WORLD LANGUAGES CURRICULUM MAP 2016-2017

Spanish - Level 3

Course Number: 0708360

Español Santillana 3 Quarter 1 (first nine weeks) Essential Questions: NGSS: World Language Standards K12: Interpretive: WLK12.IL1.1 ; WLK12.IL1.2; WLK12.IL5.1 Obtain information from a conversation. Understand simple oral descriptions or oral orders. Understand oral answers to choose the correct questions. Understand and take part in brief written exchanges. Understand descriptive or narrative texts. Understand an informative text. Connect information to images. Obtain information from an image. Interpersonal: WLK12.IL.3.1; WLK12.IL3.2; WLK12.IL3.5; WLK12.IL7.1; WLK12.IL8.1 Engage in conversation with a classmate. Ask and answer guided questions. Interview a classmate. Invent a story with a classmate. Write descriptive or narrative sentences. Make questions for an interview and take notes from an interview. Write sentences giving advice. Write a paragraph comparing or summarizing information. Understand sentences or questions and respond appropriately. Understand simple oral exchanges and react appropriately or apply information to a task. Understand a list of items or simple texts that provide information. Presentational: WLK12.IL4.1; WLK12.IL4.2; WLK12.IL5.7; WLK12.IL7.1

• Present information to the class • Summarize information. • Write descriptive sentences or a narrative text based on pictures. • Compare information in written form. • Present information in a chart or table.

Content Skills Assessments Additional Resources Unidad Preliminar: Vocabulary: • Interrogative Words

• Recognize and use verbs in the present tense.

• Recognize and use verbs in the present progressive tense.

• Oral group/individual assessment

• Homework assessment

• Create an original story. • Write sentences to

describe an image. • Picture sequence:

• The school. • Everyday actions. • Free-time activities. • Travel vocabulary. Grammar: • Present tense • Regular Preterite tense • Irregular Preterite tense • Imperfect tense.

• Recognize and use regular and irregular verbs in the past tense.

• Compare information in written form.

• Give suggestions or advice. • Engage in conversations to

elicit or provide information. • Recognize and use

interrogatives to write questions.

• Answer questions appropriately.

• Organize images to show the proper sequence of events.

• Describe past vacations or travel experiences.

• Language lab practice • Language lab

assessment • Quizzes

oral/listening/written • Exams

oral/listening/written • Culture projects with

rubrics NOTE:

In addition to the unit exams, the teacher will incorporate short quizzes and homework assignments as the need arises.

Example of Picture Sequence • Form sentences using

appropriate verb tenses. • Write sentences or a

short summary about personal experiences.

• Detail a classroom schedule.

Español Santillana 3 Quarter 1 (Continue): Unidad 1 Essential Questions:

Content Skills Assessments Additional Resources Vocabulary: • Useful expressions for

organization • Expression for personal likes

and dislikes (“me gusta…, no me gusta”)

• Vocabulary for family relationships

• Adjectives • Religion

Grammar: • Ser vs. Estar • Comparasion • Superlatives • Imperfect • Possessive Adjectives • Comparative • Preterite/ Imperfect • Time expressions

Culture: • Mafalda by the cartoonist

Quino. • Comic strips in Hispanic

culture. • Don Quijote. • Spanish court painters: Diego

Velázquez and Francisco de Goya.

• Estereotipos familiares.

• Describe people’s physical characteristics and personality traits.

• Express states of being and feelings.

• Use and differentiate the uses of the verbs ser and estar.

• Recognize and use possessive adjectives and pronouns.

• Compare people to express equality, inequality, and extreme degree of an adjective.

• Identify family members and describe family relationships.

• Use the forms of the imperfect tense.

• Recognize and use the past progressive tense.

• Recognize and use possessive adjectives and pronouns.

• Narrate events in the past using the preterite and the imperfect and differentiate the uses of both tenses.

• Recognize and use time expressions to narrate in the past.

