2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 1: ¡Empecemos! Let’s Begin!
Time:
Trad: 6 weeks
1st Quarter
Instructional Focus Benchmarks Learning Goal:
Students will be able to introduce themselves and others and others and exchange essential personal information in the target language.
The below benchmark(s) is
linked to the CPALMS site that
Objectives: The students will:
contains the Specifications to

apply interpretive listening to Spanish
include the Content limits,

interpret Spanish reading passages
Attributes/Stimulus, and

analyze and use different patterns of interpersonal communication
additional information.

present information and ideas to an audience through speaking and writing in Spanish
N/A

demonstrate understanding of social interaction patterns within Spanish culture
Essential Content & Understanding:
Interpretive Listening: understand some everyday
words, phrases and questions about me, my
personal experiences, and my surroundings.
WL.K12.NM.1.1 Demonstrate understanding of

Recognize some common greetings and
basic words, phrases, and questions about self and
expressions
Date Range: Given during the
personal experiences, through gestures, drawings,

Understand someone saying a day and or
instruction per the outline in
pictures, and actions.
date.
this section
WL.K12.NM.1.4 Demonstrate understanding of

Understand someone talking about their
simple information supported by visuals through a
age, where they are from, their phone
Key Vocabulary:
variety of media.
number and birthday.
Interpretive Reading: understand familiar words,
Vocabulary:
phrases, and simple sentences.

Greetings and farewells WL.K12.NH.1.1 Demonstrate understanding of
familiar topics and frequently used expressions

Understand basic personal information

Emotions
supported by a variety of actions.
from communication such as email,

Introductions,
personal profiles.

Alphabet
WL.K12.NM.2.1 Demonstrate understanding of
Interpersonal
Communication:

Numbers up to 10
written familiar words, phrases, and simple
I can interact with help, using words, phrases and

Days of the week
sentences supported by visuals.
memorized expressions. I can answer simple

Months of the year
questions on very familiar topics.
WL.K12.NH.2.1 Determine main idea from simple

Greet and say goodbye to people
Grammar
texts that contain familiar vocabulary used in

Introduce myself and ask someone their

Nouns and verbs in
context.
name
sentences

Answer questions about my name, age,

The verb ser
WL.K12.NM.3.1 Introduce self and others using
origin, and phone number

Subject pronouns
basic, culturally-appropriate greetings
Presentational
Speaking: provide basic

Tu and Usted
information about myself and my immediate
WL.K12.NM.3.4 Exchange essential information
surroundings, using words and phrases, and
Cultural Focus:
about self, family, and familiar topics.
memorized expressions.
USA-Spanish Influence/Spain

Greet people
El mez de la Hispanidad
WL.K12.NH.3.1 Engage in short social interactions

Introduce yourself

En Septiembre y Octubre using phrases and simple sentences.

Tell your age and birthday
celebramos El Mes de la

Tell where you are from
WL.K12.NH.4.1 Provide basic information on
Hispanidad.

Tell the date and the time
familiar topics using phrases and simple sentences.

Overview of Spanish
Tell your telephone number
speaking countries.
EduSoft Mini-Assessment(s):
There is not one listed for this
particular unit because this is the
first unit of the year.
Benchmarks/Standards
Supporting Florida Standards
Essential Questions:
1. What are some ways to greet people in Spanish?
2. How do greetings in Spanish differ from greeting in
English?
3. How is the way you talk to adults different from
your peers in the Spanish language?
4. How is giving your age done differently in Spanish?
5. How is giving your phone number and email done
differently in Spanish?
6. How is Spanish grammar different from English
grammar?
7. Why study Spanish?
8. How do we become bilingual?
Resources/Links:
Supplemental Resources:
Exprésate textbook website http://my.hrw.com
Vocabulary practiceSpanishdict.com
Games and activities
http://www.thespanishcorner.org/games-andactivities.html
Many different resources by themes:
http://www.miscositas.com/spanish.html
http://www.spanishdaddy.com/
http://elmundodebirch.wikispaces.com/Resources+by+
category
Quizlet.com-Spanish Greetings
http://lingohut.com/
Map downloads Worldatlas.com
Culture videos sparkenthusiasm.com
http://my.execpc.com/~ehannan/ExprSp1.html
Writing Links:
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 1: ¡Empecemos! Let’s Begin!
Time:
Trad: 6 weeks
1st Quarter
WL.K12.NM.4.1 Provide basic information about
self and immediate surroundings using words and
phrases and memorized expressions.
WL.K12.NM.5.1 Provide basic information in writing
using familiar topics, often using previously learned
expressions and phrases.
WL.K12.NH.5.1 Write descriptions and short
messages to request or provide information on
familiar topics using phrases and simple sentences.
WL.K12.NM.6.1 Recognize basic practices and
perspectives of cultures where the target language
is spoken (such as greetings, holiday celebrations,
etc.)
WL.K12.NH.6.1 Use information acquired through
the study of the practices and perspectives of the
target culture(s) to identify some of their
characteristics and compare them to own culture.
WL.K12.NH.7.1 Use vocabulary acquired in the
target language to access new knowledge from
other disciplines
WL.K12.NM.7.1 Identify key words and phrases in
the target language that are based on previous
knowledge acquired in subject area classes.
WL.K12.NH.8.1 Distinguish similarities and
differences among the patterns of behavior of the
target language by comparing information acquired
in the target language to further knowledge of own
language and culture.
WL.K12.NM.8.1 Demonstrate basic knowledge
acquired in the target language in order to compare
words that are similar to those in his/her own
language.
WL.K12.NM.9.1 Use key words and phrases in the
target language to participate in different activities
in the school and community settings.
Higher Order Questioning
Presentational Writing: provide some basic
information on familiar topics in lists, phrases, often
using memorized expressions.

