10th through 12th Grades
Greeley-Evans School District 6
Spanish 3, 3A (blue book)
Curriculum Guide
Theme: ¿Qué hiciste ayer? Running errands in the community
Timeline: High School – 3 weeks
Inquiry Questions: Which places in the community couldn’t we do without and why?
Vocabulary: Places in a community, running errands, items in a sporting-goods store,
pharmacy products
Grammar: direct object pronouns: lo, la, los, las, irregular preterites; ir, ser, hacer,
tener, estar, poder
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal
mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own
language
 Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Write a paragraph about what you
did to earn money last summer and
what you bought with it.
-Name the items you would buy at a
sporting-goods store.
-Talk about what one does at certain
places when running errands. i.e. at
the bank, post office, etc.
-Write about what his/her character
did on a Saturday for errands using
irregular preterite verbs
-Complaining activity-the teacher
complains about errands she did and
the students will answer questions
about her day
-Make a city route and write about
where you went and what you did
Evidence Outcomes
Students will be able to…
-Use vocabulary of places and town, errands
-Walk about things you did and where you did this
-Explain why you weren’t able to do certain things
-Discuss things you have bought and where you bought them
-Understand the video, “En busca de la verdad”-episodio 1
Students will know and understand…
-Sister cities and International programs
-Open-air markets
-Buenos Aires
-El Palacio de Correos
-Las farmacías, los sellos, la tradición y la comunidad
Other Assessments
Realidades 2 test bank, chapter 3A
Greeley-Evans School District 6
2016-2017
Page 1of11
Spanish 3 Curriculum Guide
Instruction
Key teaching and Learning Experiences that
imbed 21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies
in World Languages
Page 21 of 71 (see link in resources)
Greeley-Evans School District 6
2016-2017
Page 2of11
Spanish 3 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: ¿Cómo se va? Getting around in town
Inquiry Questions: What are driving rules important? Give examples.
Spanish 3, Chapter 3B (blue book)
Curriculum Guide
Timeline: High School – 3 weeks
Vocabulary: Giving directions, good driving habits
Grammar: direct object pronouns me, te, nos, irregular affirmative tú commands, irregular,
present participle forms, present progressive
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal
mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language
 Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Make poster on safe driving practices.
-You volunteered to host a student from Costa Rica who
wants to see what’s near your school. Explain to him how to
get to several places.
-Write about things you might happen as you drive that
would make your nervous.
-Do a simulation of a community and student will have to
start at a specific place and follow directions to see where
they will end
Other Assessments
Realidades 2 test bank, chapter 3B
Evidence Outcomes
Students will be able to…
-Talk about getting to places in town and types of
transportation
-Give directions
-Talk about good driving habits
-Understand “En busca de la verdad”-episodio 2
Students will know and understand…
-Defensive driving
-Neighborhoods in Spanish-speaking countries.
-The term barrio
-La plaza mayor
-Permiso de manejar
-El metro de la Ciudad de Mexico
-La carretera panamericana.
Resources: Realidades 2, chapter 3B, Blackboard-driving in Spain, driver’s licenses in Spain and Costa Rica
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2016-2017
Page 3 of 11
Spanish 3 Curriculum Guide
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in World
Languages
Page 21 of 71 (see link in resources)
Greeley-Evans School District 6
Theme: Un acto heroic Heroic acts
Inquiry Questions: What is the definition of a hero?
10th through 12th Grades
Spanish 3, Chapter 5A
Curriculum Guide
Timeline: High school 3 weeks
Vocabulary: emergencies, crises, rescues, heroic acts
Grammar: imperfect tense other uses (había, estaba), preterite of oír, creer, leer, &
destruír
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal
mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language
 Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Project: Students will write and present a news brief/skit
about a fictitious accident, heroic act, or natural disaster.
Students must use preterite and the imperfect.
-Students research and present a real natural disaster or
accident that occurred in a Spanish-speaking country.
Students work in teams to present different elements of the
broadcast.
-Write a paragraph about your favorite or least favorite
“disaster movie.” Talk about what type of disaster it was,
where it took place, what people were doing before the
disaster struck, and any other details.
-Create a poster on what to do in case of a disaster (tornado,
earthquake, etc.)
-Show a video of natural disasters and talk about it
-Utilize the Internet to look for natural disasters and present
a current event on a natural disaster
-Make a sequence chart of the events of a natural disaster
Evidence Outcomes
Students will be able to…
-Communicate about emergencies, crises, rescues, and
heroic acts
-Describe weather and time in the past
-Use the preterite forms of the verbs oír, leer, creer, and
destruir
-Discuss the Richter scale
-Understand “En busca de la verdad”-episodio 3
Students will know and understand…
-About natural disasters
-About disaster in Valdivia, Chile
-The artist Fernando Botero
-Legends of volcanoes
-The artist Zulia Gotay de Anderson
Instruction
Key teaching and Learning Experiences that imbed 21st Century
Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in World
Languages
Page 21 of 71 (see link in resources)
Other Assessments
Realidades 2 test bank, chapter 5A
Resources: Realidades 2, chapter 5A http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2016-2017
Page 4 of 11
Spanish 3 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: Un accidente Accidents
Inquiry Questions: What would you do if you were badly injured?
