BLACK HORSE PIKE REGIONAL SCHOOL DISTRICT
HIGHLAND
TIMBER CREEK
TRITON
WORLD LANGUAGE DEPARTMENT
SPANISH 3 SYLLABUS
Course Content and Timeline
A. In the Restaurant Unit
 Describe dining in a restaurant. (7.1.IL.A.1; 7.1.IL.A.4)
 Describe how I order and pay for a meal at a restaurant. (7.1.IL.A.1; 7.1.IL.A.4)
 Identify and discuss different foods. (7.1.IL.A.1; 7.1.IL.A.4; 7.1.IL.B.5)
 Identify eating utensils and dishes. (7.1.IL.A.3; A.4)
 Describe the wide variety and diversity of Hispanic food. (7.1.IL.A.3)
 Use and recognize the adjectives of nationality. (7.1.IL.B.4)
 Use the present tense of the stem- changing verbs (e-i). (7.1.IL.B.4)
 Use the preterit of stem- changing verbs (e-i; o-u). (7.1.IL.B.5)
 Express passive voice using “se”. (7.1.IL.B.5)
 Distinguish similarities and differences in some of the restaurants in Spain and Latin America.
(7.1.IL.A.3)
B. Celebrations Unit
 Explain how Spain and Latin American countries celebrate religious holidays. (7.1.A.IH.A.6;
7.1.A.IH.C)
 Recognize what is unique about each religious holiday. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Distinguish between Spain and Latin American countries’ holiday celebrations. (7.1.A.IH.A.6;
7.1.A.IH.C)
 Express the importance of these religious holidays. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Compare holidays in Spanish-speaking countries to holidays in the United States. (7.1.A.IH.A.6;
7.1.A.IH.C)
 Use the regular forms of the imperfect tense to express the past tense. (7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Use the irregular forms of the imperfect tense to express the past tense. (7.1.A.IH.A.1;
7.1.A.IH.A.2)
 Examine how Spain celebrates New Year’s Eve. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Interpret the meaning of Día de los Muertos and how is it celebrated in Mexico. (7.1.A.IH.A.6;
7.1.A.IH.C)
 Analyze the significance of El Día de San Juan in Puerto Rico. (7.1.A.IH.A.6; 7.1.A.IH.C)
C. Technological World Unit
 Talk about computers, the Internet, and e-mail and how they are used. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Talk about pictures taken on a digital camera and types of music played on an MP 3 player.
(7.1.A.IH.A.6; 7.1.A.IH.C)
 Demonstrate how to make and receive phone calls. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Compare the use of technology in Spanish-speaking countries and the United States.
(7.1.A.IH.A.6; 7.1.A.IH.C)
 Use and recognize the preterit tense. (7.1.A.IH.A.6; 7.1.A.IH.A.2)
 Use and recognize the imperfect tense. (7.1.A.IH.A.6; 7.1.A.IH.A.2)



Identify strategies that help to distinguish when to use the preterit versus the imperfect and vice
versa. (7.1.A.IH.A.6; 7.1.A.IH.A.2)
Use the imperfect most of the time when using verbs of mental activity and condition.
(7.1.A.IH.A.6; 7.1.A.IH.A.2)
Prepare a comparison of technology today and in the past and support the changes that were
caused by technology. (7.1.A.IH.A.6; 7.1.A.IH.C)
D. In the Hotel Unit
 Describe the checking in process at a hotel or hostel. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Explain how to check into a hotel or hostel. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Ask for things that may be needed while staying at a hotel or hostel. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Use the present perfect to express an action in the past with no specific time reference.
(7.1.A.IH.A.1; 7.1.A.IH.A.2))
 Use the irregular participles in Spanish. (7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Use the double object pronouns when a sentence has both an indirect and a direct object pronoun.
(7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Compare hotel and hostels in Spain and Latin America to hotels and hostels in the U.S.
(7.1.A.IH.A.6; 7.1.A.IH.C)
 Describe different places where people can stay besides hotels and hostels. (7.1.A.IH.A.6;
7.1.A.IH.C)
 Describe the Camino de Santiago. (7.1.A.IH.A.6; 7.1.A.IH.C)
E. Town and Country Unit
 Describe city life, center city, and modes of urban transportation in Latin America cities.
(7.1.A.IH.A.6; 7.1.A.IH.C)
 Describe country life (farms and animals) in Latin America. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Use the future tense of regular verbs. (7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Use the future tense of irregular verbs. (7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Demonstrate different ways to express the future in Spanish. (7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Use object pronouns with infinitives and gerunds. (7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Discuss summer in the country. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Discuss the difference in city and country life in Latin America. (7.1.A.IH.A.6; 7.1.A.IH.C)
F. Traveling by Car Unit
 Discuss driving on the highway in Latin America. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Discuss driving in the city and the laws of driving in Latin America. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Describe different style cars. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Give directions. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Identify parts of a car. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Use regular form of the familiar imperative tense. (7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Use the irregular form of the familiar imperative tense. (7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Construct the conditional tense. (7.1.A.IH.A.1; 7.1.A.IH.A.2)
 Illustrate and trace the roads of the Pan American highway. (7.1.A.IH.A.6; 7.1.A.IH.C)
 Compare traffic in Latin American cities to U.S. cities. (7.1.A.IH.A.6; 7.1.A.IH.C)
Course Expectations and Skills
1. Maintain a notebook.
2. Apply vocabulary and grammar to reading, writing, speaking, and listening comprehension
assignments.
3. Develop and role play dialogues and oral presentations in the present tense.
4. Create a variety of chapter-based projects including those which require the use of technology
and the development of an Electronic Portfolio.
