SPANISH III GRADES 10-12

SPANISH III

GRADES 10-12

THE EWING PUBLIC SCHOOLS

2099 Pennington Road Ewing, NJ 08618

Board Approval Date: January 28, 2019_ Michael Nitti Written by: Claudia Gonzalez Superintendent

In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this

curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

Table of Contents

Page

Preface 3

21st Century Life and Careers 4

Unit 3: Telecomunicaciones (Telecommunications and Imperfect Tense) 5 Unit 4: De Tiendas (Shopping and Preterit/Imperfect Tenses) 8

Unit 5: Los Pasatiempos (Hobbies/Pastimes and Future Tense) 11

Unit 6: En El Hotel (Hotel Reservations and Future Tense) 14

Unit 9: La Ciudad y El Campo (Life in the City/Country and Imperfect Progressive) 17

Unit 10: La Cocina Hispana (Cooking and Formal Commands) 20

Unit 11: El Coche y La Carretera (Car Care, Driving and Familiar Commands) 23

Rubrics for Oral and Written Production 26

Sample Standards Integration 27

3

Preface

This curriculum guide is intended to provide vertical and horizontal framework for

the World Languages program of The Ewing Township Public Schools. It is designed to identify the essential components needed by teachers when they prepare instruction in the language of Spanish which will best meet the needs of their

students. The teacher’s knowledge of their students’ level of development, learning styles, and general readiness of the student to learn should be the guiding factors

in selecting the most appropriate ways to reach the goals and objectives defined by the guide.

The selected published materials are intended to provide resources to teacher in their preparation of instructional activities and teachers should feel free to integrate

other resources where appropriate as long as they are consistent with the goals and philosophy as outlined. Integration of concepts and skill developed in the Spanish language into other content areas is encouraged to stimulate real-life experiences

and meaning.

All students are not the same. They have different needs, learning styles and levels of readiness. Therefore, teachers will need to make choices in planning instruction

so that the needs of each student are addressed and the scope of the curriculum is accomplished.

Class Instructional Time: Block scheduling (87 minutes) – 5 days a week

4

21st Century Life and Careers

In today's global economy, students need to be lifelong learners who have the

knowledge and skills to adapt to an evolving workplace and world. To address these demands, Standard 9, 21st Century Life and Careers, which includes the 12 Career

Ready Practices, establishes clear guidelines for what students need to know and be able to do in order to be successful in their future careers and to achieve financial independence.

The 12 Career Ready Practices

These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched

practices that are essential to career readiness.

9.1 Personal Financial Literacy

This standard outlines the important fiscal knowledge, habits, and skills that must

be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career

readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.

9.2 Career Awareness, Exploration, and Preparation

This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options,

career planning, and career requirements.

9.3 Career and Technical Education

Technology Integration

8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and

communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational Thinking - Programming

All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

https://www.state.nj.us/education/cccs/2014/career/9.pdf

https://www.state.nj.us/education/cccs/2014/tech/81.pdf



5

Unit 3: Telecomunicaciones (Telecommunications and Imperfect Tense) [2 Weeks]

Why Is This Unit Important? The student will learn to talk about past habitual actions and to use modes of

telecommunication to express personal information.

Enduring Understandings/Unit Objectives:

Using the imperfect tense

Expressing routine actions in the past and present Describing people and past actions

Essential Questions:

What were you like when you were young? What things did you do when you were in elementary school?

How do you use a computer? What advances have been made in telecommunications in the world?

Acquired Knowledge:

Identify the difference between the preterit and imperfect tenses Describe the origin of the telephone card

Explain the importance of having a cell phone in Latin America Acquired Skills:

Conjugate all verb groups in the imperfect tense

Use the appropriate past tense to express habitual actions Assessments:

Formative assessment:

Quizzes Writing tasks

Partner pair share Online group games/quizzes -

Quizlet.com/Getkahoot.com/Quia.com/Quizziz.com/Socrative.com/Edpuzzle.com

Summative assessment:

Unit composition Unit speaking assessment

6

Benchmark assessment:

Unit objective test

Alternative assessment:

Childhood description project

Instructional Materials:

Core:

Textbook Series – Buen Viaje 2-Glencoe/McGraw Hill – 2008 edition

Workbook Audio CDs Videos (DVD)

Transparencies scanned onto Whiteboard Computer (programs)

Supplemental :

