CURRICULUM GUIDE
Spanish 1
LA1S03
Course Description
The course treats all language learning skills: listening, speaking, reading and writing. Students learn to
manipulate structural patterns of Spanish with the primary goal being the understanding and production of
the written and spoken language. Class activities include preparation of dialogues, question/answer
exchanges, oral proficiency sessions, and the completion of written exercises. Audio-visual materials and
computer software reinforce the linguistic and cultural outcomes of the course. Cultural topics focus both on
Latin America and Spain. This course prepares students for Spanish 2. Superior students may be
recommended for Spanish 2 honors.
District 219
Niles Township High Schools
Skokie, Illinois
Prepared by:
Jennifer Almaraz
Alejandra Arteaga
Pamela Benitez
Steven Lander
Guillermo Lupi
Andrew Suarez
Edmund Murphy, Director
June 2012
This guide may be changed at any time at the sole discretion of the Board of Education and/or the Superintendent, whichever has appropriate
jurisdiction, subject only to mandatory collective bargaining requirements.
Table of Contents
I.
Course Outcomes
II.
Vocabulary Benchmarks and Corresponding Activities
III.
Grammar Benchmarks and Corresponding Activities
IV. Culture Benchmarks and Corresponding Activities
V.
Technology Standards and Corresponding Activities
VI.
Summary Chart of Course Topics
LEARNING TARGETS – Spanish 1 – Semester 1
Over-arching Reading Target
I can comprehend (at a literal level) a passage of fiction or non-fiction containing structures and vocabulary
presented in the course.
Sub-targets

I can preview and extract meaning from graphics in Spanish.

I can determine the meaning of unfamiliar words through context.

I can identify the author’s main idea in a text.
Over-arching Vocabulary
I can recognize and use vocabulary contained in Realidades 1, Para Empezar through 3A.
Sub-targets

I can can recognize and use vocabulary from para empezar.
I can can recognize and use vocabulary from unit 1A.
I can can recognize and use vocabulary from unit 1B.
I can can recognize and use vocabulary from unit 2A.
I can can recognize and use vocabulary from unit 2B.
I can can recognize and use vocabulary from unit 3A
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Over-arching Verb Target
I can recognize and use a variety of verbs in the present tense.
Sub-targets
 I can recognize and use present tense regular verbs.
Sub-sub-targets
 I can recognize and use present tense regular ar verbs
 I can recognize and use present tense regular er verbs
 I can recognize and use present tense regular ir verbs

I can recognizes and use present tense irregular verbs.
Sub-sub-targets
 I can recognize and use the present tense irregular verbs: ser (singular forms), estar, and hay.

I can recognize and use the verbs that require infinitive constructions such as gustar + infinitive ,
and encantar + infinitive.
Over-arching Usage Target
I can recognize and use grammatical structures.
Sub-targets
 I can recognize and use subject pronouns.
 I can recognize and use numbers 0 to 100.
 I can recognize and use articles: definite and indefinite.
 I can recognize and form nouns based on gender and number.
 I can maintain agreement and correct placement of nouns and adjectives.
 I can recognize and use days and months.
 I can recognize and use ordinal numbers.
 I can make statements negative.
 I can use a noun to modify another noun. (Sopa de verduras)
Over-arching Culture Target
I can recognize specific cultural nuances and customs particular to the Hispanic world, appearing in
Realidades 1
Sub-targets

I can understand that people greet each other in Spanish speaking countries with a hug and / or a
kiss on the cheek.

I can explain what the custom of the “Running of the Bulls” is.

I can talk about El cinco de mayo and what it celebrates.

I can recognize some Mayan and Aztec hieroglyphics.

I can talk about Spain.

I can identify Pablo Picasso’s “cubism” style.

I can make connections between my life and the life of a teenager in a Spanish speaking country.

I can recognize different music styles and traditions in the Hispanic world.

I can talk about the Caribbean.

I can recognize the “huipil.”

I can talk about Frida Kahlo.

I can talk about Mexico.

I can identify Fernando Botero’s art work.

