Monroe Township Schools
Curriculum Management System
Spanish III
Grade 10 or 11
February 2007
* For adoption by all regular education programs
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Board Approved: August 2007
Table of Contents
Monroe Township Schools Administration and Board of Education Members
Page 3
Acknowledgments
Page 4
District Mission Statement and Goals
Page 5
Introduction/Philosophy/Educational Goals
Pages 6-7
National and State Standards
Page 8
Scope and Sequence
Page 9-11
Goals/Essential Questions/Objectives/Instructional Tools/Activities
Pages 12-43
Benchmarks
Page 44
2
MONROE TOWNSHIP SCHOOL DISTRICT
ADMINISTRATION
Dr. Ralph P. Ferrie, Superintendent
Dr. Christopher H. Tienken, Assistant Superintendent
BOARD OF EDUCATION
Ms. Kathy Kolupanowich, President
Mr. Lew Kaufman, Vice President
Mr. Marvin Braverman
Mr. Joseph Homoki
Mr. John Leary
Ms. Kathy Leonard
Mrs. Rita Ostrager
Ms. Amy Speizer
Mr. Ira Tessler
JAMESBURG REPRESENTATIVE
Ms. Patrice Faraone
Student Board Members
Ms. Melissa Bonamici
Ms. Upsana Natarajan
3
Acknowledgments
The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:
Writers Names:
Rosemarie Armstrong
Supervisor Name:
Elizabeth Aaron, Supervisor of World Languages, Language Arts and Media
Technology Staff:
Al Pulsinelli
Reggie Washington
Bill Wetherill
Secretarial Staff:
Debbie Gialanella
Geri Manfre
Gail Nemeth
4
Monroe Township Schools
Mission and Goals
Mission
The mission of the Monroe Township School District, a unique multi-generational community, is to
collaboratively develop and facilitate programs that pursue educational excellence and foster
character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to
empower all individuals to become productive citizens of a dynamic, global society.
Goals
To have an environment that is conducive to learning for all individuals.
To have learning opportunities that are challenging and comprehensive in order to stimulate the
intellectual, physical, social and emotional development of the learner.
To procure and manage a variety of resources to meet the needs of all learners.
To have inviting up-to-date, multifunctional facilities that both accommodate the community and are
utilized to maximum potential.
To have a system of communication that will effectively connect all facets of the community with the
Monroe Township School District.
To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a
safe, outstanding, and superior education to all individuals.
5
INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS
Philosophy
The Monroe K-12 School District recognizes the global environment of our world and the subsequent need for world language skills. Spanish III will be
offered as a world languages option to all high school students in the Monroe K-12 School District who have completed Spanish 1 and II. As a planned program of
instruction, the course will provide students with an intermediate level Spanish Language opportunity. Emphasis will be placed on studying some advanced
grammar as well as a major exploration of culture including key authors, poets, artists, films, and music represented by various Hispanic American/Latin American
cultures. Students will compare and contrast literature, study it with relation to its impact or representation of history during its time period, as well as study the
social commentary of the culture the work represents. Other facets of the course will include understanding and communicating needs in travel situations, health
situations, and recreation situations. Students will become familiar with general practices in the work world, school life, and leisure life of Latinos and make
comparisons with other cultures. A great emphasis will be placed on reading comprehension, communication (oral and written) of basic comparisons and
contrasts, culture, geography, and some key historic events represented in art. Participation in this course will encourage students to become more versatile
citizens of a global world.
The primary beliefs of this philosophy are:
•
A person who studies a world language gains empathy and increased tolerance towards others as a result of a broadened worldwide view
which comes from learning about other cultures and people.
•
A person who studies a world language gains a better understanding of and appreciation for one’s own native language as well as the
increased capacity to learn related world languages.
•
A person who studies a world language benefits from improved critical thinking skills and creativity.
•
A person who studies a world language increases performance in all aspects of learning, especially language acquisition, reading and social
studies.
•
A person who studies a world language produces higher ACT and SAT scores.
•
A person who studies a world language is more competitive in the global marketplace.
•
A person who studies a world language and culture examines one’s own personal values as well as civic responsibilities.
6
Educational Goals
1. To explore the every day uses for the Spanish language as well as the literary uses.
2. To read and appreciate literary works, including short stories, autobiographies, legends, songs and poetry, orally and in writing, and discuss how these
works relate to life situations as well as enhance the understanding of the cultures they represent.
3. To demonstrate competency in the use of spoken Spanish and expand skills to communication about contemporary topics such as health, history,
government, the arts and the environment.
4. To compare Spanish-speaking societies to each other as well as to the US culture.
5. To initiate life-long interest in the Spanish language and culture.
6. To engage students in real-life situations in which they can utilize the Spanish Language.
7. To connect grammar with communication and provide practice that includes concrete practice, paired activities, realia-based activities, and open-speaking
and writing tasks.
8. To engage students in meaningful activities and higher level thinking skills using the Spanish language.
9. Connect Spanish with science, math, history and geography.
10. To discover the numerous locales in which Spanish is spoken and that Spanish is a prevalent language.
7
New Jersey State Department of Education
Core Curriculum Content Standards
A note about World Language Standards and Cumulative Progress Indicators.
The New Jersey Core Curriculum Content Standards for World Languages were revised in 2004. The Cumulative Progress Indicators
(CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district
servers. A complete copy of the new Core Curriculum Content Standards for World Languages may also be found at:
http://www.nj.gov/njded/cccs/s7 WL.htm
8
Spanish III
Scope and Sequence
Quarter I
Big Idea: Responsibilities
Big Idea: Past events and actions
I. Para Empezar
a. Daily life – daily routines, school life, leisure activities, present tense verbs
and reflexive verbs.
b. Special days – weekend activities, celebrations, special events, verbs like
gustar, possessive adjectives.
II. Días inolvidables
a. Vocab: hiking objects, activities, perils, weather review
b. Getting ready for an athletic or academic competition and emotional
responses, awards, ceremonies.
c. Review of preterite – irregular verbs with spelling changes
d. Imperfect versus preterite
III. La Televisión y el cine (from Realidades II)
a. Review of televisión programs and sporting events.
b. Preterite of reflexive verbs.
c. Movies, making a movie
d. Verbs that use indirect and direct objects, the present perfect
Quarter II
Big Idea: Self-expression
Big Idea: Tourism and transportation
IV. ¿Cómo te expresas?
a. Describing art and sculpture; tools for painting; describing what influences
art.
b. Preterite versus imperfect, estar + participle
c. Musical instruments, describing dance; describing drama
d. Ser and Estar; verbs with special meanings in the preterite vs. imperfect.
e. Mexican Muralists (Diego Rivera, José Orozco, David Siqueiros) and
themes in their works. Influence in the United States.
f. Frida Kahlo
g. Salvador Dalí – surrealism
h. Intro to Picasso – Cubism
i. Music: tango, salsa, cueca,
j. Performers: La Oreja de Van Gogh, Bebe and Enrique/Julio Iglesias Spain,
Juanes and Shakira Columbia, Ricky Martin (Puerto Rico), Selena and
Arjona Mexico
k. Grammy site and http://formespa.rediris.es/canciones/
l. Carretas – Costa Rica, weaving from Peru and Ecuador
V.¿Cómo ser un buen turista? (From Realidades II y Ya Verás 3)
a. Modes of transportation and vocabulary associated with trains, planes, and
metros.
b. Cultural differences in modes of transportation around the world.
c. Making travel arrangements and organizing trips (train schedules, Los
Angeles Verdes, Mexican subway system, changes in phone
communication.
d. Present perfect, past perfect, irregular past participles,
e. Prepositions of place: a, en, de, por, para, entre, hasta, hacia, cerca de,
and lejos de.
f. Prepositions antes de and después de with infinitivos.
