Curriculum Map: Spanish 3

Sonoran Science Academy

Curriculum Map

2010-2011

 

SUBJECT: High School Spanish 3

 

 

Instructor:  Rachel Paz Rivera

 

Month

Content

Skills

Assessments

AZ standards

Middle of August – End of August

8/11 – 8/25

Repaso

 

Review

 

Paso Doble

Students will have a basic knowledge of the geography, politics, and culture of Spain 

 

 

Students will review all material from last year.

 

Students will be able to use key vocabulary from last year in context

 

Students will be able to communicate with one another using the Spanish they learned last year.

 

Students will be able to use the grammar that they learned last year in context

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will answer questions based on original works in Spanish

 

Students will create polls and surveys in their class to mimic those in the revista

 

Students will be able to answer questions about what they do each day

 

Students will answer questions about fashions throughout the years

 

Students will interpret Spanish cartoons

 

Students will answer about their personal ideas about pastimes, luxury items, movies, vacations, etc. 

1FL-R1

1FL-R2

1FL-R3

1FL-R4

1FL-R5

1FL-R6

1FL-F1

1FL-F2

1FL-F3

1FL-F4

1FL-F5

1FL-F6

1FL-E1

1FL-E2

1FL-E3

1FL-D1

2FL-R1

2FL-R2

2FL-R4

2FL-F1

2FL-F2

2FL-F3

2FL-F4

2FL-F5

2FL-E1

2FL-E2

2FL-E3

2FL-P1

3FL-F2

3FL-F3

3FL-F5

3FL-R2

3FL-R3

3FL-R4

4FL-R1

4FL-R3

4FL-R4

4FL-F1

4FL-F2

4FL-F3

4FL-E4

4FL-E7

4FL-P2

4FL-P5

5FL-R2

6FL-R1

6FL-R2

6FL-R3

6FL-F1

6FL-F2

6FL-F3

6FL-F4

6FL-P1

 

End of August – beginning of September

8/31 – 9/13

¿Quién soy yo en realidad?

 

Identity

 

Capitulo 1

Students will have a basic knowledge of the geography, politics, and culture of Mexico and Guatemala

 

Students will understand how Spanish-speaking students spend their free time and what their main concerns are

 

 

 

 

Students will be able to describe the temperaments of other people

 

 

 

 

 

 

 

 

Students will be able to explain how they relate to others

 

 

Students will be able to explain conflicts in Spanish and work for resolutions

 

 

Students will learn additional vocabulary which is related to extra-curricular activities 

 

 

 

 

 

 

 

 

 

 

Students will review the positive commands and will be able to use them in context

 

 

 

 

 

 

 

Students will review how to use both direct and indirect pronouns 

 

 

 

 

Students will be able to use the direct object pronoun lo to talk about a general statement – the best, the worst, the most difficult etc. 

 

 

 

 

Students will read and analyze the fable – El valor de las opiniones

 

 

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read personal narratives and be able to answer questions about leisure time activities of Spanish-speakers.  They will discuss the similarities and differences to their own lives

 

Students will describe themselves and others aloud and in writing 

 

Students will create

A self-portrait or collage which explains who they are

and explain it to the class

 

 

Students will describe various types of relationships they have with others

 

Students will look at conflicts that people are facing and give suggestions on how to fix them

 

Students will describe activities in which they are involved and activities/hobbies they which to be involved in in the future. 

 

Students will write an essay on the importance of extracurricular activities

 

Students will give and follow commands. 

 

Students will give advice to others about what they should do in various situations  - they will create  advice lists for various situations

 

Students will be asked to use the direct and indirect object pronouns in their speech and their writings throughout class

 

Students will come up with best and worst lists of being a teenager, going to school, being able to drive etc…….

