Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Chapter 5 Lesson 1
Days 91-100
Standards
National
1.1, 1.2, 2.2,
3.1, 3.2, 5.1
State
11.1.1, 11.1.2,
11.1.3, 11.1.6,
11.2.1, 11.2.3,
11.3.2, 11.3.3,
11.3.4, 11.4.1,
11.4.2, 11.4.3,
11.4.4, 11.4.5,
11.4.6, 11.4.7,
11.5.1, 11.5.2,
11.6.1, 11.6.2,
11.7.1, 11.8.1,
11.8.3
Content
Culture
Vocabulary - Mexico
Geography, indigenous
history, conquest, and
Mexico City
Structure
Review of past participles
and present perfect tense
Review of the subjunctive
mood to form affirmative
and negative formal
commands, and affirmative
familiar commands
Art and architecture
Pre-Columbian Mexican art
Famous Mexican muralists
Indigenous Mexican ruins
Famous landmarks of
Mexico City
Mexican resorts and
beaches
Skills
Assessment
Resources
Culture
Converse in Spanish about Mexico
Read about the geography,
indigenous history, conquest, and
Mexico City
Analyze in Spanish the geography,
indigenous history, conquest, and
Mexico City
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Oral quiz
Written quiz
PowerPoint
presentation:
the art and
architecture of
Mexico
Portfolio Write a letter to
level 2 Spanish
students about
the chosen
topic of the
PowerPoint
presentation
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources
Video Tour Life at the
Zócalo
Episodes from
Extra
Structure
Form and use regular and irregular
past participles
Form and use the present perfect
tense to tell what has been done
recently and continue into the
present time
Use the subjunctive to form
affirmative and negative formal
commands
Use the subjunctive to form
affirmative familiar commands
Art and architecture
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Standards
Content
Video Tour
Life at the Zócalo
Holidays covered
1/1 el año nuevo
Skills
Assessment
Resources
Workbook pages
¡Buen Viaje! Level
Study and discuss the influence of
pre-Columbian indigenous art in
creating the culture of Mexico
today
Research, discuss and appreciate
the works of famous Mexican
artists Diego Rivera, David Alfaro
Siquieros, José Clemente Orozco
and Frida Kahlo
Research, recognize and cite the
contributions of various Mexican
landmarks
Research and report on Mexican
beaches and resorts, and cite their
significance to Mexico’s economy
Video Tour
Watch and discuss in Spanish a
documentary about the life and
history of the Zócalo
Chapter 5 Lesson 2
National
Conversation
Conversation
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Days 101-106
Standards
1.1, 1.2, 1.3,
3.2
State
11.1.1, 11.1.2,
11.1.3, 11.1.6,
11.2.1, 11.2.2,
11.2.3, 11.3.2,
11.3.3, 11.3.4,
11.4.1, 11.4.2,
11.4.3, 11.4.4,
11.4.5, 11.4.7,
11.5.1, 11.5.2,
11.6.2, 11.7.1,
11.7.2, 11.8.3
Content
Vocabulary - driving
At the car rental agency
Structure
Review of the progressive
tenses
Using object pronouns with
commands
Video Tour
A car and its admirers
Spanish Poetry
En Durango comenzó
Como agua para chocolate
Holidays covered
1/28 José Martí
Skills
Assessment
Resources
Learn and use vocabulary related to
driving
Listen to and read a conversation
about renting a vehicle
Provide written and verbal
responses to related
comprehension questions
Worksheets
Dialogues
Language Lab
activities
Oral quiz
Written quiz
Journal Essay Write an
advertisement
for a car that
you are trying
to sell
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources
Video Tour A car and its
admirers
Episodes from
Extra
Excerpts from
Como agua para
chocolate
Structure
Form and use the present
progressive, imperfect progressive
and the future progressive tenses
to express ongoing actions
Form and use affirmative and
negative commands, present
participles and infinitives with the
correct placement of object
pronouns
Video Tour
Watch and discuss in Spanish a
documentary about the history and
significance of the Vocho in
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Standards
Content
Skills
Assessment
Resources
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Oral quiz
Written quiz
Journal Essay The Perfect
Parents
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources
Episodes from
Extra
Mexico City
Spanish Literature
Read, experience, discuss, and
analyze the Mexican form of
poetry, the corrido, En
Durango comenzó
Read, experience, discuss, and
analyze an excerpt from the novel
Como agua para chocolate
Chapter 5 Lesson 3
Days 107-115
National
1.1, 1.2, 1.3,
3.2, 4.1
State
11.1.1, 11.1.2,
11.1.3, 11.1.6,
11.2.1, 11.2.2,
11.2.3, 11.3.2,
11.3.4, 11.5.1,
11.5.2, 11.6.1,
Journalism / Current
events
Wind surf: water, air and fun!
