September Unit 1: Mexico

Aaron Hayes Spanish 3 Grades 11-12

Essential
Questions

Idaho Content
Standards

Week 1:
-Introduction,
what is the
purpose for
taking a second
language?
-See what
students already
know.
-Talk about
theirs and my
expectations.

Week 1:
Speaking
-S.11-12 L3.1.2.1
-Unrehearsed topics.
-S.11-12 L3.1.2.2
-Using many
expressions for
meanings.

Weeks 2-4:
Weeks 2-4:
Writing and
Topic 1:
Speaking
Camping
-W. 11-12 L3.1.4.1
-What does
-Writing in a variety
camping mean in
of forms about
the United States
thematic subjects.
and how can it
-W. 11-12 L3.1.4.2
be different in
-Incorporate all
another country?
acquired tenses,
-How has
structures, and
camping
vocabulary in
changed over
original works.
time?
How do we
conjugate
different verb
tenses?

Essential
Skills/Concepts
to be Targeted
Week 1:
-Asking
questions to see
how much of
the language
they remember.
-How their
vocabulary is.
-Start group
discussions on
basic topics to
see where they
stand.

Weeks 2-4:
-Expanded
sense of
vocabulary.
-Conjugations
of verbs.
-Working with
peers.
-Writing in a
professional
manner in
Spanish with
few
grammatical
errors.

Instructional Strategies and

Activities
Week 1:
-Have students get in small groups
to talk about their summer
experiences.
-Have them write exit slips on
their expectations of the class and
what they hope to learn.
Weeks 2-4:
-Daily exit slips on vocab words
they learned in class that day.
-Review the forms of irregular
verbs in the preterite.
-Have daily discussions with
peers and class to see what each
other know.
-During the second last week
introduce writing assignment
which is to describe a camping
experience and if they havent had
on describe an experience
outdoors and use a minimum of
ten new vocabulary words
previously learned. 500 word
minimum.

Formative and
Summative
Assessments

Resources
and
Materials

Week 1:
-After group discussions go
around class and ask each
student to express their
summer experiences. This
would be a Formative
assessment to see what
students already know.

Week 1:
-Class
Contract
expectations.
-List of new
words.
-Emails.

Weeks 2-4:
-Formative assessment, Have
a quiz as a form of review for
the preterit tense of regular
verbs using the learned
vocabulary of camping. Also
have daily exit slips as a way
Weeks 2-4:
to know where students stand -Daily list of
grammatically.
new vocab
-Summative assessment, Have
words.
an exam at the end of unit 1 to -Textbook for
make sure that major concepts examples of
and grammar were gathered.
new vocab
-Summative assessment when
words.
essay is asked for.
-Daily exit
slips or
Journals.

October Unit 2: United States Topics 1-2

Essential
Questions

Idaho Content
Standards

Weeks 1-2:
Topic one: One
for all and all for
one.
-What does it
mean to live in
the United States
for the aspect of
culture?
-How has the
culture of the
U.S. changed
over time?

Weeks 1-2:
Reading
-R. 11-12 L3.1.1.3
-Acquire new
vocabulary through
reading.

Weeks 3-4:
Topic two: How
we organize
ourselves.
-What does it
mean to live in a
society like the
United States?
-How does the
media play into
this sort of idea?

-R. 11-12 L3.1.3.3

- Summarize content
of passages (e.g.,
poetry, song lyrics,
folktales, fiction,
graphic novels, and
internet text).
Weeks 3-4:
Listening
-L. 11-12 L3.1.1.1
Comprehend
vocabulary related to
class themes and
literature.
-L. 11-12 L3.1.1.2
Comprehend
extended passages
and peer
conversations in the
target language.
-L. 11-12 L3.1.1.4
-Interpret the intent
or meaning of a
spoken passage
(tone, idioms,
nuance, sarcasm,
irony).

Essential
Skills/
Concepts to be
Targeted
Weeks 1-2:
-Review of
grammar
-Good
understanding
of reading in
second
language.
-Ability to look
up unfamiliar
words to gather
unfamiliar
meanings.
-Gathered
meanings from
pop culture.

Weeks 3-4:
-Grammar
review.
-Good
comprehension
skills without
using other
materials.
-Public
speaking.

