Spanish Curriculum - Grade 3: Unit Two Title: My family - Paterson Public Schools
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Spanish Curriculum
Grade 3: Unit Two
Title: My family
1 | Page UNIT 2 1/6/2021
Course Description
Philosophy
Paterson Public Schools is committed to seeing that all students progress and develop the required skills to support second language acquisition. At
the completion of a strong series of course studies, students will be able to:
● Demonstrate knowledge of vocabulary pertaining to thematic unit contexts
● Express thoughts and ideas on a variety of topics
● Move progressively from simple sentence structures to a more complex use of verbs, adjectives, adverbs, richer expressions, etc…
● Rely on background knowledge to develop fluency in the second language related to their daily lives, families, and communities
● Compose short dialogues, stories and narratives, on a variety of topics
● Describe the products, practices and perspectives of the target culture
● Read, listen, and understand age-appropriate authentic materials presented by natives for natives, as well as familiar materials translated from
English into the target language
● Become global citizens, understanding and respecting cultural differences, and promoting acceptance of all people from all cultures
Overview
The Spanish Program at Paterson Public Schools will focus on acquiring communication skills and cultural exposure. It is divided into four units of
study and encompasses the New Jersey Student Learning Standards (NJSLS) for World Languages which address the need to prepare all students for
an interdependent world.
2 | Page UNIT 2 1/6/2021
The World Languages units for Grade 3 consist of the following four thematic units of study: Unit 1: Hello, it’s me! Unit 2: My family Unit 3: My school Unit 4: My activities 3 | Page UNIT 2 1/6/2021
Pacing Chart – Unit 2
9 weeks
# Student Learning Objective NJSLS
1 Students demonstrate knowledge of family 7.1.NM.IPERS.5
members orally and in writing. 7.1.NM.PRSNT.2
7.1.NM.PRSNT.3
7.1.NM.PRSNT.4
2 Students demonstrate comprehension of simple 7.1.NM.IPRET.1
oral and written physical descriptions of others. 7.1.NM.IPRET.2
Students demonstrate comprehension of simple oral 7.1.NM.IPERS.5
3
and written personality traits describing others. 7.1.NM.PRSNT.2
7.1.NM.PRSNT.3
7.1.NM.IPRET.3
4 | Page UNIT 2 1/6/2021Effective Pedagogical Routines/Instructional Strategies
Modeling Writing to learn
Shared Read Alouds
Rereading & rewriting
Collaborative problem solving
Interviews
Model (I Do), Prompt (We Do), Check (You Do)
Gallery walks
Whole class discussions
Diagrams, charts and graphs
Storytelling
Flash cards
Role playing/Dramatization
Word Study Drills
Multiple Response Strategies
Note taking
Think Pair Share Coaching
Turn and Talk Reader’s/Writer’s Notebooks
Choral reading
Quick writes
Reading partners
Establishing text-based norms for discussions & writing
Charting
Establishing metacognitive reflection & articulation
Visuals
as a regular pattern in learning
5 | Page UNIT 2 1/6/2021Computer Science and Design Thinking
Standards
8.2.5.ITH.4, 8.2.5.ETW.1
⮚ Interaction of Technology and Humans
□ Describe a technology/tool that has made the way people live easier or has led to a new business or career.
▪ Example: Students explore different platforms available to create their family trees. Discuss how
these platforms may have benefited people.
⮚ Effects of Technology on the Natural World
□ Describe how resources such as material, energy, information, time, tools, people and capital are used in
products or systems.
▪ Example: After students participate in the online game at www.123teachme.com, students discuss
how a digital resource such as this one has helped them enhance their knowledge of adjectives.
LINK: http://www.state.nj.us/education/cccs/standards/8/
6 | Page UNIT 2 1/6/2021Computer Skills
Basic Computer Skills Programs
⮚ Turn on the monitor ⮚ Kids Works Deluxe
⮚ Turn off the monitor ⮚ Microsoft Word
⮚ Turn on the computer ⮚ Internet Explorer
⮚ Turn off the computer
⮚ Verbally identify computer parts:
Computer
Monitor
Screen
Keyboard
Mouse
Mouse pad
⮚ Use the mouse
⮚ Locate alphabet letters
7 | Page UNIT 2 1/6/2021Career Readiness, Life Literacies, and Key Skills
Standards: 9.4.5.DC.6, 9.4.5.GCA.1
⮚ Digital Citizenship
Examples: Students will compare and contrast how digital tools have changed social interactions as it
relates to communicating with their teachers on their assignments through the computer versus in
person.