Don’t I like my parents?
Structure
Pluperfect tense
Conditional perfect tense
Future perfect tense
Subjunctive mood with
indefinite expressions
Subjunctive mood in relative
clauses
Journalism / Current events
Wind surf: water, air and fun!
Become familiar with vocabulary
for wind surfing
Read an article about the basics of
wind surfing and its role in
Mexico and summarize its
content in Spanish
Don’t I like my parents?
Learn and use vocabulary related
to parenting styles
Read an article about different
parenting styles and use
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Standards
11.6.2, 11.7.1,
11.7.2, 11.7.5,
11.8.3
Content
Holidays covered
2/2 Día de la marmota
2/13 Carnaval / Cuaresma
Skills
personal experience to convey
your opinions on the subject in
Spanish
Structure
Form and use the pluperfect tense
to describe a past action
completed before another past
action
Form and use the conditional perfect
tense to state what would have
taken place had something else
not interfered or made it
impossible
Form and use the future perfect
tense to express a future action
that will be completed prior to
another future action
Form and use the subjunctive mood
after indefinite expressions when
uncertainty is implied.
Form and use relative clauses to
express the known and the
Assessment
Resources
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Standards
Content
Skills
Assessment
Resources
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Oral quiz
Written quiz
Journal Essay Biography of
one of the
important
historical
figures that
appears in the
text
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources
Video Tour Old San Juan
Episodes from
Extra
Movie – Bajo la
misma luna
unknown
Form and use the subjunctive mood
in relative clauses that modify a
superlative statement or a
negative expression
Chapter 6 Lesson 1
Days 116-122
National
1.1, 1.2, 2.1,
3.1
State
11.1.1, 11.1.2,
11.1.3, 11.1.6,
11.2.1, 11.2.3,
11.3.4, 11.4.2,
11.4.3, 11.4.4,
11.4.5, 11.4.6,
11.4.7, 11.6.1,
11.6.2, 11.7.1,
11.7.2, 11.7.4
Culture
Vocabulary - Cuba, Puerto
Rico, the Dominican
Republic and symbols of
the Caribbean
Geography, history, and
culture of Cuba, Puerto
Rico, and the Dominican
Republic
Structure
Review of present tense and
preterite tense reflexive
verbs
Reciprocal verbs
Art and architecture
Landmarks of the Caribbean
Culture
Converse in Spanish about the
Hispanic countries and symbols of
the Caribbean
Read about the history, geography,
and culture of Cuba, Puerto
Rico, and the Dominican
Republic
Analyze and discuss in Spanish the
history, geography, and culture of
Cuba, Puerto Rico, and the
Dominican Republic
Read about and analyze in Spanish
a passage about the history of
the United State’s presence in the
Caribbean
Structure
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Standards
Content
Video Tour
Old San Juan
Holidays covered
2/14 Día de San Valentín
Skills
Assessment
Resources
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Oral quiz
Written quiz
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Worksheets
Form and use present and preterite
tense reflexive verbs and their
pronouns to describe what people
do for themselves
Form and use reflexive and their
pronouns to express the concept
of reciprocity
Art and architecture
Read about significant landmarks of
the Caribbean
Video Tour
Watch a documentary about Old
San Juan, Puerto Rico and
discuss it in Spanish
Chapter 6 Lesson 2
Days 123-128
National
1.1, 1.2, 1.3,
2.1, 5.1
State
11.1.1, 11.1.2,
Conversation
Vocabulary - a typical
Caribbean restaurant
A Typical Restaurant
Structure
Review of regular and
Conversation
Learn and use vocabulary related to
a Caribbean restaurant experience
Discuss the types of foods available
in a Caribbean restaurant
Listen to and read a conversation
about typical Caribbean restaurant
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Chapter 6 Lesson 3
Days 129-136
Standards
Content
11.1.3, 11.1.4,
11.1.5, 11.1.6,
11.2.1, 11.2.2,
11.2.3, 11.3.1,
11.3.2, 11.3.3,
11.3.4, 11.4.1,
11.4.2, 11.4.3,
11.4.4, 11.4.5,
11.4.7, 11.5.1,
11.5.2, 11.6.1,
11.6.2, 11.7.1,
11.7.2, 11.7.3,
11.7.4, 11.7.5,
11.8.3
irregular comparative and
superlative adjectives and
adverbs
Review of using nouns,
adjectives and verbs in
making comparisons of
equality
National
1.1, 1.2, 3.2
Journalism / Current
events
Education In Prisons
Spanish Poetry
Versos sencillos by José
Martí
Skills
Provide written and verbal
responses to related
comprehension questions
Structure
Use adjectives and adverbs to make
comparative and superlative
statements
Use nouns, adjectives and verbs to