Spanish 3, Spanish 5B
Curriculum Guide
Timeline: High school 3 weeks
Vocabulary: Treatment for medical conditions, words related to an accident, parts of the
body
grammar: irregular preterites: poner, decir, traer, imperfect progressive and preterite
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal
mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language
 Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Role-play a situation in which one person asks:
(a) what time the patient came to the emergency
room and ho he/she got there; (b) what caused
the injury; and (c) what the person was doing at
the time of the injury. Then switch roles.
-Write a paragraph on the treatment received at
an emergency room when you took a friend.
-Describe what you would do if you have been
injured?
-Create a comic strip (8 scenes) about an
accident
-Make up an impromptu emergency skit or an
accident
-Use conversation cards to talk about injuries
-Utilize TPR
-Use the Internet to find accidents (YouTube)
-Use whiteboards to create accident scenes.
Evidence Outcomes
Students will be able to…
-Read and interpret information about medical care
-Explain injuries and emergency room procedures
-Describe what happened in the emergency room
-describe what was taking place when an accident
occurred
-Understand “En busca de la verdad”-episodio 4
Stu d e n ts will k n ow an d un d er s tan d …
-Social security and public medical services
-Luiz Nazario da Lima
-About Medical interpreters and translators
-La Patrulla Aérea Colombiana
-El jai alai
Instruction
Key teaching and Learning Experiences that imbed 21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in World Languages
Page 21 of 71 (see link in resources)
Other Assessments
Realidades 2 test bank, chapter 5B
Resources: Realidades 2, chapter 5B http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2016-2017
Page 5 of 11
Spanish 3 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: Cuando éramos niños-Toys and playing with other children
Inquiry Questions: How did your childhood shape your personality?
Spanish 3, Spanish 4A
Curriculum Guide
Timeline: High School - 3 weeks
Vocabulary: Toys, animals, childhood activities
Grammar: imperfect tense, regular and irregular forms, indirect object pronouns
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language
 Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Give a speech on your childhood.
-Talk/write about your favorite toys as a
youngster.
-Interview an older person about their life.
-Observe Spanish nursery rhymes on YouTube
-Teach a Spanish nursery rhyme
-Create their own nursery rhyme
-Play a childhood Spanish game (pirinola,
baleros, toma (pon), lotería, dominos,
escondidas, gato)
Other Assessments
Realidades 2 test bank, chapter 4A
Evidence Outcomes
Students will be able to…
-Communicate about childhood toys and games
-Discuss past activities
-Express to whom an action is done
-Understand “En busca de la verdad”-episodio 6
Students will know and understand…
-The artist Pablo Picasso
-Mascots
-Mayan toys
-Childhood nursery rhymes and songs
-El Mercado de Hidalgo
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in World
Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 2, chapter 4A, http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2016- 2017
Page 6 of 11
Spanish 3 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: Celebrando los días festivos – Holiday celebrations and family
Inquiry Questions: What are the most important American celebrations and why?
Spanish 3, Spanish 4B
Curriculum Guide
Timeline: High school 3 weeks
Vocabulary: Special events, manners and customs
Grammar: imperfect tense: describing a situation, reciprocal actions
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structur es of their own language

Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Write about your last family celebration.
-Talk about how your family used to
celebrate holidays when you were a child.
-Talk about the differences on how they
used to celebrate holidays and how they
celebrated last year
-Group presentations on celebrations in
Spanish-speaking countries
-Show YouTube clips of celebration
-TPR reciprocal actions
Other Assessments
Realidades 2 test bank, chapter 4B
Evidence Outcomes
Students will be able to…
-Communicate about a social gathering involving friends and relatives
-Describe situations in the past
-Talk about how people interact
-Describe holiday celebrations
-Understand “En busca de la verdad” episodio 7
Students will know and understand…
-Holidays and celebration
-Rules of etiquette
-El Carnaval
-Las Fallas de Valencia
-El Rascón de Reyes
-La fiesta de San Pedro
-Weddings in Spanish-speaking countries
-Los Reyes Magos
Resources: Realidades 2, chapter 4B, Blackboard-info on Spanish weddings, flash cards on childhood holidays
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2016- 2017
Page 7 of 11
Spanish 3 Curriculum Guide
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Greeley-Evans School District 6
10th through 12th Grades
Theme: ¿Qué película has visto? Movies
Inquiry Questions: How can movies reflect the language and culture of the country where
they are produced?
Spanish 3, Spanish 6B
Curriculum Guide
Timeline: High School - 3 weeks
Vocabulary: Movies, movie production
Grammar: verbs that use indirect object pronouns, present perfect tense
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language
 Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Read and understand a movie review.
-Talk about a recent film you have seen at
the movies or at home.
-Write about a movie that you would like to
produce.
