CURRICULUM GUIDE
Spanish 3 Honors
LAYS15
An accelerated course whose goal is to improve students' communicative competence in both oral and
written idiomatic Spanish. Aside from an in-depth study of verbs in the indicative, imperative, and
subjunctive moods, students study and apply the fine points of usage to a variety of proficiency oriented
activities. Students also read short stories and an unabridged play or novel. Throughout the year, students
write original compositions and deliver oral presentations. Culture outcomes are taught through video
presentations, the textbook, and literary selections. This course prepares students for Spanish 4 Honors and
Advanced Placement Spanish or Spanish Conversation..
District 219
Niles West High School
Skokie, Illinois
Prepared by:
Earl I. Nowak
Ana Ríos-Murphy
Edmund Murphy, Director
September 2003
Revised 3/15/07
Revised 8/13/2012
This guide may be changed at any time at the sole discretion of the Board of Education and/or the Superintendent, whichever has appropriate
jurisdiction, subject only to mandatory collective bargaining requirements.
Table of Contents
Course Outcomes.................................................................................................................3
Vocabulary Benchmarks and Corresponding Activities......................................................9
Grammar Benchmarks and Corresponding Activities.......................................................13
Culture Benchmarks and Corresponding Activities..........................................................18
Technology Standards and Corresponding Activities.......................................................21
Sample of Syllabus............................................................................................................23
Sample of Quiz..................................................................................................................24
Summary Chart of Course Topics.....................................................................................25
LEARNING TARGETS – SPANISH 3 Honors (1st Semester)
Over-arching Reading Target: I can comprehend (at a literal level) a passage of prose-fiction or
non-fiction, containing structures and vocabulary presented in the course.
Over-arching Vocabulary Target: I can recognize and uses vocabulary contained in¡En Español
tres!, Unidades 1 & 2.
o
I can recognize and use vocabulary from Etapa Preliminar
o
I can recognize and use vocabulary from Unidad 1 Etapa 1.
o
I can recognize and use vocabulary from Unidad 1 Etapa 2.
o
I can recognize and use vocabulary from Unidad 1 Etapa 3.
o
I can recognize and use vocabulary from Unidad 2 Etapa 1.
o
I can recognize and use vocabulary from Unidad 2 Etapa 2.
o
I can recognize and use vocabulary from Unidad 2 Etapa 3.
Over-arching Verb Target: I can recognize a variety of verbs.
o
I can recognize and use regular and irregular forms in the present tense.
o
I can recognize and use regular and irregular forms in the preterite tense.
o
I can recognize and use reflexive verbs.
o
I can differentiate between ser and estar.
o
I can recognize and use regular and irregular forms in the imperfect tense.
o
I can differentiate between the uses of preterite and imperfect tenses.
o
I can recognize and use present and past perfect tenses.
o
I can recognize and use gustar-like verbs.
o
I can recognize and use regular and irregular forms in the future tense.
o
I can recognize and use regular and irregular forms in the future tense to express probability.
o
I can recognize and use regular and irregular familiar (tú) imperative forms.
o
I can recognize and use regular and irregular formal (Ud.) imperative forms.
o
I can recognize and use regular and irregular first person plural (nosotros) imperative forms.
o
I can recognize and use regular and irregular forms in the conditional tense.
o
I can recognize and use regular and irregular forms in the conditional tense to express
probability in the past..
o
I can recognize and use regular, stem changing, and irregular forms of the present subjunctive.
o
I can recognize and use the present subjunctive with impersonal expressions.
o
I can recognize and use regular and irregular forms of the present perfect subjunctive.
o
I can differentiate between present subjunctive and indicative with expressions of emotion.
o
I can differentiate between present subjunctive and indicative with expressions of doubt and
uncertainty.
o
I can recognize the use of subjunctive with “cuando” and other conjunctions of time
Over-arching Usage Target: I can recognize and use grammatical structures.
o
I can differentiate between por and para.
o
I can recognize and use the reciprocal reflexive.
o
I can recognize and use the impersonal se.
o
I can recognize and use the passive se.
Over-arching Culture Target: I can recognize cultural topics appearing in ¡En español tres!,
Unidades 1 & 2.
Over-arching Listening Target: I can respond to comprehension questions based on a listening
passage commensurate in difficulty with the outcomes of the course.
Over-arching Speaking Target: I can participate actively in oral discourse, using strings of
sentences that begin to resemble short, organized paragraphs rather than simple, disjointed sentences.
LEARNING TARGETS – SPANISH 3 Honors (2nd Semester)
Over-arching Reading Target: I can comprehend (at a literal level) a passage of prose-fiction or
non-fiction, containing structures and vocabulary presented in the course.
Over-arching Vocabulary Target: I can recognize and uses vocabulary contained in ¡En Español
tres!.

