CURRICULUM MAP

Course Title: Spanish 3

Duration: September

Big Ideas/ Enduring Understanding

Essential Questions

 Students will learn to use appropriate vocabulary for

air travel.

 Students will be able to report past events using

preterite tense

 Students will ask and answer personal questions

using the target language.

 What are the proper procedures for traveling by airplane?

 How would you report to a friend your previous travel experiences to a Spanish speaking

country?

 How do you interact with Spanish native speakers?

Standards

Content

Skills

Assessment

Communication 1.1, 1.2

Communication 1.2

Comparisons 4.1

Communication 1.1, 1.2

Student introductions

Travel/ airplane vocabulary

Preterite tense review: regular verbs,

irregular verbs (hacer, dar, ver, ir, ser)

and spelling-change verbs

Create questions

Apply interrogatives

Interpret partner’s questions and

respond appropriately

Describe travel vocabulary in

Spanish

Organize travel plans

Describe events in the past

Interpret travel vocabulary and

preterite tense

Combine travel vocabulary and

preterite tense

Información personal – graded by

rubric

(short narrative in Spanish)

Vocabulary Quiz – fill-in-the-blank

Preterite quiz (fill-in-the-blank,

create original sentences,

explanation of the spelling change)

Type 2 writing

Course Title: Spanish 3

Duration: October

Big Ideas/ Enduring Understanding

Essential Questions

 Students will continue to relate events in the past

using preterite tense.

 Students will learn to discuss future events

 Students will learn vocabulary necessary to visit

museums

 Students will begin to explore Puerto Rican food

 You are traveling to Chicago and you will visit various restaurants and museums

related to Hispanic culture, What will you see and what will you eat?

Standards

Content

Skills

Assessment

Communication 1.2

Comparisons 4.1

Communication 1.1, 1.2

Communication 1.2

Cultures 2.1

Comparisons 4.1, 4.2

Travel vocabulary (continued)

Preterite tense (continued)

Future tense

Museum/food vocabulary

Apply vocabulary and the preterite

tense through dialogues

Identify and apply the future tense

in spoken and written form.

Describe events in the future.

Describe museum and food

vocabulary in Spanish.

Oral assessment (graded by rubric)

Exam: (listening comprehension,

reading comprehension. true and

false, short answer, fill-in-the-blank,

multiple choice)

El postal: written assessment graded

by rubric.

Quiz on future tense: fill-in-the-

blank and write original sentences.

Course Title: Spanish 3

Duration: November

Big Ideas/ Enduring Understanding

Essential Questions

 Students will use their prior knowledge of Day of the

Dead to create crafts and better understand the

cultural implications of this celebration.

 Students will continue to practice and utilize the

preterite tense focusing on the irregular forms.

 Students will review stem changing verbs in present

tense.

 Students will recognize authentic media vocabulary in

spoken and written communication.

 What media vocabulary can you recognize as you are watching an authentic news

program or reading a magazine or newspaper?

 How would you relate the information that you acquired using the preterit tense?

 Can you correctly use “saber” and “conocer”?

Standards

Content

Skills

Assessment

Communication 1.2

Cultures 2.1

Comparisons 4.1, 4.2

Cultures 2.1, 2.2

Comparisons 4.2

Communication 1.1, 1.2

Communication 1.2

Comparisons 4.1

Communication 1.1, 1.2

Museum/food vocabulary

(continued)

Día de los Muertos

Recycle travel vocabulary and

preterite tense

Review stem-changing verbs in the

present tense

Irregular preterite tense verbs

Describe museum and food

vocabulary in Spanish

Create a Mexican mask and write

and accompanying paragraph in the

past tense

Apply previously learned travel

vocabulary and preterite tense.

Apply stem-changing verbs

Comprehend and generate a dialog

Identify and apply the irregular

preterite in spoken and written form

Vocabulary quiz (fill-in-the-blank)

Type 1 writing

Type 2 writing

Oral assessment graded by rubric

Quiz – irregular preterite (fill-in-the-

blank)

Communication 1.2

Media vocabulary

Uses of saber and conocer

Describe media vocabulary in

Spanish

Identify and apply the differences

between saber and conocer and

apply them

Quiz - vocabulary (fill in the blank)

Quiz – saber and conocer (fill in the

blank)

Exam – (Listening comprehension,

reading comprehension, true and

false, short answer, fill-in-the-blank)

Course Title: Spanish 3

Duration: December

Big Ideas/ Enduring Understanding

Essential Questions

 Students will continue practicing and mastering the

preterite tense.

