Curriculum Management System
MONROE TOWNSHIP SCHOOLS
Course Name: Spanish III
Grade: 10 or 11
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: 9.10.2014
Table of Contents
Monroe Township Schools Administration and Board of Education Members
Mission, Vision, Beliefs, and Goals
Core Curriculum Content Standards
Scope and Sequence
Goals/Essential Questions/Objectives/Instructional Tools/Activities
Quarterly Benchmark Assessment
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Monroe Township Schools Administration and Board of Education Members
ADMINISTRATION
Dr. Kenneth R. Hamilton, Superintendent
Dr. Jeff C. Gorman, Assistant Superintendent
BOARD OF EDUCATION
Ms. Kathy Kolupanowich, Board President
Mr. Doug Poye, Board Vice President
Ms. Amy Antelis
Ms. Michele Arminio
Mr. Marvin I. Braverman
Mr. Ken Chiarella
Mr. Lew Kaufman
Mr. Tom Nothstein
Mr. Anthony Prezioso
Jamesburg Representative
Mr. Robert Czarneski
WRITERS NAME
Natasha Carannante
CURRICULUM SUPERVISOR
Dr. Kelly F. Roselle
Mission, Vision, Beliefs, and Goals
Mission Statement
The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education
by well-trained committed staff in a safe and orderly environment.
Vision Statement
The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a
global society through a preeminent education.
Beliefs
1. All decisions are made on the premise that children must come first.
2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse
population.
3. We believe there is a sense of urgency about improving rigor and student achievement.
4. All members of our community are responsible for building capacity to reach excellence.
5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions.
6. We believe that collaboration maximizes the potential for improved outcomes.
7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community.
8. We believe that resources must be committed to address the population expansion in the community.
9. We believe that there are no disposable students in our community and every child means every child.
Board of Education Goals
1. Raise achievement for all students paying particular attention to disparities between subgroups.
2. Systematically collect, analyze, and evaluate available data to inform all decisions.
3. Improve business efficiencies where possible to reduce overall operating costs.
4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.
5. Provide early interventions for all students who are at risk of not reaching their full potential.
6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.
Common Core State Standards (CSSS)
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what
they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete
successfully in the global economy.
Links:
1. CCSS Home Page: http://www.corestandards.org
2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions
3. CCSS The Standards: http://www.corestandards.org/the-standards
4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca
5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org
Quarter 1
I. Los estilos de vida
a. Content vocabulary
• daily routines at home
• daily routines at school
• weekend and leisure activities
• special events and celebrations
b. Review present tense verbs
• regular verbs
• irregular verbs
• spelling change verbs
• stem-changing verbs
• reflexive verbs
c. Gustar and other verbs like gustar
d. Possessive adjectives and pronouns
Unit Topic: La vida contemporánea
II. Las relaciones personales
a. Content vocabulary
• Adjectives to describe oneself and others
• Interpersonal activities
b. Other uses of reflexive verbs
• Verbs that change meaning
• Reciprocal actions
c. Por vs. para
III. El entretenimiento y el ocio
a. Content vocabulary
• Outdoor recreational activities
• Sporting events and competitions
b. Review preterite tense
• Regular verbs
• Irregular verbs
• Spelling change verbs
• Stem-changing verbs
• Verbs with special meaning in the preterite
Quarter 2
Unit Topic(s): La vida contemporánea (continued) & La belleza y la estética
I. El entretenimiento y el ocio (continued)
a. Review imperfect tense
• Regular verbs
• Irregular verbs
b. Preterite vs. Imperfect in context
c. Aztec legend El Iztaccíhuatl y el Popocatépetl
II. Las definiciones de la belleza y la creatividad
a. Content vocabulary
• Color, light and materials
• Other descriptive adjectives to describe works of
art
b. Making comparisons of equality and inequality
c. Making comparisons using the superlative
III. Las artes visuales
a. Content vocabulary
• Art forms
• Styles and periods of art
b. Preterite vs. Imperfect in context continued
c. Present and pluperfect tenses
d. Estar + the past participle, ser + the past participle
e. Impersonal “se”
f. La pintura española
• Diego Velázquez (Siglo de Oro/el realismo)
• Francisco de Goya (el realismo/el clasicismo/
la guerra/Las pinturas negras)
• Pablo Picasso (período azul/período rosa/el
cubismo)
• Salvador Dalí (el surrealismo)
• Joan Miró (el arte abstracto)
• Remedios Varo (el surrealismo)
Quarter 3
Unit Topic(s): La belleza y la estética (continued) & La ciencia y la tecnología
I. Las artes visuales (continued)
a. La pintura mexicana
• Frida Kahlo
b. El muralismo mexicano
• Diego Rivera
• José Clemente Orozco
• David Alfaro Siqueiros
II. El cuidado de la salud y la medicina
a. Content vocabulary
• Health, food and nutrition
• Body parts, symptoms, remedies and medical
terminology
• Physical fitness
b. Use and placement of direct, indirect and double object
pronouns with single and double verb constructions
c. Positive and negative formal commands with and
without object and reflexive pronouns
Quarter 4
Unit Topic(s): La ciencia y la tecnología (continued), Las familias y las comunidades, La belleza y la estética (continued)
I. El cuidado de la salud y la medicina (continued)
a. Subjunctive mood
1. Regular, irregular, spelling change & stemchanging conjugations
2. Uses of the subjunctive
• Will and volition (giving advice &
recommendations)
• Impersonal expressions
• Verbs of emotion
• Doubt and negation
• Indicative (creo que/es cierto que) vs.
Subjunctive
II. Las innovaciones tecnológicas
(on-line articles found at BBC Mundo Ciencia y Tecnología
and/or Salud)
III. Los efectos de la tecnología en el individuo y en la sociedad
(on-line articiles found at BBC Mundo Ciencia y Tecnología
and/or Salud)
IV. Las tradiciones y los valores sociales
a. Content vocabulary
• Love and friendship
• Expressions related to interpersonal
relationships
b. Subjunctive mood continued with more verbs of
emotion and impersonal expressions
c. Personal values of literary figures—Intro to Don Quijote
V. El lenguaje y la literatura
a. Don Quijote
• Excerpt from chapter 1
• Windmill scene
b. Lazarillo de Tormes
• Lazarillo & the blind man (chapters 1-5)
c. Interpersonal relationships—Don Quijote and Sancho
Panza and/or Lazarillo and the blind man
VI. La música latina
a. Universal themes of love and friendship found
throughout all genres of Spanish and Latin music
(flamenco, tango, salsa, mariachi, merengue, salsa,
bachata, reggaetón, pop and Spanish rock.)
ESTABLISHED GOALS
NJ Core Curriculum Content
Standards for World Languages
Interpretive Mode
7.1.IL.A.1
Identify the main idea and most
supporting details contained in
culturally authentic materials
using electronic information
sources related to targeted
themes.
7.1.IL.A.2
Demonstrate comprehension of
oral and written instructions
connected to daily activities
through appropriate responses.
7.1.IL.A.3
Compare and contrast the use of
verbal and nonverbal etiquette
(i.e., the use of gestures,
intonation, and cultural practices)
in the target culture(s) and in
one’s own culture.
7.1.IL.A.4
Use the target language to describe
people, places, objects, and daily
activities learned about through
oral or written descriptions.
7.1.IL.A.5
Demonstrate comprehension of
conversations and written
information on a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and
most supporting details in
readings from age
La vida contemporánea
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
• Discuss daily routines at home and at school.
• Talk about leisure and after-school activities.
• Describe special events and celebrations.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• How would you describe the typical school day of
an American teen to a foreign exchange student?
