Spanish III curriculum guide parents have the final authority in determining the courses and

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P. O. Box 1538

Salisbury, Maryland 21802-1538
August 2009





P. O. Box 1538

Salisbury, Maryland 21802-1538





Mark S. Thompson


L.Michelle Wright

Vice President

Robin H. Holloway

Ronald O. Willey
Susan A. Hitch
Tyrone A. Chase, Ph.D
John E. Fredericksen, Ph.D

Superintendent of Schools


Through instruction in world language, students should be prepared for a global society. The National Standards for World Language ask students to be aware of aspects of Communication, Cultures, Connections, Comparisons, and Communities in the target language. World language study should enable students to gain skills in five areas: listening, speaking, reading, writing, and culture. As they gain skill, students should move toward both linguistic and communicative competency.

This document provides guidance for Spanish III teachers as they determine what to teach and how to teach it. It includes program philosophy, outcomes, scope and sequence, appropriate strategies and a course outline.

Those who developed this guide deserve the appreciation of teachers and students who will benefit from it.

This curriculum guide was developed by Patricia Powell of Wicomico High School, Sharon Birch and Betsie Carey of James M. Bennett Senior High School, Caroline Mark and Siumen Koontz of Parkside High School.

Serving as consultant to the writers was Dr. Arlene White of the Department of Modern Languages at Salisbury University.

Assisting in the preparation of the guide was Dr. Daniel Pyle, Supervisor of Instruction.


How to Use This Guide

World Language Philosophy
World Language Scope and Sequence
Strategies for Teaching a World Language
Advanced Organizer

    1. Course Description

    2. Unit Descriptions

    3. Entering Skills

    4. Time Frame

Course Outline

Unit 1- Capítulo 7 ¡Buen Provecho!

Unit 2- Capítulo 8 Tiendas y puestos

Unit 3- Capítulo 9 A nuestro alrededor

Unit 4- Capítulo 10- De vacaciones

Unit 5- Capítulo 2- ¡A pasarlo bien!

Unit 6- Capítulo 3- Todo tiene solución

Unit 7- Capítulo 4- Entre familia………………………………………………………..

IX. Appendix

A. Activities Reference Chart

B. Philosophies of the Wicomico County Public School System

C. Instructional Modifications

D. Effective Instruction

E. Student Service Learning

F. Suggested Activities


I. Understanding by Design

The format of this particular guide is based on Understanding by Design by Wiggins and McTighe. In STAGE 1, teachers will find a brief summary of the unit, a list of materials and Resources and a tentative time frame. STAGE 2 includes those content standards which are addressed in each unit. There are also “essential understandings” which indicate what students should still have from the unit, even after five years. “Essential” and “Topic questions” provide a springboard for class discussions. “Key knowledge and skills” indicate what students will be able to do and what information they will need to accomplish the task(s). This stage also provides information regarding the evidence which will allow students to show their understanding of the unit. These include performance tasks, traditional quizzes and tests, and opportunities for students to self-assess. The most significant performance task has a “blueprint” provided for implementation and a rubric for scoring. STAGE 3 provides samples of learning experiences in “communication,” “culture,” and “reading “that come from both inside and outside the text to enrich the classroom experience.

II. ¡Exprésate! 3

This curriculum guide was created for several purposes. First, it is to help the Level III teacher gain an overall perspective of the material to be presented by the teacher and acquired by the students. Second, it is to provide specific activities to accomplish the objectives based on the Maryland Voluntary State World Language Standards for Curriculum (see the items coded in purple) and based on the descriptors found in the national standards. Third, it is to be a resource book for materials and activities which may be used to complement and to help implement the curriculum. It is assumed that each teacher will become familiar with the text and all the ancillaries in order to maximize their use and to select judiciously those activities and assessments which will enhance the students’ learning experience. Attention paid to the number of days allotted per unit should help with pacing for both teacher and students.

