District Overview:
The World Language program at Brandywine Heights Area School District supports and guides its students along their language acquisition journey. In our Grade 8 - 12 sequence we offer the study of Latin, German, and Spanish. Additionally, Chinese,French, Japanese, and Sign Language are offered through our Brandywine Heights Virtual Academy. The program seeks to help students communicate in the target language through speaking, writing, listening and reading. As students gain knowledge, they begin to formulate an understanding of other cultures and develop a sensitivity to cultural similarities and differences. From these learning experiences, connections with other disciplines are made, fostering a deeper insight into one’s own language and culture. Through the teaching and learning of world languages, students develop skills to communicate effectively and empower them to make real world connections as global citizens in an ever-changing and competitive world.In all, the curriculum strives to reflect the real world by providing students with authentic communication experiences and exposure to life-long learning opportunities.
Description:
Spanish III is the continuation of Spanish II. The course continues to develop the four basic language skills: listening, speaking, reading, and writing. Students will fuse literature, culture, vocabulary, and grammar together through performance assessments such as career essays and short videos.
Units:
  • PreliminaryUnit: A BusyLife - Una Vida Ocupada
  • Unit 1: WeHaveFunOutdoors - Nos Divertimos al Aire Libre
  • Unit 2: It’s Time to Help - Es Hora de Ayudar
  • Unit 3: TheFuture of OurPlanet - El Futuro de Nuestro Planeta
  • Unit 4: What I Want to Be - AsíQuieroSer
  • Unit 5: How Do You Get Involved? - ¿CómoTeEntretienes?

Subject: Spanish III / Grade:10, 11, or 12 / Suggested Timeline: 5 weeks
UnitTitle: A BusyLife - Una Vida Ocupada
Unit Overview/Essential Understanding:
The overall objective of the preliminary unit is to gradually ease students back into the “Spanish” mindset. Students are asked torecall vocabulary and skills learned in Spanish II before embarking on new content and skills. The review requires that students describe themselves and others, talk about something they did in the summer (past tense). They will also describe their daily routines and make comparisons.
Unit Objectives:
Students will be able to:
  • Describe what you know how to do
  • Describe the people and places in your neighborhood
  • Explain how you get ready in the morning for school
  • Compare foods in your favorite restaurants
  • Describe what you did over the summer

Focus ACTFL Standards Addressed in this Unit:
  • 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.

Important ACTFL Standards Addressed in this Unit:
  • 1.2 - Students understand and interpret written and spoken language on a variety of topics.

Misconceptions:
  • Syntax with the verb gustar

Concepts/Content:
  • Theme appropriate vocabulary
  • Verb gustar
  • Present tense of regular and irregular verbs
  • Stem-changing verbs
  • Present tense of irregular yo verbs
  • Present tense of decir, tener, and venir
  • Differentiate between saber and conocer
  • Differentiate between ser and estar
  • Reflexive verbs
  • Regular preterite tense ar, er, and irverbs
/ Competencies/Skills:
  • Talk about yourself and your friends
  • Say what you know how to do
  • Describe your daily routine
  • Make comparisons
  • Listen and match descriptions
  • Describe a past event
/ Description of Activities:
  • Review packet
  • Translation in pairs
  • Mini-Dialogues
  • Writing a paragraph in the past
  • Skits

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Unit Test (textbook generated)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Spot check understanding

Interdisciplinary Connections:
  • English grammar connections
/ Additional Resources:
  • Approved District textbook and workbook
  • Teacher generated rubrics
  • Duolingo
  • Studyspanish.com and Conjuguemos.com practice websites

Subject: Spanish III / Grade: 10, 11, or 12 / Suggested Timeline: 6 weeks
Unit Title: We Have Fun Outdoors -Nos Divertimos al Aire Libre
Unit Overview/Essential Understanding:
The overall objective of Unit 1 is to prompt students to describe a camping trip, talk about what they do with their friends, describe nature, describe a family vacation, discuss activities, skills, and abilities, and describe a place and its climate.
Unit Objectives:
Students will be able to:
  • Identify and describe outdoor activities and equipment and camping
  • Recall tenerque + infinitive
  • Identify and apply regular preteriteverb tense
  • Identify and apply irregular preterite verb tense
  • Identify and describe family members and beach activities
  • Identify and apply imperfect verb tense
  • Differentiate between the preterite and the imperfect

Focus ACFTL Standards Addressed in this Unit:
  • 1.2- Students understand and interpret written and spoken language on a variety of topics.
  • 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 3.1 - Students reinforce and further their knowledge of other disciplines through the world language.
  • 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Misconceptions:
  • Differentiating between preterite and imperfect past tenses

