Curriculum Mapping Template - vs015.k12.sd.us



Español III Curriculum Mapping

By Velda Schneider

Content Area ____Español III_/Spanish III_______________ Grade Level ___11th___

|MONTH |CONTENT |SKILLS |ASSESSMENTS |STANDARDS |

|Every |Teach Kind./1st Grade Spanish and/or go to |Recognize numbers, letters, basic words in print|Oral assessment |1.1c Recognize sounds/words/ symbol |

|Wednesday |the |and speech | |relationships in the target language |

| |computer lab. | | | |

| | | | |1.2c Use the target language to |

| | |Students will fill out weekly journals | |present a personal synthesis of ideas |

| |Journals | |Written sentences using the target |and details found in oral and written |

| | | |language. |communication. |

| | | | | |

|August |Course Syllabus | | |1.1 Communicate orally in the target |

| |Goals | | |language about past, present, or |

| |Website | | |future events |

| | |Work on a short wkst. reviewing these tenses. | | |

| | |Understand the importance of using the different| | |

|September |Officers |tenses when writing and speaking |Comprehensive quiz over different tenses.| |

| |Idiomas | | | |

| |Repasasmos sobre los tensos de: presente, | | | |

| |imperfecto, preterito, futuro, y |Read through them and highlight the most | | |

| |condicional |important ones. | |2.2b (below) |

| | | | | |

| |Verb Pink list sheet |Give vocabulary list and translate it. | | |

| | | | |2.2b Compare/contrast the reasons for |

| | |In groups translate and read aloud in Spanish | |the development of various customs, |

| | | | |beliefs, traditions and values within |

| |Read Lugares de interés turístico (pg. 2,3)|Interpeting meaning (pg.7 A-D) | |target cultures |

|September | | | | |

| | |Read handout on “The 5 Worlds of the Aztec” | | |

| |Traduzcan “El Turismo” (pg. 5 y 6) | | | |

| | |Read “Historia de Hispanoamérica” | | |

| |Answering questions. | | |3.2a Analyze proper grammatical |

| | |Go through D.O. and 4 supplemental wksts. (take | |structures of the target language. |

| | |from ch. 4) | | |

| |Do special unit on Mayans, Incas, and | | | |

| |Aztecs |Fill out vocabulary |Comprehensive assessment over the |3.3a Analyze the impact of the target |

| | | |handout. |culture’s traditions, beliefs, and |

| | |1. En el aeropuerto | |values on the home culture. |

| | |2. En el taxi | | |

| |Grammar/Estructura: D.O. Pronouns |3. En la estación de ferrocarril. | |1.2a Interpret the main ideas and |

| | | |Quiz over D.O. pronouns and understanding|details found in oral and written |

| | | |the language used. |language |

|October |Read Un Vuelo anulado |Act out these dialogues and orally present them | | |

| | |to class. | | |

| |Oral read through “Escenas” de la vida” | |Check oral language understanding of what|3.2a Analyze proper grammatical |

| | |Pronounce and orally go through them. |was read and translated. |structures of the target language |

| | | | | |

| | |Review through the preterite tense. Go through | | |

| | |–car, |Oral play presentations | |

| |Write 3 useful dialogues over “Escenas de |-gar, and –zar verbs. | | |

| |la vida” | | | |

| | |Do exercise A & B pg. 17 for review over | | |

| |Translate the blue-boxed phrases on ch. 1 |preterite tense. | | |

| |wkst. | | | |

| | |Teach irregular stem-changing preterite verbs. |Written quiz over the preterite tense. | |

| |Preterite Tense |Give handout (pg. 18 and 19) Also have them | |5.3 Analyze how different cultural |

| | |conjugate them. | |perspectives influence people’s |

| | | | |reactions to world issues and events. |

| | |Read San Ángel, pg. 21-22. | | |

| | |On ch. 1 wkst. write out vocab. Fill out Ex. A | | |

|October | |check 1-6. | | |

| | | | |4.1 Use culturally authentic texts and|

| | |Do the vocab. on ch. 1 wkst. | |media as a response for personal, |

| | |Translate and read la introducción. | |academic and professional growth. |

| | | | | |

| | |Read in Spanish and translate as a class. | |3.2c Apply knowledge of the target |

| | |Fill out the wkst. vocab. |-Discuss story for comprehension. |language syntax/grammar to increase |

| | |Do self-checks 1-8 on wkst. | |the comprehension and effective use of|

| |San Ángel |Do a wkst. on weather. | |the home language. |

| | | | | |

| | | | | |

| | |Go over ch. 1 wkst. on subjunctive. | | |

| | |Fill out conjugation sheet on all irregular and | | |

| |El Ave |regular subjunctive verbs that we will cover. | | |

| | |(pg. 36-37) |Picture comprehensive and listening quiz |4.2a Evaluate the importance of the |

