Greenville Public School District
Recommended Grade: 9-12/Spanish I Curriculum MAP
2016-2017
Content:
Topic:
Time
Frame
Week 1
Standards/
Objectives
1.InterpersonalCommunate on
very familiar
topics using a
variety of words
and phrases that
have been
practiced and
memorized.. (on
going throughout
the semester).
1a Engage in
greetings and
introductions.
1c. Communicate
basic information
about myself and
people I know.
4. Interpretative
ListeningUnderstanding
spoken words,
phrases, and
simple sentences
related to
everyday life and
recognize pieces
of information
and the main
topic of what is
Essential
Questions
How do you
say hello, how
are you doing,
well, so-so,
bad? How do
say or express
thank you,
you’re
welcomed, in
the target
language?
Why is it
important to
practice a
foreign
language
often?
How do you
say “Can I go
to the bathroom
please?” in
Spanish?
How do you
ask for a pen,
paper or help in
Spanish?
Skills
TSW become
familiar with
basic
greetings and
interactions in
Spanish (
hello, good
morning, good
afternoon,
good night,
how are you,
thank you,
you’re
welcomed, in
the target
language:
Spanish.
TSW become
familiar with
hola, Buenos
dias, Buenos
tardes,
Buenos
noches,
gracias, de
nada,
Adyundme,
Escucharme,
Suggested Activities
(HOW will you teach it?)
1. TTW speak in the target
language (Spanish).
2. Through physical gestures, TTW
motion a finger to her/her mouth
and say “Silencio, por favor” (Quiet,
please) and repeat this command a
number of times to help students
familiarize themselves with this
command.
3. TTW put her hand to her/his ear
and say “Escucharme, por favor”
(Listen, please).
TTW show students a physical
gesture of how to ask them to listen
using the target language.
4. TTW introduce the days of the
week by having a gesture for each
of the seven days of the week.
a. Lunes (Monday) TTW stretches
and yawns and says “Lunes.”
b. Martes (Tuesday) TTW marches
in place (physically) and says
“Martes”
c. Miercoles (Wednesday) TTW
says “Hump Day!” in a loud voice
and says “Miercoles.”
d. Jueves (Thursday) TTW gets a
very happy smile on her/his face
and dances a little bit and says
“Jueves.”
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
TTW give
students a
quiz (oral
assessment)
and have
them write
the correct
word in the
target
language.
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
www.youtube.com
Students will watch the
video Days/Months/numbers
(Spanish 1: 2001)
¿Puede ir al bano? Video by
Senor Wooly on
www.youtube.com
Computer projector
iPads
iTunes University
handouts on vocabulary
words
TTW draw
parallels
between
two
languages
(English
and
Spanish)
ongoing.
Page 1 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
being said.
4a. Understand
simple courtesy
phrases. (on
going throughout
the semester).
4b. Recognize basic
information in
words and
phrases.
4c. Understand
simple questions
or statements.
Essential
Questions
What are key
words that the
teacher uses
with physical
gestures?
What are the
days of the
week in
Spanish?
Skills
Silencio, por
favor.
TTW introduce
verbs hablar,
baliar, beber,
tomar, dormir,
escribir, etc.
via physical
gestures for
the class to
memorize and
mimic.
Suggested Activities
(HOW will you teach it?)
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
e. Viernes (Friday) TTW does a
very silly dance and says loudly
“Viernes” to students like it is a
celebration of the day of the week.
f. Sabado (Saturday) TTW says
with a motion “Chill, Chill, Sabado”
by rubbing her/his arms as if they
are cold (temperature wise) and
says “Chill, Chill Sabado.”
g. Domingo (Sunday) TTW put
her/his hands together as a prayer
and says “Domingo” (Sunday).
5. TTW introduce students basic
commands with physical gestures
on hablar,( to speak), baliar (to
dance), caminar (to walk), tomar (to
take), beber (to drink). TTW do the
gestures out of order and have the
students say the verb in the target
language.
