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Spanish 3 A (Sem 1) CA Curriculum Map

Text: Asi se dice! Level 3, McGraw Hill


Course Enduring Understandings:
The study of foreign languages opens many possibilities including traveling to foreign
countries and use the acquired knowledge of the language to communicate.
Cultures differ in their behaviors and manners and part of the importance of learning a
foreign language resides in the study of some of these differences in order to make
proper connections when traveling.
The present perfect tense allows for expressing actions that just occurred, and its a
compound tense that requires the present conjugation of haber and the past participle
of the main verb.
There are many verbs in Spanish that have an irregular past participle form.
Because of the diversity of climates and geography, rural and city life in Latin America
can be very different that urban and rural life in the Unites States.
Indigenous communities in Latin America make a large percentage of rural inhabitants
and enrich the life of these areas with culture and traditions that make traveling to them
interesting t local and foreign tourism.
The future tense of the indicative makes it possible to speak about actions that will take
place at a later time
Latin America is spread across North, Central, South, and Insular America, and the
dream of connecting all three mainland is a dream to be made possible by the Pan
American Highway
Road trips are in many ways still favored by many as they offer a more cost efficient way
to go from one place to another.
The conditional mood is similar to the future tense, but it speaks of probabilities and does
not have a time connotation.
Because of the many types of heritages that fused in the new world, Hispanic cuisine
varies from country to country, but has similar under linings , and uses Mediterranean,
African, Asian, and indigenous ingredients in its preparation.
The imperative mood allows for commands to be made, and these commands vary
depending on the subject commanded.
The subjunctive mood is used to express suggestions while the imperative mood is used
to make commands.
Course Essential Questions:
Hotels seem to be pretty universal; what do you think are some reasons for that?
How is a hostel different from a hotel, and what advantages does it offer to young people
traveling?
Why is the present perfect a past tense?
How is life in a large city different from life in a rural area?
What are the advantages and disadvantages of living in a large city?
How is city life in Latin America different and similar to city life in the United States?
What makes the future tense a much easier tense to be learned?
How are gas stations different in the United States and Latin America?
What is the dream behind the Pan American Highway?
How can you differentiate the conditional mood and the future tense?

How are the affirmative informal commands similar to the third person of the indicative?
Why is there such diversity of ingredients in Hispanic cuisine?
Why is it necessary to have a subjunctive mood in order to make suggestions?
How does the subjunctive differ from the imperative?

Course Student Abilities:


Students understand vocabulary and expressions used to check into a hotel
Students use vocabulary needed to ask for service in a hotel
Students discuss hotel stays in Latin America and Spain
Students understand the structure of the present perfect tense
Students understand the use of double object pronouns
Students can use vocabulary to describe life in a city
Students can use vocabulary to describe life in the country
Students discuss the differences between the city and the country in Latin America
Student understand the structure of the future tense
Students use vocabulary to talk about cars and driving
Students use vocabulary to ask for and give directions
Students discuss the Pan American Highway
Students understand the structure of affirmative informal commands
Students understand the structure of the conditional mood
Students understand vocabulary to talk about food and food preparation
Students discuss Hispanic recipes
Students understand the structure and use of the subjunctive mood
Students understand the structure of the formal commands
Students understand the structure of the informal negative commands
Topic

Session 0 Date:
Parent
Teacher makes contact with parent before first session for
Contact
introduction

Abilities
Addressed
on Session #

Unit 1: Captulo 7 libro 2, En el hotel


Unit Enduring Understandings:
The study of foreign languages opens many possibilities including traveling to foreign
countries and use the acquired knowledge of the language to communicate.
Cultures differ in their behaviors and manners and part of the importance of learning a
foreign language resides in the study of some of these differences in order to make
proper connections when traveling.
The present perfect tense allows for expressing actions that just occurred, and its a
compound tense that requires the present conjugation of haber and the past participle
of the main verb.
There are many verbs in Spanish that have an irregular past participle form.
Unit Essential Questions:
Hotels seem to be pretty universal; what do you think are some reasons for that?
How is a hostel different from a hotel, and what advantages does it offer to young people
traveling?

Why is the present perfect a past tense?


Unit Student Abilities:
Students understand vocabulary and expressions

used to check into a hotel.


Students use vocabulary needed to ask for service in

a hotel.
Students discuss hotel stays in Latin America and

Spain.
Students understand the structure of the present

perfect tense.
Students understand the use of double object

pronouns.
Unit Performance Task(s):
Multiple choice vocabulary evaluation: http://quizlet.com/41990119/g-asi-se-dice-level-2chapter-7-flash-cards/
Repaso evaluation, textbook pginas 224-225
Glencoe unit test:
http://glencoe.mheducation.com/sites/0078777836/student_view0/capitulo7/test_prep_as
sessment/repaso_del_capitulo_self-check_quiz.html
Session 1 Date:
http://www.surveymonkey.com/s/Department_starting_INIT
IALS
En el hotel

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 2 Date:
El presente perfecto, los participios irregulares

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 3 Date:
Dos complementos: me lo, te lo, nos lo; dos

complementos con se
Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5

Session 4 Date:
En la recepcin
Un hostal y un parador
Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 5 Date:
Unit Performance Task:

Examen
Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Unit 2: Captulo 8, libro 2, Ciudad y campo
Unit Enduring Understandings:
Because of the diversity of climates and geography, rural and city life in Latin America
can be very different that urban and rural life in the Unites States.
Indigenous communities in Latin America make a large percentage of rural inhabitants
and enrich the life of these areas with culture and traditions that make traveling to them
interesting t local and foreign tourism.
The future tense of the indicative makes it possible to speak about actions that will take
place at a later time.
Unit Essential Questions:
How is life in a large city different from life in a rural area?
What are the advantages and disadvantages of living in a large city?
How does rural life in Latin America differ from rural life in the United States?
How is city life in Latin America different and similar to city life in the United States?
What makes the future tense a much easier tense to be learned?
Unit Student Abilities:
Students can use vocabulary to describe life in a city

Students can use vocabulary to describe life in the

country
Students discuss the differences between the city and

the country in Latin America


Student understand the structure of the future tense

Unit Performance Tasks:


Multiple choice vocabulary evaluation: http://quizlet.com/41990195/h-asi-se-dice-2chapter-8-vocab-flash-cards/
Repaso evaluation, textbook 258-259
Glencoe unit test:

http://glencoe.mheducation.com/sites/0078777836/student_view0/capitulo8/test_prep_as
sessment/repaso_del_capitulo_self-check_quiz.html
Session 6 Date:
Ciudad y campo

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 7 Date:
El futuro de los verbos regulares

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 8 Date:
El futuro de los verbos irregulares

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 9 Date:
Un verano en el campo

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 10 Date:
Unit Performance Task:
Examen

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5

Unit 3: captulo 9, libro 2, Vas en carro?


Unit Enduring Understandings:
Latin America is spread across North, Central, South, and Insular America, and the
dream of connecting all three mainland is a dream to be made possible by the Pan
American Highway
Road trips are in many ways still favored by many as they offer a more cost efficient way
to go from one place to another.
The conditional mood is similar to the future tense, but it speaks of probabilities and does
not have a time connotation.
Unit Essential Questions:
How are gas stations different in the United States and Latin America?
What is the dream behind the Pan American Highway?
How can you differentiate the conditional mood and the future tense?
How are the affirmative informal commands similar to the third person of the indicative?
Unit Student Abilities:
Students use vocabulary to talk about cars and driving
Students use vocabulary to ask for and give directions
Students discuss the Pan American Highway

Students understand the structure of affirmative

informal commands
Students understand the structure of the conditional

mood
Unit Performance Tasks:
Multiple choice vocabulary evaluation: http://quizlet.com/44606087/asi-se-dice-3-set-3capitulo-2-cuidate-bien-vocabulario-2-flash-cards/
Repaso evaluation, textbook: 292-293
Glencoe unit test:
http://glencoe.mheducation.com/sites/0078777836/student_view0/capitulo9/test_prep_as
sessment/repaso_del_capitulo_self-check_quiz.html
Session 11 Date:
Vas en carro?

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 12 Date:
El imperativo familiar, formas regulares

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 13 Date:
El imperativo familiar, formas irregulares

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 14 Date:
El condicional

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
5 Away Form Turned In
World Languages DH approval before midterm performance task:
Checklist
Teacher
There is student work and/or assessments to show that every
unit has been covered.
There is student work and/or assessments to show that every
state standard has been covered.
The student has demonstrated their ability to write coherently
about topical concepts.
The student has demonstrated Critical Thinking skills as
evidenced by class discussions about topical concepts.
Appropriate technology was used to aid learning, such as:
multi-media presentations, computer applications, etc.
Teacher charting is clear and complete.

DH

DH Notes for this file:


__________________________________________________________________________
__________________________________________________________________________
_______________________________________________________________________
THIS FILE WILL NEED A SECOND DH CHECK BEFORE THE MIDTERM:
Session 15 Date:
Un sitio para aparcar
examen

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Unit 4: captulo 1,Libro 3, La cocina Hispana
Unit Enduring Understandings:
Because of the many types of heritages that fused in the new world, Hispanic cuisine
varies from country to country, but has similar under linings , and uses Mediterranean,
African, Asian, and indigenous ingredients in its preparation.
The imperative mood allows for commands to be made, and these commands vary
depending on the subject commanded.
The subjunctive mood is used to express suggestions while the imperative mood is used
to make commands.
Unit Essential Questions:
Why is there such diversity of ingredients in Hispanic cuisine?
Why is it necessary to have a subjunctive mood in order to make suggestions?
How does the subjunctive differ from the imperative?
Unit Student Abilities:
Students understand vocabulary to talk about food

and food preparation


Students discuss Hispanic recipes

Students understand the structure and use of the

subjunctive mood
Students understand the structure of the formal

commands
Students understand the structure of the informal

negative commands
Unit Performance Tasks:
Multiple choice vocabulary evaluation: http://quizlet.com/45323181/asi-se-dice-level-3capitulo-1-flash-cards/
Repaso evaluation, textbook pages 24-25
Glencoe unit test:
http://glencoe.mheducation.com/sites/0078777844/student_view0/capitulo1/test_prep_as
sessment/repaso_del_capitulo_self-check_quiz.html
Repaso unidades 1-2-3-4
Suggested final exam: repaso Unidades 1-2-3-4 on Glencoe
Session 16 Date:
La cocina hispana

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 17 Date:
El subjuntivo
El imperativo formal

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 18 Date:
Yo en la cocina?
Una receta hispana

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Session 19 Date:
Examen del captulo

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5
Optional second DH approval before midterm:
Session 20 Date:
Midterm Performance Task:
Examen final

Chart:

Emotionally Aware Resourceful Compassionate Critical Thinker


Goal 1: 1 2 3 4 5
Goal 2: 1 2 3 4 5
Goal 3: 1 2 3 4 5