• People of various cultures share similar daily
lifestyles and routines
• How are your preparations for a special event
the same or different from those of people of
• People of Hispanic and North-American
cultures prepare for and celebrate special
Hispanic origin?
events and occasions in similar manners
• What makes reflexive verbs special and how
• Verbs need to be conjugated to reflect the
does their use in Spanish differ from expressing
mood, tense and doer of an action in order to
the same ideas in English?
facilitate effective communication
• What makes verbs like gustar special and how
• Reflexive verbs have more than one use
does their construction differ from other Spanish
verbs?
• Certain verbs like gustar have a different
construction that always requires an indirect
• How do the uses of por and para differ?
object pronoun
• The prepositions por and para cannot be
used interchangeably
Acquisition
Students will know…
Students will be skilled at…
• Daily routine and special event activities that
• Using the content vocabulary to discuss their
are commonly shared between the U.S. and
daily routines and to describe special events and
Hispanic cultures
occasions.
• How reflexive verbs differ from other verbs
• Conjugating regular, irregular, stem-changing,
spelling change, reflexive and verbs like gustar in
• How verbs like gustar differ from other verbs
the present tense.
• Differentiating the distinct uses of por and para.
- and level-appropriate, culturally
authentic materials.
7.1.IL.A.7
Infer the meaning of a few
unfamiliar words in some new
contexts.
7.1.IL.A.8
Compare and contrast unique
linguistic elements in English and
the target language.
Interpersonal Mode
7.1.IL.B.1
Use digital tools to participate in
short conversations and to
exchange information related to
targeted themes.
7.1.IL.B.2
Give and follow a series of oral and
written directions, commands, and
requests for participating in ageand level-appropriate classroom
and cultural activities.
7.1.IL.B.3
Use appropriate gestures,
intonation, and common idiomatic
expressions of the target
culture(s)/language in familiar
situations.
7.1.IL.B.4
Ask and respond to factual and
interpretive questions of a
personal nature or on schoolrelated topics.
7.1.IL.B.5
Engage in short conversations
about personal experiences or
events and/or
topics studied in other content
areas.
Presentational Mode
7.1.IL.C.1
Use knowledge about cultural
products and cultural practices to
create a multimedia-rich
presentation on targeted themes to
be shared virtually with a target
language audience.
7.1.IL.C.2
Present student-created and/or
authentic short plays, skits, poems,
songs, stories, or reports.
7.1.IL.C.3
Use language creatively to respond
in writing to a variety of oral or
visual prompts.
7.1.IL.C.4
Compare and contrast age-and
level-appropriate culturally
authentic materials
orally and in writing.
7.1.IL.C.5
Compare and contrast cultural
products and cultural practices
associated with the target
culture(s) and one’s own culture,
orally, in writing, or through
simulation.
Common Core State Standards
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory
texts to examine and convey
complex ideas, concepts, and
information clearly and accurately
through the effective selection,
organization, and analysis of
content.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
CCSS.ELA.LITERACY.W.11-12.4
Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
CCSS.ELA.LITERACY.W.11-12.5
Develop and strengthen writing as
needed by planning, revising,
editing, rewriting, or trying a new
approach, focusing on addressing
what is most significant for a
specific purpose and audience.
Evaluative Criteria
Fairfax County PALS assessments for writing and
speaking:
• Level 3 writing task analytic rubric
http://www.fcps.edu/is/worldlanguages/pals/do
cuments/Level3AnalyticWriting.pdf
• Level 3 writing task holistic
rubric http://www.fcps.edu/is/worldlanguages/p
als/documents/Level3HolisticWriting.pdf
• Level 3 presentational speaking holistic rubric
http://www.fcps.edu/is/worldlanguages/pals/do
cuments/Level3HolisticPresentational.pdf
Teacher-created project rubric that includes the following
additional criteria:
• Engages audience
• Includes creative use of technology
• Demonstrates good use of unit vocabulary
relating to daily routines or special celebrations
• Demonstrates accurate use of the present tense all
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
TV Commercial
You will be asked to select a product and create your own TV commercial. Find a TV
commercial for your product that shows a group of people celebrating a special event or
going about their daily routines in a relevant way. Using iMovie with voiceovers on your
iPad, recreate the dialogue using the grammar and the vocabulary learned in this unit of
study to reflect the scenes on the screen and to market your product.
•
•
•
•
verbs
Student can respond to follow-up questions
appropriately
PALS Level 3 writing task rubrics
PALS Level 3 presentational speaking holistic
rubric
Pre-determined teacher point value scale for
written quizzes and tests.
OTHER EVIDENCE:
• Mini Keynote presentation: All About Me!
Create a Keynote presentation introducing yourself to the class. Include details
about your family, friends, extracurricular and leisure activities, special events
and celebrations.
• Write a paragraph describing your a.m. and p.m. daily routines on a school day.
• Quiz/Test on content vocabulary used in context
• Quiz/Test on present tense conjugations (regular, irregular, stem-changing,
spelling change, reflexive) used in context
• Quiz/Test on verbs like gustar used in context
• Quiz/Test on por vs. para in context
• Daily DO NOW self-assessment activities
• conjuguemos.com Spanish verbs and Spanish grammar (student practice and selfassessment activities)
• colby.edu Barbara Nelson textbook (student practice & self-assessment activities)
Stage 3 – Learning Plan
•
•
•
•
•
•
•
•
•
•
Summary of Key Learning Events and Instruction
Venn diagram: Compare and contrast the typical day of an American teen and a teen from a selected Spanish-speaking country.
Inside-outside circle: Getting to know you—Inside circle asks questions about daily routines on school days and weekends and outside circle
responds. Reverse the roles and then rotate the circle.
Create a story board sequence demonstrating how you prepare yourself for a special occasion from the time you wake up until you go to bed
and present to the class using Keynote on your iPad.
Use AVID reading strategies to interpret the main points of on-line news articles (BBC Mundo Sociedad y Cultura) about contemporary life
prior to discussing as a class or with a partner.
Vocabulary Bingo or Vocabulary Wordle
Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context)
Flashcardlet or Quizlet App for vocabulary review and practice
Cornell notes on the following topics: regular, irregular, stem-changing, spelling change, reflexive present tense verbs; verbs like gustar; por vs.
para.
Whiteboard row game practicing present tense conjugations (divide class into teams of 4 or 5 students per row)
Para Empezar practice activities found in Realidades 3 resources (student textbook, practice workbook, Guided practice workbook, Writing,
•
•
•
•
Audio, Video workbook, and realidades.com practice activities)
Schaum’s Spanish grammar workbook for notes and practice activities.
studyspanish.com for on-line notes and self-assessment activities.
conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the present tense
colby.edu (Barbara Nelson textbook) self-assessment practice activities for the present tense
Learning Resources
Realidades 3 textbook and workbooks
Schaum’s Spanish grammar workbook
Flashcardlet App
Quizlet App
Socrative App
Spanish/English Dictionary App
Keynote App
iMovie App
Camera App
GarageBand App
Pages App (for Cornell notes)
DocScan App
imageSpinner App
YouTube App
http://www.wordreference.com/
https://todaysmeet.com/
http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001
http://www.studyspanish.com/
https://conjuguemos.com/
http://personal.colby.edu/personal/b/bknelson/SLC/
http://www.bbc.co.uk/mundo/
http://www.practicaespanol.com/
http://www.rtve.es/
http://www.univision.com/
http://www.peopleenespanol.com/
http://www.20minutos.com/
ESTABLISHED GOALS
NJ Core Curriculum Content Standards
for World Languages
Interpretive Mode
7.1.IL.A.1
Identify the main idea and most
supporting details contained in culturally
authentic materials using electronic
information sources related to targeted
themes.
