Download Spanish 3 Honors Essential Outcomes 2016-17

Essential Outcomes Chart: What is it we expect students to learn?
Celia Robles
Grade:
9-12
Subject:
Spanish
level 3
honors
Semester
Standard Description
Example Rigor
What is the essential standard
to be learned? Describe in
student-friendly vocabulary.
What does proficient student
work look like? Provide an
example and/or description.
Pronunciation &
Conversation:
Students will demonstrate
understanding of correct
pronunciation of the Spanish
language, spelling of words,
principles governing word
stress and use of written
accents.
A proficient student will use
correct spelling and
pronunciation of vocabulary,
sentences, and accurate text
reading during peer
collaboration in both
conversation and writing
activities.
1-2
Team
Members:
Common
Assessment
Prerequisite Skills
What prior knowledge, skills, and/or What assessment(s) will be
vocabulary is/are needed for a student used to measure student
to master this standard?
mastery?
• Cornell notes
• Basic phonological
knowledge
• Morphological skills
• Orthographical skills
• Collaborative skills
• Cornell notes
• Basic phonological
knowledge
• Morphological skills
• Orthographical skills
• Collaborative skills
When Taught?
Extension Standards
When will this standard
be taught?
What will we do when
students have learned the
essential standard(s)?
Strategy implemented
throughout the year
Communication 1.1; 1.2
Comparisons 4.1
Present Tense, Ser and Estar A proficient student will use
and the Progressive Form:
the present progressive form
in writing activities and in
-Students will demonstrate
conversation while
how to conjugate regular
collaborating with peers.
verbs using the progressive
form in the Present tense.
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

Basic vocabulary
(personality, emotions,
relationships and feelings)
Present tense of regular –
ar/-er/-ir progressive form
verbs
Ser & estar verbs
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



White boardsinformal quiz
Bell work
Class presentations
Ticket out the door
Formal test
formative/summative
8/9/16-8/30/16
Proficient students will use
vocabulary, spelling, and
pronunciation in sentences
and short writings. They
will also critically read
culture related articles.
They will extend and
further apply their
knowledge through
research based
presentations and everyday
language use in the
classroom.
Students who have a
greater understanding of
verb conjugations in the
present tense will extend
their knowledge by using
conjugated verbs in
paragraph writing
throughout the year.
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.


-Students compare and
contrast the correct
Placement of the participles
when using the progressive
form.



Noun gender
Adjective-noun
Agreement
Cornell Notes
Collaborative skills

Online quizzesinformal test
Chapter exam
Communications 1.1
Comparisons 4.1
Reflexive Verbs
Students will demonstrate
how to use the reflexive verbs
and indicate which reflexive
subject pronouns to use with
the appropriate object
pronouns. Students will
understand that reflexive
verbs reflect the action of the
verb back to the subject.
Communication 1.1
Comparisons 4.1
Preterit & Imperfect Tenses
Students will demonstrate
how to conjugate regular and
irregular verbs in the preterit
and imperfect tenses.
A proficient student will
conjugate and compare
different uses of the
subjunctive through oral and
written activities in
collaboration with peers and
be able to use the reflexive
verbs 4-5 page writing
narrative describing what
they do in a typical school
day.
A proficient student will
conjugate and compare verbs
in the preterit and imperfect
tenses in writing activities
and conversation with
teacher and peers.
• Cornell notes
• Verb stems
• Comparing/contrasting
different uses of the
subjunctive/ reflexive verbs
• Collaborative skills- pair shares,
gallery walks, and in writing
activities
• White boards-practice and
informal testing
• Bell work-writing activities
• Class presentations
• Online quiz-informal test
• Chapter examsummative/formative
• Cornell notes
• Verb stems
• Comparing/contrasting
Preterit & imperfect
• Collaborative skills
•
•
•
•
•
White boards
Bell work
Class presentations
Online quiz
Chapter exam
9/01/16- 9/23/16
9/26/16 - 10/31/16
Proficient students will
extend their knowledge of
the topic by using the
subjunctive in sentences
and in writing pieces. They
will also use this knowledge
to critically read short
passages or stories that use
the subjunctive throughout
the year.
Students who have a
greater understanding of
verb conjugations in the
preterit and imperfect
tenses will extend their
knowledge by using these
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.
Communications 1.1-1.3
Comparisons 4.1 – 4.3
Commands
Students will synthesis,
compare and contrast the
proper subjunctive tense by
using clauses, commands,
and the proper use of por
and para in grammatical
structures.
conjugated verbs in
sentences throughout the
year.
Proficient students will be
able to compare and contrast
the proper usage of por and
para and be able to use both
with the subjunctive tense.



