Mission: Thomas Alva Edison High School Will Deliver Challenging and Meaningful Instruction
Grade: / 9-12 / Subject: / Spanish 3 / Semester / Quarter 1 / Team
Members: / Robles, C.
Standard Description / Example Rigor / Prerequisite Skills / Common
Assessment / When Taught? / Extension Standards
What is the essential standard to be learned? Describe in student-friendly vocabulary. / What does proficient student work look like? Provide an example and/or description. / What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard? / What assessment(s) will be used to measure student mastery? / When will this standard
be taught? / What will we do when students have learned the essential standard(s)?
1.1/1.2*Students will learn and practice vocabulary for describing personality, emotional states, feelings and relationships by listening to audio conversations containing new vocabulary.
Communication 1.2
Comparisons 4.1 / Students working in pairs to create ten Spanish sentences using the new vocabulary to describe el/la amigo/a ideal or el/la padre/madre. Groups will share their answer to class. / Students need prior exposure to the family vocabulary, the proper usage of articles and noun agreement and the verbs ser and estar / Conjugation verb quizzes all tenses
V Text extra verb practice
Specific verb drills (quizzes)
Diolague write with a partner or group
Class presentations / August 11-12 / Reteach the verb conjugation regular and irregular verbs with more online (Vtext practice)
In class group activities
Quizzes online curriculum practice as homework with more attempts (for students who need more structure).
1.4*Students will review the present tense of regular, irregular, and stem-changing verbs.
Students will also learn the uses of ser and estaralong with the present progressive.
Communication 1.2
Comparisons 4.1 / Students compare the progressive forms in Spanish and English by creating a chart in groups of 3 or 4.
Students prepare an interview with a famous Latin artist and write 20 questions using ser and estar at least 10 times. / The usage of the verbs ser and estar
Adjective noun agreement, Gender and number agreement with the person or thing
El gerundio / Students answer in complete sentences a questionnaire using the progress form
White boards to each group-teacher says infinitive verb and students write the conjugated verb form / August 15-19 / Students work in groups of three. Distribute to each group children’s Spanish books in which student write down a list of all irregular verbs found in the books.
Sentence structure writing
Using pictures from magazines and asking questions
1.2 Students will practice listening to authentic conversation and learn functional phrases regarding professional life and first impressions of others.
Communication 1.2
Cultures 2.1, 2.2 / Students will quickly scan the fotonovela videos scripts and make a list of the cognantes / Students need exposure to cognates, novel scripts, and appropriate ways people greet each other professionally. / Students own script writing
Quizzes on cognates with examples
Useful Spanish Expressions and additional vocabulary on the board with their meaning-students are responsible of all extra vocabulary / August 22- 26 / Vtext Homework with more attempts (for students who need more structure).
*the curriculum on line design to help students listen and pronounce the vocabulary structure, verb conjugations, listening and speaking activities.
*Students will learn about customs in Spanish-speaking countries that are related to intercultural relationships,
*Students will learn country-specific vocabulary for relationships and watch a video about meeting points in Madrid.
Communication 1.2
Cultures 2.1, 2.2
Connections 3.1, 3.2
Comparisons 4.1 / Students will rereadstrategies-looking for info in the tile, pictures, blue boxes, and glosses.
Students will gain perspectives on the Spanish-Speaking world to develop respect and openness to others and to interact appropriately and effectively with anyone. / Respect and openness to any one’s culture
Spanish speaking countries
Specific vocabulary / Oral presentation on the panorama of the Spanish speaking country
Supersite recording with a partner / August 29-
September 2 / Research and present Madrid’s celebrations and fetivals
Students will watch the Cinematica and watch “Di Algo” and practice listening for using vocabulary and structures learned in this lesson in real stories.
Communication 1.2
Comparisons 4.1 / Students will discuss the vocabulary under the heading “Di Algo” as well in the vocabulary box. / Describe the picture in the poster “Di algo”
How to do prediction with the content of the short based on the title, the poster and the previewing activities. / Research ONCE and write a short paper about the organization’s mission and major activities. / September6-9 / Student will discuss in groups or 3 or 4 how they think the main character feels. Why does he go looking for Irene?
And Develop a different ending to the story
Students will Mark and chart the poem 20 of Pablo Neruda, in groups of 3.
Students will critically think, why Picasso painting resembles Pablo Neruda’s poem?
Communication 1.1, 1.3
Culture 2.1, 2.3
Connections 3.2 / Students will research online who Picasso was.
Venn Diagram of Picasso’s work of art / Prior knowledge on art work and analyzing the artist work critically
Students also need prior knowledge on writing/styles of poems / Online quizzes
Who is this artist game quizzes
White board
Poem writing
Socratic Seminar / Sept. 12-16 / Students will write a haiku poema de amor. If a student prefers to write less personal they may write from a fictitious characters perspective.
Students will critically read about Supreme Court Justice Sonia Sotomayor.
Communication 1.2, 1.3
Culture 2.1, 2.2
Connections 3.1,3.2
Comparisons 4.2 / Students in pairs will discuss what values are most important to them and how those values affect their professional goals.
Students will discuss the influence parents have in shaping their children’s goals and behaviors. / Vocabulary review of personality and emotions
Personal background
Personal experiences / Pair groups discussions
Virtual chart- activity #3 on the Supersite in which students record individual responses that appear on gradebook
Socratic Seminar / Sept. 19-23 / Pair group to research and write brief profiles of other famous women holding positions of responsibility and power in the U.S
Students will learn and practice: vocabulary related to music and theater, recreation, sports, and games.
Communication 1.2
Comparisons 4.1 / Students listen to conversations and advertisements that contain the new vocabulary words.
Pair group in which students create their own advertisement for a sport or recreation game. / Music, Spanish advertisements, and target language and audience / Pair group and create advertisement-dialogue / Sept. 26-30th / Students present their advertisement live or by video
Students will listen to Fotonovela, authentic functional conversation in which people encouraging and wishing others well.
Communication 1.2
Cultures 2.1, 2.2 / Identify cognates from Spanish to English / Basic functional conversations
Editing and prewriting activities / Dialogue formations
Description of characters and personalities / Oct. 17-21 / Students create their own fotonovela in groups of 6
Students will learn the difference between direct object pronouns and indirect object pronouns, how to position them and prepositional pronouns and the usage of the present progressive. / Using the present progress students will create their dialogue with a partner in which a minimum of 15 lines per students / Object pronouns
Present tense of estar
El gerundio / Conjugation drills
Supersite online activities; pronunciation, comprehension and records with a partner on line / Oct. 24-28 / In pairs students need to create a 5-7 sentence strip style with captions to illustrate a conversation using the direct and indirect object pronouns
*each group will present their comic strip
Students will learn and review the reflexive verbs and reflexive pronouns in conjunction to the verb gustar. / Verb conjugations
Reflexive pronouns
The verb gustar / Supersite and vtext online activities and recordings / Oct. 31-Nov.4 / Students will write an e-mail to a friend describing changes in their daily routine now that they are on vacation. Students need to pay attention to the forms of reflexive verbs and questions must be used in their e-mail. Porper salutation and closing to their e-mail.
Students will mark and chart the text as they readEnfoques, about important happenings in Mexican cinema with the actor Gael Garcia Bernal / Independently marking and charting / Basic knowledge of marking and charting
Saying and doing
Some knowledge of el Cine Mexicano / Research Mexico’s Cinema and the 1940’s actors / Nov.7-11 / Rhetorical précis
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and career ready.