West Windsor-Plainsboro Regional School District
Spanish Grade 3
Unit 1: Regresamos a la escuela Content Area: World Language Course & Grade Level: Spanish, Grade 3 Summary and Rationale At the beginning of their second year of Spanish, explore school life, activities, and routines with an increased focus on getting ready for school, the clothes they prefer to wear to school, and a few common problems they might experience. They build on previously‐learned vocabulary and language functions to communicate about themselves, their friends, teachers, and classroom at the Novice‐Mid level of proficiency, as defined by the American Council on the Teaching of Foreign Languages. Recommended Pacing 40 lessons (forty minutes twice a week) State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) CPI #7.1 A Strand A Interpretive Mode 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Cumulative Progress Indicator (CPI) Strand B Interpersonal Mode CPI #7.1B 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. CPI #7.1C Cumulative Progress Indicator (CPI) Strand C Presentational Mode 7.1.NM.C.1 Use basic information at the word and memorized‐phrase level to create a multimedia‐rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Instructional Focus
Unit Enduring Understandings  Children will understand that how they prepare for school and their activities reflect their culture and might be similar and/or different from those of a student in a Spanish‐speaking country.  There are formulaic questions and expressions in Spanish that are used to satisfy basic needs such as describing morning routines, activities, and finding out how friends and family spend their time.  Students will understand that listening and observing are important when learning a language.  They will understand that they do not need to know all the words they hear and see in Spanish because they can convey and interpret meaning through the use of gestures, body language, and asking for repetition. Unit Essential Questions  What cues do I listen and watch for before I respond to questions and statements about my school and the activities I take part in?  How can I improve my communication in Spanish with my teacher and classmates? What do I do when I get stuck in a conversation with them when we are speaking Spanish?  How can I get the things I need when I do not know all the words and expressions to ask the right questions?  How can I keep talking to someone and keep that person talking to me when I need to find out information and/or carry out a simple transaction? Objectives Students will know:  Culturally appropriate gestures and body language to convey and interpret meaning  Key vocabulary and structures to describe dates, time of day, seasons, weather, clothing, colors, and sizes  Descriptive adjectives and expressions  Numbers from 0 to 100  Ways to express likes and dislikes (me gusta/no me gusta/mas o menos)  Key vocabulary and structures to introduce family members (se llama)  Classroom objects, people, rules, commands, and routines  Routines to prepare for school  Summertime routines and activities  Vocabulary and functions to narrate a story (un dia, habia una vez, entonces, luego, etc) Students will be able to:  Ask for and respond to questions about personal information including the date or his/her birthday, the season in which it occurs, typical weather conditions at that time of the year, and clothing that is worn  Give and respond to typical teacher commands, requests, and routines  Describe how they prepare for school  Talk about what they like to wear to school 
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Describe the people and objects that are in their school/classroom Compare characteristics of individuals (clothing, hair, eyes, likes and dislikes, activities and when and where they take place) Identify family members and describe their relationships Count to 100 using money Compare and contrast summer and fall activities and routines Narrate short stories about getting ready for school by recombining memorized chunks of language to express personal meaning Resources
Core Text: TPRs of Pedro y la ropa Suggested Resources:  Classroom supply box, calendar, number visuals, weather visuals, routine visuals, clothing, play money  Visuals of sports and famous Hispanic athletes  Plastic flyswatters for Matamoscas  Video: Doki descubre los deportes (youtube.com)  Videos: Teo en espanol (youtube.com)  Student folders and cover sheets  “Pedro y el sombrero magico” by Rosario Ferre  TPRs and booklets for Pedro y la ropa  Tear sheet vocabulary for clothing and routines  Teacher generated materials related to content  Games (memory/matching/guessing)  Folk song/traditional game “Juguemos en el bosque”  Classroom based activities using technology tools (Flip cameras, SmartBoard, Story Book creators, etc.) Unit 2: Mi rutina Content Area: World Language Course & Grade Level: Spanish, Grade 3 Summary and Rationale The context of the second unit centers on home life, both in the United States and in Latin America. Children learn to talk about their homes, families, and routines as well as the cultural practices followed by their relatives. Further, they compare and contrast their experiences with those of children in Latin America in order to begin to gain some perspectives about the target culture. Within these contexts, they build on previously‐learned vocabulary and structures to gain proficiency. The target for grade 3 Spanish is Novice‐Mid as defined by the American Council on the Teaching of Foreign Languages. Recommended Pacing 32 lessons (40 minutes twice a week) State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) CPI #7.1 A Strand A Interpretive Mode 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Cumulative Progress Indicator (CPI) Strand B Interpersonal Mode CPI #7.1B 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar CPI #7.1C topics or on topics studied in other content areas. Cumulative Progress Indicator (CPI) Strand C Presentational Mode 7.1.NM.C.1 Use basic information at the word and memorized‐phrase level to create a multimedia‐rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Instructional Focus
Unit Enduring Understandings  Students will understand that home and family life play a role in self‐identify.  Students will understand that although there are similarities in home and family life between the United States and Latin America, family practices reflect cultural perspectives. Unit Essential Questions  How does my family life reflect my culture?  How are my home and family life similar to those of kids my age in Latin America? How are they different and why?  How does what I eat reflect my culture/heritage?  How is my school life similar to that of a Spanish‐speaking student? How is it different and why? Objectives Students will know:  Culturally appropriate gestures and body language to convey and interpret meaning  Culturally relevant practices and routines  Names and relationships that exist among family members  Names of different rooms of the house, furniture, and typical activities carried out in parts of the house  How to tell time using numbers and time of day.  Language functions to extend communication beyond simple sentences by sequencing short stories Students will be able to:  Identify, describe, and compare members of a family  Identify and describe rooms of the house and furniture  Talk about the activities that they and their families like/dislike doing in various rooms of the house  State and compare their likes and dislikes with those of classmates and/or family members  State the time of day  Identify, classify, and state likes and dislikes of various foods  Recognize and state times of meals, activities, and other daily routines  Talk about how they and their families organize their daily routines  Compare and contrast the lifestyles, practices, and activities of the different characters presented in stories and videos to their own lifestyle  Compare and contrast the routines of people of different countries  Organize ideas to extend language beyond simple sentences by sequencing short stories  Construct basic narrated sequences using memorized target language Resources
Core Text: Suggested Resources:  “El Nuevo hogar de los siete cabritos” by Ada and Campoy  Visuals of food‐related locales  “El desayuno de los osos” by Patti Jennings  Food props  House and furniture manipulatives  “Ricitos de oro” (any Spanish version), book and pictures for summary/retelling  “Teo” books and videos by Violeta Denou  Story/routine sequences  Re‐producible house and family members  “Un rayito de sol” (book and visuals)  “Oops” by Suzy Weaver Kline  “One Sock, Two Socks” by Judy Owens  “Las aventuras de Alex…A vestirse!”  Games (matching/memory/guessing)  Teacher generated handouts  Video de la rutina rural (Documental “Cuando voy a la escuela”; youtube.com)  Classroom based activities using technology tools (Flip cameras, SmartBoard, Story Book creators, etc.)