COURSE of STUDY for Spanish III

Hazlet Township Public Schools

COURSE OF STUDY FOR Spanish III

August 2018 Renata Klein

COURSE TITLE: Spanish III

GRADE(S): 9-12 UNIT NUMBER AND TITLE: Preliminary Lesson: Lección preliminar BRIEF SUMMARY OF UNIT: A review of vocabulary and structures from Spanish II for discussing everyday activities, narrating in the past, expressing preferences, talking about health, technology, and homes.

SUGGESTED TIMELINE: 8 lessons (3 weeks)

*The suggested timeline is subject to change as teachers and program supervisors find necessary. LINK TO CONTENT STANDARDS: World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand: Interpretive Mode The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences to: ● Identify the main idea and some supporting details when reading. ● Understand the gist and some supporting details of conversations dealing with everyday life. ● Infer the meaning of some unfamiliar words when used in familiar contexts. 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words in culturally authentic materials using electronic information and other sources related to targeted themes. 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response. 7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s). 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. 7.1.NH.A.7 Occasionally infer the meaning of a few unfamiliar words in highly contextualized situations. 7.1.NH.A.8 Identify some unique linguistic elements in English and the target language.

COURSE TITLE: Spanish III

o Ask for and give permission. o Express needs. o Give reasons. o Request, suggest, and make arrangements. o Extend, accept, and decline an invitation. o Express an opinion and preference.

7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and targeted themes. 7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom and cultural activities. 7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions. 7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations. 7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.

Strand: Presentational Mode

The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to: ● Handle simple transactions related to everyday life: o Express needs. o Give reasons. o Express an opinion and preference. o Request and suggest. 7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich presentation to be shared virtually with a target language audience. 7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing. 7.1.NH.C.3 Describe in writing people and things from the home and school environment. 7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s) and identify how the products and practices are derived from the cultural perspectives.

Cultural Content Statement across all strands: ● The study of another language and culture deepens understanding of where and how people live and why events occur. ● The amount of leisure time available and how it is spent varies among cultures. ● Current trends and issues influence popular culture.

COURSE TITLE: Spanish III

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

● How do we talk about our daily activities? A: STUDENTS WILL KNOW: ● How do we narrate what happened in the STUDENTS WILL: ● Vocabulary for everyday activities, health past? and medical conditions, technology and Be informally assessed: ● How do we describe our likes and electronics, and houses and apartments dislikes? ● in-class dialogue writing and presentation ● Preterite Tense ● How do we talk about our health and ● in-class collaborative work ● Direct and Indirect Object Pronouns medical conditions? ● online homework assignments with at least ● gustar and similar verbs ● How do we describe our houses or 65% accuracy ● Imperfect Tense apartments? ● speaking in target language ● Constructions with se ● What is the importance of celebrations? ● listening comprehension ● Reciprocal reflexives What values do they reflect? ● reading comprehension ● Relative pronouns GUIDING QUESTIONS: ● The Present Subjunctive with verbs of will Be formally assessed: and influence ● How do we use Preterite and Imperfect ● Diagnostic Writing Assessment: Write a ● Popular festivals in Spain and Latin Tenses to talk about past events? letter to a friend, describing a dream you America recently had. ● How do we use verb gustar and similar verbs to express preferences? B: STUDENTS WILL UNDERSTAND THAT: ● Preterite and Imperfect Tenses are the two ● How do tell others what we want them to simple past tenses in Spanish, but they are do? not interchangeable ● What linking words can we use to make ● We use verb gustar and similar verbs to our writing more complex? express our preferences, likes, and dislikes ● Object Pronouns are used to avoid ● What are some of the popular festivals in repetition of nouns in speech Spain and Latin America? ● Impersonal se is used to express passive voice, se can also be used to express accidental events

● Reciprocal reflexives are used to tell what we do with/for each other ● We use relative pronouns to link two

simple sentences to make them more complex and better flowing. ● We use expressions of will and influence with Subjunctive when we want someone else to do something

COURSE TITLE: Spanish III

C: STUDENTS WILL BE ABLE TO: ● Identify themselves and others ● Describe people and things ● Compare summer activities in latin America and in the US

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Teacher will preview the essential questions and connect them to learning throughout the unit. ● Teacher will review the Preterite Tense of regular, irregular, and stem-changing verbs. ● Students will complete fill-in the blank activities to practice conjugations of verbs in Preterite Tense and talk about what they did yesterday, last weekend, last year, etc. ● In pairs, students will write a paragraph summarizing their favorite movie, using Preterite Tense. ● Teacher will review Indirect Object Pronouns and their use with verbs like gustar, Direct Object Pronouns, and double object pronouns. ● Students will complete individual and pair activities to practice expressing likes, dislikes, interests, etc. using verbs like gustar and indirect object pronouns. ● Students will complete fill-in the blank activities replacing direct and indirect object nouns with pronouns. ● Teacher will review the Imperfect Tense, its uses, compared to the Preterite Tense. ● Students will complete objective activities about health and medical conditions to narrate in the past, using Preterite and Imperfect Tenses. ● Teacher will review Constructions with se. ● Students will practice expressing accidental events and using passive constructions with impersonal se. ● Teacher will review reciprocal reflexive verbs. ● Students will practice expressing what they do for each other, using reciprocal reflexive verbs. ● Teacher will review relative pronouns and conduct an activity where students practice using que, quien, and lo que. ● Teacher will review Present Subjunctive with verbs of will and influence. ● Students will complete activities to expressing what they want others to do. ● Student will read about several popular festivals in Spain, about Medellín’s Feria de las Flores, and learn vocabulary related to fairs and celebrations. ● Students will complete comprehension activities based on the readings. ● Students prepare and present a 2 minute presentation comparing and contrasting a celebration that they just read about and a celebration in the U.S.. What values do these celebrations reflect? ● In small groups, students will prepare a skit about a group of friends having a dinner party and talking about their day. Students will integrate the structures and the vocabulary from the preliminary lesson. Resources: ● Senderos 3. Boston, Massachusetts: Vista Higher Learning, 2018 ● Senderos 3 Companion Supersite: https://www.vhlcentral.com ● Senderos 3 ancillary materials, including MP3 files, video files, animated tutorials, and webquests ● quizizz.com, edpuzzle.com, kahoot.com, socrative.com. duolingo.com. newsela.com, vhlcentral.com, and quia.com websites

COURSE TITLE: Spanish III

UNIT NUMBER AND TITLE: Lesson 1: La naturaleza BRIEF SUMMARY OF UNIT: Talking about and discussing the environment, and expressing your beliefs and opinions about issues.