6. Students may work with a partner
and practice the gestures of the
days of the week and also do it as a
class with the teacher.
7. Students will be given a film strip
in which they are to draw a picture
of the verbs covered for the week in
class. Students will need to write
the word in English and Spanish.
8. TTW practice in the target
language with students and interact
with the students explaining how to
say how are you? ¿Como estas?
Help me! Ayudame! Gracias, de
Page 2 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Week 2
and
Week 3
Standards/
Objectives
InterpersonalCommunicate on
very familiar topics
using a variety of
words and phrases
that have been
practiced and
memorized.
1a. Engage in
greetings and
introductions.
4. Interpretative
ListeningUnderstand spoken
words, phrases, and
simple sentences
related to everyday
life and recognize
pieces of information
and the main topic of
what is being said.
4a. Understand
simple courtesy
phrases.
4b. Recognize basic
information in words
and phrases
4c. Understand
Essential
Questions
What do you
remember from
the first week of
Spanish? What
are the endings
of the regular
verbs? What
are the steps of
conjugating a
regular –ar, -er,
or –ir verb?
What are the
steps of
conjugating a
regular –ar, -er,
and ir verb?
What are
pronouns in
English and
Spanish?
What do Henry
David Thoreau,
Gandhi, Martin
Luther King, Jr.
and Caesar
Chavez all
have in
common?
Skills
TTW review
last week’s
objectives,
vocabulary,
and phrases in
the target
language.
TTW introduce
how to
conjugate
regular –ar, er, and ir
verbs in
Spanish.
TTW do a
concept map
on important
men of ‘civil
disobedience’
from Henry
David Thoreau
(English III),
Gandhi, (U.S.
History), Dr.
Martin Luther
King, Jr. and
C. Chavez
(U.S. History)
Suggested Activities
(HOW will you teach it?)
nada! Necesito un papel, pluma etc.
9. TTW encourage students that if
they need to use the restroom that
they must ask in the target
language “Puede ir al bano, por
favor?”
TTW show students a video entitled
“Bringing Conjugations Back” on
www.youtube.com and show them
a video “O,as, a, amos, an (-ar
verb).
TTW then demonstrate step by step
how to conjugate a regular –ar, -er,
and ir verb.
TTW tell students the following
steps:
1. Drop the last two letters (kick
them to the curb)
2. –ar verb (hablar) the pronouns in
English (I, you, he,she, we, and
they) (yo, tu, el, ella, nosotros, ellos,
ellas)
3. TTW tell students endings of –ar
are “O, AS, A, AMOS, AN and show
several examples on the board with
students.
4. Students will practice on –ar
verbs for mastery and the teacher
will check on students.
5. Students will then learn how to
conjugate an –er verb with the step
of:
1. Kick the last two letters of the
verb to the curb.
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Student
assessment
is ongoing
with the
teacher.
TTW give
assessment
as needed.
TTW do
checks for
understandin
g orally and
in written
form for
student
mastery.
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Lyrics to “Conjugations
Back” from the video on
www.youtube.com
Video of “Bringing
Conjugations Back”
Lyrics to “Pride” (In the
Name of Love”
www.youtube.com
Popmart Tour 1998 Mexico
City, Mexico
Clip from Chavez movie in
which Mrs. Chavez says the
word “Juegla” (Strike) and is
arrested.
Video of “Teach Me How to
Verb” on www.youtube.com
U.S. History test questions
referring to Chavez and the
protest of grapes during the
1960s.
Compare
and
contrastin
g Thoreau,
Gandhi,
MLK, and
Chavez all
related to
English III
and U.S.
History.
Comparing
and
contrastin
g how
music can
be
universal
in any
language.
Learning
Page 3 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
simple questions or
statements.
ML Cultures:
Prespectives are
justified by the
underlying beliefs
and values of the
culture studied.
1. Relating Cultural
Practices to
PerspectivesLearners us the
language to
investigate, explain,
and reflect on the
relationship between
the products and
perspectives of the
cultures studied.