• Oral group/individual

assessment • Homework

assessment • Language lab practice • Language lab

assessment • Quizzes

oral/listening/written • Exams

oral/listening/written • Culture projects with

rubrics NOTE:

In addition to the unit exams, the teacher will incorporate short quizzes and homework assignments as the need arises.

Orally/Written comparison of characters of the target language culture to their culture. (Lucy from the peanuts/Mafalda) Collage in the shape of the things the student’s likes and dislike with pictures and on the back sentences describing their likes and dislikes. Write a character sketch. Recommended Video: Tortilla Soup (movie or choose scenes from the movie about family relationships)

• Fiestas familiares. • Traditional Hispanic legends. • Esmeralda Santiago: Cuando

era puertorriqueña. • Leyendas de Guatemala. • A legend of the origin of the

Inca Empire. • Latin American population.

• Express understanding of the origin, history, and diversity of the Latin American population.

• Read different types of excerpts and identify main ideas and significant details in them.

• Write guided texts giving information, describing, or narrating events.

Español Santillana 3 Quarter 2 (second nine weeks): Unidad 2 Essential Questions: NGSSS: World Languages Standards K-12: Unidad 2/3 Interpretive: WL.K12.IL.1.1; WL.K12.IL.1.2; WL.K12.IL.1.4; WL.K12.IL.1.6; WL.K12.IL.2.1; WL.K12.IL.2.2; WL.K12.IL.2.4 • Demonstrate understanding of oral and written expressions. • Understand and obtain information from audio or video recordings. • Demonstrate understanding of questions related to familiar and less familiar topics. • Identify main ideas and details and draw conclusions from a variety of texts orally and in writing • Demonstrate understanding of oral and written idiomatic expressions. • Demonstrate understanding of questions relating to familiar and less familiar topics. • Understand written exchanges. • Identify main ideas and significant details from a literary story. • Draw conclusions and make judgments from oral and written texts.

Interpersonal 1; WL.K12.IL.3.1; WL.K12.IL.3.2; WL.K12.IL.3.4; WL.K12.IL.3.5; WL.K12.IL.3,8 • Compare and contrast information with a partner. • Prepare and conduct an interview. • Engage in oral conversations using personal experience and knowledge. • Introduce people to partners. • Talk about future plans with a partner. • Ask and answer questions on different topics orally. • Learn about some types of Spanish music and compare them to music in the students ‘culture. • Reflect on the origin and influence of various cultural symbols and compare them to cultural symbols in the students’

culture. • Exchange personal opinions and experiences. • Engage in oral conversations using personal knowledge and experience.

Presentational: WL.K12.IL.4.1; WL.K12.IL.4.2; WL.K12.IL.4.4; WL.K12.IL.4.6; WL.K12.IL.5.1; WL.K12.IL.5.2; WL.K12.IL.5.4 • Illustrate and present an advertisement. • Present personal preferences. • Present ideas about future technologies. • Organize and present a plan for a celebration • Describe objects and clothing with detail.

• Narrate recent events. Culture: WL.K12.IL.6.1; WL.K12.IL.6.2;WL.K12.IL.6.3

• Learn about practices related to physical contact (personal space) among Hispanics. • Practice inviting, and accepting or declining an invitation. • Learn about traditional celebrations in Hispanic countries • Learn about a renowned Romantic Spanish poet and other renowned Latin American writers. • Learn about the influence of Latin American music in the United States and compare dancing traditions in both cultures. • Learn about some types of Spanish music and compare them to music in the students’ culture. • Reflect on the origin and influence of various cultural symbols and compare them to cultural symbols in the

students’ culture. • Learn about and describe traditional and regional costumes. • Learn about and describe colonial architecture in Latin America.

Content Skills Assessments Additional Resources

Unidad 2: Vocabulary: • Useful expressions to

express likes and preferences, to evaluate things, and to express a hypothesis.