I can chant popular sporting cheers in Spanish.

I can talk about Central America.

I can identify different aspects in a typical school in a Spanish speaking country.

I can talk about South America. I can identify common foods in the Hispanic world.
Over-arching Listening Target
I can respond to comprehension questions based on a listening passage commensurate in difficulty with the
Spanish 1 learning outcomes.
Over-arching Speaking Target
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I can greet people.
I can introduce myself.
I can ask and tell how one feels.
I can express likes and dislikes.
I can express agreement and disagreement
I can count from 0-100
I can describe others.
I can describe parts of the body.
I can express possession (singular forms).
I can describe classes and classroom objects.
I can say how often one does something.
I can discuss obligations
I can talk about class schedules
I can ask and tell time.
I can sequence events.
I can say where things are located
I can express preferences
I can describe the weather and seasons.
I can talk about food and meals.
LEARNING TARGETS – Spanish 1 – Semester 2
Over-Arching Reading Target
I can comprehend (at a literal level) a passage of prose-fiction or non-fiction, containing structures and
vocabulary presented in the course.
Over-Arching Vocabulary Target
I can recognize and use vocabulary found in Realidades , chapters 3B to 6B
Sub-targets

I can can recognize and use vocabulary from unit 3B

I can can recognize and use vocabulary from unit 4A.

I can can recognize and use vocabulary from unit 4B.

I can can recognize and use vocabulary from unit 5A.

I can can recognize and use vocabulary from unit 5B.
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I can can recognize and use vocabulary from unit 6A

I can can recognize and use vocabulary from unit 6B
Over-Arching Verb Usage Target
I can recognize and use verbs in the present tense.
Sub-targets
 I can recognize and use the following present tense irregular verbs: ser, estar, ir, tener, venir, hacer
(singular forms only for hacer)
 I can recognize and use the following stem-changing verbs in the present tense: u-ue , o-ue , preferir
(singular forms only for preferir)
 I can recognize and use the verbs that require infinitive constructions such as ir +a + infinitive.
 I can recognize and use the present-progressive tense with regular participles.
 I can form affirmative tú commands.
Over-Arching Usage Target
I can recognize and use grammatical structures.
Sub-targets
 I can recognize and use interrogative words.
 I can recognize and use the construction ir + a + infinitive.
 I can recognize and use the construction Jugar + a
 I can recognize and use possessive adjectives.
 I can recognize and use tener expressions.
 I can recognize and use and differentiates between ser and estar.
 I can recognize and use location words with the verb "estar".
 I can recognize and use comparisons and superlatives.
 I can recognize and use the suffix – ísimo(a)
 I can recognize and use the diminutive – ito(a)
 I can recognize and use the present progressive tense.
 I can recognize and use affirmative tú commands.
Over-Arching Culture Target
I can recognize specific cultural nuances and customs particular to the Hispanic world appearing in
Realidades.
Sub-targets
 I can talk about South America.
 I can understand the importance of Diego Rivera’s murals.
 I can explain the importance of the “Mercado” in Spanish speaking countries.
 I can explain the prevalence of herbal remedies in the Hispanic world.
 I can talk about the influence of Spain on the architecture in the United States.
 I can talk about the presence of Spanish in many communities in the United States.
 I can chant some popular Hispanic childhood rhymes.
 I can talk about contributions of Hispanics in the United States.
 I can talk about famous Hispanic athletes.
 I can talk about Hispanic festivities.
 I can explain what a “quinceañera” is.
 I can talk about the importance of extended family in the Hispanic world.
 I can make connections between meal times and socializing with friends and family.
 I can talk about Hispanic performers and the Latin Grammys.
 I can identify some flags from Spanish speaking countries.
 I can explain the concept of “la siesta.”
 I can describe a typical house in a Hispanic country.
 I can explain the concept and use of “el patio.”
Over-Arching Listening Target