7.1.IL.A.2
Demonstrate comprehension of oral and
written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal
and nonverbal etiquette (i.e., the use of
gestures, intonation, and cultural
practices) in the target culture(s) and in
one’s own culture.
7.1.IL.A.4
Use the target language to describe people,
places, objects, and daily activities learned
about through oral or written descriptions.
7.1.IL.A.5
Demonstrate comprehension of
conversations and written information on
a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and most
supporting details in readings from age
- and level-appropriate, culturally
authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar
words in some new contexts.
La vida contemporánea (continued)
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
• Describe past outdoor recreational activities and adventures.
• Discuss past sporting events and athletic competitions.
• Discuss legends that explain natural phenomena.
UNDERSTANDINGS
Students will understand that…
• Athletic competitions are universal
pastimes and bring peoples of many
cultures together.
(ex. The World Cup & Olympic Games)
• Many legends have been born from
natural phenomena around the world.
• Verbs need to be conjugated to reflect
the mood, tense and doer of an action
in order to facilitate effective
communication.
• The preterite and the imperfect cannot
be used interchangeably when relating
events in the past.
• Certain verbs take on a special meaning
when used in the preterite past tense.
Meaning
ESSENTIAL QUESTIONS
• What makes sporting events such a universal
pastime?
• What do stories and legends tell us about their
culture and country of origin?
• Why must the preterite and the imperfect
tenses be used together to effectively relate a
past event in Spanish?
• How do the uses of the preterite and the
imperfect tenses differ from each other?
• What are some of the contextual clue words
used to indicate the preterite and the imperfect
tenses?
Acquisition
Students will know…
Students will be skilled at…
• How to describe memorable past
• Using the content vocabulary to discuss past
experiences and discuss athletic events
outdoor recreational activities and sporting
and competitions with teens from a
events and competitions.
Spanish-speaking country.
• Conjugating regular, irregular, stem-changing,
and spelling change verbs in the preterite
• How to use the preterite and the
imperfect together in context to
tense.
7.1.IL.A.8
Compare and contrast unique linguistic
elements in English and the target
language.
Interpersonal Mode
7.1.IL.B.1
Use digital tools to participate in short
conversations and to exchange
information related to targeted themes.
7.1.IL.B.2
Give and follow a series of oral and written
directions, commands, and requests for
participating in age- and level-appropriate
classroom and cultural activities.
7.1.IL.B.3
Use appropriate gestures, intonation, and
common idiomatic expressions of the
target culture(s)/language in familiar
situations.
7.1.IL.B.4
Ask and respond to factual and
interpretive questions of a personal nature
or on school-related topics.
7.1.IL.B.5
Engage in short conversations about
personal experiences or events and/or
topics studied in other content areas.
Presentational Mode
7.1.IL.C.1
Use knowledge about cultural products
and cultural practices to create a
multimedia-rich presentation on targeted
themes to be shared virtually with a target
language audience.
7.1.IL.C.2
Present student-created and/or authentic
short plays, skits, poems, songs, stories, or
reports.
7.1.IL.C.3
•
describe a past event.
That certain verbs take on a special
meaning in the preterite.
•
•
•
Conjugating regular and irregular verbs in the
imperfect.
Differentiating the distinct uses of the preterite
and the imperfect.
Knowing when to use the preterite for special
meaning.
Use language creatively to respond in
writing to a variety of oral or visual
prompts.
7.1.IL.C.4
Compare and contrast age-and levelappropriate culturally authentic materials
orally and in writing.
7.1.IL.C.5
Compare and contrast cultural products
and cultural practices associated with the
target culture(s) and one’s own culture,
orally, in writing, or through
simulation.
Common Core State Standards
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined
experiences or events using effective
technique, well-chosen details, and wellstructured event sequences.
CCSS.ELA.LITERACY.W.11-12.4
Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
CCSS.ELA.LITERACY.W.11-12.5
Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or
trying a new approach, focusing on
addressing what is most significant for a
specific purpose and audience.
Evaluative Criteria
Stage 2 - Evidence
Assessment Evidence
Fairfax County PALS assessments for writing and
speaking:
• Level 3 writing task analytic rubric
http://www.fcps.edu/is/worldlanguages/pa
ls/documents/Level3AnalyticWriting.pdf
• Level 3 writing task holistic
rubric http://www.fcps.edu/is/worldlangua
ges/pals/documents/Level3HolisticWriting.
pdf
• Level 3 presentational speaking holistic
rubric
http://www.fcps.edu/is/worldlanguages/pa
ls/documents/Level3HolisticPresentational.
pdf
Teacher-created project rubric that includes the
following additional criteria:
• Engages audience
• Includes creative use of technology
• Demonstrates good inclusion of unit
vocabulary to spin a tale of their own
• Demonstrates accurate use of the preterite
and the imperfect tenses together in context
to tell a story
• Student can respond to follow-up questions
appropriately
•
•
•
PALS Level 3 writing task rubrics
PALS Level 3 presentational speaking
holistic rubric
Pre-determined teacher point value scale for
written quizzes and tests.
PERFORMANCE TASK(S):
Fairytale or Superhero Adventure
You will write and illustrate your own original Fairytale or Superhero Adventure. Your stories
can be prequels or sequels to well-known and beloved fairytales, new adventures for famous
superheroes, or characters and stories of your own invention. Your narration should
demonstrate your understanding of how to use the imperfect and the preterite together in
context and should incorporate the unit content vocabulary as well.
The illustrations and written text for your fairytale or adventure make take the form of a popup story book, a bound storybook, a Keynote presentation, or an iMovie with voiceovers and
written text.
OTHER EVIDENCE:
• Mini Keynote presentation: My Most Memorable Vacation!
Create a Keynote presentation to share your most memorable vacation with the class.
Be sure to include unit vocabulary and the imperfect and preterite past tenses in your
presentation.
• Write a paragraph describing a past memorable outdoor experience or athletic
competition.
• Quiz/Test on content vocabulary used in context
• Quiz/Test on preterite tense conjugations (regular, irregular, stem-changing, spelling
change, reflexive) used in context
• Quiz/Test on preterite and imperfect used together in context
• Daily DO NOW self-assessment activities
•
•
conjuguemos.com Spanish verbs and Spanish grammar (student practice and selfassessment activities)
colby.edu Barbara Nelson textbook (student practice & self-assessment activities)
Stage 3 – Learning Plan
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Summary of Key Learning Events and Instruction
Project photos of a variety of outdoor recreational activities and expeditions. Have students use their content vocabulary to describe what they
see in each photo.
Work in small groups to write an original ending for ¡Una aventura desastrosa! and then reenact for the class.
Create a cartoon strip depicting a humorous outdoor adventure that went awry! The strips should include narrative lines and speech and/or
thought balloons for the characters.
Show a video clip of a past headline sporting event or competition. Have students use their content vocabulary and the preterite and imperfect
past tenses to describe what happened. Use bbc.co.uk (BBCMundo Deportes) as a resource and focus on World Cup or Olympic headlines.
Read together short stories such as Superhombre and Ricitos de Oro, practicing the imperfect and the preterite together in context.
Critical reading: use AVID strategies to read for comprehension the Aztec legend el Iztaccíhuatl y el Popocatépetl which has been used to explain
the origins of the two volcanoes found near Mexico City.
Perform a web search for additional Spanish or Latin American legends that have been used to explain other natural phenomena. Select one of
interest, summarize and present findings to the class with an accompanying photo of the natural phenomena, using Keynote on the iPad.
