Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4 /2010
NJCCS: 7.1.1; 7.2.2
Topics
Objectives
Structure
Culture
Assessment
Materials
Commands
Courtesy
Words
Titles
SWBAT:
• Recognize and
use classroom
commands
• Utilize courtesy
words
• Utilize courtesy
ways of
addressing
adults
• Ask permission
to do things
during class.
Simple
Commands:
Proper usage of
adult titles in
Spanish
speaking culture
Teacher
observation of
students’ physical
response
commands.
TPR
Levántate
Siéntate
Levanta la
mano
Baja la mano
Ven aquí
Asómate
Camina
Busca
Escucha
Abre
Cierra
Repite
Escribe
Toca
Muéstrame
Señala
Trae
Dibuja
Colorea
Para
Silencio
Dame
Dale
Toma
Habla
Borra
Courtesy
Words:
Sí, No, Por
Favor,
Gracias, De
nada, Perdón
Proper usage of
courtesy words
and customs
Teacher
observation of
students’ oral
application of
courtesy words
and adult titles.
Teacher
observation of
students’ proper
usage of
permission
questions.
Brief Oral
exchanges
between
individual
students, as
well as, with
the teacher and
individual
students.
Game: Simon
Says
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.1; 7.2.2
Topics
Commands
Courtesy
Words
Titles
Objectives
Structure
Courtesy Words
for addressing
adults:
Señor
Señora
Señorita
Ask permission
to do things
during class:
“¿Puedo ir al
baño?”
“¿Puedo tomar
agua?”
“¿Puedo ir a la
enfermera?”
“¿Puedo usar el
sacapuntas?”
Different
formation of
exclamation
points,
e.g. ¡Silencio!
Different
formation of
question marks
Formation of
negative
Singular form
of commands
Culture
Assessment
Materials
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.1,7.1.6,7.2.2
Topics
Objectives
Structure
Culture
Assessment
Materials
Greetings
SWBAT:
To use the
following
greetings:
Hola
Buenos Días
Buenas Tardes
Buenas Noches
¿Que tal?
Appropriate
etiquette
Individual student
oral responses to
teacher’s
prompts.
Puppet
shows
Introductions
•
Farewells
Names
•
•
Use greetings,
Farewells and
introductions
in Spanish.
Ask people’s
names with
conversational
patterns.
Use farewells. To use the
following
conversational
patterns:
¿Cómo estas?
Estoy bien.
Así, Así.
No estoy bien.
Estoy mal.
Estoy muy
bien/mal.
To ask people’s
names with the
following
pattern:
¿Cómo te
llamas?
Me llamo...
¿Cómo se
llama?
Se llama...
¿Cuál es tu
nombre?
Mi nombre es…
Communicative
gestures/handshaking customs.
Appropriate times
of day to use
greetings in
Spanish speaking
countries.
Formal greetings
to an older
person.
Teacher
observation of
paired student or
group
conversation.
Teacher
observation of
student puppet
shows/dialogues
using rubrics.
Student
dialogues
Visuals and
Videos
Thematic
Units.
Worksheets.
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.1,7.1.6,7.2.2
Topics
Greetings
Introductions
Farewells
Names
Objectives
Structure
To use the
following
farewells:
Adiós
Hasta luego
Hasta la vista
Hasta pronto
Hasta mañana
Culture
Assessment
Materials
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Colors and
Animals
SWBAT:
• Recall colors
in Spanish.
• Recall and
extend use of
names of
familiar
animals in
Spanish
• Describe
animals using
color
adjectives.
Structure
Culture
Assessment
Materials
Formation of
the negative in
Spanish: No
es…
Colorful arts
and crafts of
Spanishspeaking
countries.
Teacher
observation of the
students choral
and individual
responses.
Color
Flashcards/
Color
worksheets.
Use of:
“Me gusta, Me
gustan, No me
gusta, No me
gustan”. “¿Te
gusta?, ¿Te
gustan?”
(singular and
plural
agreement)
“¿De que color
es?” (question
word)
“Es...” (Verbser)
“¿De que
colores son?”
“Son...” (Verbser)
“Y”
(Conjunction)
Gender
agreement
“Mi,” “Tu”
(Possession)
“Tener” (Verb)
Discussion of
common pets in
Spanish
speaking
countries.
Teacher
observation of
student
participation in
games.
Teacher
assessment of
student
dialogue/rubric.
Animal
Flashcards
Toy animals
TPR
Color Games:
Seven up,
musical
squares, bean
bag toss, bingo.
Authentic or
reproduction
arts and crafts.
