CURRICULUM MAP - Neshaminy School District
CURRICULUM MAP
Course Title: Spanish 3
Duration: September
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will learn to use appropriate vocabulary for air travel. |What are the proper procedures for traveling by airplane? |
|Students will be able to report past events using preterite tense |How would you report to a friend your previous travel experiences to a Spanish speaking country? |
|Students will ask and answer personal questions using the target language. |How do you interact with Spanish native speakers? |
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|Standards |Content |Skills |Assessment |
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|Communication 1.1, 1.2 |Student introductions |Create questions |Información personal – graded by rubric |
| | |Apply interrogatives |(short narrative in Spanish) |
| | |Interpret partner’s questions and respond appropriately| |
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| | |Describe travel vocabulary in Spanish | |
|Communication 1.2 |Travel/ airplane vocabulary |Organize travel plans |Vocabulary Quiz – fill-in-the-blank |
|Comparisons 4.1 | | | |
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| | |Describe events in the past | |
| |Preterite tense review: regular verbs, irregular verbs |Interpret travel vocabulary and preterite tense |Preterite quiz (fill-in-the-blank, create original |
|Communication 1.1, 1.2 |(hacer, dar, ver, ir, ser) and spelling-change verbs | |sentences, explanation of the spelling change) |
| | |Combine travel vocabulary and preterite tense | |
| | | |Type 2 writing |
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Course Title: Spanish 3
Duration: October
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will continue to relate events in the past using preterite tense. | |
|Students will learn to discuss future events | |
|Students will learn vocabulary necessary to visit museums |You are traveling to Chicago and you will visit various restaurants and museums related to Hispanic culture, What will you see |
|Students will begin to explore Puerto Rican food |and what will you eat? |
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|Standards |Content |Skills |Assessment |
|Communication 1.2 |Travel vocabulary (continued) |Apply vocabulary and the preterite tense through |Oral assessment (graded by rubric) |
|Comparisons 4.1 | |dialogues | |
| | | |Exam: (listening comprehension, reading comprehension. |
|Communication 1.1, 1.2 |Preterite tense (continued) | |true and false, short answer, fill-in-the-blank, |
| | | |multiple choice) |
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| | | |El postal: written assessment graded by rubric. |
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|Communication 1.1, 1.2 |Future tense |Identify and apply the future tense in spoken and |Quiz on future tense: fill-in-the-blank and write |
| | |written form. |original sentences. |
| | |Describe events in the future. | |
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|Communication 1.2 | |Describe museum and food vocabulary in Spanish. | |
|Cultures 2.1 |Museum/food vocabulary | | |
|Comparisons 4.1, 4.2 | | | |
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Course Title: Spanish 3
Duration: November
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will use their prior knowledge of Day of the Dead to create crafts and | |
|better understand the cultural implications of this celebration. |What media vocabulary can you recognize as you are watching an authentic news program or reading a magazine or newspaper? |
|Students will continue to practice and utilize the preterite tense focusing on the | |
|irregular forms. |How would you relate the information that you acquired using the preterit tense? |
|Students will review stem changing verbs in present tense. | |
|Students will recognize authentic media vocabulary in spoken and written | |
|communication. |Can you correctly use “saber” and “conocer”? |
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|Standards |Content |Skills |Assessment |
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|Communication 1.2 |Museum/food vocabulary (continued) |Describe museum and food vocabulary in Spanish |Vocabulary quiz (fill-in-the-blank) |
|Cultures 2.1 | | |Type 1 writing |
|Comparisons 4.1, 4.2 | | |Type 2 writing |
| | |Create a Mexican mask and write and accompanying |Oral assessment graded by rubric |
| |Día de los Muertos |paragraph in the past tense | |
|Cultures 2.1, 2.2 | | | |
|Comparisons 4.2 | |Apply previously learned travel vocabulary and | |
| |Recycle travel vocabulary and preterite tense |preterite tense. | |
|Communication 1.1, 1.2 | | | |
|Communication 1.2 | |Apply stem-changing verbs | |
|Comparisons 4.1 |Review stem-changing verbs in the present tense | | |
| | |Comprehend and generate a dialog | |
|Communication 1.1, 1.2 | | | |
| |Irregular preterite tense verbs |Identify and apply the irregular preterite in spoken | |
| | |and written form | |
| | | |Quiz – irregular preterite (fill-in-the-blank) |
|Communication 1.1, 1.2 |Media vocabulary | | |
| | |Describe media vocabulary in Spanish | |
| | | |Quiz - vocabulary (fill in the blank) |
|Communication 1.2 |Uses of saber and conocer |Identify and apply the differences between saber and | |
| | |conocer and apply them | |
| | | |Quiz – saber and conocer (fill in the blank) |
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| | | |Exam – (Listening comprehension, reading comprehension, |
| | | |true and false, short answer, fill-in-the-blank) |
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Course Title: Spanish 3
Duration: December
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will continue practicing and mastering the preterite tense. | |
|Students will apply previous knowledge of stem changing verbs to the preterite tense.|How would you relate the information that you acquired using the preterite tense? |