• Expressions used to invite, accept, and decline an invitation.

• Telephone calls. Grammar: • Direct object and

indirect object pronouns.

• Pronominal reflexive and reciprocal verbs.

• To express wishes, likes, and preferences:

• Engage in conversation with a classmate.

• Compare and contrast information with a partner.

• Ask and answer questions on different topics.

• Introduce people. • Write love or friendship

inscriptions. • Write a text message

with a partner. • Write an invitation or a

reply to an invitation. Understand vocabulary

and expressions related to personal relations and feelings.

• Understand vocabulary and expressions related to wishes, likes, and preferences.

• Obtain information from

• Oral group/individual

assessment • Homework

assessment • Language lab practice • Language lab

assessment • Quizzes

oral/listening/written • Exams

oral/listening/written • Culture projects with

rubrics NOTE:

In addition to the unit exams, the teacher will incorporate short quizzes and homework assignments as the need arises. These are nearly impossible to predict

• Gestures: • Create a caligrama. • Sant Jordi Festival in Barcelona http://www.barcelona-tourist-guide.com/en/events/sant-jordi/sant-jordi-festival-barcelona.html • Venn Diagram

• The verbs gustar, encantar, apetecer, and importar.

• Non-reflexive pronominal verbs.

• To express necessity or obligation using tener que, haber que + infinitive.

• To talk about the future. Culture: La leyenda de san Jordi. • Social networks. • Gustavo Adolfo Bécquer. • El juego de pelota. • Physical contact among

Hispanics. • El pueblo mixteco. • Juegos precolombinos. • El baile en el mundo

latino. • El lenguaje SMS. • Juan Luis Guerra: A

singer from the Dominican Republic.

• Traditional Latin American and Spanish festivities

conversations. • Listen to audio

recordings and identify information.

• Obtain information and draw conclusions from an informative text.

• Reflect on and explain cultural topics in relation to personal knowledge and experience.

• Investigate and explain information.

• Create a dialogue based on images.

• Present an original creation to the class.

• Write a poem. • Write a plan for an

event. • Draw an advertisement.

without first understanding the unique needs of each class

Español Santillana 3 Quarter 2 (Continue): Unidad 3 Essential Questions:

Content Skills Assessments Resources Vocabulary: • Useful expressions to ask for favors, and to ask for and offer help. • Articles of clothing, fabric, and fit. • Color, texture, and makeup of clothing and objects. • Domestic chores and jobs. Grammar: • The past participle. • To talk about recent events: The present perfect tense. • Indefinite adjectives and pronouns. • The use of the impersonal pronoun se. • The past perfect tense. • Demonstrative adjectives and pronouns Culture: • Traditional and regional Latin American costumes.

• Exchange opinions or experiences. • Identify and describe articles of clothing, places, or objects to a partner. • Compare information with a classmate. • Ask and answer questions with a partner. • Write a list of items or aspects related to an image or topic. Obtain information from a conversation. • Understand descriptions or clues from a partner. Reading • Understand descriptive sentences or paragraphs. • Obtain information from dialogues. • Understand oral descriptions or narrations • Demonstrate comprehension of written exchanges and longer written dialogues. • Reflect on cultural topics in relation to personal knowledge and experience. • Demonstrate

• Oral group/individual

assessment • Homework assessment • Language lab practice • Language lab assessment • Quizzes oral/listening/written • Exams oral/listening/written • Culture projects with rubrics

NOTE:

In addition to the unit exams, the teacher will incorporate short quizzes and homework assignments as the need arises. These are nearly impossible to predict without first understanding the unique needs of each class

• Googleimages.com for visual

images of domestic profession and clothing.

• Grab bag and student blind folded to understand texture and fabric of objects.