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.4; 7.2.2
Topics
Colors
Objectives
Structure
Colors
Vocabulary:
Rojo, blanco,
negro, amarillo,
anaranjado,
café, verde,
gris, morado,
azul, rosado.
Animals
Vocabulary:
Oso, pájaro,
pato, caballo,
rana, gato,
perro, oveja,
pez, vaca,
cerdo, gallina,
gallo, conejo,
canario,
papagayo,
perico,
serpiente.
Culture
Assessment
Materials
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Numbers
SWBAT:
• Utilize
Money:
numbers 0The euro,
100 orally in
peso, el
Spanish with
Bolivar, el
a focus on the
quetzal.
tens
• Recognize
How much/
numbers
How
aurally in
many?
Spanish
• Do age
appropriate
math
problems
• Utilize
numbers to
answer the
question
“¿Cuánto?
Structure
Culture
Formation of
mathematical
problems using
appropriate
terms.
Authentic
Teacher
Spanish
observation of
Counting Songs class participation
in number
Writing
chanting
numbers in
Teacher
Spanish
observation of
Money systems student response
to oral questions
To use:
“¿Qué numero
es? (question
word)
“Es...” and
“Son” (verbser)
Assessment
Materials
Number
chanting/songs
Number games,
e.g.
Bingo/number
chart
Math contests
Math
worksheets/word
searches
Teacher
assessment of
student problemsolving (written)
Cooperative
when numbers and learning
math terms are
heard orally
Thematic Units
Written test
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.5; 7.2.2
Topics
Objectives
Structure
Culture
Assessment
Materials
Telling
Time
SWBAT:
To use:
The 24 hour
clock
Teacher
observation of
student ability to
tell time orally to
the hour
Toy clocks
•
Tell time on
the hour
“¿Qué hora es?”
(question word)
“Son las...”
“Es la...”
Schedules
Thematic Units
Clock
“Es”, “Son”
(verb-ser)
“¿A qué hora?”
“a las...”
Gender,
singular, and
plural
agreement.
Flashcards of
clocks
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Classroom
Objects (en
clase)
SWBAT:
• Name and
identify
classroom
objects
• Ask and
answer
questions
about
quantity
• Match
classroom
object to
word for
classroom
object
• Tell someone
what they
need
Structure
Culture
Assessment
Materials
Use of:
Differences in
schools in
Spain and
Latin America.
Teacher
observation of
class and
individual
identification of
flashcards
Flashcards
Teacher
observation of
class and
individual
participation in
activities
TPR
“¿Qué es?”
(question phrase)
“Es...” (Verb-ser)
“¿Cuántos(as)...?”
(Question word)
“Hay” (verbhaber)
“en” (preposition)
Gender
agreement of
nouns in spanish:
(el, la, los, las)
(un, una, unos,
unas) articles
Teacher
assessment of
student oral
presentation/rubric
Props: Toy
objects
Mystery sack
Concentration
games
Student
dialogues/skits
Cooperative
learning
Cultural text
Written test
Thematic Units
“Necesita”
Vocabulary:
Lápiz, papel,
pupitre, pizarra,
tiza, globo, mapa,
silla, libro,
pluma, bolígrafo,
mochila, profesor,
profesora,
calendario, mesa,
escritorio,
bandera,
cuaderno, carpeta,
borrador, goma,
calculadora,
computadora.
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Body Parts SWBAT:
• Name and
identify
body parts in
Spanish
• Create a self
portrait and
label body
parts
Structure
Culture
Use of
Authentic
Teacher
songs/stories/rhymes observation of
class and
individual
response to
teacher’s
question.
“¿Qué es esto?”
“Es...”(question
word, verb-ser;
used in singular
and plural.
Formation of
negative:
“No es...”
Gender
agreement of
nouns in
spanish:
(el, la, los, las)
(un, una, unos,
unas) articles
¡Dibuja!
Body Part
Vocabulary:
Cabeza,
hombros,
rodillas, brazos,
pies, ojos, nariz,
orejas, boca,
manos, piernas,
dedos, pelo,
frente, labios,
dientes, cara.
Assessment
Teacher
observation of
class and
individual
participation in
activities.
Materials
Body Part
Flashcards
Thematic Unit
Worksheets
Song-“Cabeza,
hombros,
rodillas y
pies.”
Poster
TPR
Teacher
assessment of
student drawings
based on oral
directions given
in Spanish.
Simon Says
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
The Family SWBAT:
• Recall family
Daily
member
Family
vocabulary
Life
• Respond
orally to
questions
about
students’ own
family
• Introduce self
and family
members and
their
relationships
orally.
Structure
Culture
Assessment
Use of:
“Soy” (verbser)
Daily life in
Spain and Latin
American
Countries
“Es” and
“Son.”