ML CONNECTIONS:
standards:
1. Making
Connections:
Learners build,
reinforce, and
expand their
knowledge of other
disciplines while
using the language
to develop critical
thinking and to solve
problems creatively.
Essential
Questions
What is “Civil
Disobedience”
or ‘non-violent
protest all
about?
What do an
Irish band U2
have in
common with
Mexican people
and Martin
Luther King, Jr.
with us in
America?
What is “Vivir
Mi Vida” by
Marc Anthony
mean to you?
Can you relate
to the song he
sings in
Spanish and
put it to use in
English?
ML
Skills
TTW have
students learn
about fans of
U2: PopMart
(concert clip)
in Mexico City
who know the
lyrics in
English of a
song entitled
“Pride” (In the
Name of Love)
and learn how
music is
universal in
any language.
TTW have
students
watch a video
of “Vivir Mi
Vida” by Marc
Anthony.
Suggested Activities
(HOW will you teach it?)
2. Remember pronouns in Spanish
(yo, tu, el, ella, nosotros, ellos,
ellas)
3. Add endings (O, ES, E, EMOS,
EN)
4. Have students learn to conjugate
–er verbs through guided and
written practice.
5. Teach students how to conjugate
an –ir verb and remind students
how it is the same conjugation as
an –ER verb but in the nosotros
form it ends in –IMOS.
6. Students will follow steps of each
type of verb covered in class.
7. TTW share with students
unhealthy conditions of farm
workers in the US in 1960s with
toxic water supply, no breaks, no
public restroom facility, no decent
wage, no health benefits etc.
8. TTW ask students if they could
work or have someone in their
family work in those condtions?
TTW remind students that this type
of working conditions still happen in
the world today even in the U.S.
9. TTW go through each men in
history who began the expression of
‘civil disobedience’ and what does it
mean by “non-violent protest?”
10. Students will write notes via
concept map from the teacher
writing notes on the board. TTW
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
to
appreciate
other
musical
groups in
different
genres and
broaden
knowledge
of other
artist such
as: Marc
Anthony
and U2
and
relating it
to Spanish
I.
Page 4 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
COMPARSIONS
GOAL: Develop
insight into the
nature of language
and culture in order
to interact with
cultural competence.
1. Language
Comparsions:
Learners use the
language to
investigate, explain,
and reflect on the
nature of language
through
comparsions of the
language studied
and their own.
2. Cultural
Comparsions:
Learners use the
language to
investigate, explain,
and reflect on the
concept of cuture
through
comparsions of the
cultures studied and
their own.
“Civil Disobedience”
Henry David
Thoreau, Gandhi,
MLK, and Ceaser
Skills
Suggested Activities
(HOW will you teach it?)
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
also have questions from the
practice U.S. History test based on
the contributions of Chavez.
11. TTW have students listen to U2
“Pride (In the Name of Love)” which
is based on the contributions of
Martin Luther King, Jr.’s fight for
equal rights during the Civil Rights
Movement.
TTW have student listen to the song
“Vivir Mi Vida” by Marc Anthony
along with a bi-lingual lyrics in
English and Spanish to help
students understand how one
language is similar and different to
another.
TTW have students do an
interpretation of “Vivir Mi Vida”
through a picture, poem, or a
response on how they feel about
the meaning of the song in the
native and foreign language.
Page 5 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Week 4
Week
5-6
Standards/
Objectives
Chavez. JUGELA:
strike (US History)
English/Spanish
1a, 4a, 4b, 4c, ML
Cultures,
Practices,
Prespectives, ML
Connections
Standards I and
II.
1a, . 1c, 4. 4a. 4b, 4c.
Cultures,
Practices,
Prespectives, ML
Connections
Standards I and II
Essential
Questions
How do you
translate from
one language
to another?
What are the
rules of
translating from
Spanish to
English to
English to
Spanish? What
skills have you
learned these
past three
weeks? Are
you prepared
for an
assessment
(quarter
exam)? What
skills do you
still need help
with?
