CURRICULUM MAP FOR [course]



CCSS CURRICULUM MAP Spanish 3

|First Grading Period |Second Grading Period |Third Grading Period |Fourth Grading Period |

|KEY CONCEPTS- |KEY CONCEPTS |KEY CONCEPTS |KEY CONCEPTS |

|The present tense |The Imperfect tense |The media and the community. |Describing others. |

|The preterit tense |Both past tenses together. |Commands & pronouns. |Professions. |

|Vocabulary for talking about selves |Differences in past tenses. |Impersonal expressions Passive voice |Conjugate in subjunctive mood |

|Effective ways to learn vocabulary and grammar |Ancient cultures in Latin America. |Environment & issues |Uses of subjunctive mood |

|Effect culture has on language |Family relationships |Talking about the future |Effect culture has on language |

|Poetry in Spanish. |Community service |Para vs. Por |Describe heroes |

|Camping Vocabulary. |Familiar and formal commands |Effect culture has on language |The culture of the Caribbean. |

|Comprehending authentic written and spoken |Effect culture has on language |Comprehending authentic written and spoken |Comprehending authentic written and spoken |

|Spanish. |Important Hispanics in USA. |Spanish. |Spanish. |

|Writing multiple sentences in Spanish. |Comprehending authentic written and spoken |Writing compositions in Spanish. |Writing compositions in Spanish. |

|Oral communication |Spanish. |Oral Communication |Oral Communication |

| |Writing paragraphs in Spanish. | | |

| |Oral Communication | | |

|UNIT CONTENTS | | | |

|Vocabulary: | |UNIT CONTENTS | |

|* Description |UNIT CONTENTS |Vocabulary: |UNIT CONTENTS Vocabulary: |

|* People and Places. |Vocabulary: |* The media and the community. |* Social conscience and awareness. |

|* Daily Routine. |* Family and Relationships. |* The environment and environmental concerns |* Environmental concerns. |

|* Comparisons. |* At the beach. |and solutions. |* Description of people. |

|* Camping and outdoors. |*Volunteer activities and | |* Professions |

| |projects. | |* Expressions of emotions, wishes and desires. |

|Grammar: |* Getting others involved in helping the |Grammar: |Grammar: |

|*Verbs like gustar |community. |* Commands with pronouns. |* The present subjunctive- regular & irregular |

|* Interrogative words. | |*Double object pronouns. |verbs. |

|* Present tense of all verbs. |Grammar: |* Impersonal expressions + infinitives. |* Subjunctive with Ojala and impersonal |

|* Reflexive verbs. |* Imperfect tense. |* Impersonal “se” construction. |expressions. |

|* Ser vs. estar. |* Preterite vs. imperfect. |*The future tense . |* Subjunctive with verbs of influence, doubt |

|* Saber vs. conocer |* Familiar commands- affirmative and negative. |* Compare and contrast para vs. por |and emotion. |

|* Comparatives. |* Formal commands and plural commands. | | |

|* Preterite of all verbs. |* Making polite requests. | | |

| | | | |

| | |Reading and Culture: | |

| | |* Cesar Chavez and braceros. | |

| | |* Read “En la Ocho y la Doce.” |Reading and Culture: |

|Reading and Culture: |Reading and Culture: |* Effect of endangered species on environment. |*Panama Canal & Panama. |

|*Music and life of Juanes. |* Read excerpt from “Como Agua Para Chocolate” |* Central American countries, culture and |* Read “La Tristeza del Maya.” |

|* Legends from Mexico. |and compare to the movie. |geography. |* Mayan influence in Central America. |

|* Hispanic foods. |* “El Museo del Barrio” | |* The Caribbean culture. |

|* Mexico and what it has to offer for tourism |* Influence Hispanics have on our culture in |ACTIVITIES AND ASSESSMENTS |* Story of Roberto Clemente. |

|* Geography and history of Mexico. |every walk of life. |* Listening comprehension activities. |* Music of Juan Luis Guerra |

|* Poetry of Octavio Paz. |* Latin music in USA. |* Reading comprehension activities. | |