I can recognize and use vocabulary from Unidad 3 Etapa 1.

I can recognize and use vocabulary from Unidad 3 Etapa 2.

I can recognize and use vocabulary from Unidad 3 Etapa 3.

I can recognize and use vocabulary from Unidad 4 Etapa 1.

I can recognize and use vocabulary from Unidad 4 Etapa 2.

I can recognize and use vocabulary from Unidad 4 Etapa 3.

I can recognize and use vocabulary from Unidad 5 Etapa 1.

I can recognize and use vocabulary from Unidad 5 Etapa 2.

I can recognize and use vocabulary from Unidad 5 Etapa 3.

I can recognize and use vocabulary from Unidad 6 Etapa 1.

I can recognize and use vocabulary from Unidad 6 Etapa 2.
Over-arching Verb Target: I can recognize a variety of verbs.
o
I can recognize and use present subjunctive with expressions of hope, suggestion, and desire.
o
I can recognize and use present subjunctive with conjunctions of contingency.
o
I can recognize and use subjunctive with nonexistent/indefinites
o
I can recognize and use subjunctive with disagreement and denial.
o
I can recognize and use the appropriate sequence of tenses.
o
I can differentiate between the subjunctive and the indicative moods.
o
I can recognize and use the forms of the present progressive with ir, andar, seguir.
o
I can recognize and use the forms of the past progressive.
o
I can recognize and use the forms of the past perfect subjunctive.
o
I can recognize and use the forms of the conditional perfect.
o
I can recognize and use the forms of the future perfect.
o
I can recognize and use regular and irregular forms of the imperfect subjunctive.
o
I can recognize and use subjunctive with “si” clauses and the conditional.
o
I can recognize and use the appropriate sequence of tenses with real and unreal “si” clauses.
Over-arching Usage Target: I can recognize and use grammatical structures.
o
I can recognize and use interrogative words.
o
I can recognize and use affirmative and negative expressions.
o
I can recognize and use subject and prepositional pronouns.
o
I can recognize and use possessive pronouns.
o
I can recognize and use demonstrative adjectives and pronouns.
o
I can recognize and use relative pronouns.
o
I can recognize and use direct object pronouns.
o
I can recognize and use indirect object pronouns.
o
I can recognize and use double object pronouns.
o
I can recognize and use nominalization of adjectives.
o
I can recognize and use certain idiomatic expressions with verbs.
o
I can recognize and use subjunctive with certain conjunctions.
o
I can recognize and use prepositions and adverbs of location.
o
I can differentiate between pero, sino, and sino que.
o
I can recognize and use “se” for unplanned occurrences.
Over-arching Culture Target: I can recognize cultural topics appearing in ¡En Español tres!.
Over-arching Listening Target: I can respond to comprehension questions based on a listening
passage commensurate in difficulty with the outcomes of the course.
Over-arching Speaking Target: I can participate actively in oral discourse, using strings of
sentences that begin to resemble short, organized paragraphs rather than simple, disjointed sentences.
Addendum
Culture: I can recognize the following cultural topics appearing in ¡En español tres!.

Hispanics in Miami

Fashion in U.S. & Hispanoamérica

El Mambo-Tito Puente

Guatemala-Rigoberta Menchú

Nicaragua: environment & ecology

Costa Rica and national parks

History of the Caribbean

Argentina, Uruguay, Chile, Paraguay (culture and literature)

Spanish traditions

Pre-Columbian civilizations

Languages of the Hispanic World
Speaking : I can participate actively in oral discourse, using strings of sentences that begin to resemble short,
organized paragraphs rather than simple, disjointed sentences.

Responds in detail to personal questions regarding oneself, family, classmates.

Asks others for information about themselves, family, occupation, education, recreation, pastimes, et
al.

Describes the action (activities) depicted in a set of visual stimuli.

Narrates and describes events using indicative tenses.

Recounts a sequence of events that had happened to him/her or to someone else.

Summarizes a movie, T.V. program, book, magazine article, et al.

Discusses a familiar situation/topic (perhaps school related) and expresses an opinion in simple,
factual terms.

Asks series of questions for a variety of purposes.

Seeks factual information.

Elicits the opinion of teacher and classmates.

Clarifies the statements and opinions of teacher and classmates on a variety of topics (e.g., literary
analysis).

Reports on or summarizes cultural information disseminated in class.

Compares/contrasts cultural differences when given a specific concept from the instructor.

Responds in detail to personal questions regarding oneself, family, classmates.

