Perris Union High School District
Course of Study
A. COURSE INFORMATION
1. Course Title:
8a. Subject Area
History/Social Science
English
Mathematics
Laboratory Science
x Language other than English
Visual & Performing Arts
College Prep Elective
Other _________________________
Spanish III Honors
2. Transcript Title / Abbreviation:
Spanish III Honors
3. Transcript Course Code / Number:
675
Is this course classified as a Career Technical
Education:
Yes
x No
If CTE:
Name of Industry Sector: _______________
Name of Career Pathway: _______________
4. Required for Graduation?
Yes
x No
8b.Credential required to teach this course:
_______________________________
(To be completed by H.R. only)
5. Meets UC/CSU Requirements?
x Yes
No
______________________________________
Signature
date
Was this course previously approved by UC?
x
Yes
No
9. Grade Level(s)
7
6. Meets “AP” Requirements?
Yes
x
8
9
10
11
12
10. Meets “Honors” Requirements?
No
X
7. Course Author/Contact:
First Name: Jose & Alicia
Last Name: Topete & Araux
Position/Title: Teacher
Phone # : (__951_) __940-5447_____ ext.:_______
Email: [email protected]
Date Submitted: _10/24/2012_________________
Yes
No
11. Unit Value / Length of Course
0.5 (half year or semester equivalent)
x 1.0 (one year equivalent)
2.0 (two year equivalent)
Other: _________________________
12. APPROVALS:
Name/Signature
Subject Area Council:
Educational Planning Council:
Date
Mariella Garay, PVHS Dept. Chair
11/1/12
Carrie Waeldin, EPC Chairman
12/6/12
Board Approval:
Page 1 of 8
13. Pre-Requisites
Successful completion of Spanish II with a minimum passing grade of a C-
14. Co-Requisites
15. Brief Course Description
Students will develop intermediate to advanced level skills in listening, reading, writing and speaking
through a variety of instructional activities. The second year expands on the student’s ability to
speak the language with greater fluency; emphasis will be placed on oral communication in the target
language on a regular basis in order to enhance student’s linguistic abilities. Proficiency in reading
comprehension is increased through the use of short stories, articles and selected works of literature.
Students also practice composition skills by writing short paragraphs and short essays on selected
topics. Students continue to develop cultural understanding and awareness of the people and cultures
studied. Emphasis is placed on preparing students to take the Advanced Placement Spanish IV class
and exam.
B. COURSE CONTENT
16. Course Purpose:
What is the purpose of this course? Please provide a brief description of the goals and expected outcomes.
Note: More specificity than a simple recitation of the State Standards is needed.
The purpose of this course is to bring students to a higher level of language skills by furthering their ability to
communicate with greater fluency in the target language. Students will continue to learn new grammatical
tenses to increase their ability to write short paragraphs and short essays on selected topics. Research format
will be used for papers (MLA). Students will demonstrate an understanding of Hispanic cultures, reinforce and
further their knowledge of other disciplines through the study of Spanish, and develop insight into the nature
of language and culture.
17. Course Outline
Detailed description of topics covered. All historical knowledge is expected to be empirically based, give
examples. Show examples of how the text is incorporated into the topics covered.
All vocabulary, grammar and reading assignments will be based on the information provided in the
textbook. Cultural assignments and projects will be based on outside research and textbook readings.
Topics: Students will continue to learn more advanced vocabulary, grammar, language syntax, language
nuances, and formal vs. informal language. Students will also continue to develop communication skills by
discussing several different topics, engage in class discussions and debates.
*For additional description of topics see section 23*
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18. Writing Assignments
Give examples of the writing assignments and the use of critical analysis within the writing assignments.
Several writing assignments will be based on classroom discussions and debates. Students will also read
short stories in Spanish and write about several topics relating to those readings. Position papers and
research projects will be based on classroom discussions, class activities and outside research.