I can respond to comprehension questions based on a listening passage commensurate in difficulty
with the Spanish 1 (second semester) learning outcomes
Over-Arching Speaking Target
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I can describe food.
I can discuss health.
I can indicate a preference.
I can indicate agreement or disagreement.
I can discuss plans.
I can express quantity.
I can say where people are from.
I can talk about places people know.
I can say where someone is going to.
I can say where someone is coming from.
I can talk about sports.
I can say what I know how to do.
I can talk about leisure activities.
I can extend, accept, or decline invitations.
I can express feelings.
I can ask questions.
I can describe family.
I can ask and tell ages.
I can talk about birthdays.
I can talk about celebrations.
I can describe rooms in a house.
I can talk about electronic equipment.
I can compare and contrast.
I can say colors.
I could talk about household chores.
Spanish 1 - Vocabulary themes, benchmarks, and activities
Theme
Para Empezar
a) Greetings
b) Classroom Objects and
Useful Phrases
c) Telling Time
d) Spanish alphabet
e) Days of Week
f) Weather Terms
g) Numbers 0-100
h) Body Parts
1A
a) Activities / Pastimes
b) Saying what you like to do
Benchmarks using Illinois standards
28.A.1b
Respond appropriately to simple commands in the target language.
28.A.2b
Follow instructions in the target language, given one step at a time for
a
wide range of activities.
28.A.3a
Comprehend main messages of simple oral and audio presentations
with assistance from resources.
28.B.1a
Respond to and ask simple questions with prompts.
28.B.1b
Imitate pronunciation, intonation, and inflection, including sounds
unique to the target language.
28.B.2b
Produce language using proper pronunciation, intonation, and
inflection.
28.C.1b
Infer meaning of cognates from context.
28.C.2a
Comprehend written classroom directions, read simple passages, infer
meaning of cognates, and recognize loan words.
28.D.1a
Copy/write words, phrases, and simple sentences.
28.D.2b
Present a simple written or oral report on familiar topics.
29.A.1
Use common forms of courtesy, greeting, and leave-takings
appropriate to the time of day and relationship.
All benchmarks from preceding sections, and also:
28.A.1a
Recognize basic language patterns.
Activities in text
a)
b)
c)
d)
e)
f)
g)
h)
p. 2-5
p. 6, 10-11
p. 8
p. 12
p. 14-17
p. 18-19
p. 7
p. 9
a) p. 27-37
b) p. 38
Spanish 1 - Vocabulary themes, benchmarks, and activities
Theme
Benchmarks using Illinois standards
Activities in text
28.B.2a
Pose questions spontaneously in structured situations.
28.D.2a
Write on familiar topics using appropriate grammar, punctuation, and
capitalization.
1B
a) Adjectives / Describing people
b) Definite Articles
c) Indefinite Articles
2A
a) Subject Pronouns
b) Ordinal Numbers
c) School Vocabulary
2B
a) Estar, Prepositions
b) Classroom Vocabulary
All benchmarks from preceding sections, and also:
28.A.2a
Comprehend illustrated stories, audiovisual programs, or websites.
28.C.2b
Decode new vocabulary using contextual clues and drawing on words
and phrases from prior lessons.
All benchmarks from preceding sections, and also:
28.D.1b
Describe people, activities, and objects from school and home.
29.E.2
Use maps, charts, digital images, graphs and other
All benchmarks from preceding sections, and also:
28.C.1a
Recognize the written form of familiar spoken language and predict
meaning of key words in a simple story, poem or song.
28.D.2c
Present an original production using known vocabulary and
grammatical structures.
29.C.1c
Identify primary media sources (e.g., television, radio, CD/ROM
software, films, online resources, websites, periodicals) in the target
language.
a) p. 50-59
b) p. 60
c) p. 60
a) p. 82-83
b) p. 74, 81
c) p. 76-80
a) p. 105, 107