9
VI. ¿Cómo sera el futuro? (from Realidades II y Ya Verás 3) or ¿Qué nos
traerá el futuro? (Realidades level 3, CH. 6)
a.
b.
c.
d.
e.
Use of the future tense
Comparison with conditional tense – note irregulars are the same.
Professions, making plans for the future; earning a living
La Katrina – chapter book/video mystery – continues into quarter III
Parts of Chapter 6 – Realidades page 260 can be used for this as well. OR
you can do CH 6 Level 3 in place of the level 2 – just make sure all
concepts are covered.
f. Saber vs. conocer
g. Impersonal se
10
Quarter III
Big Idea: Health and Rejuvenation
VII. ¿Qué haces para estar en forma?
a. Vocabulary: nutrition, illnesses and pains; medicine; habits for good health
b. Cultural differences in medical attention
c. Affirmative tú commands and negative commands with ud. And uds.
d. Exercising and getting in shape; health advice
e. Introduction of subjunctive in noun clauses with regular and irregular verbs.
f. Por and Para
Quarter IV
Big Idea: Relationships
VIII. ¿Cómo te llevas con los demás?
a. Personality traits; interpersonal behavior; friendship
b. The subjunctive with verbs of emotion
c. Review of Por and Para
d. Expressing and resolving problems; interpersonal relationships
e. Commands with nosotros; possessive pronouns
f.. Character analysis of Don Quijote and Lazarillo
AT LEVEL THREE MAKE SURE DON QUIJOTE AND LAZARILLO DE
TORMES ARE COVERED FOR AT LEAST ONE CHAPTER/EPISODE
Big Idea: Historical perspectives
IX. ¿Mito o Realidad?
a. Archaeological discoveries and mysteries
b. Description of objects
c. Myths and legends
d. Present and present perfect subjunctive after expressions of doubt,
uncertainty, or disbelief.
e. Uses of pero and sino
f. Subjunctive of adjective clauses
g. Two wonders of Peru: Inca Trail and Machu Picchu
h. Excerpt from Don Quijote
i. Contribution of the Mayan and Aztec civilizations
j. Prehispanic civilizations as viewed in the art of Diego Rivera
Chapters 5 through 7 will also be reviewed in Level 4 if all material is not
covered in Level 3. Chapters 8-10 in Realidades 3 must be introduced at Level
4 due to time constraints at Level 3.
11
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Sept.
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
1.1. Use reflexives.
1.2. Give verbs appropriately in
the present and preterite
tenses.
(7.1 N-H1,2)
1.3. Compare the use of verbs
encantar, gustar, importer,
and interesar to that of the
English counterparts.
1.4. Write and present
information orally about
daily routines, pastimes, and
household chores.
(7.1 I-L3; N-H 1, 2)
1.5. Write and present
information orally about
entertainment, special days,
and vacations.
(7.2 I-L 1-4; N-H 1-4)
1.6. Create and perform
dialogues discussing daily
activities/pastimes/chores.
(7.1 N-H 1-4)
Big Idea: Responsibility
Topic:
Goal 1:
Daily Life
The student will be able to write and perform a television script for an interview program about all the
things a student does every day from the time he/she wakes up in the target language.
Essential Questions
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
•
How do daily activities differ between the US and
Spanish-speaking countries?
•
How do we use the two forms of the past tense in
Spanish (Imperfect and preterite)?
Example: imperfect is used with description in the past,
habitual action, time (hour), feelings, mental activity,
with clue words like siempre/con frecuencia/a menudo/
a veces/ de vez en cuando/ muchas veces/ cada/
todos los días
•
How are the verbs encantar, faltar, gustar, importer,
and interesar different from other verbs?
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
See CPI’s and assessment models for sample conceptual
understandings.
12
•
CD on reflexive verbs (Quack)
•
Songs with reflexive verb lyrics
•
Realidades 3, Ya Verás 3, workbooks, guided
practice activities for vocabulary and Grammar,
Practice workbooks, listening and testing CDs,
Assessment program, teacher’s Resource
Book, Buen Viaje video, Schaum’s Grammar
Workbook
•
Interactive textbook CD-ROM Realidades
•
Teacher on-line access pack
•
www.Internet4Classrooms.com/flang.htm
•
Strrategies for learning pragmatics in Spanish
(conveying meaning through communication)
•
www.carla.umn.edu/speechacts/sp_pragmatics/
home.html
•
EveryTongue offers an extensive collection of
language examples in real audio format clips.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Responsibility
Topic:
Goal 1:
Daily Life
The student will be able to write and perform a television script for an interview program about all the
things a student does every day from the time he/she wakes up in the target language.
Essential Questions
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
•
www.everytongue.com
•
Red Escolar – allows teachers of heritage
Spanish to offer students interesting reading on
a variety of topics. www.redescolar.ilce.edu.mx
•
Listen to the news/hear world news in Spanish:
•
www.bbc.co.uk/worldservice/languages/
•
Children’s books online:
www.lonvig.dk/lucca.htm
•
ePals Classroom exchange: www.epals.com
Interpersonal (Knowledge, Application,
Comprehension)
13
•
Bingo/vocabulary bingo
•
Create dialogues about what you do in your
daily life.
•
Inside-outside circle: Getting to know you –
inside circle asks questions about daily life, and
outside circle responds. Reverse roles.
•
Do a scavenger hunt to find students with
common interests.
•
Pantomime of vocabulary words – act out the
daily activities (brushing teeth, combing hair,
etc.)
•
Create true/false statements about a partner
and have class guess correct answers.
•
Create situation cards from Teacher Resource
book and have class do the activity. (page 12)
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Responsibility
Topic:
Goal 1:
Daily Life
The student will be able to write and perform a television script for an interview program about all the
things a student does every day from the time he/she wakes up in the target language.
Essential Questions
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Interpretive (Knowledge, Application,
Comprehension)
•
Create a time-line of your daily activities.
•
Create a time-line of your partner’s daily
activities.
•
Read a partner’s essay about themselves and
do a peer edit. (Analysis)
•
Listen to an audio tape of someone’s activities
and respond to questions.
Presentational (Application, Synthesis)
14
•
Create a diamond poem about yourself:
Noun
2 adjectives
3 verbs
Phrase or sentence
Noun that either is a synonym or an antonym of
the original noun
•
Create an acrostic:
Your name is vertically written down the left
side of the page, and each letter of the word is
used as the beginning of a line of a poem.
Each line is an adjective or statement about
you.
•
Create and perform an interview that will be
videotaped or recorded using story boards
about your partner’s daily life with time
schedule. A rubric will be used for the
assessment.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Oct.
and
Nov.