Authentic
songs/literature
Teacher observation Puppets/Skits
of class and
individual response. Family member
cut-outs.
Teacher observation
of class and
Videos
individual
participation in
Construction
activities.
paper for
Family tree.
Teacher assessment
of student oral
Songs and
Storybooks.
family
introductions/rubric.
Seasonal and
holiday books
“de”
(preposition)
Formation of
negative:
“No es…”
“mi,”“mis,”
“su,” “sus”
(posessive
adjectives)
Gender and
number
agreement: (el,
la, los, las)
“Tengo,
Tienes.” (verbtener)
Family member
vocabulary:
Papa, Mama,
Hermano,
Hermana,
Abuelo, Abuela
Primo, Prima,
Hijo, Hija, Tío,
Tía, Madrastra
Padrastro,
Nieta, Nieto
Materials
TPR
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Clothing
SWBAT:
• Identify
common
articles of
clothing in
Spanish
• Tell what
he/she is
wearing
• Ask what
someone else
is wearing
Structure
Culture
Assessment
Materials
Use of:
Commonly used
expressions for
clothes in Spain
and Latin
America.
Teacher
observation of
class and
individual in TPR
activities.
Videos
Dress code in
schools
Teacher
observation of
students’ response
to teacher’s
questions
Authentic
Magazines
“¿Qué llevas
puesto?”
“Llevo...”
(verb-llevar)
Gender and
number
agreement
Vocabulary:
Sombrero,
pantalones,
camisa,
calcetines,
blusa, suéter,
vestido,
zapatos, gorro,
falda, camiseta,
sudadera,
chaqueta,
pantalón corto,
tenis.
Teacher
observation of
student
presentation/rubric
Written test
Flashcards
TPR
Worksheets
Thematic Units
(mini fashion
show)
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.5; 7.2.2
Topics
Objectives
Days of
the week
and
months of
the year.
Seasons
SWBAT:
•
•
•
•
•
Recall days of
the week
Recall months
of the year
Respond to
questions
about day and
date
Express day
and date of
birth
Place months
into
corresponding
seasons.
Structure
Culture
Assessment
Materials
Use of:
Discuss
seasons in
Latin
American
countries and
Spain
Teacher observation
of class and
individual
participation in
choral and individual
chanting/singing.
Flashcards
Holidays
Teacher observation
of class and
individual response
to teacher’s
questions.
“¿Qué día es
hoy...”
“Hoy es...”
“¿Cuál es la
fecha de
hoy...”
“¿Cuál es la
fecha de tu
cumpleaños?”
“¿Cuántos
años tienes
tu?”
“Tengo..”
“Tu”
(possession)
Capitalization
Formation of
the date.
Vocabulary:
lunes, martes,
miércoles,
jueves,
viernes,
sábado,
domingo.
enero, febrero,
marzo, abril,
mayo, junio,
julio, agosto,
septiembre,
octubre,
noviembre,
diciembre.
Days and
months
chants/songs
Authentic
Spanish Songs
Paired Student
Conversations
Cooperative
learning Games
Teacher assessment
of students’ oral
conversations/rubrics. Thematic Units
Teacher observation
of individual
participation in
cooperative learning
centered activities
Worksheets
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.5; 7.2.2
Topics
Days of the
week and
months of
the year.
Seasons
Objectives
Structure
Vocabulary for
Seasons:
Primavera
Verano
Otoño
Invierno
Culture
Assessment
Materials
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 4
NJCCS: 7.1.5; 7.2.2
Topics
Objectives
Structure
Culture
Weather
SWBAT:
• To express
weather
conditions in
Spanish
To use:
Authentic
Teacher observation
Songs/Literature of class and
individual
participation in
choral and
individual chanting
“¿Qué tiempo
hace hoy?”
(Verb-hacer)
“Hace...”
“Está...”
(verb-estar)
Vocabulary:
Hace sol, hace
frió, hace calor,
hace buen
tiempo, hace
viento, hace
mal tiempo,
está lloviendo,
está nevando.
Assessment
Materials
Flashcards
Worksheets
Days and
months
chants/songs
Teacher observation
of class and
Paired student
individual response conversation
to teacher’s
questions
Cooperative
learning games
Teacher observation
of individual
Thematic Units
participation in
cooperative
learning center
activities
Teacher assessment
of students’ oral
conversations/rubric
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.1; 7.2.2
Topics
Objectives
Structure
Culture
Assessment
Materials
Spanish
Commands
SWBAT:
To use: Plural
Commands.