b) p. 100-104, 112
Spanish 1 - Vocabulary themes, benchmarks, and activities
Theme
3A
a) "-er" / "-ir" verb endings
b) Saying you like / love
something
c) Food / Beverages
3B
a) Describing Food
b) Health
4A
a) Leisure Activities
b) Places
4B
a) Sports / Leisure
b) Feelings
5A
a) Family
b) Pets
c) Celebrations
Benchmarks using Illinois standards
All benchmarks from preceding sections, and also:
28.D.1b
Describe people, activities, and objects from school and home.
29.D.1
Recognize important people and events (e.g., special celebations) in
the history of areas where the target language is spoken.
All benchmarks from preceding sections.
All benchmarks from preceding sections, and also:
29.E.1
Identify and use simple geography vocabulary of the target language.
All benchmarks from preceding sections.
All benchmarks from preceding sections.
Activities in text
a) p. 132-133
b) p. 125, 135-137
c) p. 124-131
a) p. 152-153, 156-157
b) p, 148-151, 155, 158,
159, 1162, 163
a) p. 172-178, 184
b) p. 172-177, 180-181
a) p. 198-201, 206-209,
214
b) p. 202-205
a) p. 222-229
b) p. 232-233
c) p. 235
Theme
Benchmarks using Illinois standards
Activities in text
5B
a) People
b) Physical Traits
c) Restaurant
All benchmarks from preceding sections.
a) p. 248-249, 253
b) p. 248-249, 252
c) p. 250-251, 254-255
6A
a) Bedroom fuirniture
b) Electronic Equipment
c) Colors
All benchmarks from preceding sections.
a) p. 272-275, 278, 288
b) p. 280-281
c) p. 273, 282
6B
a) Rooms of House
b) Chores
All benchmarks from preceding sections.
a) p. 298, 300-302
b) p. 305, 312-313
Spanish 1 - Grammar themes, benchmarks, and activities
Theme
Para Empezar
a) Greetings
b) Classroom directions
c) Telling Time
d) Alphabet
e) Calendar
f) Weather
g) Numbers 0-100
h) Body Parts
1A
a) Likes and Dislikes
b) Infinitives and Infinitives with
Gustar
Benchmarks using Illinois standards
28.A.1b
Respond appropriately to simple commands in the target language.
28.A.2b
Follow instructions in the target language, given one step at a time for
a
wide range of activities.
28.A.3a
Comprehend main messages of simple oral and audio presentations
with assistance from resources.
28.B.1a
Respond to and ask simple questions with prompts.
28.B.1b
Imitate pronunciation, intonation, and inflection, including sounds
unique to the target language.
28.B.2b
Produce language using proper pronunciation, intonation, and
inflection.
28.C.1b
Infer meaning of cognates from context.
28.C.2a
Comprehend written classroom directions, read simple passages, infer
meaning of cognates, and recognize loan words.
28.D.1a
Copy/write words, phrases, and simple sentences.
28.D.2b
Present a simple written or oral report on familiar topics.
29.A.1
Use common forms of courtesy, greeting, and leave-takings
appropriate to the time of day and relationship.
All benchmarks from preceding sections, and also:
28.A.1a
Recognize basic language patterns.
a)
b)
c)
d)
e)
f)
g)
h)
Activities in text
p. 2-5
p. 6, 10-11
p. 8
p. 12
p. 14-17
p. 18-19
p. 7
p. 9
a)
b)
c)
d)
p. 26-37
p. 27-37
p. 34
p. 38
Spanish 1 - Grammar themes, benchmarks, and activities
Theme
Benchmarks using Illinois standards
c) Cognates
28.B.2a
d) Negatives / Expressing
Pose questions spontaneously in structured situations.
Agreement and Disagreement
28.D.2a
Write on familiar topics using appropriate grammar, punctuation, and
capitalization.
29.A.2
Demonstrate activities (e.g., games, songs and role playing)
associated with the target language.
29.E.2
Use maps, charts, digital images, graphs and other geographic
representations to describe and discuss the countries where the target
language is spoken.
1B
All benchmarks from preceding sections, and also:
a) Personality Traits
b) Adjective Agreement
28.A.2a
c) Definite Articles
Comprehend illustrated stories, audiovisual programs, or websites.
d) Indefinite Articles
28.C.2b