Use AVID reading strategies to interpret the main points of on-line news articles (BBC Mundo Deportes) relating to sports
prior to discussing as a class or with a partner.
Vocabulary Bingo or Vocabulary Wordle
Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context)
Flashcardlet or Quizlet App for vocabulary review and practice
Cornell notes on the following topics: regular, irregular, stem-changing, and spelling change preterite tense conjugations; regular and irregular
imperfect conjugations; uses and clue words for the preterite and the imperfect tenses; verbs with special meaning in the preterite.
Whiteboard row game practicing preterite tense conjugations (divide class into teams of 4 or 5 students per row)
Unit 1 practice activities found in Realidades 3 resources (student textbook, practice workbook, Guided practice workbook, Writing, Audio,
Video workbook, and realidades.com practice activities)
Schaum’s Spanish grammar workbook for notes and practice activities.
studyspanish.com for on-line notes and self-assessment activities.
conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the preterite and imperfect tenses
colby.edu (Barbara Nelson textbook) self-assessment practice activities for the preterite and the imperfect tenses
Learning Resources
Realidades 3 textbook and workbooks
Schaum’s Spanish grammar workbook
Flashcardlet App
Quizlet App
Socrative App
Spanish/English Dictionary App
Keynote App
iMovie App
Camera App
GarageBand App
Pages App (for Cornell notes)
DocScan App
imageSpinner App
YouTube App
http://www.wordreference.com/
https://todaysmeet.com/
http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001
http://www.studyspanish.com/
https://conjuguemos.com/
http://personal.colby.edu/personal/b/bknelson/SLC/
http://www.bbc.co.uk/mundo/
http://www.practicaespanol.com/
http://www.rtve.es/
http://www.univision.com/
http://www.peopleenespanol.com/
http://www.20minutos.com/
ESTABLISHED GOALS
NJ Core Curriculum Content Standards
for World Languages
Interpretive Mode
7.1.IL.A.1
Identify the main idea and most
supporting details contained in culturally
authentic materials using electronic
information sources related to targeted
themes.
7.1.IL.A.2
Demonstrate comprehension of oral and
written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal
and nonverbal etiquette (i.e., the use of
gestures, intonation, and cultural
practices) in the target culture(s) and in
one’s own culture.
7.1.IL.A.4
Use the target language to describe people,
places, objects, and daily activities learned
about through oral or written descriptions.
7.1.IL.A.5
Demonstrate comprehension of
conversations and written information on
a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and most
supporting details in readings from age
- and level-appropriate, culturally
authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar
words in some new contexts.
La belleza y la estética
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
• Describe, compare and contrast works of art.
• Talk about various art forms, periods and styles of art.
• Speak and write about selected Mexican and Spanish artists and their works of art.
• Discuss the biographical, cultural and historical perspectives that have influenced certain periods,
movements and works of art.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• How do people express themselves and also
• A work of art is not only influenced by the
reflect the events happening around them
artist’s own biographical story, but also by
through the arts?
the cultural and historical events that
• How did the political events at the
occur during the same time period.
beginning of the 20th century help shape the
works of art and art movements of the time
• The cubist and surrealist art movements
period, in particular cubism, surrealism and
were greatly influenced by the Spanish
Mexican muralism?
Civil War and World Wars I and II.
• Who are some of the most influential
• The Mexican muralist movement was
Hispanic and Latino artists today? What
greatly influenced by the Mexican
contributions are they making to society?
Revolution and the rise of socialism and
communism.
• What ideas in the past do the present
perfect and the pluperfect tenses allow you
• Frida Kahlo’s artwork was greatly affected
to express that the preterite and the
by the two great accidents in her life.
imperfect do not?
• Works of art such as Guernica were
created as highly politicized, antiwar
statements.
• Verbs need to be correctly conjugated to
reflect the mood, tense and doer of an
action in order to facilitate effective
communication both in speaking and in
writing.
• Infinitives can be changed to adjectives by
putting them in the past participle form,
thereby adding more descriptive
7.1.IL.A.8
Compare and contrast unique linguistic
elements in English and the target
language.
Interpersonal Mode
7.1.IL.B.1
Use digital tools to participate in short
conversations and to exchange
information related to targeted themes.
7.1.IL.B.2
Give and follow a series of oral and written
directions, commands, and requests for
participating in age- and level-appropriate
classroom and cultural activities.
7.1.IL.B.3
Use appropriate gestures, intonation, and
common idiomatic expressions of the
target culture(s)/language in familiar
situations.
7.1.IL.B.4
Ask and respond to factual and
interpretive questions of a personal nature
or on school-related topics.
7.1.IL.B.5
Engage in short conversations about
personal experiences or events and/or
topics studied in other content areas.
Presentational Mode
7.1.IL.C.1
Use knowledge about cultural products
and cultural practices to create a
multimedia-rich presentation on targeted
themes to be shared virtually with a target
language audience.
7.1.IL.C.2
Present student-created and/or authentic
short plays, skits, poems, songs, stories, or
reports.
7.1.IL.C.3
•
adjectives to your repertoire.
The impersonal “se” should be used when
discussing the arts in a formal way as
opposed to referring to the audience
directly as “you.”
Acquisition
Students will know…
Students will be skilled at…
• Biographical facts and selected works of
• Using the content vocabulary to describe,
art pertaining to the following Spanish and
discuss, compare and contrast works of art.
Mexican artists:
• Making comparisons of equality and
Diego Velázquez
inequality.
Francisco de Goya
• Making comparisons using the superlative.
Pablo Picasso
• Using the preterite, the imperfect, the
Joan Miró
present perfect and the pluperfect to
Salvador Dalí
discuss the biographical and historical
Remedios Varo
events surrounding selected artists and
Frida Kahlo
their works of art.
Diego Rivera
• Using estar + the past participle to create
José Clemente Orozco
descriptive adjectives.
David Alfaro Siqueiros
• Using ser + the past participle to convey the
passive voice.
• Compositional elements relating to the
• Using the impersonal “se” when describing
following artistic periods and movements:
works of art.
El Siglo de Oro
El realismo
El clasicismo
Las pinturas negras
El período azul
El período rosa
El cubismo
El surrealismo
El arte abstracto
El muralismo mexicano
Use language creatively to respond in
writing to a variety of oral or visual
prompts.
7.1.IL.C.4
Compare and contrast age-and levelappropriate culturally authentic materials
orally and in writing.
7.1.IL.C.5
Compare and contrast cultural products
and cultural practices associated with the
target culture(s) and one’s own culture,
orally, in writing, or through
simulation.
Common Core State Standards
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined
experiences or events using effective
technique, well-chosen details, and wellstructured event sequences.
CCSS.ELA.LITERACY.W.11-12.4
Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
CCSS.ELA.LITERACY.W.11-12.5
Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or
trying a new approach, focusing on
addressing what is most significant for a
specific purpose and audience.
Stage 2 - Evidence
Evaluative Criteria
Fairfax County PALS assessments for writing
and speaking:
• Level 3 writing task analytic rubric
http://www.fcps.edu/is/worldlangua
ges/pals/documents/Level3Analytic
Writing.pdf
• Level 3 writing task holistic
rubric http://www.fcps.edu/is/worldl
anguages/pals/documents/Level3Holi
sticWriting.pdf
• Level 3 presentational speaking
holistic rubric
http://www.fcps.edu/is/worldlangua
ges/pals/documents/Level3HolisticPr
esentational.pdf
Teacher-created project rubric that includes
the following additional criteria:
• Engages audience
• Includes creative use of technology
• Demonstrates good use of unit
vocabulary relating to artistic periods
and specific works of art
• Demonstrates accurate use of all of the
past tenses covered this year
(preterite, imperfect, present and past
perfect) for narration in the past
• Student can respond to follow-up
questions appropriately
•
•
•
PALS Level 3 writing task rubrics
PALS Level 3 presentational speaking
holistic rubric
Pre-determined teacher point value
scale for written quizzes and tests.