Levántese,
siéntese, levanta
la mano, presten
atención, bajen
la mano, entren,
esperen, denme,
dígame,
tráigame,
repitan,
practiquen,
estudien,
respondan,
aprendan,
hablen, escojan,
miren,
comiencen,
pronuncien,
escuchen,
abran, tomen,
cierren, lean,
escriban,
pregunten, pase
la pagina,
borren,
continúen,
cállense.
Discussion of
etiquette in
using the formal
and informal
Teacher
observation of
students’ physical
response to
commands
TPR
•
Courtesy
Words
Titles
•
Permission
Questions
•
Recognize
and use
classroom
commands
Recall
courtesy
words
Utilize the
courtesy ways
of addressing
adults
Courtesy words:
Sí, no, por
favor, gracias,
de nada,
perdón.
Teacher
observation of
students’ oral
application of
courtesy words
and adult titles
Teacher
observation of
individual student
oral usage
Brief oral
exchanges
between
individual
students and
teacher
Puppets
Games
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.1; 7.2.2
Topics
Spanish
Commands
Courtesy
Words
Titles
Permission
Questions
Objectives
Structure
Ways of
addressing
adults: Señor,
Señora,
Señorita.
To ask
permission to
do things during
class.
“¿Puedo ir al
baño?”
“¿Puedo tomar
agua?”
“¿Puedo ir a la
enfermera?”
“¿Puedo usar el
sacapuntas?”
Culture
Assessment
Materials
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.1,7.1.6,7.2.2
Topics
Objectives
Structure
Culture
Assessment
Materials
Greetings
SWBAT:
To use the
following
greetings:
Hola
Buenos Días
Buenas Tardes
Buenas Noches
¿Qué tal?
Appropriate
etiquette
Individual student
oral responses to
teacher’s prompts.
Puppet
shows
Introductions
•
Farewells
Where are
you from?
•
•
•
Use greetings,
Farewells and
introductions
in Spanish
Ask people’s
names with
conversational
patterns
Use farewells To use the
following
Ask where
conversational
you are from
patterns:
¿Cómo estas?
Estoy bien.
Así, Así.
No estoy bien.
Estoy mal.
Estoy muy
bien/mal.
To ask people’s
names with the
following
pattern:
¿Cómo te
llamas?
Me llamo...
¿Cómo se
llama?
Se llama...
¿Cuál es tu
nombre?
Mi nombre es…
Differences in
the way people
greet each other
and say
goodbye/formal
informal.
Teacher assessment
of paired student
conversation/rubric
Student
dialogues
Visuals and
Videos
Written Test
Thematic
Units.
Worksheets.
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.1,7.1.6,7.2.2
Topics
Greetings
Introductions
Farewells
Names
Objectives
Structure
To use the
following
farewells:
Adiós
Hasta luego
Hasta la vista
Hasta pronto
Hasta mañana
To use:
“¿De donde
eres?”
“Soy de...”
Culture
Assessment
Materials
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Classroom
Objects
SWBAT:
• Name and
identify
Placement
classroom
prepositions
objects
• Ask and
answer
questions
about
quantity
• Match
classroom
object to
word for
classroom
object
• Tell someone
what they
need
• Utilize
placement
prepositions
correctly
Structure
Culture
Assessment
Materials
Use of:
A school day
in Spain,
school
schedule
Teacher
observation of
class and
individual
identification of
flashcards
Flashcards
Teacher
observation of
class and
individual
participation in
activities
TPR
“¿Qué es?”
(question phrase)
“Es...” (Verb-ser)
Discussion of
“¿Cuántos(as)...?” words derived
from English
(Question word)
that are used in
“Hay” (verbSpanish.
haber)
“en” (preposition)
Gender
agreement of
nouns in Spanish:
(el, la, los, las)
(un, una, unos,
unas) articles
“Necesita”
Vocabulary:
Lápiz, papel,
pupitre, pizarra,
tiza, globo, mapa,
silla, libro,
pluma, bolígrafo,
mochila, profesor,
profesora,
calendario, mesa,
escritorio,
bandera,
cuaderno, carpeta,
borrador, goma,
calculadora,
computadora
Teacher
assessment of
student oral
presentation/rubric
Written test
Props: Toy
objects
Mystery sack
Concentration
games
Student
dialogues/skits
Cultural text
Thematic Units
Written test
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Classroom
Objects
Placement
prepositions
Objectives
Structure
Regla, puerta,
ventana, cesto,
pared, alumno,
maestro,
maestra, video,
disco compacto
Formation of
negative
Placement
prepositions:
Delante, detrás,
debajo, en,
encima.
