Unit Overview

Content Area:  Spanish

Unit Title: 3rd Grade Spanish

Grade Level:    3                                                 Timeline: 70 days

Core Ideas

• People express themselves in different ways.
• We see evidence of other cultures in our homes and our country.  
• Other countries are similar and different from the United States of America.
• Products, practices, and perspectives of other cultures studied will help my interpersonal, interpretive, and presentational communication.
• Others, around the world, communicate in different languages.

Performance Expectations

Interpretive-

• 7.1.NM.IPRET.1: Identify familiar spoken and written words, phrases, and simple sentences contained in culturally authentic materials and other resources related to targeted themes.
• 7.1.NM.IPRET.2: Respond with actions and/or gestures to oral and written directions, commands, and requests that relate to familiar and practiced topics.
• 7.1.NM.IPRET.3: Identify familiar people, places, objects in daily life based on simple oral and written descriptions. 7.1.NM.IPRET.4: Report on the content of short messages that they hear, view, and read in predictable culturally authentic materials.
• 7.1.NM.IPRET.5: Demonstrate comprehension of brief oral and written messages found in short culturally authentic materials on global issues, including climate change.

Interpersonal- 

• 7.1.NM.IPERS.1: Request and provide information by asking and answering simple, practiced questions, using memorized words and phrases.
• 7.1.NM.IPERS.2: Share basic needs on very familiar topics using words, phrases, and short memorized, formulaic sentences practiced in class.
• 7.1.NM.IPERS.3: Express one’s own and react to others’ basic preferences and/or feelings using memorized words, phrases, and simple memorized sentences that are supported by gestures and visuals.
• 7.1.NM.IPERS.4: Give and follow simple oral and written directions, commands, and requests when participating in classroom and cultural activities.
• 7.1.NM.IPERS.5: Imitate gestures and intonation of the target culture(s) native speakers when greeting others, during leave-takings, and in daily interactions.
• 7.1.NM.IPERS.6: Exchange brief messages with others about climate in the target regions of the world and in one’s own region using memorized and practiced words, phrases, and simple, formulaic sentences.

Presentational-

• 7.1.NM.PRSNT.1: Present basic personal information, interests, and activities using memorized words, phrases, and a few simple sentences on targeted themes.
• 7.1.NM.PRSNT.2: State basic needs on very familiar topics using words, phrases, and short memorized, formulaic sentences practiced in class.
• 7.1.NM.PRSNT.3: Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
• 7.1.NM.PRSNT.4: Copy/write words, phrases, or simple guided texts on familiar topics.
• 7.1.NM.PRSNT.5: Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.PRSNT.6: Name and label tangible cultural products associated with climate change in the target language regions of the world.

Learning Objectives

Students will know/learn:

• Use Spanish to communicate with others.
• Understand what others are trying to communicate in Spanish.
• Present information, concepts, and ideas in Spanish so that it is understood.
• My understanding of culture will help me to communicate and function in other cultures.
• Language functions to extend dialog beyond simple sentences by sequencing short stories.
• In at least one language other than English, present information, concepts or ideas to listeners or readers on a variety of topics.
• In at least one language other than English, demonstrate an understanding of the products, practices, and perspectives of the Spanish culture, and use their cultural knowledge for interpersonal, interpretive, and presentational communication.
• In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
• In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages.
• In at least one language other than English, students will use the world and language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment, and active participation.

Students will be able to:

• Greet people in Spanish.
• Introduce themselves to others in Spanish.
• Respond to classroom directions.
• Count the number of words in syllables and number of syllables in words.
• Use and respond to basic greetings and farewells.
• Verbally introduce self by saying, “Me llamo, _______” or “Mi nombre es, _________”
• Identify and recite the primary colors in Spanish.
• State one’s own name in Spanish.
• Count up from zero to fifty in Spanish in ascending order.
• Some students will be able to count from zero to 100 in ascending order.
• Count by base ten from zero to one-hundred in Spanish orally. (ten, twenty, thirty…)
• Recall and express in Spanish tomorrow’s date and yesterday’s date.
• Count in descending order from twenty to zero in Spanish.
• Utilize the adjectives to describe big, medium, and small: grande (big), mediano (medium), and pequeño (small).
• Describe the weather by using picture cards.
• Describe the weather orally with picture cards.
• Name and describe school subjects in Spanish.
• Participate in multilingual communities at home and around the world
• Use and respond to basic greetings and farewells.
• Recite the days of the week in Spanish.
• Use correctly “to have” [tener] in Spanish.
• Respond correctly in Spanish to the question, “What do you have?” [Qué tienes…]
• Correctly use “I have” [tengo] in Spanish.
• Use “how many” [cuántos] in Spanish.
• Organize language to create high-frequency phrases and simple sentences.  
• Ask and respond to questions about personal information, including the date of his/her birthday, the season in which it occurs, and typical weather conditions at that time of the year.