Grade 10/11 Spanish 3
Big Idea: Responsibility
Topic:
Daily Life
Goal 2:
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
2.1. Use graphic organizers to
compare and contrast
routines, dining schedules,
and entertainment practices
of students around the
world.
(7.2 I-L 1-4)
2.2. Read and comprehend
articles about the activities
of Spanish young people.
(7.1 I-L 1, 3, 4 – 7)
2.3. Understand lifestyles and
values of Spanish and
Venezuelan young people.
(7.1 N-H 3, 6; 7.2 I-L 4-7)
2.4. Understand the vacation
practices of Spanishspeaking peoples.
(7.2 I-L 2-5)
2.5. Read and interpret poetry by
Spain’s poet, Rafael Alberti.
(7.1 P-A 7)
The student will be able to compare and contrast daily life in the US to daily life in Spanishspeaking countries using the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
What are similarities and differences in students
around the world with regard to daily life, television
viewing, entertainment, special days, and vacations?
See CPI’s and Assessments for sample conceptual
understandings.
•
Video on daily life in Mexico
•
Scholastic News or ELI magazine
•
TV telenovelas/stories/programs
Interpersonal (Knowledge, Application,
Comprehension)
•
Invite students/teachers born in other countries
to discuss daily life there. Students should
have prepared questions ahead of time. The
students will ask about special events such as
birthdays, Saint’s Days, and Quinceañera.
•
Read and take notes on the readings in the
chapter.
•
Use a graphic organizer/note taking method to
view the video on daily life in Mexico.
•
Go on line to see web pages of students/towns
to discover how other students live.
Interpretive (Knowledge, Application,
Comprehension)
15
•
Use a graphic organizer such as a Venn
diagram to compare and contrast.
•
Look up a newspaper from another country
(local section) to analyze some major
differences/similarities. Summarize what you
learned. (Analysis)
•
Read a song by Juanes regarding the barrios in
Columbia and street people. Do we have this
situation in the states?
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11 Spanish 3
Big Idea: Responsibility
Topic:
Daily Life
Goal 2:
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
The student will be able to compare and contrast daily life in the US to daily life in Spanishspeaking countries using the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
Presentational (Knowledge, Application,
Comprehension)
16
•
Write an informal letter telling an exchange
student the similarities and differences they will
encounter upon coming to the United States.
•
Create a booklet to describe the major
differences/similarities you researched on a
certain country with regard to lifestyles.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Nov.
and
Dec.
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
3.1.
3.2.
3.3.
3.4.
3.5.
Use a graphic organizer to
begin the writing process.
(7.1 N-H 2,4)
Create an essay
demonstrating proper use of
the preterite and imperfect
tenses.
Read about the Aztecs and
summarize the main points
in the history as well as note
where the preterite and
imperfect tenses were used.
(7.2 N-H 2)
Answer questions using the
irregular preterite verbs
correctly.
(7.1 N-H 2-4)
Discuss articles/internet
information regarding
favorite pastimes.
(7.1 N-H 4; 7.2 NH 2)
Big Idea: Past eventsand actions
Topic:
Unforgettable days (Días inolvidables)
Goal 3:
The student will be able to write an essay in Spanish using the five step writing process about
a special event.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
How do I organize my thoughts to write about a past
event?
See CPI’s and assessment models for sample conceptual
understandings.
•
Communicating in Spanish, Schaum’s Foreign
Language Series
•
See graphic organizer in Realidades TE3 page
52.
•
Schaum’s Grammar workbook
•
Ya Verás and Realidades ancillary materials
•
Quack CDs
•
Graphic organizer Sequence chart
transparency
•
Grammy’s in Spanish or some other awards
show (video)
•
Summer Olympic info from Barcelona 1992
•
Soccer info
•
Grammar quizzes
Interpersonal (Knowledge, Comprehension)
17
•
Bingo games with vocabulary
•
Pantomime sports activities for vocabulary
•
Tic Tac Toe with vocabulary (teacher resource
book Realidades page 37,38)
•
Show a video clip of an action movie. Tell
students to open their books to the vocabulary
page and think of ways to use as many
vocabulary words as they can to talk about
what they saw. Play the segment again,
pausing frequently to allow students to make
their comments.
•
Read Los Abuelos de Chiquitín y Chiquitán in
Lecturas 3 by Realidades (cartoon strip) and
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Past eventsand actions
Topic:
Unforgettable days (Días inolvidables)
Goal 3:
The student will be able to write an essay in Spanish using the five step writing process about
a special event.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
answer questions.
•
Read El Parque in lecturas 3 (Realidades)
Have students underline the preterite verbs.
Practice the reading strategies with them.
Could they understand this reading? Can they
answer the questions on their own?
•
Read Los Cuatros Gatos – have them underline
the preterite and circle the imperfect. Read
through and determine why each were used.
(Realidades Lecturas).
Interpretive (Knowledge, Application,
Comprehension)
•
Create a story with vocabulary clip art from
Teacher Resource book. Model this first.
•
Research a country and favorite pastimes and
create a brochure showing equipment needed,
verbs necessary to do activity, and body parts
necessary. Are there famous people who are
renowned in that field from that country?
•
Research prize winning people from Spanish
speaking countries. (poster available on this)
Presentational (Knowledge, Application,
Comprehension)
18
•
Prepare a skit based on your essay to tell the
class about your special event. Or create a
poster with photos and describe the event
without notes to the class. The class takes
notes to show understanding.
•
Hold an awards show/trophy celebration for
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Past eventsand actions
Topic:
Unforgettable days (Días inolvidables)
Goal 3:
The student will be able to write an essay in Spanish using the five step writing process about
a special event.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
most interesting event.
•
19
Create a cartoon strip about a character or
characters involved in a sporting event. The
strip should include at least one scene each
involving training, the event itself, and a victory
or awards ceremony. Present this to the class.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Jan
and
Feb.
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
4.1.
4.2.
4.3.
4.4.
4.5.
4.6.
Correctly use adjective
agreement.
Differentiate between ser
and estar and use
participles.
Make comparisons in art
work.
(7.2 N-H1)
Describe art work using
artistic terms.
(7.2 N-H1-3)
Talk about the style,
features, tools and media
used in the creation of
works of visual, literary,
handcrafted works and
performing art.
(7.2 N-H 1-3 for all below)
Talk about important artists,
musicians, film directors and
art museums. (Picasso,
cubism, Carlos Enriquez,
Diego Rivera, Osvaldo
Guayasamin, David Alfaro
Siqueiros, Kahlo, Miró, Dalí,
Facundo Cabral, Museum of
Tango, Marc Anthony,
Selena, Juanes, Shakira,
Penélope Cruz, Jennifer
Lopez, Antonio Banderas,
etc. Salsa, Zarzuela).
Big Idea: Self-expression
Topic:
¿Cómo te expresas? (How do you express yourself?)
Goal 4:
The student will be able to discuss different art styles and describe the art of famous artists in
the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
How do people express themselves and reflect the
events happening around them through the arts?
•
Paintings/postcards/books on the featured
artists.
•
What are the main themes of Diego Rivera, David
Siqueiros and José Orozco?
•
Transparencies – Fine Arts Realidades
•
•
Videos on artists
Why was Frida Kahlo important?
•
•
How is Rafael Tamayo different from these muralists?
Ya Verás and Realidades textbooks and
ancillary materials.
