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Objective
The student will exchange
simple spoken and written
information in Spanish.
Benchmarks
To be successful with this, students are
expected to:
1. Use basic greetings, farewells, and
expressions of courtesy both orally
and in writing.
2. Express likes and dislikes,
requests, descriptions, and
directions.
3. Ask questions and provide
responses based on self and
familiar material, such as family
members, personal belongings,
school and leisure activities, time,
and weather.
SOL
SI.1
Sample Strategies
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The student will demonstrate
skills necessary to sustain brief
oral and written exchanges in
Spanish using familiar phrases
and sentences.
To be successful with this, students are
expected to:
1. Initiate, participate in, and close a
brief oral or written exchange in
Spanish with emphasis on the
present time.
2. Use formal and informal forms of
address in familiar situations in
Spanish.
3. Use gestures and simple
paraphrasing to convey and
comprehend messages.
SI.2
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Sample Resources
Students will write a skit where
they introduce both teachers and
students to a new student.
Students create silhouettes where
they describe themselves, their
likes and their dislikes.
Students give directions to other
students using provided map.
Students are given the name of a
star/athlete & must describe
him/her to a classmate who must
guess the identity of the person.
Students bring in photos/
drawings of family members &
describe them.
Students put on a fashion show
in which they describe what each
model is wearing.
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Textbook
Laserdisc
CD-ROMs
Audio tapes
Class posters
Students give a scenario & roles
and converse (ex. – in a
restaurant: one student is waiter,
one is customer)
Formal/informal greetings
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Textbook
Laserdisc
CD-ROMs
Audio tapes
Class posters
Spanish tv
channels
Index cards
Situational
transparencies
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Spanish I
Objective
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The student will understand
simple spoken and written
Spanish based on familiar
topics that are presented
through a variety of media.
The student will use verbal and
non-verbal cues to understand
simple spoken and written
Spanish.
Benchmarks
SOL
To be successful with this, students are
expected to:
1. Identify the main ideas and some
details when reading and listening in
Spanish.
2. Comprehend simple, culturally
authentic announcements, messages,
and advertisements that use familiar
vocabulary and grammatical
structures in Spanish.
3. Understand simple instructions in
Spanish, such as classroom
procedures or basic computer
terminology.
SI.3
To be successful with this, students are
expected to:
1. Differentiate among statements,
questions, and exclamations.
2. Use basic gestures, body language,
and intonation to clarify the
message.
SI.4
Sample Strategies
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Sample Resources
Students listen to or read a
children’s book in Spanish
and answer main idea
questions about the story
Have students read catalogs
and make up an order form
of things that they want
Play BINGO with class
expressions
Read scholastic magazines
*textbook
*laserdisc
*cd-roms
*audio tapes
*class posters
*catalogs
Students listen to or read a
children’s book in Spanish
and answer main idea
questions about the story
Have students read catalogs
and make up an order form
of things that they want
*textbook
*laserdisc
*cd-roms
*audio tapes
*class posters
*Spanish TV channels
*catalogs
Spanish I
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Objective
Benchmarks
The student will present orally
and in writing information in
Spanish that contains a variety
of familiar vocabulary, phrases,
and structural patterns.
To be successful with this, students are
expected to:
1. Present in Spanish information
gathered from informal
conversations, class presentations,
interviews, readings, and/or a
variety of media sources.
2. Describe in Spanish basic familiar
information, such as self, family
members and others, events,
interests, school, recreational
activities, and personal belongings
with emphasis on control of the
present tense.
3. Demonstrate increasing attention to
accuracy in intonation and
pronunciation in Spanish especially
when presenting prepared material
orally.
4. Demonstrate increasing attention to
accuracy in word order,
punctuation, accents and other
diacritical marks, and spelling
when writing in Spanish.
SI.5
SOL
The student will present
rehearsed material in Spanish,
including brief narratives ,
monologues, dialogues, poetry,
and/or songs
To be successful with this, students are
expected to:
1. Use appropriate verbal and
nonverbal techniques, such as
voice inflection, gestures, and
facial expression.
2. Communicate ideas in an
organized manner using
appropriate visual and/or
technological support.
SI.6
Sample Strategies
Sample Resources
 Students give short
presentations of projects to
the class in Spanish.
 Family tree in Spanish.
*textbook
*laserdisc
*cd-roms
*audio tapes
*class posters
 Write children’s books –
have a day to gather in a
circle on the floor, share
the books and have cookies
and milk.
 Students will communicate
commands and requests to
one another using
intonation
 Memorize songs, poems,
and skits.
*testbook
*laserdisc
*cd-roms
*audio tapes
*class posters
*Spanish TV channels
*songs
*poetry
Spanish I
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Objective
The student will develop an
awareness of perspectives,
practices, and products of
Spanish-speaking cultures.
Benchmarks
To be successful with this, students are
expected to:
1. Identify some viewpoints of
Spanish-speaking cultures, such as
those relating to time, education,
transportation, and the role of
family members.
2. Identify some customs and
traditions of Spanish-speaking
cultures, such as greetings,
celebrations, holiday practices, and
forms of address that demonstrate
politeness.
3. Identify some historical and
contemporary individuals
associated with important events
from Spanish-speaking cultures.