SUGGESTED TIMELINE: 14 lessons (6 weeks)

COURSE TITLE: Spanish III

● Handle simple transactions related to everyday life: o Initiate, maintain, and end a conversation. o Ask for and give permission. o Express needs. o Give reasons. o Request, suggest, and make arrangements. o Extend, accept, and decline an invitation. o Express an opinion and preference.

Strand: Presentational Mode

Cultural Content Statement across all strands: ● Human and animal migration are often related to the availability of resources and the ability to adapt to the environment.

COURSE TITLE: Spanish III

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

● How do people talk about the A: STUDENTS WILL KNOW: environment? STUDENTS WILL: ● terms to describe nature, the environment, ● How do people express beliefs and conservation, and recycling Be informally assessed: opinions? ● the Andes mountain range ● What are some features of mountain ● in-class dialogue writing and presentation ● Colombia’s Santa Marta mountain range ranges in South America? ● in-class collaborative work ● Subjunctive with verbs and expressions of ● online homework assignments with at least GUIDING QUESTIONS: emotion 65% accuracy ● Subjunctive with verbs and expressions of ● Where do you live, in a city, in the ● speaking in target language doubt, denial, and disbelief outskirts, or in the country? ● listening comprehension ● Expressions of certainty ● reading comprehension ● Where can you go camping, mountain ● subjunctive with conjunctions in adverbial climbing near where you live? clauses Be formally assessed: ● a public service announcement for ● Does your city or town have a good ● Vocabulary quizzes Ecovidrio, a nonprofit organization recycling program? ● Subjunctive with emotions quiz promoting glass recycling ● Subjunctive with expressions of doubt quiz ● What do you do to help reduce air ● about nature in Costa Rica ● Subjunctive with conjunctions quiz contamination? ● Cultural, geographic and historical ● Write a composition about how to save our information about Colombia ● What are some environmental challenges planet. (Minimum of 10-12 sentences)

in your city or town, region, and country? ● Unit 1 test, includes listening, reading, B: STUDENTS WILL UNDERSTAND THAT: writing comp ● How do environmental challenges affect ● The Andes Mountain range is: “La espina the land and the people in dorsal de Suramérica”. (Backbone of Spanish-speaking countries and in the South America) U.S.? ● In order to write a persuasive letter or article you need to consider the audience ● What are some of the solutions to and purpose. environmental problems? ● Using the strategy background knowledge ● What are the uses of the subjunctive with and listening for the general idea (gist) will verbs and expressions of emotion? help you understand or guess the meaning from context. ● What are the common verbs and

expressions of emotions? C: STUDENTS WILL BE ABLE TO: ● What are the expressions of doubt, ● Talk about and discuss the environment disbelief, or denial? What are the ● Express beliefs and opinions about issues expressions of certainty? ● Express an emotional reaction ● Express doubt, denial, or disbelief 7

COURSE TITLE: Spanish III

● When is Subjunctive used in adverbial ● Express certainty clauses? ● Identify a text’s purpose ● consider audience and purpose when ● How can you recognize the purpose of a writing text? ● write a persuasive text ● How can you identify the audience and the ● use background knowledge to guess author’s purpose when writing? meaning

● How do you listen for the general idea or “the gist” to guess the meaning of the context? ● What are some important cultural, geographic, and historical facts about Colombia?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

COURSE TITLE: Spanish III

● Students will read three cultural articles about the Andes mountain range, the mountain range of La Sierra Nevada de Santa Marta in Colombia, and about important bodies of water in Latin America. Students will also learn additional nature-related terms. ● Students will complete comprehension activities based on the cultural readings. ● Teacher will present the subjunctive with verbs of emotion and the common verbs and expressions of emotions. ● Students will complete objectives activities online to practice the conjugation of verbs in the present subjunctive tense and expressing emotional reactions. ● In pairs, students will take turns talking about their city, their classes, their government or any other topic. Students will use the subjunctive with verbs of emotion like: me alegro que, temo que , me molesta que y es extraño que. ● In small groups students will role-play a dialogue about their concerns about the environmental problems. They will describe the environmental problem and using the subjunctive with verbs of emotion the classmate will offer advice. For example: “Las personas tiran mucha basura en las calles” – “Me molesta que las personas tiren basura en las calles” – “Por eso es muy importante que los políticos hagan leyes para conservar las ciudades limpias”. ● Teacher will present the subjunctive with doubt, disbelief, and denial. ● Students will complete objective activities online to practice the subjunctive expressions of doubt, disbelief and denial. ● Students will write down five absurd statements and read them aloud to a partner, who will react with an expression of doubt, disbelief or denial. For example: “Unos hombres verdes vienen a visitarme todos los días.” – “No creo que unos hombres verdes vengan a visitarte todos los días”. ● Teacher will present the subjunctive with expressions of certainty. ● Students will complete objective activities online to practice the subjunctive expressions of certainty. ● In pairs students will read a poster advocating for the conservation of a forest in Puerto Rico and write six questions for an oral interview using the subjunctive expressions of certainty. ● Students will complete objective activities online to practice the conjugation of verbs in the present perfect subjunctive tense. ● Teacher will present the subjunctive with conjunctions. ● Students will learn conjunctions like: a menos que, antes (de) que, con tal (de) que, en caso (de) que, para que, sin que. ● Using visual clues, students will use the subjunctive with conjunctions to comment on a future action. ● In pairs, students will express their reaction to certain statements using the subjunctive with conjunctions or indicative tense. ● In small groups, students will ask partners to interview each other about what they must do today for their future goals to become a reality. Students will use as many conjunctions as possible in their interviews to class ● In pairs, students will compare a routine activity that they do with what they are going to do in the future. ● Teacher will present the reading strategy: Recognizing the purpose of a text. ● Students will read two newspaper editorials: “El perro y el cocodrilo” by Félix María Samaniego and “El pato y la serpiente” by Tomás de Iriarte and practice recognizing the purpose of a text. ● Students will complete the comprehension and interpretation activities collaboratively. ● Teacher will present the writing strategy: Considering audience and purpose. ● Students will write a persuasive letter or an article in Spanish about how to protect the environment in their community. Students will have to integrate lesson 1 vocabulary and structures. ● Teacher will present the listening strategy: Using background knowledge/guessing meaning from context. ● Students will use the listening strategy to understand and answer comprehension activities based on a short speech about an urban planner and his concerns about his profession. ● Students will read about a public service campaign with Spanish humorist José Mota. ● Students will watch a public service announcement for Ecovidrio, a nonprofit organization promoting glass recycling. ● Teacher will present Flash Cultura section. 9

COURSE TITLE: Spanish III

● Students will read about nature reserves in Central America and watch a video about nature in Costa Rica. ● Students will read about geography, history, and culture of Colombia. ● Students will answer comprehension questions based on the readings. ● Students will complete review activities.

