Spanish 3 Advanced
Scope and Sequence
August 2017 (Under Revision)
NATIONAL (AND STATE) STANDARDS FOR WORLD LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
21st Century Skill: Global Awareness
At Assumption High School we strive to help our students become more aware of
the world around them and the issues that arise from being part of a larger global
community. The teaching of Global Awareness is therefore incorporated into our
courses. Because Global Awareness is an integral part of the study of second
languages and the cultures in which those languages are spoken, it permeates all
that is done in the language classroom. Therefore, no specific references are made
in this scope and sequence as to how Global Awareness is incorporated into this
particular course.
Capítulo 1Adiós al verano (11 days)
Vocabulario- Weather
- Places
- Hobbies and extracurricular activities
- Personality and emotions
- Reflexive verbs-personal care and daily activities
- review of present tense
- review of preterite tense- use BSB reviews
- review of ser and estar
- review of subject and reflexive pronouns
- review of comparisons, demonstrative adjectives and pronouns
- review of ir a (p. 26)
- review of negative and affirmative words and time constructions (hacer + time p. 33)
- quizzes on verb tenses
Supplemental
- El punto de vista- daily routine writing activity on p. 41
- Una visita a Castilla-La Mancha – use to review present tense and for reading skill
- Clara perspectiva Episodio 1
- Speaking skill: use the present/preterite tense to give examples of a typical day now and one back in the summer
- La historia y arte de Castilla-La Mancha
- La geografía de Castilla-La Mancha
- Videocultura
- Geovision
- Comparaciones
- Comunidad y oficio
Capítulo 2¡A pasarlo bien! (9 days)
Vocabulario- Expressing interest and displeasure
- Inviting someone to do something
- Describing the ideal friend
- Characteristics and physical descriptions of people
- Review of imperfect
- Imperfect vs. preterite
- Review of indirect and direct object pronouns
- Review of ir a + infinitive in the imperfect
- Review of future tense (p. 118)
- Review of conditional tense (p. 120)
Supplemental
- Una noche en España
- Un oso y un amor- reading
- La amistad es para siempre- for a writing skill, document an incident from childhood using the preterite and imperfect
- P. 123 written skill with conditional tense
- P. 119 speaking skill with future
- Clara perspectiva Episodio 2
- Videocultura
- Geovision
- Comparaciones
- Comunidad y oficio
Capítulo 3Todo tiene solución (10 days)
Vocabulario- Complaining
- Expressing an opinion and disagreeing
- Making suggestions
- Apologizing
- Review of verb + infinitive
- Subjunctive endings on p. 18
- Subjunctive with will, hopes or wishes
- Subjunctive with negation or denial
- Subjunctive with unknown and nonexistent
- Subjunctive with feelings and impersonal expressions
Supplemental
- América en Español - reading
- Speaking and writing skills: write a conversation with a partner about a student complaining about a school issue to a guidance counselor
- Clara perspectiva Episodio 3
- La geografía del Caribe
- La historia y el arte del Caribe
- Videocultura
- Geovision
- Comparaciones
- Comunidad y oficio
Capítulo 4Entre Familia (6 days)
Vocabulario- Family relationships and events
- Reacting to news
- Commenting on food
- Explaining and giving excuses
- Review of present progressive
- Review of present perfect indicative (stop here at end of first semester for advanced)
Supplemental
- Los postres- reading
- Speaking and writing skills: Write and perform a restaurant conversation describing a meal in which many things go wrong. Class must respond and tell things that went wrong in each scenario
- Clara perspectiva Episodio 4
- Videocultura
- Geovision
- Comparaciones
- Comunidad y oficio
First Semester Student Outcomes:
Listening:
1)The student should be able to listen to two or three conversations of approximately one minute in length and answer specific questions about each in a multiple choice or true/false format with 85% accuracy.
2)The student should be able to listen to a question or brief comment and be able to select an appropriate response in a multiple choice format with 85% accuracy.
Speaking:
- The student should be able to speak for 1 1/2 minutes without notes about a topic assigned in advance.