| | | |over weather forecast from a newspaper |target language and culture in daily |

| | | |and on t.v. |life. |

| |El tiempo | | | |

| | |Read “La Vida Diaria” pg. 60 | | |

| | |Vocabulario (60-61) in wkst. | |3.2c Apply knowledge of the target |

| | | |Written comprehensive test over grammar. |language syntax/grammar to increase |

| | |Translate and read Débora y Hipolito. (pg. 62 & | |the comprehension and effective use of|

|November | |63) | |the home language. |

| | | | | |

| |Grammar: Subjuntivo |Translate these blue boxed phrases in your ch. 2| |4.1 Use culturally authentic texts and|

| | |wkst. | |media as a response for personal, |

| | | | |academic, and professional growth. |

| | |Do all of the wksts. from 2-7 to 2-15. | | |

| | | | | |

| | | | |4.2 Analyze the use of the target |

| | | | |language in the community, state, |

| | | |Check comprehension over written and oral|nation and world. |

|November | | |work | |

| |Start ch. 2 | | |1.4c Use a variety of language |

| | |Read the introduction and fill out the vocab. on| |strategies to convey meaning |

| | |ch. 2 wkst. | | |

| |Dos jóvenes: Débora e Hipólito | |Check sentence writing skills with these |2.4a Investigate significant artistic |

| | |Read this to students and translate it for them,|2 tenses. |contributions of the target culture. |

| |Ofeciendo comida/ Para invitar |discuss it. | | |

| | | | | |

| |Estructura: Imperfecto y préterito. |Translate and read through and students fill out| | |

| | |vocab. for this. | | |

| | | | | |

| | | |Interpreting skills of reading a | |

| | |Review over ch. 2. for test. |newspaper. Check for comprehension |2.4a Investigate significant artistic |

| | | | |contributions of the target culture. |

| | | | | |

| |El Voto Para Los Jóvenes | | | |

| | |Read this and write out vocab. in the ch. 2 | | |

| | |wkst. | | |

| | | | |3.3a Analyze the impact of the target |

| |Rebajar la edad para votar? (pg.82) |Read Sueños (Dreams pg. 94) | |culture’s traditions, beliefs, and |

| | | | |values on the home culture. |

| | |Special unit on Spanish speaking authors. | | |

| |El Primer Día de Clases |Nicanor Parra-Chileno. |Test writing, reading, oral, and | |

| | | |listening skills | |

| | |Read the intro. (96), Translate the vocab. in | | |

| | |ch. 2 wkst. Read and translate the fragment for| |4.2a Analyze the importance of the |

| | |Como AGua Para Chocolate (fragmento). (pg. |Check interpretation and comprehension |target language and culture in daily |

| |CH. 2 review |98-100) |skills on a poetry test. |life. |

| | |By Laura Esquivel | | |

| | | | | |

| | |Read chapters 1-3 and discuss/quiz | | |

|December |Poetry: Sueños/Dreams |Read chapters 4-6 and discuss/quiz | | |

| | |Read chapters 7-9 and discuss/quiz | | |

| | |Read chapters 10-12 and discuss/quiz | | |

| | | | | |

| | |Make food in celebration of “Like Water for | | |

| | |Chocolate” | |4.3 Evaluate career options and needs |

| |Author project | | |of corporation and businesses of the |

| | | | |target language and culture. |

| | | | | |

| | |Read and write out the vocab. for ch. 3 | | |

| |Como Agua Para Chocolate |(104-105) | | |

| | |Translate and read these passages and then go to| | |

| | |the internet and research these items and make |Read and have routine comprehension check|3.2c Apply knowledge of the target |

| | |brochures about them, advertising people to come|quizzes over the chapters of this novel. |language syntax/grammar to increase |

| | |and enjoy these holidays. | |the comprehension and effective use of|

| | | | |the home language. |

| | | | | |

| |Read: English version of “Like Water for | | | |

| |Chocolate” | | | |

|January | | |Check comprehension skills of reading a | |

| | |Translate the blue-boxed phrases. (3-6, 3-7) |recipe and following directions in | |

| | | |Spansih. | |

| | |(make supplemental wksts. for | | |

| | |this.)******(120-1) | | |

| | | | | |

| |Make food |(pg. 126-7 top) Go over these. | | |

| | |Give multi page handout and show how to do | | |

| | |these. | | |

| | |Fill out full wkst. | |2.4a Investigate significant artistic |

| | |Do Self-Check 3-8 after wkst. on commands. | |contributions of the target culture. |