Asks others for information about themselves, family, occupation, education, recreation, pastimes, et
al.
Vocabulary themes, benchmarks, and activities
Spanish 3 Honors
Theme
Unidad 1/Etapa 1
Describing people
Benchmarks using Illinois standards
28.B.3a Respond to open-ended questions and initiate communication in
various situations.
28.B.3b Produce language with improved pronunciation, intonation and
inflection.
28.B.4a Engage in extended conversations in a variety of situations.
Activities in text
Pgs. 33, 34-35, 36-37
Unidad 1/Etapa 2
a. Fashion & accessories
b. Pastimes
Unidad 1/Etapa 3
a. Household chores
b. Expressing feelings
Unidad 2/Etapa 1
a. People, places, things
b. Saying what you want
to do
Unidad 2/Etapa 2
a. Environment
b. Environmental
problems & solutions
c. Nature
Unidad 2/Etapa 3
a. Wilderness: animals &
birds
b. Camping, weather
Unidad 3/Etapa 1
Graduation
All benchmarks from preceding section.
a. Pgs.54-55, 58-59, 68-69
b. Pgs.56-57, 65
All benchmarks from preceding sections.
a. Pgs.76-77, 78-79, 80-81
b. P.85
All benchmarks from preceding sections.
a. Pgs.104-105, 106-107, 108-109
b. Pgs.111, 113
All benchmarks from preceding sections, and also:
28.B.5a Discuss and defend a position on an issue in a discussion.
30.A.4c Use the target language to analyze the impact of human activity
on the natural environment in areas where the target language is spoken.
a. Pgs.126-127, 128-129
b. Pgs.130-131, 136, 140-141
c. P.139
All benchmarks from preceding sections, and also:
30.A.1c Use target language to identify simple science terms referring to
weather and nature.
a. Pgs.148-149, 150-151, 152153, 164-165
b. Pgs.159-160
All benchmarks from preceding sections, and also:
30.B.3b Use the target language to explain in detail the preparation for
and activities of specific careers in which the target language can be used.
Pgs.176-177, 178-179, 180-181
Unidad 3/Etapa 2
Food, holidays
Unidad 3/Etapa 3
a. Columbus Day
b. Abolition of slavery
c. Government/patriotism
Unidad 4/Etapa 1
a. Course work
b. Abilities, experience
Unidad 4/Etapa 2
a. Professions
b. Workplace
Unidad 4/Etapa 3
a. Careers, industries
b. Statistics
Unidad 5/Etapa 1
Art, paintings, dance
All benchmarks from preceding sections, and also:
29.A.3 Demonstrate selected customs, manners and traditions in societies
associated with the target language.
30.A.4d Use the target language to describe and compare daily diet,
nutrition and physical fitness regimens in areas where the target language
is spoken.
All benchmarks from preceding sections, and also:
29.D.4 Compare and contrast the influences of historical figures and
events and their impact on the development of their countries.
All benchmarks from preceding sections.
All benchmarks from preceding sections, and also:
30.B.3a Use the target language to identify and describe occupations
unique to areas where the target language is spoken.
All benchmarks from preceding sections, and also:
30.B.4a Use the target language to compare various occupations in terms
of their roles, status and qualifications in areas where the target language
is spoken and in the United States.
30.B.4b Use the target language to analyze connections between specific
businesses and industries in areas where the target language is spoken and
in the United States.
All benchmarks from preceding sections, and also:
29.B.3a Identify and explain ideas and themes expressed in selected
works of art associated with target language societies using terms from
the target language.
29.B.3b Understand and use the essential target language vocabulary
referring to tools, processes and products in one or more of the art forms.
29.B.4a Compare themes that are inherent to areas where the target
language is spoken as expressed in different art forms.
29.B.4b Compare and contrast selected art forms of areas where the
target language is spoken.
29.B.5a Explain the cultural and historical significance of characteristic
art forms of a target language society.
Pgs.198-199, 200-201, 202-203,
210-211
a. Pgs.220-221, 222-223, 236-237
b. Pgs.220-221
c. Pgs.220-221, 224-225, 229,
230-231
a. Pgs.248-249, 250-251, 255
b. Pgs.252-253
