0708020 Course Name: Spanish 3 Unit Title - images

Course Pacing Guide

Course Code: 0708020 Course Name: Spanish 3

Unit Title: 1-Entertainment and favorite activities

Unit Essential Question: How do you express past situations related to camping activities and school competitions using the preterite and the imperfect tenses?

Semester: Semester 1 Grading Period: 1

Concept: Camping Activities

Concept: Preterite with orthographic i-y

Concept: Preterite of Irregular Verbs

Standard(s): FL.A.1.2.3


Standard(s): FL.A.1.3.2, 3.4.1 FL.D.1.3.2, 1.4.1

Lesson Essential Question: How do you identify and use the vocabulary words related to camping activities? How do you describe camping activities using the preterite tense?

Lesson Essential Question: What are the verbs that follows the same pattern (i-y) in preterite tense?

Lesson Essential Question: How do you conjugate and apply verbs that have irregular stem-changing in the preterite tense?

Vocabulary: to take a walk, binoculars, flashlight, insect repellent, wood, landscape, valley, to hail, thunder, at dusk

Vocabulary: to destroy, to believe, to read, to hear

Vocabulary: to have, to walk, to be, to be able to, to put, to know, to come, to say, and to bring

Resources: Buen Viaje- Level 3- Chapter 1 Resources: Buen Viaje- Level 3- Chapter 1 Resources: Buen Viaje- Level 2- Chapter 1 Level 3- Chapter 1

Concept: Preterite of irregular stem-changing verbs

Concept: School competition

Concept: Imperfect Tense and its uses

Standard(s): FL.D.1.4.1


Standard(s): FL.A.1.4.1 FL.D.1.4.1

Course Pacing Guide

Lesson Essential Question: How do you conjugate and apply the stem changing verbs ending in -ir (e-i, o-u) in the preterite tense?

Lesson Essential Question: How do you identify and use the vocabulary words related to school competitions? How do you describe what happened during a school competition?

Lesson Essential Question: Which are the situations in which you use the imperfect tense? Which are the three irregular verbs in the imperfect tense? How do you describe past situations using the different forms of the imperfect tense?

Vocabulary: to sleep, to ask for, to feel

Vocabulary: training, to train, to make an effort, to register, to reach, ceremony, certificate, against, congratulations, awards ceremony

Vocabulary: to be, to go, to see, to stop (doing something), to impress, to be moved, to reach, while, once in awhile, generally, always, to occur, to take place, once there

Resources: Buen Viaje- Level 3- Chapter 1 and 2 Resources: Buen Viaje- Level 3- Chapter 2 Resources: Buen Viaje- Level 3- Chapter 2

Unit Goals: This is a 25 day unit. The vocabulary and grammar used to talk about entertainment and favorite activities provide students the opportunity to narrate past events and situations.

Course Pacing Guide


Unit Title:

Unit Essential Question: How do you express opinions about the Arts and relate them to your own experience ? Semester: Semester 1 Grading Period: 2

Concept: 2- Fine Arts

Concept: Preterite vs Imperfect

Concept: Music: drama and dance performance



Standard(s): FL.B.1.3.2 FL.D.2.3.2

Lesson Essential Question: How do you identify and use the vocabulary words related with fine arts? How do you express opinions about works of art?

Lesson Essential Question: How do you identify the preterite and the imperfect tense? How do you differentiate the use of the preterite vs the imperfect tense?

Lesson Essential Question: How do you identify and use the vocabulary related with performing arts? How do you talk about different forms of entertainment? How do you express your opinions about dance, drama, and music?

Vocabulary: pottery, sculpture, classic, cubism, subject, Miró, abstract, Dalí, work of art, Goya, background, mural, painting, palette, Diego Rivera, Frida Khalo, Ziqueiros

Vocabulary: to stand out, interpretation, dance, to perform, applause, ticket, stage, microphone

Vocabulary: dance, classical, rhythm, lyrics, band, trumpet, movement, melody, step

Resources: Buen Viaje- Level 3 Resources: Buen Viaje- Level 3- Chapter 1 and 2 Resources: Buen Viaje- Level 3

Concept: To Be + participle

Concept: To Be (ser and estar)

Concept: Preterite and Imperfect Tenses: Different meanings

Standard(s): FL.A.1.3.2, FL.D.2.3.2

Standard(s): FL.A.1.3.2, FL.A.1.3.1, FL.D.2.3.2


Lesson Essential Question: How do you form the past particple? (A) In what situations do you use the past participle and the verb to be (estar)?