5. Develop a cross-cultural awareness through exposure to cultural practices.
Resources
Text Books:
Supplemental Materials:
Asi Se Dice 2
Asi Se Dice 2 Practice Workbook
Quia.com Online Textbook and Workbook
Grading Scale
Category
Classwork
Homework
Minor Assessments
Major Assessments
College Prep (Regular)
20%
20%
25%
35%
College Prep (Honors)
20%
20%
20%
40%
Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: SPANISH 3 Unit 1 In this chapter students will identify more foods as well as the items for a En el restaurante place setting. They will also learn many types of eating venues in the Spanish‐ speaking world as they consider dining customs that are both Grade Level(s): similar to and different from their own. To help accomplish this, students 11 will also learn the stem‐changing verbs (e‐I; o‐u), adjectives of nationality ending in a consonant, and the passive voice with “se”. Essential Question(s): Enduring Understanding(s):  How do I talk about dining  In Spanish‐speaking countries meals take place at different times in a restaurant? than in the United States.  How do I order and pay for  Some customs in restaurants in Spanish‐speaking countries are a meal at a restaurant? different than in the U.S.  How do I identify different  In Spanish speaking countries the main meal is a time for the foods? family to come together each day and share their daily life.  How do I identify eating  There are as many different Hispanic food varieties as there are utensils and dishes? Spanish‐speaking countries. The different cultures of indigenous people, the climate, the background of the different immigration  How do I order and pay for groups, and other factors influence them. a meal?  In Spanish the adjectives of nationality follow the same pattern  How do I talk about the and rules as any other adjective. diversity of Hispanic food?  In Spanish there are verbs whose stem changes from e to I in the  How do I talk about present tense. adjectives of nationality?  In Spanish there are verbs whose stem changes from e to I and  How do I use the present from o to u in the preterit tense. tense of the stem‐ changing verb (e‐i)?  In Spanish the pronoun “se” is used to express passive voice.  How do I use the preterit  There are different types of restaurants to choose form in the of stem‐ changing verbs cities of Latin America and Spain. (e‐i; o‐u)?  How do I use the passive voice with “se”?  What are restaurants in Spain and Latin America like? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target NJCCCS or CCS
1. 7.1.IL.A.1; 1. Describe dining in a restaurant. 7.1.IL.A.4 2. 7.1.IL.A.1; 2. Describe how I order and pay for a meal at a restaurant. 7.1.IL.A.4 3. 7.1.IL.A.1; 3. Identify and discuss different foods. 7.1.IL.A.4; 7.1.IL.B.5 4. Identify eating utensils and dishes. 4. 7.1.IL.A.3; A.4 5. 7.1.IL.A.3 5. Describe the wide variety and diversity of Hispanic food. 6. 7.1.IL.B.4; 6. Use and recognize the adjectives of nationality. 7. Use the present tense of the stem‐ changing verbs (e‐i). 7. 7.1.IL.B.4 8. Use the preterit of stem‐ changing verbs (e‐i; o‐u). 8. 7.1.IL.B.5 9. Express passive voice using “se”. 9.7.1.IL.B.5 10. Distinguish similarities and differences in some of the restaurants in Spain 10. 7.1.IL.A.3 and Latin America. Inter‐Disciplinary Connections: Technology: Website: glencoe.com/teacher resources/eculture; Website: googleearth.com; Google images: cultural snapshots. Culinary arts: Find recipes and prepare dishes from different countries. Social Studies: Learn about eating customs of different Spanish speaking countries. Heath: Learn about a well‐balanced diet. Math: currency conversion. Students will engage with the following text: ‐“Asi Se Dice” Textbook (Glencoe) ‐ “Asi Se Dice” Practice Workbook/Audio Activities (Glencoe) ‐ “Asi Se Dice” ebook (online textbook) Instructional Videos (vocabulary, grammar, culture) (Glencoe) ‐“Quia.com” website for access to the ebook, homework activities, extended practice, pre‐tests, alternate assessments Students will write: ‐ Open‐ended questions; fill in the blank questions; labeling; written dialogs; paragraphs (in English about cultural topics). ‐ Cornell Notes how to use I use the present tense of the stem‐ changing verb. ‐ Students will design a menu. ‐ Students may write a dialogue how to ordering and paying for food in a restaurant. ‐ Students will write their own recipe. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills.  Foldable: to extend food vocabulary and learn words in relation to restaurant settings. Learn vocabulary to identify place setting.  Index cards ‐ to practice words to describe food and restaurants.  Flashcards (for food vocabulary, place setting, restaurant activities)  Power Point presentations for vocabulary introduction/pronunciation/review, name vocabulary, name grammar  Power Point presentations for grammar introduction/practice vocabulary  Authentic videos for grammar, vocabulary, and cultural information, Glencoe.com  Information Gap activities (to talk about ordering in a restaurant and talking about what restaurant and what they ate using the preterit)  Graphic Organizers (to help in reading comprehension during cultural reading)  Visual aids (view restaurant pictures and menus, different typical food, recipes)  Listening activities (CD, Power Point presentations, teacher‐lead choral response, Audio Workbook).  Note‐taking (Power Points, teacher lecture, eBook maps, textbook readings, grammar vocabulary)  Guided short writing activities (from textbook, Power Point notes)  Practice Workbook activities (vocabulary, grammar, culture) Modifications/Accommodations for gifted and talented learners:  Student will be given additional vocabulary to learn and use in speaking and writing activities.  Student may be required to write a short play or skit and direct the class to perform the play or skit.  Students will be required to research and discuss cultural issues/perspectives in more depth.  Students will utilize classroom computers to further investigate topics relating to cultural material covered in the unit.  Students may be asked to help peers with their dialogs (writing, speaking, and listening). 
Students will create PowerPoint presentations for additional vocabulary. 