4. Identify some products of Spanishspeaking cultures, such as natural
and manufactured items, creative
and fine arts, recreation an
pastimes, dwellings, language, and
symbols.
SOL
SI.7
Sample Strategies
 Students read about, watch
videos about, then discuss
holidays in various Spanishspeaking cultures.
 Students record a telephone
message inviting a friend to
do something at a certain
time. A second student
records a message to accept
or decline.
 Research a holiday and
report the customs to the
class.
 Play Jeopardy, using
question words to give and
request information.
 Play Charades to act out
idiomatic expressions.
Sample Resources
*textbook
*laserdisc
*cd-roms
*audio tapes
*class posters
Spanish I
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Objective
Benchmarks
The student will recognize that
perspectives, practices, and
products of Spanish-speaking
cultures are interrelated.
To be successful with this, students are
expected to:
1. Recognize that Spanish-speaking
cultures are shaped by viewpoints,
customs/traditions, and products of
speakers of Spanish, such as the
concept of the extended family, a
daughter’s fifteenth birthday
celebration, and typical foods.
2. Identify major cities and
geographical features and why they
are significant in Spanish-speaking
cultures.
SOL
SI.8
Sample Strategies
 Prepare a recipe from a
Spanish-speaking country.
 Compare and contrast the
geography of different
countries.
 Learn the countries and
capitals by singing along to
“Rock of Capitals”.
 Reproduce a map of a city
located in a Spanishspeaking country. Give
commands to the class to
reach certain landmarks in
the city. Create a treasure
hunt using commands and
the same map.
 Current events.
Sample Resources
*textbook
*laserdisc
*cd-roms
*audio tapes
*class posters
*Spanish TV channels
*maps
Spanish I
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Objective
Benchmarks
The student will recognize how
information acquired in the
study of Spanish and
information acquired in other
subjects reinforce on another.
To be successful with this, students are
expected to:
1. Identify examples of vocabulary,
phrases, proverbs, and symbols
from the Spanish language that are
used in other subjects.
2. Relate content from other subject
areas to topics discussed in the
Spanish class, such as current
events from Spanish-speaking
countries or the influence of
Spanish-speaking explorers and
settlers on various regions of the
United States.
SOL
SI.9
Sample Strategies
 Research current events in
Spanish-speaking countries.
 Compare and contrast
political systems of USA
and Spanish-speaking
countries.
 Write to penpals in Mexico
or another Spanish-speaking
country.
 Interview Spanish-speaking
students or staff members in
your school asking about
differences and similarities
in the cultures.
 Research and write a
description of an American
city that has a lot of
Hispanic characteristics.
Show how those shape the
city.
 Make a list of Spanish
vocabulary used in English.
Sample Resources
* Websites such as:
 NPR.org
 CNN.com
 Latinosusa.com
* Guest speakers of native
origin (speak on politics,
etc.)
* Library/media center for
research
Spanish I
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Objective
Benchmarks
The student will demonstrate an
understanding of the
significance of culture through
comparisons between Spanishspeaking cultures and the
cultures of the United States.
To be successful with this, students are
expected to:
1. Compare patterns of behavior and
interaction in the United States
with those of Spanish-speaking
societies.
2. Demonstrate an awareness that
social practices and personal
interactions differ among cultures.
3. Demonstrate an awareness of
unique elements of the student’s
own culture.
SI.10
SOL
 Discussion/debate of
comparison of USA and
Spanish-speaking countries.
 Discuss imports and
products.
 Pretend to grocery shop for
products.
Sample Strategies
*market
*textbook
*cd-roms
*videos
Sample Resources
The student will compare basic
elements of the Spanish
language to the English
language.
To be successful with this, students are
expected to:
1. Recognize differences in sound
systems, writing systems, cognates,
gender, and level-appropriate
idioms.
2. Recognize basic sound distinctions
and intonation patterns and their
effect on communicating meaning.
SI.11
 Discuss cognates with
students whenever they
come up in vocabulary,
reading, listening, etc.
 Write and perform dialogues
and skits that include
questions, answers, idioms,
contractions and various
intonations.
 Do dictations and read out
loud.
 Listen to simple descriptions
and draw a picture of what
you hear.
*textbook
*audio tapes
*songs
*videos
Spanish I
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Objective
The student will identify
situations in which Spanish
language skills and cultural
knowledge may be applied
beyond the classroom setting
for recreational, educational,
and occupational purposes.
Benchmarks
To be successful with this, students are
expected to:
1. Identify examples of the Spanish
language and the cultures of
Spanish-speaking countries that are
evident in and through media,
entertainment, and technology.
2. Identify resources, such as
individuals and organizations
accessible through the community
or the internet, that provide basic
cultural information about the
Spanish-speaking world.
SOL
SI.12
Sample Strategies
 Students prepare a report on
a Spanish-speaking country
using the internet.
 Attend plays that have
cultural content.
 Use the internet to find out
about the foods, meal times,
and etiquette that are
traditional in different
Spanish-speaking countries.
Plan a meal where students
bring foods of different
Hispanic countries.
 Role play ordering food in a
restaurant and taking orders
using me gustaria, querria,
etc.
 Prepare ads in Spanish for a
newspaper.
Sample Resources
*internet
*field trips
*menus
*TV
*videos