Resources: ● Senderos 3. Boston, Massachusetts: Vista Higher Learning, 2018 ● Senderos 3 Companion Supersite: https://www.vhlcentral.com ● Senderos 3 ancillary materials, including MP3 files, video files, animated tutorials, and webquests ● quizizz.com, edpuzzle.com, kahoot.com, socrative.com. duolingo.com. newsela.com, vhlcentral.com, and quia.com websites

UNIT NUMBER AND TITLE: Lesson 2: En la ciudad BRIEF SUMMARY OF UNIT: Giving and receiving directions, giving advice, discussing daily errands and city life.

SUGGESTED TIMELINE: 14 lessons (6 weeks)

COURSE TITLE: Spanish III

7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. 7.1.NH.A.7 Occasionally infer the meaning of a few unfamiliar words in highly contextualized situations. 7.1.NH.A.8 Identify some unique linguistic elements in English and the target language.

Strand: Interpersonal Mode The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to: ● Ask and answer questions related to everyday life.H ● Handle simple transactions related to everyday life: o Initiate, maintain, and end a conversation. o Ask for and give permission. o Express needs. o Give reasons. o Request, suggest, and make arrangements. o Extend, accept, and decline an invitation. o Express an opinion and preference.

Strand: Presentational Mode

COURSE TITLE: Spanish III

7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s) and identify how the products and practices are derived from the cultural perspectives.

Cultural Content Statement across all strands: ● Human and animal migration are often related to the availability of resources and the ability to adapt to the environment.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

● How do people give advice to each other? A: STUDENTS WILL KNOW: ● How do people talk about errands and STUDENTS WILL: ● names of commercial establishments getting around the city? ● banking terminology Be informally assessed: ● What are some interesting features of cities ● citing locations in the Spanish-speaking world? ● in-class dialogue writing and presentation ● means of transportation ● in-class collaborative work GUIDING QUESTIONS: ● Mexican architect Luis Barragán ● online homework assignments with at least ● geographic, economic, and historic ● How do you ask for and give directions? 65% accuracy information about Venezuela ● speaking in target language ● What services do the banks provide? ● common abbreviations ● listening comprehension ● subjunctive in adjective clauses ● What kinds of specialty stores are ● reading comprehension ● nosotros/as commands available in your neighborhood? ● forming regular past participles Be formally assessed: ● What are some advantages and ● past participles used as adjective ● Vocabulary quiz disadvantages of using public ● Subjunctive with adjective clauses quiz transportation in a city? ● Nosotros/as commands quiz B: STUDENTS WILL UNDERSTAND THAT: ● What are some architectural styles found ● Past Participles as adjectives quiz ● In Spanish-speaking countries people shop in Mexico City and Caracas? ● Write an e-mail to a friend about a city that at specialty stores rather than in a you want to visit and things that you hope ● How does Luis Barragán utilize natural supermarket. to do there together. Include directions and elements in his work? ● people shop more frequently than in the give advice about activities US in order to buy the freshest produce ● What difference does narration in the first, ● Oral quiz on giving directions in a city ● Public transportation system is essential to second, or third person make in the ● Unit 2 test, including listening, reading, city life comprehension and tone of the text? writing, and speaking sections ● The architectural style of Luis Barragán ● How did Venezuela’s geography and seeks balance between nature and human history shape its relationship with the creation United States? ● Subjunctive is commonly used in questions with adjective clauses when the 12

COURSE TITLE: Spanish III

● Besides using synonyms, what more can speaker is trying to find out information you do to avoid redundancy in your about which he or she is uncertain. writing? ● Nosotros/as commands are used to express “Let’s do…: in Spanish and give advice ● How does listening for specific verb ● Past participles can be used as adjectives ending help you understand the message? and that they must agree in number and gender with the noun that they describe ● Different points of view in narration affect the comprehension of the text ● Listening for linguistic structures help ascertain whether the action takes place in present, past, or future

C: STUDENTS WILL BE ABLE TO: ● give advice to others ● give and receive directions ● discuss daily errands and city life ● identify a narrator’s point of view ● avoid redundancy in writing ● write an email ● listen for specific information and linguistic cues ● compare and contrast paying for higher education in the US and in Spanish-speaking countries ● explain how petroleum affects US-Venezuela relationship

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Teacher will review the essential questions and connect to learning throughout the unit. ● Teacher will present vocabulary in the context of a city plan/map ● Students will complete objective listening and writing vocabulary activities online, using the Supersite at www.vhlcentral.com ● Using the target vocabulary, students will work in pairs to write a dialog to represent various services that banks offer. Students will present the dialog to their classmates. ● In pairs, students will practice asking and giving directions to different businesses in El Hatillo, a city near Caracas, using the city map and Google Earth.