Decode new vocabulary using contextual clues and drawing on words
and phrases from prior lessons.
2A
All benchmarks from preceding sections, and also:
a) Subject Pronouns
b) Conjugating "-ar" verbs in
28.D.1b
present tense
Describe people, activities, and objects from school and home.
c) Ordinal Numbers
29.E.2
Use maps, charts, digital images, graphs and other
Activities in text
a)
b)
c)
d)
p. 50-59
p. 55-59
p. 60
p. 60
a) p. 82-83
b) p. 84-87
c) p. 74, 81
Spanish 1 - Grammar themes, benchmarks, and activities
Theme
Benchmarks using Illinois standards
2B
All benchmarks from preceding sections, and also:
a) "Estar" formation and uses
b) Making nouns and articles plural 28.C.1a
Recognize the written form of familiar spoken language and predict
meaning of key words in a simple story, poem or song.
28.D.2c
Present an original production using known vocabulary and
grammatical structures.
29.C.1c
Identify primary media sources (e.g., television, radio, CD/ROM
software, films, online resources
3A
All benchmarks from preceding sections, and also:
a) "-er" / "-ir" verbs in present tense
b) Using gustar / encantar with
28.D.1b
nouns
Describe people, activities, and objects from school and home.
c) Using a noun to modify another
29.D.1
noun
Recognize important people and events (e.g., special celebations) in
the history of areas where the target language is spoken.
3B
All benchmarks from preceding sections.
a) Noun and adjective agreement quantity and gender
b) ser
4A
All benchmarks from preceding sections, and also:
a) Interrogative Words
b) Ir
29.E.1
Identify and use simple geography vocabulary of the target language.
4B
All benchmarks from preceding sections.
a) Jugar
b) ir + a + infinitives
c) Accepting / Declining Invitations
d) Telling at what time an event
happens
5A
All benchmarks from preceding sections.
Activities in text
a) p. 105, 107
b) p. 110-111
a) p. 132-133
b) p. 125, 135-137
c) p. 124-131
a) p. 152-153, 156-157
b) p. 148-151, 155, 158159, 162-163
a) p. 172-178, 184
b) p. 172-177, 180-181
a) p. 198-201, 206-209,
214
b) p. 206
c) p. 202-203
d) p. 204-205
a) p. 222-229
Spanish 1 - Grammar themes, benchmarks, and activities
Theme
Benchmarks using Illinois standards
a) Tener
b) Possessive Adjectives
c) Diminutives
Activities in text
b) p. 232-233
c) p. 235
Spanish 1 Grammar themes, benchmarks, and activities
Theme
5B
a)
b)
c)
d)
e)
f)
Benchmarks using Illinois standards
Activities in text
All benchmarks from preceding sections.
a)
b)
c)
d)
e)
f)
6A
a) Comparisons
b) Superlatives
c) Stem changing Verbs (oue)
All benchmarks from preceding sections.
a) p. 272-273, 274-275,
278, 288
b) p. 280-281
c) p. 284-285
6B
a) Identifying rooms in a
house
b) Affirmative tú
commands
c) Present Progressive
All benchmarks from preceding sections.
a) p. 298, 300-302
b) p. 305, 312-313
c) p. 308-309
Tener expressions
Describing people
Ordering a meal
Ser vs Estar
Venir
Suffix ("-ísimo" / "ísima")
p. 248-249, 253
p. 248-249, 252
p. 250-251, 254-255
p. 258
p. 256
p. 255
Spanish 1 - Culture themes, benchmarks, and activities
Theme
Para Empezar
Greetings Customs / Running of
the Bulls / Cinco de Mayo /
Mayan and Aztec Hieroglyphics
1A
Spain
1B
Carribean / Huipil / Kahlo / Día
de los Muertos
2A
Mexico / Botero / Sporting Cheers
Benchmarks using Illinois standards
Activities: T = text,
WB = workbook
p. 1, 13, 15-17
29.A.1
Use common forms of courtesy, greeting, and leave-takings
appropriate to the time of day and relationship.
29.A.2
Demonstrate activities (e.g., games, songs and role playing)
associated with the target language.
29.E.2
Use maps, charts, digital images, graphs and other
geographic representations to describe and discuss the
countries where the target language is spoken.
29.B.1a
Identify one or more art forms representative of areas where
the target language is spoken.
29.B.2a