Lesson Essential Question: How do you determine the uses of the verb to be (ser and estar)?

Lesson Essential Question: How do the preterite and the imperfect of some Spanish verbs differ in meaning when you compare them to English?

Course Pacing Guide

Vocabulary: to be

Vocabulary: to be ( ser and estar)

Vocabulary: to found out, learned, met for the first time, tried to, refused to

Resources: Buen Viaje- Level 3- Chapter 3 Resources: Buen Viaje- Level 3- Chapter 3 Resources: Buen Viaje- Level 3- Chapter 2

Learning Goals: This is a 25 day unit. The study of the Arts is important for students to describe, discuss, and express their opinions about works of art.

Course Pacing Guide


Unit Title: Staying in shape

Unit Essential Question: How are commands useful in everyday communication? Semester: Semester 1 Grading Period: 2

Concept: 3- Affirmative Familiar Commands

Concept: Negative Familiar Commands

Concept: Formal Affirmative and Negative Commands

Standard(s): FL.A.1.3.1, 2.3.1 FL.D.2.3.1


Standard(s): FL.C.1.3.1 FL.D.1.3.2

Lesson Essential Question: 1. How do you tell your friend what to do? 2. How can you identify a familiar command?

Lesson Essential Question: 1. How do you tell your friend not to do something? 2. How can multiple negative words be used in negative familiar commands?

Lesson Essential Question: 1. How do you give an order to an adult(s)? 2. What is the relationship between the affirmative familiar command and all other commands?

Vocabulary: do, make, put, leave, give, Be, have, go, study

Vocabulary: do not leave, do not make, do not do, do not open, do not speak, do not be, do not put, do not go

Vocabulary: arrive, mantain, avoid, do not bring, go, do not go, cross, open


Learning Goals: This is a 20 day unit. The students will use commands in every day communication.

Course Pacing Guide


Unit Title: Being healthy

Unit Essential Question: How do you use the present subjunctive to express desires? Semester: Semester 1 Grading Period: 2

Concept: 4- Present Subjunctive Conjugation

Concept: Components of Subjunctive Sentences

Concept: For (Por and Para)

Standard(s): FL.A.1.3.1 FL.C.1.3.1 FL.D.1.3.2



Lesson Essential Question: How does the present subjunctive differ from the indicative?

Lesson Essential Question: 1. How are the economic experiences of Latin American countries depicted through art and literature?

Lesson Essential Question: 1. How do you use "Por" and "Para" with the subjunctive? 2. What are other uses of "Por" and "Para"?

Vocabulary: to complain, to ask for, to relax, to request, to advise, to recommend, to include

Vocabulary: to educate, march, soup kitchen, recreation center, to plant, to repair

Vocabulary: For

Resources: Buen Viaje- Level 3- Chapter 2 and 3 Resources: Buen Viaje- Level 3- Chapter 2 and 3 Resources: Buen Viaje- Level 3- Chapter 7

Learning Goals: This is a 20 day unit. The student will be able to express what a person desires, suggests ore demands that another person do by using the subjunctive.

Course Pacing Guide


Unit Title: 5- Me and my Community

Unit Essential Question: How is the present perfect subjunctive used to demonstrate an action? How do cultural products show economic themes?


Concept: Present Perfect Subjunctive

Concept: Economic Experiences

Concept: Demonstrative Adjectives

Standard(s): FL.A.1.3.1, 1.4.1, 3.3.2 FL.C.1.3.1 FL.D.1.4.1

Standard(s): FL. A.1.3.1, 1.4.1, 3.3.2 FL. C.1.3.1 FL.D.1.4.1, 1.3.2


Lesson Essential Question: 1. How do you use the present perfect subjunctive to express activities that happened before?

Lesson Essential Question: 1. How do you use the regular past participle? 2. What are the two functions of a past participle?

Lesson Essential Question: 1. How do you use demonstrative adjectives to show the location of nouns? 2. What are the groups of the demonstrative adjectives? 3. What determines which group you can use?

Vocabulary: environment, demonstration, social service, homeless, citizenship, community center, law, elder center

Vocabulary: to guarantee, to organize, to protest, to benefit

Vocabulary: to raise funds, to be in charge of, babysitter, lifeguard, receptionist, in favor de, against

Resources: Buen Viaje- Level 3- Chapter 5 Resources: Buen Viaje- Level 3- Chapter 5 Resources: Buen Viaje- Level 3- Chapter 4 and 5

Learning Goals: This is a 15 day unit. The present perfect subjunctive refers to actions or situations that may have occurred before the action in the main verb.

