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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