Instructional Strategies and

Activities
Weeks 1-2:
-During week one students will be
getting vocab lists about essential
ideas and themes covered during
unit 2.
-Also during week one students
will be reading short passages to
then discuss in class. There will be
one reading every few days.
-Week two students will be in
computer lab finding song that is
associated to topic and presenting
it to class during last day of week.
Weeks 3-4:
-During week 3 students will be
listening to passages in textbook
and responding to teacher in a cold
call type setting. This should be 23 days of first week.

Formative and
Summative
Assessments
Weeks 1-2:
-Starting now in the semester
students will be in charge of
bringing notes of article or
short passage they read for
class. This will be
interpretations of the text
instead of the basic means
that they understood the text.
-Although some texts will be
in English they will write
notes in Spanish to share with
the class. This would be
Formative assessments.
Weeks 3-4:

-Formative Assessment: Daily

exit slips on concepts they
-The last days of week students
learned that day.
will be listening to songs in
-Summative Assessment:
English and in Spanish and
Students will be putting
responding with answers of basic
together a small project for
meanings of music.
the last day of week 4.
-Also, during midterm
-Cooperative learning will be used
students will be writing exit
here as students will be put into
slips with concerns with the
groups each having a different
class and measures that can be
song. They will present to the class taken to improve the quality
their understanding of the meaning
of teaching.
and analysis and how these songs
tie into American society. This will
take place during the last day of
the week.
-Cultural comparison: Carlos
Santana that is in book.

Resources
and
Materials
Weeks 1-2:
-Vocab list.
-Daily exit
slips.
-American
Culture:
Traditions
and Customs
of the United
States article
printout.
-Cultural
comparison
short passage
in text book
on page 98.
Weeks 3-4
-Vocab list.
-Text book,
Cultural
comparison:
Carlos
Santana.
-YouTube,
listening to
artists and
gathering
lyrics.

November, 3 weeks, Unit 3 Central America

Essential
Questions
Weeks 1-2:
Topic one: How
will the future
be?
-What does the
future of Central
America look
like?

Idaho Content
Standards
Weeks 1-2:
Geographical
Context
-GC. 11-12 L3.3.2.1
-Discuss geography
in context of class
themes.

Essential
Skills/Concepts
to be Targeted

Instructional Strategies and

Activities

Formative and
Summative
Assessments

Resources
and
Materials

Weeks 1-2:
Weeks 1-2:
-During first 2 days of first week
Weeks 1-2:
Weeks 1-2:
Recall
go over future tense and also the
-Have worksheets that have
-Worksheets
vocabulary and
prepositions Por and Para.
fill in the blank type questions -Text book,
build on new
-Give out worksheets that has fill
based only on future tense.
for lesson
vocab lists.
in the blanks and spend the first
Formative assessment.
practice and
- Understand
day going over in detail how to
-During discussion on second instruction.
tenses
complete sentences in these tenses. day of class have an exit slip
-Access to
Modification and
-Analyze new
-Second day of first week have
of things that are still
computer lab.
What does it
Manipulation of
concepts
discussions with the class only
unfamiliar. Formative
look like in the Language Elements without being
using future tense. (Student lead)
assessment.
Week 3:
United States?
and Products
exposed to
-Rest of week discuss the impact
-Mini research paper would
-Text book,
-CT. 11-12 L3.2.1.1
them.
of technology in Central America
lie under Summative
for vocab
-What can
Predict outcomes of -Think critically and U.S. For this students will be
assessment category. This
words and
people do to
and infer meaning
about new
put into groups.
would also be a sort of a
handouts.
make sure ensure
from authentic
topics relating
-Second week have discussions
Formative assessment since it
-Access to
economic
written and oral
them back to
about what the future might be
will be taken step by step
computer lab.
security for
sources (e.g., poetry,
old topics.
like. A few days on this.
daily. Including how to make
Central America lyrics, literature, and
-Group
-End this week with a mini
an effective thesis and how to
in the near
Internet).
discussions.
research paper on how the future
structure a paper. During this
future?
looks like for the world. This will
time there will also be a
Speaking
Week 3:
be a paper discussed and done in
lesson on how to build
Week 3:
-S. 11-12 L3.1.2.3
-Building
class.
fluency.
Topic 2: For a
-Engage in a planned
literacy in
better future.
conversation on a
content.
Week 3:
Week 3:
thematic topic.
-Correct fill in
-Vocabulary lesson. Specifically
-Exit slip requiring a
How can we
the blank skills.
relating to government, society,
minimum of 5 newly learned
look at history
Week 3:
-Group work.
and business. One day on this. Exit vocabulary words. Formative
and apply to
Cultural Context
slips on this day. Have them do
assessment.
what that means -CC. 11-12 L3.3.3.1
activities in book on page 180 for
-Homework would be
for a better
-React to current
homework.
Formative assessment.
future?
events in the target
-For the rest of the week students
-Presenting the article
language.
will be bringing in articles about
findings in groups will be a
current events in Central America.
sort of a Summative
-The last day of the week the
assessment.
students will be explaining an
article of their choice in groups.