Computers (Chrome books or laptops) Internet websites (http://www.studyspanish.com/tutorial.htm

http://www.learnspanish.com/ http://spanish.about.com/ http://www.onlinenewspapers.com/

http://www.univision.com/portal.jhtml http://www.youtube.com/ http://a4esl.org/www.yabla.com/www.Edpuzzle.com/ www.quizlet.com/www.conjuguemos.com/www.Flipgrid.com/http://www.

videoele.com)

List of Applicable NJSLS Standards Uncovered in This Unit:

Aligned to the New Jersey Core Content Standards for 2009

7.NM.A.1-4,8 7.NM.B.1-4,6

7.NM.C.1-4,6 Suggested Learning Experiences and Instructional Activities/Strategies:

Reading cultural material in target language

Writing in target language Listening to authentic material (songs, interviews, newscasts, etc.) Mind-mapping strategies to enhance learning of vocabulary

Web-based practice activities (referenced in Formative Assessments and Supplemental Materials)

7

Technology Integration:

Use of various websites to review and practice vocabulary, grammatical structures, geography and listening skills, as well as create presentations

( www.quizlet.com, www.quia.com, www.euroschoolclubs.co.uk, www.bbc.co.uk/languages, www.makebeliefscomix.com; getkahoot.com; yabla.com;Edpuzzle.com; Flipgrid.com)

Authentic video segments related to culture (www.youtube.com/ www.conjuguemos.com/ www.bbc.co.uk/languages)

http://www.quizlet.com/

http://www.quia.com/

http://www.euroschoolclubs.co.uk/

http://www.bbc.co.uk/languages


http://www.makebeliefscomix.com/



http://www.youtube.com/

http://www.conjuguemos.com/


8

Unit 4: De Tiendas (Shopping and Preterit/Imperfect Tenses) [2 Weeks]

Why Is This Unit Important? The student will learn to describe a shopping experience looking for food and

clothing, asking prices, quantities and sizes. The students will learn to express habitual and completed actions in the past.


Express different types of past actions Find out quantities, prices and sizes

Talk about shopping practices in Spanish-speaking countries Essential Questions:

Where do you go to buy clothing, food, jewelry, hats, etc.?

What is the price of…?/How much is…? What is shopping like in the Spanish-speaking world?

Acquired Knowledge:

Describe how to seek prices when shopping for clothing or food Identify continuous or habitual past actions and those completed at a definite

time State the difference between a market, a supermarket and a warehouse

Acquired Skills:

Express past actions using the preterit and imperfect tenses. Relate past events using both past tenses in the same sentence. Express general information using the passive ‘se’.

Assessments:




Quizlet.com/Getkahoot.com/Quia.com/Quizziz.com/Socrative.com/Edpuzz

le.com

9




Unit objective test


Create an original skit of a shopping scenario in an open market setting


Core:

Textbook Series – Buen Viaje 2-Glencoe/McGraw Hill – 2008 edition Workbook

Audio CDs Videos (DVD)


Supplemental:


http://www.learnspanish.com/ http://spanish.about.com/

http://www.onlinenewspapers.com/ http://www.univision.com/portal.jhtml http://www.youtube.com/

http://a4esl.org/www.yabla.com/www.Edpuzzle.com/ www.quizlet.com/www.conjuguemos.com/www.Flipgrid.com/http://www.videoele.com)


7.NM.A.1-4,8 7.NM.B.1-4,6

7.NM.C.1-4,6

10

Suggested Learning Experiences and Instructional Activities/Strategies:

Reading cultural material in target language Writing in target language

Listening to authentic material (songs, interviews, newscasts, etc.) Mind-mapping strategies to enhance learning of vocabulary Web-based practice activities (referenced in Formative Assessments and

Supplemental Materials)


Use of various websites to review and practice vocabulary, grammatical

structures, geography and listening skills, as well as create presentations (www.quizlet.com, www.quia.com, www.euroschoolclubs.co.uk,

www.bbc.co.uk/languages, www.makebeliefscomix.com; getkahoot.com; yabla.com;Edpuzzle.com; Flipgrid.com)

Authentic video segments related to culture (www.youtube.com/

www.conjuguemos.com/ www.bbc.co.uk/languages)












11

Unit 5: Los Pasatiempos (Hobbies/Pastimes and Future Tense) [2 Weeks]

Why Is This Unit Important? The student will learn to talk about what will happen in the future, compare people

and objects, and to describe favorite past-times and hobbies.