Students will be evaluated on the abundant and correct use of vocabulary, grammatical accuracy, pronunciation, fluency, creativity of expression, risk taking and overall comprehensibility. The student should be able to earn an 80% score for these combined categories.
Reading Comprehension:
- The student will read two readings (conversations or short narratives) of approximately 100 words in length and will respond with 85% accuracy to multiple choice or true/false questions about the content.
Writing:
- The student will write two short responses (30 and 50 word minimum length) on two given topics using structural concepts and vocabulary studied this semester.
Students will be evaluated on the abundant and correct use of vocabulary, grammatical accuracy, spelling, creativity of expression, risk taking and overall comprehensibility. The student must earn an 80% score for these combined categories.
Grammar and Vocabulary:
1)The student will fill-in specific verb forms in context in sentences or paragraphs with 80% accuracy
2)The student will use demonstrate their knowledge of vocabulary in context in multiple-choice or fill-in format with 85% accuracy.
Semester 2
Capítulo 5: El arte y la música (11 days)
Vocabulario- Fine arts vocabulary
- Introducing and changing a topic of conversation
- Inviting someone to do something and turning down an invitation
- Passive se
- Passive voice with ser
- Present perfect (advanced if not done in Ch.4)
- Present perfect subjunctive (advanced only)
- Past perfect
- Usted and Uds. (formal) command
- Tú (familiar) commands
- Review of comparisons of equality and superlatives
- Subjunctive with hopes and wishes
Supplemental
- Diego Rivera- reading
- Danza negra
- ¡A escribir una canción!
- Writing skill: Choose a painting by a famous Hispanic/Spanish artist, draw it and tell about it and the artist in Spanish
- Speaking skill: Describe the famous painting aloud in Spanish
- Clara perspectiva Episodio 5
- La geografía del Suroeste y el Norte de México
- La historia y el arte del Suroeste y el Norte de México
- VideoCultura
- Geovision
- Comparaciones
- Comunidad y oficio
Capítulo 6¡Ponte al día! (9 days)
Vocabulario- Newpaper, radio and television
- Medio ambiente p. R19
- Las noticias p. R17
- Expressing doubt, disbelief, certainty and uncertainty
- Talking about what you know and don’t know
- Indicative after expressions of certainty
- Subjunctive after expressions of doubt and disbelief
- Subjunctive after expressions of negation and denial
- Por and para
- Sino and pero
- Uses of haber
- Review of indefinite expressions
- Gender of nouns
- Indicative in compound sentences
Supplemental
- Recuperar la tierra- reading
- Speaking skill: Groups choose a cause/current event and tell how they would make changes in their community
- Writing skill: p. 259 B, C- Write a summary of <Recuperar la tierra> using the subjunctive
- Una historia con fluidez
- Clara perspectiva Episodio 6
- Videocultura
- Geovision
- Comparaciones
- Comunidad y oficio
Capítulo 7Mis aspiraciones (10 days)
Vocabulario- Talking about challenges
- Talking about accomplishments
- Professions pp. R10 and R18
- Talking about future plans
- Expressing cause and effect
- Verbs that change meanings in preterite and imperfect
- Uses of reflexive verbs
- Lo and lo que
- Subjunctive after adverbial conjunctions
- Indicative with habitual or past actions
Supplemental
- Los grupos étnicos de Perú- reading
- Oda al presente Un escrito que haga pensar
- Writing skill: P. 275 C, D projects- Write about a profession they would like to pursue using the future and conditional
- Speaking skill: Choose one of the issues on p. 281 for a Charla discussion
- Un escrito que haga pensar
- La geografía de los Andes
- La historia y el arte de los Andes
- VideoCultura
- Geovision
- Comparaciones
- Comunidad y oficio
Capítulo 8¿A qué te dedicas? (11 days)
Vocabulario- Writing a formal letter
- Technology vocabulary R18
- Workplace vocabulary
- Talking about what you do and do not understand
- Talking about your plans
- Verbs with indirect object pronouns
- Verbs that express “to become”
- Review of conditional
- Formation of past subjuntive
- Past subjunctive with hypothetical statements
- Past subjunctive with doubt, emotion, volition and impersonal expressions
Supplemental
- El trabajo en Latinoamérica- reading
- Writing skill: Apply for a job or a scholarship in writing
- Speaking: Job interview
- de Senderos fronterizos
- Personajes con vida propia
- Clara perspectiva Episodio 8
- Videocultura
- Geovision
- Comparaciones
- Comunidad y oficio
Learning outcomes:
Listening:
- The student should be able to listen to two or three conversations of approximately one minute in length and answer specific questions about each in a multiple choice or true/false format with 85% accuracy.