Identify sample art works and their creators associated with
areas where the target language is spoken.
29.A.3
Demonstrate selected customs, manners and traditions in
societies associated with the target language.
a) p. 24, 44-45
b) Teacher-created activities
c) p. 48, 65, 68-69
p. 72, 92, 94-95
29.E.2
Use maps, charts, digital images, graphs and other
geographic representations to describe and discuss the
countries where the target language is spoken.
2B
Central America / School in
Spanish-speaking countries
29.E.3
Describe geographical aspects of areas where the target
language is spoken.
29.A.3
p. 118-119, 106, 113-117
Spanish 1 - Culture themes, benchmarks, and activities
Theme
Benchmarks using Illinois standards
Activities: T = text,
WB = workbook
Demonstrate selected customs, manners and traditions in
societies associated with the target language
3A
South America
3B
South America / Diego Rivera /
El mercado / herbal remedies
4A
Influence of Spanish in the U.S.
Hispanic Childhood Rhymes
4B
Contributions of Hispanics in
United States
29.E.2
Use maps, charts, digital images, graphs and other
geographic representations to describe and discuss the
countries where the target language is spoken.
29.A.3
Demonstrate selected customs, manners and traditions in
societies associated with the target language
29.A.3
Demonstrate selected customs, manners and traditions in
societies associated with the target language
29.D.1
Recognize important people and events in the history of areas
where the target language is spoken.
29.E.1
Identify and use simple geography vocabulary of the target
language.
29.B.1a
Identify one or more art forms representative of areas where
the target language is spoken.
29.B.2a
Identify sample art works and their creators associated with
areas where the target language is spoken.
29.E.1
Identify and use simple geography vocabulary of the target
language.
29.A.2
Demonstrate activities associated with the target language.
29.A.3
Demonstrate selected customs, manners and traditions in
p. 142-142
p. 166-167, 146-147, 152, 160, 164
p. 182, 185-187, 192-193
p. 190
p. 182, 185-187, 192-193
p. 190
Spanish 1 - Culture themes, benchmarks, and activities
Theme
Benchmarks using Illinois standards
Famous Hispanic Athletes
5A
Hispanic festivities / Quinceañera
Theme
5B
Importance of family / meals in
the Hispanic world
6A
Hispanic performers and the
Latin Grammys
La Siesta
Flags from Spanish-speaking
countries
6B
Hispanic perspectives on
different types of housing
El patio
Activities: T = text,
WB = workbook
societies associated with the target language
29.D.1
Recognize important people and events in the history of areas
where the target language is spoken.
29.A.3
p. 220-225, 238-240
Demonstrate selected customs, manners and traditions in
societies associated with the target language
29.D.1
Recognize important people and events in the history of areas
where the target language is spoken.
Benchmarks using Illinois standards
29.A.3
Demonstrate selected customs, manners and traditions in
societies associated with the target language
29.D.1
Recognize important people and events in the history of areas
where the target language is spoken.
29.A.3
Demonstrate selected customs, manners and traditions in
societies associated with the target language
29.B.2b
Describe selected art forms of areas where the target
language is spoken using arts vocabulary from the target
language.
29.D.1
Recognize important people and events in the history of areas
where the target language is spoken.
29.A.3
Demonstrate selected customs, manners and traditions in
societies associated with the target language
29.D.1
Recognize important people and events in the history of areas
where the target language is spoken.
Activities: T = text,
WB = workbook
p. 246, 260
p. 279
p. 286
p. 282
p. 310-311, 314
p. 303, 306
NETS
1. Basic operations and concepts:

Students demonstrate a sound understanding of the nature and operation of
technology systems.

Students are proficient in the use of technology.
2. Social, ethical, and human issues:
 Students understand the ethical, cultural, and societal issues related to technology.

Students practice responsible use of technology systems, information, and software.

Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
3. Technology Productivity Tools:

Students use technology tools to enhance learning, increase productivity, and
promote creativity.

Students use productivity tools to collaborate in constructing technology enhanced
models, preparing publications, and producing other creative works.
Activities: AP = audio program; VP = video program; CD
ROM; IN = internet activities
IN
CD ROM; IN
AP; VP; CD ROM; IN
4. Technology communications tools:
Student-created videos; IN
 Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
 Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
5. Technology research tools:
IN

Students use technology to locate, evaluate, and collect information from a variety of
sources.

Students use technology tools to process data and report results.
 Students evaluate and select new information resources and technological innovations
based on the appropriateness to specific tasks.
6. Technology problem-solving and decision-making tools:

Students use technology resources for solving problems and making informed
decisions.

Students employ technology in the development of strategies for solving problems in
the real world.
IN
Spanish 1: CURRICULUM
KEY: RL=Realidades Text WB=Realidades (cuaderno/workbook) LL= Language Lab
CWB=audio program in Communications Workbook
AUD/RL=audio program in text
1st Quarter/Spanish 1/PE to 1B
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
RL
VGWB
TECHNOLOGY
CWB
TECHNOLOGY
(AUD/RL/LL)
Para Empezar – En la escuela
Greetings &
Salutations
Greetings
2-5
1,2,3,8
1,
3, 4, 5
Numbers 0-100
Numbers (0-100)
7
4,10
1, 4
7
Telling Time
Telling time
8
5
1
8
2
6, 10
Para Empezar – En la clase
Classroom Objects
and Useful Phrases
Classroom directions
6,
10-11
11,12,
14,15,16
Alphabet
Alphabet
12
9,17,18,23,24
Days of
Week/Months
Calendar
14-17
13
3,5
14
19,20,21,22
6
18-19
12
Para Empezar – El tiempo
Weather Terms
Weather
18, 19
Culture
Greetings Customs/Running of Bulls/Cinco de
Mayo/Mayan and Aztec Hieroglyphics/Seasons
1, 13, 15-17
1A
Likes and Dislikes
26-37
Infinitives and infinitives with Gustar
27-37
Cognates
Negatives / Expressing Agreement & Disagreement
34
38
Body Parts
Spain
9
24,
44-45
Personality Traits
50-59
Definite Articles
Indefinite Articles
Adjective Placement and Agreement
Definite Articles
Indefinite Articles
55-59
60
60
Culture
Caribbean/Huipil/Kahlo
48, 65,
68-69
Culture Project
El Día de los Muertos
Activities/Pastimes
Saying what you like
to do
Body Parts (P.E.)
Culture
35,37,
39
29-34
34,35,
36
6
8-17
26-29, 33
8-17
27-29, 33
4
9
18-28
50-53,
1B
Adjectives /
Describing People
39,40,4143,44,45
47,48,50
49
49
60
Spanish 1: CURRICULUM
KEY: RL=Realidades Text WB=Realidades (cuaderno/workbook) LL= Language Lab
CWB=audio program in Communications Workbook
AUD/RL=audio program in text
2nd Quarter/Spanish 1/2A-3A
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
RL
VGWB
Subject Pronouns
Conjugating "-ar" verbs in present tense
Ordinal Numbers
82, 83
84-87
74, 81
76-80
63,64
65,66
61,62
53-60
TECHNOLOGY
CWB
TECHNOLOGY
(AUD /RL/LL)
37
86
74
76-77
2A
Subject Pronouns
Ordinal Numbers
School Vocabulary
Culture
Mexico / Botero / Sporting Cheers
29-36
38
72, 92,
94, 95