| | |*Grammar practice and writing activities. |ACTIVITIES AND ASSESSMENTS |

|ACTIVITIES AND ASSESSMENTS |ACTIVITIES AND ASSESSMENTS |* Readings and discussions about Hispanics in |* Listening comprehension activities. |

|* Listening comprehension activities. |* Listening comprehension activities. |USA. |* Reading comprehension activities. |

|* Reading comprehension activities. |* Reading comprehension activities. |* React to Cesar Chavez and the bracero |*Grammar practice and writing activities. |

|*Grammar practice and writing activities. |*Grammar practice and writing activities. |movement. |* Talk tests. |

|* Talk tests. |* Talk tests. |* Composition and discussion (talk test)- |* Speaking activities- discuss professions and |

|* Numbers quiz. |* Speaking activities- describe a past vacation|famous Hispanic in USA. |use the subjunctive mood. |

|* Verb and vocabulary quizzes. |and family. |*Think-Pair-Share about the environment using |* Write description of an admired person and a |

|* Discuss daily routine and compare with a |* Create a postcard using vocabulary and the |the future tense. |paragraph using the subjunctive. |

|partner. |preterit. |* RAFT project. |* Lesson quizzes and tests. |

|* Poetry project- Octavio Paz |* Create a family tree. |* Unit quizzes and exams. |* Journals. |

|* Create a menu. |* Think- Pair-Share- Community service. |* Journals. | |

|*Think-pair-share |* Write an article in Spanish about a clean-up | | |

|about camping and the outdoors (nature.) |event. | | |

|* Preliminary lesson exam. |* Lesson quizzes and unit test. | | |

|* Journals. |* Journals. | | |

|MONTH |UNIT CONTENTS |SKILLS |ACTIVITIES/ASSESSMENTS |

| |Vocabulary: |* Describe self and others. |* Listening comprehension activities. |

|September |* Description |* Use vocabulary to discuss daily routines. |* Reading comprehension activities. |

| |* People and Places. |* Compare people and things. |*Grammar practice and writing activities. |

| |* Daily Routine. | |* Talk tests. |

| |* Comparisons. |* Create questions and answer questions- asking for basic |* Numbers quiz. |

| | |information by using interrogative words, verbs and gustar.|* Verb and vocabulary quizzes. |

| |Grammar: |* Greet others and introduce selves and express likes and |* Discuss daily routine and compare with a partner. |

| |*Verbs like gustar |dislikes and discuss preferences. |* Create a menu. |

| |* Interrogative words. |* Recall meaning of, conjugate and apply regular and |* Preliminary lesson exam. |

| |* Present tense of all verbs. |irregular verbs. |* Journals. |

| |* Reflexive verbs. |.* Describe a person’s conditions, location and what they | |

| |* Ser vs. estar. |are doing using estar. | |

| |* Saber vs. conocer | | |

| |* Comparatives. |* Read about Juanes and his career. | |

| | |*Listen to and interpret songs by Juanes. Discuss their | |

| |Reading and Culture: |meaning. | |

| |*Music and life of Juanes. |* Describe landmarks in Mexico. | |

| |* Hispanic foods. | | |

| |* Mexico and what it has to offer for tourism | | |

| |Vocabulary: |* Apply vocabulary to describe people, places, and things. |* Listening comprehension activities. |

|October |* Camping vocabulary. |* Discuss the outdoors and camping. |* Reading comprehension activities. |

| |* Outdoor activities. | |*Grammar practice and writing activities. |

| |* Talking about the past. | |* Talk tests. |

| | |* Talk about actions that occurred in the past using |* Verb and vocabulary quizzes. |

| |Grammar: |correctly the preterit tense. |* Poetry project- Octavio Paz |

| |* Preterit of regular verbs. |* Conjugate regular and irregular verbs in the preterit. |*Think-pair-share |

| |* Preterit of irregular & stem –changing verbs. | |about camping and the outdoors (nature.) |

| | |* Describe Mexico and all it has to offer. |* Unit 1 lesson 1 exam. |

| |Reading and Culture: |* Read and discuss poetry. |* Journals. |

| |* Legends from Mexico. | | |

| |* Tourism in Mexico. | | |

| |* Geography and history of Mexico. | | |

| |* Poetry of Octavio Paz. | | |

| |Vocabulary: |* Describe family members. |* Listening comprehension activities. |