Discuss hobbies/past-times (popular) and activities in the past

State future actions Compare and contrast hobbies/past-times in America and Spanish-speaking

countries Essential Questions:

What will people do in their spare time?

What are some comparisons that people can make about different objects? What do Spanish-speaking people prefer to play and do on Sundays?

Acquired Knowledge:

Identify differences and similarities between people, objects and activities. Explain future events.

Describe what Spanish-speakers prefer to do in their spare time. Acquired Skills:

Express future actions

Make comparisons of equality and inequality State hobbies/past-times

Assessments:


Quizzes

Writing tasks Partner pair share

Online group games/quizzes - Quizlet.com/Getkahoot.com/Quia.com/Quizziz.com/Socrative.com/Edpuzzle.com

12




Unit objective test


My favorite pastime project

Create an original game in Spanish


Core:


Workbook Audio CDs

Videos (DVD) Transparencies scanned onto Whiteboard Computer (programs)

Supplemental:




videoele.com)



7.NM.A.1-4,8 7.NM.B.1-4,6

7.NM.C.1-4,6

13






















14

Unit 6: En El Hotel (Hotel Reservations and Future Tense) [2 Weeks]

Why Is This Unit Important? The student will learn how to check in and out of a hotel, ask for things during a

hotel stay, and talk about future events.


Express future actions

Discuss lodging in a hotel Compare and contrast lodging in the U.S. and in Spanish-speaking countries


What do you need to do before, during and at the end of staying in a hotel? What are the lodging accommodations available in the Spanish-speaking

countries?

Acquired Knowledge:

Explain the process for checking in/out of a hotel

Describe how to ask for things you need in a hotel State future actions

Acquired Skills:

Express future actions using regular and irregular verbs. Describe information using indirect and direct object pronouns in the same

sentence. Make a hotel reservation.

Assessments:


Quizzes

Writing tasks Partner pair share

Online group games/quizzes - Quizlet.com/Getkahoot.com/Quia.com/Quizziz.com/Socrative.com/Edpuzzle.com

15




Unit objective test


Create a travel itinerary to a Spanish-speaking country and present to

class


Core:


Workbook Audio CDs


Supplemental Materials:




videoele.com)



7.NM.A.1-4,8 7.NM.B.1-4,6

7.NM.C.1-4,6

16






















17

Unit 9: La Ciudad y El Campo (Life in the City/Country and Imperfect Progressive) [2 Weeks]

Why Is This Unit Important? The student will learn to express preference for living in the city or country,

describe what was going on at a specific time, and discuss what life is like in major cities in the Spanish-speaking world.


Talk about life in the city and country Describe things that were happening in the past

Refer to things already mentioned Essential Questions:

Where would you prefer to live, in the city or country? Why?

What are the advantages/disadvantages of living in the city? Country? What is life like in Buenos Aires?

Which object do you prefer? This one or that one? Acquired Knowledge:

State the name and location of the widest avenue in the world.

Identify preferences of objects at different distances. Explain the positive and negative benefits of living in the city and country.

Acquired Skills:

Describe what was going on using the imperfect progressive. Respond to questions in a shorter form using double object pronouns. State preferences using demonstrative pronouns.

Assessments:





le.com

18




Unit objective test


Un cuento original Project


Core:


Audio CDs Videos (DVD)


Supplemental:

Computers (Chrome books or laptops)

Internet websites (http://www.studyspanish.com/tutorial.htm http://www.learnspanish.com/ http://spanish.about.com/

http://www.onlinenewspapers.com/ http://www.univision.com/portal.jhtml http://www.youtube.com/ http://a4esl.org/www.yabla.com/www.Edpuzzle.com/

www.quizlet.com/www.conjuguemos.com/www.Flipgrid.com/http://www.videoele.com)


7.NM.A.1-4,8 7.NM.B.1-4,6

7.NM.C.1-4,6

19






















20

Unit 10: La Cocina Hispana (Cooking and Formal Commands) [2 Weeks]

Why Is This Unit Important? The student will learn to describe a favorite recipe and give commands to others.


Talk about food and food preparation Give commands

Talk about the origin of various Hispanic foods


What is your favorite recipe and what ingredients are needed?

How do you prepare your favorite recipe? What is paella, what are the main ingredients and where is it from?