What do you
know about
immigration?
What is your
opinion of
someone being
in the United
States but are
Skills
Suggested Activities
(HOW will you teach it?)
TSW learn
how to
express basic
expressions in
Spanish.
TSW learn to
translate from
one language
to another.
TSW be able
to conjugate
basic -AR, ER and –IR
verbs and be
able to
understand
simple
sentences in
the target
language:
Spanish.
1. TTW give students a handout on
translating from English to Spanish
and from Spanish to English.
2. TTW show by demonstrating how
to use key words in both languages
to start on translating from one
language to another.
3. TTW give students a short
translation from key phrases that
they know from the past three
weeks of study.
4. TTW have students work
together (think, pair, share) on a
translation.
5. TTW have students a study
guide to help prepare for an
upcoming assessment.
6. TTW work with one on one with
student to help in assessing their
strengths and weaknesses.
TSW learn
about the pros
and cons of
immigration
and explore
options about
this
controversial
1. TTW discuss issues
surrounding immigration.
2. TTW elaborate on the pros
and cons of immigration.
3. TTW ask students if they
had an opportunity to have
a better life; would they risk
everything for an
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
TTW give a
monthly
assessment
on objectives
for weeks 1-3
and analyze
data based
on skills
tested.
Handout on how to translate
from one language to
another.
Review of videos and other
electronic resources to help
students with review and
mastery of skills taught in
the first 3 weeks of Spanish
I.
English
Spanish
U.S.
History
TTW have
students
write a
response
paper on the
issue of
immigration
and their
“30 Days Immigration” on
DVD.
Computer, dvd player, and
computer projector
“Ice, Ice Hielo” on
www.youtube.com
www.test-guide.com for U.S.
citizenship test.
English,
U.S.
History
Page 6 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
illegal aliens?
Would you
send them
back? Would
you help them
gain
citizenship?
What did you
learn from the
documentary
“30 Days:
Immigration?”
What do you
think of the
Gonzales
family? Who
are the
“Minutemen?”
What do you
think of Frank
George who
has to live as
an illegal alien
for 30 days?
After viewing
the
documentary,
students will
draw and
illustrate what
their
interpretation of
the point of
view of the
Skills
Suggested Activities
(HOW will you teach it?)
issue in United
States.
TTW discuss
the citizenship
process with
students in
order for a
Hispanic
illegal alien
gets to
become a
U.S. citizen.
TSW
understand
the types of
questions that
are on a
citizenship
test.
Students will
be able to
express
weather
conditions in
Spanish such
as: sunny,
rainy,
snowing, hot,
cold, cloudy,
windy,
weather in
Spanish.
Students will
4.
5.
6.
7.
8.
opportunity to do it. What
would they do if their family
needed food, clothing, and
shelter? What would they
risk in order to provide for
their family?
TTW give students
background information
regarding the immigration
and Frank George who is
opposed to amnesty for
illegal aliens in the U.S.
TTW tell students about
how he will live with a
family who are illegal and in
the U.S.
TTW have students watch
the documentary “30 Days:
Immigration” and have a
discussion guide to
complete as they watch the
documentary.
After the viewing of the
documentary, TTW discuss
with students about their
reaction to the
documentary.
TTW give notes for how to
apply for US citizenship for
illegal aliens.
Students will work with a
partner and assist on filling
out paperwork for applying
for U.S. citizenship.
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
viewpoint on
it.
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Viewing of “SpanishMira a
Raúl González y Johnny
Lozada dando el tiempo
Spanish alphabet on
www.youtube.com
Page 7 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
documentary.
Skills
learn the
sounds of the
Spanish
alphabet and
contrast and
compare it to
English
alphabet.
TSW learn
how to
express
different colors
in the target
language
Spanish.
Suggested Activities
(HOW will you teach it?)
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
9. TTW discuss student’s
reactions about the process
of becoming an U.S.
citizen.
