Spanish III
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Objective
Benchmarks
SOL
Sample Strategies
Sample Resources
The student will engage in
original and spontaneous oral
and written communication in
Spanish.
To be successful with this, students are
expected to:
1. Express own opinions, preferences,
and desires, and elicit those of
others.
2. Use level-appropriate vocabulary
and structures to express ideas
about topics and events found in a
variety of print and non-print
sources in Spanish.
SIII.1
 Solve grammatical puzzles.
 Give presentations based on
current events.
 Participate in oral discussion
of a poem.
 Listen to & discuss songs of
popular Latin singers.
 Create a wish book.
 Create/perform skits.
 Keep a journal.
 Fill in conversation bubbles in
comic strips.
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The student will demonstrate
skills necessary to initiate,
sustain, and close oral and
written exchanges in Spanish
applying familiar vocabulary
and structures to new situations.
To be successful with this, students are
expected to:
1. Participate in sustained exchanges
that reflect past, present, and future
time.
2. Exchange detailed information in
Spanish via conversation, notes,
letters, or e-mail on familiar topics.
3. Use paraphrasing, circumlocution,
and non-verbal behaviors to
convey and comprehend messages
in level-appropriate Spanish.
SIII.2
 Write formal & informal
letters, including e-mail.
 Summarize print or audio
material.
 Discuss non-verbal behaviors.
 Play 20 Questions.
 Play guessing games.
 Engage in open-ended
conversation.
 Create puzzles.
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newspaper
internet
audio tapes
magazines
transparencies
sample letters
audio tapes
video tapes
magazines
computer lab
assorted objects to
identify
 story collections
Spanish III
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Objective
Benchmarks
The student will comprehend
spoken and written Spanish
based on new topics in familiar
as well as unfamiliar contexts
that are presented through a
variety of media.
To be successful with this, students are
expected to:
1. Identify main ideas and pertinent
details when reading or listening to
passages, such as live and recorded
conversations, short lectures,
reports, and literary selections in
Spanish.
2. Understand culturally authentic
materials that use new as well as
familiar information in Spanish.
3. Understand and follow instructions
presented in consumer and
informational materials in Spanish,
such as those needed to understand a
train schedule or to use the internet.
SIII.3
SOL
The student will present orally
and in writing information in
Spanish that combines learned
as well as original language in
increasingly complex sentences
and paragraphs.
To be successful with this, students are
expected to:
1. Summarize and communicate main
ideas and supporting details in
Spanish orally and in writing from a
variety of authentic language
materials.
2. Use past, present, and future time
frames, word order, and other levelappropriate language structures with
increasing accuracy.
SIII.4
Sample Strategies
Sample Resources
 Create an itinerary from city
to city through a foreign
country using local
transportation.
 Cook authentic food using
Spanish recipes.
 Create a commercial for a
Spanish product.
 Create a scrapbook of
instructions in Spanish.
 Summarize authentic
interviews.
 Recite poems/fables.
 Read brochures.
 Spanish recipe books
 Spanish magazines
 maps, transportation
timetables
 internet
 video of Spanish
commercials
 products sold in US with
Spanish instructions
 satellite TV recordings
 Write a report in Spanish on a
topic of choice.
 Interview peers.
 Give a short monologue using
at least four different tenses.
 Complete a writing exercise
that compares two tenses (ex.,
use present indicitive and
subjunctive, or use preterite
versus imperfect).
 Create brochures.
 Create an autobiography.
 Arrange sentences in
sequential order.
 Talk about your day.
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La rana Luca game
song of irregular verbs
poems, stories, dialogues
comic strips
surveys
Spanish III
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Objective
Benchmarks
The student will present
student-created as well as
culturally authentic stories,
poems, and/or skits in Spanish.
To be successful with this, students are
expected to:
1. Produce well-organized spoken and
written Spanish presentations
appropriate to the type of audience
and the purpose of the presentation.
2. Use appropriate verbal and nonverbal presentation techniques
including visual aids and/or
technological support.
SOL
SIII.5
Sample Strategies
 Present a report on a famous
person; include visual aids.
 Present a country and
describe its flag.
 Present a holiday, to include
food and cultural activity.
 Read and present Spanish
plays.
 Compare personal cultural
traditions with Hispanic
cultural traditions.
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Sample Resources
 Spanish encyclopedia
and dictionaries
 slide shows
 overheads
 trip to a museum
 internet
 book of short dialogues
or plays.
 pictures of cultural
events/ traditions
 cultural clips from
various movies
Spanish III
Spanish III
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Objective
The student will discuss the
interrelationship among the
perspectives, practices, and
products of Spanish-speaking
cultures.