Write an introduction of yourself

Write your age and your birthday

Write where you are from

Write your phone number

Write the date and time
Culture: recognize basic practices and perspectives
of cultures where the target language is spoken
(such as greetings, holiday celebrations, etc.)

Identify verbal and nonverbal
communicative skills (language, gestures,
body language)
Connections:
Identify key words and phrases in the target
language that are based on previous knowledge
acquired in subject area classes.

Explore geography, fine arts, and relevant
historical facts of the target culture.
Comparisons:
Identify words that are similar to those in my own
language.

Identify cognates or characters that help
me understand the meaning.
Communities:
Use key words and phrases in the target language to
participate in different activities in the school and
the community.

Investigate the language skills unique to
the local community.

Discover advantages of being able to
communicate in more than one language
Remediation & Enrichment Resources
Grammar and vocabulary notes and drills:
Studyspanish.com
Realidades verb conjugation practice.
Power Point Presentations:
Spanish at ppst.com
Alphabet song by Barbara MacAuthur
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 2: ¿Quién soy yo? Who am I?
Time:
Trad. 4 weeks
1st Quarter
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
EduSoft Mini-Assessment(s):
There is not one listed for this particular unit
because this is the first unit of the year.
Learning Goal:
The student will be able to describe themselves and their family in the target language.
Objectives: The students will:

apply interpretive listening to Spanish

interpret Spanish reading passages

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish

demonstrate understanding of social interaction patterns within Spanish culture
Benchmarks/Standards
Supporting Florida Standards
Essential Content & Understanding:
Essential Content & Understanding:
Date Range: Given during the instruction per
Interpretive Listening: Demonstrate understanding
the outline in this section
WL.K12.NH.1.2 Demonstrate
of short conversations, in familiar contexts
understanding of short conversations in

Understand when someone describes
themselves or someone else.
familiar contexts

Understand simple questions about yourself
WL.K12.NM.1.4 Demonstrate
Key Vocabulary:
or someone else.
understanding of simple information

Adjectives describing personality
Interpretive Reading: Demonstrate understanding
supported by visuals through a variety of
physical traits
of short, simple literary stories.
media.

Colors

Understand basic personal information
WL.K12.NH.2.2 Identify the elements of

Family members
found in short readings.

Question words (interrogatives) story such as setting, theme and characters. Interpersonal Communication:
Exchange information about familiar tasks, topics, and
WL.K12.NM.2.2 Demonstrate
activities, including personal information.
understanding of short simple literary
Grammar

Answer questions about physical
stories.

Noun gender and adjective
characteristics, personality, and what you
WL.K12.NH.3.2 Exchange information
agreement
like.
about familiar tasks, topics and activities ,

The preposition de

Ask questions to find out basic information
including personal information.

Possessive adjectives
about someone else.
WL.K12.NM.3.4 Exchange essential
Presentational Speaking: present personal

Definite articles
information about self, family, and familiar information about yourself and others

The verb gustar

Describe yourself including personality and

The verb tener
topics.
physical characteristics.
WL.K12.NH.4.4 Present personal

Describe someone else including age,
information about one’s self and others.
personality, and physical characteristics.
Cultural Focus:
WL.K12.NM.4.2 Present personal
Presentational Writing: Fill out a simple form with
Puerto Rico
basic information. Write simple sentences about self

Compare and contrast family life information about self and others.
in the United States and Hispanic WL.K12.NH.4.6 Use verbal and nonverbal and others.
communication when making

Write about yourself including personality,
nations using the comparative
physical characteristics, and what you like.
structure.
announcements or introductions.
Essential Questions:
1. How is typical family life different in Spanish
speaking countries than in the United states?
2. How would you describe yourself?
3. What is your family like?
4. How would you describe the people in your
family?
5. Who is your favorite relative and why?
6. What are some ways to express possession in
Spanish?
Resources/Links:
Supplemental Resources:
Exprésate textbook website http://my.hrw.com
Vocabulary practiceSpanishdict.com
Games and activities
http://www.thespanishcorner.org/games-andactivities.html
Many different resources by themes:
http://www.miscositas.com/spanish.html
http://www.spanishdaddy.com/
http://elmundodebirch.wikispaces.com/Resources+b
y+category
Quizlet.com-Spanish Greetings
Foreign Language Lesson plans and Resources
Culture videos sparkenthusiasm.com
http://lingohut.com/
http://my.execpc.com/~ehannan/ExprSp1.html
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 2: ¿Quién soy yo? Who am I?
Time:
Trad. 4 weeks
1st Quarter
WL.K12.NH.5.5 Request information in
writing to obtain something needed.
WL.K12.NM.5.2 Fill out a simple form with
basic information.
WL.K12.NM.5.3 Write simple sentences
about self and/or others.
WL.K12.NM.6.2 Recognize common
patterns of behavior (such as body
language, gestures) and cultural practices
and/or traditions associated with the
target culture(s).
WL.K12.NH.6.2 Identify examples of
common beliefs and attitudes and their
relationship to practices in the cultures
studied.
WL.K12.NM.6.3 Participate in ageappropriate and culturally authentic
activities such as celebrations, songs,
games, and dances.
WL.K12.NH.7.2 Use maps, graphs, and
other graphic organizers to facilitate
comprehension and expression of key
vocabulary in the target language to
reinforce existing content area knowledge.
WL.K12.NH.8.2 Compare basic sound
patterns and grammatical structures
between the target language and own
language.
WL.k12.NM.8.2 Recognize true and false
cognates in the target language in order to
compare words that are similar to those in
his/her own language.
WL.K12.NH.9.1 Use key target language
vocabulary to communicate with others
within and beyond the school setting.

