MADISON PUBLIC SCHOOL DISTRICT
SPANISH III
Authored by: Elaine Davis
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider
Supervisor of Visual & Performing Arts/World Language
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
Madison Public Schools
I.
OVERVIEW
Spanish III continues the Spanish language sequence at Madison High School. This full year course
continues the development of listening, speaking, reading and writing competency in Spanish. It is designed
for students who have successfully completed Spanish II or three years of Spanish study in Madison Junior
School. Students improve their control of the present tense and learn to express themselves using the past
tense for completed actions or ongoing actions.
All objectives are practiced with the goal of communicative and cultural awareness. Students will
communicate with spoken and written forms using interpretive, interpersonal and presentation modes.
Students will demonstrate understanding of a culture via these same three modes.
II. RATIONALE
New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered
on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic
borders. Individuals who effectively communicate in more than one language, with an appropriate
understanding of cultural contexts, are globally literate.
The study of another language and culture enables individuals to communicate face-to-face and by virtual
means in appropriate ways with people from diverse cultures.
The study of another language fosters
attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and
that enhance cross-cultural communication.
III. GOALS (Linked to NJ Core Content Standards)
7.1 World Languages: All students will be able to use a world language in addition to English to engage in
meaningful conversation, to understand and interpret spoken and written language, and to present
information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures.
Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
Language learners can be expected to move through levels of proficiency at different rates. In addition,
language learners may demonstrate differing proficiencies depending upon the communicative mode in which
they are functioning (interpersonal, interpretive, or presentational). In Madison High School, students who
are taking Spanish III shouldmeet the cumulative progress indicators for the Intermediate-Low Level of
proficiency. Intermediate-Low Level students communicate using strings of sentences to ask and answer
questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in
other classes. By the end of Spanish III students taking a continuing sequence of language form middle school
will:
A. Interpretive Mode:
1. Identify the main idea and most supporting details contained in culturally authentic materials using
electronic information sources related to targeted themes.
2. Demonstrate comprehension of oral and written instructions connected to daily activities through
appropriate responses.
3. Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation,
and cultural practices in the target culture and in one’s own culture.
4. Use the target language to describe people, places, objects, and daily activities learned about through
oral or written descriptions.
5. Demonstrate comprehension of conversations and written information on a variety of topics
6. Identify the main idea, theme, and most supporting details in readings from age- and level-appropriate
culturally authentic materials.
7. Infer the meaning of a few unfamiliar words in some new contexts
8. Compare and contrast unique linguistic elements in English and the target language.
B. Interpersonal Mode:
1. Use digital tools to participate in short conversations and to exchange information related to targeted
themes.
2. Give and follow a series of oral and written directions, commands, and requests for participating in
age- and level-appropriate classroom and cultural activities.
3. Use appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language in familiar situations.
4. Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.
5. Engage in short conversations about personal experiences or events and/or topics studied in other
content areas.
C. Presentational Mode:
1. Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation
on targeted themes to be shared virtually with a target language audience.
2. Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
3. Use language creatively to respond in writing to a variety of oral or visual prompts.
4. Compare and contrast age- and level-appropriate culturally authentic materials orally and in writing.
5. Compare and contrast cultural products and cultural practices associated with the target culture(s) and
one’s own culture, orally, in writing, or through simulation.
6. Summarize requirements for professions/careers that require proficiency in a language other than
English based on exploration of the 16 Career Clusters.
IV. ESSENTIAL CONTENT AND ACTIVITES
See attached.
V. EVALUATION
Listening, speaking, reading and writing in a variety of modes will be considered to determine the final grade.
Assessments will include:
• Tests and quizzes that accompany the text
• Teacher-made achievement tests and quizzes
• Aural testing
• Oral testing in interpersonal and presentational modes
• Written evaluations in interpersonal and presentational modes
• Homework
VI.
