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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. 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. 1 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. 2 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 3 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
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