spanish iii grade: 10-12 · it is open to all students in grades ten to twelve who have completed...

APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK SCHOOL DISTRICT

SPANISH III

GRADE: 10-12

Prerequisite: Spanish II

Credits: 5.0

ABSTRACT

This course is designed to review and reinforce the skills introduced in previous levels. It is open to all students in grades ten to twelve who

have completed Spanish II or its equivalent. The aim is to improve the reading, writing, and oral skills of each student so that students exiting the class will be able to converse on everyday topics.

Reading comprehension shall be developed to show an understanding of articles of several pages in length or short stories. Selections include information on various Latin American countries, geography, race and ethnicity, the arts, daily cultural life, architecture, and Pre-Colombian civilizations. Writing skills shall be developed in order that students are able to write a short story or report. Grammar study will review and expand upon previously learned tenses (present, preterite, imperfect, future, present perfect, pluperfect of the indicative mood as well as present and past progressive and conditional moods).

2 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK SCHOOL DISTRICT

Classes are conducted in Spanish, permitting continuous opportunities to practice speaking, listening, reading, and writing skills. In addition, students will present brief oral reports of various cultural topics presented in class. Each month students will explore one career opportunity that can be enhanced by foreign language study.

UNIT: (Title, Month(s), Number of Days)

Unit 1: Historical Events in Latin America/Spain

October-November

Unit 2: Weather Patterns/Geography in the Spanish Speaking World

November-December

Unit 3: Influential Indigenous Groups of the Americas

November-December

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

NJCCCS:

7.1 7.2

Technology

8.1 8.2

21st Century Life and Careers

9.1 9.4

NJCCCS:

7.1 7.2

Technology

8.1 8.2


9.1 9.4

NJCCCS:

7.1 7.2

Technology

8.1 8.2


9.1 9.4

ENDURING UNDERSTANDINGS:

The ability to communicate

Foreign language learning

Ancient civilizations have




October-November


November-December


November-December

(Students will Understand that . . .)

effectively in Spanish will enable us to have a more active role in the global

community

Major historical events in Latin America/Spain played a

large role in shaping the culture of those areas

and cultural awareness extends beyond the classroom

to real-life situations within local and global communities

Weather and seasons vary according to geographical

regions

Conversation on weather is an integral part of daily

communication

influenced modern culture

The importance of ancient ruins in the Spanish speaking

world

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

How did the Moorish

invasion impact Spain?

How did the lives of the Spanish change after the Spanish conquest of the

Americas?

Can you recognize the affect

that the geography has on weather patterns?

Can you identify natural

disasters and where/when they will occur?

What are the most influential indigenous groups and their contributions to the Spanish

speaking world?

Can you identify ancient ruins and their locations?




October-November


November-December


November-December

What are some significant events that have occurred in Latin America in more recent

times?

Why is it important to possess a rich vocabulary when

communicating?

Can you support the importance of the legacy of the

indigenous groups?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by

prompted work, quizzes, observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

Role play between King Ferdinand and Boabidl

Create newsletter highlighting

important events that occurred in a specific town or

region

As Huascar, write a letter to

Compare and contrast train

travel in Spain and the United States

Students will write a set of 12

Facebook/Twitters posts updating friends and family

about weather events in a Latin American country

Map activity identifying ancient ruins and their

locations

Blog detailing a trip to ancient lands of indigenous peoples and an understanding of the

culture




October-November


November-December


November-December

your brother, Atahualpa

Create a diagram of a colonial city in Central or South America with pictures

showing what the city looked like

Hero presentation from more

recent time period in Latin America

Role Play: Meteorologist

report on the news

Skit: Park ranger and travel group at ancient ruins

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

Tests

Quizzes

Teacher constructed

evaluation tools

Dictations

Tests

Quizzes

Teacher constructed

evaluation tools

Dictations

Tests

Quizzes

Teacher constructed evaluation

tools

Dictations




October-November


November-December


November-December

Projects

Oral assessment *Benchmarks: 1. Able to complete activities, questions, sentences. 2. Do dialogues. 3. Pass quizzes and Unit tests.