Assessment Evidence
PERFORMANCE TASK(S):
Spanish and Mexican Art Project— In-class Art Essay, Keynote Presentation & Art Replication,
or iMovie
You will select an artist studied in class and a work of art of your choice to research and replicate in an
original manner. You will also be required to create and present an engaging Keynote presentation
briefly describing the artist and then discussing in detail the selected work of art.
You may creatively replicate your work of art using a variety of mediums including, but not limited to,
canvas and paint, watercolor, art pencils and paper mounted on poster board, photography, collage,
wood burning, or dramatic reenactment. The artwork should be brought to class on the day of your
presentation to accompany your Keynote presentation.
In lieu of the Keynote presentation and the art replication, students also have the option of creating an
iMovie. Voiceovers and written text should be imbedded in the iMovie to help the audience follow
along and a written script must also be handed in to the teacher.
On another day, all students will also be required to write an in-class essay on their chosen artist and
work of art. No supplemental materials in Spanish or English will be allowed (i.e. No notes, outlines,
iPads, or dictionaries allowed!)
OTHER EVIDENCE:
• Mini Keynote presentation: Making Comparisons
Students will work with a partner to create a mini Keynote presentation comparing and
contrasting selected works of art by a given artist. Each mini presentation should include 2
comparisons of equality, 2 comparisons of inequality, and the superlative.
• Mini Keynote presentation: Hispanic/Latino Artists Today
Students will research some of the most influential Hispanic and Latino artists today and
create a mini Keynote presentation sharing with the class their most famous works of art and
discussing what contributions they making to society today.
•
•
•
•
•
•
•
Write a paragraph describing a selected work of art such as Las meninas or Guernica.
Quiz/Test on content vocabulary used in context
Quiz/Test on present perfect and past perfect tense conjugations
Quiz/Test on preterite and imperfect used together in context
Daily DO NOW self-assessment activities
conjuguemos.com Spanish verbs and Spanish grammar (student practice and self-assessment
activities)
colby.edu Barbara Nelson textbook (student practice & self-assessment activities)
Stage 3 – Learning Plan
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Summary of Key Learning Events and Instruction
Project photos of famous works of art by Spanish and Mexican artists. Have students use their content vocabulary to describe what they see in
each painting (ex. foreground, background, center, main images, colors, etc…) Have students then compare and contrast selected works of art.
Play “I spy” (Yo veo)—Teacher and/or students take turns describing works of art that are hung around the room. The other students have to
guess which painting is being described by title and artist in Spanish.
YouTube: Watch clips on various artist and works of art of and answer discussion/comprehension questions for each.
Web search: Have students research and take notes on the Spanish Civil War and the Mexican Revolution and then summarize their findings.
Jigsaw activity with the Mexican muralists. One group researches Rivera, one group Siqueiros, one group Orozco and one group the Mexican
Revolution. Each group teaches their muralist to the other groups and then they all have to discuss and decide how all 4 groups fit together to
form the Mexican muralist movement.
Watch biographical excerpts from the movie Frida (2002) directed by Julie Taymor and then complete the accompanying comprehension and
discussion activities by Applause Learning Resources.
Critical reading: use AVID strategies to read for comprehension selected academic readings on each of the artist covered in the unit.
(Readings can be found in the Realidades 3 and the Ya Verás level 3 textbooks.)
Cornell notes on the following topics: each of the readings covering selected artists and their works of art; the present perfect and the
pluperfect verb tenses; using estar + the past participle to form descriptive adjectives; using ser + the past participle to form the passive voice.
Use AVID reading strategies to interpret the main points of on-line news articles (BBC Mundo Noticias) relating to art prior to discussing as a
class or with a partner.
Vocabulary Bingo or Vocabulary Wordle
Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context)
Flashcardlet or Quizlet App for vocabulary review and practice
Whiteboard row game practicing preterite/imperfect/present perfect/pluperfect tense conjugations
(divide class into teams of 4 or 5 students per row)
Unit 2 practice activities found in Realidades 3 resources (student textbook, practice workbook, Guided practice workbook, Writing, Audio,
•
•
•
•
Video workbook, and realidades.com practice activities)
Schaum’s Spanish grammar workbook for notes and practice activities.
studyspanish.com for on-line notes and self-assessment activities.
conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the perfect tenses
colby.edu (Barbara Nelson textbook) self-assessment practice activities for the perfect tenses and the past participle.
Learning Resources
Realidades 3 textbook and workbooks
Ya Verás 3 textbook (Art readings)
Schaum’s Spanish grammar workbook
Flashcardlet App
Quizlet App
Socrative App
Spanish/English Dictionary App
Keynote App
iMovie App
Camera App
GarageBand App
Pages App (for Cornell notes)
DocScan App
imageSpinner App
YouTube App
http://www.wordreference.com/
https://todaysmeet.com/
http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001
http://www.studyspanish.com/
https://conjuguemos.com/
http://personal.colby.edu/personal/b/bknelson/SLC/
http://www.bbc.co.uk/mundo/
http://www.practicaespanol.com/
http://www.rtve.es/
http://www.univision.com/
http://www.peopleenespanol.com/
http://www.20minutos.com/
ESTABLISHED GOALS
NJ Core Curriculum Content
Standards for World Languages
Interpretive Mode
7.1.IL.A.1
Identify the main idea and most
supporting details contained in
culturally authentic materials using
electronic information sources
related to targeted
themes.
7.1.IL.A.2
Demonstrate comprehension of oral
and written instructions connected to
daily activities through appropriate
responses.
7.1.IL.A.3
Compare and contrast the use of
verbal and nonverbal etiquette (i.e.,
the use of gestures, intonation, and
cultural practices) in the target
culture(s) and in
one’s own culture.
7.1.IL.A.4
Use the target language to describe
people, places, objects, and daily
activities learned about through oral
or written descriptions.
7.1.IL.A.5
Demonstrate comprehension of
conversations and written
information on a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and
most supporting details in readings
from age
La ciencia y la tecnología
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
• Talk about staying healthy through food and nutrition.
• Discuss fitness and staying in shape through exercise.
• Describe the symptoms of and remedies for common ailments.
• Talk about new technologies and scientific discoveries relating to health and medicine.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• What correlation is there between maintaining
a healthy lifestyle and avoiding many long• Maintaining a well-balanced diet is an
important part of staying healthy.
term health problems and debilitating
diseases?
• Regular exercise and staying in shape is also
an important part of staying healthy.
• What are the effects of technology on the
individual and on society in the world of health
• There is a connection between healthy
and medicine?
habits and lifestyle in Spanish-speaking
• How does the placement of object and reflexive
countries.
pronouns change depending on the verb
• The placement of direct object, indirect
structure of the sentence? (i.e. single or double
object and reflexive pronouns is very
verb constructions; positive or negative
important for coherent communication.
commands)
• Verbs need to be conjugated to reflect the
• How do the uses of the indicative and the
mood, tense and doer of an action in order
subjunctive moods differ from one other?
to facilitate effective communication.
• What are some of the contextual clues used to
• The present indicative mood and the
indicate the indicative or the subjunctive
present subjunctive mood cannot be used
moods?
interchangeably when communicating in
the present tense.
Acquisition
Students will know…
Students will be skilled at…
• Basic guidelines for health and nutrition as
• Using the content vocabulary to discuss health
recommended by the World Health
and nutrition and staying fit and in shape.