COURSE TITLE: Spanish III

● Students will watch the Fotonovela episode “Corriendo por la ciudad” to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures. ● Students will complete comprehension activities based on Fotonovela. ● In pairs, students will improvise a conversation with a new neighbor who want to find out where all the stores and businesses are. ● Teacher will present common abbreviations in Spanish and students will complete activities online to practice using those abbreviations. ● In groups, students will read the cultural articles about city transportation, city nicknames for Latin American and Spanish cities, and architecture of Luis Barragán. Students will also learn additional terms for transportation-related terms. Then, each group will present the information learned to the rest of the class in the target language. Students will complete comprehension activities online. ● Teacher will present The Subjunctive in adjective clauses, using animated online tutorials or PowerPoint presentation. ● Students will practice the target structures, using in-class pair and group activities and online assignments. ● Teacher will present Nosotros/as Commands ● Student will convert “vamos a + infinitive” structure to Nosotros/as Commands. ● In pairs, students will use Nosotros/as commands to offer solutions problems. ● Student will work in groups to present an itinerary of activities for a visit to a new city, using Nosotros/as Commands. ● Students will create and present a dialog about their economic problems and possible solutions, using Nosotros Commands. ● Teacher will present Past Participles used as adjectives, using the animated tutorial from Supersite. ● Students will do communicative activities in pairs to describe various travel and banking situations, using Past Participles. ● Teacher will present the reading strategy: Identifying point of view. ● Students will brainstorm literary works with various narrative points of view. ● Students will read an authentic narrative in Spanish and identify point of view of the narrator and discuss how it affects their comprehension of the text. ● Students will complete objective comprehension, interpretation, and extension activities based on the narrative. ● Teacher will present the writing strategy: Avoiding redundancies. ● Students will write an e-mail about their upcoming visit to a friend that lives in a big city. Students will use Nosotros/as Commands to suggest activities that they can do together. They will use Subjunctive in Adjective Clauses to express what resources they might need to complete a school project. ● Teacher will present the listening strategies: listening for specific information/ listening for linguistic cues. ● Students will answer the questions based on a recorded conversation, using the listening strategy to help with comprehension. ● Students will read about the use of voseo in Latin America ● Students will watch a television commercial for Banco Ficensa. ● Teacher will present Flash Cultura section. ● Students will read about Mexico City’s subway system and how it promotes culture. ● Students will watch a video about Mexico City’s subway system. ● Students will read about the history, geography, and economy of Venezuela. ● Students will discuss how the petroleum affects US-Venezuela relationship. ● Students will answer comprehension activities ● Students will complete review activities.

COURSE TITLE: Spanish III

● quizizz.com, edpuzzle.com, kahoot.com, socrative.com. duolingo.com. newsela.com, vhlcentral.com, and quia.com websites

UNIT NUMBER AND TITLE: Lesson 3: El bienestar BRIEF SUMMARY OF UNIT: Unit talks about health, wellbeing, and nutrition. Students will discuss physical activities, healthy lifestyles, and balanced diets.

SUGGESTED TIMELINE: 14 lessons (6 weeks)

COURSE TITLE: Spanish III

Strand: Presentational Mode

Cultural Content Statement across all strands: ● Immigration changes both the community of origin and the new community. ● Wellness practices may vary across cultures.

COURSE TITLE: Spanish III

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

● How do people talk about health, A: STUDENTS WILL KNOW: well-being, and nutrition? STUDENTS WILL: ● terms for health and exercise ● How do people talk about exercise and ● nutritional terms Be informally assessed: physical activities? ● natural spas in Spanish-speaking countries ● What are some ways people stay healthy in ● in-class dialogue writing and presentation ● quinoa and its benefits the Spanish-speaking world? ● in-class collaborative work ● present perfect ● How do perceptions about health and ● online homework assignments with at least ● past perfect wellbeing differ in the US and the 65% accuracy ● present perfect subjunctive Spanish-speaking countries? ● speaking in target language ● short film “Iker pelos tiesos” ● listening comprehension GUIDING QUESTIONS: ● famous parks in Spanish-speaking cities ● reading comprehension ● ways to deal with stress ● Do you exercise regularly? ● cultural, geographic, and historical Be formally assessed: ● Do you have a balanced diet? information about Bolivia ● Vocabulary quiz

● How many hours do you sleep at night? ● Present Perfect quiz B: STUDENTS WILL UNDERSTAND THAT: ● Past Perfect quiz ● How do you cope with stress? ● balanced diet and physical exercise are ● Present Perfect Subjunctive quiz essential to one’s wellbeing ● What are the benefits of different natural ● Project, where the students will create a ● natural spas are beneficial to one’s health spas and where would you go to find video TV commercial for a new ● quinoa is a healthy food them? gymnasium ● different cultures have various beliefs ● Unit 3 test, including listening, reading, ● What are nutritional benefits of quinoa? about health writing, and speaking sections ● present perfect is used to express what has ● What are some beliefs about health in happened recently different cultures? Are they valid? ● past perfect is used to expressed what had ● What have you done (or haven’t done) to occurred before some other action or event improve your health? in the past ● present perfect subjunctive is used to ● How do you read between the lines? express what has happened in subjunctive ● What are the different ways to organize constructions information when writing? ● for dramatic effect in writing, authors want the reader to make inferences and “read ● How can you use listening for gist and for between the lines” cognates to improve your comprehension of a message?

COURSE TITLE: Spanish III

● How do Pre-Columbian cultures influence ● when writing, organizing your information modern life in Bolivia? will make your message more clear to the reader

● listening for the gist allows you to interpret cognates and other words in a meaningful context.

● Pre-Columbian culture is prevalent in Bolivia

C: STUDENTS WILL BE ABLE TO: ● talk about health, wellbeing, and nutrition ● talk about physical activities ● make inferences ● organize information logically when writing ● write a personal wellness plan ● identify natural spa resorts in Latin America and explain the benefits of natural springs and mud baths ● listen for the gist and for cognates ● use perfect tenses to say what they have and had done for their wellbeing ● evaluate their lifestyle and make necessary adjustments

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Teacher will preview the essential questions and connect to learning throughout the unit. ● Teacher will present the vocabulary for health and wellbeing. ● Students will complete objective listening and writing activities online using www.vhlcentral.com ● In pairs, students will interview each other about their eating habits and how they affect their wellbeing. ● In groups of four, students will create a TV commercial for a new gymnasium. Students will use the target vocabulary. Students will use i-movie software to edit their videos. ● Students will write and present a dialog offering advice to a fellow student that has bad health habits. ● Students will write and present a dialog between a nutritionist and a “couch potato”. ● Students will complete a communicative information gap activity comparing services of two different gymnasiums. ● Students will watch an episode of Fotonovela “Chichén Itzá” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures.