•
What are some of the musical contributions from Latin
America?
•
Posters on Mexican artists. Also DVD on
muralists
•
What are the major literary contributions from Latin
America?
•
Quack adjective CD
•
•
Schaum’s grammar workbook
What are the similarities between Picasso, Miró, and
Dalí? What are the key differences?
•
What are some of the hand crafted skills in Latin
American countries?
•
Who are some of the influential Hispanic/Latino artists
today? What contributions are they making to society?
See CPI’s and assessment models for sample conceptual
understandings.
20
•
Info on Museo del Barrio
•
Salsa music, Merengue music
•
Marc Anthony CD
•
Scent of a Woman – tango scene with Al
Paccino
•
Latin Grammies video
•
Internet sites for artists featured
•
Grammar quizzes
•
Vocabulary quizzes using clip art or one of the
activities below can be an alternative
assessment.
•
Literatura y arte – Intermediate Spanish, 8
edition by Thomson and Heinle
•
Oscar Nominees 2006/2007 Los Tres Amigos
Guillermo Del Toro for Pan’s Labyrinth (Mexico)
•
Alejandro Gonzalez Iñárritu for Babel (Mexico)
•
Alfonso Cuarón for Children of Men (Mexico)
•
Almodóvar for Volver (Spain)
th
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
4.7.
4.8.
4.9.
Big Idea: Self-expression
Topic:
¿Cómo te expresas? (How do you express yourself?)
Goal 4:
The student will be able to discuss different art styles and describe the art of famous artists in
the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
Talk about events in the
past using preterite and
imperfect correctly.
Read and comprehend art
and entertainment reviews.
Explain how the Mexican
Revolution and Spanish
Civil War were reflected in
the art of the time. What
does the art
represent/symbolize about
these events?
Interpersonal (Knowledge, Application)
21
•
Show a Picasso piece of art and a Velásquez
piece of art (Transparency in realidades).
Using the vocabulary in categories, call out
vocabulary from the six categories in random
order. One student uses the word to make a
statement about one or both of the paintings.
Put students in pairs and have them write down
statements based on their partner’s opinions –
make sure words are from all categories (el arte
y los artistas; color y luz; opiniones; materiales;
descripciones; comparaciones).
•
Play 20 questions (make it 5) about
photographs representing various art forms (en
el teatro, en el concierto, participantes,
actividades, comentarios, reacciones). Each
student chooses a photograph and a word or
expression and takes a turn at being “it”. Other
students ask up to five Si/No questions to try to
determine what the word is (es una persona,
esta persona canta?, etc.)
•
Compare likes and dislikes around a circle with
one person saying they like something, the next
they like it more, the last they like it the most.
Do this with dislikes as well.
•
Play matamoscas with vocabulary words.
•
Using the vocabulary clip art – have students
find people who match to the clip art (anyone
who loves art, plays an instrument, dances?)
Create a sentence about each of these
students using the vocabulary learned. (Erica
dances at a dance studio. Her favorite type is
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Self-expression
Topic:
¿Cómo te expresas? (How do you express yourself?)
Goal 4:
The student will be able to discuss different art styles and describe the art of famous artists in
the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
jazz.)
•
Play “Yo veo” I see – student describes piece of
art and others have to guess which one it is (put
paintings/post cards/art in front of the room.)
•
Bring in the art classes to discuss artists that
are included in both our curriculums.
•
Bring in a dance instructor, parent, student who
can teach others how to salsa, merengue and
tango. Show Scent of a Woman clip to
demonstrate tango. Is there a video with
Dancing with the Stars?
•
Watch Ya Verás 3 videos on hand crafted work
like weaving, carretas, moles, etc.
Interpretive (Knowledge, Application,
Comprehension)
22
•
Create a rebus story using adjectives to
describe a painting. Class has to guess which
one it is.
•
Create riddles using vocabulary.
•
Watch videos on the various artists and answer
discussion questions on each. Summarize
what was learned.
•
View video from Realidades re: El arte en el
mundo hispano.
•
Have class research and take notes on
Mexican Revolution and Spanish Civil War –
perhaps our students who are aficionados de
Historia could teach the class using a
PowerPoint presentation or overhead
demonstration.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Self-expression
Topic:
¿Cómo te expresas? (How do you express yourself?)
Goal 4:
The student will be able to discuss different art styles and describe the art of famous artists in
the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
Read passages in Realidades text about artists
as well as Ya Verás level 3. Have students
summarize information. What were major
points?
•
Listen to various genres of music. Students tell
their preferences and why. Play the music after
studying it. Students will identify the proper
type/artist.
•
Use a graphic organizer to take notes about the
various artists/musicians/time periods.
Presentational (Knowledge, Application,
Comprehension)
23
•
Do a jigsaw with Mexican painters. One group
researches Siquieros, one on Orozco, another
Rivera, and another the history of the Mexican
Revolution. Then they have to decide how the
three are related. Each group teaches their
segment to the other two.
•
Have students create a piece of art
representing them with a description and tell
how it represents him/her. (Synthesis)
•
A student can draw in the style of any artist and
describe the drawing, the artist imitated, and
details about the drawing itself/symbols.
•
Students can create their own dancing with the
stars contest and demonstrate dances
(flamenco, salsa, merengue, cha cha, zarzuela,
tango, etc.)
•
Have students research the music/dances from
various Latin American countries and create
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Self-expression
Topic:
¿Cómo te expresas? (How do you express yourself?)
Goal 4:
The student will be able to discuss different art styles and describe the art of famous artists in
the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
one of their own in the style of one learned.
24
•
Create their own Museum brochure with their
favorite works studied and give a description of
the work and reason why you liked it.
(Armstrong’s Gallery)
•
Possible scenario: Using the strategy on page
98 of Realidades, tell why you are applying to a
particular Ivy League school and why you are
the best candidate for a famous school.
Describe your experience, technical
characteristics, personal characteristics, and
recommendation. This will go through the peer
edit process and peers will learn how to use a
rubric to grade writing.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11 Spanish 3
Big Idea: Self-expression
Topic:
¿Cómo te expresas?
Goal 5:
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
5.1.
5.2.
5.3.
5.4.
5.5.
5.6.
Use pre-reading strategies.
Look for cognates and read
to get the idea.
Use a graphic organizer to
assist with reading
comprehension
Summarize what was read
Explore the symbolism used
in the book and how it
applies to the world today
Students will begin reading
La Katrina – a mystery.
Both text and video will be
used to understand the
story.
The student will be able to read an excerpt from a novel and demonstrate understanding in the
target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
How do I read for understanding?
See CPI’s and assessment models for sample conceptual
understandings.
Interpersonal (Knowledge, Comprehension)
•
Students will read the title of the story (Cuando
era puertorriqueña in Realidades) and discuss
what they think the story is about.
•
Students will look at the pictures (picture walk)
to get a sense of what the story will be about.
•
Students will pre-read the questions asked at
the end of the story.
•
Students will work in pairs/teams to read parts
of the story after teacher models how this is to
be done.