Cornell notes
Graphic organizers
comparing and contrasting
the usage of por and para
Collaborative skills in
groups
• White boards-informal
testing and checking for
understanding.
• Bell work
• Class presentations
• Supersite Online quiz
• Formative Chapter exam
Students who excel at this
standard will progress to
utilize and apply this
knowledge in the writing
process in Spanish.
11/1/16 – 12/16/16
Communications 1.1-1.3
Comparisons 4.1 – 4.3
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.
Students will demonstrate
their ability to use the
comparatives and
superlatives in proper formal
structured Spanish writing,
along with negatives,
affirmatives, and indefinite
expressions by using the
subjunctive in adjective
clause’s.
Proficient students will
Cornell notes
express in a 2-3 page writing
• Verb stems
comparatives and
• Comparing/contrasting
superlatives expressions
Preterit & imperfect
using the subjunctive tense
and proper adjective clauses.
• White boards-informal
testing and checking for
understanding.
• Bell work
• Class presentations
• Supersite Online quiz
• Formative Chapter exam
1/31/17 - 2/19/17
Students who excel at this
standard will progress to
utilize and apply this
knowledge in the writing
process in Spanish.
Communications 1.1-1.3
Comparisons 4.1 – 4.3
Future & the Conditional
Students will know how to
compare and contrast
conjugated regular and
irregular verbs in the future
tense as a means of
expressing conjecture or
probability. They will also
demonstrate their ability to
use the prepositions a, hacia,
and con.
A proficient student will
conjugate regular and
irregular verbs in the future
and conditional tenses during
peer collaboration in both
conversation and short-piece
writing activities.
• Cornell notes
• Verb stems
• Comparing/contrasting
future and conditional
• Collaborative skills
• Peer editing
• White boards
• Bell work
• Class presentations4 corners, reciprocal teaching
• Online quiz
• Chapter exam
Students who excel at this
standard will progress to
utilize and apply this
knowledge in the writing
process in Spanish.
2/21/17 – 3/17/17
Communications 1.1-1.3
Comparisons 4.1 – 4.3
A proficient student will
Students will demonstrate
conjugate regular and
their ability to use the present irregular verbs in the present
perfect, past perfect and
perfect and past perfect



Cornell notes
Present perfect tense
conjugations
Past perfect tense
• White boards-informal
testing and checking for
understanding.
• Bell work
3/27/17 – 4/21/17
Proficient students will
extend their knowledge by
critically reading short
articles and novel excerpts
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.
diminutives and
tenses during peer
augmentatives by showing
collaboration in both
their grammar construction. conversation and short-piece
writing activities.
Communications 1.1, 1.2, 1.3
Comparisons 4.1, 4.2
Writing Process
Students will demonstrate
their knowledge of the basic
writing structure of a
composition in Spanish in
which they will be using
contextual evidence from the
given text.

conjugations
Comparing/contrasting
present perfect, past
perfect
A proficient student will learn to use
writing strategies, integrate
vocabulary, and sentence structure
A proficient student will learn principles to write a composition in
to use writing strategies,
sentences, transitional
Students will be able read
integrate vocabulary, and
words, body, conclusion
critically by marking and
sentence structure principles • Self-evaluating
charting within the text to be
to write a composition in
• Revising
able to demonstrate and
Spanish by using evidence
• Peer-editing
write a formal composition in
from the text.
Rhetorical précis
Spanish by explaining their
• Philosophical chairs
opinion and using contextual
• Socratic seminar
clues from the text.
• Class presentations
• Supersite Online quiz
• Formative Chapter exam
•
•
•
•
•
Bell work (writing)
Informal observations
Short essay questions
Peer analysis
Final draft
throughout the year and
writing a rhetorical précis.
Throughout the year
Proficient students will
extend their writing skills
by critically reading articles
and stories in Spanish by
using contextual clues from
the text and explore
different writing styles and
purposes of writing.
Communication 1.3, 1.4
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.
Culture
Students will mark and chart
the text as they analyze a
particular point of view or
cultural experience reflected
in a work of Spanish
literature.
Mujeres de ojos grandesAngeles Mastretta
A proficient student will
demonstrate understanding
of different aspects of
Spanish literature through
readings and discussions
while collaborating with
peers.
• Marking and charting
• Making Inferences
And analyzing the text
• Graphic organizers
• Comparing & contrasting
different cultural aspects in
Spanish speaking literature.
 Socratic Seminars
 Philosophical chairs
 4 corners
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



Informal
observations
End of the year
project
Rhetorical précis
Class presentations
Final exam
Throughout the year
Proficient students will
extend their knowledge by
critically reading short
articles and novel excerpts
throughout the year and
writing a rhetorical précis.
La luz es como el agua de
Gabriel Garcia Marquez
Autorretrato de Rosario
castellanos
Poema 20-Pablo Neruda
Me gustas cuando callasPablo Neruda
La abeja hiragana de Horacio
Quiroga
Dos palabras – Isabel Allende
Continuidad de los parques –
Julio Cortazar
Communication 1.3
Cultures 2.1, 2.2
Connections 3.1, 3.2
Comparisons 4.2
Literacy RL 9-10.6
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and
career ready.