MADISON PUBLIC SCHOOL DISTRICT
GRADE 6 SPANISH
GRADE 7 SPANISH
GRADE 8 SPANISH
Authored by: Frank Wiley and Ivette Morano
Reviewed by: Dr. Barbara Sargent
Assistant Superintendent for Curriculum and Instruction
Approval Date: March 2010
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
George Martin
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Richard Noonan
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
Students in middle school are introduced to the beauty of the Spanish language through the four basic
communication skills of language learning: listening, speaking, reading, and writing, with an emphasis on the
oral and aural skills. Each of the lessons is built around a cultural theme and is divided into sections of dialogues,
narratives, pronunciation, vocabulary, grammatical structure, and review drills. The approach is multimedia. All
objectives are practiced with the goal of communicative and cultural awareness.
II. RATIONALE
The study of languages other than English is vital for students as they prepare to work and live in a global
community. About 6.5% of the world's population speaks English as a first language. Researchers calculate that
another 18.5% speak it as a second or foreign language, which leaves 75% of humanity who don't understand a
word of English.
Students who are proficient in more than one language have a vast array of career opportunities open to them,
ranging from work with well-known multinational companies to international organizations or charities.
Students who are proficient in more than one language are typically better versed in the understanding of
grammar and syntax.
In addition, research by the College Board shows that the longer students study a foreign language the higher
their math and verbal SAT scores. Knowledge of a foreign language improves the student’s understanding and
appreciation of their own language, and makes learning of a third language significantly easier.
III. GOALS (Linked to NJ Core Content Standards)
7.1 World Languages: All students will be able to use a world language in addition to English to engage in
meaningful conversation, to understand and interpret spoken and written language, and to present information,
concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language
study, they will make connections with other content areas, compare the language and culture studied with their
own, and participate in home and global communities.
•
Language learners can be expected to move through levels of proficiency at different rates. In addition,
language learners may demonstrate differing proficiencies depending upon the communicative mode in
which they are functioning (interpersonal, interpretive, or presentational). In Madison Junior School,
students who complete the 6th, 7th, and 8th grade sequence should meet the cumulative progress indicators for
the Novice -Mid Level of proficiency. Novice-Mid Level students communicate using memorized words
and phrases to talk about familiar topics related to school, home, and the community. By the end of Spanish
8th grade Spanish, students will:
A Interpretive Mode
1. Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
2. Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
3. Recognize a few common gestures and cultural practices associated with the target culture(s).
4. Identify familiar people, places, and objects based on simple oral and/or written descriptions.
5. Demonstrate comprehension of brief oral and written messages using age- and level-appropriate,
culturally authentic materials on familiar topics.
B. Interpersonal Mode
1. Use digital tools to exchange basic information at the word and memorized-phrase level related to
self and targeted themes.
2. Give and follow simple oral and written directions, commands, and requests when participating in
age-appropriate classroom and cultural activities.
3. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings,
leave-takings, and daily interactions.
4. Ask and respond to simple questions, make requests, and express preferences using memorized
words and phrases.
5. Exchange information using words, phrases, and short sentences practiced in class on familiar
topics or on topics studied in other content areas.
C. Presentational Mode
1. Use basic information at the word and memorized-phrase level to create a multimedia-rich
presentation on targeted themes to be shared virtually with a target language audience.
2. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
3. Copy/write words, phrases, or simple guided texts on familiar topics.
4. Present information from age- and level-appropriate, culturally authentic materials orally or in
writing.
5. Name and label tangible cultural products and imitate cultural practices from the target culture(s).
IV. ESSENTIAL CONTENT AND ACTIVITIES
See attached tables.
V. EVALUATION
A. Tests and Quizzes that accompany the text.
B. Teacher-made Achievement Tests:
1. Quizzes: written and oral
2. Unit tests
3. Final exam
C. Regular aural-oral testing to determine:
1. Hearing acuity
2. Sound reproduction
3. Oral pronunciation and reading ability
4. Listening comprehension
D. Student Compositions
E. Projects
F. Homework
Listening, speaking, reading and writing will be considered to determine the final grade.
VI. RESOURCES
A. Basic Text: Realidades A (This is used for all of 6th grade study and the first half of the 7th grade year.)
Pearson Prentice Hall, 2008
Boston, Massachusetts
(Peggy Palo Boyles, Myriam Met, Richard S. Sayers, Carol Eubanks Wargin)
Realidades B (This is used for the second half of 7th grade study and all of the 8th grade year.)