10. TTW show “Ice, Ice Hielo”
on www.youtube.com and
give lyrics to students
discussing the weather in
Spanish.
11. TSW have students watch
a short video on “Spanish
Weather Report” on
www.youtube.com
12. TTW repeat various
vocabulary pertaining to
weather conditions such
as: Hace frio, (it is cold),
hace calor (it is hot), hay
tormento, (there is a storm),
etc.
13. TSW draw a picture of each
vocabulary word and write it
in the target language:
Spanish.
14. TTW have students discuss
about the weather in
Spanish.
15. TSW have students watch
“Spanish Alphabet” on
www.youtube.com and
introduce them to the
similarities and differences
between their native
language: English and the
Page 8 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
target language: Spanish.
16. TTW demonstrate how to
spell out her name in
English and then Spanish.
17. TSW have students pick
out a partner and have
them spell out their name in
the native language:
English and then spell it in
Spanish using the new
alphabet that they learned
in class today.
Week 7
1a, . 1c, 4. 4a. 4b, 4c.
Cultures,
Practices,
Prespectives, ML
Connections
Standards I and II
What does ser
and estar both
mean in
Spanish?
How do you tell
time in
Spanish?
TSW learn
how to use ser
or estar (to be)
TSW learn the
acronym
“DOCTOR”
(ser) and
“ELF” (estar)
Que Hora es?
1. TTW ask students to
explain how to express the
verb “be” in English.
2. TSW show students the
video “The Princess of “
Ser” on www.youtube.com
3. TTW also show “Estar” on a
www.youtube.com video.
4. TTW then tell students that
there are two verbs in
Spanish.
5. TTW cover the present
tense for Ser and Estar
6. TTW demonstrate how to
use “SER” with Description,
Occupation, Characteristic,
Origin, Time, and
Relationship. Also teach
students to remember
“Twinkle, Twinkle little star,
use estar for where and
Notes on ser and estar The”
Princess of Ser” video
www.youtube.com
Que hora es? Video on
Ganman Style
www.youtube.com
English
language
and
grammar
Page 9 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
how you are.
7. TTW write sentences on
the board to help with
student’s understanding of
the using SER in Spanish.
8. TTW explain how to use
“ESTAR” with the acronym
“ ELF” meaning : Emotion,
Location, and Feeling. Also
9. TTW have students look at
sentences on a group of
index cards and determine
if the verb will need to be
ser or estar.
10. TTW have students present
their findings based on
what sentences that they
have on the index cards.
11. TTW show students the
video on “Que Hora Es?”
with a sheet of lyrics.
12. TTW explain the rules of
telling time using SER.
13. If it is on the dot such as:
four o’clock then it is Son
las curato. Half past the
hour: Son las cuarto y
media. (half)
14. But if the time is after half
an hour, then the time must
go to the next number and
subtract the remaining time.
In other words, the time
could be 8:49 then the time
Page 10 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Week 8
Standards/
Objectives
1. InterpersonalCommunicate on
very familiar
topics using a
variety of words
and phrases that
have been
practiced and
memorized.
1a. Engage in
greetings and
introductions.
1d. Communicate
basic information
Essential
Questions
How do you
form the past
tense in
English? How
do you form the
past tense in
Spanish? What
are the four
types of stem
changing
verbs?
Who are some
famous
Spanish artist?
Skills
Suggested Activities
(HOW will you teach it?)
would be expressed as it is
eleven minutes till nine
o’clock. So, to express it in
Spanish then it is: Son las
nueve (next hour) menos
(minus) once.
15. TTW have students work
on their own clocks with a
paper plate, a brass
fastener, string and paper
to make a dial with the
brass fastener.
16. Students will be able to
create their own personal
clock with these materials.
17. Once students finish with
this project, they can work
with a partner and have
them take turns on
expressing time in Spanish.
1. Students will receive a
copy of a song to help them
learn how to form stem
changing verbs to the song
“Someone Like You” by
Adele. The song is called
“Someone likes stem
changing verbs” and have
students watch the video
and understand the lyrics in
English.
