Prepared on a cooperative effort by:
Stanton Community Schools
Administrated by:
Michael J. Sieh, Superintendent, Stanton Community Schools
Table of Contents
ACKNOWLEDGEMENTS ......................................................................................................................... 3 DISTRICT MISSION STATEMENT......................................................................................................... 4 GOALS .......................................................................................................................................................... 4 SPANISH MISSION STATEMENT........................................................................................................... 4 SPANISH CURRICULUM GUIDES ......................................................................................................... 5 SEVENTH GRADE SPANISH CURRICULUM................................................................................................. 5 EIGHTH GRADE SPANISH CURRICULUM ................................................................................................... 6 SPANISH I CURRICULUM............................................................................................................................ 8 SPANISH II CURRICULUM ........................................................................................................................ 11 SPANISH III CURRICULUM ...................................................................................................................... 14 Spanish 2013
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Acknowledgements
Secondary
Hirschman, Melora .........................................................................................................................Stanton
Jessen, Meredith .............................................................................................................................Stanton
Paxton, Teresa ................................................................................................................................Stanton
Administrators
Cunningham, David .......................................................................................................................Stanton
McKeon, Mary ...............................................................................................................................Stanton
Sieh, Michael..................................................................................................................................Stanton
The Stanton Community Schools would like to thank all of the teachers, counselors, and administrators
for the commitment, dedication, and the outstanding effort that was put forth by the individuals who are
listed on this page. Without the teachers, who are the experts in their curriculum field, this process would
be impossible.
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District Mission Statement
The Stanton Community Schools exist to create, foster and provide a positive
learning environment in which all students can become responsible and productive
citizens of the United States of America through academic, physical, social, vocational
and emotional growth.
Goals
The students will:
1. Participate in a 21st century learning pedagogy by
a. Meeting or exceeding learning standards in the core curricular areas of
Language Arts, Mathematics, Science and Social Science.
b. Acquiring lifelong learning skills such as self-direction, adaptability, and
higher-order thinking/problem solving. Also included in these learning skills
are researching information & reporting results, developing inter-personal &
cross cultural relationships, and utilizing the student’s curiosity & creativity.
c. Utilizing learning technologies to explore & investigate concepts; access,
manage, analyze, & synthesize information; and communicate & produce
quality products.
2. Be prepared to compete in a global society following graduation.
3. Develop respect and a positive attitude for themselves and others.
4. Assume civic responsibility as a member of a family, community, nation, and world.
5. Appreciate the arts.
6. Be provided with vocational and technological skills.
7. Have the knowledge and skills needed to maintain healthy and fit bodies throughout
their lives.
8. Be provided an environment that stimulates emotional growth.
9. Develop effective work ethics.
Spanish Mission Statement
LS Curriculum Developers believe every student can be successful at communicating in
the target language, gaining knowledge and understanding of Hispanic cultures, and
developing insight into their own language and culture.
Spanish 2013
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Spanish Curriculum Guides
Seventh Grade Spanish Curriculum
Purpose Statement: Seventh grade students will communicate in oral and written
Spanish, gain knowledge of Hispanic culture, and identify
differences between Hispanic and English cultures.
Focus:
School, Sports, Sustained Conversation, Verbs, Geography of
Mexico
Outcome SPAN.7.1: Students will be able to recite and pronounce vocabulary.
SPAN.7.1.1
SPAN.7.1.2
SPAN.7.1.3
SPAN.7.1.4
State subjects as they are found in the 7th grade class schedule.
State items that are found in 7th grade sport-related activities.
Name land formations that are found in Mexico.
Communicate areas found within a school building.
Outcome SPAN.7.2: Students will communicate in oral and written Spanish.
SPAN.7.2.1
SPAN.7.2.2
SPAN.7.2.3
SPAN.7.2.4
SPAN.7.2.5
Express time on a clock.
Construct sentences using the progressive tense of –AR verbs.
Construct sentences using “tener.”
Construct sentences using “venir.”
Compare and contrast the uses of “ser” versus “estar.”
Outcome SPAN.7.3: Students will gain knowledge of Hispanic culture.
SPAN.7.3.1
SPAN.7.3.2
SPAN.7.3.3
SPAN.7.3.4
Spanish 2013
Describe the division of Mexican land into states.
Characterize climates of Mexico.
Collect tourist information of Mexico.
Construct an itinerary that would be needed for trip to Mexico.
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Eighth Grade Spanish Curriculum
Purpose Statement: Eighth grade students will communicate in oral and written
Spanish, and report knowledge of ancient Hispanic culture.