Pearson Prentice Hall, 2008
Boston, Massachusetts
(Peggy Palo Boyles, Myriam Met, Richard S. Sayers, Carol Eubanks Wargin)
B. Supplementary Materials: See attached tables.
VII. SCOPE AND SEQUENCE
Please see attached tables.
Madison School District
Elementary World Language Scope and Sequence
Grade 6
Unit of Study
Preliminary Unit
Theme: At School, the
Classroom, & the
Weather
Key Vocabulary/
Language in Use
9
9
9
9
9
9
9
9
9
9
Greetings
Introductions
Alphabet
Classroom Objects &
Expressions
Numbers 0-100
Telling Time
Body Parts
Calendar
Weather & Seasons
Asking for Help
Activities/
Assessment
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group posters
/bulletin boards
9 Songs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
Cultural Connections
9 Why Study
Spanish (Overview
of Countries)
9 Cultural Names
Related Literature
and Songs
Songs:
9 Los Paises
9 El Rock de las
Capitales
9 ¿Qué Bonita
Bandera?
9 Cien Muy Bien
9 El Alfabeto
9 Me Duele la
Cabeza
9 El Burrito
Enfermo
9 ¿Qué te Pasa
Calabaza?
9 ¿Qué hora es?
9 Los Meses del Año
9 El Invierno
9 Damos Gracias
9 Holiday Songs
Literature:
9 ¿Qué Tal?
9 The Piñata Maker
Chapter 1 (A&B)
Theme: My Friends & I
9 Expressing what you
like & don’t like to
do
9 Asking others what
they like to do
9 Infinitives & making
negative statements
9 Adjectives &
vocabulary to
describe & ask about
someone’s
personality
9 Adjectives to
describe persons,
places, & things
9 Definite & indefinite
articles
9 Word order in
sentences
9 Understanding
cultural perspectives
on favorite activities
9 Understanding
cultural perspectives
on friendship
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group posters
/bulletin boards
9 Songs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading
Comprehension
9
9
9
9
Spain
The Caribbean
Cultural Dancing
Peace Corps
Correspondence
Songs:
9 El Alfabeto
9 Cien Muy Bien
9 Holiday Songs
Literature:
9 ¿Qué Tal?
9 Dr. Seuss books in
Spanish for
reading
comprehension
Chapter 2 (A&B)
Theme: School,
Schedules, & Subjects
9 School schedules &
subjects
9 What students do
during the day
9 Ask & tell who is
doing an action
9 Comparing your
school with that of a
student in a Spanish
speaking country
9 Describe a
classroom
9 Indicate where
things are located
9 Talk about more
than one object or
person
9 Understanding
cultural perspectives
on school
9 Classroom items &
furniture
9 Parts of the
classroom
9 Prepositions of
location
9 Subject pronouns
9 Present tense of –ar
verbs
9 The verb estar
9 Plurals of nouns &
articles
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group
posters/bulletin
boards
9 Songs
9 Tongue Twisters
9 Proverbs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading
Comprehension
9
9
9
9
9
Mexico
Central America
Soccer
UNICEF
Peace Corps
Correspondence
Songs:
9 El Alfabeto
9 Cien Muy Bien
9 Benito Juarez
9 Cinco de Mayo
9 Poco Coco (tongue
twister song)
Literature:
9 ¿Qué Tal?
9 Es el Cinco de
Mayo
Chapter 3 (A&B)
Theme: Food
9 Foods & beverages
for breakfast, lunch,
& dinner
9 Likes & dislikes
regarding food
9 Express how often
something is done
9 Describe what
people & things are
like
9 Discuss food in
connection with
health & exercise
9 Comparison of foods
9 Food groups & food
pyramid
9 Activities to
maintain good
health
9 Ways to describe
food
9 Sports vocabulary
9 Present tense of –er
& -ir verbs
9 Me gustan & me
encantan
9 The plurals of
adjectives
9 The verb ser
9 Use of a noun to
modify another
noun
9 The letters h, j, l, & ll
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group
posters/bulletin
boards (Food
Pyramid)
9 Songs
9 Tongue Twisters
9 Proverbs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading
Comprehension
9 South America
(North)
9 South America
(South)
9 Cultural
perspectives
regarding foods,
diet, &
health(Churros y
Chocolate)
9 UNICEF
9 Peace Corps
Correspondence
Songs:
9 El Alfabeto
9 Cien Muy Bien
9 Comer
9 Las Frutas
9 Naranja Dulce
9 Bate Bate
Chocolate
Literature:
9 ¿Qué Tal?