⮚ Global and Cultural Awareness
Example: The teacher will discuss how most Spaniards live in nuclear-family households of parents and
unmarried children, and this is widely held as ideal. The students will analyze and discuss how culture
shapes individual and community perspectives and points of view when comparing the Spaniard
culture to their own family.
LINK: http://www.nj.gov/education/aps/cccs/career/
8 | Page UNIT 2 1/6/20219 | Page UNIT 2 1/6/2021
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Culturally Relevant Pedagogy Examples
Relationships: Curriculum: Instructional Delivery:
● Learn about your students’ individual ● Incorporate student- centered stories, ● Establish an interactive dialogue to engage
cultures. vocabulary and examples. all students.
● Adapt your teaching to the way your ● Incorporate relatable aspects of students’ ● Continuously interact with students and
students learn lives. provide frequent feedback.
● Develop a connection with challenging ● Create lessons that connect the content to ● Use frequent questioning as a means to
students your students’ culture and daily lives. keep students involved.
● Communicate and work with ● Incorporate instructional materials that ● Intentionally address visual, tactile, and
parents/guardians on a regular basis (email relate to a variety of cultural experiences. auditory learners.
distribution, newsletter, phone calls, notes, ● Incorporate lessons that challenge ● Present relatable real world problems from
meetings, etc.) dominant viewpoints. various viewpoint.
● Provide student with opportunity to
engage with text that highlights authors,
speakers, characters or content that reflect
students lived experiences (mirror) or
provide a window into the lived
experience of people whose identities
differ from students.
● Bring in guest speakers.
● Use learning stations that utilize a range of
materials.
● Use Media that positively depicts a range
of cultures.
12 | Page UNIT 2 1/6/202113 | Page UNIT 2 1/6/2021
SEL Competency Examples Content Specific Activity & Approach to
SEL
✔ Self-Awareness Example practices that address Self- In preparation for the “Self-description”
Awareness: activity, students use a mirror to say
Self-Management • Clearly state classroom rules positive “I am” statements about
Social-Awareness • Provide students with specific feedback themselves. Students then describe
Relationship Skills regarding academics and behavior
Responsible Decision-Making themselves orally by providing two
• Offer different ways to demonstrate personality traits.
understanding
• Create opportunities for students to self-
advocate
• Check for student understanding / feelings
about performance
• Check for emotional wellbeing
• Facilitate understanding of student strengths
and challenges
Self-Awareness Example practices that address Self- Students are shown how to use a tool to
✔ Self-Management Management: help monitor their classroom progress in a
specific area (ie Ready for class). Students
Social-Awareness • Encourage students to take pride/ownership
can monitor how they are currently doing
Relationship Skills in work and behavior
Responsible Decision-Making in the identified area, set a goal and
• Encourage students to reflect and adapt to
monitor their progress towards that goal.
classroom situations
• Assist students with being ready in the
Example of checklist:
classroom
https://www.interventioncentral.org/sites
• Assist students with managing their own
/default/files/pdfs/pdfs_blog/self_manag
emotional states
ement_self_monitoring_behavior_checkli
st.pdf
14 | Page UNIT 2 1/6/2021Self-Awareness Example practices that address Social- Before students rotate from group to
Self-Management Awareness: group, the teacher reiterates group
✔ Social-Awareness • Encourage students to reflect on the expectations for interactions in their
perspective of others station and traveling from group to group
Relationship Skills • Assign appropriate groups
Responsible Decision-Making with taking others and space into
• Help students to think about social strengths consideration.
• Provide specific feedback on social skills
• Model positive social awareness through
Students then rotate from one station to
metacognition activities
another and conduct simple conversations
based on images and/or questions.
Questions and answers may vary per
student.
