Course Description
Open to: 9, 10, 11, 12 One Year Course
Prerequisite: Spanish 1 and 2
Content: Students will continue the study of the Spanish
language and culture. All skills of listening, speaking,
reading and writing will be emphasized
Philosophy
Spanish 3 is a continuation and recycling of knowledge
acquired in Spanish 1 and Spanish 2, as well as an
introduction to new vocabulary, structures and expressions.
The students are offered opportunities to reinforce
and expand vocabulary and structure from Spanish 1
and 2 through exposure to authentic literature and
legends of the Spanish-speaking world. More emphasis
will be placed on reading as a way to acquire a richer
array of vocabulary and structure. Spanish 3 continues
to lay the groundwork for a life-long exploration of
and participation in Spanish language and culture in
the global community.
Adopted Materials
Title: ¡Buen Viaje! Spanish Level 3
Author: Schmitt Woodford
Edition: 2005
Publisher: McGraw Hill Glencoe
The program provides input through the use of workbooks,
audio/video tapes and other teacher resource materials
which accompany the adopted texts.
Previously Adopted Textbook - Resource
Title: Dime Dos
Authors: Samaniego, Brown and Carlin
Edition: 1997
Publisher: Houghton Mifflin
Appendix -
Performance Objective Appendix in pdf format.
Vocabulary and structures for which students are responsible.
The students will be tested on the structures and vocabulary
under the "For Proficiency" columns.
Grades
The course grade is calculated from scores obtained
on unit tests, projects and activities (reading, writing,
listening and oral language production), homework,
and performance on the semester End of Course (EOC)
exam. Progress reports provide the students and parents
with a measure of their performance (average grades
or percentages) and reflect progress in four main areas:
unit tests, projects and activities, homework completion,
as well as participation in class. The final exam (EOC)
counts as 10% of the student's final grade and determines
whether or not the student has met the State Standards
in Humanities for this particular course.
Special Notes
The District World Language Department requires the
use of ancillary materials of adapted literature selections,
legends and accompanying practice activities. To supplement
these materials, an appendix of required vocabulary
and grammar structures is provided. The District World
Language Department recommends the use of the target
language as much as possible for classroom instruction
and activities.
Appendix
Copyright
Resources
Course Scope for Semester 1
| Unit 1 |
Bailó Con Un Bulto |
6 Weeks |
| Unit 2 |
¡Viajemos! |
4 Weeks |
| Unit 3 |
El misterio de la Calle de Olmedo |
4 Weeks |
| Unit 4 |
El rescate |
4 Weeks |
Course Scope for Semester 2
| Unit 5 |
La leyenda del nopal |
4 Weeks |
| Unit 6 |
La corrida de toros y Ferdinando |
2 Weeks |
| Unit 7 |
La vida campesina |
4 Weeks |
| Unit 8 |
Pérez y Martina |
For Enrichment |
| Unit 9 |
El león y las pulgas |
4 Weeks |
| Unit 10 |
Las aventuras de Juan Bobo |
4 Weeks |
Assessment
Correlation acronyms key
|
Unit
1 |
Bailó Con
Un Bulto |
Semester 1, 6 weeks |
|
Instructional Objective
0423.01 Demonstrate understanding of the legend "Bailó con
un bulto." |
Standard Reference
N1.1, 1.2, 2.1, 3.1, 3.2, 4.1, 4.2,
5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.1, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3,
1.3.4, 1.4.2, 2.1.1, 2.1.2, 2.1.4, 2.2.1, 3.1.2, 3.2.1 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use reading strategies to understand an authentic
Hispanic legend from the Southwest. |
Dime Dos (DD), pp. 22-24,
Ancillaries, Appendix |
TMA (Teacher-Made Assessment) |
|
02 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
03 |
Expand vocabulary by memorizing or recalling
synonyms, antonyms and related words for vocabulary. |
TMP (Teacher-Made Practice), Appendix |
EOC, TMA |
|
04 |
Respond in Spanish to questions regarding the