Concepts/Content:
  • Theme appropriate vocabulary
  • Preterite tense of regular verbs
  • Preterite tense of irregular verbs
  • Stem changing preterite verbs
  • Imperfect tense of regular verbs
  • Imperfect tense of ser, ir, and ver
  • Preterite vs imperfect
/ Competencies/Skills:
  • Read about leisure activities
  • Prepare for outdoor activities
  • Categorize family members
  • Describe a trip to the beach with family
  • Read and analyze a poem about nature by Octavio Paz
  • Read and discuss facts about Mexico
/ Description of Activities:
  • Translation in pairs
  • Mini-Dialogues
  • Writing a postcard
  • Read and analyze poetry about nature
  • Write and recite a poem about nature
  • Skits

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Unit Test (textbook generated)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Poem (teacher generated with rubric)
  • Postcard (teacher generated with rubric)

Interdisciplinary Connections:
  • Literary devices (English)
/ Additional Resources:
  • Approved District textbook and workbook
  • Teacher generated rubrics
  • Duolingo
  • Studyspanish.com and Conjuguemos.com practice websites

Subject: Spanish III / Grade: 10, 11, or 12 / Suggested Timeline: 3 weeks
UnitTitle: It’s Time to Help -Es Hora de Ayudar
Unit Overview/Essential Understanding:
The overall objective of Unit 2 is to prompt students to describe volunteer activities, organize people to do a project, persuade or influence others, make requests and recommendations, express opinions, and talk about community service.
Unit Objectives:
Students will be able to:
  • Identify and apply words associated with volunteering and community service
  • Recall Tú Commands
  • Recall Usted Commands
  • Identify and apply words associated with media and communication, sources of information
  • Recall pronouns with commands
  • Identify and apply impersonal expressions with infinitives

Focus ACTFL Standards Addressed in this Unit:
  • 1.2- Students understand and interpret written and spoken language on a variety of topics.
  • 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
  • 5.1 - Students set goals and reflect on their progress in using language for enjoyment, enrichment, and advancement.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 -Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 3.1 - Students reinforce and further their knowledge of other disciplines through the world language.

Misconceptions:
  • Pronoun placement with commands

Concepts/Content:
  • Theme appropriate vocabulary
  • Tú commands/Usted commands
  • Pronoun placement with commands
  • Impersonal expressions with Infinitives
  • Present perfect tense
/ Competencies/Skills:
  • Read about and discuss volunteer activities and projects
  • Organize a community service activity
  • Persuade or influence others
  • Describe a trip to the beach with family
  • Read and analyze a poem about nature by Octavio Paz
  • Read and discuss facts about Mexico
/ Description of Activities:
  • Translation in pairs
  • Mini-Dialogues
  • NHS community service email
  • Skits

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Formal Email (teacher generated with rubric)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Skits

Interdisciplinary Connections:
  • Formal letter Writing (English)
/ Additional Resources:
  • Approved District textbook and workbook
  • Teacher generated rubrics
  • Duolingo
  • Studyspanish.com and Conjuguemos.com practice websites

Subject: Spanish III / Grade: 10, 11, or 12 / Suggested Timeline: 6 weeks
UnitTitle: TheFuture of OurPlanet -El Futuro de Nuestro Planeta
Unit Overview/Essential Understanding:
The overall objective of Unit 3 is to prompt students to discuss the impact of technology, express environmental concerns and possibilities, make predictions and discuss causes and effects, discuss obligations and responsibilities, present and support an opinion, express a point of view and make recommendations.
Unit Objectives:
Students will be able to:
  • Identify and apply vocabulary relating to the future of technology, the environment, and our role in preserving the environment
  • Identify and apply the future tense
  • Differentiate between porand para
  • Identify and describe vocabulary relating to government, society, and business
  • Identify and apply regular present tense subjunctive
  • Identify WHEN to use the subjunctive: WEDDING

Focus ACFTL Standards Addressed in this Unit:
  • 1.2 - Students understand and interpret written and spoken language on a variety of topics.
  • 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 3.1 - Students reinforce and further their knowledge of other disciplines through the world language.
  • 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Misconceptions:
  • Differentiating between porand para

Concepts/Content:
  • Theme appropriate vocabulary
  • Future tense of regular verbs
  • Differentiating between por and para
  • Ir a + infinitive
  • Present tense subjunctive regular verbs
  • Additional subjunctive forms (sepa, sea, vaya, dé, esté)
/ Competencies/Skills:
  • Describe and discuss environmental concerns
  • Describe and discuss the impact of technology
  • Make predictions and discuss causes and effects
  • Present supporting opinions
  • Explain when to use the subjunctive
  • Read and discuss facts about Central America
/ Description of Activities:
  • Translation in pairs
  • Mini-Dialogues
  • Writing and reciting a song that explains when to use the subjunctive, how to form the subjunctive, and the irregulars
  • Stranded on a Desert Island Video Project (persuasion)
  • Skits

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Unit Test (textbook generated)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Song (teacher generated with rubric)
  • Stranded on an Island (teacher generated with rubric)

Interdisciplinary Connections:
  • Video (Technology)
/ Additional Resources:
  • Approved District textbook and workbook
  • Teacher generated rubrics
  • Duolingo
  • Studyspanish.com and Conjuguemos.com practice websites

