script for a television series. The show should have a title, include at least four characters, and take place
somewhere interesting. Something exciting or funny should happen that involves all characters. Ask students to use the subjunctive with verbs
of hope.
To help students who are struggling with the subjunctive, provide a list of several incomplete sentences. Start each sentence with a phrase such
as: Mis padres aconsejan que… Instruct students to complete the sentences on their own. Allow them to consult their textbooks and offer help
as needed. Then have students work in pairs to check answers.
Have students work in pairs to create an advertisement for a product of their choice using verbs of influence and the subjunctive. Instruct
students to persuade consumers to buy their product over a competitor’s product. Students should create a visual to accompany their words.
Invite students to present their advertisements to the class.
Instruct students to write 4 to 5 questions about professions that interest them. Then organize students into pairs and have them take turns asking
and answering each other’s questions. Tell students to include descriptive words and characteristics in their questions and answers.
Ask students to write an essay about a hero in their lives. Instruct them to choose an everyday person, as opposed to a celebrity. Encourage
students to describe what this person does that makes him or her a hero. Remind students to use descriptive words and the verb expressions
tener que and deber ser.
Write ten sentences using the subjunctive and expressions of doubt. Write a few of them incorrectly. Then put students in mixed proficiency
pairs. Tell pairs to take turns reading the sentences. The other student needs to decide if the sentence is written correctly or incorrectly. If a
sentence is incorrect, the student should try to fix it.
Put students into small groups. Have each group design a short lesson plan to teach the subjunctive with expressions of doubt. The plan should
include a description of the grammar and a brief activity (written or oral).
Ask students to make a collage that reflects everyday heroes. Ask students to avoid making references to famous people. Suggest that students
find clippings from the Internet, newspapers, and magazines for the collage. Students may use phrases, photographs, illustrations, and anything
else that they think is relevant.
Write the following chart on the board and add an example under each heading: expression of emotion + que + different subject + subjunctive;
Me alegra + que + nosotros + tengamos buenas noticias. Have students complete the chart with original examples. Remind students that it is
not always necessary to write the subject pronoun in Spanish.
Give students a piece of a sentence that uses the subjunctive with expressions of emotion. Give students then seconds to write a logical ending to
the sentence. Do not allow them to consult their textbooks. For example: Me encanta que ___________. Students should write something like:
puedas ir. Invite volunteers to think of sentence starters.
RESOURCES
Teacher Resources:








Textbook: ¡Avancemos! 3
Workbook: ¡Avancemos! 3
Rhyme grammar book
Powerpoints on vocabulary and grammar
Videos from my.hrw.com
Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:


Computer with Internet access
Projector