Culture
Assessment
Materials
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Numbers
SWBAT:
• Utilize
numbers 0-100
orally in
Spanish with a
focus on the
tens
• Understand
how Spanish
numbers are
formed
• Recognize
mathematical
terms in
Spanish
• Utilize
numbers to
answer the
question
“¿Cuánto?
• Find out how
much
something
costs “¿Cuánto
cuesta(n)?”
Structure
Culture
Assessment
Materials
Formation of
Spanish
numbers
Authentic
Spanish
Counting
Songs
Teacher
observation of
class participation
in number
chanting
Number
chanting/songs
Formation of
mathematical
problems using
correct
terminology
Writing
numbers in
Spanish
Money systems
“Hay” verb
(Haber)
“Es...” and
“Son” (verbser)
Teacher
observation of
student response
to oral questions
Number games,
e.g.
Bingo/number
chart
Flashcards
Math contests
Teacher
assessment of
student problemsolving (written)
when numbers
and math terms
are heard orally
Written test
Math
worksheets/word
searches
Cooperative
learning
Thematic Units
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Structure
Culture
Assessment
Materials
Telling
Time
SWBAT:
To use:
The 24 hour
clock
Teacher
observation of
student ability to
tell time orally to
the minute
Toy clocks
•
De la
manana
De la tarde
De la noche
Mediodia
Medianoche
Utilize time
of day when
telling the
hour
“¿Qué hora
es?” (question
word)
“Son las...”
“Es la...”
“¿Cuándo?”
(question)
“Es”, “Son”
(verb-ser)
“¿A qué hora?”
“A la una”, “a
las dos...”
Question
Formation
Negative
Formation
Gender,
singular, and
plural
agreement.
Time zones in
Spain and
Spanish
speaking world
Schedules
Paired student
conversations
Teacher
assessment of
Written test
paired student
conversation/rubric Clock
Teacher
assessment of
written test
Flashcards of
clocks
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
The
calendar
SWBAT:
• Recall days
of the week
• Recall
months of the
year
• Recall
seasons
• Respond to
questions
about day
and date
• Express day
and date of
birthdays
• Ask and tell
how old one
is
Utilize weather
expressions:
Hace sol
Hace fresco
Hace humedad
Relampaguea
Truena
Nieva
Llueve
Esta nublado
Structure
Culture
Assessment
Materials
To use question
words:
Authentic
children
songs
Teacher observation
of class and
individual
participation in
choral and individual
chanting
Flashcards
“¿Qué dia es hoy?”
“¿Cual es la fecha
de hoy?”
“¿Cuando es tu
cumpleaños?”
“¿Cuantos años
tienes?” Tengo
(verb-tener)
“¿Qué tiempo hace
hoy?”
“Hace..” (verbhacer)
“Esta...”(verbestar)
“tu” (possession)
Capilatization
Plural
formation/Negative
formation
Formation of date
(el primero)
Seasons in
Spain and
other Spanish
Teacher
speaking
countries.
observation of
class and
individual
School
vacations
response to
teacher’s
Holidays
questions.
Teacher
observation of
individual
participation in
cooperative
learning centered
activities.
Teacher
assessment of
student oral
conversations/rubrics
Teacher assessment
of poster/written test
Worksheets
Days and
months
chants/songs
Paired student
conversation
Cooperative
learning
games/charades
Posters
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
The Family SWBAT:
• Recall family
Daily
member
Family
vocabulary
Life
• Respond
orally to
questions
about
students’ own
family
• Introduce self
and family
members and
their
relationships
orally.
Structure
Culture
Assessment
Use of:
Family roles
“Soy” (verbser)
Vocabulary for
step relations
Teacher observation Family member
of class and
cut-outs.
individual response
Videos
to teacher’s
questions.
Construction
Teacher observation paper for
of class and
Family tree.
individual
participation in
Songs and
activities.
Storybooks.
“Es” and
“Son.”