|November |* Family and Relationships. |* Discuss family and relationships. |* Reading comprehension activities. |

| |* At the beach- vacations. |* Describe family vacations and the beach. |*Grammar practice and writing activities. |

| |* Vocabulary associated with narration in the past. | |* Talk tests. |

| | | |* Speaking activities- describe a past vacation and |

| |Grammar: |* Conjugate verbs in the imperfect and understand this |family. |

| |* Imperfect tense. |tense. |* Create a postcard using vocabulary and the preterit. |

| |* Preterite vs. imperfect. |* Compare and contrast preterit and imperfect tenses and |* Create a family tree. |

| |* Narration in the past. |narrate in the past using the correct tense. |* Lesson quizzes and unit test. |

| | | |* Journals. |

| |Reading and Culture: |* Continue Mexico – geog. and culture | |

| |* Read excerpt from “Como Agua Para Chocolate” and compare |* Read and discuss part of a short story in Spanish. Watch| |

| |to the movie. |an excerpt of a movie in Spanish. | |

| |* Compare our family relationships to Hispanic family | | |

| |roles. | | |

| |* Discuss touristic destinations in Mexico. | | |

| |* Geography and culture of Mexico. | | |

| |Vocabulary: |*Describe volunteering and helping out in the community. |* Listening comprehension activities. |

|December |*Volunteer activities and |* Persuade others to help out by making requests and |* Reading comprehension activities. |

| |projects. |recommendations. |*Grammar practice and writing activities. |

| |* Getting others involved in helping the community. | |* Talk tests. |

| | | |* Think- Pair-Share- Community service. |

| |Grammar: |* Create and apply commands in all forms. |* Write an article in Spanish about a clean-up event. |

| |* Familiar commands- affirmative and negative. |* Understand tú vs. Usted. |* Lesson quizzes and unit test. |

| |* Formal commands and plural commands. |* Use “podria” to make polite requests. |* Journals. |

| |* Making polite requests. | | |

| | | | |

| | | | |

| |Reading and Culture: |* Read about the influence of Hispanics in the USA and | |

| |* “El Museo del Barrio” |identify their contributions in music, art and other areas.| |

| |* Influence Hispanics have on our culture in every walk of| | |

| |life. | | |

| |* Latin music in USA. | | |

| | | | |

|January |Vocabulary: |* Apply new vocabulary associated with the media and |* Listening comprehension activities. |

| |* The media and the community. |understand the influence of the media. |* Reading comprehension activities. |

| |* How the media supports community service. | |*Grammar practice and writing activities. |

| | | |* Readings and discussions about Hispanics in USA. |

| |Grammar: |* Understand direct and indirect object pronouns as well as|* React to Cesar Chavez and the bracero movement. |

| |* Review of all commands |double object pronouns. |* Composition and discussion (talk test)- famous Hispanic |

| |*Use commands with pronouns. |* Use pronouns with commands. |in USA. |

| |* Double object pronouns. |* Use impersonal expressions with infinitives to express |* Unit quizzes and exams. |

| |* Impersonal expressions + infinitives. |opinions. |* Journals. |

| |* Impersonal “se” construction. | | |

| | |* Understand the importance of the bracero movement and | |

| |Reading and Culture: |César | |

| |* Cesar Chávez and braceros. |* Discuss immigration of Cuban Americans to USA. | |

| |* Read “En la Ocho y la Doce.” | | |

| |Vocabulary: |*Describe the environment and identify new vocabulary |* Listening comprehension activities. |

|February |* The environment. |words. |* Reading comprehension activities. |

| |*Environmental concerns and solutions. |*Describe solutions for environmental problems. |*Grammar practice and writing activities. |

| | | |*Think-Pair-Share about the environment using the future |

| |Grammar: | |tense. |

| |*The future tense formation. |*Talk about the future using the future tense. |* RAFT project about Central America. |

| |* Use the future tense to talk about the future. | |* Unit quizzes and exams. |

| | | |* Journals. |

| |Reading and Culture: |* Read and discuss short stories. | |

| |* Effect of endangered species on environment. |* Discuss the Maya and their contributions to Latin | |

