Glen Ridge Public Schools – World Language Curriculum

Course Title: Spanish III

Subject: World Language

Grade Level: 9-12

Duration: one year

Prerequisite: Spanish II or equivalent

Elective or Required:Elective

World LanguageMission Statement

The mission of the World Language Department is to prepare students linguistically and culturally to communicate successfully in a pluralistic American society and the world. We, in the World Language Department, believe every individual in our schools is capable of acquiring a second language to the best of their ability. In our endeavor to develop passionate, confident, lifelong learners, we are emphasizing the five national standards: Communicate in Languages Other Than English; Gain Knowledge and Understanding of Other Cultures; Connect With Other Disciplines and Acquire Information; Develop Insight into the Nature of Language and Culture; and Participate in Multilingual Communities at Home and Around the World. These standards are presented within the four basic areas of language learning: Listening, Speaking, Reading and Writing. Students will be expected to take an active role in the learning of the target language since true communication is an active process.

Course Description:

The Spanish III course is designed to strengthen learners’ abilities in Spanish. Students will review and implement all major grammatical concepts, improve existing vocabulary and grammatical knowledge, as well as enhance speaking, writing, listening and reading comprehensions skills. The course will include excerpts fromHispanic literature, including selected short stories, legends and poetry by noted authors. Classes will be held totally in the target language, except where clarification isnecessary.

Author: Laura Zepp

Date Submitted: Summer 2010

World Languages – Curriculum Standards – 2009

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.

  1. Interpretive Mode

Interpretive Mode: The mode of communication in which students demonstrate understanding of spoken and written communication within the appropriate cultural context.Examples of "one-way" reading or listening include cultural interpretations of print, video, and online texts, movies, radio and television broadcasts, and speeches.Interpretation beyond the Novice level differs from comprehension because it implies the ability to read or listen "between the lines" and "beyond the lines."

  1. Interpersonal Mode

Interpersonal Mode: The mode of communication in which students engage in direct oral and/or written communication with others (e.g., conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail messages).

  1. Presentation Mode

Presentational Mode: The mode of communication in which students present, through oral and/or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication are making a presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and writing an article for a newspaper.

Topic/Unit: #1

Activities & the Outdoors

Approximate # Of Weeks: 3

Essential Questions:

  • Do I know how to convey emotions and reactions to events and news?
  • Can I discuss special events and celebrations?
  • Am I able to express terms about camping and nature-based activities?
  • Can I describe before and after school activities?
  • Do I know how to apply the uses of the preterite and imperfect tenses and use them in context?
  • Can I narrate a series of events in the past tense(s)?
  • Can I comprehend and summarize a simple legend?
  • Do I understand the endings for verbs in the preterite tense and can I use the verbs correctly in context?

Unit Learning Targets:

Upon completion of this unit students will be able to:

CPI # / Cumulative Progress Indicator (CPI)
7.1.IM.A.1 / Compare and contrast information contained in culturally
authentic materials using electronic information sources
related to targeted themes.
7.1.IM.A.3 / Analyze the use of verbal and non-verbal etiquette(i.e.,
gestures, intonation, and cultural practices) in the target
culture(s) to determine the meaning of a message.
7.1.IM.A.4 / Use target language to paraphrase what is heard or read in
oral or written descriptions of people, places, objects, and
daily activities.
7.1.IM.A.5 / Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.
7.1.IM.A.6 / Compare and contrast the main idea, theme, main characters and setting in readings from age- and level-appropriate culturally authentic materials.
7.1.IM.A.8 / Use knowledge of the structures of the target language to deduce meaning of new and unfamiliar structures.
7.1.IM.B.1 / Use digital tools to participate in short conversations and
to exchange information related to a variety of familiar
topics and some unfamiliar topics.
7.1.IM.B.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 in familiar and some unfamiliar situations.
7.1.IM.B.3 / Use appropriate gestures, intonation and common
idiomatic expressions of the target culture(s)/language in
familiar and some unfamiliar situations.
7.1.IM.B.4 / Ask and respond to factual and interpretive questions of a personal nature, on school-related topics and on some unfamiliar topics and conversations.
7.1.IM.B.5 / Engage in short conversations about personal
experiences or events, topics studied in other content
areas, and some unfamiliar topics and situations.
7.1.IM.C.3 / Use language creatively to respond in writing to a variety
of oral or visual prompts about familiar and some
unfamiliar situations.
7.1.IM.C.4 / Synthesize information found in age-and level-appropriate
culturally authentic materials.
8.1.8.A.5 / Select and use appropriate tools and digital resources to accomplish a variety of tasks to solve problems.
8.1.2.B.1 / Illustrate and communicate original ideas and stories
using digital tools and media-rich resources.
6.1.P.D.4 / Learn about and respect other cultures within the
classroom and community.
7.1.IL.A.5 / Demonstrate comprehension of conversations and
written information on a variety of topics.
3.2 / All students will write in clear, concise, organized language that varies
in content and form for different audiences and purposes.
3.3 / All students will speak in clear, concise, organized language that
varies in content and form for different audiences and purposes.
3.4 / All students will listen actively to information from a variety of sources
in a variety of situations.