• Latin American fashion and style. • Recycling with clothing. • Cultural symbols: The wiphala. • El mercado de Otavalo (Ecuador). • Colonial farms in Latin America. • Hotels and tourism in Latin American countries. • Flamenco dance and music. • Superstitions. • The Andalusian patio in Cordoba, Spain. • Colonial architecture and cities in Latin America .

comprehension of an informative text. • Understand and obtain information from an e-mail. • Connect information or descriptions to images. • Obtain information from an image. Act out a dialogue or short skit aloud. • Present a description or a story to the class. • Present an original creation to the class. Write sentences or a paragraph to describe clothing. • Write sentences or a paragraph to describe objects or places. • Retell a story or write the end of a story. • Write an essay and present it to the class. Present information related to the unit using visuals. • Draw a plan, design clothing, or illustrate a story. • Create a poster, a collage, or a brochure.

Español Santillana 3 Quarter 3 (third nine weeks): Unidad 3-4 Essential Questions: Unidad 3 Describe la ropa de tus compañeros de clases. /Describe your classmates’ clothing. ¿Cuáles son tus planes profesiones para el futuro? What are your future career plans? NGSSS: World Languages Standards K-12: Unidad 3/4 Interpretive: WL.K12.IL.1.1; WL.K12.IL.1.2; WL.K12.IL.1.4; WL.K12.IL.1.5; WL.K12.IL.1.6; WL.K12.IL.2.1; WL.K12.IL.2.2; WL.K12.IL.2.4 •Demonstrate understanding of oral and written expressions. •Demonstrate understanding of questions relating to familiar and less familiar topics. •Understand and obtain information from audio or video recordings. •Understand written exchanges. •Identify main ideas and significant details from a literary text. •Extract information from an informative text. •Draw conclusions and make judgments from oral and written texts. •Interpret texts on topics of other cultures and relate them to personal knowledge and experience. Interpersonal 1: WL.K12.IL.3.1; WL.K12.IL.3.2; WL.K12.IL.3.3; WL.K12.IL.3.4; WL.K12.IL.3.5 • Exchange personal opinions and experiences. • Engage in oral conversations using personal knowledge and experience. •Exchange assignments with a partner and evaluate each other’s work. •Create a visual and describe it with a partner. •Discuss hypothetical situations with a partner. •Compare and contrast information with a partner. •Ask and answer questions on different topics. •Ask a partner questions and take notes. Presentational: WL.K12.IL.4.1; WL.K12.IL.4.2; WL.K12.IL.4.4; WL.K12.IL.4.5; WL.K12.IL.4.6; WL.K12.IL.5.1; WL.K12.IL.5.2; WL.K12.IL.5.4 •Produce and present an original creation orally. •Design and present a webpage. •Write sentences or paragraphs comparing or summarizing information. •Write a blog entry. •Use graphic organizers to present information. •Write sentences that express opinions or make value statements about a given situation. •Write a letter defending a position on a given topic.

•Write a process essay and present it to the class. •Write an interview and present the results. •Describe how foods look and taste. Culture: WL.K12.IL.6.1; WL.K12.IL.6.2;WL.K12.IL.6.3; WL.K12.IL.6.4 •Learn about cultural traditions and discuss the importance of maintaining such practices. •Discover some celebrations in Hispanic countries. •Learn about hand-crafted objects and goods being sold at open-air markets in various Latin American countries. •Read about some fashion designers from Latin American countries and their influence •Learn about some types of Spanish music and compare them to music in the students’ culture. •Reflect on the origin and influence of various cultural symbols and compare them to cultural symbols in the students’ culture. •Learn about and describe traditional and regional costumes. •Learn about and describe colonial architecture in Latin America. •Learn how traditional foods are prepared. •Learn about some traditional and alternative medicinal products and practices in Latin America. •Learn about ways people maintain good health in Latin America. •Read and understand an ancient Hispanic legend. •Learn about some Spanish dishes and compare them to dishes in the students’ culture. •Learn about and describe agricultural crops and staple foods used in Hispanic countries. •Learn about tourist areas and sites in Hispanic countries. •Learn about some Latin American inventors and how their inventions changed our way of life.