Students may be required to create additional practice tools to assist the learning of their peers. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: ‐ Quiz 1: talk about dining in a restaurant
‐ Quiz 2: Use the present tense of the stem‐ changing verb (e‐i ) ‐ Quiz 3: use the preterit of stem‐ changing verb (e‐i; o‐u) ‐ Quiz 4: use adjectives of nationality. Quiz 5 use the passive voice with “se” ‐ Test on dining in a restaurant, use the present tense of the stem‐ changing verb (e‐i), use the preterit of stem‐ changing verb (e‐i; o‐u) , use adjectives of nationality, use the passive voice with “se”. ‐ Homework (Quia or written) ‐ Class discussions/oral participation ‐ Notebook Checks ‐ Classwork Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Summative Assessments: ‐ Mid‐Year Benchmark Test – Describe dining, order and pay in a restaurant, how to talk about adjectives and nationalities, how to use present tense of stem changing verb and how to use the passive voice with “se”. ‐ End‐of‐Year Final Assessment ‐ Describe dining, order and pay in a restaurant, how to talk about adjectives and nationalities, how to use present tense of stem changing verb and how to use the passive voice with “se”. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Performance Assessments: ‐ Projects – Students will create a menu following the typical foods from a Spanish‐speaking country of choice. ‐ Dialogs/ Role plays – One student plays the waiter and the other student is the customer ordering in restaurant. ‐ Research project – students go to Spanish‐speaking restaurants website and find the cost in dollars and local currency of a meal that includes dinner, desserts, drinks, and tips. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: SPANISH 3/ Unit 2 In this chapter students will learn the vocabulary they need to discuss some Que se celebra very important holidays celebrated in Spain and Latin America. They will also learn the regular and irregular forms of the imperfect tense. This will Grade Level(s): be reinforced as students read about the memories of some Latino friends 11 who discuss how they spent different holidays as children in their home counties. Essential Question(s): Enduring Understanding(s):  How do Spain and Latin  In Spanish‐speaking countries there are many unique religious American countries celebrations. celebrate religious  Food, costumes, dances, and music are of great significance in holidays? celebrating these religious holidays?  What is unique about  In Spanish‐speaking countries “Navidad” is a time for the family to each religious holiday? come together and gifts are secondary.  How do I distinguish  The biggest holiday in Spain is “Semana Santa” leading up to between Spain and Latin Easter? American countries’  Each Spanish‐speaking country’s celebrations are influenced by the holiday celebrations? cultures of Europe, Africa and the indigenous people that have  What makes these settled there. religious holidays  Unlike the United States, Spanish‐speaking countries do not have important? the separation of church and state for holidays.  How do holidays in  In Spanish the imperfect tense is used to narrate the past, There Spanish‐speaking are three separate endings for –ar, ‐er, and –ir verbs. countries differ from the  There are 3 irregular in the imperfect: “ser “, “ir” and “ver”. United Sates?  How do I use the regular forms of the imperfect tense?  How do I use the irregular forms of the imperfect tense?  How does Spain celebrate New Year’s Eve?  What is Dia de los Muertos and how is it celebrated in Mexico?  What is the significance of El dia de San Juan in Puerto Rico? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target: NJCCCS or CCS
1. Explain how Spain and Latin American countries celebrate religious holidays. 1. 7.1.A.IH.A.6, 7.1.A.IH.C 2. Recognize what is unique about each religious holiday. 2. 7.1.A.IH.A.6, 7.1.A.IH.C 3. Distinguish between Spain and Latin American countries’ holiday celebrations. 3. 7.1.A.IH.A.6, 7.1.A.IH.C 4. Express the importance of these religious holidays. 4. 7.1.A.IH.A.6, 7.1.A.IH.C 5. Compare holidays in Spanish‐speaking countries to holidays in the United States. 6. Use the regular forms of the imperfect tense to express the past tense. 7. Use the irregular forms of the imperfect tense to express the past tense. 5. 7.1.A.IH.A.6, 7.1.A.IH.C 6. 7.1.A.IH.A.1, 7.1.A.IH.A.2 7. 7.1.A.IH.A.1, 7.1.A.IH.A.2 8. Examine how Spain celebrates New Year’s Eve. 9. Interpret the meaning of Dia de los Muertos and how is it celebrated in Mexico. 10. Analyze the significance of El dia de San Juan in Puerto Rico. 8. 7.1.A.IH.A.6, 7.1.A.IH.C 9. 7.1.A.IH.A.6, 7.1.A.IH.C 10. 7.1.A.IH.A.6, 7.1.A.IH.C Inter‐Disciplinary Connections: Technology: Website: glencoe.com/teacher resources/eculture; Website: googleearth.com; Google images: cultural snapshots. Culinary arts: Compare the different types of food served during the celebrations. Social Studies: recognize the historical background of the celebrations. Performing Arts: Learn some dances from the different celebrations. Art: Learn the technique to make authentic Papel Picado in honor of Dia de los Muertos, Make a Piñata, make and decorate masks. Students will engage with the following text:  “Asi Se Dice” Textbook (Glencoe)  “Asi Se Dice” Practice Workbook/Audio Activities (Glencoe)  “Asi Se Dice” ebook (online textbook) Instructional Videos (vocabulary, grammar, culture) (Glencoe)  “Quia.com” website for access to the ebook, homework activities, extended practice, pre‐tests, alternate assessments. Students will write: ‐ Open‐ended questions; fill in the blank questions; labeling; written dialogs; paragraphs (in English about cultural topics). ‐ Cornell Notes on how to use the regular forms of the imperfect tense. ‐ Students will write a dialog using the imperfect telling a friend about a holiday celebration they just attended. ‐ Students will write an invitation to a specific celebration. ‐ Students will write a recipe for a food served at a specific holiday celebration. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Foldable: to learn the vocabulary for the different Spanish celebrations (Dia de los Muertos, Navidad, Hanuka, etc…). ‐ Index cards ‐ to practice words to describe holidays throughout the Spanish‐speaking world. ‐ Flashcards (for vocabulary practice on celebrations and holidays). ‐ Power Point presentations for vocabulary introduction/pronunciation/review, name vocabulary, name grammar. ‐ Power Point presentations for grammar introduction/practice vocabulary. ‐ Authentic videos for grammar, vocabulary, and cultural information, Glencoe.com. ‐ Information Gap activities (to practice the vocabulary pertaining to holidays). ‐ Graphic Organizers (to help with reading comprehension during cultural readings). ‐ Visual aids (view video of different celebrations or festivities, typical foods, recipes, costumes, dances).