Course Pacing Guide

Course Code: 0708020

Course Name: Spanish 3

Unit Title: 6- Helping in Your Community

Unit Essential Question: How does the present perfect demonstrate actions that have occurred? How is the past participle used to describe a condition?


Concept: Present Perfect Tense

Concept: Regular Past Participle

Concept: Irregular Past Participle

Standard(s): FL.A.1.3.1, 1.4.1 FL.D.1.4.1

Standard(s): FL.A.1.3.1, 1.4.1 FL.C.1.3.1


Lesson Essential Question: 1. What are the essential components of the present perfect? 2. What is the relationship between the present perfect and the present?

Lesson Essential Question: 1. How do you use the regular past participle? 2. What are the two functions of a past participle?

Lesson Essential Question: 1. How is an irregular past participle formed?

Vocabulary: to share, to help, to assist, to deliver, to carryout, to donate, to organize

Vocabulary: to guarantee, to organize, to protest, to benefit

Vocabulary: opened, written, broken, done, said, returned, dead, put, seen


Learning Goals: This is a 15 day unit. Students can talk about things that have happened before now.

Course Pacing Guide


Unit Title: 7- Jobs and Community Involvement

Unit Essential Question: How does the pluperfect demonstrate actions that had happened before another past action? What are some job and volunteer opportunities in your community?


Concept: Use of the Pluperfect

Concept: Formation of the Pluperfect

Concept: Culture Student Job and Volunteer work


Standard(s): FL.A.1.4.1, 3.3.1

Standard(s): FL.A.1.3.1 FL.B.1.3.3 FL.E.1.3.2

Lesson Essential Question: How is the pluperfect used in relationship to the past tense?

Lesson Essential Question: 1. How is the helping verb used to indicate an action that occurred before other past action?

Lesson Essential Question: What are the skills and abilities needed to perform a job? How does volunteer works impact you and your community?

Vocabulary: requirement, dedicated, job application, position, benefits, the owner, date of birth, pleasant, rights, punctual, counselor

Vocabulary: manager, company, interview, messenger, to fundraise, rehabilitation, to keep on (doing), date of birth, flexible

Vocabulary: classified ad, babysitter, full time, part time, salary, position

Resources: Buen Viaje- Level 3- Chapter 5 Resources: Buen Viaje- Level 3- Chapter 5 Resources: Buen Viaje- Level 3

Learning Goals: This is a 15 day unit stating actions that occurred before other past actions. Working and Volunteering

Course Pacing Guide



Unit Title: 8- What Will Your Future Hold?

Unit Essential Question: How do you express future ideas as well as those which will have happened in the future? Semester: Semester 2 Grading Period: 4

Concept: Future

Concept: Future (Probability)

Concept: Future Perfect

Standard(s): FL.A.1.3.1, 1.3.2, 2.3.1, 3.4.1

Standard(s): FL.C.1.3.1 FL.D.1.3.2


Lesson Essential Question: What are future actions and how do you express them? What is the relationship between the future tense and the "going to" future?

Lesson Essential Question: How do you use the future tense to demonstrate probability and wonderment about present actions?

Lesson Essential Question: How do you communicate what will have happened by a certain time in the future?

Vocabulary: to replace, to open, to eat, to ask, to pass, next, ambitions, therefore, from now on, as thought it were, in addition to, invention, machine, genetics, free time

Vocabulary: gadget, advance, development, factory, reality, the majority, energy source, to prolong, to predict, to graduate, to discover

Vocabulary: to pursue a career, banker, scientist, cook, accountant, programmer, engineer, judge, to make a, lawyer, architect, translator, businessman, designer, editor

Resources: Buen Viaje- Level 1 Resources: Buen Viaje- Level 1 Resources: Buen Viaje- Level 1

Learning Goals: This is a 15 day unit. To express ideas about future events.

Course Pacing Guide



Unit Title: 9-Spanish Culture, Holidays and Celebrations

Unit Essential Question: How are some family celebrations and holidays celebrated in Hispanic countries? What do I know now about a given Spanish-speaking country and its people that I did not know before? Semester: Semester 2 Grading Period: 4

Concept: Spanish-speaking Countries

Concept: Music and Dance

Concept: Art

Standard(s): FL.C.1.2.2, 2.1.1

Standard(s): FL. B.1.2.3

Standard(s): FL. B.1.2.3, 1.3.3, 1.3.4

Lesson Essential Question: When do you use the contraction 'al'? Why do we study the geography and people of Spanish-speaking countries? How do various works of art portray culture? What influence does Spain have on the birth and development of Latin-America? How do you use 'ir a' with a noun?