19 (A) Textbook #1
Title: En Español 3
Edition: ____California Edition____________
Publication Date: 2004
Publisher: McDougal Littell
Author(s): Estella Gahala, Patricia Hamilton Carlin, Audrey L. Heining-Boynton, Ricardo Otheguy, Barbara
J. Rupert
Usage:
x Primary Text
Read in entirety or near entirety
Textbook #2 (if applicable)
Title: ________________________________________________________________________
Edition: __________________________
Publication Date: ___________________________
Publisher: _____________________________________________________________________
Author(s): _____________________________________________________________________
Usage:
Primary Text
Read in entirety or near entirety
19 (B) Supplemental Instructional Materials (please describe)
En Español 3 Workbook: Listening, vocabulary, and Grammar activities.
En Español 3 Lecturas para todos: Collection of short stories
Dictionaries: Spanish/English)
Media: Newspaper articles and BBC news in Spanish
Audio Program: Listening Skills
Films: Relevant to culture and history.
Power Point Presentation (variety of topics)
Hands on material
Handouts (variety of activities)
Page 3 of 8
20. Key Assignments
Detailed descriptions of the Key Assignments including tests, and quizzes, which should incorporate not
only short answers but essay questions also. How do assignments incorporate topics? Include all major
assignments that students will be required to complete.
Semester I:
Assignments from text
The Story of My Life Project: Power point presentation
Fashion Show Project
Culture Project: Day of the Dead Research Project (write-up)
Oral Presentations
Semester II
Assignments from text
Children’s Activity Book about the Environment
Spanish Speaking Countries Research Project
Cultural Participation and Research Project (write-up)
In addition to these large projects, students will complete several other small projects.
21. Instructional Methods and/or Strategies
List specific instructional methods that will be used.
Instruction will include a variety of strategies such as, direct instructions, class discussions, debates,
vocabulary building activities, visual aids, TPR, collaboration, technology, and films. Individual, paired,
small group and large group assignments will be included in this course. Students will be required to attend
one cultural event in their community where they can experience and learn about culture nuances first hand.
They will be encouraged to watch Spanish language programming on television to increase exposure to the
target language.
22. Assessment Methods and/or Tools
List different methods of assessments that will be used.
There will be a variety of assessments conducted throughout the year. Weekly quizzes will be conducted to
assess student progress. Quizzes will include both vocabulary and grammatical concepts. Exams will cover
an entire unit of study in which all four skills, listening, reading, writing, and speaking will be evaluated.
Several multiple choice tests will be administered for district data purposes. Oral presentations, projects,
class participation, and daily observation will play a key role in the evaluation of all four skills. Paragraphs
and short essays will be included and MLA format will be used.
Page 4 of 8
23. Course Pacing Guide and Objectives:
Day
Weeks
1-4
Objective
SEMESTER 1
Week 1
Syllabus, Q & A, Set up Notebook,
Brief overview of the Hispanic cultures and
discussion about what makes up a culture.
Weeks 2-4 Etapa Preliminar
*Talk about present activities
*Talk about past activities
*Present tense of Regular verbs
*Present tense verbs with irregular “yo”forms
*Preterite tense of Regular verbs
*Verbs with spelling changes in the preterite
*verbs with stem changes in the preterite
*irregular preterits
Test # 1
Standards
Chapters
Reference
A1-4.0,4.1
B1-4.1, 4.2,
4.3
C1-4.2,4.3
D1-4.0, 4.1
4.2
E1-4.0
Preview
Chapter
En Español
3 textbook
Weeks
5-6
Weeks 5-6 Unidad 1 Etapa 1
*Describe people
*Talk about experiences
*List accomplishments
* Present and past perfect
* Ser vs. Estar
* Imperfect tense
*Preterite vs. Imperfect
*Ya sabes caracteristicas
Test # 2
A1-4.1
B1-4.0,4.1,
4.2,4.3
C1-4.1,4.2
D1-4.0, 4.1
4.2
E1-4.0
Unit 1
Chapter 1
Weeks
7-9
Weeks 7-9 Unidad 1 Etapa 2
*Describe fashions
*Talk about Pastimes
*Talk about the Future
*Predict Actions
*Future tense
*Future of probability
*verbs like gustar
*Por and Para
*Activ 4 De compras (clothing)
*Activ 15 Donde estaran?