Interpretive (Knowledge, Application,
Comprehension)
(7.1 N-H 1-4; I-L 1-4 for
above)
•
Using a graphic organizer, students will write
the main parts of the story (character, place,
events, problem, solution)
•
Students will analyze the above using literature
circle roles (Discussion director, investigator,
illustrator, connector, travel tracer, vocabulary
enricher). Go to
www.allamericareads.org/lessonplan/strategies/
during/litcirc1.htm for literature circle templates
Presentational (Comprehension)
•
25
Scenario: Each team must come up with a
paragraph summarizing the story on a flip chart
and tell how it applies to the world today.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Mar.
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
6.1.
6.2.
6.3.
6.4.
6.5.
6.6.
6.7.
6.8.
Create dialogues
demonstrating how to ask
for information such as
purchasing a ticket, time
delays, arrivals, departures,
and platform information.
(7.1 I-L 1-4)
Identify major differences in
travel between Spain and
the US as well as the metro
system in Mexico.
(7.1 I-L 3,4; 7.2 N-H 1-3)
Read a train schedule and
understand the use of
military time.
(7.1 I-L3)
Resolve a lost luggage
situation.
(7.1 I-L1-4)
Use directions correctly.
Understand the meaning of
Angeles Verdes in Mexico
(7.2 N-H2)
Recognize common
universal traveling symbols.
(7.2 N-H2)
Students will be able to use
prepositions (a, en, por,
para, entre, hacia, hasta,
antes de, después de, lejos
Big Idea: Tourism and transportation
Topic:
¿Cómo será un buen turista?
Goal 6:
The student will be able to role play various travel situations to demonstrate understanding of
how to resolve problems in airports, train stations and metros around the world using the target
language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
How do I ask for tickets, platforms/gates, and resolve
issues when traveling?
•
What are the major differences in travel and modes of
transportation between the U.S. and Spanish speaking
nations? What factors affect this (high price of gasoline
in Europe, no major railways in South America, strikes,
etc.)
•
How do I read train schedules and make travel
arrangements?
See CPI’s and assessment models for sample conceptual
understandings.
•
Schaum’s Foreign language series
Communicating in Spanish: Ch 4 Viajando en
avión, CH 5: En el tren; CH 6 Alquilando un
automóvil; CH 9 Conduciendo
•
Realidades II and ancillary materials
•
Ya Verás 3 and ancillary materials
•
Grammar quizzes
•
Vocabulary word searches/puzzles
•
Fly swatter game – vocabulary/phrases
Interpersonal (Knowledge, Application,
Comprehension)
•
Students will read sample dialogues and take
on the roles of the characters.
•
Scenario: Situation cards will be presented to
pairs of students. They must create a dialogue
to resolve the situation or come up with the
questions to resolve the situation. The
situations will also include probability of
something happening. (Due to snow, the plane
will probably be late, what would you do? How
do you ask if there is time to get a snack?, etc.
•
What would you do if the train arrived late?
What would you do if there was a delay?
Interpretive (Knowledge, Application,
Comprehension)
•
26
Students will do web based research regarding
major airports, train stations, rules for traveling
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
de, cerca de) with regard to
transportation.
6.9. Students will be able to use
the present and past perfect
tenses correctly with haber
and the past participle.
(7.1 N-H 4, 5, I-L 1, 2)
6.10. Students will be able to
apply the future tense to
arrivals or departures and
probability of the future.
6.11. Students will be able to
apply the conditional to
arrivals and departures.
(7.1 I-L2)
Big Idea: Tourism and transportation
Topic:
¿Cómo será un buen turista?
Goal 6:
The student will be able to role play various travel situations to demonstrate understanding of
how to resolve problems in airports, train stations and metros around the world using the target
language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
in foreign countries and take notes.
•
What was the significance of the bombing of
Atocha on March 11th?
•
Students will read and answer questions
regarding readings about various forms of travel
in Spain and Mexico.
•
Students will read a train schedule and answer
questions based on departures and arrivals or
will create a game with questions regarding
departures and arrivals.
Presentational (Knowledge, Application)
27
•
Scenario: Give a group of students a situation.
They have 15 minutes to discuss it and then
must perform a dialogue to resolve it.
•
Create a brochure with universal road symbols
and label it.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
April
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
7.1. Explain the use of the
subjunctive tense in
Spanish.
7.2. Use the regular and
irregular present forms of
the subjunctive.
7.3. Create a personal health
plan that includes menu,
nutrition, physical health,
mental health vocabulary.
(7.1 I-L2)
7.4. Engage in a telephone
conversation with the
teacher explaining how they
could not make an
appointment because of an
illness. They will tell how
they will remedy the illness
in both US ways and Latin
American ways (natural
remedies).
(7.2 I-L 1,2)
7.5. Research articles dealing
with nutrition changes in the
Spanish speaking world as
well as
smoking/cancer/obesity and
heart attacks.
(7.2 I-L 4)
7.6. Revisit the verb doler. (Like
Big Idea: Health and rejuvenation
Topic:
¿Qué haces para estar en forma? (What do you do to stay in shape?)
Goal 7:
The student will be able to talk about menus, nutrition, and the preparation and quality of
foods. The students will be able to communicate needs for physical health, mental health,
exercise, illnesses, and remedies in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
What do you need to remain healthy and in good
shape?
•
Schaum’s Foreign Language Series
Communicating in Spanish (The pharmacy)
•
What are the major differences in remedies between
Latin America and the U.S.? What differences are
there in common practices to resolve medical
issues/ailments?
•
Schaum’s Grammar Workbook
•
Realidades 3 and Ya Verás 2.
•
•
How is life changing in the Spanish-speaking world with
regard to nutrition, food preparation, exercise and
health notices/diseases?
Interpersonal (Knowledge, Application)
•
Symptoms and remedies – students write
names of symptoms on index cards and place
them in a shoe box. Call on a volunteer to
come to the front of the class. The volunteer
draws an index card from the box and acts out
the symptom. Students take turns guessing the
correct symptom. Once they guess the
symptom, they must provide a remedy or
solution to alleviate it.
•
Simon says with body parts.
•
Twister with body parts.
•
Operation with body parts.
•
List good habits that you have. Reflexive verbs
may be in here as well. List bad habits or
things you would like to change.
How did ancient civilizations influence our
sports/games of today?
See CPI’s and sample assessment models for sample
conceptual understandings.
Interpretive (Knowledge, Application,
Comprehension)
28
•
Compare the food pyramid in the states to the
food pyramid in Spain. Use a Venn Diagram to
tell similarities and differences.
•
Compare and contrast pharmacies in the U.S.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
gustar)
7.7. Explore the similarities in
teen magazines between
the US and Latin America.
(7.2 I-L 1)
7.8. Read and interpret song
lyrics by José Alfredo
Jiménez.
(7.2 N-H 3)
7.9. Discuss the influence of
Ancient Central American
ball games on today’s
activities.
(7.2 I-L 1-4
7.10. Use negative and affirmative
commands with tú and
ud./uds.
7.11. Students will be able to use
present subjunctive with
sentences relating to health.
(7.2 I-L1)
Big Idea: Health and rejuvenation
Topic:
¿Qué haces para estar en forma? (What do you do to stay in shape?)
Goal 7:
The student will be able to talk about menus, nutrition, and the preparation and quality of
foods. The students will be able to communicate needs for physical health, mental health,
exercise, illnesses, and remedies in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
with those in Spain. What are the
advantages/disadvantages with each?