‐ Listening activities (CD, Power Point presentations, teacher‐lead choral response, Audio Workbook). ‐ Note‐taking (Power Points, teacher lecture, ebook maps, textbook readings, grammar vocabulary). ‐ Guided short writing activities (from textbook, Power Point notes). ‐ Practice Workbook activities (vocabulary, grammar, culture). Modifications/Accommodations for gifted and talented learners:  Student will be given additional vocabulary to learn and use in speaking and writing activities.  Student may be required to write a short play or skit and direct the class to perform the play or skit.  Students will be required to research and discuss cultural issues/perspectives in more depth.  Students will utilize classroom computers to further investigate topics relating to cultural material covered in the unit.  Students may be asked to help peers with their dialogs (writing, speaking, and listening). 
Students will create PowerPoint presentations for additional vocabulary. 
Students may be required to create additional practice tools to assist the learning of their peers. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: 








Quiz 1: Vocabulary 1 Una Feria and the Dia de los Muertos. Quiz 2: Vocabulary 2 La Navidad and Hanuka. Quiz 3: Use of the imperfect tense. Quiz 4: Use of the irregular imperfect tense. Test on vocabulary used in La Feria and the Dia de los Muertos, vocabulary used in Navidad and Hanuka, use of the imperfect tense and use the imperfect of the irregular verbs “ser”, “ir” and “ver “. Homework (Quia or written). Class discussions/oral participation. Notebook Checks. Classwork. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Summative Assessments: ‐ Mid‐Year Benchmark Test‐ Understand how Spain and Latin American countries celebrate the holidays, use regular and irregular of the imperfect. ‐ End‐of‐Year Final Assessment ‐ Understand how Spain and Latin American countries celebrate the holidays, use regular and irregular of the imperfect. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Performance Assessments: ‐ Projects – Students will organize a party to demonstrate holiday customs (may include food, dance, and rituals of the celebration). ‐ Students will create an “ofrenda” to incorporate elements of the Dia de los Muertos holiday. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: SPANISH 3 Unit 3 In this chapter students learn the vocabulary they need to talk about Tecnomundo modern technology such as computers and e‐mail. They will also learn to communicate when speaking on a telephone or cell phone. Students will Grade Level(s): observe how their counterparts in Spain and Latin America make use of 11 these technological advancements. They will also learn the difference between the preterit and imperfect. Essential Question(s): Enduring Understanding(s):  How do I talk about  There are expressions used for technology in Spanish‐speaking computers, the Internet, countries for computers, the Internet, and e‐mail. and e‐mail?  Digital cameras and MP3 players are part of daily life in Spanish‐
 How do I talk about speaking countries. pictures taken on a digital  There are expressions used to make and receive phone calls. camera and music playing  There are similarities and differences in the use of technology and in an MP 3 player? the availability of technology.  What expressions are used  There are two tenses in Spanish to talk about the past: the preterit to make and receive and the imperfect. phone calls?  There are key words and other information to help distinguish  How does the use of when to use the preterit and when to use the imperfect. technology in Spanish –
 The imperfect tense is used most often when using verbs of speaking countries mental activity and condition. compare to the United  The advances in technology have impacted many aspects of life in States? the U.S. as well as the Spanish‐speaking world.  How do I use and recognize the preterit tense?  How do I use and recognize the imperfect tense?  What strategies exist to help me remember when to use the preterit versus the imperfect and vice versa?  What past tense is used most of the time when using verbs of mental activity and condition?  What are the differences of technology from now and the past? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target: NJCCCS or CCS
1. Talk about computers, the Internet, and e‐mail and how they are used. 1. 7.1.A.IH.A.6, 7.1.A.IH.C 2. Talk about pictures taken on a digital camera and types of music played on an 2. 7.1.A.IH.A.6, MP 3 player. 7.1.A.IH.C 3. Demonstrate how to make and receive phone calls. 3. 7.1.A.IH.A.6, 7.1.A.IH.C 4. Compare the use of technology in Spanish –speaking countries and the United States. 4. 7.1.A.IH.A.6, 7.1.A.IH.C 5. Use and recognize the preterit tense. 5. 7.1.A.IH.A.1, 7.1.A.IH.A.2 6. Use and recognize the imperfect tense. 6. 7.1.A.IH.A.1; A.2 7. Identify strategies that help to distinguish when to use the preterit versus the 7. 7.1.A.IH.A.1, imperfect and vice versa. 7.1.A.IH.A.2 8. Use the imperfect most of the time when using verbs of mental activity and condition. 8. 7.1.A.IH.A.1, 7.1.A.IH.A.2 9. Prepare a comparison of technology today and in the past and support the changes that were caused by technology. 9. 7.1.A.IH.A.6, 7.1.A.IH.C Inter‐Disciplinary Connections: Technology: Website: glencoe.com/teacher resources/eculture; Website: googleearth.com; Google images: cultural snapshots. Make a video. Social Studies: Learn how technology changed the way we communicate with each other. Explain how technology has helped globalize the world. Students will engage with the following text:  “Asi Se Dice” Textbook (Glencoe)  “Asi Se Dice” Practice Workbook/Audio Activities (Glencoe)  “Asi Se Dice” ebook (online textbook) Instructional Videos (vocabulary, grammar, culture) (Glencoe)  “Quia.com” website for access to the eBook, homework activities, extended practice, pre‐tests, alternate assessments Students will write:  Open‐ended questions; fill in the blank questions; labeling; written dialogs; paragraphs (in English about cultural topics).  Cornell Notes on when to use the preterit and imperfect.  Students will design a web page and put games for vocabulary practice on the page.  Students will write a dialogue about a conversation between friends discussing past events using the preterit and imperfect.  Students will make a poster about their favorite Hispanic country using technology. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills.  Foldables: to understand difference between preterit and imperfect.  Index cards ‐ to practice words to describe technology.  Flashcards – to practice vocabulary for computers, cameras, phones, Internet and e‐mail.  Power Point presentations for vocabulary introduction/pronunciation/review, name vocabulary, name grammar.  Power Point presentations for grammar introduction/practice vocabulary.  Authentic videos for grammar, vocabulary, and cultural information, Glencoe.com.  