Projects

Oral assessment

Projects

Oral assessment

RESOURCES:

Textbook

Multimedia and technology

materials

Teacher generated materials to reinforce interpretive,

interpersonal, and presentational communication

Spanish-Language magazines

Textbook


materials




Textbook


materials







October-November


November-December


November-December

geared for high school students learning Spanish as a second language Audio assessments taken from practice Advanced Placement level Spanish classes



STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to

consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

Use the preterite tense to

describe past actions

Use the imperfect tense to describe the past

Compare the preterite and

imperfect tenses when describing past actions

Idiomatic expressions in the

past and present

Ser y estar

Progressive tense

Comparitives

Superlatives

Compare/Contrast indigenous

groups




October-November


November-December


November-December

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

Cross-Curricular English, the students will compare and contrast their knowledge of English in the following areas with what they are learning in the target language. In grammar -The students will learn about or review the parts of speech, the concept of verb tenses. In syntax, the student will compare and contrast the use of the preterite tense from the Spanish imperfect tense. More complicated sentences will require that the student become familiar with the use of the Spanish subjunctive mood in writing. In reading, comprehension in both languages is developed by reading out loud, reading to one another, and answering questions about the excerpts used. Also students will learn key reading strategies by chapter (cognates,

Cross-Curricular English, the students will compare and contrast their knowledge of English in the following areas with what they are learning in the target language. In grammar -The students will learn about or review the parts of speech, the concept of verb tenses. In syntax, the student will compare and contrast the use of the preterite tense from the Spanish imperfect tense. More complicated sentences will require that the student become familiar with the use of the Spanish subjunctive mood in writing. In reading, comprehension in both languages is developed by reading out loud, reading to one another, and answering questions about the excerpts used. Also students will learn key reading strategies by chapter (cognates,

Cross-Curricular English, the students will compare and contrast their knowledge of English in the following areas with what they are learning in the target language. In grammar -The students will learn about or review the parts of speech, the concept of verb tenses. In syntax, the student will compare and contrast the use of the preterite tense from the Spanish imperfect tense. More complicated sentences will require that the student become familiar with the use of the Spanish subjunctive mood in writing. In reading, comprehension in both languages is developed by reading out loud, reading to one another, and answering questions about the excerpts used. Also students will learn key reading strategies by chapter (cognates, context




October-November


November-December


November-December

context clues...) to apply to increase comprehension. In literature, students will compare literary movements and literary figures in the target language to English. Social Studies & History - Students will examine the geography, history, civilization, culture, historical figures, art, architecture, and music of the target language and will compare it with their own. Art - Students will evaluate art in the countries of the target language by getting acquainted with painters, musicians, artistic movements and indigenous art of the target culture and identify common characteristics and how they compare with the same elements in the English /American culture. Earth Science: Students will analyze factors that determine climatic variation within Latin America and the challenges Climate Change pose to Latin American countries in particular.

context clues...) to apply to increase comprehension. In literature, students will compare literary movements and literary figures in the target language to English. Social Studies & History - Students will examine the geography, history, civilization, culture, historical figures, art, architecture, and music of the target language and will compare it with their own. Art - Students will evaluate art in the countries of the target language by getting acquainted with painters, musicians, artistic movements and indigenous art of the target culture and identify common characteristics and how they compare with the same elements in the English /American culture. Earth Science: Students will analyze factors that determine climatic variation within Latin America and the challenges Climate Change pose to Latin American countries in particular.

clues...) to apply to increase comprehension. In literature, students will compare literary movements and literary figures in the target language to English. Social Studies & History - Students will examine the geography, history, civilization, culture, historical figures, art, architecture, and music of the target language and will compare it with their own. Art - Students will evaluate art in the countries of the target language by getting acquainted with painters, musicians, artistic movements and indigenous art of the target culture and identify common characteristics and how they compare with the same elements in the English /American culture. Earth Science: Students will analyze factors that determine climatic variation within Latin America and the challenges Climate Change pose to Latin American countries in particular. Mathematics - Students will decipher the




October-November


November-December


November-December

Mathematics - Students will decipher the Mayan system of numerals and compare it to that of their own. Modifications for SPED, ELL, At-Risk Students: Modified Assessments (quantity of content; less multiple choice responses; limited open-ended); Grouping (THINK-PAIR SHARE; according to strengths); Verb charts; Vocabulary lists; Notebook Gifted Students:

1. Publication of student writing in school newspaper or other literary sources (Spanish journals, community newspapers, etc.)