Write about someone else including their
age, personality, & physical characteristics.

Exchange personal information in writing.
Culture: Identify examples of common beliefs and
attitudes and their relationship to practices in the
cultures studied.
Writing Links:
Higher Order Questioning
Remediation & Enrichment Resources
Grammar and vocabulary notes and drills:
Studyspanish.com
Realidades verb conjugation practice.
Participate in age appropriate and culturally authentic Power Point Presentations
activities such as celebrations, songs, games, and
dances.
Connections: Use maps, graphs, and other graphic
organizers to facilitate comprehension and expression
of key vocabulary in the target language to reinforce
existing content area knowledge.
Comparisons:

Compare and contrast family life in the
United States and Hispanic nations using the
comparative structure.
Communities:
Use key words and phrases in the target language to
participate in different activities in the school and the
community.
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 3: ¿Qué te gusta hacer? What do you like to do?
Time:
Trad: 4 weeks
2nd Quarter
Instructional Focus Benchmarks
Learning Goal:
The student will be able to express where they like to go, what they like to do, and with whom in the target language
The below benchmark(s) is linked to the
CPALMS site that contains the
Objectives: The students will:
Specifications to include the Content

apply interpretive listening to Spanish
limits, Attributes/Stimulus, and

interpret Spanish reading passages
additional information.

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
Benchmarks/Standards
There is not one listed for this particular
unit because this is the first unit of the year. Supporting Florida Standards
Date Range: Given during the instruction WL.K12.NM.1.2 Demonstrate an
understanding of basic words and phrases
per the outline in this section
in simple messages and announcements on
familiar settings.
WL.K12.NH.1.3 Demonstrate
Key Vocabulary:
understanding of short, simple messages

Infinitve verbs

Activities
and announcements on familiar topics.

Locations
WL.K12.NH.2.2. Identify the elements of

Weather expressions
story such as setting, theme and

Seasons
characters.

Interrogatives
WL.K12.NH.3.1 Engage in short social

Tag questions
interactions using phrases and simple
sentences.
Grammar
WL.K12.NH.3.3 Exchange information

The verb ir
using simple language about personal

jugar

hacer
preferences, needs, and feelings.

gustar and infinitives
WL.K12.NM.3.4 Exchange essential

present tense ar verb conjugations information about self, family, and familiar

prepositional phrases using con
topics.
WL.K12.NH.3.5 Exchange information
Culture
about meeting someone including where to
Columbia
go, how to get there, and what to do and
why.
WL.K12.NM.3.6 Use appropriate gestures,
body language, and intonation to clarify a
message.
Essential Content & Understanding:
Interpretive Listening: Demonstrate understanding
of short, simple messages and announcements on
familiar topics.

Understand when someone talks about
activities they like or dislike.

Understand simple questions about my likes
and dislikes

Understand who is performing the action
from simple statements
Interpretive Reading: Identify the elements of a
story such as setting, theme, and characters.

Understand basic information about
activities people like or don’t like and why.
Interpersonal Communication: Exchange
information using simple language about personal
preferences, needs, and feelings.

Answer questions about your likes and
dislikes.

Ask and answer questions about activities
including when, why, and with whom.

Read someone else’s likes or dislikes.

Describe my activities in e-mails, texts, or
conversations.
Presentational Speaking: Describe familiar
experiences or events using both general and specific
language.
Essential Questions:
1. How would you describe your after school
activities?
2. What are some things you do not like to do?
3. What sports do you like to play?
4. What do you like to do in your free time?
5. What do you normally do when the weather is
good or bad?
6. Where do you and your family and friends go on
the weekends?
7. What do you and your family and friends do on
the weekends?
8. What diversions are available to Spanishspeaking youth?
9.
What do teens in the United States and teens in other
countries like to do in their spare time and why?
Resources/Links:
Supplemental Resources:
Exprésate textbook website http://my.hrw.com
Vocabulary practiceSpanishdict.com
Games and activities
http://www.thespanishcorner.org/games-andactivities.html
Many different resources by themes:
http://www.miscositas.com/spanish.html
http://www.spanishdaddy.com/
http://elmundodebirch.wikispaces.com/Resources+b
y+category
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 3: ¿Qué te gusta hacer? What do you like to do?
Time:
Trad: 4 weeks
2nd Quarter
WL.K12.NM.3.8 Differentiate among oral
statements, questions, and exclamations in
order to determine meaning.
WL.K12.NM.4.3 Express likes and dislikes.
WL.K12.NH.4.3 Describe familiar
experiences or events using both general
and specific language.
WL.K12.NM.5.4 Write simple sentences
that help in day –to day life
communication.
WL.K12.NH.5.4 Write short personal notes
using a variety of media.
WL.K12.NH.6.4 Identify cultural artifacts,
symbols, and images of the target
culture(s).
WL.K12.NM.6.4 Recognize products of
culture (e.g., food, shelter, clothing,
transportation, toys).
WL.K12.NH.7.1 Use vocabulary acquired in
the target language to access new
knowledge from other disciplines.

Express your likes and dislikes about
activities.

Express why you like or dislike activities.

Say when and with whom you like or do not
like to do something.

Express what you normally do and with
whom.
Presentational Writing: Write short personal notes
using a variety of media.

Express likes and dislikes about activities

Express why you like or dislike activities.

Write about when and with whom you like
or do not like to do something.

Write about what you normally do in your
free time and with whom.
Culture: Identify cultural artifacts, symbols, and
images of the target culture.
Connections: Use vocabulary acquired in the target
language to access new knowledge from other
disciplines.