events, actions and development of the story. |
TMP |
EOC, TMA |
|
05 |
Listen to the story in recorded segments (or
as read by the teacher) and demonstrate understanding
of what one has just heard by answering related
questions. |
TMP, DD cassette tapes |
TMA |
|
06 |
Demonstrate reading comprehension by identifying
specific story information, using an alternate
version of the legend. |
Ancillaries, TMP |
TMA |
|
07 |
Arrange story sentences sequentially from a
jumbled list. |
Ancillaries, TMP |
TMA |
|
08 |
ACCELERATED: Retell the legend using appropriate
past tenses. |
TMP |
TMA |
|
Instructional Objective
0423.02 Use preterite and imperfect verbs
to relate occurrences, stories and personal
anecdotes from the past. |
Standard Reference
N1.1, 1.3, 3.1, 4.1, 4.2, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.2, 1.2.3, 1.4.1, 1.4.2, 2.1.1, 2.1.2,
2.2.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Conjugate regular, irregular and spelling-change
verbs in the preterite tense. |
¡Buen Viaje! (BV), pp. 16-19,
TMP |
EOC, TMA |
|
02 |
Conjugate stem-changing verbs in the preterite
tense. |
BV, p. 18, TMP |
EOC, TMA |
|
03 |
Conjugate regular and irregular verbs in the
imperfect tense. |
BV, p. 75, TMP |
EOC, TMA |
|
04 |
Conjugate reflexive verbs in both preterite
and imperfect tenses. |
TMP |
EOC, TMA |
|
05 |
Demonstrate understanding of the change in meaning
of the verbs saber, querer, poder and conocer when
used in preterite and imperfect tenses. |
Appendix |
EOC, TMA |
|
06 |
Use hace + time with preterite
tense to express "ago." |
BV, pp. 134-135, Appendix |
TMA |
|
07 |
Express time of day and dates in the past. |
Appendix |
TMA |
|
08 |
Recognize that collective nouns (i.e. el
equipo, la clase, la familia, la gente)use
the third person singular form of verbs. |
TMP |
EOC, TMA |
|
09 |
Use clue words and/or phrases to differentiate
between the need for preterite vs. imperfect
tense. |
BV pp. 76-79, Appendix |
EOC, TMA |
|
10 |
Write a paragraph telling a personal anecdote
from the past. |
BV, pp. 16-19, 75-79 |
TMA |
|
11 |
ACCELERATED: Write a 100-word essay, "Un
episodio de la niñez," using
appropriate past tenses. |
BV, pp. 16-19, 75-79, TMP |
TMA |
|
Instructional Objective
0423.03 Discuss travel procedures and trip
experiences. |
Standard Reference
N1.1, 1.2, 1.3, 3.1, 3.2, 4.1, 4.2,
5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.2.1, 1.2.2, 1.2.3, 1.3.1, 1.3.2,
1.3.3, 1.3.4, 1.4.1, 1.4.2, 2.1.1, 2.1.2, 2.2.1, 3.2.1, 3.3.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
02 |
Read travel or destination material in Spanish
and answer comprehension questions. |
TMP, WWW |
TMA |
|
03 |
Write a post card about an imaginary trip, describing
travel situations and events using the past and
present tenses. |
TMP |
TMA |
|
04 |
Design and write a travel brochure in Spanish
recommending a vacation destination, using positive
and negative tú commands. |
BV, pp. 126-128 |
TMA |
|
05 |
ACCELERATED: Design and write a pamphlet of
useful travel advice in Spanish, using positive
and negative tú commands. |
BV, pp. 126-128 |
TMA |
|
06 |
Deliver a "show and tell" oral presentation
about a personal collection, using appropriate
past tenses. |
BV, pp. 16-19, 75-79 |
TMA |
|
07 |
Deliver a "show and tell" oral presentation
about souvenirs from a trip or event, using appropriate
past tenses. |
BV, pp. 16-19, 75-79 |
TMA |
|
08 |
ACCELERATED: Use transitional phrases in retelling
a travel adventure. |
Appendix |
TMA |
|
Instructional Objective
0423.04 Compare and contrast usage of the
prepositions por and para in
travel situations. |
Standard Reference
N1.1, 1.2, 1.3, 4.1, 5.1, 5.2
WL3.1.1.5, 1.2.3, 1.4.1, 1.4.2, 2.1.4 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use a verb of motion and the preposition para to
describe movement toward a travel
destination. |
BV, pp. 331-332 |
EOC, TMA |
|
02 |
Use a verb of motion and the preposition por to
indicatemovement through (i.e.