2. TTW demonstrate how to
form the stem changing
verbs in the present tense
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
TTW give
students a
written quiz
to determine
mastery of
skills using
the stem
changing
verbs in
Spanish.
Students will
understand
contributions
made by
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
English
www.youtube.com
powerpoint presentation on
Spanish artists
sidewalk chalk, hair spray,
and black construction paper
Art
Page 11 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
about everyday
life.
5. Interpretative
Reading—
Understanding
familiar words,
phrases, and
sentences within
short and simple
texts related to
everyday life and
understand the
main idea of
what is being
read.
MLC. 2. Lifelong
Learning:
Learners set
goals and reflect
on their progress
in using
languages for
enjoyment,
enrichment, and
advancement.
Essential
Questions
What are they
credited with?
What are basic
colors in
Spanish?
Skills
Suggested Activities
(HOW will you teach it?)
in Spanish.
3. Students will translate a
passage from English to
Spanish using stem
changing verbs in the
present tense.
4. Students will understand
how the nosotros form
doesn’t change but all of
the others do change.
5. Students will work with a
partner and help each other
work on stem changing
verbs in Spanish.
1. TTW ask students if they
know any Spanish artists.
2. TTW show PowerPoint
on Frida Kahlo, Salvador
Dali, Diego Rivera, and
Pablo Picasso. Students
will then do an illustration
on a piece of black
construction paper for each
of the artists studied in
class.
3. TTW monitor student’s
progress and display their
art work based on pictures
of art that they saw on the
powerpoint.
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
famous
artists by
writing an
essay on the
artists
covered in
class.
1. TTW introduce colors in
Spanish to students.
2. TTW demonstrate each color in
Page 12 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Spanish (black-negra, blue-azul,
red-rojo, Rosado/a-pink, Amarilloyellow, brown-café, white-blanco/a,
orange- naranja and green-verde.
3. TTW will show a color along with
the written word on a piece of
construction paper. For example,
black-negra, blue-azul, Rosado/ared etc.
4. TTW point out various colors of
clothing students are wearing to
further demonstrate how to
recognize colors in Spanish.
5. TSW then do flashcards on
colors in Spanish to help them
master the colors in the target
language.
Week 9
What will be on
your nine
weeks
assessment?
1. TTW review key skills in Spanish
I with objectives taught the past
eight weeks with conjugating verbs
(regular, stem changing, ser and
estar) How to express time in
Spanish. How to express days of
the week.
2. TTW give students a study guide
to determine strengths and
weaknesses in
Skills taught in the first 8 weeks.
3. TTW assign peer tutors to help
with students who need remediation
skills to help prepare for the
TTW will give
students an
assessment
and writing
assessment
based on
objectives
taught for the
first
semester.
Page 13 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
assessment.
Week
10
1. InterpersonalCommunicate on
very familiar
topics using a
variety of words
and phrases that
have been
practiced and
memorized.
1a. Engage in
greeting and
introductions.
1b. Ask and answer
a variety of
simple
questions.
1e. Exchange
information
using texts,
graphs, or
pictures.
2. Presentational
SpeakingPresent
information
orally about
myself and some
other very
familiar topics
using a variety of
words, phrases,
and memorized
1. How do you
read in the
target
language:
Spanish?
2. What is the
novel Patricia
va a California
is all about?
3. What is
Patricia’s life
like in
Guatemala?
4. What
vocabulary
words do you
already know
and recognize?
5. What words
do you need to
learn from each
chapter of the
novel.
What is the
steps in
forming the
future tense?
TTW teach
students to
read and
translate in the
target
language.
TTW show
how to use
context clues
in which
students can
begin to
understand
how to read
and interpret
both
languages.
TSW learn to
read outloud
in the target
language:
Spanish.
TTW review
present and
past tense
verbs in
Spanish
1. TTW give students a copy of
“Patricia va a California” Chapters
1-6 via iTunes U or in paper form.