Information Gap activities (to talk about technology, the use of the preterit and imperfect).  Graphic Organizers (and to help for reading comprehension during cultural reading about the technology in the world and the change from past to present).  Visual aids (look at websites that show old technology versus new technology, use technology to read Spanish newspapers).  Listening activities (CD, Power Point presentations, teacher‐lead choral response, Audio Workbook).  Note‐taking (Power Points, teacher lecture, e‐book maps, textbook readings, grammar vocabulary).  Guided short writing activities (from textbook, Power Point notes).  Practice Workbook activities (vocabulary, grammar, culture). Modifications/Accommodations for gifted and talented learners:  Student will be given additional vocabulary to learn and use in speaking and writing activities.  Student may be required to write a short play or skit and direct the class to perform the play or skit.  Students will be required to research and discuss cultural issues/perspectives in more depth.  Students will utilize classroom computers to further investigate topics relating to cultural material covered in the unit.  Students may be asked to help peers with their dialogs (writing, speaking, and listening). 
Students will create PowerPoint presentations for additional vocabulary. 
Students may be required to create additional practice tools to assist the learning of their peers. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: 
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Quiz 1: talk about computers. Quiz 2: Talk about electronic devices. Quiz 3: Verbs like creer and querer in the past tense; choose between the preterit and the imperfect. Quiz 4: Two past actions in the same sentence, the preterit and the imperfect. Tests: Test on talk about computers, making and receiving phone calls, talk about electronic devices, and the past tense of verbs like creer and querer; preterit and imperfect and when to use which.  Homework (Quia or written).  Class discussions/oral participation.  Notebook Checks.  Classwork. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Summative Assessments:  Mid‐Year Benchmark Test – Describe technology such as computer and e‐mail, use and recognize went to use preterit and imperfect.  End‐of‐Year Final Assessment – to describe technology such as computer and e‐mail, use and recognize went to use preterit and imperfect. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Performance Assessments:  Projects – Students will create a website or a map of a website showing what they would put on the website.  Dialogs/ Role‐plays – Students will hold a conversation with a friend on the phone, text or e‐mail using the past tenses.  Research Project – Find a city in a Spanish‐speaking country and virtually travel there with Google earth. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: SPANISH 3 Unit 4 In this chapter, students will learn the vocabulary they need En el hotel to during a hotel or hostel stay. They will learn the present perfect tense as they explore some interesting experiences Grade Level(s): students their age have enjoyed while traveling economically in 11 Spain and in Latin America. They will also learn how to use double object pronouns in a sentence. Essential Question(s): Enduring Understanding(s):  How do I talk about  There are ways to talk about checking in to hotels and checking in to a hotel hostels in Spain and in Latin America. or hostel?  There are ways to ask for things that I may need while  What do I need to staying in a hotel or hostel. know to check into a  The present perfect tense is used to express an action in hotel or hostel? the past with no specific time reference.  How do I ask for things  There are irregular participles in Spanish. that I may need while  Use the double object pronouns when a sentence has staying at a hotel or an indirect and a direct object pronoun. hostel?  Discuss hotel and hostel stays in Spain and Latin  What tense do I use America. (present perfect) to  Gain reading comprehension and cultural perspective express an action in about different places to stay and about the Camino de the past with no Santiago by reading the passages. specific time reference?  What are the irregular participles in Spanish?  How do I use the double object pronouns when a sentence has both an indirect and a direct object pronoun?  How do hotel and hostels in Spain and Latin America compare to the hotels and hostels in the U.S.?  How do I get meaning and culture from reading about different places where I can stay besides hotels and hostels?  What is the Camino de Santiago? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target: NJCCCS or CCS
1. Describe the checking in process at a hotel or hostel. 1. 7.1.A.IH.A.6, 7.1.A.IH.C 2. Explain how to check into a hotel or hostel. 2. 7.1.A.IH.A.6, 7.1.A.IH.C 3. 7.1.A.IH.A.6, 3. Ask for things that may be needed while staying at a hotel or hostel. 7.1.A.IH.C 4. Use the present perfect to express an action in the past with no specific time reference. 4. 7.1.A.IH.A.1, 7.1.A.IH.A.2 5. Use the irregular participles in Spanish. 5. 7.1.A.IH.A.1, 7.1.A.IH.A.2 6. Use the double object pronouns when a sentence has both an indirect and a direct object pronoun. 6. 7.1.A.IH.A.1, 7.1.A.IH.A.2 7. Compare hotel and hostels in Spain and Latin America to hotels and hostels in the U.S. 7. 7.1.A.IH.A.1, 7.1.A.IH.A.2 8. 7.1.A.IH.A.6, 8. Describe different places where people can stay besides hotels and 7.1.A.IH.C hostels. 9. 7.1.A.IH.A.6, 9. Describe the Camino de Santiago. 7.1.A.IH.C Inter‐Disciplinary Connections: Technology: Website: glencoe.com/teacher resources/e‐culture; Website: googleearth.com; Google images: cultural snapshots. Searches for travel sites. Social Studies: Learn about travel and customs in Spain and Latin America. Health: learn about travel safety. Math: currency conversion. Students will engage with the following text:  “Asi Se Dice” Textbook (Glencoe)  “Asi Se Dice” Practice Workbook/Audio Activities (Glencoe)  “Asi Se Dice” ebook (online textbook) Instructional Videos (vocabulary, grammar, culture) (Glencoe)  “Quia.com” website for access to the e‐book, homework activities, extended practice, pre‐tests, alternate assessments. Students will write:  Open‐ended questions about travel and staying at hotels and hostels.  Fill in the blank questions about the present perfect and irregular participles.  Written dialogs on travel experiences.  Paragraphs (in English about cultural topics including travel in Spain and other Spanish‐