Content Skills Assessments Additional Resources Unidad 3: Vocabulary: • Useful expressions to ask for favors, and to ask for and offer help. • Articles of clothing, fabric, and fit. • Color, texture, and makeup of clothing and objects. • Domestic chores and jobs. Grammar: • The past participle. • To talk about recent events:

Exchange opinions or experiences. • Identify and describe articles of clothing, places, or objects to a partner. • Compare information with a classmate. • Ask and answer questions with a partner. • Write a list of items or aspects related to an image or topic. Obtain information from a conversation. • Understand descriptions

• Oral group/individual

assessment • Homework

assessment • Language lab practice • Language lab

assessment • Quizzes

oral/listening/written • Exams

oral/listening/written • Culture projects with

rubrics

•Googleimages.com for visual images of domestic profession and clothing. •Grab bag and student blind folded to understand texture and fabric of objects. • El Mercado de Otavalo

• https://www.youtube.com/watch?v=uTeR65FLAyI

• Flamenco • https://www.youtube.com/w

atch?v=xqxJMCQxb_Q

The present perfect tense. • Indefinite adjectives and pronouns. • The use of the impersonal pronoun se. • The past perfect tense. • Demonstrative adjectives and pronouns Culture: • Traditional and regional Latin American costumes. • Latin American fashion and style. • Recycling with clothing. • Cultural symbols: The wiphala. • El mercado de Otavalo (Ecuador). • Colonial farms in Latin America. • Hotels and tourism in Latin American countries. • Flamenco dance and music. • Superstitions. • The Andalusian patio in Cordoba, Spain. • Colonial architecture and cities in Latin America

or clues from a partner. Reading • Understand descriptive sentences or paragraphs. • Obtain information from dialogues. • Understand oral descriptions or narrations • Demonstrate comprehension of written exchanges and longer written dialogues. • Reflect on cultural topics in relation to personal knowledge and experience. • Demonstrate comprehension of an informative text. • Understand and obtain information from an e-mail. • Connect information or descriptions to images. • Obtain information from an image. Act out a dialogue or short skit aloud. • Present a description or a story to the class. • Present an original creation to the class. Write sentences or a paragraph to describe clothing. • Write sentences or a paragraph to describe objects or places. • Retell a story or write the

NOTE: In addition to the unit exams, the teacher will incorporate short quizzes and homework assignments as the need arises. These are nearly impossible to predict without first understanding the unique needs of each class

end of a story. • Write an essay and present it to the class. Present information related to the unit using visuals. • Draw a plan, design clothing, or illustrate a story. • Create a poster, a collage, or a brochure.

Español Santillana 3 Quarter 3 (Continue): Unidad 4 Essential Questions: Unidad 4 Describe platos tradicionales en países latinoamericanos y hispanos/ Describe tradicional dishes and food in Spanish speaking countries. Reconocer habitos de la nutrición./ Recognize nutrional habits. Identificar las diferentes practicas de higiene personal./ Identify the personal hygiene practices.

Content Skills Assessments Resources Vocabulary: •Useful expressions to show surprise, to ask about someone’s ability to do something, and to explain one’s own ability to do something. •Review: Words for food flavors and preparation, and personal hygiene products and practices. •Food and nutrition. •Healthy habits and personal hygiene objects and products. •The doctor’s office, parts of the body, and medical specialists. Grammar: •Affirmative and negative commands. •Verbs that express change of state. •The prepositions para and por. •To make value

•Exchange opinions or experiences. •Engage in conversation with a classmate. •Contrast answers or compare information with a classmate. •Talk to a partner about different topics based on images. •Understand and obtain information from simple oral exchanges, a conversation, and an image. •Understand the information in a letter or a message in a website. •Understand oral descriptions or narrations. •Apply information to a task. •Demonstrate comprehension of written exchanges and longer written dialogues. •Infer meanings based on a text. •Reflect on cultural topics in