2. TTW read to students in the
target language.
3. TTW then demonstrate how to
translate the target language into
their native language.
4. TSW work in a group to translate
a section of each chapter of the
novel.
5. TTW also introduce question
vocabulary words in Spanish such
as: que-what, quien-who, describedescribe, etc. to students in order
for them to answer questions in the
target language.
6. TTW work with students on these
skills.
1. TTW review how to form the
present (irregular, stem changing)
verbs and how to form the past
tense in Spanish.
2. TTW then introduce how to form
the future tense in Spanish.
3. TTW demonstrate how to just
attach the endings for the future
tense with the entire verb.
4. TTW have students create a
chart in the present, past and future
tense in Spanish.
1. TTW give
ongoing
assessmetns
throughout
the novel.
2. TTW give
a quiz on
verb tenses
in Spanish.
Copy of Blaine Ray’s
Patricia va a California on
iTunes U or in paper form.
Notes on iTunes U on the
future tense.
English
Reading
comprehen
sion
Page 14 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Week
11
Standards/
Objectives
Essential
Questions
expressions.
2b. Express likes,
dislikes, and
preferences.
5. Interpretive
ReadingUnderstanding
familiar words,
phrases, and
sentences within
short and simple
texts related to
everyday life and
understand the
main idea of
what is being
read.
5a. Recognize
words, phrases,
and characters
when associated
with already
known material.
Objectives : 1a, 1b,
1e, 2b, 5a
Skills
Suggested Activities
(HOW will you teach it?)
1. TTW review chapters 1-6 with
students from Patricia va a
California.
2. TTW have students begin
reading chapters 6-12 and have
them read the passages and then
answer questions regarding the
novel.
3. Students will present a poster
board on their interpretation of the
novel Patricia va a California.
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Assessment
given on the
novel with
vocabulary
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
iTunes U, online text of
Patricia va a California
questions for each of the
novels.
Page 15 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Week
12
Standards/
Objectives
Objectives: 1a, 1b,
1e, 2b, 5a
Essential
Questions
How would you
describe your
family in
Spanish?
What kinds of
clothing do you
like to wear and
not like to
wear?
Skills
TSW learn
how to
express
adjectives
describing the
family
members.
TSW learn to
express gusta
and no me
gusta (which
is to like and
not like
something)
TSW learn
how to
express
Suggested Activities
(HOW will you teach it?)
1. TTW show a powerpoint
presentation on the family using a
sitcom “Good Times” and the
different names of the family
members. For example; Floridamadre, esposa, James-padre,
esposo, Micheal-hermano, hijo, J.Jhijo, hermano, Thelma-hermana,
hija.
2. TTW express how to say if
something is pleasing to them by
saying “me gusta” or not pleasing to
them “no me gusta” in the target
language: Spanish.
3. TSW take a sitcom or movie (one
that is appropriate to discuss) and
label their family using vocabulary.
4. TTW introduce various adjectives
to describe someone such as:
alto/a-tall, cuarto/a-short, feo-ugly,
bonito/a-pretty, etc.
5. TTW have students present their
family tree from the sitcom and also
their family tree.
6. TTW then have students work on
exercises with usage of gustar.
7. TTW learn vocabulary dealing
with clothes in Spanish.
TTW teach students various
Spanish vocabulary for clothing
such as: pantalones-pants, camisashirt, zapotos-shoes, reloj-watch
etc.
8. TSW write a passage about their
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
1. TTW give
a quiz to
check for
mastery.
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
iTunes U, computer,
Microsoft Power point,
English
Reading
Spanish
Page 16 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
ideal outfit in English and then
translate to Spanish the target
language.
9. TTW check for common errors in
the student’s writing in English and
in Spanish.
Week
13
Objectives covered:
1a, 1b, 1c, 2b, 5a.
1. How do you
form the
present
progressive
tense?
2. When do
you use estar
and tener?
TSW form the
present
progressive
verb tense.