(wondering about location)
*Ya sabes DE que es
Test # 3
A1-4.1
B1-4.0,4.1,
4.2,4.3
C1-4.1,4.2
D1-4.0, 4.1
4.2
E1-4.0
Unit 1
Chapter 2
Weeks
10-12
Weeks 10-12 Unidad 1 Etapa 3
*Talk about household chores
*Say what friends do
*Express Feelings
*Reflexives used reciprocally
* Saber /Conocer
*Reflexive Verbs
*Impersonal constructions with “se”
*Activ 2 Hazlo (say what you have to do)
*Activ 5 un dia desastroso (reflexive verbs)
*Mi padrino (imperfect)
Test # 4
A1-4.1
B1-4.0,4.1,
4.2,4.3
C1-4.1,4.2
D1-4.0, 4.1
4.2
E1-4.0
Unit 1
Chapter 3
Page 5 of 8
Weeks
13-15
Weeks 13-15 Unidad 2 Etapa 1
*Say what you want to do
*Make Requests
*Make suggestions
*Pronoun Placement with Commands
*Command forms
*Nosotros commands
*Speculating with the conditional
*Activ 2 Que vas a hacer(Say what you’re going
to do)
*Activ 5 La clase de ejercicio (tu, Ud. Or Uds.)
*Activ 12 Costa Rica (Conditional)
Test # 5
A1-4.1
B1-4.0,4.1,
4.2,4.3
C1-4.1,4.2
D1-4.0, 4.1
4.2
E1-4.0
Unit 2
Chapter 1
Weeks
16-18
Weeks 16-18 Unidad 2 Etapa 2
*Say what should be done
*React to the ecology
*React to others actions
* Present Perfect Subjuntive
Nota: -uir verbs add a y
* present subjunctive
*Activ 2 El horario de Angela(describe
schedules)
*Activ 5 La ecologia (the subjunctive)
*Ya sabes (es bueno que)
Test # 6
Semester Final
SEMESTER 2
Weeks 1-3 Unidad 2 Etapa 3
*React to nature
*Express doubt
*Relate events in time
*Subjunctive with “cuando”
And other conjunctions of time
Nota: -cer verbs add a z in the subjuctive
* Subjunctive with expressions de emotion
* Subjuctive to express doubt and uncertainty
*Act 3 has visto (animals)
*Act 7 El mundo de hoy(expressing emotion)
*Activ 9 No te creo (expressing doubt)
*Act 12 Tan pronto como
*Act 13 Los quehaceres (conjunctions of time)
*Ya Sabes Expressions of emotion and doubt
Test # 1
A1-4.1
B1-4.0,4.1,
4.2,4.3
C1-4.1,4.2
D1-4.0, 4.1
4.2
E1-4.0
Unit 2
Chapter 2
1-4.0,4.1
B1-4.0,4.1,
4.2,4.3
C1-4.0,4.1
4.2,4.3
D1-4.0, 4.1
4.2
E1-4.0
Unit 2
Chapter 3
Weeks 4-6 Unidad 3 Etapa 1
*Describe personal celebrations
*Say what people want
*Link events and ideas
*Subjunctive with conjuctions
*Imperfect subjunctive
Nota: –ger verbs change to g to j
* Subjunctive for expressing wishes
* Act 5 Pedro (subjunctive with impersonal
expressions)
*Act 13 Los chismes (expressions of doubt)
*Act 14 Permiso (Recreation)
*Ya sabes otros verbos, conjuncions, el futuro
Test # 2
1-4.0,4.1
B1-4.0,4.1,
4.2,4.3
C1-4.0,4.1
4.2,4.3
D1-4.0, 4.1
4.2
E1-4.0
Unit 3
Chapter 1
Weeks
1-3
Weeks
4-6
En Español
3 textbook
Page 6 of 8
Weeks
7-9
Weeks 7-9 Unidad 3 Etapa 2
*talk about Holidays
*Hypothesize
*Express doubt and disagee
*Describe Ideals
*Subjunctive with nonexistent and indefinite
antecedents
*Conditional sentences
Nota: sembrar, recoger, educar, spelling changes
in sub.