a. Pgs.270-271, 274-275
b. Pgs.272-273, 282-283
a. Pgs.292-293, 294-295, 296, 299
b. Pgs.297, 303, 305
Pgs.320-321, 322-323, 324-325,
327, 329, 332
Unidad 5/Etapa 2
a. Crafts, dances
b. The New World
Unidad 5/Etapa 3
a. literature
b. film
Unidad 6/Etapa 1
Television
Unidad 6/Etapa 2
Technology
All benchmarks from preceding sections.
a. Pgs.344-345, 349, 351
b. Pgs.342-343, 346-347
All benchmarks from
preceding sections.
a./b. Pgs.366-369
All benchmarks from
preceding sections.
All benchmarks from
preceding sections.
Pgs. 394-397
Pgs. 416-420
Grammar themes, benchmarks, and activities
Spanish 3 Honors
Theme
Unidad 1/Etapa 1
a. Direct object pronouns
b. Present and past
perfect
Benchmarks using Illinois standards
28.A.1a Recognize basic language patterns.
28.A.1b Respond appropriately to simple commands in the target
language.
28.A.2a Comprehend illustrated stories, audiovisual programs, or
websites.
28.A.2b Follow instructions in the target language, given one step at a
time for a wide range of activities.
28.A.3a Comprehend main
messages of simple oral and
audio presentations with
assistance from resources.
28.B.1a Respond to and ask simple questions with prompts.
28.B.1b Imitate pronunciation, intonation, and inflection, including
sounds unique to the target language.
28.B.2a Pose questions spontaneously in structured situations.
28.B.2b Produce language using proper pronuciation, intonation, and
inflection.
28.C.1a Recognize the written form of familiar spoken language and
predict meaning of key words in a simple story, poem or song.
28.C.1b Infer meaning of cognates from context.
28.C.2a Comprehend written classroom directions, read simple passages,
infer meaning of cognates, and recognize loan words.
28.C.2b Decode new vocabulary using contextual clues and drawing on
words and phrases from prior lessons.
28.D.1a Copy/write words, phrases, and simple sentences.
28.D.1b Describe people,
activities, and objects from
school and home.
28.D.2a Write on familiar topics using appropriate grammar,
punctuation, and capitalization.
28.D.2b Present a simple written or oral report on familiar topics.
Activities in text
a. (AMSCO)
b. P. 45
28.D.2c Present an original
production using known
vocabulary and grammatical
structures.
29.A.1 Use common forms of courtesy, greeting, and leave-takings
appropriate to the time of day and relationship.
28.A.3b Follow instructions in the target language as given in multi-step
segments for assignments and activities in and out of the classroom.
28.B.3a Respond to open ended questions and initiate communication in
various situations.
28.B.3b Produce language with improved pronunciation, intonation, and
inflection.
28.C.3b Compare word use, phrasing and sentence structures of the
target language with those used in one or more other languages.
28.D.3c Present a simple, original poem or story based on a model.
28.A.4 Comprehend details of oral and audio presentations unsupported
by visual aids.
28.B.4b Express differences of meaning using proper pronunciation ,
intonation and inflection.
28.B.4c Recognize and use nonverbal cues in various formal and informal
settings.
28.C.4a Comprehend key vocabulary as well as the main message of
complex written materials without the help of visuals.
28.C.4b Demonstrate understanding of written materials by organizing
information and concepts (e.g., outlines, flow charts).
28.D.4c Present a short original piece (e.g., essay, story, poem) on a given
theme with some guidelines.
29.A.4 Demonstrate target language expressions and levels of formality
(e.g., age, social status) appropriate for entry-level work and social
situations.
29.B.4a Compare themes that are inherent to areas where the target
language is spoken as expressed in different art forms.
29.B.4b Compare and contrast selected art forms of areas where the target
language is spoken.
29.C.4b Describe characteristics, origins and authors of various literary
forms using target language vocabulary.
Unidad 1/Etapa 2
a. Indirect object
pronouns
b. Future tense
c. Future of probability
Unidad 1/Etapa 3
a. Double object
pronouns
b. Reciprocal reflexives
c. Saber vs. conocer
Unidad 2/Etapa 1
a. Pronoun placement