Activities – include 21st Century Technologies:

  • Students prepare and present lesson based dialogue.
  • Write a paragraph about activities available after school at your school
  • Use the language lab to complete listening & speaking comprehension activities
  • Create and ask classmates to complete a survey on their opinions on school policies
  • Interview a club advisor about recent activities and record your answers in Spanish
  • Play Taboo using thematic vocabulary
  • Prepare oral answers to a series of questions related to special events and celebrations
  • Prepare a list of items needed for a virtual camping trip.
  • Retell legend reading in textbook
  • Listen to a description of a past event and categorize preterite and imperfect information
  • Bring in photographs of peers doing after school activities and describe in Spanish for the class
  • Research & compare activities available for students in other countries
  • Brainstorm ideas for a new school club
  • Conduct online research on
  • Use internet to find virtual tour of a Spanish language classroom abroad

Methods of Assessments/Evaluation:

  • Student Responses
  • Tests and quizzes – oral and written
  • Act out dialogues and skits
  • Power-point/oral presentation
  • Listening proficiency exercises
  • Writing samples
  • Video activity
  • Workbook exercises –in workbook
  • Online exercises at
  • Laboratory exercises (reading, writing, speaking, listening)
  • Homework

Text, Resources, and/or Literature

  • Realidades 3 Textbook (2011 - Prentice Hall)
  • Realidades 3 (2011) Core & Guided Practice Workbook
  • Language Laboratory
  • Realidades 3 Videoculturas & DVDs, including TeacherExpress

Online Resources:

  • Teacher webpage
  • Online textbook resources –
  • a variety of websites, including

Topic/Unit: #2

Expressing Oneself

Approximate # Of Weeks: 5

Essential Questions:

  • Can I identify several well known pieces of Hispanic art?
  • Do I know how to recognize the more complex uses of both ser and estar?
  • Can I comprehend a brief biography of the life of Francisco de Goya?
  • Can I identify and appreciate various types of Hispanic dance?
  • Am I able to express my feelings about pieces of Hispanic art?
  • Am I able to describe and appreciate elements of theater and music?
  • Do I understand the changes in meaning for certain verbs in the preterite tense?
  • How do I demonstrate my knowledge of past participles in the Spanish language?

Unit Learning Targets:

Upon completion of this unit students will be able to:

CPI # / Cumulative Progress Indicator (CPI)
7.1.IM.A.1 / Compare and contrast information contained in culturally
authentic materials using electronic information sources
related to targeted themes.
7.1.IM.A.3 / Analyze the use of verbal and non-verbal etiquette(i.e.,
gestures, intonation, and cultural practices) in the target
culture(s) to determine the meaning of a message.
7.1.IM.A.4 / Use target language to paraphrase what is heard or read in
oral or written descriptions of people, places, objects, and
daily activities.
7.1.IM.A.5 / Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.
7.1.IM.A.6 / Compare and contrast the main idea, theme, main characters and setting in readings from age- and level-appropriate culturally authentic materials.
7.1.IM.A.8 / Use knowledge of the structures of the target language to deduce meaning of new and unfamiliar structures.
7.1.IM.B.1 / Use digital tools to participate in short conversations and
to exchange information related to a variety of familiar
topics and some unfamiliar topics.
7.1.IM.B.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 in familiar and some unfamiliar situations.
7.1.IM.B.3 / Use appropriate gestures, intonation and common
idiomatic expressions of the target culture(s)/language in
familiar and some unfamiliar situations.
7.1.IM.B.4 / Ask and respond to factual and interpretive questions of a personal nature, on school-related topics and on some unfamiliar topics and conversations.
7.1.IM.B.5 / Engage in short conversations about personal
experiences or events, topics studied in other content
areas, and some unfamiliar topics and situations.
7.1.IM.C.3 / Use language creatively to respond in writing to a variety
of oral or visual prompts about familiar and some
unfamiliar situations.
7.1.IM.C.4 / Synthesize information found in age-and level-appropriate
culturally authentic materials.
8.1.8.A.5 / Select and use appropriate tools and digital resources to accomplish a variety of tasks to solve problems.
8.1.2.B.1 / Illustrate and communicate original ideas and stories
using digital tools and media-rich resources.
6.1.P.D.4 / Learn about and respect other cultures within the
classroom and community.
7.1.IL.A.5 / Demonstrate comprehension of conversations and
written information on a variety of topics.
3.2 / All students will write in clear, concise, organized language that varies
in content and form for different audiences and purposes.
3.3 / All students will speak in clear, concise, organized language that
varies in content and form for different audiences and purposes.
3.4 / All students will listen actively to information from a variety of sources
in a variety of situations.

Activities – include 21st Century Technologies:

  • Students prepare and present lesson based dialogue.
  • Organize a power point presentation about a contemporary Hispanic author or painter and present to the class
  • Write a review about a recent play or movie
  • Watch unit video describing various styles of dance
  • Use the internet to visit a Spanish art museum online; summarize your findings
  • Read about and discuss the life of Francisco de Goya
  • Use the language lab to practice listening, writing, speaking and reading activities
  • Listen to a description of a piece of art, then try to re-create that piece
  • Write a letter to a local museum curator, asking them to consider accepting a certain piece of artwork into their collection
  • Create a simple Illustration, using the elements of surrealism
  • Use the language lab to complete comprehension activities

Methods of Assessments/Evaluation:

  • Student Responses
  • Tests and quizzes – oral and written
  • Act out dialogues and skits
  • Power-point/oral presentation
  • Listening proficiency exercises
  • Writing samples
  • Video activity
  • Workbook exercises –in workbook
  • Online exercises at
  • Laboratory exercises (reading, writing, speaking, listening)
  • Homework

Text, Resources, and/or Literature

  • Realidades 3 Textbook (2011 - Prentice Hall)
  • Realidades 3 (2011) Core & Guided Practice Workbook
  • Language Laboratory
  • Realidades 3 Videoculturas & DVDs, including TeacherExpress

Online Resources:

  • Teacher webpage
  • Online textbook resources –
  • a variety of websites, including

Topic/Unit: #3

Exercise & Fitness

Approximate # Of Weeks: 4

Essential Questions:

  • Do I know how to identify various types of physical fitness equipment and exercise?
  • Can I comprehend the settings in which commands are primarily used?
  • Am I able to summarize poor eating habits and their potential effects?
  • Can I discuss elements of food and proper nutrition?
  • Can I give familiar commands in the affirmative and negative?
  • Can I give basic advice on physical fitness?
  • How do I demonstrate my knowledge of the differences between familiar and formal commands?
  • Do I know how to suggest remedies based on certain health-related symptoms?
  • Am I able to express goals and objectives as they relate to health?
  • Can I articulate how I feel under certain circumstances?