|Students will review noun adjective agreement through the use of nationalities |Can you correctly use gender and number with adjectives of nationality? |
|vocabulary. |What holidays will you encounter during December and January in Spanish speaking countries? |
|Students will learn about December holiday culture though singing villancicos | |
|(Spanish Christmas Caroles) | |
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|Standards |Content |Skills |Assessment |
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|Communication 1.2 |Media vocabulary |Identify and apply media vocabulary |Vocabulary quiz (fill in the blank) |
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| | |Compare and contrast the uses of the verbs saber and | |
| |Uses of saber and conocer (continued) |conocer and apply them |Quiz – saber and conocer – (fill in the blank) |
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| | |Describe nationalities in Spanish | |
| |Nationalities (review adjective noun agreement) | | |
|Communication 1.2 | | | |
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| | |Identify and apply stem-changing verbs in the | |
| |Stem-changing verbs in the preterite tense |preterite |Quiz – stem-changing verbs (fill-in-the-blank) |
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|Communication 1.2 | | |Exam (Listening comprehension, reading comprehension, |
| | | |short answer, true and false, and fill-in-the-blank). |
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| |Culture – holiday songs in Spanish | | |
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|Cultures 2.1 | | | |
|Connections 3.2 | | | |
Course Title: Spanish 3
Duration: January
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will be introduced to a Spanish fable in order to enhance reading | |
|comprehension in the target language. | How do use reflexive verbs in Spanish? |
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|Students will be introduced to imperfect tense through childhood activity and family |How do you relate in the past using the imperfect tense speaking about childhood experiences |
|relationship vocabulary. |and family relationships ? |
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|Students will review reflexive verbs using new vocabulary. |What are the characteristics of a fable? |
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|Standards |Content |Skills |Assessment |
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|Communication 1.1 |Media Vocabulary |Comprehend and generate a dialog |Dialog (graded by rubric) |
| |Preterite | | |
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|Communication 1.2 |Review of Vocabulary and Grammar |Specific skills generated in the September, October, |Article for the Playwickian (graded by rubric) |
|Communication 1.3 | |November and December maps | |
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| | |Illustrate a segment of the story |Story map (summarize the story, explain the moral, |
|Communication 1.2 |Fable – Tío Zorro |Create a story board through listening to the story |identify important vocabulary, draw a picture, and |
|Connections 3.1 | |Summarize the story in Spanish |write an original sentence) |
|Cultures 2.1 | |Interpret, summarize, analyze, and infer lesson of |Quiz – Tío Zorro (multiple choice) |
| | |Spanish fable | |
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| | | |Comprehensive Exam – multiple choice, and true and |
| |Childhood activity/ family relationship vocabulary | |false. |
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| | | |Vocabulary quiz – (fill in the blank) |
| | |Describe childhood experiences | |
| |Imperfect tense |Describe the family | |
|Communication 1.1, 1.2 | | | |
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| |Reflexive verbs (review) |Identify and apply imperfect tense in spoken and | |
| | |written form | |
|Communication 1.1, 1.2 | | | |
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| | |Apply reflexive verbs to the imperfect tense | |
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|Communication 1.1 | | | |
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CURRICULUM MAP
Course Title: Spanish 3
Duration: February
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will use the imperfect tense to describe feelings and emotions. |How can you talk about prior feelings and emotions? |
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|Students will learn about Aztec culture by reading about Teotihuacán. |What do you know about the Aztecs? |
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|Standards |Content |Skills |Assessment |
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|Communication 1.1, 1.2 |Continue imperfect tense |Describe feelings using the imperfect tense and |Quiz – imperfect tense and reflexive verbs (fill in the|
| | |reflexive verbs |blank) |
|Communication 1.1 |Vocabulary expressions with tener | | |
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|Communication 1.1 |Use of reflexive verbs in the imperfect tense |Compose sentences describing childhood activities | |
| | |using imperfect tense. | |
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| |Teotihuacán (reading) |Identify the main idea of each paragraph in reading | |
|Communication 1.2 | |about Teotihuacán |Quiz – Teotihuacán (true and false) |
|Comparisons 4.2 | | | |
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| |Culture (the Aztecs) | | |
|Cultures 2.1 | | | |
|Connections 3.1 | | | |
|Comparisons 4.2 | | | |
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CURRICULUM MAP
Course Title: Spanish 3
Duration: March
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will be able to compare and contrast the use of preterite and imperfect | |
|tenses. |Did you know there are TWO past tenses in Spanish? |
|Student will be able to compare and contrast family celebrations. |Do you when to use the preterite or the imperfect tense? |
|Students will read and discuss an Aztec legend. |Do you know when a piñata is traditionally used? |