with commands
Unidad 2/Etapa 2
a. Present perfect
subjunctive
b. -uir (y) verbs in
present subjunctive
All benchmarks from preceding section.
a. (AMSCO)
b. Pgs.. 64-65
c. Pgs.. 66-67
All benchmarks from preceding sections.
a. (AMSCO)
b. Pgs.. 85-89
c. Teacher-created activities
All benchmarks from preceding sections.
a. Pgs.. 111-114
All benchmarks from preceding sections.
a. Pgs.. 138-139
b. Teacher-created activities
Unidad 2/Etapa 3
a. Subjunctive with
"cuando" and conjunctions of time
b. -cer verbs (z) in
subjunctive
Unidad 3/Etapa 1
a. Subjunctive with
conjunctions
b. Imperfect subjunctive
c. -ger (j) in subjunctive
All benchmarks from preceding sections.
a. Pgs.. 159-160
b. Teacher-created activities
All benchmarks from preceding sections.
a. P. 185
b. Pgs.. 187-188
c. Teacher-created activities
Unidad 3/Etapa 2
a. Subjunctive with
indefinite and nonexistent antecedents
b. Conditional "si"
clauses
c. Sembrar, recoger,
educar spelling changes
in subjunctive
Unidad 3/Etapa 3
a. Subjunctive vs.
indicative
b. -cer verbs (z), -gar
verbs (gu) in
subjunctive
Unidad 4/Etapa 1
a. Progressive with
ir, andar, seguir
b. Past progressive
Unidad 4/Etapa 2
a. Past perfect
subjunctive
b. Conditional perfect
c. Placement of object
pronouns
Unidad 4/Etapa 3
a. Future perfect
Unidad 5/Etapa 1
a. ¿Qué? vs. ¿cuál?
b. Relative pronouns
Unidad 5/Etapa 2
a. Relative pronouns
All benchmarks from preceding sections.
a. Pgs.. 204-205
b. Pgs.. 209-211
c. P. 204
All benchmarks from preceding sections.
a. Pgs.. 232-233
b. P. 231 and teacher-created
activities
All benchmarks from
preceding sections.
a. Pgs.. 258-259
b. Pgs.. 260-261
All benchmarks from preceding sections.
a. Pgs.. 279-280
b. Pgs. 282-283
c. P. 279 and teacher-created
activities
All benchmarks from preceding sections.
a. Pgs.. 303-304
All benchmarks from preceding sections.
a. Pgs.. 329-330
b. Pgs.. 331-332
All benchmarks from preceding sections.
a. Pgs. 352-355
Unidad 5/Etapa 3
a. double object pronouns
b. nominalization
c. common idiomatic
expressions with verbs
Unidad 6/Etapa 1
a. preterite v. imperfect
b. indicative v.
subjunctive
c. reported speech
d. sequence of tenses
Unidad 6/Etapa 2
a. conjunctions
b. prepositions & adverbs
of location
c. pero v. sino
d. "se" for unplanned
occurrences
All benchmarks from
preceding sections.
a. Pgs.370-372
b. Pgs. 372-376
c. Amsco, pgs.
All benchmarks from
preceding sections.
a. Pgs.398-399
b. Pgs.400-401
c. Pgs.402-403
d. Pgs.403-404
All benchmarks from
preceding sections.
a. Pgs.420-421
b. Pgs.421-422
c. Pgs.423-424
d. Pgs.425-426
Culture themes, benchmarks, and activities
Spanish 3 Honors
Theme
Unidad 1/Etapa 1
a. Miami
b. Cristina García
c. Concept of barrio
d. Los apodos
e. Spanish-speaking
immigrants and identity
Unidad 1/Etapa 2
a. La Villita
b. San Antonio
c. La moda-Oscar de la
Renta
Benchmarks using Illinois standards
29.E.2 Use maps, charts,
digital images, graphs and other geographic representations to describe
and discuss the countries where the target language is spoken.
29.E.5 Describe how migration, settlement and colonization have
affected the economy and environment of country(ies) where the target
language is spoken.
Activities in text
Pgs.43, 46-47, 50
29.B.2a Identify sample art works and their creators associated with areas
where the target language is spoken.
Pgs.65, 66, 68-69
Unidad 1/Etapa 3
a. Hispanics in the
Northeastern U.S.
b. Mambo-Tito Puente
c. Sandra Cisneros
Unidad 2/Etapa 1
a. El Rock
b. Nueva Trova-Silvio
Rodriguez
c. Rigoberta Menchú
d. Youth groups in
Mexico & CA
e. Young people
addressing adults
f. Castellano
Unidad 2/Etapa 2
a. Monteverde, Costa Rica
b. Nicaragua
29.B.2b Describe selected art forms of areas where the target language is
spoken using arts vocabulary from the target language.
Pgs.85, 86, 89, 90-91, 92-93, 96
29.C.2b Identify sample literary works and their authors representative of Pgs.114, 116, 118-119, 122
the target language.
29.A.3 Demonstrate selected customs, manners and traditions in societies
associated with the target language.
29.E.3 Describe geograhpical aspects (e.g., population distribution,
natural resources and main economic activities) of areas where the target
