SPANISH 3

World Language

Course Description

All levels of World Language (WL) will follow the NYS Syllabus of Modern Languages for Communication and the Proposed NYS Standards. Understanding other cultures and using the language to communicate are our goals as we develop skills in the 3 areas of Interpretive, Interpersonal and Presentational communication. Level 3 builds on vocabulary, grammar and phrases on various topics taught in previous levels. We will also explore the many different ways of life in the target culture in order to compare them to our own products, practices and perspectives. We will continuously review material as we study new vocabulary and skills.

Mr. B. Brown

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Unit 1: Reimaginando la moda

In this unit, students will be exploring fashion and how it reflects our identities, multiculturalism and what it says about ourselves and our culture. Students will explore ways that we express ourselves and connect with others through the clothes that we wear.

UNIT 1: REIMAGINANDO LA MODA

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- How does fashion reflect multiculturalism?
- How can we connect to others through fashion and what we wear?
INTERPRETIVE TARGETS
- I can recognize a variety of clothing, shoes and accessories when I read/listen.
- I can understand main ideas and some details when I read/listen to descriptions of clothing or brands.
- I can understand basic information about famous designers and some details about careers.
- I can understand main ideas when others give their opinions about fashion.
INTERPERSONAL TARGETS
- I can give my opinion about fashion trends.
- I can talk about famous designers (or other important people in the fashion industry) and their careers.
- I can compare prices, styles and brands.
- I can ask and answer simple questions about fashion.
PRESENTATIONAL TARGETS
- I can give my opinion about fashion trends and brands.
- I can give basic information about Fashion Week.
- I can describe what someone is wearing with some detail.
- I can talk about job opportunities in the fashion industry and give my opinion of them.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can navigate online shopping on a fashion website from a target speaking country.
- I can investigate brands, stores, designers, and influencers from target countries.
- I can participate in conversations with native speakers about fashion and trends.
- I can watch a design competition show or designer documentary from a target speaking culture.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about fashion and the fashion industry.

Unit 2: Series de televisión

In this unit, students will be exploring tv series and how people see and watch them around the world. They will be researching different tv shows, characters, genres, and actors along with viewing habits and preferences in the target culture.

UNIT 2: SERIES DE TELEVISIÓN

NOVICE HIGH - INTERMEDIATE MID

ESSENTIAL QUESTIONS
- What are tv series that people watch around the world?
- What makes a television series popular?
INTERPRETIVE TARGETS
- I can investigate trending television series from my country and around the world.
- I can understand information about jobs in the TV industry (requirements, responsibilities, pay, etc.).
- I can understand descriptions, opinions and information about different TV series.
INTERPERSONAL TARGETS
- I can talk about popular television series from my country and around the world.
- I can interview someone about their viewing preferences and habits.
- I can have conversations about shows, actors and viewing habits.
- I can ask for and give show recommendations.
PRESENTATIONAL TARGETS
- I can give basic information about a television series and describe the main characters.
- I can retell some events from a show episode.
- I can compare the success of popular shows.
- I can talk about my viewing habits.
- I can tell how shows I watch make me feel.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate trending shows and actors from around the world.
- I can watch and episode of a popular show or movie in the target language.
- I can identify some cultural products, practices and perspectives in tv shows.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about tv and viewing practices.

Unit 3: INESTIGANDO DEPORTES

This unit will explore different sports and athletes from the Hispanic community. Students will learn about various popular teams, athletes, their achievements and the qualities it requires to be a successful athlete. They will also explore some non traditional extreme sports and various sports awards programming.

UNIT 3: INVESTIGANDO DEPORTES

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- How do Hispanic athletes compare to others?
- What characteristics are most important for an athlete?
INTERPRETIVE TARGETS
- I can understand opinions about sports and athletes.
- I can understand basic information about the lives and careers of athletes.
- I can understand the main idea and some details from sports articles.
INTERPERSONAL TARGETS
- I can join in a conversation about my sports and give my opinions.
- I can ask and answer simple questions about athletes and sports.
- I can make plans with someone to watch or play sports.
PRESENTATIONAL TARGETS
- I can tell which sports I like or don't like and explain why.
- I can tell basic information about Hispanic athletes and their careers.
- I can give my opinion about who the best athletes are.
- I can compare athletes.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate and identify top Hispanic athletes around the world.
- I can discover new sports and athletes from Spanish-speaking countries.
- I can interact with native speakers in conversations about sports.
- I can experience a sporting event from another country.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about sports and athletes.

Unit 4: Saliendo de tapas

In this unit, students will explore the custom of going out for "tapas" and various tapas traditions. They will discover various different styles of tapas and places to eat tapas while learning to interact with servers, read menus, ingredients and prices.

UNIT 4: SALIENDO DE TAPAS

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- How does food bring us together?
- How do tapas promote social interactions?
INTERPRETIVE TARGETS
- I can understand some options on a menu at a tapas bar.
- I can understand main ideas and some details about tapas and restaurants.
- I can understand someone's opinion of a food or restaurant by watching a video or reading a review.
INTERPERSONAL TARGETS
- I can ask and answer questions about tapas.
- I can interact with a server to order tapas.
- I can invite someone to eat with me.
- I can talk with others about tapas bars.
PRESENTATIONAL TARGETS
- I can give basic information about the traditions of tapas.
- I can give my opinion about different tapas.
- I can compare tapas and tapas bars.
- I can give recommendations to a visitor looking for tapas in my area.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate some of the oldest tapas restaurants in Spain.
- I can research traditional tapas and their ingredients.
- I can compare differences between a tapas bar and other restaurants.
- I can have conversations with native speakers to find out their opinions about tapas.
- I can interact with others ordering and sharing tapas.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about going out for tapas.

Unit 5: Explorando el Ecoturismo

This is a travel unit with the main focus on Ecotourism in Costa Rica. Students will explore ecological tours and activities offered throughout Costa Rica while investigating lodging options, Costa Rican foods and drinks, currencies and exchange rates.

UNIT 5: EXPLORANDO EL ECOTURISMO

NOVICE HIGH - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- What is ecotourism?
- What does it look like in different countries?
INTERPRETIVE TARGETS
- I can understand social media post about Costa Rica.
- I can read menus and restaurant websites.
- I can understand tourism videos.
- I can read articles about tourism and activities in Costa Rica.
INTERPERSONAL TARGETS
- I can answer questions about Costa Rica.
- I can ask and answer questions about trips.
- I can discuss my opinions about Costa Rican foods and drinks.
PRESENTATIONAL TARGETS
- I can give basic information about Costa Rica (weather, geography, cities, etc.).
- I can give my opinions about eco-activities.
- I can talk about Costa Rican foods and drinks including my opinion.
- I can talk about an eco-trip including lodging, activities, meals and prices.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate how the climate, geography, foods and tourist activities are connected.
- I can participate by trying Costa Rican coffee, foods and other drinks.
- I can interact by asking questions to a person in the tourism industry.

I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about travel within different countries including Costa Rica.

*Additional mini units will be incorporated throughout the year based on cultural products, practices and perspectives. A cumulative FINAL PROJECT will be given at the end of the year. The final project will count as a 5th quarter average.

CHECKPOINT B RUBRIC FOR ASSESSING STANDARDS

L3 Fulton Rubrics 2022-23.docx

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