Warwick School District

Curriculum❯Spanish 3

Spanish 3

Grade Levels: 10 | 11 | 12 |

Course Description

This course will expand on the reading, writing, speaking, listening and cultural skills acquired in Spanish I and II.  Students will participate in various activities designed to improve language proficiency.  The goal of this course is for students to produce meaningful and intelligent conversation and writing in Spanish relating to a variety of topics.  Students will be exposed to authentic materials and conversation in the following contexts: plans for the future, what has happened in the past, hypothetical situations, what would happen, legends and myths, the arts, expressing certainty and uncertainty, foods and healthy habits, ideal relationships, expressing apologies and condolences, technology and the environment.

Core Curriculum Content Standards

World Languages (2002)

  • COMMUNICATION in a Target Language (CONTENT STANDARDS)

    • STAGE 1

      • Know the basic sound system and spelling patterns of the target language.(12.1.S1.A)
      • Know common vocabulary forms and structures used in basic speaking and writing.(12.1.S1.B)
      • Recognize common vocabulary terms through listening and reading(12.1.S1.C)
      • Know simple sentence and question structures in order to communicate.(12.1.S1.D)
      • Identify words from the target language that are commonly used in English.(12.1.S1.E)
      • Know how the target language has influenced other school curriculum areas.(12.1.S1.F)

    • STAGE 2

      • Refine knowledge of the sound system and spelling patterns of the target language.(12.1.S2.A)
      • Know expanded vocabulary forms and structures used in basic speaking and writing.(12.1.S2.B)
      • Recognize expanded vocabulary through listening and reading.(12.1.S2.C)
      • Know simple sentence and question structures in order to communicate about memorable and upcoming events.(12.1.S2.D)
      • Identify words in English that have origins in the target language.(12.1.S2.E)
      • Explain how the target language has influenced other areas of the school curriculum.(12.1.S2.F)

    • STAGE 3

      • Know details of the sound system and spelling patterns of the target language.(12.1.S3.A)
      • Know advanced vocabulary and idiomatic expressions used in speaking and writing.(12.1.S3.B)
      • Recognize advanced vocabulary through listening and reading selections.(12.1.S3.C)
      • Know simple, compound and complex sentence and question structures in order to communicate and comprehend.(12.1.S3.D)
      • Analyze how the target language has influenced the school curriculum.(12.1.S3.F)

  • The Role of CULTURE in World Language Acquisition (CONTENT STANDARDS)

    • STAGE 1

      • Identify fundamental products and customs of the target culture.(12.3.S1.A)
      • Know typical expressions and gestures for basic social interactions in the target culture.(12.3.S1.B)
      • Describe similarities and differences of life skills and social structures in personal interactions between cultures.(12.3.S1.C)
      • Know basic information in school subject areas influenced by the target culture (e.g., Fahrenheit, chocolate, patio).(12.3.S1.D)

    • STAGE 2

      • Describe the products and customs of the target culture.(12.3.S2.A)
      • Explain cultural patterns of daily social interaction.(12.3.S2.B)
      • Explain similarities and differences of daily activities between cultures.(12.3.S2.C)
      • Know information with details in other subject areas influenced by the target culture.(12.3.S2.D)

    • STAGE 4

      • Analyze the misconceptions that occur in cross-cultural situations.(12.3.S4.B)
      • Analyze perspectives, beliefs and assumptions evident in the target culture and other cultures.(12.3.S4.C)

  • World Languages in the COMMUNITY (CONTENT STANDARDS)

    • World Languages in the COMMUNITY (PERFORMANCE INDICATORS)

      • STAGE 1(12.5.1.S1)

    • STAGE 1

      • Know where in the local and regional community the target language and culture are useful(12.5.S1.A)
      • Know where in the national community the target language and culture are experienced.(12.5.S1.B)
      • Know where the target language is spoken in the global community.(12.5.S1.C)
      • Know simple comparisons and connections that can be made between the target language and English in the local, national and global communities.(12.5.S1.D)

    • STAGE 2

      • Identify local resources for gathering information for practical purposes and for personal enjoyment.(12.5.S2.A)
      • Identify national resources for gathering information for practical purposes and personal enjoyment.(12.5.S2.B)
      • Identify global resources for gathering information for practical purposes and personal enjoyment.(12.5.S2.C)

    • STAGE 3

      • Identify employment areas in the local community where the target language is used and how and why the target language is necessary.(12.5.S3.A)
      • Know national employment opportunities where the target language is used and how and why the target language is necessary.(12.5.S3.B)
      • Know global employment opportunities where the target language is used and how and why the target language is necessary.(12.5.S3.C)
      • Explain comparisons and connections for employment opportunities that can be made in the local, national and global English-speaking communities with those who speak a target language.(12.5.S3.D)

Standards for Foreign Language Learning (1996)

  • Grades K-12

    • Communication - Communicate in languages other than English(FOR_LANG.K-12.1)
      • Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions(FOR_LANG.K-12.1.1)
      • Students understand and interpret written and spoken language on a variety of topics(FOR_LANG.K-12.1.2)
      • Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.(FOR_LANG.K-12.1.3)
    • Cultures - Gain knowledge and understanding of other cultures(FOR_LANG.K-12.2)
      • Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied(FOR_LANG.K-12.2.1)
      • Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied(FOR_LANG.K-12.2.2)
    • Connections - Connect with other disciplines and acquire information(FOR_LANG.K-12.3)
      • Students reinforce and further their knowledge of other disciplines through the foreign language(FOR_LANG.K-12.3.1)
      • Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures(FOR_LANG.K-12.3.2)
    • Comparisons - Develop insight into the nature of language and culture(FOR_LANG.K-12.4)
      • Students demonstrate understanding of the nature of language through comparisons of the language studied and their own(FOR_LANG.K-12.4.1)
      • Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.(FOR_LANG.K-12.4.2)
    • Communities - Participate in multilingual communities at home & around the world(FOR_LANG.K-12.5)
      • Students use the language both within and beyond the school setting(FOR_LANG.K-12.5.1)
      • Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.(FOR_LANG.K-12.5.2)

Units

Unit #1 - ¡Qué bien lo pasé este verano

Unit #2 - Por una vida sana

Unit #3 - El ayer y el mañana

Unit #4 - Alrededor de la mesa

Unit #5 - Nuestras leyendas

Unit #6 - El arte y la música

Unit #7 - Dime con quién andas

Unit #8 - Los medios de comunicación

Unit #9 - Las apariencias engañan

Course Resources

Ven Conmigo Level 3 text