 Students will apply previous knowledge of stem

changing verbs to the preterite tense.

 Students will review noun adjective agreement

through the use of nationalities vocabulary.

 Students will learn about December holiday culture

though singing villancicos (Spanish Christmas

Caroles)

 How would you relate the information that you acquired using the preterite tense?

 Can you correctly use gender and number with adjectives of nationality?

 What holidays will you encounter during December and January in Spanish speaking

countries?

Standards

Content

Skills

Assessment

Communication 1.2

Cultures 2.1

Connections 3.2

Media vocabulary

Uses of saber and conocer

(continued)

Nationalities (review adjective noun

agreement)

Stem-changing verbs in the preterite

tense

Culture – holiday songs in Spanish

Identify and apply media

vocabulary

Compare and contrast the uses of

the verbs saber and conocer and

apply them

Describe nationalities in Spanish

Identify and apply stem-changing

verbs in the preterite

Vocabulary quiz (fill in the blank)

Quiz – saber and conocer – (fill in

the blank)

Quiz – stem-changing verbs (fill-in-

the-blank)

Exam (Listening comprehension,

reading comprehension, short

answer, true and false, and fill-in-

the-blank).

Course Title: Spanish 3

Duration: January

Big Ideas/ Enduring Understanding

Essential Questions

Students will be introduced to a Spanish fable in order to

enhance reading comprehension in the target language.

Students will be introduced to imperfect tense through

childhood activity and family relationship vocabulary.

Students will review reflexive verbs using new vocabulary.

How do use reflexive verbs in Spanish?

How do you relate in the past using the imperfect tense speaking about childhood experiences

and family relationships ?

What are the characteristics of a fable?

Standards

Content

Skills

Assessment

Communication 1.1

Communication 1.2

Communication 1.3

Communication 1.2

Connections 3.1

Cultures 2.1

Communication 1.1, 1.2

Media Vocabulary

Preterite

Review of Vocabulary and

Grammar

Fable – Tío Zorro

Childhood activity/ family

relationship vocabulary

Imperfect tense

Comprehend and generate a dialog

Specific skills generated in the

September, October, November and

December maps

Illustrate a segment of the story

Create a story board through

listening to the story

Summarize the story in Spanish

Interpret, summarize, analyze, and

infer lesson of Spanish fable

Describe childhood experiences

Describe the family

Dialog (graded by rubric)

Article for the Playwickian (graded

by rubric)

Story map (summarize the story,

explain the moral, identify

important vocabulary, draw a

picture, and write an original

sentence)

Quiz – Tío Zorro (multiple choice)

Comprehensive Exam – multiple

choice, and true and false.

Vocabulary quiz – (fill in the blank)

Communication 1.1, 1.2

Communication 1.1

Reflexive verbs (review)

Identify and apply imperfect tense in

spoken and written form

Apply reflexive verbs to the

imperfect tense

CURRICULUM MAP

Course Title: Spanish 3

Duration: February

Big Ideas/ Enduring Understanding

Essential Questions

 Students will use the imperfect tense to describe

feelings and emotions.

 Students will learn about Aztec culture by reading

about Teotihuacán.

How can you talk about prior feelings and emotions?

What do you know about the Aztecs?

Standards

Content

Skills

Assessment

Communication 1.1, 1.2

Communication 1.1

Communication 1.2

Comparisons 4.2

Cultures 2.1

Connections 3.1

Comparisons 4.2

Continue imperfect tense

Vocabulary expressions with tener

Use of reflexive verbs in the

imperfect tense

Teotihuacán (reading)

Culture (the Aztecs)

Describe feelings using the

imperfect tense and reflexive verbs

Compose sentences describing

childhood activities using imperfect

tense.

Identify the main idea of each

paragraph in reading about

Teotihuacán

Quiz – imperfect tense and reflexive

verbs (fill in the blank)

Quiz – Teotihuacán (true and false)

CURRICULUM MAP

Course Title: Spanish 3

Duration: March

Big Ideas/ Enduring Understanding

Essential Questions

 Students will be able to compare and contrast the use

of preterite and imperfect tenses.

 Student will be able to compare and contrast family

celebrations.

 Students will read and discuss an Aztec legend.

 Did you know there are TWO past tenses in Spanish?

 Do you when to use the preterite or the imperfect tense?