Research typical activities of Hispanic youth.
Comparisons: Compare and contrast specific cultural
WL.K12.NH.8.3Compare and contrast
specific cultural traits of the target culture traits of the target culture and compare to own culture
and compare to own culture (typical
(typical dances, food, celebrations, etc.)
dances, food, celebrations, etc.)
Communities:
Use key words and phrases in the target language to
WL.K12.NM.9.2 Participate in simple
participate in different activities in the school and the
presentations, activities, and cultural
community.
events in local, global, and/or online

Research and Participate in local events
communities.
(sporting events, cultural fairs) popular in
the local Hispanic community.
WL.K12.NH.9.1 Use key target language

Demonstrate understanding of Hispanic
vocabulary to communicate with others
influence on the culture of local and global
within and beyond the school setting.
communities.
Quizlet.com-Spanish Greetings
Foreign Language Lesson plans and Resources
Culture videos sparkenthusiasm.com
http://lingohut.com/
http://my.execpc.com/~ehannan/ExprSp1.html
Writing Links:
Higher Order Questioning
Remediation & Enrichment Resources
Grammar and vocabulary notes and drills:
Studyspanish.com
Realidades verb conjugation practice.
Power Point Presentations
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 4: La Vida Escolar School Life
Time:
Trad: 4 weeks
2nd Quarter
Instructional Focus Benchmarks
Instructional Focus Benchmarks
Learning Goal: Students will be able to discuss their typical school day including their schedule and subjects, teachers they have, and express the supplies they
have and need.
The below benchmark(s) is linked to the Objectives: The students will:
CPALMS site that contains the

apply interpretive listening to Spanish
Specifications to include the Content

interpret Spanish reading passages
limits, Attributes/Stimulus, and

analyze and use different patterns of interpersonal communication
additional information.

present information and ideas to an audience through speaking and writing in Spanish
N/A

demonstrate understanding of social interaction patterns within Spanish culture
Benchmarks/Standards
EduSoft Mini-Assessment(s):
Supporting Florida Standards
There is not one listed for this particular
unit because this is the first unit of the year. WL.K12.NM.1.3 Demonstrate
understanding of basic words and phrases
in simple messages and announcements on
Date Range: Given during the instruction familiar settings.
per the outline in this section
WL.K12.NM.1.5 Demonstrate
understanding of simple rhymes, songs,
poems, and read aloud stories.
Key Vocabulary:
WL.K12.NH.1.3 Demonstrate

School supplies
understanding of short, simple messages

School subjects
and announcements on familiar topics.

Places at school


School events
Interrogatives
Grammar Concepts:







Indefinite articles
Present tense of tener
Present tense of verbs such as
Venir + time
Ir + infinitives
Present tense of er and ir verbs
Tag questions
Irregular “yo” verbs
Culture:
Costa Rica
Essential Content & Understanding:
Essential Questions:
1. What is your typical school day like?
Interpretive Listening: Understand what people
2. What is your favorite school subject like?
say about school schedules, subjects, and class
3. How is your school day different from a student’s
supplies.
school day in Costa Rica?
4.
What is your favorite teacher like?

Understand what people say about school
5.
What items are essential for your subjects at
schedules, subjects, and classroom supplies
school?

Understand when they hear people talk about
6. What is your schedule like?
locations and events in the school.
7. What do you like to do after school?
Interpretive Reading: Understand and interpret
information that is short and simple in the Spanish 8. What activities do you participate in school?
9. How are the events that take place at your school
language.
different from what you would find at a typical
WL.K12.NM.2.1 Demonstrate

Understand information about supplies for class
understanding of written familiar words, 
school in a Spanish speaking country?
Understand short readings that describe classes
phrases, and simple sentences supported
and teachers
by visuals.
Interpersonal Communication: Interact with
Resources/Links:
others in the target language by asking simple
WL.K12.NH.2.4 Identify key detailed
Supplemental Resources:
questions and giving simple responses.
information needed to fill out forms.
Speak with another person about your school
WL.K12.NH.3.4 Ask and answer a variety of 
Exprésate textbook website http://my.hrw.com
day.
questions about personal information.
Vocabulary practiceSpanishdict.com

Ask and tell what classes and teachers you have
WL.K12.NM.3.5 Understand and use in
Games and activities
and when you have them
context common concepts (such as
http://www.thespanishcorner.org/games-andAsk and tell what materials you have and need activities.html
numbers, days of the week, etc.) in simple 
Many different resources by themes:
for each class.
situations.
http://www.miscositas.com/spanish.html

Describe your classes as difficult or easy.
WL.K12.NH.3.5 Exchange information
http://www.spanishdaddy.com/
Say when and where and event takes place at
about meeting someone including where to 
http://elmundodebirch.wikispaces.com/Resources+by
school.
go, how to get there, and what to do and
+category
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 4: La Vida Escolar School Life
Time:
Trad: 4 weeks
2nd Quarter

Invite people to places and evens
Presentational Speaking: Describe you daily school
life to an audience of listeners .

Talk about your school schedule.

Tell what school supplies you have and need
and for which classes.
WL.K12.NM.5.5 Write about previously

Describe the teachers and classes you have.
acquired knowledge and experiences.
Presentational Writing: Student will be able to
WL.K12.NH.5.2 Write simple statements to present information to an audience of readers on
describe aspects of daily life.
aspects of their school life.
WL.K12.NH.6.2 Identify examples of

Write information about your class schedule.
common beliefs and attitudes and their

Write a description of your classes and teachers.
relationship to practices in the cultures
Culture: Student is able to identify and demonstrate
studied.
an understanding of a product of the target culture
Connections: Acquire information and recognize
WL.K12.NM.6.2 Recognize common
the distinctive viewpoints that are only available
patterns of behavior (such as body
language, gestures) and cultural practices through the Spanish language.