Focus:
Introductions, Basic Conversation, Asking and Responding to
Questions to Express Feelings and Emotions, Conjugation of the
Verbs “ser” and “estar”, Adjective Agreement, Ancient
Civilizations of Mexico
Outcome SPAN.8.1: Students will model proper pronunciation of Spanish vocabulary.
SPAN.8.1.1
SPAN.8.1.2
SPAN.8.1.3
SPAN.8.1.4
Recite and reinforce the Spanish alphabet.
Recite and reinforce syllable chant of all possible CV
(Consonant/Vowel) syllables and vocabulary.
Separate Spanish words into syllables.
Compose proper pronunciation of Spanish vocabulary.
Outcome SPAN.8.2: Students will create and present a report or presentation about
ancient Mexican civilizations.
SPAN.8.2.1
SPAN.8.2.2
SPAN.8.2.3
SPAN.8.2.4
SPAN.8.2.5
SPAN.8.2.6
SPAN.8.2.7
Identify key ruins of ancient Aztec and Mayan civilizations and
discuss the importance of each site.
Compare and contrast daily life of ancient Aztec and Mayan
civilizations.
Compare and contrast the Mayan math system with the American
math system.
Examine religious beliefs and traditions of ancient Aztec and
Mayan civilizations.
Create an Aztec art project replicating Aztec artifacts.
Interpret Mayan syllables and design their name in Mayan
hieroglyphics.
Perform the outcome.
Outcome SPAN.8.3: Students will compare and contrast Spanish grammar to English
grammar.
SPAN.8.3.1
SPAN.8.3.2
SPAN.8.3.3
SPAN.8.3.4
SPAN.8.3.5
Spanish 2013
Identify Spanish words as nouns, verbs, or adjectives.
Choose Spanish masculine or feminine adjectives to illustrate
knowledge of noun-adjective agreement.
Conjugate the singular forms of the verbs “ser” and “estar”.
Apply proper noun-verb placement in Spanish sentences.
Differentiate between Spanish masculine and feminine nouns.
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Outcome SPAN.8.4: Students will generate oral and written conversations in Spanish.
SPAN.8.4.1
SPAN.8.4.2
SPAN.8.4.3
SPAN.8.4.4
Spanish 2013
Produce basic conversational greetings and interpret proper
Spanish replies.
Generate polite conversations in Spanish at an introductory level.
Role play conversations in Spanish by discussing emotions and
personalities.
Compose simple sentences in Spanish using adjectives that agree
with the noun or subject.
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Spanish I Curriculum
Purpose Statement: Spanish I students will communicate in basic oral and written
Spanish, and identify differences between Hispanic and English
cultures.
Focus:
Regular and Irregular Present Tense “-ar”, “-er” and “-ir” Verbs,
School, Sports, Family, Housing, Basic Introductory
Conversations, Food, Día de los Muertos, Spanish Culture and
Tradition, and Basic Grammar Structure
Outcome SPAN.I.1: Students will construct greetings and goodbyes using proper
Spanish conversation.
SPAN.I.1.1
SPAN.I.1.2
SPAN.I.1.3
SPAN.I.1.4
SPAN.I.1.5
SPAN.I.1.6
SPAN.I.1.7
Ask someone’s name and say their own name.
Inquire how someone is and state how they are.
Identify subjects, verbs, and subject pronouns.
Relate the time, the date, and the day using numbers 0-31.
Conduct an introduction of people and state where they are from.
Conjugate the verb “ser” into five forms.
Produce sentences with correct punctuation marks and written
accents.
Outcome SPAN.I.2: Students will generate conversations about physical descriptions.
Students will design dialogues sharing likes and dislikes.
SPAN.I.2.1
SPAN.I.2.2
SPAN.I.2.3
SPAN.I.2.4
SPAN.I.2.5
SPAN.I.2.6
Spanish 2013
Describe people’s personalities and physical attributes.
Choose proper form of the definite articles, and apply them to
nouns.
Use the singular or plural form of the verb “gustar” to express likes
and dislikes of personally chosen items.
Classify adjectives by both gender and number.
Differentiate among meanings and use of “de”.
Point out someone’s age and birthday.
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Outcome SPAN.I.3: Students will engage in conversation, and exchange information
and opinions regarding daily events.
SPAN.I.3.1
SPAN.I.3.2
SPAN.I.3.3
SPAN.I.3.4
SPAN.I.3.5
SPAN.I.3.6
Give examples of what daily activities they want to do using
proper conjugation of the verb “querer”.
Express various weather conditions using the verb “hacer”.
Construct complete phrases using proper conjugation form of the
verbs “jugar” and “ir”.