| |What is a legend? |
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|Standards |Content |Skills |Assessment |
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|Communication 1.2 |El Monte de Nuestro Alimento (reading) |Identify the problem and the resolution in the Aztec |Story map (identify vocabulary, problem, and |
|Cultures 2.1 | |legend |resolution, illustrate a scene) |
|Connections 3.2 | |Restate the story in simple terms in Spanish |Quiz – El Monte de Nuestro Alimento (short answer) |
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| | | |Quiz – vocabulary (fill in the blank) |
| |Vocabulary – family celebrations |Describe childhood celebrations in Spanish | |
|Communication 1.2 | | | |
| | |Identify the cue words to indicate the correct past |Quiz – cue words (matching) |
| |The preterite versus the imperfect tense |tense use | |
|Communication 1.2 | |Compare and contrast the preterite and the imperfect | |
| | |tenses | |
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Course Title: Spanish 3
Duration: April
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will continue to compare and contrast the preterite and the imperfect |What do you like to do after dining out? |
|tenses. |What do verbs like molestar, faltar, fascinar and encantar have in common with gustar? |
|Students will use verbs like gustar. |Have you learned anything about the preterite or imperfect yet? |
|Students will write a dialogue taking place in a restaurant. | |
|Students will talk about what they can do after going to a restaurant. | |
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|Standards |Content |Skills |Assessment |
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|Communication 1.2 |Preterite versus imperfect tense (continued) | |Quiz – preterite versus imperfect (fill in the blank) |
| | | |Exam – preterite versus imperfect (fill in the blank, |
| | | |and create story based on pictures using the preterite |
| | | |and imperfect tenses) |
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| | | |Quiz – vocabulary (fill in the blank) |
| |Restaurant/ Fine arts and expanded food vocabulary | | |
|Communication 1.2, 1.3 | |Identify and apply vocabulary in spoken and written | |
| | |form | |
| |Direct and indirect object pronouns (review) | | |
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|Communication 1.2 | |Identify and apply direct and indirect object pronouns | |
| |Verbs like gustar | | |
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| | |Identify and apply indirect object pronouns with verbs | |
|Communication 1.2 | |like gustar | |
Course Title: Spanish 3
Duration: May
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will write a restaurant dialogue. |What happened to Miguelin in Caracas and what did he learn during his adventure? |
|Students will read a fable. |Do you know how to say “ago” in Spanish? |
|Students will express “….. ago”. |If you travel to a Spanish speaking country, how will you communicate your medical needs? |
|Students will use talk about what parts of the body hurt them and other people and | |
|other medical problems/solutions. | |
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|Standards |Content |Skills |Assessment |
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|Communications 1.2, 1.3 |Producing a written restaurant dialog using |Apply vocabulary and grammar to a restaurant situation |Written script (graded by rubric) |
| |vocabulary and grammatical structures taught in the | | |
| |chapter |Compare and contrast city life versus country life in |Quiz – Miguelín (true and false) |
| | |Spanish | |
| |Miguelín (story) |Organize a series of pictures based on listening |Comprehensive Exam (Listening comprehension, reading |
|Communication 1.2 | |comprehension |comprehension, multiple choice, and true and false) |
|Cultures 2.1 | |Identify the preterite tense and the imperfect tense in | |
|Connections 3.1 | |the story |Quiz – vocabulary (fill-in-the-blank, and label picture |
| |Body parts / doctor’s office vocabulary |Compare and contrast the use of the preterite tense and |) |
|Communication 1.2, 1.3 | |the imperfect tense in the story | |
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| |Hacer expressions with time | |Quiz – hacer with expressions of time (short answer) |
| | |Identify and apply health concerns in a medical scenario| |
|Communication 1.2 | | | |
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| | |Express how long ago an event occurred | |
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CURRICULUM MAP
Course Title: Spanish 3
Duration: June
| Big Ideas/ Enduring Understanding | | Essential Questions | | |
|Students will be introduced to the concept of the subjunctive and its use with |Do you know how to take a multiple choice test? |
|impersonal expressions. |Is there such a thing as the subjunctive in English? |
|Students will talk about the beach. |You are traveling to the beach, what do you see? What do you need to take with you? |
|Students will learn test-taking skills. | |
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|Standards |Content |Skills |Assessment |
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|Communication 1.2 |Subjunctive with impersonal expressions |Identify impersonal expressions |Quiz – subjunctive (fill in the blank, and compose |
| | |Apply the subjunctive tense with impersonal |original sentences) |
| | |expressions | |
| | |Compose original sentences using the subjunctive | |
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| |Beach vocabulary |Identify and apply beach and summer activity | |
|Communication 1.2 | |vocabulary |Quiz – vocabulary (Follow directions, draw and label a |
| | | |picture) |
| |Test-taking skills | | |
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| | | |Final exam (listening comprehension, reading |
| | | |comprehension, multiple choice, and true and false) |
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