COURSE TITLE: Spanish III

● Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com ● In pairs, students will describe the Fotonovela characters’ health habits. ● Teacher will present the differences in spelling between the letters “b” and “v” in Spanish. Student will complete activities to practice spelling. ● Students will read three cultural articles about natural spas and health benefits of quinoa, and learn about popular beliefs regarding health. ● Students will complete comprehension activities and discuss whether some of the popular beliefs are surprising to them and why. ● Teacher will present the present perfect tense and its uses. ● Students will complete objective activities online to practice the conjugation of verbs in the present perfect tense. ● In pairs, students will take turn talking about what they have done to lead a healthier lifestyle. Students will use the present perfect tense. ● In small groups, students will role-play a dialog between a school nurse and her patients. The patients will describe their symptoms, using the present perfect tense. The school nurse will offer advice. ● Teacher will present the past perfect tense and its uses. ● Students will complete objective activities online to practice the conjugation of verbs in the past perfect tense. ● Students will write down the activities that they had done before turning 12, using the past perfect tense. ● In pairs, students will read a poster, advertising a gym and answer the comprehension questions orally, using the past perfect tense. ● Teacher will present the present perfect subjunctive tense and its uses. ● Students will complete objective activities online to practice the conjugation of verbs in the present perfect subjunctive tense. ● Using visual clues, students will use present perfect subjunctive tense to comment on what people have done. ● In pairs students will express their reaction to certain statements using the present perfect subjunctive tense. ● In small groups, students will read postcards and then write their reactions to the activities mentioned in the postcards. Students will peer-edit their responses. ● Teacher will present the reading strategy: making inferences. ● Students will read the short story “Un día de estos” by Gabriel García Márquez and practice inferential reading. ● Students will complete the comprehension and interpretation activities collaboratively. ● Teacher will present the writing strategy: organizing information logically. ● Students will write a personal wellness plan. Students will have to integrate lesson vocabulary and structures. ● Teacher will present a listening strategy: listening for the gist and for cognates. ● Students will use listening strategy to answer comprehension activities about a radio program. ● Students will read about the short film Iker pelos tiesos and watch it. ● Students will complete comprehension activities based on the short film. ● Teacher will present Flash Cultura section. ● Students will read about famous parks in Spanish-speaking cities and watch a video about places to relax and ways to deal with stress in Madrid, Spain. ● In small groups, students will read about the geography, culture, and history of Bolivia. ● Students will answer comprehension questions based on the readings. ● Students will create a pie chart representing Bolivia’s ethnic makeup and discuss how pre-Columbian civilizations influenced modern Bolivia’s language and culture. ● Students will complete review activities.

Resources: ● Senderos 3. Boston, Massachusetts: Vista Higher Learning, 2018 ● Senderos 3 Companion Supersite: https://www.vhlcentral.com 19

COURSE TITLE: Spanish III

● Senderos 3 ancillary materials, including MP3 files, video files, animated tutorials, and webquests ● quizizz.com, edpuzzle.com, kahoot.com, socrative.com. duolingo.com. newsela.com, vhlcentral.com, and quia.com websites

UNIT NUMBER AND TITLE: Lesson 4: El mundo del trabajo BRIEF SUMMARY OF UNIT: In unit 4 students will learn to talk about their future professional plans and discuss job interviews.

SUGGESTED TIMELINE: 14 lessons (6 weeks)

COURSE TITLE: Spanish III

Strand: Presentational Mode

Cultural Content Statement across all strands: ● Personal preferences and skills are key factors to consider when making decisions about postsecondary plans. ● The amount of leisure time available and how it is spent varies among cultures.

COURSE TITLE: Spanish III

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

● How do people talk about work and A: STUDENTS WILL KNOW: careers? STUDENTS WILL: ● terms for professions and occupations ● How do people talk about getting a job and ● work-related vocabulary Be informally assessed: other future plans? ● work benefits in the Spanish-speaking ● How does one prepare for a successful job ● in-class dialogue writing and presentation world interview? ● in-class collaborative work ● César Chávez ● What are job conditions like in the ● online homework assignments with at least ● future tense Spanish-speaking world? 65% accuracy ● irregular future tense verbs ● How are the work benefits different in the ● speaking in target language ● future perfect tense United States and Latin America? ● listening comprehension ● past subjunctive tense ● reading comprehension GUIDING QUESTIONS: ● Julia de Burgos and her poem “A Julia de Burgos” Be formally assessed: ● What are your plans for the future? ● short film Sinceridad ● vocabulary quiz ● What constitutes an ideal job? ● cultural and geographic information about ● the Future Tense quiz Nicaragua and the Dominican Republic ● Is it better to have a satisfying job or a job ● the Future Perfect Tense quiz

that pays more money? ● the Past Subjunctive Tense quiz B: STUDENTS WILL UNDERSTAND THAT: ● Unit 4 test, includes listening, reading, ● What factors influence our choice of ● in order to apply for a job, one needs to writing comprehension and speaking profession and career? present oneself in a professional manner sections. ● in some Latin-American countries the ● What are some work benefits in the work benefits are more generous than in Spanish-speaking world? the USA ● What are the differences between a résumé ● there are differences between a résumé and and Curriculum Vitae? a CV ● labor movement and various international ● How can we achieve equality in the organizations fight for fair working workplace conditions in the workplace ● What is the legacy of César Chávez in ● the future tense is used to express future labor laws? plans and probability ● the future perfect tense is used to express ● What are the differences between your goals with specific deadlines public and private self? ● the past subjunctive tense is used in ● What challenges did the writer Julia de multiple-clause sentences which express Burgos face in early twentieth century? states and conditions such as will, influence, emotion, commands, ● What are the effects of using similes and indefiniteness, and non-existence metaphors in writing?

COURSE TITLE: Spanish III

● How can you use note cards to organize ● labor conditions changed over time for information when writing a composition? women in the workplace ● the earthquakes, volcanic eruptions, and ● How can you use your background other natural disasters caused Nicaragua’s knowledge on the subject matter to guess population to be concentrated on the the meaning of unfamiliar words? Pacific Coast ● What personal qualities are valuable in the ● The Dominican Republic produced many workplace? famous baseball players ● Merengue music originated in the ● How do geography and climate of Dominican Republic and Juan Luis Guerra Nicaragua affect the life of its citizens? helped make it popular throughout the ● What are some of the important facts about world the Dominican Republic? C: STUDENTS WILL BE ABLE TO:

● talk about your future plans ● talk about and discuss work

● interview for a job ● express agreement and disagreement ● recognize similes and metaphors

● spell the words that contain the letters y, ll, and h ● use notecards in preparation for writing ● write a composition on personal and professional goals ● use background knowledge when listening ● listen for specific information ● write a résumé and fill out a job application