speaking countries).  Cornell Notes on how to use (present perfect) to express an action in the past with no specific time reference.  Students will plan a trip and find places to stay at each destination.  Students may write a dialogue on checking in to a hotel and asking for needs and for places to go.  Students will convert the cost of a hotel stay in three or more countries into dollars at the current rate. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills.  Foldables: to learn vocabulary words in relation to hotel stays (making a reservation, checking in and out of a hotel, ordering breakfast).  Index cards ‐ to practice words to describe hotel stays as stated above.  Flashcards – to practice vocabulary for hotel stays. Learn irregular participles.  Power Point presentations for vocabulary introduction/pronunciation/review, vocabulary for hotel words.  Power Point presentations for grammar introduction/practice vocabulary with present perfect and the participles.  Authentic videos for grammar, vocabulary, and cultural information, Glencoe.com – view hotel promos online.  Information Gap activities (to talk about checking into a hotel, and using the present perfect).  Graphic Organizers ‐ to help for reading comprehension during cultural reading.  Visual aids ‐ view hotels in different countries.  Listening activities (CD, PowerPoint presentations, teacher‐lead choral response, Audio Workbook).  Note‐taking (PowerPoint, teacher lecture, eBook maps, textbook readings, grammar vocabulary).  Guided short writing activities (from textbook, Power Point notes).  Practice Workbook activities (vocabulary, grammar, culture). Modifications/Accommodations for gifted and talented learners:  Student will be given additional vocabulary to learn and use in speaking and writing activities.  Student may be required to write a short play or skit and direct the class to perform the play or skit.  Students will be required to research and discuss cultural issues/perspectives in more depth.  Students will utilize classroom computers to further investigate topics relating to cultural material covered in the unit.  Students may be asked to help peers with their dialogs (writing, speaking, and listening). 
Students will create PowerPoint presentations for additional vocabulary. 
Students may be required to create additional practice tools to assist the learning of their peers. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments:  Quiz 1: talk about staying at a hotel or hostel.  Quiz 2: use the present perfect tense and irregular participles.  Quiz 3: use of double object pronouns.  Quiz 4: more double object pronouns and reading comprehension.  Tests: Test on talking about staying at a hotel or hostel, use of the present perfect tense, irregular participles, use of the double object pronouns.  Homework (Quia or written)  Class discussions/oral participation.  Notebook Checks.  Classwork both written and oral. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Summative Assessments:  Mid‐Year Benchmark Test‐ Use vocabulary about checking in to a hotel or hostel, use present perfect to express an action in the past with no specific time reference, use the irregular participles and use the double object pronouns.  End‐of‐Year Final Assessment ‐ Use vocabulary about checking in to a hotel or hostel, use (present perfect) to express an action in the past with no specific time reference, use the irregular participles and use the double object pronouns. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Performance Assessments:  Projects – Students will create a trip itinerary and find hotels to stay in various cities in Spain or Latin American countries.  Dialogs/ Role plays – One student plays the hotel clerk and the other student is the traveler checking in or making reservations.  Research project – students will go on to Spanish‐speaking restaurants website and find the cost in dollars and local currency of a hotel stay. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: SPANISH 3 Unit 5 Ciudad y campo Grade Level(s): 11 Essential Question(s):  How do I talk about city life?  How do I talk about country life?  How do I form the future tense of regular verbs?  How do I form the future tense of irregular verbs?  How is the future tense most often expressed in Spanish?  How do I use object pronouns with infinitives and gerunds?  What are the differences in country and city life in Latin America? Unit Summary: In this chapter, students will learn about city and rural life in Latin America and how one impacts the other. They will also become familiar with the future tense as they are made aware that the tense is more frequently expressed with either the ir a + infinitive construction or the present tense. Students will also learn the placement of object pronouns with infinitives and gerunds. Enduring Understanding(s):  There are different customs and lifestyles in city and country life in Latin America.  City and rural life in Latin America impact each other.  The future tense of regular and irregular verbs can be used to express an action in the future.  The future is most often expressed with ir a + the infinitive or the present tense + a future time.  There is more than one way to attach the object pronouns with infinitives and gerunds.  Discuss the differences in city and country life in Latin America. PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target: 1. Describe city life, center city, and modes of urban transportation in Latin America cities. 2. Describe country life (farms and animals) in Latin America. 1. 7.1.A.IH.A.6, 7.1.A.IH.C 2. 7.1.A.IH.A.6, 7.1.A.IH.C 3. Use the future tense of regular verbs. 3. 7.1.A.IH.A.6, 7.1.A.IH.C 4. Use the future tense of irregular verbs. 4. 7.1.A.IH.A.1, 7.1.A.IH.A.2 5. Demonstrate different ways to express the future in Spanish. 5. 7.1.A.IH.A.1, 7.1.A.IH.A.2 6. Use object pronouns with infinitives and gerunds. 6. 7.1.A.IH.A.1, 7.1.A.IH.A.2 7. Discuss summer in the country. 7. 7.A.IH.A.6, 7.1.A.IH.C 8. Discuss the difference in city and country life in Latin America. 8. 1.A.IH.A.6, 7.1.A.IH.C NJCCCS or CCS Inter‐Disciplinary Connections: Technology: Website: glencoe.com/teacher resources/e‐culture; Website: googleearth.com; Google images: cultural snapshots. Searches for travel sites. Social Studies: Learn about travel and customs in city versus country life in Latin America. Health: learn about how city lifestyle differs from country life style and the health differences between the two. Students will engage with the following text: ‐“Asi Se Dice” Textbook (Glencoe) ‐“Asi Se Dice” Practice Workbook/Audio Activities (Glencoe) ‐“Asi Se Dice” ebook (online textbook) Instructional Videos (vocabulary, grammar, culture) (Glencoe) ‐“Quia.com” website for access to the e‐book, homework activities, extended practice, pre‐tests, alternate assessments. Students will write: 
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Open‐ended questions; fill in the blank questions; labeling; written dialogs; paragraphs (in English about cultural topics). Cornell Notes on how we use the future. Students will investigate the differences between city and rural life in specific Latin American countries. Students may write a dialogue about the city cousin visiting the country cousin and how they are similar and different. They may also write a dialogue about their future plans to visit either the city or the country. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. 