language is spoken.
Pgs.136, 138, 140-141, 144
Unidad 2/Etapa 3
a. Parque Nacional
Volcán Poás
b. Los Mayas
c. Costa Rica - national
parks
Unidad 3/Etapa 1
a. Graduation
b. Nicolás Guillén
29.E.2, 29.E.3
Pgs.154, 157, 162-163, 164-165,
168
29.A.5 Analyze and interpret manners and customs within the social,
academic and work environments of selected target language societies.
Pgs.184, 187, 190-191, 194
Unidad 3/Etapa 2
a. La Fortaleza
b. Puerto Rico - las
máscaras
c. Salsa
d. Fiestas de Puerto Rico
29.B.4a Compare themes that are inherent to areas where the target
language is spoken as expressed in different art forms.
29.A.5
Pgs.205, 207, 209, 212-213, 216
Unidad 3/Etapa 3
a. La República
Repúblicana
b. Las fiestas, R.D.
c. La historia de la R.D.
d. José Martí
29.A.5
29.E.2
Pgs.228, 231, 234-235, 236-237,
240
Unidad 4/Etapa 1
a. La educación
b. Jorge Luis Borges
29.A.5, 29.C.2b
Pgs.257, 258, 259, 262-263, 266
Unidad 4/Etapa 2
a. El ambiente de trabajo
b. Los jóvenes y el futuro
29.A.4 Demonstrate target language expressions and levels of formality
(e.g., age, social status) appropriate for entry-level work and social
situations.
29.A.5
30.B.2a Use the target language to describe activities and characteristics
of selected occupations and work places.
Pgs.277, 280, 284-285, 288
Unidad 4/Etapa 3
a. Porteño
b. Idiomas distintos
c. Isabel Allende
d. Buscando trabajo
Unidad 5/Etapa 1
a. La Sardana
b. Barcelona
c. Catalán
d. Miguel de Unamuno
e. Ana María Matute
f. Spanish Civil War
g. Museo del Prado
Unidad 5/Etapa 2
a. Las pirámides
b. La Pirámide del Sol
c. Luis Barragán
29.C.2b
30.B.2b Use the target language to explain and describe general career
choices in which the target language can be used.
Pgs.300, 304, 306-307, 308-309,
312
29.D.4 Compare and contrast the influences of historical figures and
events and their impact on the development of their countries.
29.C.2b, 29.B.2a
Pgs.331, 334-335, 338
29.B.2b
29.B.4b Compare and contrast selected art forms of areas where the
target language is spoken.
Pgs.349, 350, 354, 356-357, 360
Unidad 5/Etapa 3
Federico García Lorca
Unidad 6/Etapa 1
Soap operas
Unidad 6/Etapa 2
Technology
All benchmarks from
preceding sections.
All benchmarks from
preceding sections.
All benchmarks from
preceding sections.
Pgs.378-379
Pgs.406-407
Pgs.428-429
National Educational Technology Standards (NETS) and activities
Spanish : 3 Honors
NETS
1. Basic operations and concepts:
 Students demonstrate a sound understanding of the nature and operation of
technology systems.
 Students are proficient in the use of technology.
2. Social, ethical, and human issues:
 Students understand the ethical, cultural, and societal issues related to technology.
 Students practice responsible use of technology systems, information, and
software.
 Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
3. Technology Productivity Tools:
 Students use technology tools to enhance learning, increase productivity, and
promote creativity.
 Students use productivity tools to collaborate in constructing technology-enhanced
models, preparing publications, and producing other creative works.
4. Technology communications tools:
 Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
 Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
5. Technology research tools:
 Students use technology to locate, evaluate, and collect information from a variety
of sources.
 Students use technology tools to process data and report results.
 Students evaluate and select new information resources and technological
innovations based on the appropriateness to specific tasks.
6. Technology problem-solving and decision-making tools:
 Students use technology resources for solving problems and making informed
decisions.
 Students employ technology in the development of strategies for solving problems
in the real world.
Activities: AP = audio program; VP = video
program; CD ROM; IN = internet activities
IN
CD ROM; IN
AP; VP; CD ROM; IN
Student-created videos; IN
IN
IN
Español 3/¡En español tres!
FECHA
lunes
martes
miércoles
jueves
viernes
TRABAJO EN CLASE
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



