Self-Awareness Example practices that address Students will be discussing how in Spain,
Self-Management Relationship Skills: it's not uncommon for kids to live with
Social-Awareness • Engage families and community members their parents or grandparents well into
✔ Relationship Skills • Model effective questioning and responding adulthood — in good times and in bad.
to students
Responsible Decision-Making
• Plan for project-based learning The teacher should discuss expectations
• Assist students with discovering individual for listening as students take turns
strengths sharing. Students should be looking at the
• Model and promote respecting differences speaker, asking questions and listening
• Model and promote active listening carefully. Speakers should be speaking up
• Help students develop communication skills so that others can hear.
• Demonstrate value for a diversity of opinions
Self-Awareness Example practices that address Responsible When preparing for discussions or
Self-Management Decision-Making: partner/group work, teachers can teach
Social-Awareness
15 | Page UNIT 2 1/6/2021Relationship Skills • Support collaborative decision making for THINK. This strategy should help students
✔ Responsible Decision-Making academics and behavior think about what they’re going to say.
• Foster student-centered discipline
• Assist students in step-by-step conflict The teachers should remind students, before
resolution process you speak, THINK…
• Foster student independence
• Model fair and appropriate decision making T - is it True?
• Teach good citizenship H - is it Helpful?
I - is it Inspiring?
N - is it Necessary?
K - is it Kind?
16 | Page UNIT 2 1/6/2021Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General Processing Comprehension Recall
● Extra time for assigned tasks ● Extra Response time ● Precise step-by-step directions ● Teacher-made checklist
● Adjust length of assignment ● Have students verbalize steps ● Short manageable tasks ● Use visual graphic organizers
● Timeline with due dates for ● Repeat, clarify or reword ● Brief and concrete directions ● Reference resources to promote
reports and projects
directions independence
● Provide immediate feedback
● Communication system between
home and school ● Mini-breaks between tasks ● Visual and verbal reminders
● Small group instruction
● Provide a warning for transitions ● Graphic organizers
● Emphasize multi-sensory learning
● Reading partners
Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization
● Computer/whiteboard ● Extended time ● Consistent daily structured ● Individual daily planner
routine
● Tape recorder ● Shortened tests ● Display a written agenda
● Simple and clear classroom rules
● Spell-checker ● Read directions aloud ● Color code materials
● Frequent feedback
● Audio-taped books
17 | Page UNIT 2 1/6/2021Interdisciplinary Connections
Literacy Connection L.3.1A
How is my family?
The teacher reviews what adjectives are and helps students create a list of adjectives for physical characteristics. Students describe family
members using physical characteristics adjectives for eyes, hair, and height.
Literacy Connection SL.3.6
Self-description
Students are to describe themselves orally using the sentence starter “Yo soy…”. Students can then compare their description by providing
two personality traits, one for themselves and one for someone else (i.e. Yo soy serio pero mi hermano es cómico.).
18 | Page UNIT 2 1/6/2021Enrichment
The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and
augment the district’s curriculum. Teachers are to accommodate based on student individual needs.
Seeking to build each learner’s capacity to do the following: ● Open-ended activities and projects
● Show a high degree of intellectual, creative and/or artistic ability ● Form and build on learning communities
and demonstrate this ability in multiple ways. ● Providing pupils with experiences outside the ‘regular’
● Pose questions and exhibit sincere curiosity about principles and curriculum
how things work. ● Altering the pace the student uses to cover regular curriculum in
● The ability to grasp concepts and make real world and cross- order to explore topics of interest in greater depth/breadth within
curricular connections. their own grade level.
● Generate theories and hypotheses and pursue methods of ● A higher quality of work than the norm for the given age group.
inquiry. ● The promotion of a higher level of thinking and making
● Produce products that express insight, creativity, and excellence. connections.
● Possess exceptional leadership skills. ● The inclusion of additional subject areas and/or activities (cross-
● Evaluate vocabulary curricular).
● Elevate Text Complexity ● Using supplementary materials in addition to the normal range
● Inquiry based assignments and projects of resources.
