West Windsor-Plainsboro Regional School District Spanish 3

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West Windsor-Plainsboro Regional School District Spanish 3


Unit 1: My Life As A High School Student

Content Area: World Language

Course & Grade Level: Spanish 3, 9-12

Summary and Rationale

As a teen in today’s world, I am faced with challenges and opportunities. How can the choices I make ensure my success in high school and beyond?

Recommended Pacing

50 days

NJ Student Learning Standards for World Language

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)

7.1.IM.A.1 Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes.

7.1.IM.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.

7.1.IM.A.3 Analyze the use of verbal and non-verbal etiquette (i.e., gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message.

7.1.IM.A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.

7.1.IM.A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.

7.1.IM.A.6 Compare and contrast the main idea, theme, main characters, and setting in readings from age- and level-appropriate, culturally authentic materials.

7.1.IM.A.7 Infer the meaning of some unfamiliar words in some new contexts.

7.1.IM.A.8 Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures.

7.1.IM.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities in familiar and some unfamiliar situations.

7.1.IM.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations.

7.1.IM.B.4 Ask and respond to factual and interpretive questions of a personal nature, on school-related topics, and on some unfamiliar topics and situations.

7.1.IM.B.5 Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations.


7.1.IM.C.1 Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience.

7.1.IM.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations.

7.1.IM.C.4 Synthesize information found in age- and level-appropriate culturally authentic materials.

7.1.IM.C.5 Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as evidenced through the cultural products and cultural practices associated with each.

New Jersey Student Learning Standards for English Language Arts

Companion Standards

Standard: Craft and Structure


NJSLSA.R4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

NJSLSA.R6 Assess how point of view or purpose shapes the content and style of a text.

New Jersey Student Learning Standards for 21st Century Life and Careers

Career Ready Practices


CRP1 Act as a responsible and contributing citizen and employee.

CRP4 Communicate clearly and effectively and with reason.

CRP12 Work productively in teams while using cultural global competence.

New Jersey Student Learning Standards for Technology


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

8.2 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.

Instructional Focus Unit Enduring Understandings

● Graduating high school depends on their ability to meet certain requirements. ● Certain study skills will help them excel in academic courses. ● There are differences and similarities among high school students around the world. ● Maturity brings additional responsibilities, which require the ability to prioritize and organize their

life.


Unit Essential Questions

● How can I develop skills that will help me refine my strengths and improve my weaknesses in school? ● How do the similarities and differences among high school students around the world bring us closer

together or make us unique?

Objectives

Students will know: ● Vocabulary to discuss upper-level classes and study techniques/strategies ● The present tense (regular, irregular, stem changing verbs) ● Verbs like “gustar” ● Interrogative words to ask basic related questions ● Adjectives and verbs (such as creer, pensar, and parecer) to express opinions about classes and

teachers. ● “Deberías” and other advice expressions + the infinitive to give advice (Es aconsejable + inf) Students will be able to: ● Describe their study habits ● Describe different classes and schedules in a secondary setting ● Describe likes and dislikes in the high school setting ● Ask and answer basic related questions (Re: School) ● Tell someone what they need to do to be successful in school / Give advice on how to be successful in

school

Resources Core Text: Suggested Resources: ● Ven Conmigo 2 – Chapter 4 ● *La Catrina video series (1st Year): year-long resource* ● Casi Casi – Authentic Puerto Rican Film http://www.imdb.com/title/tt0820042/ ● See Google doc for more resources:

https://docs.google.com/document/d/1azBqNh18EL9okfTQG85lrIfK7Z5OdXsFsZqKB7TZNdc/edit?usp=sharing

http://www.imdb.com/title/tt0820042/




Unit 2: Stress, Stress, Stress!




As a teen in today’s world, I am faced with stress. Identifying what causes stress and planning ways to alleviate stress can help me to thrive as a teen today.

Recommended Pacing

35 days






















Companion Standards










CRP4. Communicate clearly and effectively and with reason.








● Maturity brings additional responsibilities, which require the ability to prioritize and organize one’s life.

● Effectively balancing one’s lives will help them meet their own expectations as well as the expectations of others.


● How can I balance the aspects of my life to fulfill my needs as well as the needs of others?

Objectives

Students will know: ● Informal, formal, and plural commands ● How to use verbs like “sentirse” to describe feelings in the present tense ● Vocabulary pertaining to stress and advice Students will be able to: ● Ask and answer basic questions (Re: Stress) ● Describe feelings with respect to stress ● Narrate events that cause stress ● Give advice to classmates on how to lessen stress using commands ● Recall and use school related vocabulary to describe stressful situations ● Use commands to explain how to do activities that alleviate stress

Resources Core Text: Suggested Resources: ● Realidades 3 – Capítulo 3 ● *La Catrina video series (1st Year): year-long resource* ● See Google doc for more resources:





Unit 3: Relationships




As a teen in today’s world, I have formed many relationships---and will form many more to come! How do these relationships affect who I am?

Recommended Pacing

35 days






















Companion Standards




NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.












Interdisciplinary Standards Health and Physical Education

2.1.8.E.1 Analyze how personal assets, resiliency, and protective factors support healthy social and emotional health.


2.1.8.E.2 Determine the effectiveness of existing home, school, and community efforts to address social and emotional health and prevent conflict.