Students will present their ideas about the best and worst

 

Students will discuss the moral of the story which they have read and will talk about who they go to for advice and why 

1FL-R1

1FL-R2

1FL-R3

1FL-R4

1FL-R5

1FL-R6

1FL-F1

1FL-F2

1FL-F3

1FL-F4

1FL-F5

1FL-F6

1FL-E1

1FL-E2

1FL-E3

1FL-D1

2FL-R1

2FL-R2

2FL-R4

2FL-F1

2FL-F2

2FL-F3

2FL-F4

2FL-F5

2FL-E1

2FL-E2

2FL-E3

2FL-P1

3FL-F2

3FL-F3

3FL-F5

3FL-R2

3FL-R3

3FL-R4

4FL-R1

4FL-R3

4FL-R4

4FL-F1

4FL-F2

4FL-F3

4FL-E4

4FL-E7

4FL-P2

4FL-P5

5FL-R2

6FL-R1

6FL-R2

6FL-R3

6FL-F1

6FL-F2

6FL-F3

6FL-F4

6FL-P1

 

Middle of September – End of September

9/13 – 9/29

¿Prefieres vivir en la ciudad o en el campo?

 

Rural and Urban Life

 

Capítulo 2

Students will have a basic knowledge of the geography, politics, and culture of Belize and Honduras

 

Students will learn about various places where Spanish-speakers live – cities, suburbs, the country etc. 

 

 

Students will be able to describe in Spanish the various locations where a person might live

 

 

 

Students will be able to discuss the advantages and disadvantages of living in various settings

 

Students will learn many of the Spanish words needed to present clear and concise arguments 

 

 

Students will describe their ideal place to live 

 

 

 

 

Students will be reminded of how to use the imperfect tense in Spanish

 

 

 

 

 

 

 

Students will describe places they have visited in the past using their new vocabulary 

 

Students will be able to use the Spanish past participle as an adjective 

 

Students will read and analyze El Vendedor de globos

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read, answer questions and discuss the similarities between settings in the US and in Spanish-speaking countries

 

Students will make oral and written presentations about where they live now and where they would like to live in the future

 

Students will have a class debate about the advantages and disadvantages of various locales

 

 

Students will work on expressing their own opinions clearly and on countering opinions expressed by others

 

Students will be asked to create an ideal town, illustrate it, and create a brochure advertising it to others

 

Students will need to incorporate the imperfect tense into their daily writing and speech. 

 

Students will compare what they used to do with what they do now

 

Students will talk and write about places which they have visited

 

 

Students will use these past participles to describe various places and things

 

Students will use this story to talk about various aspects of literature: setting the scene, symbolism etc. 

1FL-R1

1FL-R2

1FL-R3

1FL-R4

1FL-R5

1FL-R6

1FL-F1

1FL-F2

1FL-F3

1FL-F4

1FL-F5

1FL-F6

1FL-E1

1FL-E2

1FL-E3

1FL-D1

2FL-R1

2FL-R2

2FL-R4

2FL-F1

2FL-F2

2FL-F3

2FL-F4

2FL-F5

2FL-E1

2FL-E2

2FL-E3

2FL-P1

3FL-F2

3FL-F3

3FL-F5

3FL-R2

3FL-R3

3FL-R4

4FL-R1

4FL-R3

4FL-R4

4FL-F1

4FL-F2

4FL-F3

4FL-E4

4FL-E7

4FL-P2

4FL-P5

5FL-R2

6FL-R1

6FL-R2

6FL-R3

6FL-F1

6FL-F2

6FL-F3

6FL-F4

6FL-P1

 

Beginning of October – End of October

10/11-10/25

¿Qué no dicen las obras de arte?

