Last updated: 6/11/2025

Spanish III

4 weeks

Introductions
(3) LOTE.ML.1.1.B Checkpoint B
(3) LOTE.ML.1.1.B.E Students can exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances.
(3) LOTE.ML.1.1.B.F Students can use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation.

How can I introduce myself and produce basic sentences to communicate in Spanish?

Preliminary review of Spanish 1 & 2

Alphabet, vowels, numbers, days, months, seasons

Common verbs AR, ER, IR

Present tense conjugation

Irregular present (-oy verbs, -go verbs, -zco verbs)

Stem-change verbs (o-ue, e-ie, e-i)

Super 7 verbs (quiere, tiene, va, le gusta, esta, es, hay)

Adjectives (Personal ID)

Common AR ER IR verbs

Adjectives

Super 7

I can request and provide information; express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions in conversations.

Teacher-generated materials

6 weeks

Ir de camping
(2) LOTE.ML.1.1.B.D Students can select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers.
(1) LOTE.ML.1.2.B Checkpoint B
(1) LOTE.ML.1.2.B.A Students can read and comprehend materials written for native speakers when the topic and language are familiar.
(2) LOTE.ML.1.2.B.B Students can use cognates and contextual and visual cues to derive meaning from texts that contain unfamiliar words, expressions, and structures.

How can I produce a camping / outdoor narrative?

Pre-camping (weather, outdoor activities, animals)

2-verb rule (quiere, va a, puede + infinitive)

Camping objects and activities

Uses of objects (para + verb)

Transition words for narratives (primero, al principio, luego, despues, desafortunadamente)

Introduction to normal preterite

Preterite conjugation card (hacer, dar, ver, ir on the back)

 

Outdoor places

Outdoor activities

Objects used for camping

Weather phrases

I can narrate personal experiences, present information, and state and support viewpoint(s) on a variety of familiar, concrete, and researched topics, using sentences and series of connected sentences, through spoken or written language.

Teacher-generated materials

Vocabulary quiz,

Uses speaking (para + verb)

Unit test (speaking, listening, reading, writing)

4 weeks

Las competencias
(1) LOTE.ML.1.2 Reading and writing are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.
(1) LOTE.ML.1.2.B.C Students can read simple materials independently, but may have to guess at meanings of longer or more complex material.
(3) LOTE.ML.1.2.B.D Students can write short notes, uncomplicated personal and business letters, brief journals, and short reports.

Can I create a story about a competitive event?

Preliminary review of sports-related vocab (injury verbs, body parts, exclamations)

Introduce imperfect tense

Preterite vs. imperfect

Super 7 in the past (era, fue, queria, estaba, tenia, le gustaba, habia)

Sporting events / winning / losing / training

Super 7 story with an animal

Body parts

Injury verbs

Competition phrases

Feelings

I can exchange information, preferences, feelings, or opinions on a variety of familiar and some researched topics, by creating sentences and series of sentences and asking follow-up questions in conversations.

Teacher-generated materials

Competencias Super 7 writing

Competencias unit test

4 weeks

Los desastres
(1) LOTE.ML.1.1 Listening and speaking are primary communicative goals in modern language learning. These skills are used for the purpose of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.
(1) LOTE.ML.1.1.B.B Students can understand the main idea and some discrete information in television, radio, or live presentations.
(3) LOTE.ML.1.1.B.E Students can exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances.

How do disasters affect people and property?

Natural disasters

Weather events

Fires

Tener expressions (frio, calor, suerte, miedo, ganas de, hambre, sed, cuidado, prisa, celos, sueno

Regular & irregular preterite (specifically 3rd person for events)

Emergency / disaster workers

Disaster verbs / nouns

Feeling adjectives

I can understand the main idea and key information in short straightforward informational and literary texts and conversations that are spoken or written.

Teacher-generated resources

Speaking, responses to emergency situations

4 weeks

Los accidentes y las heridas
(1) LOTE.ML.1.1.B.C Students can initiate and sustain conversations, face-to-face or on the phone, with native-speaking or more fluent individuals.
(3) LOTE.ML.1.1.B.F Students can use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation.
(3) LOTE.ML.1.2.B.D Students can write short notes, uncomplicated personal and business letters, brief journals, and short reports.

How can I navigate an emergency situation?

Reflexive verbs review

Super-duper irregular verbs (poner, traer, decir)

Emergency room / injury protocol

Imperfect progressive

Injury verbs

Treatment verbs and nouns

I can narrate personal experiences, present information, and state and support viewpoint(s) on a variety of familiar, concrete, and researched topics, using sentences and series of connected sentences, through spoken or written language.

Teacher-generated materials

Disasters / Accidents / Injuries Unit Test

6 weeks

La salud y los ejercicios
(2) LOTE.ML.1 Students will be able to use a language other than English for communication.
(3) LOTE.ML.1.1.B Checkpoint B
(2) LOTE.ML.1.1.B.D Students can select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers.
(3) LOTE.ML.1.1.B.E Students can exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances.
(3) LOTE.ML.1.1.B.F Students can use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation.
(1) LOTE.ML.2 Students will develop cross-cultural skills and understandings.

What's the best advice to give someone for mental health or physical well-being?

Review foods & physical activity vocab

Review present tense

Buena salud / mala salud

Mental / physical / nutritional / emotional health

Informal commands, regular & irregular

Exercises

Foods

Health advice verbs

I can request and provide information; express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions in conversations.

Teacher-generated materials

Health advice poster

Health advice writing / speaking

Health Unit Test

4 weeks

Los viajes
(2) LOTE.ML.1.2.B.B Students can use cognates and contextual and visual cues to derive meaning from texts that contain unfamiliar words, expressions, and structures.
(3) LOTE.ML.1.2.B.D Students can write short notes, uncomplicated personal and business letters, brief journals, and short reports.

Where can I travel based on my preferences?

 

How can I give someone else recommendations for their future travel?

Review 2-verb rule, simple pastimes, weather

Norms for travel

Introduce subjunctive tense

Investigations of other cities / countries

Travel advice

Vacation / sightseeing activities

Places in a city

I can identify cultural products and practices in my own and other cultures to help me understand perspectives using simple sentences with graphic or visual support.

Teacher-generated materials

Travel advice project (Google Slides)

4 weeks

Final exam review
(2) LOTE.ML.1 Students will be able to use a language other than English for communication.
(3) LOTE.ML.1.1.B Checkpoint B

Have I absorbed enough this year to speak and write spontaneously?

 

 

Final exam prep

Focus on speaking setup for final exam

Study card, helpful phrases for speaking

Speaking practice (how to respond to various situations)

Reading comprehension tips and practice (long and short)

Wide vocabulary review and wrap-up

Official speakings for final exam

Various sentence starters for creating 1-point and 2-point statements on the final exam (speaking / writing portions)

Teacher-generated materials

Old Regents exams

 

Comprehensive Checkpoint B Exam
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