a country), by (i.e. a monument)
or along (i.e. the coast). |
BV, pp. 331-332 |
EOC, TMA |
|
03 |
Use comprar + item + para to
indicate the recipient of souvenirs or gifts
purchased on a trip. |
BV, pp. 331-332 |
EOC, TMA |
|
04 |
Use comprar + item + por to
indicate the purchase of an item on behalf of
or instead of another person. |
BV, pp. 331-332 |
EOC, TMA |
|
05 |
Use por + transportation to
indicate how one traveled, i.e. por avión. |
BV, p. 335 |
EOC, TMA |
|
Back to Top |
|
Unit
3 |
El misterio
de la Calle de Olmedol |
Semester 1, 4 weeks |
|
Instructional Objective
0423.05 Demonstrate understanding of the legend, "El
misterio de la Calle de Olmedo." |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1,
4.2, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.4, 2.1.1,
2.1.2, 2.1.4, 2.2.1, 3.1.2, 3.2.1 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use reading strategies to understand an authentic
Mexican legend. |
Leyendas Mexicanas (National Textbook
Company), TMP, Ancillaries |
EOC, TMA |
|
02 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
03 |
Match story vocabulary with definitions in Spanish. |
TMP, Appendix |
EOC, TMA |
|
04 |
Expand vocabulary by memorizing or recalling
synonyms, antonyms and related words for vocabulary. |
TMP, Appendix |
EOC, TMA |
|
05 |
Demonstrate understanding of the historical
and geographical background of the story. |
BV, p. 21, TMP, WWW |
TMA |
|
06 |
Respond in Spanish to questions regarding the
events, actions and development of the story. |
TMP |
EOC, TMA |
|
07 |
ACCELERATED: Optional reading selection, "Juan
Soldado y el fantasma" |
Ancillaries |
TMA |
|
08 |
ACCELERATED: Optional reading selection, "La
casa embrujada" |
DD, pp. 150-152 |
TMA |
|
Instructional Objective
0423.06 Form and use the present subjunctive. |
Standard Reference
N1.1, 1.2, 1.3, 3.1, 4.1, 5.1, 5.2
WL3.1.1.1, 1.1.4, 1.1.5, 1.2.1, 1.2.2, 1.4.1, 1.4.2, 2.1.2, 2.2.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Review present indicative yo forms. |
BV, pp. 411-438, TMP |
TMA |
|
02 |
Conjugate regular, irregular, stem-changing,
spelling-changing and irregular yo verbs
in the present subjunctive. |
BV, pp. 35-36, TMP |
EOC, TMA |
|
03 |
Compare and contrast usage of the indicative
and subjunctive moods. |
BV, pp. 35-41, TMP, Ancillaries |
TMA |
|
04 |
Memorize the words and phrases that cue or trigger
the subjunctive in expressing wants, hopes and
requests, or when using impersonal expressions
and ojalá, tal
vez and quizás. |
BV, pp. 38, 40, 186, TMP |
EOC, TMA |
|
05 |
Recognize, construct and use two-clause sentences
(independent and dependent clauses) with verbs
in both the indicative and subjunctive moods. |
BV, pp. 35-41, 186, TMP |
TMA |
|
06 |
Express hopes, wants and requests, and use impersonal
expressions with the subjunctive mood. |
BV, pp. 35-41, 186, TMP |
TMA |
|
07 |
ACCELERATED: For enrichment, memorize the words
and phrases that cue or trigger the subjunctive
in expressing emotions and doubt. |
BV, pp. 88-89, 91, TMP |
TMA |
|
08 |
ACCELERATED: For enrichment, contrast the usage
of subjunctive mood with doubt, and indicative