Research the typical school day of a
and/or traditions associated with the
Spanish youth.
target culture(s).
Comparisons:
The student Demonstrates an
WL.K12.NM.7.2 Identify (within a familiar
context and supported by visuals) basic
understanding of the target culture through the
information common to the world
comparison of that culture to their own.
language classroom and other disciplines. Communities:
Show evidence of becoming a life-long learner by
WL.K12.NM.8.3 Identify celebrations
using the language for personal enjoyment and
typical of the target culture and one’s own. enrichment.

use the target language both within and
WL.K12.NM.9.2 Participate in simple
beyond the school setting to investigate
presentations, activities, and cultural
and improve his/her world beyond his/her
events in local, global, and/or online
immediate surroundings for personal
communities.
growth and enrichment
why.
WL.K12.NM.4.4 Provide an account of
daily activities.
WL.K12.NH.4.2 Describe aspects of daily
life using complete sentences.
Quizlet.com-Spanish Greetings
Foreign Language Lesson plans and Resources
Culture videos sparkenthusiasm.com
http://lingohut.com/
http://my.execpc.com/~ehannan/ExprSp1.html
Writing Links:
Remediation & Enrichment Resources
Realidades verb conjugation practice.
Power Point Presentations
Grammar and vocabulary notes and drills:
Studyspanish.com
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 5: ¡Vamos a Comer!
Time:
Trad: 5 weeks
3rd Quarter
Instructional Focus Benchmarks
Learning Goal:
Students will be able to talk about foods they order in a restaurant, make polite requests, offer help, and give instructions in the Spanish language.
The below benchmark(s) is linked to the
CPALMS site that contains the
Objectives: The students will:
Specifications to include the Content

apply interpretive listening to Spanish
limits, Attributes/Stimulus, and

interpret Spanish reading passages
additional information.

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
Benchmarks/Standards
There is not one listed for this particular
unit because this is the first unit of the year. Supporting Florida Standards
WL.K12.NM.1.6 Follow short, simple
Date Range: Given during the instruction directions.
WL.K12.NH.1.6 Follow directions or
per the outline in this section
instructions to complete a task when
expressed in shot conversations.
Key Vocabulary:
WL.K12.NH.2.1 Determine main idea from

Breakfast, lunch and dinner foods simple texts that contain familiar

Foods you might order in a
vocabulary used in context.
restaurant
WK.K12.NM.2.4 Recognize words and

Table setting
phrases when used in context on familiar

Items found in the kitchen

Making suggestions and requests topics.
WL.K12.NM.3.3 Ask simple questions and

Asking and paying the bill
provide simple responses related to
personal preferences
Grammar
WL.K12.NH.3.3 Exchange information

Stem changing verbs such as
using simple language about personal
server, pedir, preferir, poder,
preferences, needs, and feelings.
costar, and probar
WL.K12.NM.4.5 Role-play skits, songs, or

Estar vs. ser
poetry in the target language that deal with

Direct object pronouns
familiar topics.

Affirmative commands

Affirmative commands with
WL.K12.NH.4.3 Describe familiar
pronouns
experiences or events using both general
and specific language.
Culture
WL.K12.NH.5.3 Write a description of a
Mexico
familiar experience or event.
WL.K12.NH.5.1 Write descriptions and
Essential Content & Understanding:
Interpretive Listening: Understand and
interpret oral messages and conversations, or
announcements, from culturally authentic sources
on food and dining.

Understand when someone is describing
foods.

Understand food suggestions in a
restaurant.

Understand when someone makes a
polite request.
Interpretive Reading: Understand and interpret
information, concepts and ideas in writing in short
simple sentences.

Identify information such as food items,
specials from an authentic Spanish
language menu.

Can read and interpret prices on the
menu.
Interpersonal Communication: Interact with
other using simple language in everyday
situations.

Order a meal.

Comment on how the foods tastes

Describe what foods typically taste like.

Suggest something to eat or drink.

Offer help
Essential Questions:
1.
2.
3.
4.
5.
6.
7.
8.
What are some typical dishes served in a restaurant?
How do you order and pay for a meal in a
restaurant?
How are meal times different in Spanish-speaking
countries?
How are polite requests made in the Spanish
language?
How would you invite someone to eat with you?
Do teenagers typically do the same activities as those
in the United States?
What are some common foods from Mexico?
How has Mexico influenced the culture in the United
States?
Resources/Links:
Supplemental Resources:
Exprésate textbook website http://my.hrw.com
Vocabulary practiceSpanishdict.com
Games and activities
http://www.thespanishcorner.org/games-andactivities.html
Many different resources by themes:
http://www.miscositas.com/spanish.html
http://www.spanishdaddy.com/
http://elmundodebirch.wikispaces.com/Resources+by+c
ategory
Quizlet.com-Spanish Greetings
Foreign Language Lesson plans and Resources
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 5: ¡Vamos a Comer!
Time:
Trad: 5 weeks
3rd Quarter
short messages to request or provide
information on familiar topics using
phrases and simple sentences.
WL.K12.NM.6.1 Recognize basic practices
and perspectives of cultures where the
target language is spoken (such as
greetings, holiday celebrations, etc.)
WL.K12.NH.7.2 Use maps, graphs, and
other graphic organizers to facilitate
comprehension and expression of key
vocabulary in the target language to
reinforce existing content area knowledge.
WL.K12.NH.8.2 Compare basic sound
patterns and grammatical structures
between the target language and own
language.
WL.K12.NM.9.1 Use key words and
phrases in the target language to
participate in different activities in the
school and community settings.

Give simple directions
Presentational Speaking: Provide an oral
presentation to an audience of listeners providing
basic information on how to do something.

Tell how to prepare something simple to
eat.
Presentational Writing: Present information to a
variety of readers using descriptions and short
messages on the restaurant and food theme.