 

Art

 

Capitulo 3

Students will have a basic knowledge of the geography, politics, and culture of El Salvador and Nicaragua

 

Students will learn about famous artists and artistic movements in Spanish-speaking countries

 

Students will be able to describe works of art in Spanish

 

 

 

 

 

 

 

 

 

Students will be able to present interpretations of pieces of art in Spanish

 

 

 

 

Students will be able to express their own opinions about famous pieces of Hispanic Art

 

 

 

 

 

 

 

 

 

Students will be able to use the direction words in Spanish

 

 

 

Students will review various verbs in the preterite tense including poder, influir, and construir and will use these to talk about things that occurred in the past

 

Students will review the imperfect progressive tense and will be able to use it in everyday speech and writing

 

 

Student will review how to incorporate the imperfect progressive and the preterite tense to describe the circumstances surrounding a past event

 

Students will read and analyze an authentic story in Spanish

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will read about famous artists and will study pieces of art from various artistic movements

 

 

Students will learn the basic words is Spanish used to describe pieces of art and will use these to talk about pieces of art which I present to them.  Students will speak orally and write about these pieces

 

Students will also learn technical terms which will enable them to present oral and written analysis of pieces of art

 

 

 

In addition to technical analysis, students will present their own ideas/reactions to this pieces of art 

 

Students will chose one piece of art work and do a complete analysis and reaction paper on this piece of art

 

Students will use the direction words to talk about different areas or parts of a piece of art

 

Students will incorporate these verbs into their speech and writing

 

 

 

 

 

Students will use the imperfect progressive to talk about things that were going on with artistic movements in the past

 

Students will be able to talk about things that were going on in the past when other things occurred….they will incorporate this into their speech and writing

 

Students will read and work on activities which have to do with the story La persistencia de la memoria: el arte viviente

1FL-R1

1FL-R2

1FL-R3

1FL-R4

1FL-R5

1FL-R6

1FL-F1

1FL-F2

1FL-F3

1FL-F4

1FL-F5

1FL-F6

1FL-E1

1FL-E2

1FL-E3

1FL-D1

2FL-R1

2FL-R2

2FL-R4

2FL-F1

2FL-F2

2FL-F3

2FL-F4

2FL-F5

2FL-E1

2FL-E2

2FL-E3

2FL-P1

3FL-F2

3FL-F3

3FL-F5

3FL-R2

3FL-R3

3FL-R4

4FL-R1

4FL-R3

4FL-R4

4FL-F1

4FL-F2

4FL-F3

4FL-E4

4FL-E7

4FL-P2

4FL-P5

5FL-R2

6FL-R1

6FL-R2

6FL-R3

6FL-F1

6FL-F2

6FL-F3

6FL-F4

6FL-P1

 

Middle of October – Beginning of November

10/26– 11/10

(With Break for Day of the Dead) 

¿Cómo nos influye la televisión?

 

Televisión

 

Capitulo 4

Students will have a basic knowledge of the geography, politics, and culture of Costa Rica and Panama

 

Students will be able to express their opinions about various television programs

 

 

Students will be able to describe how television influences their lives and the lives of others

 

 

 

 

 

 

 

 

Students will be able to use the present pefect tense to talk about things that have or have not occurred in the past

 

 

In order to form the present perfect tense students will also have to learn the past participles  - including the irregular past participles

 

Students will review the preterite tenses of poder, tener, estar, decir, and dar and will incorporate them into their speech, oral expression, and written expression  

 

Students will compare the influence of television in the US and in Spanish-speaking countries

 

 

 

Students will read and analyze an authentic story in Spanish

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

Students will use past vocabulary and new vocabulary to express their reactions to various television shows

 

Students will incorporate new vocabulary to express in words and in writing the effect that television has on our society

 

 Students will have a debate about the influence of television on society

 

 Students will incorporate the present perfect tense into many oral and written activities.  It will become part of their everyday speech

 

Students will work on written activities that incorporate the past participles  

 

 

 

 

 

Students will work on written and oral exercises which incorporate these verbs and talk about their pasts

 

 

 

Students will read about how television influences people in Spanish-speaking countries and will compare that  with what goes on in the United States

 

Students will read and work on activities which have to do with the story La Sexta Tele