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

COURSE TITLE: Spanish III

● Working as a class, students will role-play a job fair. Half of the students will represent their companies and the other half will be the job applicants. ● Students will watch an episode of Fotonovela “La entrevista de trabajo” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures. Students will also learn functional phrases for talking about future plans and expressing reactions. ● Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com ● In pairs, students will discuss their plans for the future. ● Teacher will present the spelling and pronunciation of the words with letters “y”, “ll”, and “h” in Spanish. Student will complete activities to practice spelling. ● Students will read three cultural articles about work benefits in Spanish-speaking countries, equality in the workplace, and learn about César Chávez. ● Students will complete comprehension activities and discuss what benefits they would like to have in their future jobs. ● Teacher will present the future tense and its uses. ● Students will complete objective activities online at www.vhlcentral.com to practice the conjugation of verbs in the future tense. ● In pairs, students will use the future tense to express probability and wonder about a new student in school who just entered the cafeteria. ● In pairs, students will read four job opportunity ads and imagine that they got one of those jobs. Students will answer detailed questions about what their jobs will entail. ● Students will read a travel brochure for the Dominican Republic, and in pairs, they will discuss what activities they will do during their trip. ● In small groups, students will create a business plan for their own private company. Students will pitch their business to the rest of the class by creating a video presentation. ● Teacher will present the future perfect tense and its uses. ● Students will complete objective activities online to practice the conjugation of verbs in the future perfect tense. ● Students will complete the communicative information-gap activity about their future goals. ● In pairs, students will have a boasting competition by telling a friend what they will have done in 5, 10, and 20 years, etc. using the future perfect tense. ● Teacher will present the past subjunctive tense and its uses. Teacher will also review the preterite and the imperfect tenses, as needed. ● Students will complete objective activities online to practice the conjugation of verbs in the past subjunctive tense. ● In pairs, students will read the New Year resolutions of two people. Students will use the past subjunctive tense to comment on why these people couldn’t keep their resolutions. ● In pairs students will express their reaction to certain statements using the past subjunctive tense. ● In small groups, students will write down what their hoped were for this year and what other hoped would happen. Students will compare their statements and use the past subjunctive. ● Teacher will present the reading strategy: recognizing similes and metaphors. ● Students will read the poem “A Julia de Burgos” by Julia de Burgos and practice identifying similes and metaphors. ● Students will complete the comprehension and interpretation activities collaboratively. ● Teacher will present the writing strategy: using note cards to organize information. ● Students will write a composition about their future plans and goals. Students will have to integrate lesson vocabulary and structures. ● Teacher will present the listening strategies: using background knowledge and listening for specific information. ● Students will use listening strategy to answer comprehension activities about a recording of an interview. ● Students will read about the short film Sinceridad and watch it. ● Students will complete comprehension and analysis activities based on the short film. ● Teacher will present Flash Cultura section. ● Students will read about work and time off in the Spanish-speaking world and watch a video about different work environments in Ecuador. 24

COURSE TITLE: Spanish III

● In small groups, students will read about geography, history, and culture of Nicaragua and the Dominican Republic. ● Students will answer comprehension questions based on the readings. ● In groups, students will create a poster advertising travel in Nicaragua and the Dominican republic. Students will use the Future tense and the information that they just read to tell potential tourists what they will be able to do in these countries. ● Students will complete review activities.

UNIT NUMBER AND TITLE: Lesson 5: El festival de arte BRIEF SUMMARY OF UNIT: In this unit, students will discuss their preferences in art, music, literature, film, and other forms of arts. Students will be able to identify notable artists from the Spanish-speaking world. SUGGESTED TIMELINE: 13 lessons (5 weeks)

COURSE TITLE: Spanish III

7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. 7.1.NH.A.7 Occasionally infer the meaning of a few unfamiliar words in highly contextualized situations. 7.1.NH.A.8 Identify some unique linguistic elements in English and the target language.

Strand: Presentational Mode

COURSE TITLE: Spanish III

Cultural Content Statement across all strands: ● Due to globalization and advances in technology, the products and practices of a culture change over time, and these changes may impact cultural perspectives. ● Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. ● Current trends and issues influence popular culture.

COURSE TITLE: Spanish III

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

● How do people talk about the arts? A: STUDENTS WILL KNOW: ● How do people talk about what they want STUDENTS WILL: ● fine arts terms to do? ● vocabulary for television and film Be informally assessed: ● What are some important accomplishments ● Venezuela’s Museo de Arte in the arts in the Spanish-speaking world? ● in-class dialogue writing and presentation Contemporáneo de Caracas ● What is art? ● in-class collaborative work ● Colombian artist Fernando Botero ● What influences our perception of beauty? ● online homework assignments with at least ● conditional tense ● How do ideals of beauty and aesthetics 65% accuracy ● conditional perfect tense influence daily life? ● speaking in target language ● past perfect subjunctive tense ● listening comprehension GUIDING QUESTIONS: ● La Catrina ● reading comprehension ● TV Azteca ● What types of arts do you know? ● Madrid’s Golden Triangle of museums Be formally assessed: ● What are some of your favorite musicians, ● cultural and geographic information about dancers, writers, painters, sculptors, and ● vocabulary quiz El Salvador and Honduras movie stars? Why? ● the conditional tense quiz

● In what way do arts reflect life? ● the conditional perfect tense quiz B: STUDENTS WILL UNDERSTAND THAT: ● What types of artistic expression do you ● the past perfect subjunctive quiz

prefer and why? ● Voice Board Activity ● arts are an integral part of our lives ● What kind of services do the museums ● Essay: five famous people you would ● Contemporary art museums in Latin provide? invite to dinner America offer more than paintings and ● What are some of the most influential ● Unit 5 test, includes listening, reading, sculptures artists from Spain and Latin America? writing comprehension and speaking ● Fernando Botero has a very unique style What are their accomplishments? sections. ● identifying certain stylistic devices helps ● What is unique about Fernando Botero’s the reader focus on topics or ideas that the style of painting? Why? author chose to emphasize ● Why do authors use anaphora, parallelism, ● when listening, using background repetition, and enumeration? knowledge and context helps you ● What are some reliable sources for anticipate and figure out the meaning of biographies? keywords ● How can you use background knowledge ● arts in El Salvador and Honduras reflect and context to guess the meaning of their rich history and extraordinary natural keywords? resources ● Why is it difficult to export TV shows to

other countries? C: STUDENTS WILL BE ABLE TO: ● What is the Salvadoran singer Álvaro

Torres known for? ● talk about and discuss the arts ● Why are so many surfers attracted to the ● express what you would like to do coast of El Salvador? 28

COURSE TITLE: Spanish III

● What are some of the natural resources ● express hesitation that El Salvador offers? ● avoid common spelling errors ● How is the nature and culture of El ● identify stylistic devices Salvador reflected in the art from ● find biographical information Ilobasco? ● write a composition ● What are some examples of ● listen for key words and use context pre-Columbian art found at Copán? ● What importance do bananas have for the economy and politics of Honduras? ● What defines the primitivist art of Joaquín Antonio Velázquez?