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

Presentar el vocabulario nuevo, p.51
En Contexto, pp.32-33
Preguntas orales
Repasar ser y estar, p.38
Actividades 5 y 6, pp.38-39
Nota Cultural, p.38
Escuchar: Actividades 1-4, pp.11-12, MP
Repasar el vocabulario y la tarea
En Vivo (en parejas) pp.34-35
Preguntas orales
Actividades 1 y 2, p.36
Repasar ser y estar
Actividades 7 y 8, p.39
Ej. E, pp.112-113, AMSCO
Repasar la tarea con ser y estar
Repasar el vocabulario y la tarea
Actividades 3 y 4, p.37
Video
Examencito
Repasar las formas del imperfecto, p.40
Actividades 9 y 10, pp.40-41
Repasar el vocabulario y la tarea
TEMA
Examencito
Repasar el imperfecto y la tarea
Actividad 11, p.41
Repasar el pretérito vs. el imperfecto, p.41
Actividades 12 y 13, p.42
TAREA PARA LA CASA
1. Actividades 5-12, pp.13-16, Más
Práctica
1. Ejs. F y G, pp.113-115, AMSCO
2. Hoja de práctica con el vocabulario
1. Actividades de video
2. Estudiar para el examencito de ser
vs. estar para mañana.
1. Actividades 13-16, pp.17-18, Más
Práctica
2. Estudiar el vocabulario para un
examencito mañana.
1. Ejs. A y B, pp.66-68, AMSCO
2. Leer En Voces, pp.46-47 y contestar
todas las preguntas, p.47, ¡En
español!
Español 3 Honors
prueba, vocab.1
¡En Español!
Nombre
#
A. Escribe la palabra correcta de ¡En Español! Incluye un artículo si es un sustantivo.
1. Una persona que no tiene pelo es...(adj.):
2. Otra manera de decir “el atleta”:
3. El opuesto de “redondo”:
4. Sinónimo de “los anteojos”:
5. Marta tiene los ojos azules pero hoy tiene los ojos verdes. Usa...
6. Para jugar al fútbol, necesitas...
7. Antonio usa ------ para no tener el pelo en la cara.
8. Sinónimo de “gordo”:
9. La camiseta no me queda bien porque es una talla “grande”, necesito una...
10. Otra manera de decir “el pelo”:
11. Ayer el profesor tenía el pelo moreno, hoy tiene el pelo rubio. Su pelo está...
B. ¿Cómo se dice? Traduce al español.
12. she looks sophisticated
13. they’re attractive from head to toe
14. we’re not at all vain
15. his birthmark distinguishes him from the rest
Spanish 3 Honors: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Spanish 3 years WB=Cuaderno: Para Hispanohablantes
AUD/WB=audio program in WB (CD) LL= Language Lab AUD/EE=audio program in text (CD)
Video/Laser Disc: La Catrina 1 & 2
1st Semester/Spanish 3 Honors
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
4-5
4-5
1
2-3
11-12
14—21
3-9
27-29
31-33
30-31
37-39
89-96
TECHNOLOGY
(AUD/WB/LL)
(AUD/EE)
(La Catrina)
II
Etapa preliminary Review
Present tense, -ar,-er,-ir verbs
Present tense stem changing verbs
(u-ue, o-ue, i-ie,e-i)
Irregular “yo” verbs
Regular preterite
-car, -gar,-zar spell changes in preterite
Preterite stem changing verbs
Irregular preterite
Reflexive verbs
12-13
16-17
20-21
24-25
20
2-3
4
5-6
7-8
9-10
Episodio 1-2
7
LL Lesson 9
UNIDAD 1/Etapa 1
Describing people
Direct object pronouns
Ser v. estar
Imperfect
Preterite v. imperfect
Present and past perfect
38-39
40-41
41-43
44-45
13
14
15-16
17-18
180-184
79-88
42-49
50-53
70-78
11
34-35, 39
43, 46-47
Episodio 3-4
56,57,62
Episodio 5-6
UNIDAD 1/Etapa 2
Fashion and
accessories
Culture
Indirect object pronouns
180-184
Gustar-like verbs
Por and para
Future/future to express probability
60
61-62
63-67
Fashion in U.S. and Hispanoamérica
68-69
23-25
25
26-28
184-187
214-218
54-59
21
64
LL Lesson 12
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
33-34
35-36
37-38
187-191
95-98
96
96, 99-105
TECHNOLOGY
(AUD/WB/LL)
(AUD/EE)
(La Catrina)
II
78-79, 83
90-91
Episodio 7-8
UNIDAD1/Etapa3
Household chores
Express feelings
Double object pronouns
Reflexive verbs
Reciprocal reflexive verbs
Impersonal “se” /passive voice “se”
82-83
84-86
87-89
Culture
El Mambo
92-93
Spanish 51-61 CURRICULUM
KEY
31
EE= ¡En español! Text AMSCO=Spanish 3 years WB=Cuaderno: Para Hispanohablantes
AUD/WB=audio program in WB (CD) LL= Language Lab AUD/EE=audio program in text (CD)
Video/Laser Disc: La Catrina 1& 2
1st Semester/Spanish 3 Honors
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
TECHNOLOGY
(AUD/WB/LL)
(AUD/EE)
(La Catrina)
II
41
106-107,
111, 116,
118-119
Episodio 9-10
128-129,
138
Episodio 11-12
UNIDAD 2/Etapa 1
People, places,
things
Tú/Ud. Commands
110-111
43-44
135-144
Say what you want