Acquired Knowledge:

Identify the appliances used to prepare meals. Explain how to prepare a favorite recipe.

Describe what paella is and identify its origin.

Acquired Skills:

Give directions using the formal command, negative and irregular forms.

Give short directions using object pronouns with commands. Follow directions to prepare a recipe.

Assessments:


Quizzes Writing tasks Partner pair share

Online group games/quizzes - Quizlet.com/Getkahoot.com/Quia.com/Quizziz.com/Socrative.com/Edpuzz

le.com


Unit composition

Unit speaking assessment

21


Unit objective test


Mi receta favorita video creation


Core:


Audio CDs Videos (DVD) Transparencies scanned onto Whiteboard

Computer (programs)

Supplemental:


http://www.learnspanish.com/ http://spanish.about.com/

http://www.onlinenewspapers.com/ http://www.univision.com/portal.jhtml http://www.youtube.com/

http://a4esl.org/www.yabla.com/www.Edpuzzle.com/ www.quizlet.com/www.conjuguemos.com/www.Flipgrid.com/http://www.videoele.com)


7.NM.A.1-4,8 7.NM.B.1-4,6

7.NM.C.1-4,6

22






















23

Unit 11: El Coche y La Carretera (Car Care, Driving and Familiar Commands)

[2 Weeks]

Why Is This Unit Important?

The student will learn to talk about cars and driving, give directions to family members, and talk about highways in the U.S. and in Spanish-speaking countries.


Give directions Tell friends and family members what to do and what not to do

Compare road conditions in the US and the Hispanic world Essential Questions:

What are the various exterior parts of a car?

What do you need to do to maintain a car? How do you get to a particular place?

What is the Pan American Highway? Acquired Knowledge:

State what each traffic/road sign signifies.

Identify parts of a car and maintenance tasks. Explain the difference between using a highway and a turnpike.

Acquired Skills:

Give directions using a map and the familiar imperative forms. Tell someone what to do using object pronouns with commands. Follow directions using a map.

Assessments:





le.com

24




Unit objective test


Pamphlet project

Create an original driving instruction video


Core:


Workbook Audio CDs


Supplemental Materials:




videoele.com)


7.NM.A.1-4,8

7.NM.B.1-4,6 7.NM.C.1-4,6

25







structures, geography and listening skills, as well as create presentations ( www.quizlet.com, www.quia.com, www.euroschoolclubs.co.uk,















26

Rubrics for Oral and Written Production:

27

Sample Standards Integration

21st Century Skills & Career Readiness Practices

CRP4. Communicate clearly and effectively and with reason.

In Chapter 9, students will talk about their preferences regarding living in a city

versus living in a rural area. After reading various articles in Spanish about demographics, students will state their preference and support it with facts and information gained from the articles.

CRP10. Plan education and career paths aligned to personal goals.

In Chapters 5 and 6, students learn to talk about the future. In small groups,

students will state their future plans and career ideas, and compare them with others in the group.

CRP12. Work productively in teams while using cultural global competence.

In Chapter 6, students will work in groups to create an itinerary of a future trip they plan to take to a Spanish-speaking country. They will research using the

internet and various website to create the itinerary. They will include ticket information, hotel reservations and various sites to visit in the country.

9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and

resources required for owning and managing a business.

9.3.12.AR.5 Describe the career opportunities and means to achieve

those opportunities in each of the Arts, A/V Technology &

Communications Career Pathways.

This applies to personal goals and the importance of being fluent in the target

language.

28

Technology Integration

8.1.12.A.2 Produce and edit a multi-page digital document for a

commercial or professional audience and present it to peers and/or

professionals in that related area for review.

In Chapter 6, students will create an original itinerary for a future trip to a Spanish-speaking country and present their trip to the class trying to convince

their classmates to take their trip.

Interdisciplinary Connection

NJSLSA.W1. Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W6. Use technology, including the Internet, to produce and

publish writing and to interact and collaborate with others. NJSLSA.W8. Gather relevant information from multiple print and digital

sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NJSLSA.W9. Draw evidence from literary or informational texts to

support analysis, reflection, and research.

In Chapter 9, students will use the internet to research information regarding population demographics of various Spanish-speaking countries. They will then create an opinion about living in a big city versus living in a rural area. In

addition, they will make comparisons between countries.

Documents

SPANISH III GRADES 10-12