- The student should be able to listen to a question or brief comment and be able to select an appropriate response in a multiple choice format with 85% accuracy.
Speaking:
- The student should be able to speak for 1 1/2 minutes without notes about a topic assigned in advance.
Students will be evaluated on the abundant and correct use of vocabulary, grammatical accuracy, pronunciation, fluency, creativity of expression, risk taking and overall comprehensibility. The student should be able to earn an 80% score for these combined categories.
Reading Comprehension:
- The student will read two readings (conversations or short narratives) of approximately 100 words in length and will respond with 85% accuracy to multiple choice or true/false questions about the content.
Writing:
- The student will write two short responses (30 and 50 word minimum length) on two given topics using structural concepts and vocabulary studied this semester.
Students will be evaluated on the abundant and correct use of vocabulary, grammatical accuracy, spelling, creativity of expression, risk taking and overall comprehensibility. The student must earn an 80% score for these combined categories.
Grammar and Vocabulary:
- The student will fill-in specific verb forms in context in sentences or paragraphs with 80% accuracy
- The student will use demonstrate their knowledge of vocabulary in context in multiple-choice or fill-in format with 85% accuracy.
The topics to be tested in all of the above include:
Semester 1
1)Personality and physical description and emotions vocabulary
2)Personal care, grooming, daily routine vocabulary
3)Weather and places vocabulary
4)Hobbies, school, school related extra-curricular and sports activities
5)Family relationships and events vocabulary and reacting to news
6)Commenting on discrimination and prejudices and stating opinions
7)Expressing interest and displeasure and apologizing
8)Making suggestions and recommendations
9)Present Indicative tense forms of regular, stem-changing, reflexive and common irregular verbs to narrate events.
10) Present Subjunctive forms of regular, stem-changing, reflexive and common irregular verbs to express actions influenced by others.
11) Use of Present Subjunctive with emotion, denial, and negation.
12) Future tense and Conditional tense for regular, stem-changing, reflexive and common irregular verbs.
13) Forms and uses of Preterite and Imperfect Tenses in context.
14) Present Perfect Indicative forms and uses for all verbs.
15) Appropriate use of “ser” and “estar”
16) Demonstrative adjectives and pronouns
17) Comparisons of inequality with adjectives
18) Use of Direct and Indirect Object pronouns in place of nouns
19) Present Progressive forms and uses
Semester 2
1)Visual and performing arts; giving opinions; extending invitations
2)Newspaper, radio and television; news related vocab
3)Environment vocab,
4)Talking about challenges, accomplishments and future plans
5)Professions and career vocab
6)Technology vocabulary
7)Present and Past progressive
8)Passive voice with “se” and with “ser + past participles)
9)Pluperfect Indicative- forms and uses
10) Commands (tú, Ud. Uds., nosotros, vosotros)
11)Use Present Subjunctive with emotion, denial, and negation.
12) Future tense and Conditional tense for regular, stem-changing, reflexive and common irregular verbs.
13)“por” and “para”; “pero” and “sino”
14)Lo and lo que
15) Subjunctive after adverbial conjunctions
16) Verbs that express “to become”
17) Formation of past subjunctive
18) Past subjunctive with hypothetical statements
19) Past subjunctive with doubt, emotion, volition and impersonal expressions