● Developing interpersonal relationships is essential to personal growth ● Knowing how to resolve conflicts within a relationship is vital in order to maintain a healthy

relationship ● Relationships vary according to our needs and the circumstances from which they are formed


● What kind of relationships do we really need in our lives and why? ● What qualities are important in a friend? ● How can conflict resolution in a friendship transfer to other relationships in my life? ● How can I communicate my feelings to others effectively and why is it important to do so?

Objectives

Students will know: ● Appropriate vocabulary to describe peoples’ qualities, to describe a myriad of relationships, and to

describe relationship conflict (ex. peer pressure, bullying, violence…) ● The uses and forms of the preterit to describe specific conflicts that come up in relationships ● The uses and forms of the imperfect tenses to talk about past relationships Students will be able to: ● List relationships that are important to them and others ● Express their emotions/feelings related to relationships ● Describe past experiences in relationships ● Express a problem ● Discuss and resolve relationship conflict (ex. peer pressure, bullying…) ● Give advice & recommendations (le recomiendo + infinitivo…) regarding relationships

Resources Core Text: Suggested Resources: ● Realidades 3, Chapter 4 ● Ven Conmigo , Chapters 3 and 7 ● Okapi (magazine) ● Authentic Costa Rican Movie – Gestación * Preview and cut out 1-2 scenes!

https://www.youtube.com/watch?v=zF5cmDFAylc http://www.imdb.com/title/tt1329351/

● See Google doc for more resources: https://docs.google.com/document/d/1azBqNh18EL9okfTQG85lrIfK7Z5OdXsFsZqKB7TZNdc/edit?usp=sharing

https://www.youtube.com/watch?v=zF5cmDFAylc





Unit 4: 21st Century Technology & Beyond




As a teen in today’s world I have witnessed the rapid advancements of technology. How have these changes shape my identity and how will its evolution affect me in the future?

Recommended Pacing

35 days






















Companion Standards










CRP4 Communicate clearly and effectively and with reason.








● In the last few decades technology has evolved at a tremendous pace, causing a wider gap between generations

● Although technology facilitates their learning, there are also many negative aspects of technology ● With the development of new technologies, the way they learn will also evolve


● How has technology changed over the past few decades; and what have been the results of this rapid evolution?

● In what ways can technology threaten your academic integrity? ● How will new advancements affect the way you learn & live your life?

Objectives

Students will know: ● Appropriate vocabulary to describe technological advances in education and the media ● The imperfect tense to describe technology use in the past ● The present tense to describe technology use today ● The present perfect to describe how technology has changed over the years and how students have

used it in their lives ● The forms and uses of the future tense to predict technology use in the future Students will be able to: ● Describe technological advances in education and the media ● Describe technology use in the past ● Contrast past and current technology use ● Describe how technology has changed over the years and how students have used it in their lives ● Predict technology use in the future

Resources Core Text: Suggested Resources: ● Okapi (magazine) ● Realidades 3, Ch. 6 ● Ven Conmigo 3 (and workbooks), Chapters 3 and 8 ● Magazine and web articles about technology ● Wall-e movie http://www.imdb.com/title/tt0910970/ ● See Google doc for more resources:






Unit 5: Volunteer Work Abroad




As a teen in today’s world, it is important that I give back to both my community and the global community.

Recommended Pacing

25 Days






















Companion Standards


















● There are many opportunities to volunteer in the community and internationally ● Helping others in students’ global community contributes to their own personal growth. ● Working in and out of school helps build a bridge between school and community ● Volunteering in other countries contributes to their own personal growth ● Being in a global setting requires certain problem solving skills such as the ability to deal with

unexpected situations and misunderstandings


● How can I balance the aspects of my life to fulfill my needs as well as the needs of others? ● How can I combine my strengths and the skills I’ve acquired in high school to benefit my global

community? ● How will my participation in community life contribute to my own personal growth? ● How can I effectively express myself in an unexpected situation abroad? ● What impact will volunteering in another country have on my life?

Objectives

Students will know: ● Appropriate vocabulary for discussing volunteer service in the U.S. and abroad ● The present perfect to talk about their past experiences ● The conditional to express what kinds of volunteer work they would do if they had the time/

opportunity Students will be able to: ● Discuss different volunteer opportunities abroad ● Describe past experiences that may establish credibility as a volunteer (He trabajado antes…) ● Express what they would do in hypothetical situations ● Describe how establishing relationships both within and outside of the community can further

personal growth ● Demonstrate how skills acquired in the academic setting can be applied to life in the global community

Resources Core Text: Suggested Resources: ● Realidades 3, Chapter 5 ● Okapi Magazines ● See Google doc for more resources:





Optional Functions/Themes to Incorporate during the Year ● Use conocer and saber, and recognize the difference between the two. (Cómo sabes qué tipo de

persona es? Conoces a esta persona? ¿Sabes dónde esta…?) ● Use hace + time + que expressions to describe how long they’ve known certain people in their lives ● Use prepositional pronouns (conmigo, contigo) to describe activities with friends ● Use para / por with relationships ● Use direct and indirect objects to describe relationships ● Use nosotros commands to describe what they will do as a group on their trip abroad ● Use the subjunctive mood to express desires (“busco un amigo que…”) ● Countries / Capitals of the Spanish Speaking World

Documents

West Windsor-Plainsboro Regional School District Spanish 3