| |* Central American countries, culture and geography. |America. | |

| | |* Discuss the environment and its problems. Compare | |

| | |problems in Latin America to ours. | |

| |Vocabulary: |*Describe solutions for environmental problems. | |

|March |* Social conscience and awareness. |* Apply vocabulary relating to social themes and conscience|* Listening comprehension activities. |

| |* Environmental concerns. |of society. |* Reading comprehension activities. |

| | | |*Grammar practice and writing activities. |

| |Grammar: |* Compare and contrast para and por. |* Readings and discussions about the cultures of Central |

| |* Compare and contrast para vs. por |* Use the future tense to discuss how the world will be. |America. |

| |* Use the future tense to discuss our future. | |* Debates about the environment using the future tense and |

| | | |para vs. por. |

| |Reading and Culture: |* Read and discuss short stories. |* Discuss effects of Panama canal. |

| |* Effect of endangered species on environment. |* Describe the Panama canal- its benefits and drawbacks. |* RAFT project. |

| |* Central American countries, culture and geography. |* Discuss the influence of the Maya in Central America. |* Unit quizzes and exams. |

| |*Panama Canal & Panama. | |* Journals. |

| |* Read “La Tristeza del Maya.” | | |

| |* Mayan influence in Central America. | | |

| |Vocabulary: | |* Listening comprehension activities. |

|April |* Description of people. |*Describe other people. |* Reading comprehension activities. |

| |* Professions |*Name professions in Spanish. |*Grammar practice and writing activities. |

| |* Expressions of emotions, wishes and desires. |. |* Talk tests. |

| | | |* Speaking activities- discuss professions and use the |

| |Grammar: | |subjunctive mood. |

| |* Compare and contrast indicative and subjunctive moods. |*Use the subjunctive mood correctly with UWEIRDOS. |* Give advice to a friend using the subjunctive mood. |

| |* Conjugation in the present subjunctive- regular & |* Compare and contrast subjunctive and indicative. |* React to daily situations using subjunctive. |

| |irregular verbs. |* Express wishes and hopes with the subjunctive mood. |* Lesson quizzes and tests. |

| |* Subjunctive with Ojalá and impersonal expressions. |* Review comparatives and use comparatives. |* Journals. |

| |* Use subjunctive for reactions. |* Use subjunctive to express feelings. | |

| | | | |

| |Reading and Culture: |* Read about and understand the Caribbean- its culture, | |

| |* The Caribbean culture. |people and history. | |

| |* Story of Roberto Clemente. |* Describe Roberto Clemente. | |

| |* Music of Juan Luis Guerra |* Discuss music and career of Juan Luis Guerra. | |

| | | | |

| | | |* Listening comprehension activities. |

|May |Vocabulary: |*Describe other people. |* Reading comprehension activities. |

| |* Continue with professions and employment. |*Name professions in Spanish. |*Grammar practice and writing activities. |

| |* Expressions of emotions, wishes and desires. | |* Talk tests. |

| | | |* Present desired profession and state why. |

| |Grammar: | |* Write description of an admired person and a paragraph |

| |* The present subjunctive- regular & irregular verbs. |*Use the subjunctive mood correctly with UWEIRDOS. |using the subjunctive. |

| |* Compare the subjunctive and indicative moods. |* Express wishes and hopes with the subjunctive mood. |* Give advice using the subjunctive. |

| |* Subjunctive with verbs of influence, doubt and emotion.|* Use subjunctive to express feelings and doubts. |* Lesson quizzes and tests. |

| | |* Give orders and advice with the subjunctive mood. |* Journals. |

| | | | |

| |Reading and Culture: | | |

| |* The Caribbean culture. |* Read about and understand the Caribbean- its culture, | |

| |* Poetry of the Caribbean. |people and history. | |

| |* African influences in Caribbean. |* Read about and describe the American Dream. | |

| | |* Read short stories and poems from writers from the | |

| | |Caribbean. | |

| | | | |

| | | | |

| |*Pull all subjunctive rules and uses together. |* Use subjunctive in all forms to express doubts, wants, |*Subjunctive exam. |

|June |*Explore Hispanic foods. |needs, emotions and to give advice. |*Recipe project. |

| | |* Prepare a dish to share with the class. | |

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