 Do you know when a piñata is traditionally used?

 What is a legend?

Standards

Content

Skills

Assessment

Communication 1.2

Cultures 2.1

Connections 3.2

Communication 1.2

El Monte de Nuestro Alimento

(reading)

Vocabulary – family celebrations

The preterite versus the imperfect

tense

Identify the problem and the

resolution in the Aztec legend

Restate the story in simple terms in

Spanish

Describe childhood celebrations in

Spanish

Identify the cue words to indicate

the correct past tense use

Compare and contrast the preterite

and the imperfect tenses

Story map (identify vocabulary,

problem, and resolution, illustrate a

scene)

Quiz – El Monte de Nuestro

Alimento (short answer)

Quiz – vocabulary (fill in the blank)

Quiz – cue words (matching)

Course Title: Spanish 3

Duration: April

Big Ideas/ Enduring Understanding

Essential Questions

 Students will continue to compare and contrast the

preterite and the imperfect tenses.

 Students will use verbs like gustar.

 Students will write a dialogue taking place in a

restaurant.

 Students will talk about what they can do after going

to a restaurant.

 What do you like to do after dining out?

 What do verbs like molestar, faltar, fascinar and encantar have in common with gustar?

 Have you learned anything about the preterite or imperfect yet?

Standards

Content

Skills

Assessment

Communication 1.2

Communication 1.2, 1.3

Communication 1.2

Preterite versus imperfect tense

(continued)

Restaurant/ Fine arts and expanded

food vocabulary

Direct and indirect object pronouns

(review)

Verbs like gustar

Identify and apply vocabulary in

spoken and written form

Identify and apply direct and

indirect object pronouns

Identify and apply indirect object

pronouns with verbs like gustar

Quiz – preterite versus imperfect

(fill in the blank)

Exam – preterite versus imperfect

(fill in the blank, and create story

based on pictures using the preterite

and imperfect tenses)

Quiz – vocabulary (fill in the blank)

Course Title: Spanish 3

Duration: May

Big Ideas/ Enduring Understanding

Essential Questions

 Students will write a restaurant dialogue.

 Students will read a fable.

 Students will express “…. ago”.

 Students will use talk about what parts of the body

hurt them and other people and other medical

problems/solutions.

 What happened to Miguelin in Caracas and what did he learn during his adventure?

 Do you know how to say “ago” in Spanish?

 If you travel to a Spanish speaking country, how will you communicate your medical

needs?

Standards

Content

Skills

Assessment

Communications 1.2, 1.3

Communication 1.2

Cultures 2.1

Connections 3.1

Communication 1.2, 1.3

Communication 1.2

Producing a written restaurant

dialog using vocabulary and

grammatical structures taught in the

chapter

Miguelín (story)

Body parts / doctor’s office

vocabulary

Hacer expressions with time

Apply vocabulary and grammar to a

restaurant situation

Compare and contrast city life

versus country life in Spanish

Organize a series of pictures based

on listening comprehension

Identify the preterite tense and the

imperfect tense in the story

Compare and contrast the use of the

preterite tense and the imperfect

tense in the story

Identify and apply health concerns in

a medical scenario

Express how long ago an event

occurred

Written script (graded by rubric)

Quiz – Miguelín (true and false)

Comprehensive Exam (Listening

comprehension, reading

comprehension, multiple choice, and

true and false)

Quiz – vocabulary (fill-in-the-blank,

and label picture)

Quiz – hacer with expressions of

time (short answer)

CURRICULUM MAP

Course Title: Spanish 3

Duration: June

Big Ideas/ Enduring Understanding

Essential Questions

 Students will be introduced to the concept of the

subjunctive and its use with impersonal expressions.

 Students will talk about the beach.

 Students will learn test-taking skills.

 Do you know how to take a multiple choice test?

 Is there such a thing as the subjunctive in English?

 You are traveling to the beach, what do you see? What do you need to take with you?

Standards

Content

Skills

Assessment

Communication 1.2

Subjunctive with impersonal

expressions

Beach vocabulary

Test-taking skills

Identify impersonal expressions

Apply the subjunctive tense with

impersonal expressions

Compose original sentences using

the subjunctive

Identify and apply beach and

summer activity vocabulary

Quiz – subjunctive (fill in the blank,

and compose original sentences)

Quiz – vocabulary (Follow

directions, draw and label a picture)

Final exam (listening comprehension,

reading comprehension, multiple

choice, and true and false)