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Teacher will preview the essential questions and connect to learning throughout the unit. ● Teacher will present the vocabulary for fine arts, television, and film. ● Students will complete objective listening and writing activities online using www.vhlcentral.com ● Students will read a list of various artists and identify what type of art each one practices. ● In pairs, students will interview each other about their favorite movies, talk shows, sports shows, and other TV programs. ● Students will practice the vocabulary by matching the types of movies with their descriptions. ● In pairs, students will use the vocabulary from the unit complete analogies. ● In pairs, students will complete a communicative information-gap activity about arts. ● In pairs, students will interview each other about their experiences with music, cinematography, and fine arts. ● In small groups, students will write and present a new TV program. Each group will choose a different genre – a documentary, a soap opera, a talk show, a competition, etc. ● Students will watch an episode of Fotonovela “Una sorpresa para Maru” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures. Students will also learn the expressions for talking about arts and for getting engaged. ● Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com ● In pairs, students will discuss their plans for the weekend, trying to come up with a cultural event they both would like to attend. ● In Teacher will explain how to avoid common spelling errors, especially the ones that involve accent marks. Student will complete activities to practice spelling. ● Students will read three cultural articles about Museo de Arte Contemporáneo de Caracas, Colombian artist Fernando Botero, and some other artists from Spanish-speaking world. ● Students will complete comprehension activities and discuss their favorite artists are and why. ● Teacher will present the conditional tense and its uses.

COURSE TITLE: Spanish III

● Students will complete objective activities online at www.vhlcentral.com to practice the conjugation of verbs in the conditional tense. ● In pairs, students will use the conditional tense to express what they would do in various situations related to entertainment, e.g. if someone is talking on their cell phone during a movie. ● In pairs, students will give advice to a friend who is looking for a job by telling him/her what they would do. ● Students will complete a communicative information-gap activity, telling each other what they would do in various problematic situations involving friends. ● In small groups, students will choose a movie they like and make a list of things that they would do differently if they were to direct this movie. ● Students will survey at least five classmates about arts and entertainment, using vocabulary from this unit and the conditional tense. ● Teacher will present the conditional perfect tense and its uses. ● Students will complete objective activities online to practice the conjugation of verbs in the conditional perfect tense. ● In pairs, students will discuss what they would have done if they had more time, more money, more artistic talent, etc. ● Using visual clues, pairs of students will express what they would have done in various difficult situations. ● In pairs, students will pretend that they are 50 years old and reflect on what they would have done differently in their lives. ● Working in pairs, students will each write a list of three mistakes they made in the past or three problems they have had. Students will exchange their list and say what they would have done in those situations. ● Teacher will present the past perfect subjunctive tense and its uses. ● Students will complete objective activities online at www.vhlcentral.com to practice the conjugation of verbs in the past perfect subjunctive tense. ● In pairs, students will imagine that a valuable painting is missing from a museum. Students will read the statements from the witnesses and from the police detective and use past perfect subjunctive to react to those statements. ● Teacher will present the reading strategy: identifying stylistic devices, such as anaphora, parallelism, repetition, and enumeration. ● Students will read three poems by Federico García Lorca: “Danza”, “Las seis cuerdas,” and “La guitarra”. ● Students will identify the stylistic devices and explain the effect they have on the reader. ● Students will complete the comprehension and interpretation activities collaboratively and discuss their tastes in music. ● Teacher will present the writing strategy: finding biographical information. ● Students will write a composition about five famous people they would like to invite to dinner. Students will have to integrate lesson vocabulary and structures. ● Teacher will present the listening strategies: listening for key words and using the context. ● Students will use listening strategy to answer comprehension activities about a recording of a movie review. ● Students will read about La Catrina and watch a television commercial for TV Azteca. ● Students will read about art museums in the Spanish-speaking world and watch a video about Madrid’s Golden Triangle of museums. ● Teacher will present the basic information and statistics about El Salvador and the Honduras. ● In small groups, students will read about the geography, culture, and history of El Salvador and Honduras. ● Students will answer comprehension questions based on the readings. ● Students will complete review activities.

COURSE TITLE: Spanish III

UNIT NUMBER AND TITLE: Lesson 6: Las actualidades BRIEF SUMMARY OF UNIT: In this unit, students will talk about current events, political, and social issues. Students will also discuss various sources of information and the influence the media has on our daily lives.

SUGGESTED TIMELINE: 13 lessons (5 weeks)

COURSE TITLE: Spanish III

o Ask for and give permission. o Express needs. o Give reasons. o Request, suggest, and make arrangements. o Extend, accept, and decline an invitation. o Express an opinion and preference.

Strand: Presentational Mode

Cultural Content Statement across all strands: ● Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. ● Current trends and issues influence popular culture.

COURSE TITLE: Spanish III

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING)

● How do people talk about current events, A: STUDENTS WILL KNOW: and social and political issues? STUDENTS WILL: ● terms for current events and social issues ● How do people talk about the media? ● political terms Be informally assessed: ● What role do protests and strikes play in ● media-related vocabulary society in the Spanish-speaking world? ● in-class dialogue writing and presentation ● neologismos y anglicismos ● in-class collaborative work GUIDING QUESTIONS: ● social protests ● online homework assignments with at least ● Chilean President Michelle Bachelet and ● Where do you get your news? Why? 65% accuracy Bolivian President Evo Morales ● What is the most reliable source of ● speaking in target language ● si clauses in the subjunctive mood information? How can you tell? Is there an ● listening comprehension ● si clauses with verbs in the indicative objective way to present the news? ● reading comprehension mood ● What type of information do we hear on ● the subjunctive forms Be formally assessed: the news? ● a public service announcement about ● Why is it important to be well-informed ● vocabulary quiz elections in Chile about current events? ● the si clauses quiz ● about Puerto Rican population in the U.S. ● Do you believe that social protests are a ● the quiz on distinguishing between the and politics in Puerto Rico good way to fight for something? Why or uses of the subjunctive, indicative, or ● cultural and geographic information about why not? infinitive Paraguay and Uruguay ● Who are some of the political leaders and ● Video project: news report