29
•
Use reading strategies to interpret the main
points of articles about nutrition and health in
Spain, Mexico or Latin America.
•
Look at the lunch menu for today. Describe the
foods and the nutritional value (carb, fat,
protein, etc.)
•
Create a dialogue saying you have to go to the
nurse, stating why, and what you hope she will
do for you.
•
Scenario: Play the role of the nurse/doctor and
give advice on what your partner should do to
remedy their illness.
•
Write a get well card expressing your sympathy
and hopes that the person will feel better.
•
Have students find and analyze a love song –
someone sick from heartache. Use a Spanish
singer. (Analysis)
•
Model first with the following reading:
•
Read Sonetos de Amor by Pablo Nerudo
(Lecturas 3 – Realidades). Pre-reading – he
was a Chilean poet who became Chilean
cónsul in Barcelona Spain when the Spanish
Civil War broke out. The war affected him
deeply, especially the execution of his friend
and fellow poet Federico García Lorca, whose
work had influenced Neruda’s. His poetry
began to reflect his concern for social justice.
He won the Nobel Prize for Literature in 1971.
Point out that a sonnet is a poem of 14 lines.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Health and rejuvenation
Topic:
¿Qué haces para estar en forma? (What do you do to stay in shape?)
Goal 7:
The student will be able to talk about menus, nutrition, and the preparation and quality of
foods. The students will be able to communicate needs for physical health, mental health,
exercise, illnesses, and remedies in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
This one has the influence of the old Spanish
ballads, and possibly of Garcia Lorca. Note the
verses that use subjunctive. Why? Answer the
comprehension questions.
•
Create a persuasive essay telling people how to
live a better life from a physical, mental and
nutritional viewpoint. Peer edit will be done and
rubrics used to ensure students understand
expectation and how to improve their
work.(Analysis)
•
Read some teen articles in Amiga, Joven, etc.
and note the similarities and differences in
topics. How are the advertisements similar or
different?
•
Read about ancient civilization with regards to
games. What current games were influenced
by ancient cultures?
•
Research obesity, cancer, heart attacks in
various countries. Who has the most severe
issues? Why do you think this is so?
Presentational (Knowledge, Application)
•
30
Using the mobile language lab, students must
act out a call to the hotel where the student’s
teacher is staying and tell the receptionist that
they can not make their appointment with the
teacher. They must tell why using the
vocabulary from this chapter and what they are
doing to remedy it. Then they will tell the
receptionist a future date they will meet the
teacher.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Health and rejuvenation
Topic:
¿Qué haces para estar en forma? (What do you do to stay in shape?)
Goal 7:
The student will be able to talk about menus, nutrition, and the preparation and quality of
foods. The students will be able to communicate needs for physical health, mental health,
exercise, illnesses, and remedies in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
31
Students create a poster with a complete health
program that consists of three parts: 1. a
healthy diet, 2. a physical exercise routine, and
3. the selection of a song in Spanish to
accompany their routine. Posters should state
the name of the artist and the country of origin.
Students then give an oral presentation of their
complete program to the class.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
May
and
June
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
8.1.
8.2.
8.3.
8.4.
8.5.
8.6.
8.7.
8.8.
Talk about friendship,
interpersonal relationships,
personality traits, emotions,
conflict resolution, family
routines.
(7.2 N-H 1-2)
Use subjunctive to express
opinions and talk about
emotions.
(7.2 I-L 1-2)
Work with graphic
organizers for fiction and
drama.
(7.1 N-H 4-6)
Interpret love poems
(7.1 I-L 4-7)
Write about the theme of
love in art and explain about
the theme and impact of
love in Spanish-speaking
cultures and their art.
(7.1 I-L 4-7; 7.2 N-H 1-2)
Recite song lyrics by
Paulina Rubino
Read/view and understand
soap operas.
(7.1 N-H 2; 7.2 N-H1)
Write about a trip and a day
out.
Big Idea: Relationships
Topic:
¿Cómo te llevas con los demás? (How do you relate to others?)
Goal 8:
The student will be able to read, write and speak about friendship, interpersonal relationships,
personality traits, emotions, customary behavior, and conflict resolution. Character analysis of
Don Quijote and Lazarillo (Spanish classics) will be used in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
What makes people tic?
•
Lecturas 3 (Realidades)
•
What is the impact of the love themes in Spanish
speaking cultures. How does it differ from the U.S.?
•
Don Quijote de la Mancha
•
•
Lazarillo de Tormes (original version)
How do our personality traits affect our relationships?
•
•
Ya Verás – Level 3
How does the telenovela differ from U.S. soap operas?
•
•
Story maps and graphic organizers
How is the subjunctive used to express doubt,
uncertainty, emotions?
•
CDs of Spanish musicians, song artists, top
Grammy award winners in all categories
See CPI’s and assessment models for sample conceptual
understandings.
•
Esperanza Rising
•
Too Many Tomales
Interpersonal(Knowledge, Application,
Comprehension)
32
•
View a video – un amistad entre hermanos and
note the conflict.
•
Listening CD – listen and take notes on what is
happening. What is the conflict? How is it
resolved? Who are the characters? Describe
their personality (make a list).
•
Play concentration or matching game with
vocabulary clip art.
•
Play charades with verbs on verb vocabulary
list.
•
Play opposites game with positive and negative
descriptive adjectives.
•
Put clip art into a bag/box. Volunteer takes one
out of box and must act it out or must show the
picture to the class and tell what the emotion is.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic:
¿Cómo te llevas con los demás? (How do you relate to others?)
Goal 8:
The student will be able to read, write and speak about friendship, interpersonal relationships,
personality traits, emotions, customary behavior, and conflict resolution. Character analysis of
Don Quijote and Lazarillo (Spanish classics) will be used in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
8.9.
Analyze key characters in
Don Quijote and Lazarillo de
Tormes – two Spanish
classics.
(7.1 I-L 6)
8.10. Discuss conflict in fiction
and drama
8.11. Interpret Spanish
personality demographics
and Mexican Family
demographics.
(7.1 I-L4-7; 7.2 I-L 1-2)
8.12. Talk about known artists,
poets, musicians and their
works.
Create situation cards (Realidades teacher’s
resource book) and use the subjunctive to
express the emotion.
Interpretive (Knowledge, Application,
Comprehension)
33
•
Using the picture book Esperanza Rising or Too
Many Tomales, do a picture walk, ask students
what they think the book will be about based on
the title, go through the story and have students
take notes on a graphic organizer story map
that is on an overhead transparency (have them
give answers or come up to the overhead to
write the answers/parts of story map). Discuss
the conflict/resolution. With the class, model
how to write the summary of the book and
character description as well as
confict/resolution.
•
Scenario: You will create an illustrated
advertisement to look for new school friends in
Latin America or Spain. It should contain your
name, age, grade, phone number or email
address and photo. You will include photos or
magazine clippings with captions of two of your
hobbies and two of your favorite school
subjects. In a paragraph, you will write why you
want a new friend (use subjunctive), two
personality traits you like in a friend, and two
activities you would like to do with a new friend.
•
Have students watch a telenovela and discuss
main points (jot down notes) using a graphic
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic:
¿Cómo te llevas con los demás? (How do you relate to others?)