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Foldables: to learn vocabulary words in relation to city and rural life. Index cards ‐ to practice words to describe things in the city and in the country. Flashcards – to practice vocabulary for city and rural lifestyles. Practice regular and irregular forms of the future. Power Point presentations for vocabulary introduction/pronunciation/review, vocabulary for city and country life. Power Point presentations for grammar introduction/practice vocabulary with future tense and object pronouns with infinitives and gerunds. Authentic videos for grammar, vocabulary, and cultural information, Glencoe.com – view pictures and videos of cities and rural Latin America areas. Information Gap activities – discussing what you are doing in the future, asking about life in the city or the country. Graphic Organizers ‐ to help for reading comprehension during cultural reading. Visual aids ‐ view a variety of city and rural areas in Latin America. Listening activities (CD, PowerPoint presentations, teacher‐lead choral response, Audio Workbook). Note‐taking (PowerPoint, teacher lecture, e‐book maps, textbook readings, grammar vocabulary). Guided short writing activities (from textbook, Power Point notes). Practice Workbook activities (vocabulary, grammar, culture). Modifications/Accommodations for gifted and talented learners:  Student will be given additional vocabulary to learn and use in speaking and writing activities.  Student may be required to write a short play or skit and direct the class to perform the play or skit.  Students will be required to research and discuss cultural issues/perspectives in more depth.  Students will utilize classroom computers to further investigate topics relating to cultural material covered in the unit.  Students may be asked to help peers with their dialogs (writing, speaking, and listening). 
Students will create PowerPoint presentations for additional vocabulary. 
Students may be required to create additional practice tools to assist the learning of their peers. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: 
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Quiz 1: talk about city life Quiz 2: talk about country life Quiz 3: future tense of regular verbs Quiz 4: future tense of irregular verbs Quiz 5: object pronouns with infinitives and gerunds. Test on talking about city life, talking about country life, use of the future tense of regular verbs, use of the future tense of irregular verbs, use of the object pronoun with infinitives and gerunds.  Homework (Quia or written)  Class discussions/oral participation  Notebook Checks  Classwork Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Summative Assessments: 
Mid‐Year Benchmark Test‐ Use vocabulary about city and country life, use future in the regular and irregular form and use object pronouns with infinitives and gerunds.  End‐of‐Year Final Assessment ‐ Use vocabulary about city and country life, use future in the regular and irregular form and use object pronouns with infinitives and gerunds. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Performance Assessments: 
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Projects – Students will choose a country in Latin America and find create a presentation on the differences and similarities in the lifestyle of the people in those areas. Students may create a poster to compare/contrast life in the city and in the country for a Latin American country. Dialogs/ Role plays – One student plays the country dweller and the other student plays the city dweller. Research project – Students can research the exchange of products between the city and the rural areas. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: SPANISH 3 Unit 6 In this chapter, students will learn to identify parts of an ¿Vas en carro? automobile and expressions necessary to drive both in town and on the highway. They will also learn the familiar affirmative Grade Level(s): commands and the conditional. 11 Essential Question(s): Enduring Understanding(s):  How do I talk about  There are different signs and rules to follow on the driving on the highway? highways of Latin America.  How do I talk about  Driving in the cities of Latin America has many driving in the city? similarities to cities in the U.S.  How do I talk about  There are words to describe different style cars in cars? Spanish that are similar to English.  How do I give  There are words to use to identify the parts of a car. directions?  There are words for parts of the car that will help if  How do I identify parts there is a road emergency. of a car?  There are ways to order gas at the gas station.  How do I form the  There are ways to give directions in Spanish. regular of the familiar  To give commands use the familiar imperative. imperative?  There are regular and irregular forms of the imperative.  How do I form the  The conditional is formed using the infinitive as the irregular of the familiar stem. imperative?  La Panamericana is a series of roads that begin in U.S.  How do I form the Mexico frontier and extends to the tip of Chile. There conditional tense? are areas of the road that can be a dangerous road to  What is the drive. Panamericana?  Traffic can be very heavy in some Latin American cities.  What is traffic like in Latin America? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target: NJCCCS or CCS