Accommodations and Modifications

Special Education

*follow 504/IEP accommodations

*display materials

*create visual with labels

*highlight and define important vocabulary

*ask yes/no

English Language Learners

*highlight and define important vocabulary

*ask yes/no questions

*display project samples and step by step directions

Students At-Risk of School Failure

*Allow verbalization before creating

*use audio materials when necessary

*read directions aloud

*Restate, reword, clarify directions

*Re-teach concepts using small groups

*Provide educational “breaks” as necessary

*Chunking content into “digestible bites”

*Shorten assignments to focus on mastery concept

*Assignment, Project Modification Based on Individual Student *Needs

*Use mnemonic devices

Gifted and Talented

Studio Choice

Assignment, Project and Assessment Modification Based on Individual Students Needs

Students with 504 Plans

Use audio materials when necessary

Re-state, reword, clarify directions

Re-teach concepts using small groups

Allow verbalization before creating

Read directions aloud

Provide educational “breaks” as necessary

Chunking content into “digestible bites”

Shorten assignments to focus on mastery concept

Use mnemonic devices

Assessments

Formative

Teacher observation and questioning, turn and talk, self assessment

Summative

Completed project, Display

Alternative

Performance Tasks, Projects

Benchmark

Tests

Interdisciplinary Connections

Visual Arts-

• Conceptualizing and generating ideas- 

• 1.1.5.Cr1a: Use a variety of stimuli (e.g., music, sound, text, objects, images, notation, experiences, observed dance, literary forms, natural phenomena, current news) to build dance content.
•  Activity: Describe and illustrate the objects in the classrooms.

Math-

• Measurement and Data 3.MD A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

• 3.MD.A.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
• Activities: Telling the time.

21st Century Skills

Standard 9.4 Life Literacies and Key Skills: This standard outline key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy* that are critical for students to develop to live and work in an interconnected global economy.

• 9.4.5.DC.4: Model safe, legal, and ethical behavior when using online or offline technology

Career Education

Standard 9.2 Career Awareness, Exploration, Preparation and Training: This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.

• 9.2.2.CAP.1: Make a list of different types of jobs and describe the skills associated with each job.

Integration of Technology

Technology Literacy-

• 9.4.5.TL.1: Compare the common uses of at least two different digital tools and identify the advantages and disadvantages of using each.

Materials

Core Materials-

• Textbook: TPR (Total Physical Response) Storytelling and booklet

Supplemental Materials-

• Classroom supply box Visuals Videos
• Student folders and cover sheets
• Worksheets related to content
• Subject-specific leveled texts are available in school bookrooms and classroom libraries.

Technology-

• www.quizlet.com
• http://www.duolingo.com

Instructional Activities

• Grammar Review of and Instruction with:

• Continue to use “to have” [tener] in Spanish.
• Continue to use “how many” [Cuántos] in Spanish.
• Respond correctly in Spanish to the question, “What do you have?” [Qué tienes…]
• Begin to use the interrogative [donde] to ask someone where do you live?
• Verbally respond and communicate using the verbs “Hay” for is/are.

• Why should we learn Spanish? All About Me Greetings and farewell; Introductions (name, age, feelings, favorite color, and birthday); Numbers (1-50); Weather; Date
• Dia de los Muertos Greetings and farewell; Introductions (name, age, feelings, favorite color, and birthdate); Weather; Date
• School Greetings and farewell; Introductions (name, age, feelings, favorite color, and birthdate); Weather; Alphabet; Date: yesterday/today/tomor row; Commands and objects used in a classroom; “Hay” (There is/are )
• School Greetings and farewell; Introductions (name, age, feelings, favorite color, and birthdate); Weather; Alphabet; Date: yesterday/today/tomor row; Commands and objects used in a classroom; “Hay” (There is/are )
• Calendar Greetings and farewell; Introductions (name, age, feelings, favorite color, and birthdate); Weather; Date; Numbers (1-50)
• School supplies Greetings and farewell; Introductions (name, age, feelings, favorite color, and birthdate); Weather; Date; Use of the verb “Tener” (to have) Yo tengo un lápiz, Yo no tengo un cuaderno
• Classroom Objects Greetings and farewell; Introductions (name, age, feelings, favorite color, and birthdate); Weather; Date; Use of “Hay/ No hay” (There is/are - There isn’t/aren’t), Hay tres libros, No hay ningún libro
• Preferences Greetings and farewell; Introductions (name, age, feelings, favorite color, and birthdate); Weather; Date; Me gusta, No me gusta
• Let’s Celebrate and Hit the Piñata! Cinco de Mayo; Pinata; Product and Multiplication