Write a menu with descriptions of foods

Classify food items
Culture: Demonstrate and understanding of the
relationship between the products and
perspectives of the culture studied.

Research the Mexican staples such as
corn and the traditional food items such
as atole
Connections: Acquire, reinforce, and further your
knowledge of other disciplines through the target
language.

Compare how meals of the day are
scheduled

Mexican restaurants in your city.
Comparisons:

Compare how meals of the day are
scheduled

Identify and compare idiomatic
expressions.
Communities: Access various entertainment and
information sources available to speaker of the
language in their community.
Culture videos sparkenthusiasm.com
http://lingohut.com/
http://my.execpc.com/~ehannan/ExprSp1.html
Writing Links:
Enthusiastic
Remediation & Enrichment Resources
Grammar and vocabulary notes and drills:
Studyspanish.com
Realidades verb conjugation practice.
Power Point Presentations
2015-2016 Curriculum Blueprint
Grade:
9-12
Course: Spanish 1
Unit 6: La Salud y Los Deportes (Health and Sports)
Time:
Trad: 4 weeks
3rd Quarter
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the
Specifications to include the Content
limits, Attributes/Stimulus, and
additional information.
Learning Goal:
Students will be able to talk about popular sports, make plans about upcoming events, and give advice on what you should do to be healthy.
:
Objectives: The students will:

apply interpretive listening to Spanish

interpret Spanish reading passages

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
There is not one listed for this particular unit
Benchmarks/Standards
because this is the first unit of the year.
Supporting Florida Standards
Date Range: Given during the instruction
WL.K12.NH.1.4 Demonstrate
per the outline in this section
understanding of key points on familiar
topics presented through a variety of
media.
WL.K12.NM.1.4 Demonstrate
Key Vocabulary:
understanding of simple information

Sports leisure activities and
supported by visuals through a variety of
locations
media.

Body parts
WL.K12.NM.2.3 Demonstrate

Habits of athletes

Hygiene and personal items
understanding of simple written
announcements with prompting and
Grammar
support.

Jugar, and other stem changing
WL.K12.NH.2.1 Determine main idea from
verbs
simple texts that contain familiar

Hacer, ir, and querer
vocabulary used in context.

Reflexive verbs
WL.K12.NM.3.2 Participate in basic

Infinitive verbs
conversations using words, phrases, and

Negative commands

Object pronouns with commands memorized expressions.
WL.K12.NH.3.3 Exchange information
Culture
using simple language about personal
preferences, needs, and feelings.
Cuba
WL.K12.NM.3.7 Understand and respond
appropriately to simple directions.
WL.K12.NM.4.6 Present simple
Essential Content & Understanding:
Interpretive Listening: Understand and respond to
information presented orally and with visuals on
health and recreation habits in the United States and
Hispanic countries

understand descriptions of people you
know

understand where an event will take place
Interpretive Reading: Understand information you
need on familiar topics

Understand information from
advertisements, brochures, and schedules
about health advice.

Follow written advice and instructions
Interpersonal Communication: Ask or give
directions in the target language to go somewhere or
do something.

How to stay fit and healthy

Where to go for an event

Express what sports you like and don’t like
Presentational Speaking: Provide information
about others to an audience of listeners.

Give biographical information about others.

Express your favorite free time activity
Presentational Writing: Write descriptions and
short messages on familiar topics of interest using a
Essential Questions:
1.
2.
3.
4.
5.
6.
7.
How are typical sports that teenagers play in
Spanish-speaking countries different from the
United States?
What do athletes have to do to be ready for the
game?
How do you stay healthy?
How is teen life different in the United States
different from teen life in another country?
What sport do you normally watch or attend?
Who are some famous sports players from
Spanish-speaking countries?
Where do you like to go and do on the weekends?
Resources/Links:
Supplemental Resources:
Exprésate textbook website http://my.hrw.com
Vocabulary practiceSpanishdict.com
Games and activities
http://www.thespanishcorner.org/games-andactivities.html
Many different resources by themes:
http://www.miscositas.com/spanish.html
http://www.spanishdaddy.com/
http://elmundodebirch.wikispaces.com/Resources+by
+category
2015-2016 Curriculum Blueprint
Grade:
9-12
Course: Spanish 1
Unit 6: La Salud y Los Deportes (Health and Sports)
Time:
Trad: 4 weeks
3rd Quarter
information about a familiar topic using
visuals
WL.K12.NH.4.4 Present personal
information about one’s self and others.
WL.K12.NM.5.6 Pre-write by drawing
pictures to support ideas related to a task.
WL.K12.NH.5.3 Write a description of a
familiar experience or event.
WL.K12.NH.6.1 Use information acquired
through the study of the practices and
perspectives of the target culture(s) to
identify some of their characteristics and
compare them to own culture.
WL.K12.NH.7.1 Use vocabulary acquired
in the target language to access new
knowledge from other disciplines.
WL.K12.NM.8.3 Compare and contrast
specific cultural traits of the target culture
and compare to own culture (typical
dances, food, celebrations, etc.)
WL.K12.NM.9.1 Use key target language
vocabulary to communicate with other
within and beyond the school setting.
variety of media.

Describe what happens at a sporting event

Express what you should or should not do
to be healthy.
Culture: Obtain information using the target
language and demonstrate an understanding of
cultural practices.

Understand how sports are played at
schools and communities in SpanishSpeaking countries.
Connections: Reinforce what you have learned in
another discipline through the target language.

Research and write about an important
historical event you are studying in school.
Comparisons: Demonstrate an understanding of
the nature of the target culture through comparisons
of the culture and your own.