1FL-R1

1FL-R2

1FL-R3

1FL-R4

1FL-R5

1FL-R6

1FL-F1

1FL-F2

1FL-F3

1FL-F4

1FL-F5

1FL-F6

1FL-E1

1FL-E2

1FL-E3

1FL-D1

2FL-R1

2FL-R2

2FL-R4

2FL-F1

2FL-F2

2FL-F3

2FL-F4

2FL-F5

2FL-E1

2FL-E2

2FL-E3

2FL-P1

3FL-F2

3FL-F3

3FL-F5

3FL-R2

3FL-R3

3FL-R4

4FL-R1

4FL-R3

4FL-R4

4FL-F1

4FL-F2

4FL-F3

4FL-E4

4FL-E7

4FL-P2

4FL-P5

5FL-R2

6FL-R1

6FL-R2

6FL-R3

6FL-F1

6FL-F2

6FL-F3

6FL-F4

6FL-P1

 

Last Week of October – First Week of November

10/30 – 11/3

Day of the Dead Unit

Students will be able to understand the beliefs and traditions which surround this important celebration for the Mexican people

Students will create mini-ofrendas for their loved ones

 

Students will create many of the crafts associated with this day:

             Papel picado

             Sugar Skulls

            Paper Flowers

 

Students will express their ideas and opinions about this time of year

1FL-R4

1FL-R5

1FL-R6

1FL-F1

1FL-F2

1FL-F3

1FL-F4

1FL-F5

1FL-F6

1FL-E1

1FL-E2

1FL-E3

1FL-D1

2FL-R1

2FL-R2

2FL-R4

2FL-F1

2FL-F2

2FL-F3

2FL-F4

2FL-F5

2FL-E1

2FL-E2

2FL-E3

2FL-P1

3FL-F2

3FL-F3

3FL-F5

3FL-R2

3FL-R3

3FL-R4

4FL-R1

4FL-R3

4FL-R4

4FL-F1

4FL-F2

4FL-F3

4FL-E4

4FL-E7

4FL-P2

4FL-P5

5FL-R2

6FL-R1

6FL-R2

6FL-R3

6FL-F1

6FL-F2

6FL-F3

6FL-F4

6FL-P1

 

Beginning of November – End of November

11/13 – 11/28

¿Cómo se relacionana el pasado y el presente?

 

Mayan Civilization

 

Capitulo 5

Students will have a basic knowledge of the geography, politics, and culture of Cuba and Puerto Rico

 

 

Students will be able to describe the ancient mayan civilization and the mayan civilization that still exists today

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will be able to talk about the important contributions made to our society by the mayan civilization

 

 

 

 

 

 

 

Students will be able to talk about how other civilizations have influenced our everyday lives. 

 

 

Students will talk about what they think will survive from our civilization and influence others in the future

 

 

 

 

Students will be able to talk about how long it has been since they have done certain things using the hace…que and hacia….que formats

 

Students will use the pluperfect tense in their reading, speech, and writing

 

 

 

 

 

Students will be able to use the verb seguir in conjunction with the present progressive to describe traditions that continue in the mayan culture and their everyday lives

 

Students will use all they have learned to talk about how their life has changed over the years

 

Students will read a selection from Me Llamo Rigoberta Menchu and will use it as the starting point for a discussion on the current status of the indigenous people of Latin America

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

 

Students will read and write about the Mayan civilization – its leaders, accomplishments, and culture

 

Students will learn and use the vocabulary associated with the mayan civilization.  They will do reading and writing assignments which incorporate the vocabulary 

 

Students will do research to learn about how Mayans live today and will present the information they find to the class. 

 

Students will make connections between the Mayan civilization and their everyday lives

 

Students will be able to use mayan symbols and to understand systems the Mayans used to communicate 

 

Students will also write and talk about contributions that other ancient civilizations have made to our lives

 

Students will make predictions about what contributions we will make to the people of the future. 