● Independent student options
● Tiered/Multi-level activities
● Purposeful Learning Center
19 | Page UNIT 2 1/6/2021Assessments
Required District/State Assessments Suggested Formative/Summative Classroom Assessments
Academic/Domain Specific Vocabulary
● Unit Assessment (Students with CPL ≥3.5) Homework
Accountable Talk
● ESL Unit Level 1-2 Assessment (Students with Graphic Organizers
CPL ≤3.4) Journals
Projects
● W-APT oral language proficiency test / ACCESS
Portfolio
Observation
Role Playing/Dramatization
Journals
Presentations (incorporating Web 2.0 tools)
Student Conferencing
Enduring Understanding:
➢ Roots and ancestry are important to determine our identity
➢ Family members live together through adulthood
20 | Page UNIT 2 1/6/2021➢ Extended relatives are considered family
Grade: 3 Unit: Two Topic: My family
New Jersey Student Learning Standards (NJSLS):
7.1.NM.IPERS.5, 7.1.NM.PRSNT.2, 7.1.NM.PRSNT.3, 7.1.NM.PRSNT.4, 7.1.NM.IPRET.1, 7.1.NM.IPRET.2, 7.1.NM.IPRET.3
ACTFL Modes of Communication:
● Interpersonal
● Interpretive
● Presentational
Student Learning Essential Questions Sample Activities Resources Cultural Practices,
Objective Products, and
Perspectives
Students demonstrate My family Free Family Tree Spanish families are
● Who is my family?
knowledge of family Students complete their own Templates typically open and
members orally and in ● How many people are in family tree in Spanish. https://www.google.com/se welcoming, eager to make
writing. my family? arch?q=free+family+tree+ a good impression. Spanish
templates&rlz=1C1EJFC_ families—including the
7.1.NM.IPERS.5: Imitate How old are they? enUS891US891&oq=Free extended family—tend to
gestures and intonation of Based on their own family +Family+Tree+Templates be close-knit, visiting each
the target culture(s) native tree, students identify and &aqs=chrome.0.0i457j0l7. other frequently and
speakers when greeting write down the ages of their 830j0j15&sourceid=chro sharing in large weekend
family members using the me&ie=UTF-8 gatherings.
21 | Page UNIT 2 1/6/2021others, during leave-takings, third person “él/ella tiene … Árbol genealógico
and in daily interactions. años.” http://www.escuelaenlanube
.com/wp-
7.1.NM.PRSNT.2: State Rotating stations content/uploads/2012/12/19
basic needs on very familiar
Students rotate from one familia.jpg
topics using words, phrases,
and short memorized,
station to another and
formulaic sentences conduct simple
practiced in class. conversations based on
images and/or questions.
7.1.NM.PRSNT.3: Imitate, Questions and answers may
recite, and/or dramatize vary per student.
simple poetry, rhymes,
songs, and skits.
7.1.NM.PRSNT.4:
Copy/write words, phrases,
or simple guided texts on
familiar topics.
Students demonstrate How is my family? Describing people – Most Spaniards live in
● Who do I resemble?
comprehension of simple Students describe family Spanish for kids nuclear-family households
oral and written physical ● Do my siblings and I members using physical https://www.youtube.com/w of parents and unmarried
descriptions of others. look alike? Do we look characteristics adjectives atch?v=d7Dp296tvNw children, and this is widely
different? for eyes, hair, and height. held as ideal.
7.1.NM.IPRET.1: Identify
familiar spoken and written
words, phrases, and simple Teacher created resources
What is the gender?
sentences contained in
culturally authentic materials Teacher presents sentences
and other resources related describing various
to targeted themes. members. Based on the Teacher created resources
adjectives used, students
22 | Page UNIT 2 1/6/20217.1.NM.IPRET.2: Respond will hold a “Blue” card for Images from the web,
with actions and/or gestures male, and a “Red” card for magazines, etc.
to oral and written female.
directions, commands, and
requests that relate to
familiar and practiced topics. Matching
Provide images and Spanish Tank Games
adjectives to students. In http://www.123teachme.co
m/games/tank/category/adje
groups of two, students will
ctives
match adjectives to images.
Interactive game
Students play an interactive
online game to enhance
their knowledge of
adjectives.
