Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective,
concerned citizens and contributing members of the global community.
Course Number:
Course Description
Title:
Middle School Spanish 1A and 1B
Grade: 7 and 8
# of Days:108
This course will emphasize the skills needed to learn the Spanish language—listening, speaking, reading and
writing. Students will listen and respond to the teacher, to selected tapes or to each other in order to hear the spoken
language and to practice pronunciation and accent. They will read conversations, answer questions orally and in
writing, and do written exercises in order to learn Spanish sentence structure and the proper use of verbs. Various
aspects of Hispanic culture will be introduced. This course addresses the Whitman-Hanson Student Expectations.
Instructional Strategies
Instructional Strategies include but may not be limited to the following:
Lecture
Internet
Dialogues
Smartboards
Multimedia presentations
Laboratory work
Stations
Games and Songs
Student Learning
Expectations
1.
2.
3.
4.
5.
6.
Read, write and communicate effectively.
Utilize technologies appropriately and effectively.
Apply critical thinking skills.
Explore and express ideas creatively.
Participate in learning both individually and collaboratively.
Demonstrate personal, social, and civic responsibility.
1
PARA EMPEZAR
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 3.1, 4.1, 4.2
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1A
Para Empezar pages 1-23
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
etc.
Essential Questions
Concepts, Content:
1. Where is Spanish spoken?
2. What are the advantages to learning Spanish?
3. How do people greet each other in Hispanic culture?
4. How do people address each other in Hispanic culture?
Targeted Skill(s):
Writing:
 Greet people at different times of the day
 Introduce yourself to others
 Respond to classroom directions
 Begin using numbers
 Tell time
 Identify body parts
 Talk about things in the classroom
 Ask questions about new words and phrases
 Use the Spanish alphabet to spell words
 Talk about things related to the calendar
 Learn about the Aztec calendar
 Describe weather conditions
 Identify the seasons
 Compare weather in the northern and southern hemispheres
Students will write dialogues using the conversational phrases learned
Weather Report
2
Assessment
Practices:
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
¿Qué te gusta hacer?
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.2
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1A
1A pages 25-53
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
etc.
1. What are favorite activities of teens here in the US and in Spanish speaking countries?
Essential Questions
Concepts, Content:
Targeted Skill(s):




Talk about activities you like and don’t like to do
Ask others what they like to do
Use gustar to express likes and dislikes
Understand cultural perspectives on favorite activities
Writing:
Pen pal letter
Assessment
Practices:
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
3
Y tú, ¿cómo eres?
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1 5.2
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1A
1B pages 55-83
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
etc.
Essential Questions
Concepts, Content:
Targeted Skill(s):
Writing:
Assessment
Practices:
1. How would you describe yourself?
2. What qualities make a good friend?
 Talk about personality traits
 Ask and tell what people are like
 Use masculine and feminine adjectives to describe people
 Use definite and indefinite articles
 Use correct word order when writing a sentence in Spanish
 Understand cultural perspectives on friendship
Pen pal letter, written description of a classmate
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
Who am I? project
4
Tu día en la escuela
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1A
2A pages 85-115
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
etc.
Essential Questions
Concepts, Content:
1. What is your school day like?
2. What is school like in Hispanic communities?
Writing:
 Talk about school schedules and subjects
 Discuss what students do during the day
 Identify subject pronouns in Spanish
 Conjugate AR verbs
 Compare your school with that of a student in a Spanish speaking country
Pen pal letter, written description of three classes, AR conjugation chart
Assessment
Practices:
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
Targeted Skill(s):
5
Tu sala de clases
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1A
2B pages 117-145
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
etc.
Essential Questions
Concepts, Content:
Targeted Skill(s):
Writing:
Assessment
Practices:
1. Where are things in your classroom?
2. What is school like in Hispanic communities?
 Describe a classroom
 Use estar and prepositions to indicate where things are located
 Talk about more than one object or person
 Make nouns and articles plural
Pen pal letter, write about where things are located in a picture,
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
Video about school
6
¿Desayuno o almuerzo?
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1A
3A pages 147-175
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
etc.
Essential Questions
Concepts, Content:
1. What do people in Spanish speaking countries eat for breakfast and lunch?
2. How do their diets compare to ours?
Writing:
 Talk about foods and beverages for breakfast and lunch.
 Talk about likes and dislikes regarding food (using gustar and encantar)
 Express how often something is done
 Understand cultural perspectives on meals
 Conjugate -ER and -IR verbs
Pen pal letter
Assessment
Practices:
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
Targeted Skill(s):
7
Para Mantener La Salud
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1A
3B pages 176-205
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
Cooking Up Culture field trip, etc.
Essential Questions
Concepts, Content:
1.
2.
3.
4.
What is a healthy life style?
How does one maintain a healthy life?
What is a typical Spanish diet?
How do American diets and perspectives on food compare with those in Spain?
Writing:
 Talk about foods and beverages for dinner
 Describe what people or things are like
 Discuss food, health and exercise choices
 Understand cultural perspectives of diet and exercise
 Conjugate the verb Ser
 Use plural adjectives
Pen pal letter, skit project, menu, “Mi Plato”
Assessment
Practices:
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
Targeted Skill(s):
8
¿Adónde vas?
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1,3.2, 4.1, 4.2, 5.1
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1A
4A pages 206-237
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
etc.
Essential Questions
Concepts, Content:
1. Where do people go in their free time?
2. What do people do in their free time?
3. How do people in Spanish-speaking countries spend their free time?
Writing:
 Talk about locations in your community
 Discuss leisure activities
 Talk about where you go and with whom
 Learn how to ask questions
 Understand cultural perspectives on leisure activities
 Conjugate the verb Ir
 Use Ir+a+location
Pen pal letter, En Mi Tiempo Libre
Assessment
Practices:
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
Targeted Skill(s):
9
¿Quieres ir conmigo?
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1,3.2, 4.1, 4.2, 5.1, 5.2
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1A
4B pages 238-267
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
etc.
Essential Questions
Concepts, Content:
1. How do people extend/accept/decline invitations to various events?
2. What sports do you play afterschool in your free time?
Writing:
 Talk about activities outside of school
 Extend/accept/decline invitations
 Tell when an event happens
 Understand cultural perspectives on afterschool activities
 Use Ir+a+infinitive
 Conjugate jugar, poder, and querer
Pen pal letter, skit, Facebook page
Assessment
Practices:
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
Targeted Skill(s):
10
Una fiesta de cumpleaños
MA
Standard/Strands:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1,3.2, 4.1, 4.2, 5.1, 5.2
Time Frame:
15 days
Text
(Chapter/Pages)
Other Resources:
Realidades 1B
5A pages 30-61
Pearson SuccessNet, Realidades Audio Tracks, Realdiades Companion Website, books, magazines, music, art,
etc.
Essential Questions
Concepts, Content:
1. How do we celebrate birthdays in the United States?
2. How are birthdays celebrated in Mexico?
Writing:
 Describe families
 Talk about celebrations and parties
 Ask and tell ages
 Use possessive adjectives to express possession
 Understand cultural perspectives on family and celebrations
 Conjugate Tener
 Use tener que+infinitive to express what a subject has to do
Pen pal letter, skit, Arbol de la Familia, write descriptions of family members
Assessment
Practices:
Written and oral tests and quizzes, projects, class dialogues and discussions, warm-up activities, spontaneous
dialogues, student participation
Targeted Skill(s):
11