December , 1 week Unit 3 Continued

Essential
Questions

Idaho Content
Standards

Week 1: Topic 3:
Accents

Week 1:
Writing
-W. 11-12 L3.1.4.2
-Incorporate all
acquired tenses,
structures, and
vocabulary in
original works.

-How do we
determine which
words have
accents?
-From which
side of the word
do we count the
syllables?

Essential
Skills/Concepts
to be Targeted

Instructional Strategies and

Activities

Formative and
Summative
Assessments

Week 1:
Week 1:
On day one have a lesson using
Week 1:
-Be able to
handmade handouts of different
-Homework for days one and
differentiate
words that carry accents and words three is a form of Formative
words that carry that dont carry accents. Use most
assessment as it sees what
accents.
of period on day one to explain
students learned that day and
-Use lesson
how syllables are divided up.
if more time is needed to back
strategies to
-Give them time at the end of class
track.
separate
to work on them and let them take
-Also the written paragraphs
syllables.
them home for homework if they
at the end of the week will be
dont complete.
uses of Formative
-On day two have an oral lesson.
assessments as it lets the
Making them sound out the words teacher know if the week has
and teaching them how to really
been a success in the way that
listen to the part of the word that
students learned what they
sounds strong. This will determine
were supposed to learn.
where the accent will need to go
within the word.
-On day three teach them where to
put the accents in the part of the
word that sounds strong. Give out
worksheets at the end of the day as
homework.
-During the last two days have
daily articles to read telling them
to focus on accents and practice
putting them to use in their own
works with a daily paragraph that
will be graded on the correct use
of accents.

Resources
and
Materials
Week 1:
-Handmade
handouts
with
explanations
of where to
put the
accents.
-Handouts
that have
many words
as examples
that can be
put into
practice.

Decemb

Essential
Questions

Idaho Content
Standards

Week 2: Topic 1:
Life in Spain
society.

Week 2:

Essential
Skills/Concepts
to be Targeted

, Spain

Week 2:
Critical Thinking
-Being able to
-CT. 11-12 L3.2.1.4
look at a
How do
-Predict the meaning
sentence and
Spaniards live
of a word based on
find context
day to day in
its origin and usage
clues to gather
society?
in the sentence.
meaning.
-Read and
What kind of
Cultural Context
comprehend
famous stories
-CC. 11-12 L3.3.3.3 longer examples
make it out of
-Demonstrate a
of text.
Spain into our
willingness to be
society?
open and responsive
Week 3:
to new and diverse
-Understand
Week 3: Topic 2:
perspectives.
historical
History of Spain.
figures in
-What were the
Week 3:
context.
medieval roots
-Be able to look
of Spain?
Historical Context at paintings and
-What kinds of
-HC. 11-12 L3.3.1.1
analyze the
people have
- Examine selected
meaning of the
landed in the
historical figures and
picture.
country
events in depth.
-Group
throughout the
activities.
years?

Instructional Strategies and

Activities
Week 2:
-During week two students will be
presented with Don Quijote story
and during the first day they will
not be getting vocab lessons while
they will be handing in an exit slip
to see how much of it they
understood without direct
instruction.
-During day two students will be
getting instructions for the final
project which will be to make a
film that has some aspect of Don
Quijote. This wont be due until
the end of the semester.
-During the last days of week two
of December the teacher will be
doing lessons on how Spaniards
live and how their culture is.
-This will include examples of
why they go to bed so late and
have long lunches. Things like
that.
-At the end of each day students
will be writing exit slips on the
same sort of ideas but in American
Culture.