“de”
(preposition)
Formation of
negative:
“No es…”
“mi,”“mis,”
“su,” “sus”
(posessive
adjectives)
Gender and
number
agreement: (el,
la, los, las)
“Tengo,
Tienes.” (verbtener)
Family member
vocabulary:
Papa, Mama,
Hermano,
Hermana,
Abuelo, Abuela
Primo, Prima,
Hijo, Hija, Tío,
Tía, Madrastra
Padrastro,
Nieta, Nieto
Materials
Teacher assessment Seasonal and
of student oral
holiday books
family
introductions/rubric. TPR
Teacher assessment
of student family
tree/written test
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Descriptive
adjectives
SWBAT:
• Recognize
and use
Divertido(a)
adjectives
Triste
physical and
Simpatico(a)
emotional
Enfermo(a)
charectiristics
Formidable
Contento(a)
Enfadado(a)
Fuerte
Cansado
Pequeño(a)
Grande
Rubio(a)
Moreno(a)
Pelirrojo(a)
Structure
Culture
Assessment
Materials
Adjective,
gender and
number
agreement
N/A
Teacher
observation of
students choral
and individual
responses to
teacher’s questions
Charades
Teacher
observation of
student
participation in
games and
discussion
Worksheets
Question
formation
Negative
Formation
Subject
Pronouns
Spanish
Spelling
Teacher
assessment of
student
presentation/rubric
Teacher
assessment of
student worksheets
Teacher
assessment of
adjectives/noun
agreement
Puppets
Student
dialogue/skits
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Body Parts SWBAT:
• Recall body
parts in
Spanish
• Draw a
figure, based
on body part
vocabulary,
recited to
student by
another
student
Structure
Culture
Use of
Authentic
Teacher
songs/stories/rhymes observation of
class and
individual
response to
teacher’s
question.
“¿Qué es esto?”
“Es...”(question
word, verb-ser;
used in singular
and plural.
Formation of
negative:
“No es...”
Plural
formation
Gender
agreement of
nouns in
spanish:
(el, la, los, las)
(un, una, unos,
unas) articles
¡Dibuja!
Body Part
Vocabulary:
Cabeza,
hombros,
rodillas, brazos,
pies, ojos, nariz,
orejas, boca,
manos, piernas,
dedos, pelo,
frente, labios,
dientes, cara,
dedo del pie,
barbilla, cuello,
codo, pecho,
estomago,
corazon.
Assessment
Materials
Body Part
Flashcards
Student
dialogue/skits
Worksheets
Teacher
observation of
class and
individual
participation in
activities.
Song-“Cabeza,
hombros,
rodillas y
pies.”
Teacher
assessment of
student drawings
based on oral
directions given
in Spanish.
TPR
Poster
Simon Says
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Clothing
La ropa:
camisa,
pantalon,
gorro, falda,
zapatos,
camiseta,
blusa,
sudadera,
chaqueta,
tenis,
sombrero,
calcetines,
corbata,
vestido,
sandalias,
abrigo,
guantes,
traje,
pantimedias,
cinturon,
pañuelo,
sueter.
SWBAT:
• Identify
common
articles of
clothing in
Spanish
• Tell what a
student is
wearing
• Ask what
someone else
is wearing
Structure
Culture
Assessment
Materials
Llevar (verbsingular)
Dress codes in
schools
Teacher
observation of
class and
individual TPR
activities
Flashcards
Teacher
observation of
students’ response
to teacher’s
questions
Student dialogue
and skits
Comprar
Similarities in
(verb-singular) dress in the
United States
“¿Qué tienes
and spain
puesto?
Tengo...
Negative
formation
Gender and
number
agreementadjectives and
nouns
Teacher
observation of
student oral
presentation/rubric
TPR
Videos/worksheets
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Foods
La comida
Sandwich,
bocadillo,
café,
limonada,
ensalada,
filete, sopa,
tortilla,
leche,
mantequilla,
Queso, pan,
azucar, sal,
papas,
fritas,
pastel, perro
caliente,
desayuno,
almuerzo,
cena,
restaurante,
cuenta
Utensils:
tenedor,
cuchara,
cuchillo,
plato,
platillo,
servilleta,
vaso, taza,
mantel,
cubiertos
SWBAT:
• Identify some
common
foods in
Spanish
• Order food in
a restaurant
politely
• Identify table
place settings
Structure
Culture
Assessment
Materials
Comer, beber
(verb-singular)
Cognates
Teacher
observation of
class and
individual in TPR
activities
Videos
Teacher
observation of
students’ response
to teacher’s
questions
Authentic
magazines
Desear(verbsingular)
Fast food in
Barcelona
International
Idiomatic use of cuisine
the “tener” e.g
“tengo
hambre,”
“Tengo sed”
Gender and
number
agreement
Negative
formation
Teacher
observation of
student oral
presentation/rubric
Flashcards
TPR
Worksheets
Student Oral
skits
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 5
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Spanish
Town
SWBAT:
•
La ciudad:
Carniceria,
panaderia,
pasteleria,
pescaderia,
farmacia,
lecheria,
oficina de
correos,
cine,
escuela,
iglesia,
sinagoga,
cafeteria,
tabaqueria,
banco,
jefatura de
policia,
fruteria,
confiteria.