9 Barrio; José’s
Neighborhood
9 A Sembrar Sopa
de Verduras
9 Spanish Cookbook
9 Huevos Verdes
con Jamón
Madison School District
Elementary World Language Scope and Sequence
Grade 7
Unit of Study
Preliminary Unit
Theme: My Friends
& I, School, & Food
Mis Amigos y Yo, La
Escuela, y La
Comida
Key Vocabulary/
Language in Use
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Greetings
Introductions
Alphabet
Vocabulary regarding
self, others, & body parts
Infinitive Verbs
The verb gustar
Adjectives (singular &
plural)
Classroom Objects,
Subjects/Schedule, &
Expressions
Telling Time
Subject Pronouns
Present tense of –ar, -er,
& -ir verbs
Vocabulary regarding
food & meals
Numbers 0-100
Calendar
Weather & Seasons
Activities/
Assessment
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group posters
/bulletin boards
9 Songs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Using manipulatives
(calendar, weather
pictures, clocks,
school subject
pictures, color sheets,
letters & numbers,
food & kitchen items,
etc.)
Cultural Connections
9 Why Study
Spanish
(Overview of
Countries)
9 Spanish influence
in the U.S.
9 Cultural Names
Related Literature
and Songs
Songs:
9 Los Paises
9 El Rock de las
Capitales
9 ¿Qué Bonita
Bandera?
9 Cien Muy Bien
9 El Alfabeto
9 ¿Qué te Pasa
Calabaza?
9 ¿Qué hora es?
9 Los Meses del
Año
9 El Invierno
9 Damos Gracias
Literature:
9 ¿Qué Tal?
9 ¿Quién es la
Bestia?
(adjectives)
9 De la Cabeza a
los Pies
Chapter 4 (A&B)
Theme: Activities
Los Pasatiempos
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Locations/Community
Leisure Activities
Where you go & with
whom
Asking questions
The verb ir
Expansion of activities
outside of school
Extend, accept, &
decline invitations
Tell when an event
happens
Words of frequency
(nunca, a veces,
mucho, etc.)
Understanding
cultural perspectives
on leisure activities
Understanding
cultural perspectives
on after-school
activities
Stress & accents
(words ending in n or
s vs other consonants
& written accent
Interrogatives
Review telling time
Sports vocabulary
Me gustaría....
Ir a + infinitive verb
The verb jugar
Pronounciation (the
letter d)
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group posters
/bulletin boards
9 Songs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading
Comprehension
9 Using manipulatives
(sports props, clocks,
school subject
pictures, etc.)
9 Latin Influence
on the United
States
9 Children’s
Rhymes
9 Caribbean Music
9 Sports
9 Workforce
9 Peace Corps
Correspondence
Songs:
9 El Alfabeto
9 Cien Muy Bien
9 El Rock de las
Capitales
9 Holiday Songs
Literature:
9 ¿Qué Tal?
9 Dr. Seuss books
in Spanish for
reading
comprehension
9 Story books of
Latin sports stars
(i.e. Alex
Rodriquez)
Videos:
9 Las Posadas
Chapter 5 (A&B)
Theme: Family &
Food
Fiesta en Familia
9
9
9
9
9
9
9
9
9
9
9
9
Describe families &
related vocabulary
Talk about
celebrations & parties
Ask & tell ages
Understand cultural
perspectives on family
& celebrations
The verb tener
Possessive adjectives
Pronounciation (the
letters p, t, & q)
Describe friends
Ask politely to have
something brought to
you
Order a meal in a
restaurant
The verbs venir, ser, &
estar
Pronounciation (the
letters b & v)
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group
posters/bulletin
boards
9 Songs
9 Tongue Twisters
9 Proverbs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading
Comprehension
9 Using manipulatives
(dolls, family
pictures, food,
flatware, silverware,
decorations, clocks,
etc.)
9 Mexico
9 Central America
9 Spanish royal
family
9 Artists (Francisco
de Goya, Diego
Rivera)
9 La quinceañera
9 Cultural
perspectives on
mealtimes
9 Telenovelas
9 UNICEF
9 Peace Corps
Correspondence
Songs:
9 El Alfabeto
9 Cien Muy Bien
9 Frutas
9 La Piñata
9 Himno Mexicano
9 Chocolate
9 Naranja Dulce
Literature:
9 ¿Qué Tal?