mood with certainty, in dependent clauses. |
BV, pp. 88-89, TMP |
TMA |
|
Instructional Objective
0423.07 Demonstrate understanding of the legend, "El
rescate." |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1,
4.2, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.4, 2.1.1,
2.1.2, 2.1.4, 2.2.1, 3.1.2, 3.2.1 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use reading strategies to read and understand
an authentic Spanish legend. |
Leyendas de España (NTC),
TMP, Ancillaries |
EOC, TMA |
|
02 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
03 |
Expand vocabulary by memorizing or recalling
synonyms, antonyms and related words for vocabulary. |
Appendix |
EOC, TMA |
|
04 |
Respond in Spanish to questions regarding the
events, actions and development of the story. |
TMP |
EOC, TMA |
|
Instructional Objective
0423.08 Analyze the lasting importance of
the Moorish occupation of Spain and its influence
on present day Spanish culture. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,
4.1, 4.2, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 1.3.4,
1.4.1, 1.4.2, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2.1, 2.2.2, 3.1.1, 3.1.2,
3.2.1, 3.3.1, 3.3.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Listen to an oral presentation on La
Reconquista. |
TMP, Ancillaries |
TMA |
|
02 |
Identify key dates, places, and institutions
relating to La Reconquista. |
Appendix, WWW |
EOC, TMA |
|
03 |
Use reading strategies to determine the main
ideas and themes in a non-fiction article, i.e. "España,
tierra de los moros." |
DD, p. 236 - 237, Ancillaries, WWW |
EOC, TMA |
|
04 |
Describe the importance of geography in the
history of Spain. |
TMP, Appendix |
EOC, TMA |
|
05 |
Discuss the motives behind LaReconquista and
the importance of LaReconquista in
the history of Spain. (ACCELERATED: Discuss in
Spanish). |
TMP, WWW |
EOC, TMA |
|
06 |
Identify historical contributions of the Moors
and the Jews in the development of Spain. |
TMP, WWW |
EOC, TMA |
|
07 |
Identify influences of the Moors in present
day Spanish culture. |
TMP, WWW |
EOC, TMA |
|
08 |
ACCELERATED: Optional reading selection, "La
profecía de la gitana." |
DD, pp. 240-242 |
TMA |
|
Back to Top |
|
Unit
5 |
La leyenda
del nopal |
Semester 2, 4 weeks |
|
Instructional Objective
0423.09 Demonstrate understanding of the legend, "La
leyenda del nopal" and its historical
and cultural significance to Mexico. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,
4.1, 4.2, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.1, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3,
1.3.4, 1.4.1, 1.4.2, 2.1.1, 2.1.2, 2.2.1, 3.1.1, 3.1.2, 3.2.1, 3.3.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use reading strategies to determine the main
ideas and themes of a Mexican legend. |
DD, pp. 390-392, Appendix |
TMA |
|
02 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
03 |
Expand vocabulary by memorizing or recalling
synonyms, antonyms and related words for vocabulary. |
TMP, Appendix |
EOC, TMA |
|
04 |
ACCELERATED: Research the legendary settlement
of Tenochtitlán (Mexico City) by the Aztecs.
