DaCostaGomez, Monica / Scope & Sequence: Spanish III A

Merrillville High School

Course Scope & Sequence

	Department:	World Languages
Spanish III A	Instructor:	Monica DaCostaGomez
	Email:	mdacosta@mvsc.k12.in.us

Course Expectations, Goals & Routines

BIENVENIDOS a la clase de Español

A place where I get to share my heritage culture and language with you!

Contact information:

Nombre: Sra. DaCostaGomez

Email: mdacosta@mvsc.k12.in.us

Gmail: sra.dacosta@gmail.com

Google voice: (219) 595-2515

Phone: 219-650-5307 ext. 7089

www.braveways.wikispaces.com

Please be ready for class each day with:

· A pen/pencil

· Paper or a notebook

· A folder or binder designated for this class

· Textbook and workbook

Please follow the following rules:

· Be seated at your own desk by the time the bell rings (or it is a tardy)

· Have your ID on (or it is a detention)

· Check the agenda, and get started (there is ALWAYS an opening assignment)

· Participate in class activities

· Use the bathroom, visit your locker, etc., during the passing period

· Only water to drink

· Throw away all garbage and wrappers, but recycle bottles and paper

· If you are absent from class it’s your responsibility make up what you missed

· Respect all school rules: have homework, be on-time, NO CELL PHONES, no coats, no food outside of the cafetería, etc

· Once everything you need for the day is out, tuck your backpacks away

Grading:

40% Performance Assessments (speaking, writing, reading, listening)

20% Skills Checks (grammar and vocabulary quizzes)

40% Class participation, engagement, homework, formative checks

Most importantly, don’t be afraid to speak Spanish. J

Course Description

SPANISH

Level III world language courses provide instruction, enabling students to understand and appreciate other cultures by comparing social behaviors and values of people using the languages being learned. Students are willing to initiate and participate in discussions concerning these cultures. In addition, students are able to Respond to factual and interpretive questions and interact in a variety of social situations, such as expressing regrets, condolences, and complaints, using more than rote memory formula phrases; Read for comprehension from a variety of authentic materials, such as advertisements in newspapers and magazines and cartoons and personal correspondence; Read short literary selections of poetry, plays and short stories; Complete authentic forms and documents and take notes that require familiar vocabulary and structures; Write paraphrases, summaries, and brief compositions; Describe different aspects of the culture, using the world language where appropriate, including: (1) major historical events, (2) political structures, (3) value systems, (4) visual arts, (5) architecture, (6) literature, and (7) music; and Seek help in a crisis situation and participate appropriately at special family occasions, such as birthdays, weddings, funerals, and anniversaries. (Goals 1-6)

· Grade level: 10 – 12

· Prerequisites: Level I and II of language being studied

· Credits: 2 trimester for 2 credits

· Fulfills a World Language requirement for the Core 40 with Academic Honors diploma or counts as a Directed Elective or Elective for any diploma

· A Career Academic Sequence or Flex Credit course

· Dual College credit available for French III and Spanish III

Week	Standards	Instructional Content	Activities, Readings, Labs, Interactive Notes, Assignments, etc.	Assessments	Other
1	Standards: 3.1.5 3.2.1 3.3.1 3.4.1 3.4.3	Trimester 1: Back to school and community building Trimester 2: Latin Grammy Week and community building	Authentic resources (Authres): TL Twitter collections & Video Interviews with people going back to school. Music Video Cuando se viene de abajo Latin Grammy Guide and one focus song & related activities, Powerpoints and online vocab drills Prepare academic notebook. Eres el juez	Formative check of speaking skills and listening skills Trimester 2: Vocabulary Quiz and Pronunciation Quiz over a Latin Grammy song
2		Trimester 1: Back to school continued T 1 & T2: Emotions and what causes them to change	T1: More work with Kafu Banton Cuando se viene de abajo & back to school emotions Powerpoint categories of what changes emotions, Doblado, Doblado Intensamente, & then	T1: Vocabulary & Pronunciation Skills check-Quiz over Cuando se viene de abajo
3	3.6.1 3.6.2	Health and body Descubre Lección 1: En el consultorio Estructura: El imperfecto y el Pretérito Songs: Cabeza, Hombros Piernas, Pies, El monstruo de la laguna, Corazón sin cara	T1 & T2: Body Parts songs: Cabeza, Hombros Piernas Pies, El monstruo de la laguna, Corazón sin cara. 16 monstruos Body movements to explain what happened, online practice for body part vocabulary, crossword puzzles	Vocabulary Quiz: Body parts Performance assessment: groups create an alien monster asking and describing while drawing the alien monster.
4	3.1.1	Descubre Lección 1 Continued El pasado Imperfecto y Pretérito Song: El niagara en bicicleta Places: Argentina & Dominican Republic	More Authres, medicine commercials, Twitter collections, Infographics, Listening for ailments, Tírate a Escribir Mochila, Flash Culture Introduce Healthcare in Latin America Embedded reading; Niagara Communications: ¿Qué te pasó? Free write TPRS	Formative Reading of Infographics and PSAs
5	3.3.2 3.1.3	Desubre Lección 1 Concluded Song: Yerbatero or Curandera	More Infographics and readings of PSAs., Traditional Vs. Latin American Healthcare “Learning Centers related to health care”	Performance Assessment: Skits about Health Scenario
6	1.1 4.1	Getting to know you	Develop more vocabulary for presentations about self. More opinions about songs & Karaoke	Mid-term present about yourself
7	1.1 4.1	Descubre 2 Lesson 4 Nature The Caribbean & its music Artists: Marc Anthony & Gente de Zona Cuba and Puerto Rico Songs: La Gozadera & Vivir mi vida Structure: Past and expressing the future	Authentic resources (Authres): Songs and hands on as well as interpretive assignments, grammar practice, vocabulary practice, quizlet, communications PowerPoints: Marc Anthony Gente de Zona biographies Map work	Vocabulary Quiz La Gozadera Preterite tense skills quiz
8	3.3.1 3.3.3	Descubre 2 Lesson 4 Cont. Puerto Rico Artists: Olga Tañon Song: Es mentiroso Salsa vs. Merengue	Authres, Quizlet, notes, communications, academic notebook notes and biographies, dance merengue	Vivir mi vida rewrite present Listening: Is it Salsa or Merengue
9	1.1 4.1	Descubre 2 Lesson 4 Cont. Cuba Artist: Celia Cruz Song: Vida Carnaval & Guantanamera Structure: Subjunctive & present Poem: Versos sencillos	Celia Cruz Biography, Order the lyrics, Online map work and rote grammar practice	Poster Project Vida Carnaval
10	3.4.1 3.2.2 3.2.3	Descubre 2 Lesson 4 Estructura 4.1 The subjunctive Dominican Repubic Artist: Juan Luis Guerra Song: Ojala que llueva café Hunger and poverty	Power Point notes, video clips, map work, quizlet and online maps practice, rote grammar practice, vocabulary development	Integrated performance assessment two artists read and speak	T1: Semana de escalofríos
11	3.5.1	Descubre 2 Lesson 4 Estructurea 4.1 The subjunctive with doubt, disbelief, and denial Urban New York Bachata Artist: Romeo Santos Song: TBA	Songs and video clips, online practice for vocabulary and grammar
12	3.4.1 3.1.1 & 3.1.3 3.1.5	Domincan Republic Bachata vs. Merengue Song: El Costo de la vida Government corruption	Authres: Video Clips, guided communications, listening practice for music types, vocabulary practice, quizlet	Speaking Dominican Republic culture Formative Assessment Interpret lyrics from El Costo de la vida

13 FINALS WEEK