*subjuctive for disagreement and denial
* Activ 5 En la comunidad (non- existent and
definite)
* Activ 14 Las profesiones (subjunctive)
*Ya sabes: dar las gracias, dudar que:
Test # 3
Weeks
10-12
Weeks 10-12 Unidad 3 Etapa 3
*Describe historical events
*Make Suggestions and wishes
*Express emotion and doubt
*State cause and effect
*Subjunctive vs. indicative
Nota- cer verbs change to z in subjunctive –gar
change to gu
*Summary of the subjunctive
*Act 4 Las costubres(holidays)
*Act 7 Santo Domingo (subjunctive)
*Act 9 La comunidad (subjunctive)
*Ya sabes: dudar, creer, etc.)
Test # 4
Weeks
13-15
Weeks 13-15 Unidad 4 Etapa 1
*Describe your studies
*Ask Questions
*Say what you are doing
*Say what you were doing
*Progressive with ir, andar, and seguir
*Past progressive
*Interrogative words
*Present Progressive
*Act 8 Las llamadas(Present progressive,
reflexives
*Act 9 La limpieza (present progressive,
household chores)
*Ya sabes: question words
Test # 5
Weeks
16-18
Weeks 16-18 Unidad 4 Etapa 2
*Talk about careers
*Confirm and Deny
*Express Emotions
*Hypothesize
*Affirmative and Negative Expressions
*Past Perfect Subjunctive
*The Conditional Perfect Tense
*Los Jovenes y El Futuro p.292
Test # 6
Semester Final # 2
1-4.0,4.1
B1-4.0,4.1,
4.2,4.3
C1-4.0,4.1
4.2,4.3
D1-4.0, 4.1
4.2
E1-4.0
Unit 3
Chapter 2
1-4.0,4.1
B1-4.0,4.1,
4.2,4.3
C1-4.0,4.1
4.2,4.3
D1-4.0, 4.1
4.2
E1-4.0
Unit 3
Chapter 3
1-4.0,4.1
B1-4.0,4.1,
4.2,4.3
C1-4.0,4.1
4.2,4.3
D1-4.0, 4.1
4.2
E1-4.0
Unit 4
Chapter 1
1-4.0,4.1
B1-4.0,4.1,
4.2,4.3
C1-4.0,4.1
4.2,4.3
D1-4.0, 4.1
4.2
E1-4.0
Unit 4
Chapter 2
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C. HONORS COURSES ONLY
24. Indicate how this honors course is different from the standard course.
This course will provide additional rigor and preparation for students in order to prepare them for
Advanced Placement Spanish IV. Students will need to show a higher level of writing and reading
comprehension. Students will also have to create a portfolio showcasing their work with additional writing
assignments. In addition, students will read one short novel each semester.
D. BACKGROUND INFORMATION
25. Context for Course (optional)
This course was written to prepare students to continue on to Spanish IV and to offer alternatives: Spanish
III or Spanish III Honors. This course will focus more on continuing to develop students’ fluency in the
target language with less written assignments than an honors course. At the end of the second year of
study, students will decided which path to choose based on teacher recommendation and grades.
26. History of Course Development (optional)
This course development is being rewritten due to the age of the previous one on file (August 09, 1989).
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