Directions:
A la
derecha, a
la
izquierda
•
Name and
identify
various
shops and
buildings
found in a
Spanish
town
Give
simple
directions
to a place
Structure
Culture
To use
question
phrase:
Descriptions of cities
and small towns
“¿Donde
esta?”
“Esta..”
(verb-estar)
Gender and
number
agreement
“ir a”
(verbsingular)
Assessment
Teacher
observation of
student
City cultural
participation in
life/Madrid/Barcelona cooperative
learning centered
activities
Materials
Videos
Flashcards
TPR
Authentic
Magazines/Cultural
text
Teacher
assessment of oral
presentation/rubric Worksheets
Teacher
assessment of
student created
town posters
Student
Skits/presentations
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 6
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Body Parts
SWBAT:
• Recall parts
Body Part
of the body
Vocabulary:
• Name and
Cabeza,
describe parts
hombros,
of the head
rodillas,
and the face
brazos,
• Tell people
pies, ojos,
what hurts
nariz,
• Ask people if
orejas,
something
boca,
hurts them
manos,
piernas,
dedos, pelo,
frente,
labios,
dientes,
cara, dedo
del pie,
barbilla,
cuello,
codo,
pecho,
estomago,
corazon.
Structure
Culture
Assessment
Materials
To use singular
and plural
forms of the
verb doler with
names of parts
of the body
Idiomatic
expressions in
Spanish that use
the names of
parts of the
body.
Teacher
observation of
class and
individual
response to
teacher’s
question.
Body Part
Flashcards
Teacher
observation of
class and
individual
participation in
activities.
Song-“Cabeza,
hombros,
rodillas y pies.”
Review the
indirect object
pronouns: me,
te, and le with
doler
Use definite
articles with
names of the
body
Use the
personal A
before a noun
or pronoun to
identify a
person
Student
dialogue/skits
Worksheets
Poster
TPR
Teacher
assessment of
student drawings
based on oral
directions given
in Spanish.
Simon Says
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 6
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Appearance SWBAT:
and
• Talk about
personality
what you and
traits
others look
like
• Talk about
your
personality
and other
people’s
• Compare two
people, places
or things
• Read about
languages
other than
Spanish that
are spoken in
Latin America
Structure
Culture
Assessment
Materials
To use singular
forms of ser and
the plural form
son to describe
people
Variety of
cultural and
ethnic
backgrounds in
latin America.
Teacher
observation of
students choral
and individual
responses to
teacher’s questions
Charades
Teacher
observation of
student
participation in
games and
discussion
Worksheets
To use
construction
mas/menos+
adective+ que
to make
comparisons
To practice
gender and
number
agreement
between
adjectives and
nouns
To make
exclamations
using que
Teacher
assessment of
student
presentation/rubric
Teacher
assessment of
student worksheets
Teacher
assessment of
adjectives/noun
agreement
Puppets
Student
dialogue/skits
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 6
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Clothing
La ropa:
camisa,
pantalon,
gorro, falda,
zapatos,
camiseta,
blusa,
sudadera,
chaqueta,
tenis,
sombrero,
calcetines,
corbata,
vestido,
sandalias,
abrigo,
guantes,
traje,
pantimedias,
cinturon,
pañuelo,
sueter.
SWBAT:
• Describe
clothes
• Talk about
how clothes
look and fit
• Talk about
clothes
people are
going to buy
• Tell to whom
things belong
Structure
Culture
Assessment
Materials
To use singular
and plural
third-person
present-tense
of quedar,
gustar
Review
clothing
particularly on
the types
worn in
Spanishspeaking
countries
Teacher
observation of
class and
individual TPR
activities
Flashcards
Teacher
observation of
students’ response
to teacher’s
questions
Student dialogue
and skits
To use singular
present-tense
forms of llevar
Practice using
the pronouns
: me, te and le
To review
noun/adjective
agreement
To use de for
ownership
Teacher
observation of
student oral
presentation/rubric
TPR
Videos/worksheets
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 6
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
House
vocabulary
SWBAT:
• Name the
outside parts
La sala, el
of a home
comedor, la
• Name the
cocina, el
rooms of a
bano, el
home
dormitorio,
• Talk about
la
more than one
television,
person, place
la estufa, la
or thing at a
silla, el
time
sofa, la
• Talk about
cama, el
where people,
inodoro, el
places, and
garaje, la
things are
escalera, el
• Compare and
buzon, el
houses and
patio
buildings
from different
places
Structure
Culture
Assessment
Materials
To use the
subject
pronouns
nosotros,
nosotras,
ustedes, ellos y
ellas
Differences
between
dwellings in
Spanish
speaking
countries and
the United
States.