Unit Learning Targets:

Upon completion of this unit students will be able to:

CPI # / Cumulative Progress Indicator (CPI)
7.1.IM.A.1 / Compare and contrast information contained in culturally
authentic materials using electronic information sources
related to targeted themes.
7.1.IM.A.3 / Analyze the use of verbal and non-verbal etiquette(i.e.,
gestures, intonation, and cultural practices) in the target
culture(s) to determine the meaning of a message.
7.1.IM.A.4 / Use target language to paraphrase what is heard or read in
oral or written descriptions of people, places, objects, and
daily activities.
7.1.IM.A.5 / Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.
7.1.IM.A.6 / Compare and contrast the main idea, theme, main characters and setting in readings from age- and level-appropriate culturally authentic materials.
7.1.IM.A.8 / Use knowledge of the structures of the target language to deduce meaning of new and unfamiliar structures.
7.1.IM.B.1 / Use digital tools to participate in short conversations and
to exchange information related to a variety of familiar
topics and some unfamiliar topics.
7.1.IM.B.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 in familiar and some unfamiliar situations.
7.1.IM.B.3 / Use appropriate gestures, intonation and common
idiomatic expressions of the target culture(s)/language in
familiar and some unfamiliar situations.
7.1.IM.B.4 / Ask and respond to factual and interpretive questions of a personal nature, on school-related topics and on some unfamiliar topics and conversations.
7.1.IM.B.5 / Engage in short conversations about personal
experiences or events, topics studied in other content
areas, and some unfamiliar topics and situations.
7.1.IM.C.3 / Use language creatively to respond in writing to a variety
of oral or visual prompts about familiar and some
unfamiliar situations.
7.1.IM.C.4 / Synthesize information found in age-and level-appropriate
culturally authentic materials.
8.1.8.A.5 / Select and use appropriate tools and digital resources to accomplish a variety of tasks to solve problems.
8.1.2.B.1 / Illustrate and communicate original ideas and stories
using digital tools and media-rich resources.
6.1.P.D.4 / Learn about and respect other cultures within the
classroom and community.
7.1.IL.A.5 / Demonstrate comprehension of conversations and
written information on a variety of topics.
3.2 / All students will write in clear, concise, organized language that varies
in content and form for different audiences and purposes.
3.3 / All students will speak in clear, concise, organized language that
varies in content and form for different audiences and purposes.
3.4 / All students will listen actively to information from a variety of sources
in a variety of situations.

Activities – include 21st Century Technologies:

  • In pairs, students create a healthy grocery shopping list
  • Create a radio ad promoting your favorite restaurant and present to class
  • Use thematic vocabulary to play Scattergories
  • Use the language lab to complete comprehension activities
  • Write a letter to the school principal, requesting that changes be made to the cafeteria food options.
  • Complete workbook & online exercises
  • Create and ask classmates to complete a survey on their food preferences and any improvements they can make
  • Read and summarize online information about recent health concerns
  • Create a cooking show DVD with a classmate
  • Bring in photographs of your favorite foods or meals and then ask classmates questions about those photographs
  • Play charades using thematic vocabulary
  • Roleplay a visit to the doctor’s office for the flu
  • Conduct online research on suggestions for healthy living – make a list of suggestions using commands

Methods of Assessments/Evaluation:

  • Student Responses
  • Tests and quizzes – oral and written
  • Act out dialogues and skits
  • Power-point/oral presentation
  • Listening proficiency exercises
  • Writing samples
  • Video activity
  • Workbook exercises –in workbook
  • Online exercises at
  • Laboratory exercises (reading, writing, speaking, listening)
  • Homework

Text, Resources, and/or Literature

  • Realidades 3 Textbook (2011 - Prentice Hall)
  • Realidades 3 (2011) Core & Guided Practice Workbook
  • Language Laboratory
  • Realidades 3 Videoculturas & DVDs, including TeacherExpress

Online Resources:

  • Teacher webpage
  • Online textbook resources –
  • a variety of websites, including

Topic/Unit: #4

Personalities & Relationships