2. Inclusion of existing resources for Heritage learners (Heritage Learner Workbook; supplement to the Realidades 2 series).

3. Create a blog about students experiences with various cultural themes

Mathematics - Students will decipher the Mayan system of numerals and compare it to that of their own. Modifications for SPED, ELL, At-Risk Students: Modified Assessments (quantity of content; less multiple choice responses; limited open-ended); Grouping (THINK-PAIR SHARE; according to strengths); Verb charts; Vocabulary lists; Notebook Gifted Students:




Mayan system of numerals and compare it to that of their own. Modifications for SPED, ELL, At-Risk Students: Modified Assessments (quantity of content; less multiple choice responses; limited open-ended); Grouping (THINK-PAIR SHARE; according to strengths); Verb charts; Vocabulary lists; Notebook Gifted Students:




4. Have students create journals in other to identify cultural




October-November


November-December


November-December

4. Have students create journals in other to identify cultural differences between the target language culture and the culture at large.


differences between the target language culture and the culture at large.

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.



Unit 4: Currency in the Spanish Speaking World

January – March

Unit 5: Cultural Products of the Spanish Speaking World

March – April

Unit 6: Healthy Products/Healthy Lives

May-June

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

NJCCCS:

7.1 7.2

Technology

8.1 8.2


9.1 9.4

NJCCCS:

7.1 7.2

Technology

8.1 8.2


9.1 9.4

NJCCCS:

7.1 7.2

Technology

8.1 8.2


9.1 9.4

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

The ability to communicate effectively in Spanish will enable us to have a more active role in the global

community

The exchange rate varies

The study of foreign literature

will allow us to gain insight into the culture and practices

of the inhabitants of other countries

Maintaining a healthy lifestyle

requires knowledge and appropriate decision making

The availability of cultural products can improve or

impede your health




January – March


March – April


May-June

depending on the economy of various countries

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

How can my communication

with a foreign speaker be more meaningful if I speak

his/her language?

What bank transitions are typically conducted during

travel?

Why is it important to determine a budget when

taking a trip?

How does spending impact long-term goals?

How does a literary work reflect historical and social

events and conditions?

How can we use literature to learn about the way others

live?

How can healthy decisions in

eating impact our lives?

What activities affect our health?

What are the negative effects of

an unhealthy lifestyle?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by

prompted work, quizzes, observations, etc.]




January – March


March – April


May-June

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

Write a letter of complaint to a

bank regarding a recent experience

Make a radio commercial for a

travel agency that organizes tours to Spain and Latin

America

Write an email to a college admissions office inquiring

about costs and tuition

Literary review for a local

newspaper

Write an original story after researching historical events

in a specific Spanish speaking region

Create a dialogue between

two characters from a literary story

Blog about nutrition for one

week

Dialogue between nutritionist and client about healthy

choices

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

Tests

Quizzes

Teacher constructed

evaluation tools

Dictations

Projects

Tests

Quizzes

Teacher constructed

evaluation tools

Dictations

Projects

Tests

Quizzes

Teacher constructed evaluation

tools

Dictations

Projects




January – March


March – April


May-June

Oral assessment *Benchmarks: 1. Able to complete activities, questions, sentences. 2. Do dialogues. 3. Pass quizzes and Unit tests. 4. Pass mid-terms

Oral assessment *Benchmarks: 1. Able to complete activities, questions, sentences. 2. Do dialogues. 3. Pass quizzes and Unit tests.

Oral assessment

RESOURCES:

Textbook


materials



Flash cards with different

words or letter combinations

Textbook


materials





Textbook


materials








January – March


March – April


May-June

STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to

consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

Identify key vocabulary

related to banking

Identify the currencies of some Spanish-speaking

countries

Understand the expenses typically incurred when

traveling

Explore biographical

information about various Spanish authors

Review indicative and

subjunctive tenses

Use indicative tenses to discuss reading selections

Use subjunctive tenses to offer

opinions and feelings about reading selections

Future

Ser y estar

Subjunctive

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this

Cross-Curricular English, the students will compare and contrast their knowledge of English in the following areas with what they are learning in the target language. In grammar -The students will learn about or review the parts of speech, the