Teacher
observation of
student description
of house based on
their creation
Flashcards
To use the
present tense of
estar to indicate
location
To use the
interrogative
Donde with
estar to indicate
location
Teacher
observation of
correct use of
ellos, ellas, and
nosotros
depending on the
gender make up of
the group
Written test
Student
drawings
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 6
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Daily
routines
SWBAT:
•
Vocabulary:
Me
despierto,
me levanto,
me cepillo
los dientes,
me lavo, me
seco, me
pongo la
ropa, me
peino, me
voy a la
escuela,
vuelvo a la
escuela, me
quito la
ropa, me
ducho, me
acuesto, me
bano.
•
•
Talk about
their daily
routines
Talk about
other
activities they
do
Discuss things
they do for
themselves
and things
others do for
themselves
Structure
Culture
Assessment
Materials
Use reflective
verbs in the
present tense
Discuss daily
routine
activities,
particularly
those in Spanish
speaking
countries.
Teacher
observation of
students sentences
about things that
other students in
the class do in the
morning.
Posters
Use the e to ie
stem changing
verbs: cerrar,
pensar and
comenzar
Use the o to ue
stem changing
verb volver
Practice using
time
expressions and
reflective verbs
Learn to use
sequencing
verbs: primero,
luego and por
ultimo
Teacher
observation of
student written
assessment
Written Test
TPR
Skits
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 6
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
The school
SWBAT:
• Talk about
Vocabulary:
different
El
places in a
enfermero,
school
la
• Learn about
enfermera,
the people
la escuela,
who work
el director,
there
la directora,
• Talk about
la
what a person
biblioteca,
knows how to
la clase, el
do
gimnasio, la
• Compare
oficina, el
people and
pasillo, los
things
libros.
Structure
Culture
Assessment
Materials
To use the
present of
saber+infinitive
to tell what
students know
and don’t know
how to do
Schools in
Spanish
speaking
countries
particularly the
physical plant,
administrators,
facilities, and
other staff.
Teacher
observation of
students labeling
of photographs
Pictures of
teachers, staff
members and
employees
Teacher
observation of
students written
captions for
pictures as well as
labels.
Paper and
drawing
materials
To use
comparatives
and superlatives
of adjectives to
compare people
and things
Index Cards
Magazines with
pictures to be
cut out for
collages and
comparisons.
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 6
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Days of the
week and
class
schedules
SWBAT:
•
•
•
Review days
of the week,
months of the
year
Show
understanding
of the
calendar
Generate
conversation
concerning
their class
schedules
using action
verbs
Structure
Culture
To use
vocabulary for
today’s date
In the Hispanic Peer Assessment
world, martes
(Tuesday) is
Self Assessment
considered by
some an
Oral Assessment
unlucky day
perhaps because
the word comes
from the name
mars, the roman
god of wars.
Develop
calendar
Discuss plans
with assigned
partner
Practice
planning
activities for
certain days of
the week
Assessment
Materials
Calendar
Flashcards
Overhead
transparencies
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 6
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Foods
Vocabulary:
Las frutas:
manzana,
pina, uvas,
melon, peras,
platanos,
mango,
frutabomba,
tomate,
cerezas,
fresas.
Vegetales:
Apio,
zanahorias,
lechuga,
malanga,
papa, cebolla,
ajo, brocoli,
calabaza
Foods:
Arroz,
frijoles,
pollo, carne,
pescado,
hamburguesa,
papas fritas,
perro
caliente,
SWBAT:
• Name and identify
various foods
• Sort into categories for
types and food items
• Use
models/requests/prefere
nces
Structure
To use recognition of
items
Culture
Ceviche/shrimp
cocktail is a
popular dish
To roleplay as
eaten in the
waiter/waitress/consumer city as well as
in the country
Assessment Materials
Peer
assessment
Flashcards
Magazines/
Self
Pictures
Assessment
Posters
Oral
evaluation
Secaucus Board of Education
World Languages Spanish Curriculum
Grade Level: 6
NJCCS: 7.1.4; 7.2.2
Topics
Objectives
Occupations
SWBAT:
Vocabulary:
El professor,
el policia, el
doctor, la
enfermera, el
director, el
farmaceutico,
la secretaria,
el cartero, el
bombero, el
dentista.
•
•
Identify
common
occupations
and
professions
Name places
in the
community
Structure
Culture
Assessment
Materials
To use estar
and words
ending in-or
do to tell
what people
are doing right
now/verb to
be in
progressive
Different
languages
sometimes
describes the
same job in
different
ways. The
Spanish word
bombero,
comes from
bomba
(pump)
Peer assessment
Cards
Self assessment
Magazines
Observation/Interaction Charts
Flashcards