Prerequisite: Spanish I A/B and Spanish II A/B

Spanish III A

Description: Further develops listening, speaking, reading andwriting language skills within a cultural context.

Prerequisite: Spanish I A/B and Spanish II A/B

World Language Program Review:

Curriculum/Instruction:

D-1: The school implements creative world language learning opportunities, which provide innovative avenues for EACH student to develop and refine 21st century communication skills in languages other than English.

D-2: Teachers guide student learning through implementation of rigorous world language opportunities for students to develop language and intercultural competencies.

D-3: Students engage in a process of language acquisition and/or learning that prepares them for college, career and global citizenship.

Formative and Summative Assessment:

D-1: Students take ownership of their own learning through a process of goal setting, self-assessment and reflection.

D-2: Standards-based formative and summative views of and for learning are embedded into the learning process to evaluate proficiency and to inform the individual’s learning process.

D-3: World language assessment views are maintained by the district, school and teacher and are used to improve student learning, inform program decisions and to grant proficiency-based credit.

Unidad Una Parte A: El Repaso de los Conceptos Fundamentales de Español I y II (Review of Spanish I and II Fundamental Concepts) Duración: Una Semana

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2 Students will be able to 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 target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

• Recall the Spanish alphabet and the pronunciation of all consonants and vowels from Spanish I.
• Apply pronunciation concepts to oral reading, speaking in the target language.
• Identify the relationship between nouns, adjectives and number/gender congruency.
• Recall and apply the concepts of number/gender congruency regardingadjectives and nouns.
• Distinguish between masculine and feminine adjectives and nouns in Spanish and apply the correct ending with accuracy.
• Connect both English and Spanish when translating from English to Spanish and vice-versa in more grammatically complex writing.

Potential Resources:

• Summative Assessments
• Formative Assessments
• Current Events Reading and Writing Rubric (see attached rubric for scoring criteria)
• Powerpoint presentations.
• Personal writings
• Oral conversations and interactions

Unidad Una Parte B: Los Verbos en el Presente Duración: Dos Semanas

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

• Recall, list and apply the conjugation principles for all –ar, --er, --ir regular present tense verbs.
• Differentiate between regular verbs and stem-changing verbs
• Identify and apply conjugation principles in regards to stem-changing verbs (in both shoe and boot forms).
• Differentiate between regular verbs and –go verbs.
• Identify and conjugate –go verbs.
• Assessment of the grammatical function of the subject of a sentence in order to apply the correct subject/verb agreement when using various conjugated verbs.
• Connect both English and Spanish when translating from English to Spanish and vice-versa in more grammatically complex writing.

Potential Resources:

• Summative Assessments
• Formative Assessments
• Current Events Reading and Writing Rubric
• Powerpoint presentations.
• Personal writings
• Oral Conversations and Interactions

Unidad Dos: Los Verbos en el Preterito Duración: Dos Semanas

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

• Compare the use of the preterite tense to the use of past tense in English.
• List and apply the conjugation principles for all –ar, --er, --ir regular preterite tense verbs.
• Recognize irregular preterite verbs including but, not limited to the --car, --gar, and --zar ending verbs and apply conjugation principles in regards to their individual irregularity.
• Differentiate between regular/irregular verbs and stem-changing verbs
• Assessment of the grammatical function of the subject of a sentence in order to apply the correct subject/verb agreement when using various conjugated verbs.
• Connect both English and Spanish when translating from English to Spanish and vice-versa in more grammatically complex writing.

Potential Resources:

• Summative Assessments
• Formative Assessments
• Current Events Reading and Writing Rubric
• Powerpoint presentations.
• Personal writings
• Oral Conversations and Interactions

Unidad Tres: Los Verbos en el Preterito—Los Reflexivos Duración: Dos Semanas

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

• Compare the use of the preterite tense to the use of past tense in English.
• List and apply the conjugation principles for all –ar, --er, --ir regular preterite tense verbs.
• Recognize irregular preterite verbs including but, not limited to the --car, --gar, and --zar ending verbs and apply conjugation principles in regards to their individual irregularity.
• Differentiate between regular/irregular verbs and stem-changing verbs
• Application of preterite verb endings to reflexive verbs with correct subject/verb agreement in varying forms.
• Distinguish between the need for a reflexive and/or non-reflexive verb according to grammatical context and apply it with subject/verb agreement in various forms.
• Connect and apply the use of reflexive verbs to their own daily lives.
• Apply reflexive and non-reflexive verb concepts by performing dialogues and or skits to demonstrate their own morning/night routines all in the preterite tense.
• Assessment of the grammatical function of the subject of a sentence in order to apply the correct subject/verb agreement when using various conjugated verbs.
• Connect both English and Spanish when translating from English to Spanish and vice-versa in more grammatically complex writing.

Potential Resources:

• Summative Assessments
• Formative Assessments
• Dialogues and/or skits regarding daily routines
• Current Events Reading and Writing Rubric
• Powerpoint presentations.
• Personal writings
• Oral Conversations and Interactions

Unidad Cuatro: Los Verbos en el Imperfecto Duración: Dos Semanas

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

• Recall the endings and usages for the preterite tense of –ar, –er, and –ir verbs.
• Identify the usages for the imperfect tense when compared with situations that use the preterite tense.
• Differentiate between the preterite tense and imperfect tense verb endings.
• Differentiate between regular and irregular preterite and imperfect tense verbs and construct conjugations.
• Differentiate between the need for preterite or imperfect verb tense according to context.
• Assessment of the grammatical function of the subject of a sentence in order to apply the correct subject/verb agreement when using various conjugated verbs.
• Connect both English and Spanish when translating from English to Spanish and vice-versa in more grammatically complex writing.

Potential Resources:

• Summative Assessments
• Formative Assessments
• Current Events Reading and Writing Rubric
• Powerpoint presentations.
• Personal writings
• Oral Conversations and Interactions

Unidad Cinco: Objetos Directos Duración: Una Semana

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

• Identify the direct object of a sentence in both English and Spanish.
• Categorize the differing direct object pronouns in the target language depending on the direct object of a sentence.
• Compare and construct direct object placement in Spanish to direct object placement in English.

Potential Resources:

• Summative Assessments
• Formative Assessments
• Current Events Reading and Writing Rubric
• Powerpoint presentations.
• Personal writings
• Oral Conversations and Interactions

Unidad Seis: Objetos Indirectos Duración: Una Semana

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Los Temas:

• Construct sentences (both written and oral) using direct object pronouns.
• Identification of the indirect object of a sentence in both English and Spanish.
• Categorize the differing indirect object pronouns in the target language depending on the indirect object of a sentence.
• Compare and apply indirect object placement in Spanish to indirect object placement in English.
• Construct sentences (both written and oral) using indirect object pronouns.

Potential Resources:

• Summative Assessments
• Formative Assessments
• Current Events Reading and Writing Rubric
• Powerpoint presentations.
• Personal writings
• Oral Conversations and Interactions

Unidad Siete: Objetos Directos y Indirectos Duración: Una Semana

Academic Expectations:

1.1Students will be able to engage in conversations, provide and obtain information, express feelings and

emotions.

1.2Students will be able to 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 and readers on a variety

of topics.

3.1 Students reinforce and further their knowledge of other disciplines through the target language.

4.1 Students demonstrate understanding of the nature of the language through comparison of the

language studied and their own.

CCSS.ELA-Literacy Standards:

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.