Students will create a time capsule with things that represent our civilization today

 

Students will make statements about the mayan civilizations and about their every day lives which use these constructions

 

 

Students will be able to talk about things they had done before other things in Spanish  - this will help them to talk in a chronological order in the past 

 

Students will use this construction to talk and write about things that have stayed the same over time

 

 

 

 

Students will create a pictoral timeline of their lives

 

 

 

Students will read a small article and will use this article to learn more about the treatment of indigenous people in Spanish-speaking countries

1FL-R1

1FL-R2

1FL-R3

1FL-R4

1FL-R5

1FL-R6

1FL-F1

1FL-F2

1FL-F3

1FL-F4

1FL-F5

1FL-F6

1FL-E1

1FL-E2

1FL-E3

1FL-D1

2FL-R1

2FL-R2

2FL-R4

2FL-F1

2FL-F2

2FL-F3

2FL-F4

2FL-F5

2FL-E1

2FL-E2

2FL-E3

2FL-P1

3FL-F2

3FL-F3

3FL-F5

3FL-R2

3FL-R3

3FL-R4

4FL-R1

4FL-R3

4FL-R4

4FL-F1

4FL-F2

4FL-F3

4FL-E4

4FL-E7

4FL-P2

4FL-P5

5FL-R2

6FL-R1

6FL-R2

6FL-R3

6FL-F1

6FL-F2

6FL-F3

6FL-F4

6FL-P1

 

End of November – End of Semester

11/29 – 12/14

¿Cómo nos podemos comunicar mejor?

 

Communication Technology

 

Capitulo 6

Students will have a basic knowledge of the geography, politics, and culture of the Dominican Republic

 

 

Students will learn the correct format for writing letters in Spanish

 

 

 

 

 

 

 

Students will be able to talk about different communication mediums that we use around the world

 

 

 

 

 

 

 

 

 

 

 

 

Students will give their predictions on how communication will change in the future.

 

 

Students will talk about the impact of new technologies on their lives and the lives  of those people in Spanish-speaking countries

 

 

 

 

 

Students will learn about the differences in communication methods in the US and Spanish-speaking countries

 

 

 

 

 

Students will be able to communicate with people in a Spanish-speaking country if needed

 

 

 

Students will review the future tense in Spanish

 

 

 

 

Students will talk about the past, present, and future of our civilization

 

 

 

Students will read and analyze an authentic story in Spanish

Individual Map Work/Investigative work on each country/Country Focus Sheets and Quizzes

 

 

Students will learn the vocabulary that they need to write a professional letter in Spanish

 

Students will write letters in Spanish – a business letter and a friendly letter

 

Students will now be able to talk about how they communicate using Spanish vocabulary – they can talk about trips to the post office, calls they have made etc. 

 

 

 

 

 

 

 

 

Students will present their ideas orally about what they think communication will be like when they have children 

 

Students will discuss the advantages and disadvantages of various forms of communication.

 

They will also tell how they think certain technologies have changed our lives

 

Students will compare technological advances in the US with those in other countries – they will learn how practices differ in the various countries

 

 

Students will find the country codes needed to call Spanish-speaking countries and will figure out the cost of calling those countries

 

Students will use this tense when they make their predictions about the future in speaking and writing activities

 

Students will compare how things are today with how they were in the past and make predictions for the future 

 

Students will read and work on activities which have to do with the story Una Carta a Dios

1FL-R1

1FL-R2

1FL-R3

1FL-R4

1FL-R5

1FL-R6

1FL-F1

1FL-F2

1FL-F3

1FL-F4

1FL-F5

1FL-F6

1FL-E1

1FL-E2

1FL-E3

1FL-D1

2FL-R1

2FL-R2

2FL-R4

2FL-F1

2FL-F2

2FL-F3

2FL-F4

2FL-F5

2FL-E1

2FL-E2

2FL-E3

2FL-P1

3FL-F2

3FL-F3

3FL-F5

3FL-R2

3FL-R3

3FL-R4

4FL-R1

4FL-R3

4FL-R4

4FL-F1

4FL-F2

4FL-F3

4FL-E4

4FL-E7

4FL-P2

4FL-P5

5FL-R2

6FL-R1

6FL-R2

6FL-R3

6FL-F1

6FL-F2

6FL-F3

6FL-F4

6FL-P1

 

 

3/16/2008 10:26:44 PM

 

ĉ
rrivera@sonoranacademy.org,
Aug 31, 2010, 8:47 AM
Comments