Be sure to use the document entitled “Must Teach Topics” as a guide. The assumption is going to be made, and the directive given, that ALL Spanish III teachers will have taught the specified material in that document AND that ALL Spanish IV students should have an adequate foundation in that material. While all teachers have different teaching styles and may elect to pick and choose among supplemental vocabulary, it is imperative that all teachers address, instruct, prepare and assess all the material specified. There is a compelling rationale for such use. It is the hope of all world language teachers that students continue to study the language, in this case Spanish. Once students leave the confines of the Spanish III classroom, they are entering a Spanish IV classroom whose students may come from as many different teachers. In order to ensure a successful transition from Spanish III to Spanish IV, the Spanish IV teacher must be able to rely on the fact that all Spanish III teachers have taught the same basic information. It is logical and necessary to conclude that this should happen in every level of Spanish. While all students will have had different experiences based on different teachers, all students, for example, should be able to successfully manipulate present and past tense verbs (regular, irregular, and reflexive). We want to ensure that Spanish III students will be successful in Spanish IV and will be willing and able to participate in upper level classes. While a teacher may opt to teach some segments in an order other than as listed, if the material is listed in the “must teach” document, it must be taught. It is equally important that all teachers include all the Performance Based Tasks for proficiency assessment over and above the chapter quizzes and tests. Finally, it is crucial, that all teachers finish Chapters 7 through 10 in the Spanish II text and Chapters 2 through 4 in the Spanish III text.The theoretical basis for the guide and the activities is one of proficiency. An appropriate balance is sought between linguistic competence and communicative competence. It is believed that students must have some knowledge of HOW the language works but that knowledge of the language alone is insufficient. Practice and use of the language in functional situations are also required. Students must be allowed to use the language actively in a variety of situations which approximate real life as much as possible. A focus on and the integration of the National Standards into daily lessons is critical. It is hoped that this guide might provide the basic for a sound and well balanced preparation for the Level III student. It is important to understand the difference between active and passive learning. Active material, both vocabulary and grammar, is that which students are expected to use orally and in writing with good control. This material will be formally evaluated through performance tasks and other pen and paper tests in class and on mid-year and final exams. Passive material, again both vocabulary and grammar, is that which students should be familiar but for which they will not be held accountable on tests.

The issue of pronunciation is one which is often raised. Pronunciation is not unimportant but research has indicated that adolescents who begin their study of a foreign language in middle or high school will rarely acquire the accent of a native speaker. Although some pronunciation errors are more critical than others; it is not productive to spend an inordinate amount of time working on pronunciation at this level.

Regarding testing and evaluation, the basic principle is assumed to be: ASSESS WHAT YOU HAVE TAUGHT IN THE MANNER IN WHICH YOU TAUGHT IT. In the evaluation section of each unit, suggestions are made for both informal (of personal use to both teacher and student) and formal (recorded grades) means of evaluation. All skills should be evaluated on a regular basis and in an integrated fashion when possible. Standardized quizzes for lessons and tests for units are provided by the textbook company but teachers should note if appropriate vocabulary often found in teacher notes has been practiced adequately in order to be tested. Teachers may need to add or to delete items in order to match objectives better. One example would be changing directions to Spanish on the ¡Exprésate! tests. The performance-based tasks for each unit allow students to pull together the knowledge and skills in each unit into an authentic opportunity to use the language in meaningful ways. Several of the rubrics included in this guide have been assigned point values but you may wish to adjust them to accommodate your grading system. All performance-based tasks should be completed by all students. There are a variety of other ancillaries and options that have not been mentioned in the chapter plans. Of particular note is the program Puzzle Pro in which teachers can work from prescribed vocabulary lists from each chapter to create their own personalized puzzles. An additional resource that may be of great value is the Grammar Tutor, which provides extra practice for those students who may need it. Teachers should inform their students early in the year that anyone can access from their computers at home to take advantage of additional practice as well as cultural material. The Reading Skills Handbook contains a wide variety of reading strategies and skills for pre-, during and post-reading activities. On the DVD Tutor, the section called Gramavisión may appear at first viewing to include only cartoon characters. However, each grammatical episode also contains a real-life scenario with actors. Of utmost importance are the Core Instructions given to teachers in each chapter of the Teacher’s Edition. They contain additional information, specific strategies and helpful hints for each section of study. Finally, while ¡Exprésate! Provides a wealth of ancillaries to augment the text, each teacher may want to create and use his or her materials.

Many chapters make reference to youtube videos. Since youtube remains blocked, it is important that all teachers understand how to convert the desired video so that it may be used in the classroom. See directions for this below.

It is hoped that the philosophy, theory and practical activities found in this guide will aid the teacher in creating a learning environment which will foster language learning and active language use on the part of the students as well as provide inspiration and guidance to both new and experienced teachers.

Because a good curriculum guide is one that responds to the needs of the teachers who use it, it is hoped that teachers will feel free to comment upon the information found therein and to offer their own suggestions as to how this guide might be continually updated and improved. In this manner, both teaching and learning will constantly be revitalized.