January – March


March – April


May-June

unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

concept of verb tenses. In syntax, the student will compare and contrast the use of the preterite tense from the Spanish imperfect tense. More complicated sentences will require that the student become familiar with the use of the Spanish subjunctive mood in writing. In reading, comprehension in both languages is developed by reading out loud, reading to one another, and answering questions about the excerpts used. Also students will learn key reading strategies by chapter (cognates, context clues...) to apply to increase comprehension. In literature, students will compare literary movements and literary figures in the target language to English. Social Studies & History - Students will examine the geography, history, civilization, culture, historical figures, art, architecture, and music of the target language and will compare it with their own. Art - Students will evaluate art in the countries of the target language by getting acquainted with painters, musicians, artistic movements and

concept of verb tenses. In syntax, the student will compare and contrast the use of the preterite tense from the Spanish imperfect tense. More complicated sentences will require that the student become familiar with the use of the Spanish subjunctive mood in writing. In reading, comprehension in both languages is developed by reading out loud, reading to one another, and answering questions about the excerpts used. Also students will learn key reading strategies by chapter (cognates, context clues...) to apply to increase comprehension. In literature, students will compare literary movements and literary figures in the target language to English. Social Studies & History - Students will examine the geography, history, civilization, culture, historical figures, art, architecture, and music of the target language and will compare it with their own. Art - Students will evaluate art in the countries of the target language by getting acquainted with painters, musicians, artistic movements and

concept of verb tenses. In syntax, the student will compare and contrast the use of the preterite tense from the Spanish imperfect tense. More complicated sentences will require that the student become familiar with the use of the Spanish subjunctive mood in writing. In reading, comprehension in both languages is developed by reading out loud, reading to one another, and answering questions about the excerpts used. Also students will learn key reading strategies by chapter (cognates, context clues...) to apply to increase comprehension. In literature, students will compare literary movements and literary figures in the target language to English. Social Studies & History - Students will examine the geography, history, civilization, culture, historical figures, art, architecture, and music of the target language and will compare it with their own. Art - Students will evaluate art in the countries of the target language by getting acquainted with painters, musicians, artistic movements and indigenous art of




January – March


March – April


May-June

indigenous art of the target culture and identify common characteristics and how they compare with the same elements in the English /American culture. Earth Science: Students will analyze factors that determine climatic variation within Latin America and the challenges Climate Change pose to Latin American countries in particular. Mathematics - Students will decipher the Mayan system of numerals and compare it to that of their own. Modifications for SPED, ELL, At-Risk Students: Modified Assessments (quantity of content; less multiple choice responses; limited open-ended); Grouping (THINK-PAIR SHARE; according to strengths); Verb charts; Vocabulary lists; Notebook Gifted Students:

1. Publication of student writing in school newspaper or other literary sources (Spanish journals, community

indigenous art of the target culture and identify common characteristics and how they compare with the same elements in the English /American culture. Earth Science: Students will analyze factors that determine climatic variation within Latin America and the challenges Climate Change pose to Latin American countries in particular. Mathematics - Students will decipher the Mayan system of numerals and compare it to that of their own. Modifications for SPED, ELL, At-Risk Students: Modified Assessments (quantity of content; less multiple choice responses; limited open-ended); Grouping (THINK-PAIR SHARE; according to strengths); Verb charts; Vocabulary lists; Notebook Gifted Students:

1. Publication of student writing in school newspaper or other literary sources (Spanish journals, community

the target culture and identify common characteristics and how they compare with the same elements in the English /American culture. Earth Science: Students will analyze factors that determine climatic variation within Latin America and the challenges Climate Change pose to Latin American countries in particular. Mathematics - Students will decipher the Mayan system of numerals and compare it to that of their own. Modifications for SPED, ELL, At-Risk Students: Modified Assessments (quantity of content; less multiple choice responses; limited open-ended); Grouping (THINK-PAIR SHARE; according to strengths); Verb charts; Vocabulary lists; Notebook Gifted Students:





January – March


March – April


May-June

newspapers, etc.) 2. Inclusion of existing resources

for Heritage learners (Heritage Learner Workbook; supplement to the Realidades 2 series).



newspapers, etc.) 2. Inclusion of existing resources

for Heritage learners (Heritage Learner Workbook; supplement to the Realidades 2 series).






*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications.


T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.

spanish iii grade: 10-12 · it is open to all students in grades ten to twelve who have completed...

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