Compare and contrast popular sports from
countries where the target language is
spoken and your own.
Communities: Use the target language vocabulary
to communicate with others within and beyond the
school setting.

Participate in multilingual communities at
home and around the world.
Quizlet.com-Spanish Greetings
Foreign Language Lesson plans and Resources
Culture videos sparkenthusiasm.com
:
http://lingohut.com/
http://my.execpc.com/~ehannan/ExprSp1.html
Writing Links:
Remediation & Enrichment Resources
Grammar and vocabulary notes and drills:
Studyspanish.com
Realidades verb conjugation practice.
Power Point Presentations
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 7: ¡Vamos de Compras! Let’s go shopping!
Time:
Trad: 4 weeks
4th Quarter
Instructional Focus Benchmarks
Learning Goal:
Students will be able to talk about the clothing they wear, ask for and give help in the store, ask for and give opinions, and be able to make store
The below benchmark(s) is linked to the purchases.
CPALMS site that contains the
Specifications to include the Content
Objectives: The students will:
limits, Attributes/Stimulus, and

apply interpretive listening to Spanish
additional information.

interpret Spanish reading passages

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
Benchmarks/Standards
Date Range: Given during the instruction Supporting Florida Standards
per the outline in this section
WL.K12.NM.1.3 Demonstrate
understanding of basic words and phrases
in simple messages and announcements on
familiar settings
Key Vocabulary:
WL.K12.NH.1.5 Demonstrate the
understanding of simple stories or

Clothing
narratives.

Ser and adjectives
WL.K12.NH.2.3 Demonstrate an

Stores in the town and what you
understanding of signs and notices in
buy there
public places.

Money and numbers up to a
WL.K12.NM.3.2 Participate in basic
million
conversations using words, phrases, and
Grammar
memorized expressions.
WL.K12.NH.3.6 Use basic language skills

Preterite tense of regular ar, er,
supported by body language and gestures
and ir verbs.
to express agreement and disagreement.

Irregular forms of ir.
WL.K12.NH.4.5 Retell the main idea of a

Demonstrative adjectives
simple, culturally authentic story in the

Costar
target language with prompting and

Estar with prepositions
support.
WL.K12.NH.5.4 Write short personal notes
Culture:
using a variety of media.
WL.K12.NH.6.3 Recognize different
Argentina
contributions from countries where the
Essential Content & Understanding:
Interpretive Listening: Understand information
given in the target language.

Follow a description of stores and
products

Understand how much something costs.

Understand a radio advertisement for
products I know.
Interpretive Reading: Understand some ideas on
familiar topics in texts, especially when supported
by visuals

Understand some common street signs

Be able to understand receipts and sales
advertisements in Spanish
Interpersonal Communication: Exchange
information in the target language with a variety
of sympathetic listeners or readers.

Talk about the stores in your city

Be able to make a purchase in the target
language.

Ask for and give help in the store.

Express where you went and what you
did in the past
Presentational Speaking; Present to an audience
of listeners the main idea of a story in the target
language.
Essential Questions:
1.
2.
3.
4.
5.
6.
7.
What are the common stores you find in the
downtown city?
How is a typical city in a Spanish-speaking country
different from one in the United States?
Are clothing styles the same in the United States and
in other countries?
How much would a popular item of clothing cost in a
Spanish-speaking country?
How is the shopping experience different in
Argentina than in the United States?
How do you express where things are located?
What are the ways to express what you did in the
past?
Resources/Links:
Supplemental Resources:
Exprésate textbook website http://my.hrw.com
Vocabulary practiceSpanishdict.com
Games and activities
http://www.thespanishcorner.org/games-andactivities.html
Many different resources by themes:
http://www.miscositas.com/spanish.html
http://www.spanishdaddy.com/
http://elmundodebirch.wikispaces.com/Resources+by+c
ategory
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 7: ¡Vamos de Compras! Let’s go shopping!
Time:
Trad: 4 weeks
4th Quarter
target language is spoken and how these
contributions impact our global society
(e.g., food, music, art, sports, recreation,
famous international figures, movies, etc.)
WL.K12.NH.7.1 Use vocabulary acquired in
the target language to access new
knowledge from other disciplines.
WL.K12.NM.8.3 Compare and contrast
specific cultural traits of the target culture
and compare to own culture (typical
dances, food, celebrations, etc.)
WL.K12.NM.9.1 Use key target language
vocabulary to communicate with others
within and beyond the school setting.

Using visuals, tell where someone went
and what they did in the target language.
Presentational Writing: Write short personal
notes using a variety of media.

Describe the stores that are found in the
city and what can be purchased there.

Describe where you went and what you
did.
Culture: Recognize different contributions from
countries where the target language is spoke and
how these contributions impact our global society.

Commonly held viewpoint on the target
culture about clothing and shopping
Connections: Use vocabulary acquired in the
target language to access new knowledge.

Write cultural information based on
pictures or photos.
Comparisons: Identify elements typical of the
target culture and one’s own.

Pricing and currency of target culture
Communities: use key words and phrases in the
target language to participate in different
activities in the school and community setting.

Present something you have learned in
one of the above.
Quizlet.com-Spanish Greetings
Foreign Language Lesson plans and Resources
Culture videos sparkenthusiasm.com
http://lingohut.com/
http://my.execpc.com/~ehannan/ExprSp1.html
Writing Links:
Remediation & Enrichment Resources
Grammar and vocabulary notes and drills:
Studyspanish.com
Realidades verb conjugation practice.
Power Point Presentations
Instructional Focus Benchmarks
Learning Goal:
Students will be able to talk about trips you have made and are going to make, ask for and give information at the airport, and reassure travelers.
The below benchmark(s) is linked to the
CPALMS site that contains the
Objectives: The students will:
Specifications to include the Content

apply interpretive listening to Spanish
limits, Attributes/Stimulus, and

interpret Spanish reading passages
additional information.

analyze and use different patterns of interpersonal communication

present information and ideas to an audience through speaking and writing in Spanish

demonstrate understanding of social interaction patterns within Spanish culture
EduSoft Mini-Assessment(s):
Benchmarks/Standards
Date Range: Given during the instruction Supporting Florida Standards
per the outline in this section
WL.K12.NH.1.3 Demonstrate
understanding of short, simple messages
and announcements on familiar topics.
WL.K12.NH.2.4 Identify key detailed
Key Vocabulary:
information needed to fill out forms.