make comparisons of equality
Assessment
Resources
Journal Essay Restaurant
critique
Mini-project timeline of
José Martí
Enrichment
activities
Online resources
Episodes from
Extra
PowerPoint
presentations José Martí
Workbook pages
Worksheets
Dialogues
Language Lab
activities
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Spanish Literature
Read and discuss, the Cuban poem
Versos sencillos by José Martí,
study his autobiography and
compare and contrast it to their
own lives
Sing Guantanamera
State
Structure
Journalism / Current events
Education in Prisons
Learn and use vocabulary related
to the issue of illiteracy in
prisons
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Standards
11.1.1, 11.1.2,
11.1.3, 11.1.6,
11.2.1, 11.2.2,
11.2.3, 11.3.2,
11.4.7, 11.6.1,
11.6.2, 11.7.1,
11.7.2, 11.7.3,
11.7.5, 11.8.3
Content
Present subjunctive mood
expressing “although”,
“perhaps”, “maybe” and “if
only”
Present perfect and
pluperfect subjunctive in
expressing opinions and
feelings about what has or
had happened
“If” clauses and the
sequence of tenses
Skills
Read a newspaper article about
education reform in prisons and
provide written and verbal
responses to related
comprehension questions
Structure
Form and use the present
subjunctive mood in expressions
using aunque (although), quizás
(perhaps), tal vez (maybe) and
ojalá (if only)
Form and use the present perfect
subjunctive mood to express
opinions and feelings about what
has happened
Form and use the pluperfect
subjunctive mood when the action
of the verb in the subjunctive
occurred prior to the action of the
verb in the main clause
Form and use si clauses to express
contrary to fact conditions
Assessment
Oral quiz
Written quiz
Journal - What
would you do
with a million
dollars
Resources
Online videos
Worksheets
Enrichment
activities
Online resources
Episodes from
Extra
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Standards
Chapter 7 Lesson 1
Days 137-142
National
1.1, 1.2, 1.3,
2.1, 3.1, 3.2,
4.1
State
11.1.1, 11.1.2,
11.1.3, 11.1.6,
11.2.1, 11.2.3,
11.3.4, 11.4.2,
11.4.3, 11.4.4,
11.4.5, 11.4.6,
11.4.7, 11.6.1,
11.6.2, 11.7.1,
11.7.2, 11.7.4
Content
Skills
Assessment
Resources
Culture
Vocabulary – Venezuela and
Colombia
Geography, history, and
culture of Venezuela and
Colombia
Culture
Converse in Spanish about the
history, geography, and culture of
Venezuela and Colombia
Read about the history, geography,
and culture of Venezuela and
Colombia
Analyze and discuss in Spanish the
history, geography, and culture of
Venezuela and Colombia
Workbook pages
Worksheets
Dialogues
Language Lab
activities
Oral quiz
Written quiz
Journal Essay Biography of
Simón Bolívar
¡Buen Viaje! Level
3 Textbook
¡Buen Viaje! Level
3 Workbook
Song CDs
Online videos
Worksheets
Enrichment
activities
Online resources
Video Tour Simón Bolívar
Episodes from
Extra
Structure
Shortened forms of
adjectives
Special uses of definite and
indefinite articles
Video Tour
The Liberator
Holidays covered
3/20 la primavera
Structure
Form and use shortened forms
(apocopated) of adjectives
Use definite articles to talk about
abstract nouns and nouns in
general
Use definite articles to address and
refer to people
Use definite articles with days of the
week
Use definite articles with reflexive
verbs
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Standards
Content
Skills
Use the indefinite articles to tell
about one’s profession
Video Tour
Watch a documentary about Simón
Bulívar the Liberator and
discuss it in Spanish
Assessment
Resources
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: Spanish III (Grades 9-12)
Quarter: 3 (Weeks 19-27)
Academic Year: 2012-2013
Essential Questions for this Quarter:
1. What is the importance of Mexico’s history, geography and cuisine to the rest of the Spanish-speaking world? 2. How does transportation differ
between the United States and Spanish-speaking countries? 3. How do cultural views on what is acceptable in movies differ between the United States
and Spanish-speaking countries? 4. How can learning Spanish help you with banking and financial situations? 5. How do family types differ between
the United States and Spanish-speaking countries? 6. How does a typical restaurant experience differ between the United States and Spanish-speaking
countries? 7. How does educating prisoners affect the general public? 8. How does the history of the United States affect Spanish-speaking areas
such as the Caribbean? 9. How does culture affect what people like to do in their leisure time? 10. How can learning and singing songs from Spanishspeaking countries contribute to your understanding of their culture?
