Hyde Foreign Language Department
2009-2010 Spanish I Syllabus
Ian Matthew Harrington
imharrington@hyde.edu
860.963.4716
Course Description:
The Spanish I curriculum introduces students to the Spanish language and culture. Students will begin to
develop their listening, speaking, reading, and writing skills to a basic level. Additionally, students will
explore the Hispanic culture through both textbook readings and supplemental research.
Course Objectives:
 To build foundational Spanish language skills through reading, writing, listening, and conversation
activities.
 To hone proficiency in speaking skills including accent and accuracy.
 To understand and be able to use verbs in the present indicative.
 To develop a solid command of vocabulary through classroom and individual work.
 To begin to understand the Hispanic culture and how it compares to our own.
Binder Organization:
Students are expected to keep their binders well organized and neat, and notebook quizzes will occur at
random throughout each term. Binder dividers should be labeled according to the following break-down:
1. Apuntes (Class notes)
2. Hojas (Handouts)
3. Vocabulario (Vocabulary)
4. Cultura (Culture)
5. Pruebas (Quizzes and tests)
Grading:
Each student will receive both achievement and effort grades each semester, which will be broken down
as follows:
Achievement Grade
 30% Tests
 20% Quizzes
 10% Culture Project
 20% Homework
 20% Final Exam
Effort Grade
 10% Preparedness (On time, in dress code, has all materials)
 20% Binder
 20% Homework
 50% Class Participation
Student Absences and Make Up Work:
In the case of an absence, FLC etc., the student must work out a missing work schedule with the teacher
to get work done as soon as possible. If a student misses the day of a test or quiz, the individual will be
expected to complete it upon returning to class.
Extra Help:
Students are encouraged to seek extra help when needed. Please try to schedule a time for extra help in
advance so that I can help you to the best of my ability.
Spanish I students additionally will be paired with students from a section of Spanish II. These students
will serve as “Spanish mentors,” aiding with studying and other elements of the Spanish I curriculum.
Sequence of Topics:
The nine chapters in Descubre progress through lessons including both grammar and vocabulary in order
to give students a solid foundation. As a class, we will proceed through the textbook in sequential order,
and thus will be addressing the following concepts:
Unit
1
2
3
4
5
6
7
8
9
Grammar
Nouns/articles, present tense of
ser, hay, telling time
Present tense of –ar verbs,
questions, present tense of estar
Descriptive and possessive
adjectives, present tense of –er
and –ir verbs, present tense of
tener and venir
Vocabulary
Alphabet, numbers 1-30,
salutations, school objects
Numbers 31 and higher,
continued school terms
Family, professions
Present tense of ir, stemchanging verbs and verbs with
irregular yo forms
Estar with conditions and
emotions, present progressive,
ser and estar, direct object nouns
and pronouns
Saber and conocer, indirect
object pronouns, preterite tense
of regular verbs, demonstrative
adjectives and pronouns
Reflexive verbs, positive and
negative expressions, preterite of
ser and ir, verbs like gustar
Preterite of stem-changing verbs,
double object pronouns,
comparisons, superlatives
Irregular preterits, verbs that
change meaning in the preterite,
que and cual, pronouns after
prepositions
Pastimes, sports, places in the
city
Travel and vacation, months,
seasons/weather, ordinal numbers
Clothing/shopping,
negotiating/buying, colors,
adjectives
Daily routine, personal hygiene,
time expressions
Food, descriptions, meals
Parties and celebrations, personal
relationships, stages of life
Essential Questions:
 Why study Spanish?
 How can I bring my learning of the Spanish language outside of the classroom?
 How does learning a foreign language help me to learn about the world around me?
 How does my curiosity and active involvement in my learning help me to become a better citizen of
the world?
 How do I understand my own culture and identity within the context of the Spanish speaking world?
Syllabus composed by Katherine Wynen c.a. 2008