| |Pasatimepos/Capítulo 3 | |Using a rubric I will grad the brochure | |

| |El Tiempo Libre |Go over ch. 3 wkst. (pg. 134A-C) |project |1.4c Use a variety of language |

|January |Algunos Pasatiempos, Las fiestas de San | | |strategies to convey meaning |

| |Fermín, El Carnaval |Do ex. A pg. 135. | | |

| | | | | |

| | |Pg. 139, Ex. A; A & B | | |

|February |Making a Spanish brochure | | | |

| | | | | |

| | |Vocabulary on ch. 3 wkst. | | |

| | |Read & translate “El Tango” Watch movie on | | |

| | |dancing the tango. (Teach the tango) |Grammar quiz over comprehension of | |

| | | |sentence structure using i.o. | |

| |Likes/Interests/Dislikes |Test over chapter 3. | | |

| |/Finding things boring | | | |

| | | | |4.2a Analyze the importance of the |

| |Grammar: Indirect Object Pronouns | | |target language and culture in daily |

| | | | |life. |

| |Grammar: El imperative (Commands) | | | |

| | |Read and translate the introduction (pg 152) | | |

| | |Write out the vocab. definitions on wkst. ch. 4.| | |

| | | | | |

| | |Read and translate Pasajes. | | |

| | | | |3.2c Apply knowledge of the target |

| | |(pg. 157) translate | |language syntax/grammar to increase |

| |Grammar: hace y hacía (duration of time) |Traduzcan en ingles “El Batutizo”, “El | |the comprehension and effective use of|

|March | |Matrimonio”, “El Velorio”. | |the home language. |

| |Estructura: Acabar de | | | |

| | | |Quiz over interpretation of the culture |3.2c Apply knowledge of the target |

| |Estructura: Subjunctive w/ Indefinite |Translate the blue-boxed phrases (161-2) in ch. |of this dance. |language syntax/grammar to increase |

| |Expressions |4 wkst. | |the comprehension and effective use of|

| | | | |the home language. |

| |El Tango |(study future word phrases pg. 163) Work on ch. |Check of comprehension skills dealing | |

| | |4 wkst. and extra future tense. Wkst. |with reading, wirting, grammar, oral and |3.2 Analyze how grammatical structures|

| | | |listening skills. |of the target language correlate to |

| | | | |the home language. |

| | | | | |

| |Ch. 3 Test | | |1.2c Use the target language to |

| | |(pg. 166- | |present a personal synthesis of ideas |

| | |conditional/potential tense) | |and details found in oral and written |

| | | | |communication. |

| | | | | |

| | | | |4.2a Analyze the importance of the |

| |Start Capítulo 4 | | |target language and culture in daily |

| |Eventos y Ceremonias | |Check oral and listening skills with |life. |

|April | | |rubric for comprehension and | |

| | |Wkst. dealing with D.O. and I.O. Pronouns. (pg. |pronunciation. |4.1 Use culturally authentic texts and|

| | |168-9; 170-171). | |media as a response for personal, |

| |Pasajes | | |academic, and professional growth. |

| | | | | |

| |Ceremonias familiars | | | |

| |Escenas de la vida | | | |

| | |Pick a play and do it all in Spanish and tape |Writing and conjugation test over | |

| | |it. Edit it with Pinnacle 8 software. |phrases. | |

| | | | |1.4c Use a variety of language |

| | | | |strategies to convey meaning |

| |Fórmulas | | | |

| | | | | |

| | | | | |

| | |Read and translate Vocabulario in wkst. 4. | | |

| |Estructura: Future tense | |Writing and conjugation test over | |

| | | |phrases. | |

| | | | | |

| | |Use the smartboard and translate these articles | | |

| | |(pg. 180-181) briefly for meaning. Discuss them.| | |

| | | | | |

| | | | | |

|April (cont.) | | | | |

| |Conditional/Potential Tense | |Grammar quiz over comprehension of | |

| | |Work on grammar exercises in ch. 4 wkst. |sentence structure using i.o. and d.o. | |

| | | | | |

| | | | | |

|May | |End of ch. 4 | | |

| | | |Quiz over oral comprehension of the play | |

| | | |and editing of the play with software. | |

| |Estructura: D.O. y I.O. Pronouns | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Comprehension quiz on the understanding | |

| | | |of another culture’s social skills | |

| |El teatro | | | |

| | | |Check comprehension skills of the | |

| | | |translation of a newspaper. | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Anuncios Sociales | | | |

| | | | | |

| | | | | |

| | | |Semester Test - Check of comprehension | |

| | | |skills dealing with reading, wirting, | |

| |Matrimonio, Norma de Cardona, Necrológicos | |grammar, oral and listening skills. | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Estructura: Sujuntivo con aunque, quizás, | | | |

| |tal vez, ojalá | | | |

| | | | | |

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