Scope & Sequence/Standards

Spanish 3/4 Syllabus                                      

Text: Avancemos. Holt McDougal                         

First Semester

Preliminary (review): Talking about yourself and friends, saying what you know how to do, talking about people and places you know, describing your daily routine, making comparisons; Verbs like gustar, present tense of regular verbs, present tense of irregular verbs, present tense of you verbs, stem-changing verbs, the verbs decir, tener and venir, saber or conocer, ser or estar, reflexive verbs. Hispanics in the United States.

Camping; Nature; Family relationships; At the beach. Preterite tense of regular verbs; regular preterites; Imperfect tense; Preterite vs. imperfect. Culture of Mexico.

Volunteer activities and projects; Requests and recommendations; Media. Tú commands; Other command forms; Pronouns with commands; Impersonal expressions + infinitive. Hispanics in the United States.

Environmental concerns; Social awareness; Presenting and supporting opinions. Future tense; Por and para; Present subjunctive of regular verbs; More subjunctive verb forms. Culture of Central America.

Second Semester

Describing others; Professions; Expressing positive and negative emotions; Supporting opinions. Future tense; Subjunctive with verbs of influence; Subjunctive with doubt, Subjunctive with emotion. Culture of the Caribbean.

Travel preparations; Computers; Requirements and conditions; Participating in a group discussion; Leisure activities. Subjunctive with conjunctions; Subjunctive with the unknown; Conditional tense; Reported speech. Culture of Andean Countries.

Around the neighborhood; An apartment in the city; Traveling by train; Describing a cultural excursion. Past participle as adjectives; Present perfect tense; Past perfect tense; Future perfect tense. Culture of Spain.

Planning for the future; School activities and events; Part-time jobs; Pursuing a career. Imperfect subjunctive; Subjunctive of perfect tenses; Si clauses; Sequence of tenses. Culture of Venezuela and Columbia.

 

Common Core Standards Addressed in the course of our year:

SPEAKING AND LISTENING:

  • Adapt speech to a variety of contexts and tasks, demonstrating command of formal and informal language when indicated or appropriate. (Literacy.SL.9-10.6)

  • Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on a variety of topics, and issues, building on others’ ideas and expressing their own clearly and persuasively. (Literacy.SL.9-10)

GRAMMAR:

  • Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (Literacy.L.9-10.4b)

  • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (Literacy.L.9-10.3)

READING:

  • Use context (the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (Literacy.L.9-10.4a)

  • Determine a main idea of a reading and analyze its development during the reading, how it emerges by specific details; provide a summary of the text. (Literacy.RI.9-10.2)

  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Literacy.L.9-10.5)

WRITING:

  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Literacy.WHST.9-10.4)

  • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (Literacy.W.9-10.3)

SOCIAL STUDIES:

  • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting differences among sources. (Literacy.RH.11-12.9)

  • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (Literacy.WHST.9-10.7)

  • Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (Literacy.RI.9-10.5)

National Standards of Foreign Language Addressed during our year:

Communication- Communicate in Languages Other Than English:

  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

  • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

 Cultures- Gain Knowledge and Understanding of Other Cultures 

  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied 

Goal Three: Connections- Connect with Other Disciplines and Acquire Information

  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Goal Four: Comparisons- Develop Insight into the Nature of Language and Culture

  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Goal Five: Communities- Participate in Multilingual Communities at Home and Global Societies

  • Standard 5.1: Students use the language both within and beyond the school setting.

  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

 

Website by SchoolMessenger Presence. © 2025 SchoolMessenger Corporation. All rights reserved.