Illustrate everyday activities by conjugating regular “-ar” verbs.
Compare with others what they like to do.
Adapt subject pronouns to agree with placement depending on how
they are being used in the sentence.
Outcome SPAN.I.4: Students will generate conversations about school concentrating on
different verb usage.
SPAN.I.4.1
SPAN.I.4.2
SPAN.I.4.3
SPAN.I.4.4
SPAN.I.4.5
SPAN.I.4.6
SPAN.I.4.7
SPAN.I.4.8
Give examples of school items they have and what they need using
proper conjugation of the verb “tener”.
Report about class activities and courses.
Choose proper form of the indefinite articles, and apply them to
nouns.
Apply proper conjugation of the verb “tener” and its usage.
Properly conjugate regular “-er” and “-ir” verbs.
Properly conjugate irregular verbs “venir”, “hacer”, “poner”,
“traer”, “salir”, “saber”, and “ver”.
Converse about plans to attend school events.
Role play an invitation scenario using “ir a” plus infinitive
structure.
Outcome SPAN.1.5: Students will relate family members, housing accommodations,
and chores while using proper irregular verb conjugation.
SPAN.I.5.1
SPAN.I.5.2
SPAN.I.5.3
SPAN.I.5.4
SPAN.I.5.5
SPAN.I.5.6
SPAN.I.5.7
Spanish 2013
Describe people in family relationships.
Demonstrate proper usage of possessive adjectives by both gender
and number.
Generate a conversation using household locations, chores, and
items.
Compose sentences that use “no”, “nunca”, “tampoco”, “nadie”,
“nada”, and other similar negation.
Conjugate verbs that are stem-changing “o”  “ue” and “e” 
“ie”.
Combine proper conjugation of the verb “estar” with prepositions
to describe locations of objects.
Compose sentences using proper form of the verbs “tocar” and
“parecer”.
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Outcome SPAN.I.6: Students will generate conversations about food that utilizes meal
time vocabulary.
SPAN.I.6.1
SPAN.I.6.2
SPAN.I.6.3
SPAN.I.6.4
SPAN.I.6.5
SPAN.I.6.6
SPAN.I.6.7
Describe the taste and temperature of different types of food.
Categorize food into traditional meals and food groups.
Select direct objects in sentences and replace each with the proper
direct object pronoun.
Role play conversations to request food items and tableware while
dining out.
Construct sentences that tell others what to do using informal
commands.
Conjugate verbs that are stem-changing “e”  “i”.
Compare and contrast use of the verbs “ser” and “estar”.
Outcome SPAN.I.7: Students will summarize contributions of Spanish-speaking
countries as they make connections with geography, art,
architecture, food, and celebrations.
SPAN.I.7.1
SPAN.I.7.2
SPAN.I.7.3
SPAN.I.7.4
SPAN.I.7.5
SPAN.I.7.6
Spanish 2013
Explain the Mexican celebration of Día de los Muertos.
Discuss a current event from a Spanish-speaking country.
Design a passport highlighting Spanish-speaking countries.
Create and present a project demonstrating knowledge of Día de
los Muertos.
Evaluate the origins of the Día de los Muertos traditions of Spanish
culture and Aztec culture.
Compare and contrast traditions of Día de los Muertos to Memorial
Day.
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Spanish II Curriculum
Purpose Statement: Spanish II students will communicate in intermediate oral and
written Spanish, and identify differences between Hispanic and
English cultures.
Focus:
Regular and Irregular Preterite Tense “-ar”, “-er”, and “-ir” Verbs,
Formal and Informal Commands, Present Progressive, Body Parts,
Injuries, Indirect Object Pronouns, Reflexive Verbs, Hobbies,
Around the Town, Professions, Housing, Quinceañeras, Spanish
Culture and Tradition, Intermediate Grammar Structure
Outcome SPAN.II.1: Students will demonstrate previous knowledge in a conversational
setting by describing friends and family members.
SPAN.II.1.1
SPAN.II.1.2
SPAN.II.1.3
SPAN.II.1.4
SPAN.II.1.5
SPAN.II.1.6
Ask about people, routines, and activities.
Select an appropriate “tener” idiom for common expressions.
Converse using knowledge of Spanish I vocabulary.
Construct sentences using verbs with reflexive pronouns.
Apply the present participle verb to the correct form of “estar” to
say what is happening now.
Apply knowledge of grammar rules learned at the Spanish I level
to the Spanish II level.
Outcome SPAN.II.2: Students will generate conversations using vocabulary about
professions, commands, indirect object pronouns, and verbs
“saber”, “conocer”, “dar”, and “decir”.