Vacation locations and activities WL.K12.NH.3.7 Ask for and give simple

Transportation
directions to go somewhere or to complete

Asking for information
a task.

Asking for help in a new city
WL.K12.NH.3.5 Exchange information

Airport and travel terms
about meeting someone including where
to go, how to get there, and what to do and
why.
Grammar Concepts:
WL.K12.NH.3.8 Describe a problem or a

Preterite tense of ar, er, and ir
situation with sufficient details in order to
verbs
be understood.

Preterite tense of –car, gar, and
WL.K12.NH.4.5 Retell the main idea of a
zar

Verbs with infinitives such as ir, simple, culturally authentic story in the
gustar, querer.
target language with prompting and
support.
WL.K12.NH.5.7 Pre-write by generating
Culture:
ideas from multiple sources based upon
Dominican Republic
teacher- directed topics.
WL.K12.NM.5.7 Draw pictures in sequence
to demonstrate a story plot.
WL.K12.NH.5.6 Prepare a draft of an
itinerary for a person al experience or
event (such as for a trip to a country where
Essential Content & Understanding:
Interpretive Listening Demonstrate understanding
of short, simple messages and announcements on
familiar topics.

Understand short conversations on travel

Follow directions when a map is provided
Interpretive Reading:
Identify key information needed to fill out forms.

Hotel registration forms

Identify destinations and major attractions
in travel brochures

Understand information asked for on an
international student identification form
Interpersonal Communication:
Ask for and give simple directions to go somewhere
or to complete a task.

Ask about and respond to simple questions
on travel, events, times, places, schedules,
and tickets
Describe a problem or a situation with sufficient
details in order to be understood

Ask for and offer help when lost in a new
city. Offer solutions to simple problems.
Presentational Speaking: Retell the main idea of a
simple, culturally authentic story in the target
language with prompting and support.

Using visuals, retell a hypothetical trip to a
Spanish-speaking country
Presentational Writing:
Prepare a draft of an itinerary for a personal
Essential Questions:
1. What important information do you need to know
when traveling to another country?
2. How do you prepare for a trip?
3. How can you tell when a tourist is lost or
confused?
4. How do you help visitors who are lost?
5. What do you need to travel to another country or
city?
6. What are some typical questions a tourist would
have?
7. What kinds of tourist sites would you like to visit?
Why?
8. How do you demonstrate politeness in the target
language?
Resources/Links:
Supplemental Resources:
Exprésate textbook website http://my.hrw.com
Vocabulary practiceSpanishdict.com
Games and activities
http://www.thespanishcorner.org/games-andactivities.html
Many different resources by themes:
http://www.miscositas.com/spanish.html
http://www.spanishdaddy.com/
http://elmundodebirch.wikispaces.com/Resources+by
+category
Quizlet.com-Spanish Greetings
Foreign Language Lesson plans and Resources
Culture videos sparkenthusiasm.com
2015-2016 Curriculum Blueprint
Grade: 9-12
Course: Spanish 1
Unit 7: ¡Vamos de Compras! Let’s go shopping!
Time:
Trad: 4 weeks
4th Quarter
the target language spoken)
WL.K12.NH.6.2 Identify examples of
common beliefs and attitudes and their
relationship to practices in the cultures
studied.
WL.K12.NH.7.1 Use vocabulary acquired in
the target language to access new
knowledge from other disciplines.
WL.K12.NH.8.1 Distinguish similarities
and differences among the patterns of
behavior of the target language by
comparing information acquired in the
target language to further knowledge of
own language and culture.
WL.K12.NH.9.2 Use communication tools
to establish a connection with a peer from
a country where the target language is
spoken.
experience or event.

Create a travel itinerary, poster, power
point or brochure for a trip to a country
where the target language is spoken.
Culture: Identify examples of common beliefs and
attitudes and their relationship to practices in the
cultures studied.

Demonstrate an understanding of polite
social interactions, customs, and etiquette
in the target culture.
Connections: Use vocabulary acquired in the target
language to access new knowledge.

Write cultural information based on
pictures or photos.
Comparisons: Distinguish similarities and
differences among the patterns of behavior of the
target language by comparing information acquired
in the target language to further knowledge of own
language and culture.

Research and present an understanding of
the impact elements of the target culture
have on your own culture.
Communities: Participate in simple presentations,
activities, and cultural events in local, global, and/or
online communities.

Initiate communication with a student in a
Spanish-speaking community
http://lingohut.com/
http://my.execpc.com/~ehannan/ExprSp1.html
Writing Links:
Remediation & Enrichment Resources
Grammar and vocabulary notes and drills:
Studyspanish.com
Realidades verb conjugation practice.
Power Point Presentations
LAFS.910.SL.1.1:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of the evidence and reasoning presented.
LAFS.910.SL.1.3:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
LAFS.910.SL.2.4:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.RH.1.2:
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop
over the course of the text.
LAFS.910.WHST.1.1:
Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both
claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and
concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.910.WHST.1.2:
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the
discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
EELD.K12.ELL.SI.1:
English language learners communicate for social and instructional purposes within the school setting.