TSW learn
how to use
estar and
tener.
1. TTW review verb tenses
(present, past, and future) and
introduce present progressive
tense to students.
2. TTW explain tener and estar
and usage of emotions in
Spanish such as:
3. Spanish vocabulary includes
TTW give
students a
quiz.
iTunes U, iTunes, etc.
English
Spanish
Page 17 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
3. What are
emotions in
Skills
Suggested Activities
(HOW will you teach it?)
TSW learn
Spanish
vocabulary
expressing feeling with estar,
such as: enojado (angry,
preocupado/a (worried, busy),
cansado/a (tired), conditons of
various places or things such as:
limpia (clean), ordenada (tidy),
cerrada/o (closed) physical
conditions or states, mental and
emotional feelings, and use tener
for condtions such as: hunger,
thirsty, hot, cold, etc.
Students will create a chart
involving a picture of each
condition using either estar or
tener.
TTW learn
how to find
Spanish
speaking
countries on a
map. TTW
introduce the
movie “Viva
La Cuba” in
which it is
similar to
Shakespeare’
s Romeo and
Juliet. TSW
compare and
constrast
between the
1. TTW allow students to listen to
the Spanish speaking countries
capitals rap song on
www.youtube.com
2. TTW give students a map of the
Spanish speaking countries and
have them label it with the country
and captials of Spanish origin.
3. TTW introduce background
knowledge on Romeo and Juliet
and Viva La Cuba.
4. TTW give students a movie guide
to answer questions based on the
Spanish movie.
5. Students will do a project in
which they will draw a Venn
Diagram demonstrate how both
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Spanish?
Week
14
Objectives: 1a, 1b, 1c,
2b. 5a
What are the
captials and
countries of
Spansih origin?
Why do you
need to know
geography with
Spanish
speaking
countires?
What is the
movie “Viva La
Cuba” about?
How does “Viva
la Cuba” is
similar to
Shakespeare
Projects for
mastery of
skills taught.
Spanish speaking countries
captials rap on
www.youtube.com
English,
Shakespeare,
and
geography.
Page 18 of 19
Greenville Public School District
Spanish I
Content:
Topic:
Time
Frame
Standards/
Objectives
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Assessment
(How will you
know that you
have achieved
the desired
student
outcome?)
Resources
(What MATERIALS will you need?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
“Romeo and
Juliet?”
What are
subtitles?
What are the
body parts in
Spanish?
two movies
about young
people who
have families
that don’t like
each other.
TTW teach
parts of the
body in
Spanish.
movies are similar and different with
“Romeo and Juliet” and “Viva La
Cuba.”
5. TTW teach parts of the body in
Spanish.
6. TSW label a picture of Dora and
then do a project in which they will
have to take a selfie and label their
own body parts in Spanish in front
of the class as a project grade.
TSW read the
Spanish novel
“Pobre Ana”
by Blaine Ray.
TSW read,
translate and
answer
questions
based on each
chapter.
TTW review
all of the skills
taught in
Spanish I for
the
comprehensiv
e final exam.
1. TTW have students work in
groups with reading “Pobre Ana” by
Blaine Ray and translating it to
English.
2. Students will answer questions
based on each chapter and write
the response in both English and
Spanish.
TTW check
for errors in
grammar and
syntax in the
target
language.
Copy of “Pobre Ana” on
iTunes University, questions,
exercises etc.
English
TTW review skills with students in
order to assess strengths and
weaknesses in Spanish I.
TSW also present their exit project
for Spanish I.
9 weeks test
Study guide, peer tutoring,
reviewing key skills in which
students are struggling with.
English,
geography, US
History,
Spanish,
Shakespeare
etc.
Week
15-17
1a, 1b, 2b, 5a.
What is the
novel “Pobre
Ana” about?
Week
18
1a. 1b. 2b. 5a.
Review of all
basic skills
from semester
one up to
current week.
Page 19 of 19
Greenville Public School District
Spanish I