Students demonstrate ¿Son estudiosos? In Spain, it's not
● How is my personality? ¡Avancemos! 1A
comprehension of simple Describe the people in the uncommon for kids to live
oral and written ● Am I like my mother? images using ser and one of Textbook: p. 68 # 8 with their parents or
personality traits Or like my father? the forms of the indefinite grandparents well into
describing others. articles: un, una, unos, and adulthood — in good times
● Do I share any unas. and in bad.
¡Avancemos! 1A
7.1.NM.IPERS.5: Imitate personality traits with
gestures and intonation of my family members? Descripciones Textbook: p. 73 # 15
the target culture(s) native Write descriptions of the
speakers when greeting people in the drawings.
others, during leave-takings,
and in daily interactions.
Self-description in
7.1.NM.PRSNT.2: State comparison with another
basic needs on very familiar Describe yourself orally by
providing two personality
23 | Page UNIT 2 1/6/2021topics using words, phrases, traits. i.e. Yo soy serio pero and short memorized, mi hermano es cómico. formulaic sentences practiced in class. 7.1.NM.PRSNT.3: Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.IPRET.3: Identify familiar people, places, objects in daily life based on simple oral and written descriptions. 24 | Page UNIT 2 1/6/2021
Unit 2 Vocabulary
Unidad 2: Vocabulario: My family
Greetings / Los Saludos Introductions / Las Presentaciones Expressions/Expresiones Commands/Comandas
Hola Yo soy … Silencio, por favor Empecemos
Buenos días ¿Cómo te llamas? Muy Bien Escuchen
Buenas tardes Me llamo … Bien hecho Repitan
Adiós ¿Quién es? Fantástico Siéntate
Chao Él es … Lo puedes hacer Siéntense
Ella es …
Hasta luego Échale ganas Levántate
Un niño
Hasta mañana Una niña ¿Cómo se dice? Levántense
¿Cómo estás? Mi amigo No entiendo Levanta la mano
¿Qué tal? Mi amiga ¿Y usted? Levanten la mano
¿Qué pasa? Mi profesora ¿Y tú? Bajan la mano
Bien Señor Yo tengo Vamos
Muy bien Señora Él tiene
Así así Señorita Ella tiene
Mal Un chico
Yo tengo …años
Muy mal Una chica
Un hombre Él/Ella tiene … años
Gracias Yo soy …
Una mujer
Por favor Él/Ella es …
25 | Page UNIT 2 1/6/2021Body Parts/ Las partes del Adjectives/ Los adjetivos Descriptions/ Las descripciones Family/ La familia
cuerpo
El pelo Bajo/ Baja Pelirrojo/ Pelirroja Los abuelos
La cabeza Alto/ Alta Tengo/Tiene pelo rubio La abuela
El cuello Pequeño/ Pequeña Tengo/Tiene pelo negro El abuelo
La cara Grande/ Grande Tengo/Tiene pelo castaño Los padres
El pelo Joven/ Joven Tengo/Tiene pelo largo La madre / mamá
Los ojos Viejo/ Vieja Tengo/Tiene pelo corto El padre/ papá
La nariz Bonito/ Bonita Tengo/Tiene pelo rizado El hermano
La boca Guapo/ Guapa Tengo/Tiene pelo liso La hermana
La oreja Feo/ Fea Tengo/Tiene ojos negros El tío
Los hombros Tengo/Tiene ojos verdes La tía
Los brazos Simpático/ Simpática Tengo/Tiene ojos castaños El primo
Los dedos Bueno/ Buena Tengo/Tiene ojos azules La prima
Las manos Malo/ Mala El perro
La espalda Generoso/ Generosa El gato
La barriga Estudioso/ Estudiosa
Las piernas Divertido/ Divertida
Los pies Cómico/ Cómica
Serio/ Seria
Loco/ Loca
Inteligente
Interesante
Unit Project (Choose 1)
26 | Page UNIT 2 1/6/2021Project (Suggested) Project (Suggested)
1. Students create their family album and label each person by who they 2. Students create a poster of their family tree. Pictures, colors, labels
are i.e. Ella es mi madre. should be added. Students present their family tree and introduce the
featured people in Spanish.
RUBRIC REQUIRED RUBRIC REQUIRED
27 | Page UNIT 2 1/6/2021You can also read