How to convert youtube videos or other videos that are blocked by the board:

  1. Click on the video that you want to convert so that you open it in a new screen. To the right of the video there are two boxes: one that says URL and one that says EMBED. Copy the URL address given.

  2. Go to and follow these steps:

  3. Click on the highlighted blue URL in Step 1

  4. When the Step 1 box changes to http: paste your URL address from the youtube video in the space provided.

  5. In the Step 2 box, choose MPG

  6. In the Step 3 box, enter your e-mail address

  7. In the Step 4 box, click on CONVERT

  8. Another box will pop up, click OK

  9. Within 5 minutes to an hour, the converted video file will show up in your e-mail. The link that it contains will only remain active for about 20 hours, so you must download it quickly.

  10. Click on the link in your e-mail. It will give you the option to open or save it. Choose save, and save it to your pin drive. Don’t worry about the fact that it is listed in all numbers and letters. You can rename the file once it is on your pin drive.

To study another language and culture gives one the key to successful communication: knowing how, when, and why to say what to whom. All linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words. Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what (vocabulary). While these components of language are indeed crucial, the current organizing principle for language study is on communication - which also highlights the why, the whom, and the when (the socio-linguistic and cultural aspects of language). The approach to second language instruction found in today’s schools is designed to facilitate genuine interaction with others - whether they are on another continent, across town, or sharing the porch swing.
Standards for Foreign Language Learning the Twenty-first Century, 1999

Exploratory world language courses introduce students to strategies for language learning through the study of the patterns and history of their native language and through an investigation of what they may already know about communication. At the same time they will gain insight into how to learn a world language and the nature of language. These courses will challenge students to look at themselves and their world and to build upon their natural curiosity about new and interesting things. Students will explore cultures, languages and language learning that will make them more aware of the outside world. Through this awareness, students will develop an understanding of and respect for individual and cultural diversities and the importance of societal values. Target language skills will be minimal.

As students progress in world language study, they increase their ability to convey and receive oral and written messages within a cultural context. They continue to acquire strategies for language learning. For modern languages, the learner’s communicative, linguistic and cultural competences comprise proficiency. These competencies develop over time, but not at the same rate. Additionally, all Latin curriculum provides communicative experience with an emphasis on linguistic and cultural studies.

World language teachers need to understand and anticipate the physical, intellectual, emotional and social needs of students. As a basis for learning a new language, the classroom should reflect culturally appropriate material. Teachers should base their teaching methods on active learning so that students may interact with their peers, not only to develop cooperative attitudes but also make learning a participatory activity. The influence of peers is a highly motivating force in the classroom which can be used advantageously in group work whether learning about languages or working in the target language.

In Wicomico County, exploratory students select world language courses according to their previous experience in English language arts courses. High school students may select the appropriate level of French, Latin or Spanish. Teachers will modify and / or individualize where necessary to meet the unique needs of students. All students will have equitable opportunities to master the elements of the world language curriculum. In addition, all world language courses challenge all students to reach their maximum potential.



Engage in conversations in the target language in a culturally appropriate manner in order to provide and obtain information, express feelings and emotions, and exchange opinions.







Engage in short conversations about personal interests, including what they do, are doing, and plan to do.


Engage in conversations in the present, past and future on familiar topics about themselves and their community.


Discuss and defend an opinion on selected topics from the personal to the abstract level.


Discuss or debate a wide variety of topics from the personal to the abstract level, hypothesizing, persuading, and negotiating to reach a conclusion.





  1. Ask and answer simple questions, including biographical information.

  1. Exchange personal preferences and feelings.

  1. Express personal needs.

  1. Ask for repetition and repeat to ensure understanding.

  1. Ask and answer a variety of simple questions, giving reasons for their answers.

  1. Exchange personal preferences and feelings and provide limited explanation.

  1. Make suggestions in response to personal needs or circumstances.

  1. Ask for clarification to ensure understanding.

  1. Ask and answer a variety of questions that elicit follow-up questions and responses for more information.

  1. Exchange and defend personal preferences, feelings, and opinions and provide explanation.

  1. Suggest options for solving problems related to personal needs and needs of others.

  1. Ask for clarification and suggest alternative words to ensure understanding.

  1. Ask and answer a variety of questions that elicit elaboration and substantiation of opinions.

  1. Exchange and defend personal preferences, feelings, and opinions and provide complete explanation with substantive detail.

  1. Discuss options and negotiate solutions to problems.

  1. Ask for clarification and paraphrase to ensure understanding.

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