Present findings in Spanish. |
WWW |
TMA |
|
05 |
Respond in Spanish to questions regarding the
events, actions and development of the story. |
TMP, Ancillaries |
EOC, TMA |
|
06 |
ACCELERATED: Retell or rewrite the story in
one’s own words. |
TMP |
TMA |
|
Instructional Objective
0423.10 Form and use the future tense of regular
and irregular verbs. |
Standard Reference
N1.1, 1.2, 1.3, 3.1, 4.1, 5.1, 5.2
WL3.1.1.1, 1.1.5, 1.2.1, 1.2.2, 1.2.3, 1.4.1, 1.4.2, 2.1.2, 2.2.1 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Conjugate regular and irregular verbs in the
future tense. |
BV, pp. 163, 164, TMP |
EOC, TMA |
|
02 |
Review the construction ir + a + infinitive
to express the immediate future. |
TMP |
TMA |
|
03 |
Create a list of personal goals, using the future
tense. |
TMP |
TMA |
|
04 |
Make oral or written predictions for a student’s
future. |
TMP |
TMA |
|
Back to Top |
|
Unit
6 |
La corrida
de toros y Ferdinando |
Semester 2, 2 weeks |
|
Instructional Objective
0423.11 Investigate the historical context
and practices of la corrida de toros. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,
4.1, 4.2, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 1.4.1,
1.4.2, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 3.1.1, 3.1.2, 3.2.1, 3.3.1, 3.3.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Recognize vocabulary for various types of bullfighters,
costumes and equipment in a bullfight, and demonstrate
an understanding of their roles in la
corrida. |
Appendix |
EOC, TMA |
|
02 |
Discuss both the historical perspective and
modern controversy surrounding the practice of
bullfighting throughout the Spanish-speaking
world. |
WWW |
TMA |
|
03 |
ACCELERATED: Write a short essay expressing
opinions in support of or against the practice
of bullfighting. |
TMP |
TMA |
|
04 |
ACCELERATED: For enrichment, read fictional
or non-fictional accounts of bullfights, i.e. "Manolo." |
Ancillaries, WWW |
TMA |
|
Instructional Objective
0423.12 Demonstrate understanding of the story "El
cuento de Ferdinando." |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,
4.2, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3,
1.3.4, 2.1.1, 2.1.2, 2.2.1, 2.2.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use reading strategies to determine the main
ideas and themes of the story "El cuento
de Ferdinando." |
TMP, Ancillaries |
TMA |
|
02 |
Watch an animated version of the"Ferdinando" story
and respond to listening comprehension questions. |
TMP, Ancillaries, WWW |
TMA |
|
03 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
04
|
Expand vocabulary by memorizing or recalling
synonyms, antonyms and related words. |
Appendix |
EOC, TMA |
|
05 |
Respond in Spanish to questions regarding the
events, actions and development of the story. |
TMP |
EOC, TMA |
|
06 |
Retell a portion of the story in one’s own words. |
TMP, Ancillaries |
TMA |
|
07 |
ACCELERATED: Compare and contrast the "Ferdinando" story
with what students have learned about authentic
bullfights. |
TMP, Ancillaries, Appendix |
TMA |
|
Instructional Objective
0423.13 Express one’s likes, surprise, interest
and annoyance using verbs like gustar. |
Standard Reference
N1.1, 1.2, 1.3, 3.1, 4.2, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.5, 1.2.1, 1.2.2, 1.2.3, 1.4.1, 1.4.2, 2.1.2, 2.1.3,
2.2.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Memorize and use specific verbs to express surprise,
interest, annoyance and likes. |
BV, pp. 118, 120, 121, 307, Appendix |
EOC, TMA |
|
02 |
Review indirect object pronouns. |
BV, p. 120, TMP |
EOC, TMA |
|
03 |
ACCELERATED: Present an oral or written opinion
on food, movies, TV shows, sports, restaurants
or colors, using both positive and negative verbs
like gustar. |
TMP |
TMA |
|
Back to Top |
|
Unit
7 |
La vida campesina |
Semester 2, 4 weeks |
|
Instructional Objective
0423.14 Demonstrate understanding of the story "Una
carta a Dios." |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,
4.1, 4.2, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3,
1.3.4, 2.1.2, 2.2.1, 2.2.2, 3.3.1, 3.3.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use reading strategies to understand a short
story from Mexico. |
Ancillaries, Appendix |
TMA |
|
02 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
03 |
Expand vocabulary by memorizing or recalling
synonyms, antonyms and related words for vocabulary. |
TMP, Appendix |
EOC, TMA |
|
04 |
Describe the physical setting of the story. |
TMP, Ancillaries |
TMA |
|
05 |
Discuss the socioeconomic issues facing immigrants,
i.e. migrant workers. |
TMP, WWW |
TMA |
|
06 |
Discuss communication barriers facing non-English
speakers. |
TMP, WWW |
TMA |
|
07 |
Compare and contrast challenges facing people
living in rural and urban communities. |
TMP, WWW |
TMA |
|
08 |
ACCELERATED: Read and share a current event
in Spanish related to one of the unit topics. |
WWW |
TMA |
|
Instructional Objective
0423.15Form and usethe
conditional tense of regular and irregular
verbs. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1,
4.2, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.4, 1.1.5, 1.2.1, 1.2.2, 1.2.3, 1.4.1, 1.4.2, 2.1.2,
2.2.2, 3.3.1 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Conjugate regular and irregular verbs in the
conditional tense. |
BV, pp. 166-167, TMP |
EOC, TMA |
|
02 |
ACCELERATED: Write a paragraph answering the
question: Si yo fuera un campesino(a), ¿cómo
sería diferente mi vida? |
BV, pp. 166-167, TMP |
TMA |
|
03 |
Create an oral or written presentation identifying
items students would place in a time capsule
to represent current life for a future generation.