Goal 8:
The student will be able to read, write and speak about friendship, interpersonal relationships,
personality traits, emotions, customary behavior, and conflict resolution. Character analysis of
Don Quijote and Lazarillo (Spanish classics) will be used in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
organizer story map. Teacher may tape this
ahead of time and bring in the tape to discuss it.
34
•
Interpret a survey to determine the qualities of
today’s youth.
•
Read and discuss the custom of the handshake
and its origins.
•
Students must find a song demonstrating
conflict after we model with a song written by
Paulina Rubio.
•
Read El amor en las artes using pre-reading
and reading strategies. Have class work in
pairs to read and answer questions.
•
What are some major conflicts in our world
today? How could we resolve some of them?
•
Read Don Quijote – one chapter. Class will do
a story and character analysis. Using the
model on page 190 in Realidades, write a
description about the relationship between Don
Quijote and Sancho Panzo. Describe their
characters’ relationship through their actions.
•
Do this same exercise with Lazarillo de Tormes
– first episode only. What is the relationship of
Lazarillo to the blind man? How do you know?
How would you describe Lazarillo? The blind
man? What are the conflicts? How does
Lazarillo resolve them?
•
Read Pablo Neruda (Poema No. 15) and
Homenaja a los padres chicanos. Answer
comprensión questions. Discuss metaphors
and similes.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Relationships
Topic:
¿Cómo te llevas con los demás? (How do you relate to others?)
Goal 8:
The student will be able to read, write and speak about friendship, interpersonal relationships,
personality traits, emotions, customary behavior, and conflict resolution. Character analysis of
Don Quijote and Lazarillo (Spanish classics) will be used in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
Using art (Fine art transparencias) use guided
discussion to have students express feelings
and opinions. Why?
Presentational (Knowledge, Application)
35
•
You will present your ad to the class and
describe the information.
•
Scenario: Divide the class into personal advice
columnists and students with problems. Each
student must create a Dear Abby letter asking
for advice. Each Dear Abby must respond
aloud to the class. Have class vote on best
three “solutions.”
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
June
– as
a
preview
to
next
year
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
9.1.
Give definitions of
vocabulary
9.2. Talk about work, job
searches, employment
types, sites and skills
9.3. Discuss personality traits
9.4. Read and listen to
information about
emergencies, volunteer
community organizations,
and community activism.
9.5. Read and analyze a poem
by Antonio Machado
9.6. Write about the
contributions of the Spanishspeaking community in the
United States
9.7. Explain community gardens
in Latin America. How do
they differ from the U.S.?
9.8. Explain teenage
employment in Latin
America
9.9. Compare the English
counterpart to the Spanish
pluperfect subjunctive as
well as present perfect
subjunctive.
(7.2 N-H 1-3; I-L 1-3; 7.1 I-L 1-4)
Big Idea: Careers
Topic:
Trabajo y Comunidad
Goal 9:
The student will be able to talk about work, job searches, employment types, sites and skills in
the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
How do job skills and employment opportunities affect
cultures?
•
What is the benefit of bilingual skills?
•
How effective can you be if you know a language but
do not know the culture of that language?
See CPI’s and assessment models for sample conceptual
understandings.
Interpersonal (Knowledge, Application)
•
Throw a sponge ball to a student. That student
must take one of the vocabulary words and
define it in Spanish. Then he/she throws it to
another student. Hangman can also be played
in one station throughout the week as a way to
learn vocabulary.
•
Teacher says two events that occurred in the
past. Student has to combine both sentences
using the pluperfect tense with haber.
Interpretive (Knowledge, Application,
Comprehension)
36
•
Go on the web and look for job advertisements
in newspapers around the world. Also internet
sites. Select one of the ads and request
specific information about the job such as
hours, pay, qualifications, etc. Send it to a
friend who will act as the employer and write a
response.
•
Read “He andado muchos caminos” de Antonio
Machado. Use pre-reading strategies and have
class tell me what they think the poem is about.
Answer comprehension questions.
•
Analyze the Diego Rivera mural and how it
represents work (the one in the Detroit Institute
of Arts.) How is art used as a social
commentary/protest? (Analysis)
•
Using transparencies and audio CDs, present
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Careers
Topic:
Trabajo y Comunidad
Goal 9:
The student will be able to talk about work, job searches, employment types, sites and skills in
the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
the vocabulary of the chapter. Then have
volunteers do this each day as the Do Now to
elicit class response and review vocabulary
each day.
•
Have students research some of the issues
around immigration. Why do citizens from other
countries come to the U.S. to work? If you went
to another country, what habits/customs do we
have that could be perceived differently there?
What attitudes/behaviors would you have to
change? What do people from other cultures
have to change/adapt to when working in the
U.S.?
•
Have students analyze songs of famous
Hispanics that reflect social protest. (Anlalysis)
•
Have students write five sentences in the
present perfect tense about the actions of five
different people in Latin American countries
during this past week. Vary the subject each
time. Put the answer on a separate index card.
Class will guess. Then later in the week, add a
fact about what previously happened using the
pluscuamperfecto. (Había ____)
Presentational (Knowledge, Application,
Comprehension)
37
•
Have students partner and choose three
objects to refer to. Pairs take turns giving
demonstrations using the demonstrative
pronouns. They place objects around the room,
stand at opposite ends and make sentences.
•
Create a scrapbook of six pages about your
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Careers
Topic:
Trabajo y Comunidad
Goal 9:
The student will be able to talk about work, job searches, employment types, sites and skills in
the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
friends along with a brief description of what
professions they think their friends are going to
have in the future. Give an oral presentation on
one friend in the scrapbook and predicting
his/her future profession/job.
38
•
Scenario: You will hold a debate regarding the
immigration issues representing both sides of
the situation. Students must back up their
opinions with information gathered throughout
this chapter. (Evaluation)
•
Have students select a song from a Latin
American artist that represents social
commentary. What do they think it means?
Teach the class the song.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
June
–as a
preview
to
next
year
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
10.1. Describe what
archaeologists do.
10.2. Identify and describe some
extraordinary phenomena
10.3. Give their opinion about
mysterious events
10.4. Talk about the contributions
of the Maya and Aztec
civilizations
10.5. Compare some myths and
legends from the Spanish
speaking world with those of
the United States
10.6. Discuss key facts about
Miguel Cervantes and his
times
10.7. Interpret the work of the
Academia de Español de
Guatemala
Big Idea: Historical perspectives
Topic:
Mito o Realidad?
Goal 10: The student will be able to inform others about the major archaeological discoveries in the
Americas and the influence of the pre-columbians, Aztecs and Mayans on our culture using the
target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
What influence do pre-columbian, Aztec and Mayan
cultures have on our society today?
•
How is Don Quijote relevant in today’s literature?
•
What do archaeological sites reveal about the past and
cultures during that time period?
•
Quia – assessment tools
•
DiscoverySchool.com – tools to create quizzes,
puzzles, worksheets and exercises
•
Spellmaster.com – allows teacher to create
flash vocabulary exercises
•
QuizStar – a free web based program that
teachers can access from work or home to
create quizzes that students can take and
review online, including multi-lingual quizzes
and review their quiz scores
•
Man of La Mancha video, cassete tape for
listening
•
Lazarilla de Tormes Video/audio CD
•
Country videos (Guatemala)
See CPI’s and sample assessment models for sample
conceptual understandings.