• Oral group/individual

assessment • Homework assessment • Language lab practice • Language lab assessment • Quizzes oral/listening/written • Exams oral/listening/written • Culture projects with rubrics

NOTE:

In addition to the unit exams, the teacher will incorporate short quizzes and homework assignments as the need arises. These are nearly impossible to predict without first understanding the unique needs of each class

• Condicional regular/irregular

• http://www.spanishdict.com/topics/show/97

• http://www.studyspanish.com/lessons/conditional.htm

statements. •The conditional tense. •To give advice or make recommendations. Culture: •Traditional Latin dishes. La ropa vieja. •Agriculture and staple foods used in Hispanic countries. La quinua. •Traditional Latin American recipes and food preparation. •Tourist sites and resorts in Latin American countries. •Cities and geographic locations in Latin America. Punta del Este. •Medicinal and therapeutic practices in Hispanic countries. •El Hospital de Jesús. •El marcapasos. •The Aztec legend about the origin of corn.

relation to personal knowledge and experience. •Demonstrate understanding of a descriptive or narrative text. •Obtain information and draw conclusions from an informative text. •Connect words, expressions, events, or information to images. •Present a description or information to the class. •Present an original creation to the class. •Present a dialogue or a skit to the class. •Make value statements or recommendations in written form. •Present information in a Venn diagram, chart, graph, or table. •Present information using visuals related to the unit.

Español Santillana 3 Quarter 4 (last nine weeks): Unidad 5 Essential Questions: NGSSS: World Languages Standards K-12: Unidad 5/6 Interpretive: WL.K12.IL.1.4;WL.K12.IL.1.6;WL.K12.IL.2.1;WL.K12.IL.2.3;WL.K12.IL.2.4

• Engage in conversation with a classmate. • Compare pictures or information with a classmate. • Understand an informative text and use the information to talk with classmates. • Make a list of information about a topic. • Interview a classmate or professional. • Understand simple oral exchanges and apply information. • Understand the information in a wide variety of texts and react properly to it or use it to talk with classmates. • Exchange opinions, ideas, preferences, or experiences. • Compare pictures or information with classmates. • Write descriptive sentences or dialogues. • Use personal information to respond to an e-mail or a blog. • Understand simple descriptive or informative texts.

Interpersonal WL.K12.IL.3.1; WL.K12.IL.3.2; WL.K12.IL.3.3; WL.K12.IL.3.4;WL.K12.IL.3.6

• Understand and obtain information from a conversation and an informative or a narrative text. • Understand oral descriptive or informative sentences or texts. • Listen to a recording and apply information to a task. • Demonstrate comprehension of written exchanges and longer written dialogues. • Reflect on cultural topics in relation to personal knowledge and experience. • Understand a news article or an employment announcement. • Infer meanings based on a text. • Connect and interpret information from an image and short dialogues or a longer conversation. • Understand questions, opinions, or simple oral descriptions. • Understand and make inferences from descriptive, narrative, or informative texts. • Use visuals or context clues to understand unfamiliar words and concepts. • Reflect on cultural topics in relation to personal knowledge and experience.

Presentational: WL.K12.IL.5.1; WL.K12.IL.5.2; WL.K12.IL.5.3; WL.K12.IL.5.6 • Present information, a description, or an original creation to the class. • Write a list with items or a descriptive paragraph about job and professions. • Write a formal letter and an ending to a story or a poem. • Write an employment announcement or a newspaper headline. • Present information using visuals related to the unit. • Present the results of an interview or a debate. • Create and act out a dialogue. • Summarize information in written form. • Write descriptions or narratives based on a picture, a topic, or a text. • Write sentences or a paragraph about personal experiences. • Create a visual to promote a product. • Organize information in a graph, table, or chart.