Express reasons for choosing these items. |
TMP |
TMA |
|
04 |
Create an oral or written presentation identifying
what students would do if they won the lottery. |
TMP |
TMA |
|
05 |
Create an oral or written presentation identifying
what students would do if school were cancelled
tomorrow. |
TMP |
TMA |
|
Instructional Objective
0423.16 Use the present subjunctive. |
Standard Reference
N1.1, 1.2, 1.3, 4.1, 5.1, 5.2
WL3.1.4.1, 1.4.2, 2.1.2, 2.2.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Memorize meanings of additional cue and trigger
words for the subjunctive which express doubt,
uncertainty and emotion. |
BV, pp. 88-91, TMP |
EOC, TMA |
|
02 |
Analyze the use of subjunctive vs. indicative
when expressing uncertainty vs. certainty. |
BV, pp. 88-89, TMP |
EOC, TMA |
|
03 |
ACCELERATED: Write a letter to a friend or relative
that includes some of the following subjunctive
uses: desire, hope, doubt, uncertainty, emotion,
indirect command, and/or request. |
BV, pp. 91, 35-41, 186, TMP |
TMA |
|
Back to Top |
|
Unit
8 |
Pérez
y Martina |
Semester 2, For Enrichment |
|
Instructional Objective
0423.17 Demonstrate understanding of the Puerto
Rican legend, "Pérez y Martina." |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1,
4.2, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.4, 2.1.1,
2.1.2, 2.1.4, 2.2.1, 3.1.2, 3.2.1 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use reading strategies to determine the main
ideas and themes of a legend. |
Ancillaries, Appendix |
EOC, TMA |
|
02 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
03 |
Expand vocabulary by memorizing or recalling
synonyms, antonyms and related words for vocabulary. |
TMP, Appendix |
EOC, TMA |
|
04 |
Respond to questions regarding the events, actions
and development of the story. |
Ancillaries, TMP |
TMA |
|
Instructional Objective
0423.18 Study the social and cultural context
of piropos. |
Standard Reference
N1.1, 1.2, 2.1, 3.1, 4.1, 4.2, 5.1,
5.2
WL3.1.1.1, 1.1.4, 1.1.5, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 1.4.2,
2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2.1, 2.2.2, 3.3.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Study what piropos are and
how to react to them. |
TMP, Ancillaries |
TMA |
|
02 |
Analyze piropos and create
new statements of flattery or humor to share. |
TMP, Ancillaries |
TMA |
|
Back to Top |
|
Unit
9 |
El león
y las pulgas |
Semester 2, 4 weeks |
|
Instructional Objective
0423.19 Demonstrate understanding of the story "El
león y las pulgas." |
Standard Reference
N1.1, 1.2, 3.1, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.3.1, 1.3.2, 1.3.4,
2.1.1, 2.1.2, 2.2.1 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use reading strategies to determine the main
ideas and themes. |
DD, pp. 92-94, Appendix |
EOC, TMA |
|
02 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
03 |
Expand vocabulary by memorizing or recalling
synonyms, antonyms and related words for vocabulary. |
TMP, Appendix |
EOC, TMA |
|
Instructional Objective
0423.20 Demonstrate understanding of the importance
of the rainforest in one’s daily life. |
Standard Reference
N1.1, 1.2, 2.2, 3.1, 4.2, 5.1
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 2.1.2,
2.2.1, 2.2.2, 3.2.1, 3.3.1, 3.3.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
ACCELERATED: Use reading strategies to determine
the main ideas and themes in the non-fiction