Lesson Essential Question: What styles of dance are unique to various Spanish-speaking countries? What styles of music are unique to various Spanish-speaking countries? How have some famous musicians, singers and dancers influenced the Hispanic world? Who are some famous musicians, singers and dancers from Hispanic countries that are currently popular in the United States? What instruments are traditionally used in the various styles of Spanish music?

Lesson Essential Question: How do various works of art portray culture? What are some unique and traditional art forms found in Hispanic countries?

Vocabulary: Latin America

Vocabulary: salsa, tango, merengue, flamenco, mambo, guiro

Vocabulary: Pablo Picasso, Frida Kahlo, Fernando Botero, Bartolome Murillo, Diego Rivera, Francisco de Goya, Salvador Dali

Course Pacing Guide


Concept: Extracurricular Activities

Concept: Hispanic Youth

Concept: Currency of Spanish-speaking Countries


Standard(s): FL. B.1.1.2 FL.D.2.1.1

Standard(s): FL. B.1.3.3, 1.3.4

Lesson Essential Question: How do recreational and volunteer activities are compare in the United States and Spanish speaking countries?

Lesson Essential Question: How do youths in Hispanic cultures compare and contrast to youths in the culture of the United States?

Lesson Essential Question: What can be learned from a country's currency?

Vocabulary: Recreation, free time, various slang (eg hang out, cool, etc)

Vocabulary: Youth, peer, culture

Vocabulary: soles, euros, pesos, bolivares, quetzals (currency for various Spanish-speaking countries)


Concept: Traditional Dress

Concept: Ethnic Foods

Concept: Influential People


Standard(s): FL.B.1.2.1, 1.3.4


Lesson Essential Question: How can you describe the traditional dress in various Spanish-speaking countries?

Lesson Essential Question: How are some traditional Spanish foods and drinks prepared

Lesson Essential Question: What influence do various famous Hispanic people have on their society? What influence do various famous Hispanic people have on society in the United States?

Course Pacing Guide

Vocabulary: huipil, poncho

Vocabulary: el mate, bizcochos, chile con carne y queso, arroz con pollo, arroz con leche

Vocabulary: Simon Bolivar, Sor Juana Inez de la Cruz, Selena, Rebecca Lobo, Juan Carlos I


Concept: Hispanic Celebrations

Concept: La Quinceañera, the 15th Birthday Celebration

Concept: The Day of the Dead

Standard(s): FL.B.1.1.1, 1.1.2 FL.D.2.1.1, 2.2.1

Standard(s): FL.B.1.1.1, 1.1.2 FL.C.1.1.2, 2.1.1

Standard(s): FL.B.1.1.1, 1.1.2 FL.C.2.1.1

Lesson Essential Question: How do Hispanic family celebrations compare to similar celebrations in the United States? What role does history play in various cultural celebrations?

Lesson Essential Question: Why is a quinceañera so important to the birthday girl and her family in the Hispanic culture? How does a quinceañera compare to a Sweet 16th birthday in the United States? How do you use the possessives correctly to express that something belongs to you?

Lesson Essential Question: How does the Day of the Dead compare to Halloween?

Vocabulary: La Fiesta de San Fermin, La Tomatina, La Noche de los Rabanos, El Fandango

Vocabulary: quinceañera

Vocabulary: skull


Concept: La Navidad, Christmas

Concept: Mexico's Independence Day vs May 5th

Concept: La Fiesta de San Fermin


Standard(s): FL.B.1.1.1, 1.1.2 FL.C.2.1.1, 2.1.1


Course Pacing Guide

Lesson Essential Question: What are Christmas celebrations like in Hispanic countries?

Lesson Essential Question: In Mexico, what is the relationship between May 5th and September 16th?

Lesson Essential Question: What is the purpose of the San Fermin festival?

Vocabulary: Christmas Eve, luminaries, The Three Kings

Vocabulary: Independence, Napoleon Bonaparte, Puebla

Vocabulary: Patron Saint, encierro, bullfight, ring, matador


Unit Goals As a whole, this is a 25 day unit. The students will use different resources with the purpose of expanding their knowledge and interest pertaining to Spanish-speaking countries and their people. The students will gain an understanding and appreciation for cultural perspectives on holidays and celebrations in Spanish-speaking countries.

Additional information The concepts in this unit can be broken up to be taught to coincide with the occurrence of the individual holiday at the discretion of the teacher/department

0708020 Course Name: Spanish 3 Unit Title - images

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