Subject: Spanish III / Grade: 10, 11, or 12 / Suggested Timeline: 6 weeks
UnitTitle: What I Want to Be -Así Quiero Ser
Unit Overview/Essential Understanding:
The overall objective of Unit 4 is to prompt students to describe people, tell others what to do, expresses wishes and desires, describe career paths, express doubt, denial, and disbelief, express positive and negative emotions.
Unit Objectives:
Students will be able to:
  • Identify and apply vocabulary relating to personal characteristics, ways to describe people, and professions
  • Identify and apply the subjunctive with verbs of hope
  • Identify and apply the subjunctive with verbs of influence
  • Identify and describe vocabulary relating to the workplace environment
  • Identify and apply the subjunctive with verbs of doubt, denial, and negation
  • Identify and apply the subjunctive with emotions
  • Understand and apply the verb DEBER + infinitive

Focus ACTFL Standards Addressed in this Unit:
  • 1.2 - Students understand and interpret written and spoken language on a variety of topics.
  • 1.3 -Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
  • 5.1 - Students use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 1.2 - Students understand and interpret written and spoken language on a variety of topics.
  • 3.1 - Students reinforce and further their knowledge of other disciplines through the world language.

Misconceptions:
  • No creo vs creo
  • No pienso vs pienso
  • Subjunctive vs indicative

Concepts/Content:
  • Theme appropriate vocabulary
  • Future tense
  • Subjunctive with verbs of influence
  • Subjunctive with verbs of hope
  • Subjunctive with doubt and denial
  • Subjunctive with emotions
  • Superlative –ísimo
  • Verb DEBER + infinitive
/ Competencies/Skills:
  • Describe others and their professions
  • Tell others what they ought to do
  • Express wishes and desires
  • Develop interview questions
  • Express positive and negative emotions
  • Read and discuss facts about the Caribbean
/ Description of Activities:
  • Translation in pairs
  • Mini-Dialogues
  • Write a persuasive paragraph about the use of class rank
  • Complete an I-Search paper about a profession
  • Skits

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • I-Search Paper (teacher generated with rubric)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo
  • Persuasive Paragraph (teacher generated with rubric)

Interdisciplinary Connections:
  • Persuasive essay writing techniques (English)
/ Additional Resources:
  • Approved District textbook and workbook
  • Teacher generated rubrics
  • Duolingo
  • Studyspanish.com and Conjuguemos.com practice websites

Subject: Spanish III / Grade: 10, 11, or 12 / Suggested Timeline: 6 weeks
UnitTitle: How Do YouGetInvoled? -¿Cómo Te Entretienes?
Unit Overview/Essential Understanding:
The overall objective of Unit 5 is to prompt students to identify requirements, describe their personal items, express what does and does not exist, express what would or would not happen, and report what someone else said.
Unit Objectives:
Students will be able to:
  • Identify and apply vocabulary relating to computer and Internet usage, valuable personal items
  • Identify and apply the subjunctive with conjunctions
  • Identify and apply the subjunctive with the unknown
  • Identify and describe vocabulary relating to pastimes and hobbies, extracurricular activities
  • Identify and apply the conditional tense
  • Differentiate between qué and cuál
  • Identify and apply reported speech
  • Recall túcommands
  • Identify Spanish speaking countries on a map (Central America and South America)

Focus ACTFL Standards Addressed in this Unit:
  • 1.2 - Students understand and interpret written and spoken language on a variety of topics.
  • 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Important ACTFL Standards Addressed in this Unit:
  • 1.1 - Students engage in conversations and obtain information, express feelings and emotions, and exchange opinions.
  • 1.2 - Students understand and interpret written and spoken language on a variety of topics.
  • 3.1 - Students reinforce and further their knowledge of other disciplines through the world language.

Misconceptions:
  • Qué vs cuál

Concepts/Content:
  • Theme appropriate vocabulary
  • Subjunctive with conjunctions
  • Subjunctive with the unknown
  • Túcommands
  • Reported speech
  • Conditional tense
  • Expressions with “sea”
/ Competencies/Skills:
  • Describe the role of computers
  • Tell others what they ought to do
  • Express wishes and desires
  • Talk about leisure activities
  • Express requirements and conditions
  • Research and/or develop a product or service to market
  • Identify Spanish speaking countries on a map
  • Read and discuss facts about the Andean countries
/ Description of Activities:
  • Translation in pairs
  • Mini-Dialogues (IT tech and client)
  • Infomercial video
  • Skits

Assessments:
Summative Assessments:
  • Quizzes (textbook generated)
  • Infomercial (teacher generated with rubric)
  • Unit Test (textbook generated)
Formative Assessments:
  • Homework (workbook pages)
  • Dialogues
  • Duolingo

Interdisciplinary Connections:
  • Marketing techniques (Marketing)
/ Additional Resources:
  • Approved District textbook and workbook
  • Teacher generated rubrics
  • Duolingo
  • Studyspanish.com and Conjuguemos.com practice websites

1