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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 it’s 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: Capítulo 7 libro 2.  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. 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.  The present perfect tense allows for expressing actions that just occurred.  There are many verbs in Spanish that have an irregular past participle form. and what advantages does it offer to young people traveling? . 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. and it’s a compound tense that requires the present conjugation of “haber” and the past participle of the main verb.

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. Why is the present perfect a past tense? Unit Student Abilities: Students understand vocabulary and expressions  used to check into a hotel. Unit Performance Task(s):  Multiple choice vocabulary evaluation: http://quizlet.surveymonkey. Students use vocabulary needed to ask for service in  a hotel. textbook páginas 224-225  Glencoe unit test: http://glencoe.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.html Session 1 Date: http://www.com/sites/0078777836/student_view0/capitulo7/test_prep_as sessment/repaso_del_capitulo_self-check_quiz.mheducation. Students understand the use of double object  pronouns. 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 . Students discuss hotel stays in Latin America and  Spain. te lo.com/41990119/g-asi-se-dice-level-2chapter-7-flash-cards/  Repaso evaluation. nos lo. Students understand the structure of the present  perfect tense.

libro 2. textbook 258-259  Glencoe unit test: .  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. Ciudad y campo Unit Enduring Understandings:  Because of the diversity of climates and geography.Session 4 Date: En la recepción 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: Capítulo 8. rural and city life in Latin America can be very different that urban and rural life in the Unites States.com/41990195/h-asi-se-dice-2chapter-8-vocab-flash-cards/  Repaso evaluation. 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.  The future tense of the indicative makes it possible to speak about actions that will take place at a later time.

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 .com/sites/0078777836/student_view0/capitulo8/test_prep_as sessment/repaso_del_capitulo_self-check_quiz.http://glencoe.mheducation.

Central. ¿Vas en carro? Unit Enduring Understandings:  Latin America is spread across North.com/sites/0078777836/student_view0/capitulo9/test_prep_as sessment/repaso_del_capitulo_self-check_quiz. South. textbook: 292-293  Glencoe unit test: http://glencoe.Unit 3: capítulo 9. libro 2. and Insular America.com/44606087/asi-se-dice-3-set-3capitulo-2-cuidate-bien-vocabulario-2-flash-cards/  Repaso evaluation.mheducation. formas regulares  .  The conditional mood is similar to the future tense. but it speaks of probabilities and does not have a time connotation.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. 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. 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.

Teacher charting is clear and complete. There is student work and/or assessments to show that every state standard has been covered.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. computer applications. 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. Appropriate technology was used to aid learning. such as: multi-media presentations. 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. 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  . etc.

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.html  Repaso unidades 1-2-3-4  Suggested final exam: repaso Unidades 1-2-3-4 on Glencoe Session 16 Date: La cocina hispana  . and these commands vary depending on the subject commanded.Libro 3. African.  The imperative mood allows for commands to be made. textbook pages 24-25  Glencoe unit test: http://glencoe. and indigenous ingredients in its preparation. Asian.mheducation. La cocina Hispana Unit Enduring Understandings:  Because of the many types of heritages that fused in the new world. and uses Mediterranean.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: capítulo 1. Hispanic cuisine varies from country to country.com/45323181/asi-se-dice-level-3capitulo-1-flash-cards/  Repaso evaluation.  The subjunctive mood is used to express suggestions while the imperative mood is used to make commands.com/sites/0078777844/student_view0/capitulo1/test_prep_as sessment/repaso_del_capitulo_self-check_quiz. but has similar under linings .

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 capítulo   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 .