article "La selva tropical y yo." |
DD, pp. 106-107, TMP |
TMA |
|
02 |
ACCELERATED: Investigate current issues surrounding
the world’s rainforests. |
WWW |
TMA |
|
Instructional Objective
0423.21 Form and use the four indicative perfect
tenses. |
Standard Reference
N1.1, 1.2, 1.3, 4.1, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.5, 1.2.1, 1.2.2, 1.4.1, 1.4.2, 2.1.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Form regular past participles. |
BV, p. 216, TMP |
EOC, TMA |
|
02 |
Memorize irregular past participles. |
BV p. 216, TMP, Appendix |
EOC, TMA |
|
03 |
Conjugate haber in present,
imperfect, future and conditional tenses and
combine with past participles to form perfect
tenses. |
BV, pp. 216-217, 230-233, TMP |
EOC, TMA |
|
04 |
Use present perfect verbs to express what one has or has
not done. |
BV pp. 216-217, TMP |
EOC, TMA |
|
05 |
Use pluperfect verbs to express what one had done
previously. |
BV pp. 230-231, TMP |
EOC, TMA |
|
06 |
Use future perfect verbs to express what one will
have done by various times in the future. |
BV, p. 233, TMP |
EOC, TMA |
|
07 |
Use conditional perfect verbs to express what
one would have done in various circumstances. |
BV, pp. 231-232, TMP |
EOC, TMA |
|
08 |
Use negatives words and pronouns appropriately
with perfect tense verbs. |
Appendix |
EOC, TMA |
|
09 |
ACCELERATED: Write a biography for a class reunion
newsletter telling what one has done. |
TMP |
TMA |
|
Instructional Objective
0423.22 Demonstrate understanding of the various
uses of the verbs ser and estar. |
Standard Reference
N1.1, 1.2
WL3.1.1.5, 1.2.1, 1.4.2, 2.1.1, 2.1.2, 2.1.3, 2.1.4 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Review the formation and uses of ser and estar. |
BV, pp. 122-126, TMP |
EOC, TMA, |
|
02 |
Differentiate between ser and estar in
sentences or paragraphs. |
TMP |
EOC, TMA |
|
Instructional Objective
0423.23 Recognize animal vocabulary, and describe
animals’ characteristics and habitats in Spanish. |
Standard Reference
N1.1, 1.2, 1.3, 5.1, 5.2
WL3.1.1.1, 1.1.5, 1.2.1, 1.2.2, 1.2.3, 1.3.1, 1.4.1, 1.4.2, 2.1.2, 2.1.4 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Categorize animals according to their places
of origin, using ser. |
DD, pp. 96-97, 99-101, 106-07 Appendix |
EOC, TMA |
|
02 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
03 |
Describe animal characteristics using ser, and
their habitats using ser and estar. |
TMP, WWW |
EOC, TMA |
|
04 |
Use ser and estar to
create a story description of an imaginary animal
and present orally in class. |
TMP |
TMA |
|
05 |
Identify specific animals, after listening to
their descriptions in Spanish. |
TMP |
TMA |
|
06 |
ACCELERATED: "El Animal Imaginario" Invent
an imaginary animal and describe its habits and
habitat in a written and/or oral presentation. |
TMP |
TMA |
|
Instructional Objective
0423.24 Study Spanish dichos and
proverbs. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 4.2,
5.1, 5.2
WL3.1.1.1, 1.1.4, 1.1.5, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 1.4.2,
2.1.2, 2.1.3, 2.1.4, 2.2.1, 3.3.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Read and discuss a list of Spanish sayings and
proverbs. |
TMP, Ancillaries |
TMA |
|
02 |
Illustrate a proverb to demonstrate an understanding
of its meaning. |
TMP, Ancillaries |
TMA |
|
03 |
Explain the meanings of proverbs and sayings. |
TMP, Ancillaries |
TMA |