RESOURCES
Dime II D.C. Heath and Company 1994
Cuaderno de Actividades to accompany Dime II
Cassette tapes to accompany Dime II
Overhead Transparencies to accompany Dime II
¡Encuentro Inesperado! EMC Publishing 1987
Madison School District
Spanish III Scope and Sequence
Unit of
Study
Unit 1:
How to
pass time
Key Vocabulary/ Language in
Key Vocabulary/ Language in
Use
Use
• Nouns related to
preferences in the daily
routine
• Jewelry gifts, sales tax
• Personal interests
• Adjectives for
descriptions
• Verbs for daily activities
• Idiomatic expressions
with using the verb to
have
• Present tense of regular
verbs
• Iregular verbs of the
present: to be, to have to
go, to have
• Present tense stem
changing verbs
• Expressions of time in
the present tense
• Question words
Activities/Assessment/Project
Activities/Assessment/Project
•
•
•
•
Teacher mad tests and
quizzes
Listening activities with
textbook tapes
Worksheets
Internet activities
Cultural Connections
Cultural Connections
•
•
•
•
•
•
•
•
•
•
Exchanging greetings
and introductions
Discussing likes and
dislikes
Naming activities
Asking about favorite
activities
Shopping for a gift
Describing how people
feel
Describing activities
Exchanging information
about where you are
going, what you are
going to do, and how
long you have been
doing something
Describing family,
school, and friends
Listen to two short
stories from New
Mexico’s Hispanic
folklore
Related Literature, Video, and
Related Literature, Video, and
Songs
Songs
• Textbook video of
student activities
• Research on missions of
Texas
• Research on the Whole
Enchilada Festival
• Read a short poem by a
Chicano poet
•
Unit of
Study
Key Vocabulary/ Language in
Use
Unit 2
•
Focus on
Venezuela
•
•
•
Tropical/SouthAmerican
foods
Composition and theme
Nationalities
Jungle animals/terms
Activities/Assessment/Project
•
•
•
•
•
•
•
•
•
•
Review direct object
pronouns
Review possessive
adjectives
Review of the regular
preterite and 3 irregular
verbs in the preterite
Adjectives of nationality
Comparatives
Superlatives
Teacher made tests and
quizzes
Listening activities with
textbook tapes
Worksheets
Internet activities
Cultural Connections
•
•
•
•
•
•
•
•
•
•
Discussions of classes
students are taking
Ask and answer
questions about family
members
Talking about
possessions
Discussing cultural
stereotypes
Identifying points of
contact with other
cultures
Asking and answering
questions about past
summer vacations
Talking about the
environment
Talking about physical
geography and diversity
Identifying geographical
features and locations
Making comparisons
Related Literature, Video, and
Songs
•
•
•
•
•
Listen to legends from
Venezuela, Honduras
and a story from Bolivia
Read about Venezuela
Learn how the rain
forest affects our daily
lives
Video of a trip on the
Amazon River
Video of destruction to
the tropical rain forest
Unit of
Study
Unit 3
Focus on
Chile
Key Vocabulary/ Language in
Use
•
•
Weather vocabulary
Adjectives used in
descriptions of people
and events
Activities/Assessment/Project
•
•
•
•
•
•
•
Describe past events and
activities
Predict and describe the
weather
Point out specific people
and things
Advise
Talk about the past
Describe daily routines
in present and past time
Review of
demonstratives
Cultural Connections
•
•
•
Read about Chile
Learn of Gabriela
Mistral, Chilean poet
Study of the mysteries
of Easter Island
Related Literature, Video, and
Songs
•
•
•
•
•
•
Video on Easter Island
Poems of Gabriela
Mistral
Read/Listen to a South
American Folktale
Read/Listen to a
selection on the
practicality of heeding
the advice of older and
wiser citizens
Read/Listen to a ghost
story from Peru
Mystery reader
Unit of
Study
Unit 4
Focus on
Perú
Key Vocabulary/ Language in
Use
•
•
•
Vocbulary of choes and
childhood games
Vocabulary for
describing feelings
Activities/Assessment/Project
•
•
•
•
•
•
•
Use of past tense for
habitual actions, time,
age continuing actions,
descriptions
Use of hacer to express
ago
Use of the past tense to
express completed
actions and/or beginning
or ending actions
Narrating in the past
Stem-changing ir verbs
in the past
Description of
childhood
Telling what happened
some time ago
Cultural Connections
•
•
•
•
•
•
•
The Inca Empire
Cuzco – the capital of
the Incas
Machu Picchu – lost city
of the Incas
Read about Pachacútec
– leader of the Incas
Read about the lines of
Nasca: origen and
purpose
Listen to Guatemalan,
Peruvian and
Venezuelan short story
Look at a timeline of the
history of Peru
Related Literature, Video, and
Songs
•
•
Video on the Lines of
Nasca
Video on the Incas
Unit of
Study
Key Vocabulary/ Language in
Use
Activities/Assessment/Project
Cultural Connections
Related Literature, Video, and
Songs