Organization and other research groups.
• Using the content vocabulary to discuss new
discoveries and advances in the world of
• How new technologies and scientific
- and level-appropriate, culturally
authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar
words in some new contexts.
7.1.IL.A.8
Compare and contrast unique
linguistic elements in English and the
target language.
Interpersonal Mode
7.1.IL.B.1
Use digital tools to participate in
short conversations and to exchange
information related to targeted
themes.
7.1.IL.B.2
Give and follow a series of oral and
written directions, commands, and
requests for participating in age- and
level-appropriate classroom and
cultural activities.
7.1.IL.B.3
Use appropriate gestures, intonation,
and common idiomatic expressions of
the target culture(s)/language in
familiar situations.
7.1.IL.B.4
Ask and respond to factual and
interpretive questions of a personal
nature or on school-related topics.
7.1.IL.B.5
Engage in short conversations about
personal experiences or events
and/or
topics studied in other content areas.
Presentational Mode
7.1.IL.C.1
Use knowledge about cultural
products and cultural practices to
•
advances are affecting the world of health
and medicine.
•
•
•
•
•
•
health and medicine.
Using direct and indirect object pronouns
alone and together with single and double verb
constructions.
Giving positive and negative formal commands
with and without DO, IO and reflexive
pronouns.
Conjugating regular, irregular, stem-changing
and spelling change verbs in the present
subjunctive
Using the present subjunctive to give advice
and make recommendations or suggestions.
Using the present subjunctive in noun clauses
to express will and volition, impersonal
expressions, verbs of emotion, doubt and
negation.
Differentiating between the present indicative
when there is certainty and the present
subjunctive when there is doubt or negation.
create a multimedia-rich presentation
on targeted themes to be shared
virtually with a target language
audience.
7.1.IL.C.2
Present student-created and/or
authentic short plays, skits, poems,
songs, stories, or reports.
7.1.IL.C.3
Use language creatively to respond in
writing to a variety of oral or visual
prompts.
7.1.IL.C.4
Compare and contrast age-and levelappropriate culturally authentic
materials
orally and in writing.
7.1.IL.C.5
Compare and contrast cultural
products and cultural practices
associated with the target culture(s)
and one’s own culture, orally, in
writing, or through
simulation.
Common Core State Standards
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts
to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis
of content.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
CCSS.ELA.LITERACY.W.11-12.4
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
CCSS.ELA.LITERACY.W.11-12.5
Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience.
Evaluative Criteria
Fairfax County PALS assessments for writing and
speaking:
• Level 3 writing task analytic rubric
http://www.fcps.edu/is/worldlanguages/pa
ls/documents/Level3AnalyticWriting.pdf
• Level 3 writing task holistic
rubric http://www.fcps.edu/is/worldlangua
ges/pals/documents/Level3HolisticWriting.
pdf
• Level 3 presentational speaking holistic
rubric
http://www.fcps.edu/is/worldlanguages/pa
ls/documents/Level3HolisticPresentational.
pdf
Teacher-created project rubric that includes the
following additional criteria:
• Engages audience
• Includes creative use of technology
• Demonstrates good use of unit vocabulary
relating to nutrition, health and fitness
• Demonstrates accurate use of the present
subjunctive mood to give recommendations
and advice
• Student can respond to follow-up questions
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
iMovie skit/Role play scenario:
Staying in Shape (partner 1): You are out of shape and visit a nutritionist or personal trainer
to change your life-style. Explain to your nutritionist/trainer that you have poor eating habits,
don’t exercise, can’t sleep, have no energy, can’t concentrate and need to lose weight. Include
some things that you have already tried unsuccessfully on your own. (Use as much unit
vocabulary as possible and be sure to include the past tenses in your response.)
Giving Advice (partner 2): You are the nutritionist/personal trainer. What advice would you
give to a client who is extremely out of shape and has very poor eating habits? (Use as much
unit vocabulary as possible and don’t forget to use the subjunctive when giving your
recommendations.)
In addition to the dialogue, creativity will also be an important component of each group’s
iMovie grade! Use appropriate settings and props whenever possible.
A typed script in MLA format should accompany each iMovie and will be graded as a separate
test grade. All dialogue used in the role play scenario should appear in the typed script.
•
•
•
appropriately
PALS Level 3 writing task rubrics
PALS Level 3 presentational speaking
holistic rubric
Pre-determined teacher point value scale for
written quizzes and tests.
OTHER EVIDENCE:
• Mini Keynote presentation: Who’s The Healthiest?
Have students research diabetes, obesity, (breast) cancer, heart attacks and strokes in
the U.S. and selected Spanish-speaking countries. Which countries have the best and
the worst statistics? Why do the students think this is so? Have students create a table
or chart on their iPads to share their findings with the class.
• Write an email to your teacher explaining that you are home sick for the day. Describe
your symptoms, your trip to the doctor, and how he treated your condition. Express
regret over missing class and your hopes for completing all assignments in a timely
manner.
(Your email should include the past tenses and the present subjunctive.)
• Quiz/Test on content vocabulary used in context
• Quiz/Test on direct and indirect object pronouns used together
• Quiz/Test on positive and negative formal commands used with pronouns
• Quiz/Test on the subjunctive mood used in context
• Daily DO NOW self-assessment activities
• conjuguemos.com Spanish verbs and Spanish grammar (student practice and selfassessment activities)
• colby.edu Barbara Nelson textbook (student practice & self-assessment activities)
Stage 3 – Learning Plan
•
•
•
•
•
•
•
Summary of Key Learning Events and Instruction
Poster project: Create an updated food pyramid using magazine cut outs to represent the necessary food groups and annotating the pyramid in
Spanish. This will be a visual guide of a healthy and complete diet.
Look at the school lunch menu for the week. Discuss the foods being offered and the nutritional value for each.
Play “Simon Says” (Simón dice) with body parts and symptoms for common illnesses.
Draw a Venn Diagram showing the similarities and differences between the eating habits of teens in the U.S. and the eating habits of youth in
assigned Spanish-speaking countries.
Dear Abby: Divide the class into small groups. Have each group write the columnist for advice regarding a specific health, diet and nutrition, or
fitness problem. Collect and redistribute the letters having another group respond as the columnist giving recommendations and advice using
the subjunctive mood. Have the groups share their response with the class using the ELMO projector.
Use AVID reading strategies to interpret the main points of on-line news articles (BBC Mundo Salud) about nutrition, health and medicine.
Watch video clips from BBC Mundo on health, science and technology. Discuss and then summarize each news clip.
•
•
•
•
•
•
•
•
•
•
Cornell notes on the following topics: direct and indirect object pronouns; double object pronouns; positive and negative formal commands; the
subjunctive mood used in noun clauses for will and volition, impersonal expression, verbs of emotion, doubt and negation.
Vocabulary Bingo or Vocabulary Wordle
Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context)
Flashcardlet or Quizlet App for vocabulary review and practice
Whiteboard row game practicing regular and irregular present subjunctive conjugations
(divide class into teams of 4 or 5 students per row)
Unit 3 practice activities found in Realidades 3 resources (student textbook, practice workbook, Guided practice workbook, Writing, Audio,
Video workbook, and realidades.com practice activities)
Schaum’s Spanish grammar workbook for notes and practice activities.
studyspanish.com for on-line notes and self-assessment activities.
conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the subjunctive mood and formal commands.
colby.edu (Barbara Nelson textbook) self-assessment practice activities for direct and indirect object pronouns, formal commands, and the
subjunctive mood.