to do
Nosotros commands
Conditional
112-114
115-117
45
46
56-63
Culture/literature
Rigoberta Menchú/Guatemala
118-119
LL Lesson 2
UNIDAD 2/Etapa 2
Environment
Present subjunctive regular
132-133
51
106-108
Environmental
Problems & solutions
Nature
Present subjunctive irregular
Present subjunctive stem changing
Present perfect subjunctive
Subjunctive with impersonal
expressions
134-135
135-136
137-139
52
53
54
108
108
109
115-117
49
UNIDAD 2/Etapa 3
In the wild,
animals, birds,
camping, weather
Culture
Subjunctive with expressions of emotion
Subjunctive with doubt & uncertainty
Subjunctive with “cuando” and other
conjunctions of time
Costa Rica
National parks, biological reserves
154-155
155-157
59
60
111-113
113-115
158-161
61-62
123-126
57
150-151,
155, 160,
162-163
Episodio 13-14
164-165
Spanish 51-61: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Spanish 3 years WB=Cuaderno: Para Hispanohablantes
AUD/WB=audio program in WB (CD) LL= Language Lab AUD/EE=audio program in text (CD)
Video/Laser Disc: La Catrina 1 & 2
2nd Semester/Spanish 3 Honors
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
TECHNOLOGY
(AUD/WB/LL)
(AUD/EE)
65
183, 187
UNIDAD 3/Etapa 1
Graduation
Culture (from U5/E1)
Subjunctive with expressions of wish,
Desire, suggestions
Subjunctive with conjunctions
(that always require subjunctive)
Imperfect subjunctive
Spanish traditions
182-183
67
110-111
184-185
186-189
68
69-70
121-123
108-109
320,321,
322,323
LL Lesson 11
(La Catrina)
II
UNIDAD 3/Etapa2
Food, holidays
Subjunctive with nonexistent/indefinite
204-205
75
127-128
Subjunctive for disagreement & denial
206-207
76
113-115
73
201, 205,
209
LL Lesson 6
Culture
from (U5/E2)
Pre-Columbian civilization
342,343,
344,345,
346,349,
350,354
UNIDAD 3/Etapa 3
Columbus Day,
Abolition of
slavery,
Government/
patriotism
Culture
Literature
Culture
from (U5/E3)
Review subjunctive with sequence
of tenses just present and past
Subjunctive v. indicative
History of the Caribbean
José Martí
Federico García Lorca
226-231
232-233
83-84
85-86
117-120
106-134
(review)
222,223,
236-237
234-235
376,377,
378,379
81
223,226,
232
Enero
Episodio 1-2
251,
255,259
Febrero-marzo
Edisodio 3-4
LL Lesson 7
UNIDAD 4/Etapa 1
Course work,
abilities, experience
Interrogative words
Present progressive
Present progressive with ir, andar, seguir
past progressive
254-255
256-257
258-259
260-261
91
92
93
94
268-275
64-69
64-69
89
Spanish 51-61: CURRICULUM
KEY
EE= ¡En español! Text AMSCO=Spanish 3 years WB=Cuaderno: Para Hispanohablantes
AUD/WB=audio program in WB (CD) LL=Language Lab AUD/EE=audio program in text (CD)
Video/Laser Disc: La Catrina 1 & 2
2nd Semester/Spanish 3 Honors
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
TECHNOLOGY
(AUD/WB/LL)
(AUD/EE)
(La Barca…)
(Como agua..)
(La Catrina )
II
99
294-302
97
273, 276,
Abril-mayo
Episodio 5-6
(J,K)
LL Lesson 9
105
295, 298,
303
Junio-julio
Episodio 7-8
323, 326,
331
Agostoseptiembre
Episodio 9-10
UNIDAD 4/Etapa 2
Professions
Workplace
Affirmative/negative expressions
276-277
Culture
Chile, Paraguay, Uruguay
284-285
UNIDAD 4/Etapa 3
Careers, industries
Subject & prepositional pronouns
298-299
107
176-179
Statistics
Possessive pronouns
Future perfect
300-301
302-305
108
109-110
282-285
73,76
(H,I)
Culture
Literature
Languages of the Hispanic world
Isabel Allende
308-309
306-307
LL Lesson 10
UNIDAD 5/Etapa 1
Demonstrative adjectives and pronouns
Relative pronouns
Vocabulary from
6-1 Television
326-331
331-333
115-116
117-118
286-293
192-201
113
UNIDAD 5/Etapa 2
Vocabulary from
6-2 technology
The New World
UNIDAD/ETAPA
(vocabulary)
Direct objects pronouns
348-349
123
180-183
121
Indirect object pronouns
Relative pronouns
“lo” que
Pero vs. Sino
350-351
352-353
354-355
423-424
124
125
126
149
180-183
192-201
197-198
299
LL Lesson 12
EE
WB
AMSCO
TECHNOLOGY
(AUD/WB)
Double object pronouns
370-371
131-133
187,188
189
129
Nominalization
Common idiomatic expressions with
verbs
“se” for unplanned occurances
372-376
134
MATERIAL TO BE COVERED
verbs/usage/culture
345, 348,
354
(AUD/EE)
Octubrenoviembre
Episodio 11
(La Barca…)
(Como agua..)
(La Catrina)
II
UNIDAD 5/Etapa 3
Vocabulary from
6-3
Review for final exam / CRT
145-158
425-425
150
Diciembre
Como
agua…(video)