Interpersonal (Knowledge, Application)
(7.1 N-H 2-4; 7.2 I-L 1-4)
•
Use spellmaster.com to create flash vocabulary
exercises. Then have students pantomime the
vocabulary (charades).
•
Hangman with vocabulary.
•
TPR with vocabulary
•
Practice listening comprehension with new
vocabulary using Audio CD. Students will
correct the false statements with a partner.
Interpretive (Knowledge, Application,
Comprehension)
•
39
Have students read the article on Atlantis
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Historical perspectives
Topic:
Mito o Realidad?
Goal 10: The student will be able to inform others about the major archaeological discoveries in the
Americas and the influence of the pre-columbians, Aztecs and Mayans on our culture using the
target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
following pre-reading strategies. Then they will
answer the comprehension questions and
share these answers with their groups.
40
•
Have students read passages with sentences
that have two clauses – each with its own
subject and verb. Provide models of different
subjects with haber form the present perfect
subjunctive. Have students create their own
sentences/paragraphs.
•
Scenario: Have students search the internet to
find the official Peruvian Government Web page
for Machu Picchu. Students will seek
information as to when the site is open, how to
get there, and three things they will see when
they visit. Have them report in Spanish in what
they have learned.
•
Using a graphic organizer make comparisons
between the Aztec and the Mayan cultures with
regard to astronomia, calendario, escritura,
números, y templos.
•
Have students look at the sites of Easter Island
using Online Atlas (www.phschool.com, web
code jed-0002). Describe in detail what is
unusual about this island. Read the article in
text and answer comprehension questions.
•
View the video on this/Chile and demonstrate
comprehension by notes taken.
•
Work with Schaum’s grammar packets in study
groups to review rules of subjunctive.
•
Students can create their own time lines.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Historical perspectives
Topic:
Mito o Realidad?
Goal 10: The student will be able to inform others about the major archaeological discoveries in the
Americas and the influence of the pre-columbians, Aztecs and Mayans on our culture using the
target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
Presentational (Knowledge, Application)
41
•
Students can create their own legend through
pictures, a story book, or a poem.
•
Students can act out the chapter 22 of Don
Quijote.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Dec Feb.
or
final
wks
of
June
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
11.1. Use the future tense in
Spanish.
(7.1 N-H 2-4)
11.2. Use the Conditional Tense
in Spanish
(7.1 N-H 2-4)
11.3. Understand the difference
between saber and
concocer.
(7.1 N-H 2-4)
11.4. Understand the impersonal
se in Spanish.
11.5. Be able to read and
comprehend La Katrina and
answer comprehension
questions as well as
summary a chapter.
(7.2 N-H 2-4)
11.6. Make plans for the future or
talk about what they would
like to do.
Big Idea: Future events
Topic:
¿Cómo será el futuro? (from Realidades II y Ya Verás 3 or Qué nos traerá el futuro (Realidades
3, CH 6.)
Goal 11: Students will be able to make future plans and talk about what they would like to do if
conditions were in their favor in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
•
How do I discuss the future?
•
How do I discuss statements of condition?
•
What are some reading strategies I can use to better
comprehend the story?
•
What are the key elements of a story?
•
How can I create my own story and organize my
thoughts?
Interpersonal (Knowledge, Application,
Comprehension)
•
Students can use the die to play the
conjugation game with the conditional and the
future tenses.
•
Students can do the drill game to practice
vocabulary words as well as conjugation of
irregular verbs.
•
Students will read La Katrina in small groups
and move through a chapter at their own pace.
See CPI’s and assessment models for sample conceptual
understandings.
Interpretive (Knowledge, Comprehension)
•
In small groups, students can analyze a chapter
of La Katrina and then draw a cartoon strip
showing events. (Analysis)
•
Possible scenario: Students can watch the
video and create their own summary for a
television or radio show each morning.
•
Students will use graphic organizers to help
them interpret the story as well as create their
summary.
Presentational (Knowledge, Application)
42
•
Students can tell about their future summer
plans through a poster and captions using the
future tense. Then what they would like to do if
they had $5,000.
•
Create a picture book of what they would do if
they won the lottery and present it to the class.
Suggested days of
Instruction
Curriculum Management System
Grade Level/Subject:
Grade 10/11
Spanish III
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Big Idea: Future events
Topic:
¿Cómo será el futuro? (from Realidades II y Ya Verás 3 or Qué nos traerá el futuro (Realidades
3, CH 6.)
Goal 11: Students will be able to make future plans and talk about what they would like to do if
conditions were in their favor in the target language.
Essential Questions
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Sample Conceptual Understandings
Interdisciplinary Activities / Assessment Model
FINAL EXAM must include writing essay,
listening, oral proficiency and basic
vocabulary/grammar concept mastery.
43
Spanish III
COURSE BENCHMARKS
1. The student will be able to write about their daily routine, activities, chores, competitive events in the past tense as well as
the present and past perfect tenses. Both regular, reflexive and irregular verbs are included at this level.
2. SWBAT use the regular and irregular preterite and imperfect tenses to describe past events with the accuracy of a Novice
High level.
3. SWBAT make comparisons and contrasts of daily life in the U.S. to daily life in Spanish speaking countries.
4. SWBAT read, comprehend, discuss and summarize articles about activities of Spanish people and their activities in
various countries.
5. SWBAT use the internet to research activities, people, geography, history in Spanish-speaking countries and summarize
information.
6. SWBAT write, understand, and talk about television, movies, and theater in the Spanish-speaking countries.
7. SWBAT use indirect and direct objects together in sentences in writing.
8. SWBAT use prepositions and prepositional phrases with infinitives.
9. SWBAT use impersonal se.
10. SWBAT use graphic organizers to complete an essay using the five-step writing process.
11. SWBAT use adjective agreement while discussing, writing, and creating dialogues when comparing art styles and art of
famous Latino/Hispanic artists.
12. SWBAT discuss/write how art reflects the social, political, and economic realities of the time period in which it was
created.
13. SWBAT identify key facts of major historical events in Spanish history and Colonialism.
14. SWBAT identify story elements and discuss characters in key literature (Don Quijote and Lazarillo de Tormes).
15. SWBAT read a train schedule, understand universal travel symbols, make reservations/purchase seats/tickets for travel
and handle travel circumstances in a Spanish-speaking country.
16. SWBAT discuss events in the future, conditional, and subjunctive tenses.
17. SWBAT write, understand, and talk about menus, nutrition, preparation and quality of foods as well as be able to
communicate needs for physical, health, mental health, exercise, illnesses and remedies. They will be able to
communicate the major differences in these areas in Spanish speaking countries versus the United States.
18. SWBAT read and interpret poetry, short stories, articles, announcements, messages, advertisements and other realia
from Spanish-speaking countries at the Novice High level/Intermediate low level.
19. SWBAT read, write, and speak about friendship, interpersonal relationships, personality traits, emotions, customary
behavior, and conflict resolution in social situations at the Novice High/Intermediate low level.
20. SWBAT express doubt, uncertainty, opinions and emotions using the subjunctive tense.
21. SWBAT apply for a job in a Spanish-speaking country noting the characteristics and personal traits that would qualify
them for a position.
44