pioneers in Latin America? ● Essay: improving the world B: STUDENTS WILL UNDERSTAND THAT: ● In what way can recognizing chronological ● Unit 6 test, includes listening, reading,

order help you understand the plot of a writing comprehension and speaking ● staying informed about current events narrative? sections. helps you make better decisions in your ● What is the importance of Miguel de daily life Cervantes and his Don Quijote de La ● voting is an important part of the Mancha? democratic process ● In what ways would your improve the ● reporters and news programs tell the news world if you had the ability to do so? from their perspectives, that can be ● How can recognizing genre help you better different from other people’s points of understand the overall message? view ● Why is it important to participate in the ● languages constantly change due to new political processes in your country? inventions and cultural interactions ● Is voting a right or an obligation? ● voting is mandatory in Paraguay and ● What cultural products and practices in citizens who don’t vote must pay a fine Uruguay and Paraguay reflect their natural

beauty? C: STUDENTS WILL BE ABLE TO:

● reflect on experiences, such as travel 33

COURSE TITLE: Spanish III

● discuss current events and issues ● talk about and discuss the media

● use the subjunctive, the indicative, and the infinitive in complex sentences ● recognize chronological order ● write strong introductions and conclusions ● write a composition about improving the world ● recognize genre and take notes while listening

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Teacher will preview the essential questions and connect to learning throughout the unit. ● Teacher will present the vocabulary for current events and politics, the media, and natural disasters. ● Students will complete objective listening and writing activities online using www.vhlcentral.com ● In small groups, students will discuss their reactions to statements about reliability of trustworthiness and reliability of the media and of the politicians. ● In pairs, students will use visual clues to write a brief story about the events in the photos. Photos may include the aftermath of a natural disaster or a social protest. ● In groups, students will complete a video project where they will create an evening news report. Students may air their reports for the rest of the school. ● In pairs, students will write and present a dialog between a news reporter and a political candidate for the upcoming elections. ● Students will watch an episode of Fotonovela “Hasta pronto, Marissa” in order to receive comprehensible input from free-flowing discourse and learn functional phrases that preview lesson grammatical structures. Students will also learn the expressions for delight and surprise, playing a joke on someone, and talking about past and future trips. ● Students will complete comprehension activities based on Fotonovela online at www.vhlcentral.com ● In pairs, students will create a dialog between two friends. Students will include useful phrases from Fotonovela in their dialog. ● Teacher will explain the existence of neologismos and anglicismos in Spanish. Student will complete activities to practice these words. ● Students will read three cultural articles about social protests, the Chilean President Michelle Bachelet Jeria, the Bolivian President Evo Morales, and some other important social activists and political leaders from Latin America, such as Che Guevara, Rigoberta Menchú, and José Martí. ● Students will complete comprehension activities and discuss examples of political and social leaders in their community that deserve admiration. ● Teacher will present si clauses with both indicative and subjunctive tenses. ● Students will complete objective activities online at www.vhlcentral.com to practice the conjugation of verbs in si clauses. ● In pairs, students will read parts of sentences that contain either a si clause or a main clause and logically complete the sentences, using the appropriate indicative or subjunctive tenses. ● In small groups, students will answer questions about hypothetical situations and contrary-to-fact statements about current events.

COURSE TITLE: Spanish III

● In small groups, students will prepare and present and interview with two presidential candidates. Students will incorporate the vocabulary from this unit and si clauses. ● Teacher will present the conditional perfect the summary of the subjunctive forms. Teacher will review when to use the subjunctive, the indicative, or the infinitive. ● Students will complete objective activities online at www.vhlcentral.com to practice the choosing between the subjunctive, the indicative, and the infinitive. ● In pairs, students will write a conversation to express their reactions about currents events, such as the elections, the natural disasters, and the war, using at least one verb in the subjunctive, the indicative, and the infinitive. ● In pairs, students will interview each other about their beliefs and attitudes toward the news and social issues. Students will integrate unit vocabulary and structures. ● Teacher will present the reading strategy: recognizing chronological order. ● Students will read an excerpt from “Don Quijote y los molinos de viento” by Miguel de Cervantes. ● Students will identify the chronological order of the event in the excerpt and discuss how that helps them understand the plot. ● Students will complete the comprehension and interpretation activities collaboratively. ● In groups of three, students will create a talk show where the host is asking Don Quijote and Sancho Panza about the battle with the windmills. ● After the students present their talk shown, they will discuss how news stories may be affected by reporters’ biases and different perspectives. ● Teacher will present the writing strategy: writing strong introductions and conclusions. ● Students will write a composition about how they would change the world if they had the ability and the opportunity to do so. Students will be sure to include a strong introduction and conclusion. ● Teacher will present the listening strategies: recognizing genre and taking notes as you listen. ● Students will use listening strategies to answer comprehension activities about a recording of news broadcast. ● Students will read about elections in CHile and watch a Chilean public service announcement. ● In pairs, students will discuss why the celebrities chose to do this announcement and why it is important to participate in the elections in your own country. ● Teacher will present Flash Cultura section. ● Students will read about the Puerto Rican population in the U.S. and watch a video about politics in Puerto Rico. ● Teacher will present the basic information and statistics about Uruguay and Paraguay. ● In small groups, students will complete a jigsaw activity to read and teach the rest of the class about the traditional lace from Paraguay, el ñandutí, about the dam Itaipú, the rivers Paraguay and Paraná, about voting in Paraguay, about meat and mate, about soccer as the national sport in Uruguay, and about the celebration of El Carnaval. ● Students will answer comprehension questions based on the readings. ● Students will complete review activities.

COURSE TITLE: Spanish III

Scope and Sequence Overview:

1 2 3 4 5 6 7 8 9 Preliminary Preliminary Preliminary Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit Unit Unit

10 11 12 13 14 15 16 17 18 Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 Unit 3 Unit 3 Unit 3 Unit 3

19 20 21 22 23 24 25 26 27 Unit 3 Unit 3 Unit 4 Unit 4 Unit 4 Unit 4 Unit 4 Unit 4 Unit 5

28 29 30 31 32 33 34 35 36 Unit 5 Unit 5 Unit 5 Unit 5 Unit 6 Unit 6 Unit 6 Unit 6 Unit 6