ESpañol 3H-Syllabus

Spanish 3 Honors 2019-2020

Course Description:

This semester-long course is the third level of Spanish study and is designed to introduce students to both the Spanish language and culture. The student will develop the ability to communicate in the five modes of communication: Interpretive Listening and Reading, Interpersonal Communication, Presentational Speaking and Writing, Investigation of Cultural Products and Practices, Understanding of Cultural Perspectives and Participation in Cultural Interaction. Emphasis is placed on proficient communication in the language while studying four relevant, real-world theme based units: The Daily Grind, Taking a Break, Media and the Concept of Beauty, and The Environment and Us. The prerequisites for this class are successful completion of high school Spanish 2 and a teacher recommendation.

Instructional Philosophy:

Many instructional approaches will be used to help all types of learners: graphic organizers, language ladders, paired activities, cooperative learning, questioning strategies (yes/no, either/on, multiple choice, short answer), Total Physical Response (TPR), surveys, reading authentic documents, listening to authentic music, visiting authentic websites and PowerPoint presentations to name a few. Students will be actively engaged and will be expected to participate voluntarily and/or when called upon. Participation does not mean always giving the correct answer but a willingness to try to use Spanish and a genuine attempt at learning the material or asking questions when the material is unclear. The class will be conducted primarily in Spanish.

Course Goals & Power Standards:

The standards for World Language classes revolve around levels of proficiency in the production and comprehension of the language. GCSD has mandated the exit proficiency targets for levels 1 – 4 in the areas of listening, speaking, reading, and writing. At the completion of level 3, students should rate at an Intermediate High level for listening in which the students can easily understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies, can usually understand a few details of what they overhear in conversations even when something unexpected in expressed, and can sometimes follow what they hear about events and experiences in various timeframes. For speaking, students should rate at an Intermediate Mid level in which students can make presentations on a wide variety of familiar topics using connected sentences. For reading, students should rate at an Intermediate Mid level in which they can understand the main idea of texts related to everyday life and personal interests or studies. For writing, students should rate at an Intermediate Mid level in which they can write on a wide variety of familiar topics using connected sentences.


Course Goals & Literacy Standards:

This course addresses the following standards from the Common Core standards:

  • Writing Standards ELA 6-12: Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • Reading Standards for Informational Texts 6-12: Craft and Structure 9-10: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).


Major Course Assignments & Projects:

At the end of each thematic unit, students will be assessed and evaluated by the Unit ‘test’: Integrated Performance Assessment (IPA) which allows students to listen and/or read (interpretive), speak (interpersonal) and write (presentational) in Spanish. The following IPA examples may be adjusted throughout the semester according to the teacher’s discretion.


Unit 1: Daily Routines


Context for the Integrated Performance Assessment: Your family’s daily routine is not going as smoothly as it once did and every member needs to re-evaluate his role in the workings of the family unit! Make sure that your family evaluates all aspects of your life, including entertainment, work, education and leisure activities.

Interpretive Task: Read an excerpt from someone’s blog or read an article about ‘daily routine’ and make a checklist of all of the daily routine events that take place.

Interpersonal Task: Using the information that you gleaned from the blog excerpt, discuss, in small groups, how you conduct your day in comparison to the blog or what you are going to do to make your daily routine better or not.

Presentational Task: Create a brochure or manual for young people trying to improve the quality of their family’s daily life and lower their stress levels caused by the routine and the amount of tasks that need to be completed. Give specific information about who should perform which task and in what time frame.

Additional Assessment: Mid-unit grammar/vocabulary test

Unit 2: Taking a Break


Context for the Integrated Performance Assessment

Your family is in desperate need of a break! As a group, you are trying to decide if a simple weekend getaway is enough or should it be a big dream family vacation? Where and when this should take place also needs to be worked out.

Interpretive Task

Watch a video clip, read or listen to different people describing good and bad vacations that they have taken. As you listen a 2nd time, make a list of factors that made the vacations good or bad.

Interpersonal Task

In a small group (3-4 persons) discuss what made the different scenarios good or bad and if that would impact your decision to visit the places mentioned. Discuss what factors come into play when planning a trip.

Presentational Task

Make a multimedia presentation (a scrapbook page, a photo album, a travel log) that chronologically presents the planning and activities that took place before, during and after the trip to make it a success!

Additional Assessment: Midterm exam


Unit 3: Media and the Concept of Style & Beauty


Context for the Integrated Performance Assessment: You are visiting your e-pal in the target language country, and one of the topics you have discussed includes comparing the media’s impact on the concept of beauty on American teens and those of the target language country.

Interpretive Task: You will read an article that focuses on teen points of view about style and cultural perceptions and practices. Students will use an organizer to prioritize the 3 major issues discussed in the article.

Interpersonal Task: You will discuss 3 issues that impact American teens and those of the target language, comparing and contrasting how American media and that of the target language country may influence concepts of beauty.

Presentational Task: You will write advice on tips for a stylish teen in the target culture.



Unit 4: The Environment and Us


Context for the Integrated Performance Assessment: Students are working in the target culture for a humanitarian organization trying to teach good habits to the public concerning environmental issues, ie. recycling.

Interpretive Task: Students will read or listen to an authentic text, and complete an organizer detailing the habits and the problems discussed in the text of the target culture.

Interpersonal Task: Students will discuss their habits dealing with the environmental issue, comparing their personal and family habits with those mentioned in the dialogue or text by the native speaker.

Presentational Task: Students will create a publicity infomercial or pamphlet detailing how to best improve habits dealing with the issue

Additional Assessment: Final exam


Course Assessment Plan & Grading:

In accordance with Greenville County School District:

Major assessments are worth 60% (for example, IPA, long term in-class and out-of class projects, tests, etc.).

Minor assessments are worth 40%. The 40% will be calculated as follows:

  • 10% Participation (in-class activities)
  • 10% Homework (out-of-class activities)
  • 20% Quizzes (for example, quizzes, short projects, skits, etc.)

Overall grade is calculated as 1st quarter grade = 40%, 2nd quarter grade = 40%, final exam = 20%


Required & Recommended Reading:

Textbook: Avancemos 3 (www.classzone.com-level 3 & http://www.mcdougallittell.com/ml/wl.htm)

In-class reading: Variety of stories from Situaciones and short stories, articles and information from authentic websites.

Students can bring an English-to-Spanish dictionary to use during in-class activities (not on quizzes/major assessments) but it is not required.

Pacing Guide:

This is an approximate timeline of where the class will be. More time will be added as necessary.

The Daily Grind 1-5 Weeks

Taking a Break 6-10 Weeks

Media and the Concept of Style and Beauty 11-14 Weeks

The Environment and Us 15-18 Weeks