-Create an awards ceremony simulation for
different categories of movies
-Write a movie review about any movie
-Watch the ALMA award show or Spanish
movie trailers on YouTube
-Invent a blind date with facts about what a
man or woman has prepared for the date
(i.e. I have made reservations at a
restaurant.)
Evidence Outcomes
Students will be able to…
-Express your opinion with verbs that use indirect objects
-Use the present perfect tense to talk about what you have done
-Read movie reviews and a movie schedule in Spanish
-Read movie reviews and compare movie ratings in different countries
-Understand “En busca de la verdad” - episodio 8
Students will know and understand…
-The Media
-Film industry of Latin America
-Classification of movies
-Movies in other languages
-The artist Pablo Picasso
-La época de oro del cine mexicano
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Other Assessments
Realidades 2 test bank, chapter 6B
Resources: Realidades 2, chapter 6B http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2016- 2017
Page 8 of 11
Spanish 3 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: ¿Cómo se hace la paella? – Food and cooking
Inquiry Questions: What are good safety rules for preparing food?
Spanish 3, Spanish 7A
Curriculum Guide
Timeline: High School - 3 weeks
Vocabulary: The kitchen, recipes, cooking
Grammar: negative tú commands, impersonal se
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language

Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Describe how to prepare your favorite
food.
-Write rules to promote safety in the
kitchen.
-Students do a cooking demonstration
utilizing the positive and negative tú
commands
-Role play command situations
-Create own version of “Oda al tomate”
using your own food
Evidence Outcomes
Students will be able to…
-Communicate about food and cooking.
-Give and receive instructions for making a recipe.
-Write rules to promote safety in the kitchen.
-Discuss regional foods
-Understand “En busca de la verdad” - episodio 9
Students will know and understand…
-Paella, el plátano, la arepa, tortillas y tacos
-The significance of tortillas in Spanish-speaking cultures
Other Assessments
Realidades 2 test bank, chapter 7A
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 2, chapter 7A http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2016- 2017
Page 9 of 11
Spanish 3 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: ¿Te gusta comer al aire libre? – Foods and outdoor cooking
Inquiry Questions: What are the advantages of spending time outside?
Spanish 3, Spanish 7B
Curriculum Guide
Timeline: High School - 3 weeks
Vocabulary: Foods, the outdoors. eating outdoors
Grammar: Usted and ustedes commands, uses of por
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language
 Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Give instructions to a group about what to
do to prepare for a cookout.
-Write a list of instructions for an upcoming
outdoor party.
-Make a commercial in the Ustedes form
utilizing chapter vocabulary
-Practice command where you tell your
teacher what to do and the teacher tells
the students what to do
Other Assessments
Realidades 2 test bank, chapter 7B
Evidence Outcomes
Students will be able to…
-Communicate about what you like or dislike about outdoor camping.
-Give instructions to a group on how to get ready for a cookout.
-Read and interpret signs in a park or campground.
-Use Usted and Ustedes commands.
-Understand “En busca de la verdad” - episodio 10
Students will know and understand…
-La parillada mixta
-La comida picante
-Las vacaciones de verano
-El parque de la familia
-El coquí
-La comida al aire libre
-Guatemala
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades 2, chapter 7B, http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2016- 2017
Page 10 of 11
Spanish 3 Curriculum Guide
Greeley-Evans School District 6
10th through 12th Grades
Theme: Un viaje en avión – Taking a trip by plane
Inquiry Questions: What are the advantages and disadvantages of traveling by plane?
Spanish 3, Spanish 8A
Curriculum Guide
Timeline: High School -3 weeks
Vocabulary: Making travel plans, airports
Grammar: Present subjunctive, irregular verbs in the subjunctive
Spanish 3: Intermediate-low
Standard 1: Communication in Languages Other Than English Range Level Expectations:
 Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
 Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
 Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:
 Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
 Examine how the perspectives of people who speak the target language are reflected in their products
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:
 Assess the usefulness of information gathered from target language resources for application in other content areas
 Examine information and viewpoints presented in authentic resources
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:
 Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language

Compare the similarities and differences between the target culture(s) and the student’s own culture
Assessments
Performance Tasks
-Write a paragraph on how to have a safe
and enjoyable vacation.
-Read and understand a pamphlet about air
travel.
-Suggest planning tips for a vacation
-Explain what to do in an airport
-Create a dialog where one is a travel
agent, a flight attendant, and a tourist. The
travel agent and flight attendant give
suggestions to the tourist.
-Create an airplane scene in your room with
students having various roles.
Evidence Outcomes
Students will be able to…
-Communicate about traveling by plane.
-Discuss travel plans.
-Make recommendations about traveling.
-Identify historical travel chronicles.
-Research and talk about taking a trip to a Spanish-speaking country.
Students will know and understand…
-Los nombres de los aeropuertos
-El transporte
-Los programas de intercambio
-Ecuador
-Los códices
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Other Assessments
Realidades 2 test bank, chapter 8A
Resources: Realidades 2, chapter 8A, http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2016- 2017
Page 11 of 11
Spanish 3 Curriculum Guide