Unit/Time Frame
Standards
Content
Skills
Assessment
Resources
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
•
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
•
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
•
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
•
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
•
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
•
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
•
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
•
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
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Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
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Standard 5.1: Students use the language both within and beyond the school setting
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Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
INDIANA STATE STANDARDS
Grade 9 (comparable to Level I)
Standard 1
COMMUNICATION: Write and speak in a language other than English
Learners engage in written and spoken conversations on a variety of topics. (Interpersonal)
9.1.1
9.1.2
Use multiple greetings and farewells in new social situations.
Recognize and state information about self and others in simple terms.
Examples: Name, age, origin, physical attributes, etc.
9.1.3
Recognize and express a variety of simple feelings and preferences of self and others.
Examples: Likes and dislikes
9.1.4
9.1.5
Exchange familiar information and opinions in brief guided conversations.
Exchange familiar information and opinions in written form with guidance.
Examples: Letters, e-mails, etc.
9.1.6
9.1.7
9.1.8
Make basic requests and ask basic questions.
Recognize and use situation-appropriate non-verbal communication.
Recognize speaking and listening strategies that facilitate communication.
Example: Ask for clarification
Standard 2
COMMUNICATION: Interpret information in a language other than English
Learners interpret written and spoken language on a variety of topics. (Interpretive)
9.2.1
9.2.2
9.2.3
Understand and respond to classroom requests, commands, and directions.
Recognize alphabets, sounds, and markings specific to the target language.
Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Examples: Identify familiar vocabulary from an authentic supermarket flyer, list main characters from a short authentic children’s story
9.2.4
Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary.
Standard 3
COMMUNICATION: Present information in a language other than English
Learners present to an audience of listeners or readers on a variety of topics. (Presentational)
9.3.1
9.3.2
Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures.
Present simple prepared material on selected topics.
Examples: Dialogues, short skits, etc.
9.3.3
9.3.4
9.3.5
Read passages aloud to practice intonation and pronunciation.
Write complete sentences with teacher guidance.
Describe objects, self, and others in written and spoken language in simple terms with teacher guidance.
Standard 4
CULTURES: Develop awareness of other cultures
Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied.
9.4.1
Recognize basic routine practices of the target cultures.
Examples: Family interactions, greetings, table manners, etc.
9.4.2
9.4.3
Examine products, perspectives, and symbols of the target cultures.
Examine factors that influence practices, products, and perspectives.
Examples: Geography, weather, demographics, etc.
Standard 5
CONNECTIONS: Make connections to other content areas
Learners use the target language to expand their knowledge of and make connections among multiple content areas.
9.5.1
Describe basic objects and concepts from other content areas in simple terms.
Examples: Probability (refers to Mathematics 5.6.4), body parts and exercise (refers to Science 4.4.9), map skills (refers to Social Studies 6.3.2)
9.5.2
Integrate content area concepts and skills through relevant activities.
Examples: Report on survey results in the target language, identify and describe body parts used for various activities, use a map or locational technology
to identify locations
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Standard 6
CONNECTIONS: Access and connect information through various media
Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.
9.6.1
Use digital media and culturally authentic resources to build vocabulary.
Examples: Electronic dictionaries, language websites, TV programs, etc.
9.6.2
Use digital media and culturally authentic resources to study target cultures.
Examples: Photographs, magazines, appropriate websites
Standard 7
COMPARISONS: Investigate the nature of language and culture
Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own.
9.7.1
9.7.2
Recognize and use cognates and words shared between English and the target language.
Recognize and use simple language structures.
Examples: Singular versus plural forms, word order
9.7.3
9.7.4
9.7.5
Recognize and use basic idiomatic and colloquial expressions in the target language.
Recognize and use authentic simple forms of address in a variety of familiar situations.
Identify some daily living patterns of other cultures and the learner’s own culture.
Examples: Food and mealtimes
9.7.6
9.7.7
Recognize celebrations and holidays of other cultures and compare them to those of the learner’s culture.
Describe contributions from other cultures in simple terms with guidance.
Standard 8
COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings
Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement.
9.8.1
Share experiences from the world language classroom within the school and/or community.
Example: Use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the target language
9.8.2
Recognize the use of the target language in the learner’s community.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS
Examples: Signs, restaurants, etc.
9.8.3
9.8.4
Experience and report on the cuisine, music, drama, literature, etc. from the target cultures.
Research and present about a local and/or global need that is identified as authentic by the cultures of the target language.
Franklin County Community School Corporation - Brookville, Indiana
COMMON CORE AND INDIANA ACADEMIC STANDARDS