Learning Resources
Realidades 3 textbook and workbooks
Schaum’s Spanish grammar workbook
Flashcardlet App
Quizlet App
Socrative App
Spanish/English Dictionary App
Keynote App
iMovie App
Camera App
GarageBand App
Pages App (for Cornell notes)
DocScan App
imageSpinner App
YouTube App
http://www.wordreference.com/
https://todaysmeet.com/
http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001
http://www.studyspanish.com/
https://conjuguemos.com/
http://personal.colby.edu/personal/b/bknelson/SLC/
http://www.bbc.co.uk/mundo/
http://www.practicaespanol.com/
http://www.rtve.es/
http://www.univision.com/
http://www.peopleenespanol.com/
http://www.20minutos.com/
Las familias y las comunidades & La belleza y la estética
Stage 1 Desired Results
ESTABLISHED GOALS
NJ Core Curriculum Content
Standards for World Languages
Interpretive Mode
7.1.IL.A.1
Identify the main idea and most
supporting details contained in
culturally authentic materials using
electronic information sources related
to targeted
themes.
7.1.IL.A.2
Demonstrate comprehension of oral
and written instructions connected to
daily activities through appropriate
responses.
7.1.IL.A.3
Compare and contrast the use of
verbal and nonverbal etiquette (i.e.,
the use of gestures, intonation, and
cultural practices) in the target
culture(s) and in
one’s own culture.
7.1.IL.A.4
Use the target language to describe
people, places, objects, and daily
activities learned about through oral
or written descriptions.
7.1.IL.A.5
Demonstrate comprehension of
conversations and written information
on a variety of topics.
7.1.IL.A.6
Identify the main idea, theme, and
most supporting details in readings
from age
Transfer
Students will be able to independently use their learning to…
• Discuss personal and social values.
• Talk about interpersonal relationships such as love and friendship.
• Discuss how to maintain quality friendships and family relationships through healthy communication
and conflict resolution.
• Talk about classic literary figures such as Don Quijote and Lazarillo de Tormes and describe their
values and interpersonal relationships.
• Discuss how the themes of love and friendship are universal and are found throughout all genres of
music, the universal language.
UNDERSTANDINGS
Students will understand that…
• Certain interpersonal and social values
are transcultural and transcend
cultural and ethnic boundaries.
• Satire was often used to criticize
certain elements of society when it was
dangerous to speak out or write
forthrightly.
• Music is the universal language of love
and friendship, common themes found
throughout all genres of Spanish and
Latin music.
Meaning
ESSENTIAL QUESTIONS
• What are the qualities of a true friend?
• Why is healthy communication and conflict
resolution so important to maintaining friendships
and family relationships?
• What social values does Don Quijote represent?
And Sancho Panza?
• How would you describe the relationship between
Don Quijote and Sancho Panza?
• How would you describe the relationship between
Lazarillo and the blind man?
• What are the needs of an individual living in the
21st century? How are they the same as or
different from the needs of someone in the 16th or
17th century?
•
•
El ingenioso Don Quijote de la Mancha has been
translated into innumerable languages and has
been enjoyed by many generations of readers. To
what can one attribute the novel’s great success?
At what elements of society does Cervantes poke
fun through his classic novel El ingenioso Don
Quijote de la Mancha?
- and level-appropriate, culturally
authentic materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar
words in some new contexts.
7.1.IL.A.8
Compare and contrast unique
linguistic elements in English and the
target language.
Interpersonal Mode
7.1.IL.B.1
Use digital tools to participate in short
conversations and to exchange
information related to targeted
themes.
7.1.IL.B.2
Give and follow a series of oral and
written directions, commands, and
requests for participating in age-and
level-appropriate classroom and
cultural activities.
7.1.IL.B.3
Use appropriate gestures, intonation,
and common idiomatic expressions of
the target culture(s)/language in
familiar situations.
7.1.IL.B.4
Ask and respond to factual and
interpretive questions of a personal
nature or on school-related topics.
7.1.IL.B.5
Engage in short conversations about
personal experiences or events and/or
topics studied in other content areas.
Presentational Mode
7.1.IL.C.1
Use knowledge about cultural
products and cultural practices to
create a multimedia-rich presentation
•
•
Students will know…
• In the novel El ingenioso Don Quiijote de
la Mancha, idealism is represented by
Don Quijote and realism is represented
by Sancho Panza.
• The picaresque novel originated in
Spain, and Lazarillo de Tormes
represents Spain’s first important
contribution to the genre.
What elements of society does the author of the
picaresque novel Lazarillo de Tormes criticize?
If you were a writer, what aspect of today’s society
would you satirize?
Acquisition
Students will be skilled at…
• Using the content vocabulary to discuss emotions,
conflicts and solutions in relationships.
• Using the content vocabulary to discuss their own
personal values and the social values of others.
• Using the present subjunctive with verbs of
emotion to express surprise, hopes, fears, joys and
sorrows when discussing problems.
• Using the content vocabulary to describe the
interpersonal relationships of fictional characters
(ex. Don Quijote & Sancho Panza; Lazarillo & the
blind man).
on targeted themes to be shared
virtually with a target language
audience.
7.1.IL.C.2
Present student-created and/or
authentic short plays, skits, poems,
songs, stories, or reports.
7.1.IL.C.3
Use language creatively to respond in
writing to a variety of oral or visual
prompts.
7.1.IL.C.4
Compare and contrast age-and levelappropriate culturally authentic
materials
orally and in writing.
7.1.IL.C.5
Compare and contrast cultural
products and cultural practices
associated with the target culture(s)
and one’s own culture, orally, in
writing, or through
simulation.
Common Core State Standards
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts
to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
CCSS.ELA.LITERACY.W.11-12.4
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
CCSS.ELA.LITERACY.W.11-12.5
Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience.
Evaluative Criteria
Fairfax County PALS assessments for writing
and speaking:
• Level 3 writing task analytic rubric
http://www.fcps.edu/is/worldlangua
ges/pals/documents/Level3Analytic
Writing.pdf
• Level 3 writing task holistic
rubric http://www.fcps.edu/is/worldl
anguages/pals/documents/Level3Holi
sticWriting.pdf
• Level 3 presentational speaking
holistic rubric
http://www.fcps.edu/is/worldlangua
ges/pals/documents/Level3HolisticPr
esentational.pdf
Teacher-created project rubric that includes
the following additional criteria:
• Engages audience
• Includes creative use of technology
• Demonstrates good use of vocabulary
and key terms relating to the
literature covered in class
• Demonstrates accurate use of all verb
tenses and moods covered this year
• Student can respond to follow-up
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
iMovie/Literary dramatization
Groups of students will film dramatic reenactments of assigned sections from either of these classic
literary works, Don Quijote de la Mancha or Lazarillo de Tormes, and work together to create an
original script and iMovie. When filming their iMovies, students should work together to dramatically
recreate the scenes found in their assigned portion of text, using appropriate settings and props
whenever possible. Creativity will be an important component of each group’s iMovie grade! Students
should strive to include all of the action included in the original text. While students are not required
to memorize their lines for the iMovie, neither are they to be seen visibly reading their lines.
A typed script in MLA format should accompany each iMovie and will be graded as a separate test
grade. All narration and dialogue used in the movie should appear in the typed script. Students
should retell the story of don Quijote’s or Lazarillo’s adventures in their own words. NO lines may be
copied from the original text. Students may have creative license when adding in narration and
dialogue, but should not veer too far from the original meaning and ideas found in their assigned
portion of text. The script for the iMovie should include examples of all of the verb tenses we have
studied so far this year used correctly in context—present, preterite, imperfect, present perfect,
pluperfect and present subjunctive.
•
•
•
questions appropriately
PALS Level 3 writing task rubrics
PALS Level 3 presentational speaking
holistic rubric
Pre-determined teacher point value
scale for written quizzes and tests.