Culture: WL.K12.IL.6.1; WL.K12.IL.6.2;WL.K12.IL.6.3; WL.K12.IL.7.1; WL.K12.IL.8.3

• Read informative text in Spanish that provide insight in Spanish cultures.

Content Skills Assessments Additional Resources Unidad 5: Vocabulary: • Express agreement or

disagreement • Professions • Employment location • Employment positions • Jobs and technology • Volunteerism Grammar: • Subjunctive

Culture: César Chávez and other Hispanic civil rights leaders.

• To identify different professions.

• To talk about abilities and qualifications of professionals and workers.

• To discuss employment opportunities and volunteerism.

• To express certainty and doubt.

• To talk about past actions.

• To refer to something that is unknown.

• To describe someone or something.

• To express feelings and emotions.

• Oral group/individual

assessment • Homework

assessment • Language lab practice • Language lab

assessment • Quizzes

oral/listening/written • Exams

oral/listening/written • Culture projects with

rubrics NOTE:

In addition to the unit exams, the teacher will incorporate short quizzes

• Job applications example:

http://pollotropicalhn.com/empleos/ • César Chávez videos: • The Harvest/La Cosecha and

https://www.youtube.com/watch?v=zB1ySI4I3sA

• Spanish Newspaper: • El Nuevo Día: www.ndi.com • http://lanic.utexas.edu/la/regio

n/news/ • www.lulac.org

• “El Día del Trabajo”. • Hispanic Astronauts • Mass communication

used in Hispanic communities:

El Diario La Prensa and television in Spanish. • Successful Hispanic

professionals: María Elena Salinas.

• Organizations and individuals that assist people in Hispanic communities.

• Tourism • Universities in

Hispanic countries

• To identify main ideas and significant details in a variety of texts.

• To discuss historical and influential figures from Latin American countries.

and homework assignments as the need arises. These are nearly impossible to predict without first understanding the unique needs of each class

Español Santillana 3 Quarter 4 (Continue): Unidad 6 Essential Questions:

Content Skills Assessments Resources Vocabulary: • Useful expressions

to show doubt and skepticism, and to express agreement or disagreement.

• Review: Words for sports, travel, and modes of transportation.

• Leisure time and entertainment performances. Film genres.

• Sports and competitions.

• Trips and accommodations, the airport, and traveling by plane.

Grammar: • To express opinion. • To use expressions

of courtesy. • To express

probability of an action.

• To express purpose. • Indirect speech. • To express location.

• To identify different leisure activities.

• To use expressions of courtesy in Spanish.

• To state the probability or purpose of an action.

• To identify traditional and popular sports and pastimes.

To describe cultural events and sporting competitions.

• To identify main ideas and significant details in a variety of texts.

• Oral group/individual

assessment • Homework

assessment • Language lab

practice • Language lab

assessment • Quizzes

oral/listening/written • Exams

oral/listening/written • Culture projects with

rubrics NOTE:

In addition to the unit exams, the teacher will incorporate short quizzes and homework assignments as the need arises. These are nearly impossible to predict without first understanding the unique needs of each class

• Goal The Dream Begins (Movie)

https://www.youtube.com/watch?v=ij1spDyytOo • Create a travel brochure including various

accommodations and currency. • World Cup • Copa America • Pan-American Games • Olympics

Culture: • El Festival de Cine de

San Sebastián. • Watching foreign

movies. • A culture night: La

Noche en Blanco. • Hispanic actors and

movie directors, and Spanish-language films.

• The pre-Hispanic Moche culture.

• The best places for water sports in Latin America: La Libertad, El Salvador.

• History of the Pan American Games.

• The Ruta Quetzal cultural and adventure program.

• Hoteles con encanto. • El Hotel de Sal

(Bolivia). • Literary texts by

Hispanic authors: Galletitas, by Jorge Bucay.

• Popular and traditional sports among Spanish-speaking populations.