SPAN.II.2.1
SPAN.II.2.2
SPAN.II.2.3
SPAN.II.2.4
SPAN.II.2.5
SPAN.II.2.6
SPAN.II.2.7
Spanish 2013
Indentify indirect objects in sentences and replace with appropriate
indirect object pronouns.
Choose appropriate vocabulary to describe rooms in a house.
Construct sentences applying “dar” and “decir” while tying in
indirect object pronouns.
Design a poster illustrating a profession and the vocabulary
associated with it.
Formulate conversations that give, and respond to, instructions and
commands.
Conjugate regular preterite tense of “-ar”, “-er”, and “-ir” verbs.
Compare and contrast usage of the verbs “saber” and “conocer”.
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Outcome SPAN.II.3: Students will engage in conversation and exchange information
regarding directions around town.
SPAN.II.3.1
SPAN.II.3.2
SPAN.II.3.3
SPAN.II.3.4
SPAN.II.3.5
SPAN.II.3.6
Ask for and give information pertaining to town activities.
Ask for and give directions within a town.
Apply preterite verb usage to shopping experiences.
Design a poster that illustrates the personal and passive use of “se”.
Conjugate irregular preterite verbs “andar”, “tener”, “venir”, “dar”,
and “ver” as well as verbs ending in “-car”, “-gar”, “-zar”, and the
verb “conocer”.
Use formal commands to give a series of directions.
Outcome SPAN.II.4: Student will compose a short essay describing a prior injury and
events leading up to it.
SPAN.II.4.1
SPAN.II.4.2
SPAN.II.4.3
SPAN.II.4.4
SPAN.II.4.5
SPAN.II.4.6
Identify parts of the body, and ailments that are associated with
them.
Apply appropriate emotional actions to various competitive
events.
Conjugate preterite verbs “caerse”, “ponerse”, “decir”, “ser”,
“estar”, and stem-changing “-ir” verbs.
Develop a sentence using a past participle.
Evaluate the different grammar structure when using reflexive
pronouns and direct objects in a Spanish sentence.
Perform the outcome.
Outcome SPAN.II.5: Students will converse about daily and routine activities.
SPAN.II.5.1
SPAN.II.5.2
SPAN.II.5.3
SPAN.II.5.4
SPAN.II.5.5
SPAN.II.5.6
Spanish 2013
Express interest and disinterest in hobbies.
Establish time lines and talk about how long something has been
going on. Use “hace” plus time expressions.
Relate how possessive pronouns agree with the nouns they refer to.
Differentiate between usage of “pero” and “sino”.
Conjugate preterite verbs “poder” and “traer”.
Create expressions to tell someone to hurry.
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Outcome SPAN.II.6: Students will summarize contributions of Spanish-speaking
countries as they make connections with geography, history,
nature, fine arts, sports, architecture, food, and celebrations.
SPAN.II.6.1
SPAN.II.6.2
SPAN.II.6.3
SPAN.II.6.4
SPAN.II.6.5
Spanish 2013
Explain the Mexican celebration of the Quinceañera.
Discuss a current event from a Spanish-speaking country.
Design a passport highlighting Spanish-speaking countries.
Create and present a project demonstrating knowledge of the
Quinceañera.
Compare and contrast the Quinceañera tradition with “Sweet
Sixteen Celebrations”.
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Spanish III Curriculum
Purpose Statement: Spanish III students will communicate in oral and written Spanish,
gain knowledge of Hispanic culture, and analyze Hispanic
contributions to literature.
Focus:
Hygiene, Imperfect Verb Tense, Preterite Verb Tense, Cervantes
Outcome SPAN.III.1: Students will be able to recite and pronounce vocabulary.
SPAN.III.1.1
SPAN.III.1.2
SPAN.III.1.3
SPAN.III.1.4
Review reflexive verbs.
Recite vocabulary regarding grooming and hygiene.
Compare and contrast reflexive verbs and “gustar” verbs.
Compare and contrast imperfect verbs and preterite verbs.
Outcome SPAN.III.2: Students will engage in oral and written communication.
SPAN.III.2.1 Construct sentences using imperfect verb tense.
SPAN.III.2.2 Produce written work about an event in the past.
SPAN.III.2.3 Perform a skit on a visit to the doctor’s office.
Outcome SPAN.III.3: Students will gain knowledge of Hispanic culture.
SPAN.III.3.1 Identify key roles of Cervantes in Spanish literature.
SPAN.III.3.2 Produce an itinerary for a mock trip to a Spanish speaking country.
SPAN.III.3.3 Analyze writings of Cervantes.
Spanish 2013
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