|
04 |
Compare and contrast Spanish proverbs with other
common sayings (i.e. in English or those from
students’ native cultures). |
TMP, Ancillaries |
TMA |
|
Back to Top |
|
Unit
10 |
Las aventuras
de Juan Bobo |
Semester 2, 4 weeks |
|
Instructional Objective
0423.25 Demonstrate an understanding of the
legend, "Juan Bobo." |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.2, 4.1, 4.2,
5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3, 1.3.4,
2.1.1, 2.1.2, 2.1.3, 2.2.1, 3.1.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Use reading strategies to determine the main
ideas and themes of a legend. |
Ancillaries, Appendix |
EOC, TMA |
|
02 |
Memorize unit vocabulary. |
Appendix |
EOC, TMA |
|
Instructional Objective
0423.26 Identify previously-learned verb tenses
in reading selections. |
Standard Reference
N 1.2, 1.3, 5.1, 5.2
WL3.1.1.1, 1.1.5, 1.4.1, 1.4.2, 2.1.2, 2.2.2 |
|
01 |
Review formation of future, conditional, subjunctive
and perfect tenses |
TMP |
EOC, TMA |
|
02 |
Identify the use of verb tenses in reading selections. |
TMP, Ancillaries |
TMA |
|
03 |
Review formation of ser and estar. |
TMP |
EOC, TMA |
|
04 |
Identify the use of ser and estar in
reading selections. |
TMP, Ancillaries |
TMA |
|
05 |
ACCELERATED: Write a note of advice and/or recommendation
to the fictional character, "Juan Bobo." |
TMP |
TMA |
|
Instructional Objective
0423.27Use transitional
phrases to link ideas, to sequence actions,
and to describe the movement of people. |
Standard Reference
N1.3, 4.1, 5.1, 5.2
WL3.1.1.1, 1.1.2, 1.1.4, 1.1.5, 1.2.2, 1.2.3, 1.4.1, 1.4.2, 2.1.2 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Recognize and use transitional phrases. |
Appendix |
EOC, TMA |
|
02 |
ACCELERATED: Present the story in class using "Reader’s
Theater" or other dramatic techniques (i.e.
role play, puppet show) and incorporating transitional
phrases. |
TMP, Appendix |
TMA |
|
03 |
ACCELERATED: Retell episodes of the story using
transitional phrases. |
TMP, Ancillaries, Appendix |
EOC, TMA |
|
Instructional Objective
0423.28 Use por and para correctly. |
Standard Reference
N1.2, 4.1, 5.1, 5.2
WL3.1.1.1, 1.1.5, 1.2.1, 1.4.2, 2.1.3, 2.1.4 |
|
No.
|
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Differentiate between the usage of the prepositions por and para. |
BV, pp. 331, 334, 335, TMP |
EOC, TMA |
|
02 |
Memorize the uses of por to
communicate "on behalf of," "in
favor of," and "instead of." |
BV, p. 331, TMP |
EOC, TMA |
|
03 |
Memorize the uses of para to
express "in order to," "to be
about to," "to be ready to," and "to
be inclined to." |
BV, p. 334, TMP |
EOC, TMA |
|
04 |
Memorize the use of por with
duration of time and para to
express deadlines. |
BV, p. 332, TMP |
EOC, TMA |
|
05 |
Identify the reasons por and para are
used in specific situations, i.e. sentences and
paragraphs. |
BV, p. 336, TMP |
EOC, TMA |
|
06 |
Memorize the use of por to
express means, manner, motive and "in exchange
for." |
BV, pp. 331-335, TMP |
EOC, TMA |
|
07 |
Recognize that the verbs buscar, esperar and pedir never
require the use of por or para. |
TMP |
EOC, TMA |
|
08 |
Identify the verbs with which the use of por is
optional (i.e. durar, pagar). |
TMP |
TMA |
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|
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|
|
|
World Languages curriculum
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