2B
Estar, Prepositions /
Location Words
"Estar" formation and uses
105, 107
77,78
Making nouns and articles plural
110, 111
100 to 104, 112
79,80
69-76
Classroom
Vocabulary
Culture
Central America
School in Spanish-speaking countries
118, 119
106,113,
114-117
39-48
111
100-103
3A
"-er" / "-ir" verb
endings
Saying you like /
love something
Food /Beverages
"-er" / "-ir" verbs in present tense
132, 133
93,94
57
Using gustar / encantar with nouns
95,96
59
125
Using a noun to modify another noun (using de)
125,
135-137
124-131
83-92
49-56
124, 126-127, 128
Culture
South America
142, 143
REVIEW FOR THE FINAL/CRT
Spanish 1: CURRICULUM SEMESTER 2
KEY: RL=Realidades Text WB=Realidades (cuaderno/workbook) LL= Language Lab
CWB=audio program in Communications Workbook
AUD/RL=audio program in text
3rd Quarter/Spanish 1 (Second Semester) 3B-5A
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
RL
VGWB
TECHNOLOGY
CWB
Describing Food
Noun and adjective agreement – quantity and
gender
152, 153,
156, 157
99-109,
110
60-65,
68, 69
66, 67
Health
Ser
148-151
155, 158, 159,
162, 163
111, 112
Culture
South America
Diego Rivera
El mercado/herbal remedies
166, 167
146
146, 147, 152, 160,
164
TECHNOLOGY
(AUD /RL/LL)
3B
148-151, 158
4A
Leisure activities
Interrogative words
172-178, 184
Places
Ir
172 to 177,
180, 181
Culture
Influence of Spanish in the U.S.
182,
185-187, 192, 193
190
Hispanic childhood rhymes
115-124
127-129
125, 126
143, 144
71-78
133-142
145, 146
79-87
172-175
172-175
4B
Sports/Leisure
Jugar
Feelings
ir + a + infinitive
Accepting/Declining invitations
Telling at what time an event happens
198-201, 206209, 214
206
202, 203
204, 205
Culture
Contributions of Hispanics in the United States
196, 212, 213
Famous Hispanic athletes
216, 217
Videomisterio
198-201,
206
203
¿Eres tú María? Episode 1 & 2
5A
Family
Tener
222-229
Pets
Celebrations
Possessive Adjectives
Diminutives (using ito, ita)
232, 233
235
Culture
Hispanic festivities/quinceañera
220-225, 238-240
Videomisterio
¿Eres tú María? Episode 3 & 4
149-158
159, 160
161, 162
88-98
222-225
235
220-225
Spanish 1: CURRICULUM
KEY: RL=Realidades Text WB=Realidades (cuaderno/workbook) LL= Language Lab
CWB=audio program in Communications Workbook
AUD/RL=audio program in text
4th Quarter/Spanish 1 (Second semester)/5B-6B
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
RL
VGWB
TECHNOLOGY
CWB
TECHNOLOGY
(AUD /RL/LL)
Tener expressions
Describing people
Ordering a meal
Ser vs Estar
248-249, 253
248-249, 252
250-251, 254-255
258,
165-174
248-249
248-249, 252
250-251
Venir
Suffix (ísimo, ísima)
256
255
175, 176
99, 100
105, 108
101, 102
103, 104, 107,
108
106, 108
Culture
Importance of family/meals in the Hispanic world
246, 260, 264
Videomisterio
¿Eres tú María? Episodes 5 & 6
Reader – Pobre Ana
Culture
Mexico/studying abroad
5B
People
Physical traits
Restaurant
177, 178
6A
Bedroom furniture
Comparisons
272-273, 274275, 278, 288
181-190
191
Electronic
Equipment
Colors
Superlatives
280, 281
192
Stem changing verbs (O-UE)
273, 282
284, 285
Hispanic performers and the Latin Grammys
La siesta
279
286
Spanish flags
282
Culture
Videomisterio
108-116
118, 119
117
272-273, 274-275,
278
273
284
193, 194
¿Eres tú María? Episodes 7 & 8
6B
Rooms of the house
Identifying rooms in a house
Chores
Affirmative tú commands
Present progressive
Culture
Videomisterio
Hispanic perspectives on different types of housing
El patio
¿Eres tú María? Episodes 9 & 10
298,
300-302
305, 312, 313
308-309
310-311, 314
303, 306
197-206
120-127
207, 208
129
209, 210
128
298-299, 300-302
308-309
REVIEW FOR THE FINAL/CRT