9 The Piñata
Maker
9 Spanish cook
books
9 A Sembrar Sopa
de Verduras
9 Fiesta
9 Piñata
Videos:
9 Foods of Mexico
& Spain
9 La Quinceañera
Chapter 6 (A&B)
Theme: The Home
La Casa
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Talk about your
bedroom & related
vocabulary
Describe bedroom
items & electronic
equipment
Make comparisons
Understand
cultural
perspectives on
homes
Stemchanging verbs: po
der & dormir
The superlative
Review of colors &
other adjectives
Opposites
Pronounciation
(the letters r & rr)
Using root words
Identify the rooms
of the house
Name household
chores
Tell where you live
Understand
cultural
perspectives on
different types of
housing
Affirmative tú
commands
The present
progressive tense
Pronounciation
(the letters n & ñ)
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group
posters/bulletin
boards (Food
Pyramid)
9 Songs
9 Tongue Twisters
9 Proverbs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading
Comprehension
9 Using manipulatives
(objects to reflect
rooms such as
pictures, flatware,
doll furniture, clocks,
color sheets, etc.)
9 Spanish-style
architecture
9 Latin Grammy
Awards
9 Country flags
9 La siesta
9 Las luminaries
(originated in
Mexico)
9 Role of Latin child
versus North
American child in
the home
9 Telenovelas
9 Peace Corps
Correspondence
Songs:
9 El Alfabeto
9 Cien Muy Bien
9 De Colores
Literature:
9 ¿Qué Tal?
9 Barrio
Videos:
9 Spain (Globe
Trekker)
9 Cinco de Mayo
(Teacher’s
Discovery)
9 Cinco de Mayo
(The History
Channel)
9 ¡Celebramos el
Cinco de Mayo!
Madison School District
Elementary World Language Scope and Sequence
Grade 8
Unit of Study
Preliminary Unit
Theme: Activities,
Family & Celebrations,
& The Home
Los Pasatiempos, Fiesta
en Familia, y La Casa
Key Vocabulary/
Language in Use
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Greetings
Introductions
Alphabet
Vocabulary regarding
location & community
Calendar, weather,
seasons, & time
The verb ir
Words of frequency
Interrogatives
The verb jugar
Vocabulary regarding
family & celebrations
The verbs tener,
venir, ser, & estar
Possessive adjectives
Vocabulary regarding
the home &
household chores
Stem-changing verbs
poder & dormir
The superlative
Adjectives
Affirmative tú
commands
Present progressive
Activities/
Assessment
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group posters
/bulletin boards
9 Songs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading
Comprehension
9 Using Manipulatives
(pictures of places,
homes, family, &
celebrations, color
sheets, numbers, etc.)
Cultural Connections
9 Why Study
Spanish (Overview
of Countries)
9 Cultural Names
9 Celebrations in
Spanish speaking
countries
9 Infrastructure in
Spanish speaking
countries
Related Literature
and Songs
Songs:
9 Los Paises
9 El Rock de las
Capitales
9 ¿Qué Bonita
Bandera?
9 Cien Muy Bien
9 El Alfabeto
9 ¿Qué hora es?
9 Los Meses del Año
9 El Invierno
9 Damos Gracias
Literature:
9 ¿Qué Tal?
9 The Piñata Maker
Chapter 7 (A&B)
Theme: Shopping
De Compras
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Talk about clothing,
shopping, & prices
Describe your plans
Talk about what you
want & what you prefer
Point out specific items
Understand cultural
perspectives on
shopping
Stem-changing verbs:
pensar, querer, &
preferir
Demonstrative
adjectives
Pronounciation (the
letter z)
Talk about buying gifts
Tell what happened in
the past
Understand cultural
perspectives on giftgiving
The preterite tense of ar verbs
The preterite tense of
verbs ending in -car
& -gar
Direct object pronouns
Nouns that end in -ería
Pronounciation (the
letter combinations
gue, gui, que, & qui)
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group posters/bulletin
boards (Food Pyramid)
9 Songs
9 Tongue Twisters
9 Proverbs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading Comprehension
9 Using Manipulatives
(suitcase with clothing,
color sheets, numbers,
currency of Spanish
speaking countries, etc.)