Formative and
Summative
Assessments

Resources
and
Materials

Week 2:
Week 2:
-Exit slips will be a form of
-Don Quijote
Formative assessments.
text. Whether
-Daily worksheets will also be its in the text
forms of Formative
book or a
Assessments.
printout.
-Students will be involved in
-Text book
class discussions and
for facts
Formative assessments will be about Spain
used here.
Culture.
Week 3:
-Formative Assessments in
the form of class discussions.
-Summative assessments in
the form of a mini
presentation in front of the
class.

Instructional Strategies and

Activities (since I ran out of
room)
During the final week of this
month students will be given
a book to read. They wont be
required to read the whole
Week 3:
thing but the chapters I assign.
-During the first few days we will
-There will be an exam over
be discussing the Spanish war with all the reading I assigned and
the French and in context of
that would be a Summative
Francisco de Goya.
assessment.
-Also during the last few days the
students will choose one of his
paintings and create a mini
presentation of its symbolism to
the class. Group work. Or any
other painter in context.

Week 3:
-Internet
sources.
-Paintings,
PowerPoint,
presentations
-Assigned
book called,
A History of
Medieval
Spain.

January 2 weeks Unit 4, Spain Continued

Essential
Questions

Idaho Content
Standards

Week 1: Topic 3:
Pop Culture

Week 1:

What kinds of
people come out
of Spain that
people from our
country
recognize?
How are they
important to our
entertainment
aspect of
society?

Reading
-R. 11-12 L3.1.3.4
-Read and
comprehend
extended narratives.
Listening
-L. 11-12 L3.1.1.5
-Comprehend
authentic speech

Week 2:
-This will be the
final week of class
Week 2: Topic 4:
and it will be to
Film
present their films
presentations.
they have been
working on for a few
What kinds of
weeks.
things did we
-Therefore it will be
learn this
an accumulation of
semester?
many of the content
standards.
What kind of
culture can we
say Spanish
speaking
countries have?

Essential
Skills/Concepts
to be Targeted
Week 1:
-Reading
difficult
passages and
responding with
understanding.
-Responding to
text in ideal
language with
little to no
translation.
Week 2:
-Speaking in a
clear manner
that allows for
easy
comprehension
by teacher and
peers.

Instructional Strategies and

Formative and
Resources
Activities
Summative
and
Week 1:
Assessments
Materials
-This week we will be listening to
Week 1:
songs that are in Spanish that have -Formative assessment when
Week 1:
come from Spain and responding
students turn in exit slips at
-YouTube
to the meaning behind the songs.
the end of the day.
workshops in
-We will start off each lesson
-Formative assessment when
class.
(which will be daily) with a
the students listen and
vocabulary lesson on the
respond to the songs
Week 2:
unfamiliar words that will be
presented in class.
-Any
presented during the songs.
-The exam for this week
resources
-One of the songs that would be
would be a form of
needed to
presented here is the song by
Summative assessment as it
present the
Antonio Banderas called, La
expresses their interpretations
films the
Cancin del Mariache.
and basic understandings of
groups did.
-On the last days of the week the
the text. This will be essay
-Class
students will listen to this song and based responses with some fill computer and
respond with meaning and the
in the blank responses for the
projector.
forms of grammar and vocab that
grammar section.
-Worksheets.
were used.
Week 2:
-they will write this down on
-For the presentations the
notebook paper and turn it in at the students will be graded on a
end of the day.
somewhat strict criteria.
-Students will also be receiving an
-As long as they express the
exam on Friday of this week that is asked for vocabulary and each
on the book previously discussed
member in the group speaks
along with a grammar section on
for a minimum of five
accents, and some of the tenses.
minutes each and the group
the will get the grade
Week 2:
appropriate. This would be a
-This week of class the students
form of a summative
will be presenting their films that assessment as the students are
had to do with something over
compiling a group project for
Don Quijote.
the end of the term.
-Also if there is time left this week
-The students will also be
students will be asked to fill in a
handing in a peer review on
sheet with any suggestions for next
how much their group
class or anything they enjoyed
members participated.
during the semester. End with
Somewhat formative
closing comments.
assessment.

Resources
Callaghan, J. (1983). A history of medieval Spain. Ithaca: Cornell University Press.
Gahala, E. (2010). Avancemos 3! Boston: Holt McDougal.
Zimmermann, K. (2015, January 15). American Culture: Traditions and Customs of the United States. Retrieved February 27, 2015.