1. Discuss driving on the highway in Latin America. 1. 7.1.A.IH.A.6, 7.1.A.IH.C 2. Discuss driving in the city and the laws of driving in Latin America. 2. 7.1.A.IH.A.6, 7.1.A.IH.C 3. Describe different style cars. 3. 7.1.A.IH.A.6, 7.1.A.IH.C 4. Give directions. 4. 7.1.A.IH.A.6, 7.1.A.IH.C 5. Identify parts of a car. 5. 7.1.A.IH.A.6, 7.1.A.IH.C 6. Use regular form of the familiar imperative tense. 6. 7.1.A.IH.A.1, 7.1.A.IH.A.2 7. Use the irregular form of the familiar imperative tense. 7. 7.1.A.IH.A.1, 7.1.A.IH.A.2 8. Construct the conditional tense. 8. 7.1.A.IH.A.1, 7.1.A.IH.A.2 9. Illustrate and trace the roads of the Pan American highway. 9. 7.1.A.IH.A.6, 7.1.A.IH.C 10. Compare traffic in Latin American cities to U.S. cities. 10. 7.1.A.IH.A.6, 7.1.A.IH.C Inter‐Disciplinary Connections: Technology: Website: glencoe.com/teacher resources/e‐culture; Website: googleearth.com; Google images: cultural snapshots. Searches for travel sites. Social Studies: Learn about travel and customs in city versus country life in Latin America. Health: learn about how city lifestyle differs from country lifestyle and the health differences between the two. Math: Calculate the cost and use of gas to go from Mexico to Chile and other destination points on the Panamericana. Students will engage with the following text:  “Asi Se Dice” Textbook (Glencoe).  “Asi Se Dice” Practice Workbook/Audio Activities (Glencoe).  “Asi Se Dice” ebook (online textbook) Instructional Videos (vocabulary, grammar, culture) (Glencoe).  “Quia.com” website for access to the eBook, homework activities, extended practice, pre‐tests, alternate assessments. Students will write:  Open‐ended questions; fill in the blank questions; labeling; written dialogs; paragraphs (in English about cultural topics).  Cornell Notes on when to use regular and irregular forms of the imperative.  Students will investigate the differences between driving on the highway versus inner city driving in a chosen Latin American country.  Students may write a dialogue about breaking down on the highway and having to give directions and ask for assistance. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills.  Foldables: to learn vocabulary words in relation to cars and driving.  Index cards ‐ to practice words to describe parts of a car, different cars, and asking for assistance at a gas station.  Flashcards – to practice vocabulary for parts of a car, different cars, and asking for assistance at a gas station. Practice regular and irregular forms of the familiar imperative. Practice the conditional.  Power Point presentations for vocabulary introduction/pronunciation/review, vocabulary for parts of a car, different cars, and asking for assistance at a gas station.  Power Point presentations for grammar introduction/practice vocabulary with regular and irregular forms of the familiar imperative and the conditional.  Authentic videos for grammar, vocabulary, and cultural information, Glencoe.com – view pictures and videos of city roads, highways, and the Pan American Highway.  Information Gap activities – using the conditional and the imperative.  Graphic Organizers‐to help for reading comprehension during cultural reading.  Visual aids –views of the Pan American Highway as it stretches from the border of Mexico and the U.S. to the tip of Chile.  Listening activities (CD, PowerPoint presentations, teacher‐lead choral response, Audio Workbook).  Note‐taking (PowerPoint, teacher lecture, e‐book maps, textbook readings, grammar vocabulary).  Guided short writing activities (from textbook, Power Point notes).  Practice Workbook activities (vocabulary, grammar, culture). Modifications/Accommodations for gifted and talented learners: ‐
Students will be given additional vocabulary to learn and use in speaking and writing activities. ‐
Students may be required to write a short play or skit and direct the class to perform the play or skit. ‐
Students will be required to research and discuss cultural issues/perspectives in more depth. ‐
Students will utilize classroom computers to further investigate topics relating to cultural material covered in the unit. ‐
Students may be asked to help peers with their dialogs (writing, speaking, and listening). ‐
Students will create PowerPoint presentations for additional vocabulary. ‐
Students may be required to create additional practice tools to assist the learning of their peers. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: 
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Quiz 1: Talk about driving Quiz 2: Talk about cars Quiz 3: Tú affirmative commands – regular verbs Quiz 4: Tú affirmative commands – Irregular verbs Quiz 5: the conditional. Test on words to talk about driving in the city and on highways, parts of a car, different cars, and asking for assistance at a gas station, the imperative tense of regular and irregular verbs, and the conditional tense. Homework (Quia or written) Class discussions/oral participation on discussions about travel. Notebook Checks Classwork both written and oral. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Summative Assessments:  Mid‐Year Benchmark Test – use vocabulary about driving on the highway and in the city, use vocabulary about cars, parts of a car and directions, how to form the regular and irregular of the familiar imperative, how to form the conditional.  End‐of‐Year Final Assessment – use vocabulary about driving on the highway and in the city, use vocabulary about cars, parts of a car and directions, how to form the regular and irregular of the familiar imperative, how to form the conditional. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate. Performance Assessments:  Projects – Students will work in groups to create a driver’s education manual. Students can make posters of road signs and traffic signs (similar to ones they do in Health for Driver’s education.)  Dialogs/ Role plays – Students will role play getting lost in the city, getting a flat tire, buying gas, asking and giving directions.  Research project – students can research the highways that make up the Pan American Highway. Each student will concentrate on one piece of the road from Northern Mexico to the tip of Chile. Bloom’s levels: These assessments will mostly require students to Complete, Demonstrate, Dramatize, Interpret, Practice, Use, Analyze, Categorize, Organize, or Differentiate.