Songs:
9 Traditional
clothing of
9 El Alfabeto
Panama
9 Cien Muy Bien
9 Currencies of
9 Zapatos Rap
Spanish speaking
9 De Colores
9 Himno de
world
Panama
9 Nonverbal
9 Burrito
language
Enfermo
9 Carnival
9 La Ropa
9 Latin fashion
9 Coqui
designers
9 Holiday Songs
9 Indian fabric
artwork
9 Telenovelas
Literature:
9 Fine lace
9 ¿Qué Tal?
weavings of
9 Salta y Brinca
Paraguay
(preterite)
(ñanduti)
9 Salíde Paseo
9 Role of malls,
department
(preterite)
stores, &
traditional
Videos:
specialty stores in
9 ¿Qué quieres
Latin
comprar?
communities
(Dime Más –
9 Colombian
U5L2)
museums
9 The Zapotecs
9 Madrid’s El
Rastro
9 Las artesanias
9 Peace Corps
Correspondence
Chapter 8 (A&B)
Theme:
Experiences
Experiencias
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Talk about things
you do on vacation
Describe places to
visit while you are
on vacation
Talk about events
in the past
Understand
cultural
perspectives on
travel & vacations
The preterite tense
of -er verbs
The preterite tense
of the verb ir
The personal "a"
Vocabulary related
to activities
Pronounciation
(diphthongs =
blended vowels to
make one sound)
Discuss volunteer
work & ways to
protect the
environment
Talk about what
people say
Talk about what
people did for
others
Understand
cultural
perspectives on
volunteer work
The present tense
of decir
Indirect object
pronouns
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group posters/bulletin
boards (Food Pyramid)
9 Songs
9 Tongue Twisters
9 Proverbs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading
Comprehension
9 Using Manipulatives
(pictures of tourist
attractions in Spanish
speaking countries, toy
car, toy bus, toy train,
toy boat, & toy
airplane, stuffed
animals, etc.)
9 El Greco
9 National Parks
in Costa Rica,
Puerto Rico, &
Mexico
9 Nonverbal
language
9 Places & public
transportation
in Mexico City
9 Patagonia
(southern tip of
South America)
9 Geography of
South & Central
America
9 Trip to Peru
9 Telenovelas
9 El ojo de Dios
(Mexican craft)
9 Recycling
efforts in Spain
9 Costa Rica –
rain forest
9 Blown glass art
made from
recycled glass
9 Hospital de la
Caridad (Spain)
9 Endangered
species in
Spanish
speaking
countries
9 Hábitat para la
Humanidad
Internacional
9 Cultural
perspectives on
Songs:
9 Cielito Lindo
9 Himnos de
Costa Rica,
Puerto Rico, y
Mexico
Literature:
9 ¿Qué Tal?
9 Salta y Brinca
(preterite)
9 Salíde Paseo
(preterite)
Videos:
9 ¡Qué linda es
la ciudad!
(Dime Más –
U6L1)
9 ¿Qué
compraste?
(Dime Más –
U6L2)
9 ¿Qué pasó?
(Dime Más –
U6L3)
The preterite tense
of the verbs hacer
& dar
9 Nouns that end in dad, -tad, -ción, &
sión
9 Pronounciation
(the letter x)
9
volunteer work
9 Peace Corps
Correspondence
Chapter 9 (A&B)
Theme:
Experiences
Experiencias
9
9
9
9
9
9
9
9
9
9
9
9
Talk about movies &
television programs
Express opinions &
preferences about
entertainment
Use acabar de +
infinitive to talk
about things you
have just done
Gustar & similar
verbs
Tell why you don’t
do something
Talk about
traditional &
electronic forms of
communication
Talk about how
computers are used
Express opinions
about computers
Pronunciation
(linking verbs in a
sentence)
Present tense of e>i
stem-changing verbs
(pedir & servir)
Pronunciation
(syllables)
Compare/contrast
saber & conocer
9 Country/Birthday
partners
9 Pictionary
9 ¿Quién tiene? with
vocabulary
9 Relay Races
9 Scavenger Hunts
9 Dialogs/Skits
9 Group posters/bulletin
boards (Food Pyramid)
9 Songs
9 Tongue Twisters
9 Proverbs
9 Fill in the blanks
9 Multiple choice
9 True/False
9 Short answers
9 Guided Paragraphs
9 Reading
Comprehension
9 Using Manipulatives
(pictures/DVD case of
different types of
movies, adjectives,
technology props, etc.)
Songs:
9 Luis Buñuel &
9 Cielito Lindo
Salvador Dalí
9 Himnos de
9 Telenovelas
Chile,
9 Cultural
Argentina,
perspectives on
Venezuela, y
television
Peru
(Sábado
Gigante)
9 Words of Greek
Literature:
& Arabic origin
9 ¿Qué Tal?
9 Spanish9 Hola
language
9 People en
television
español
networks
9 Communicating
Video:
without words
9 Betty la Fea
9 Pablo Picasso
9 Cinco de Mayo
9 Caves of
Altamira
9 Real Academia
de la Lengua
Española
9 Internet use in
Spain
(ciberspanglish)
9 Inventions in
Spanish speaking
countries