OTHER EVIDENCE:
• Mini Presentation: Love and Friendship
Have students find a song in Spanish by a contemporary Latino artist to share with the class.
Students should be able to identify the genre of the music and should also provide the
teacher/class with a handout of the song lyrics. Students should also create a follow-up
activity focusing on comprehension Q&A, vocabulary and grammar analysis to go over with
the the class.
• Write an extended paragraph answering one of the following questions. Peer edit, revise and
then share with the class.
1. If you were a knight errant like Don Quijote, what evils and wrongs in the world
would you set out to right today? Why?
2. Describe a Quijote of the 21st century.
3. Think of an adventure that you would like to have. What preparations would you
have to make? Compare and contrast your adventure with that of Don Quijote.
4. If you were Lazarillo, how would you respond to the blind man’s cruel abuse and
mistreatment? Compare/contrast your response with that of Lazarillo.
5. Do you believe that people who have difficult childhoods are able to overcome and
succeed as adults? Explain your point of view.
6. Do you believe that there are people today who take advantage of the naïveté and
good faith of others? Who are they? Explain your point of view.
• Quiz/Test on content vocabulary used in context
• Quiz/Test on the subjunctive used with verbs of emotion
• Quiz/Test on excerpts from Don Quijote or Lazarillo de Tormes. (comprehension assessments)
• Daily DO NOW self-assessment activities
• conjuguemos.com Spanish verbs and Spanish grammar (student practice and self-assessment
activities)
• colby.edu Barbara Nelson textbook (student practice & self-assessment activities)
Stage 3 – Learning Plan
•
•
•
Summary of Key Learning Events and Instruction
Carousel activity: Write teacher-generated, interpersonal conflicts and problems on large post it papers and stick them around the room.
Divide the students into small groups and have them come up with a resolution to each problem. Then have the groups move from Post It to
Post It adding their solutions to each conflict.
YouTube: Watch excerpts from Don Quijote, the movie, and Man of La Mancha, the musical, after reading excerpts from the novel;
Watch excerpts from the movie Lazarillo after reading about Lazarillo and his first master, the blind man.
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Dear Abby: Divide the class into small groups. Have each group write the columnist for advice regarding a specific relationship problem.
Collect and redistribute the letters having another group respond as the columnist giving suggestions and advice using the subjunctive mood.
Have the groups share their response with the class using the ELMO projector.
Use AVID reading strategies to interpret the main points of an on-line news article (BBC Mundo Sociedad y Cultura) about relationships.
Watch video clips from BBC Mundo on society and culture. Discuss and then summarize each news clip.
Cornell notes on the following topics: the subjunctive mood used in noun clauses for impersonal expressions and verbs of emotion, the present
indicative vs. the present subjunctive for doubt and negation.
Vocabulary Bingo or Vocabulary Wordle
Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context)
Flashcardlet or Quizlet App for vocabulary review and practice Flashcardlet or Quizlet App for vocabulary review and practice
Whiteboard row game practicing regular and irregular present subjunctive conjugations
(divide class into teams of 4 or 5 students per row)
Unit 4 practice activities found in Realidades 3 resources (student textbook, practice workbook, Guided practice workbook, Writing, Audio,
Video workbook, and realidades.com practice activities)
Schaum’s Spanish grammar workbook for notes and practice activities.
studyspanish.com for on-line notes and self-assessment activities.
conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the subjunctive mood.
colby.edu (Barbara Nelson textbook) self-assessment practice activities for the subjunctive mood.
Learning Resources
Realidades 3 textbook and workbooks
Schaum’s Spanish grammar workbook
Don Quijote de la Mancha (adapted for intermediate students by William T. Tardy)
Lazarillo de Tormes (adapted for intermediate students by Marcel C. Andrade)
Flashcardlet App
Quizlet App
Socrative App
Spanish/English Dictionary App
Keynote App
iMovie App
Camera App
GarageBand App
Pages App (for Cornell notes)
DocScan App
imageSpinner App
YouTube App
https://todaysmeet.com/
http://www.wordreference.com/
http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001
http://www.studyspanish.com/
https://conjuguemos.com/
http://personal.colby.edu/personal/b/bknelson/SLC/
http://www.bbc.co.uk/mundo/
http://www.practicaespanol.com/
http://www.rtve.es/
http://www.univision.com/
http://www.peopleenespanol.com/
http://www.20minutos.com/
Benchmark Assessment Quarter 1
1.
2.
3.
4.
5.
Students will demonstrate their ability to describe the contemporary lives of teens in the U.S. and Spanish-speaking countries.
Students will be able to discuss daily routines at home and at school, weekend and leisure activities, special events and celebrations.
Students will be able to discuss outdoor recreational activities and sporting events and competitions.
Students will be able to use the present tense to read, speak and write about contemporary teen life at the Intermediate Low level. (This
includes the present tense of regular, irregular, spelling change, stem-changing, and reflexive verbs, and also verbs like gustar.)
Students will successfully differentiate the distinct uses of por and para in context when writing.
Benchmark Assessment Quarter 2
1.
2.
3.
4.
5.
6.
Students will be able to describe, compare and contrast works of art and to talk about various art forms, periods and styles of art.
Students will be able speak and write about selected Spanish and Mexican artists and discuss some of their most famous works of art.
(Spanish artist for discussion should include Diego Velázquez, Francisco de Goya, Pablo Picasso, Salvador Dalí, Joan Miró, and Remedios
Varo. Mexican artists for discussion should include Frida Kahlo, Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros.)
Students will demonstrate their ability to discuss the biographical, cultural and historical perspectives that have influenced certain
periods, movements and works of art.
Students will successfully be able to use the past tenses to read, speak and write about the artists and their works of art at the Intermediate
Low level. (This includes the preterite, imperfect, present perfect and pluperfect tenses and should incorporate all necessary spelling changes,
stem changes, and irregulars for each tense.)
Students will be able to discuss who are some of the most influential Hispanic and Latino artists today and what contributions they are
making to modern society.
Benchmark Assessment Quarter 3
Students will demonstrate their ability to talk about new technologies and scientific discoveries relating to health and medicine.
Students will be able to talk about staying healthy through food and nutrition and staying fit and in shape through regular exercise.
Students will be able to describe the symptoms of and remedies for common ailments and role play visits to the doctor, nutritionist or
fitness trainer.
4. Students will successfully be able to use the present subjunctive mood to read, speak and write about health and fitness at the Intermediate
Low level. (This includes using the present subjunctive in noun clauses of will and volition and impersonal expressions to give advice and make
suggestions and recommendations.)
5. Students will be able to use direct object, indirect object and reflexive pronouns alone and together with a variety of verbs constructions to
facilitate authentic communication in the target language. (This should include pronouns used with single and double verb constructions and
also with positive and negative formal commands.)
1.
2.
3.
Benchmark Assessment Quarter 4
1.
2.
3.
4.
5.
Students will be able to discuss personal and social values and talk about interpersonal relationships such as love and friendship.
Students will be able discuss how to maintain quality friendships and family relationships through healthy communication and conflict
resolution.
Students will successfully be able to use the present subjunctive mood to read, speak and write about personal values and interpersonal
relationships at the Intermediate Low level. (This includes using the present subjunctive in noun clauses with verbs of emotion, more impersonal
expressions, and doubt and negation.)
Students will be able to talk about classic literary figures such as Don Quijote and Lazarillo de Tormes and describe their values and
interpersonal relationships.
Students will be able to use contemporary songs representing a variety of Latin music genres as a platform for discussing the universal themes
of love and friendship.