Benchmarks
To be successful with this, students are
expected to:
1. Examine how and why products
such as natural and manufactured
items, the arts, recreation and
pastimes, language and symbols
reflect practices and perspectives in
Spanish-speaking cultures.
2. Discuss how the viewpoints of
Spanish-speaking people are
reflected in their practice and
products, such as political systems,
art and architecture, music, and
literature.
3. Investigate the role of geography in
the history and development of
Spanish-speaking cultures.
SOL
SIII.6
Sample Strategies
 Trace maps and then cut them
into jigsaw puzzles, using
boundaries and major
geographical features.
 Investigate geographic origin
of targeted products such as:
coffee, chocolate, sugar,
bananas, frijoles.
 Learn and discuss “El Siglo
de Oro”—sixteenth century
in Spain.
 View authentic commercials
Sample Resources
 popular and classical
music
 Spanish videos
 Encyclopedia
 National Geographic
magazine
 advertisements
Spanish III
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Objective
The student will reinforce and
broaden his/her knowledge of
connections between Spanish
and other subject areas
including language arts,
science, history and social
science, mathematics, physical
education, health, and/or the
arts.
Benchmarks
To be successful with this, students are
expected to:
1. Identify how the Spanish language
and Spanish-speaking cultures are
found in other subject areas through
various topics, such as terminology
specific to the content areas.
2. Relate topics studied in other subject
areas to those studied in the Spanish
class, such as issues related to the
environment or the contributions of
political, arts, or sports figures from
Spanish-speaking countries to the
world.
SOL
SIII.7
Sample Strategies
 Research and present
biographical information on a
sports figure, politician, artist,
or poet.
 Compare political systems.
 Compare & connect
biographical information.
 Plan a trip or give directions.
 Virtual tour with cultural
sites.
Sample Resources
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internet
newspapers
magazines
pictures
biographies
media center
Spanish III
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Objective
Benchmarks
SOL
Sample Strategies
Sample Resources
The student will discuss in
Spanish why similarities and
differences exist within and
among cultures.
To be successful with this, students are
expected to:
1. Use level-appropriate Spanish to
discuss the influences of historical
and contemporary events and issues
on the relationships between
Spanish-speaking countries and the
United States.
2. Compare aspects of Spanishspeaking cultures, such as language,
clothing, foods, dwellings, and
recreation, with those of other
cultures.
SIII.8
 Translate US geographical
terms and place names into
Spanish.
 Draw a plan of a dwelling
one might find in a Spanishspeaking country.
 Discuss/debate current
events.
 Use dictionary to find cultural
differences in vocabulary.
 Word studies
 original costumes from
Spanish/Hispanic
countries
 internet
 books
 dictionary
 catalogs
 games
 National Geographic
magazine
The student will strengthen
his/her knowledge of the
English language through the
study and analysis of
increasingly complex elements
of the Spanish language.
To be successful with this, students are
expected to:
1. Demonstrate understanding that
language and meaning do not
transfer directly from one language
to another.
2. Demonstrate understanding that
vocabulary, linguistic structures, and
tense usage in English differ from
those of the Spanish language.
SIII.9
 Create a vocabulary journal
of cognates.
 Identify tense usage,
grammatical structure,
vocabulary, and idioms in a
given passage.
 Interpret Spanish proverbs.
 Word studies
 False cognate study
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idiomatic expressions
proverbs
children’s books
level-appropriate
literature
 dictionary
Spanish III
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Objective
The student will improve
Spanish language skills and
expand cultural understanding
be accessing information
beyond the classroom setting
for recreational, educational,
and occupational purposes
Benchmarks
To be successful with this, students are
expected to:
1. Expand Spanish language skills and
cultural knowledge through the use
of media, entertainment, and
technology.
2. Locate and use Spanish resources,
such as individuals and
organizations accessible through the
community of the internet, to
broaden cultural understanding.
SOL
SIII.10
Sample Strategies
 Create and present a
videotaped skit or
commercial selling a product
from a Spanish-speaking
country.
 Watch CNN in Spanish and
discuss current events.
 Read a newspaper from a
Spanish-speaking country and
discuss the perspective on
world events.
 Dialogue/interview with a
native guest speaker.
 Listen to Spanish music.
 Watch Spanish movies.
 Explore career opportunities
that require Spanish.
Sample Resources
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Spanish-speaking
citizens of Albemarle
County or UVa
media
internet
Spanish-speaking
community groups
Hispanic newspapers
music, movies
International Center
Spanish III