Grade 4 Spanish Curriculum:
1
North Arlington Public Schools Curriculum Guide
Content Area: World Language - Spanish
Course Title: Spanish
Grade Level: 4
Unit 1: Greetings, Feelings & Numbers (0-40)
9 Weeks
Unit 2: Professions and Community
9 Weeks
Unit 3: Food
9 Weeks
Unit 4: Sports and Adjectives
9 Weeks
Note: Units are 9 weeks in length because students meet once per week for the entire school year.
Therefore, 9 weeks actually represents 9 sessions with periodic verbal participation grades, as well as
individual and group assessments. This curriculum document also reflects the addition of projects and
presentations.
Board Approved on:
August 29, 2012
2
Unit 1
Content Area – World Language - Spanish
Unit Title – Greetings, Feelings and Numbers (0-40)
Target Course/Grade Level – Spanish: Grade 4
Unit Summary/Rationale – During this unit students will be re-introduced to greetings and expressions in
the target language. It is important for the students to learn how to greet people because greetings open the
door to communication. The students will also review and learn numbers 0-40, as numbers are an essential
part of everyday life.
In addition the students will discuss the Hispanic Heritage Month, the Day of the Dead, Christopher
Columbus Day and La Navidad (Christmas.)
Interdisciplinary Connections – The Spanish lessons involve academic subjects such as: Language Art,
Math, Science, Art, Social Studies, Music, Computers and Geography.
Technology Integration – Lap top computer, overhead projector, smart board, Internet sites, DVD’s, CD’s,
Power Point and visual aids.
21st Century Themes –
Global Awareness, Civic Literacy, Health
Literacy,
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills.
Learning Targets
Standard(s) – 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.
Cultural - Observing and participating in culturally authentic activities contribute to familiarization with
cultural products and practices. (Topics and activities that assist in the development of this understanding
should include, but are not limited to: authentic celebrations, songs, and dances.)
Strand(s) – A: Interpretive Mode
Proficiency Level- Novice Mid
Content Statement(s) – The Novice-Low language learner understands and communicates at the word
level and can independently identify and recognize memorized words and phrases that bring meaning to
text. They can respond to learned questions, ask memorized questions, state needs and preferences, and
describe people, places, and things.
Cumulative Progress Indicator(s) (CPI)
7.1. NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic
3
materials using electronic information sources related to targeted themes.
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
7.1. NM.A.3 – Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1. NM.A.4 – Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1. NM.A.5 – Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Reading Standards for Literacy: ACTFL guidelines: Reading - Intermediate – Intermediate - Low
Able to understand main ideas and/or some facts from the simplest connected texts dealing with basic
personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal
structure, for example, chronological sequencing. They impart basic information about which the reader
has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge.
Examples include messages with social purposes and information for the widest possible audience, such as
public announcements and short, straightforward instructions dealing with public life. Some
misunderstandings will occur.
Writing Standards for Literacy: Writing--Intermediate
Intermediate-Low
Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple
notes, such as telephone messages. Can create statements or questions within the scope of limited language
experience. Material produced consists of recombination of learned vocabulary and structures into simple
sentences on very familiar topics.
Unit Essential Questions
 How do greetings in Spanish differ from
greetings in English and what are the benefits
of being able to communicate in another
language?
 How do you express how you are feeling?
 Is Columbus Day celebrated around the world?
 How is the Day of the Dead similar to
Halloween?
 What are the differences and similarities
between Christmas and La Navidad?
Unit Enduring Understandings
 There is a specific way to greet people in Spanish
using culturally authentic expressions and
vocabulary.
 Communicating in at least one other language helps
to gain knowledge of other cultures.
 In today’s multi-culture society Spanish is a very
useful language to communicate in a global society.
 Understanding other cultures creates culture
sensitivity and acceptance.
 El Dia de los Muertos or the Day of the Dead is a
holiday, celebrated in Mexico and other Latin
countries.
 The cultural traditions of involved in celebrating El
Día de los muertos help people to become
comfortable with death.
4
Terminology: Hola, buenos días, buenas tardes, buenas noches ¿como te estás?,¿cómo te va?, ¿cómo te
sientes?, muy bien, excelente, mal, así-así, hasta luego, hasta mañana, hasta pronto, nos vemos, que te vaya
bien, cuídate, veinte y siete, veinte y ocho, veinte y nueve, treinta y tres, treinta y cinco, treinta y ocho,
treinta y nueve, cuarenta etc.
Goals/Objectives
Students will be able to Pronounce some basic
greetings and farewell
expressions.
Review and use greetings
vocabulary.
Use and pronounce
numbers 0-40.
Review and use umbers
vocabulary.
Learning Activities/Instructional Strategies
Singing the Spanish song “Buenos Días.”
Review some basic greeting and farewell
expressions illustrating with flashcards.
Review of vocabulary
learned during class.
Cut and glue greeting expressions flashcards.
Group and Individual
practice.
Counting numbers in Spanish 0-40.
Review of new vocabulary.
Adding numbers and solving basic problems in
Spanish.
Quiz.
Add and solve some basic
math problems in
Spanish.
Play Sink or Swing game to reinforce
vocabulary.
Learn how many
countries are in South
America.
Share with the class what they know about
Christopher Columbus.
Appreciate the value of
Hispanic Heritage Month.
Complete a handout making the three ships and
writing some facts about Columbus Day.
Talk about the Day of the
Dead.
Evidence of Learning
(Formative & Summative)
Watch a video clip and explain the Hispanic
Heritage Month.
Review La Navidad
(Christmas.)
Singing of the Adiós Song.
5
Informal teachers’
observation and students’
participation.
Diverse Learners (ELL, Special Ed, Gifted & Talented) - Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Useful teacher’s resources for elementary Spanish teachers such as: Discovery Learning,
www.nnell.org, www.actfl.org etc., PowerPoint Presentations, Transparencies, Handouts, movies, etc.
6
Unit 2
Content Area – World Language
Unit Title – Professions and Community
Target Course/Grade Level – Spanish: Grade 4
Unit Summary/Rationale – During this unit student will be introduced to professions and community
vocabulary in the target language. Students will learn how to talk about their communities and different
professions and character traits of those in the profession. They will share their parents’ professions with the
class.
In additions students will recall the Spanish speaking countries from the Caribbean and review some fun
facts about them. They will also discuss Presidents’ Day and Valentines’ Day.
Interdisciplinary Connections – The Spanish lessons involve academic subjects such as: Language Arts,
Math, Science, Art, Social Studies, Music, Computers and Geography.
Technology Integration – Lap top computer, overhead projector, smart board, Internet sites, DVD’s, CD’s,
Power Point and visual aids.
21st Century Skills –
21st Century Themes –
Global Awareness, Civic Literacy, Health
Creativity/Innovation, Critical Thinking/Problem Solving,
Literacy.
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills.
Learning Targets
Standard(s) – 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.
Cultural - Observing and participating in culturally authentic activities contribute to familiarization with
cultural products and practices. (Topics and activities that assist in the development of this understanding
should include, but are not limited to: authentic celebrations, songs, and dances.)
Strand(s) – A: Interpretive Mode
Proficiency Level- Novice Mid
Content Statement(s) – The Novice-Low language learner understands and communicates at the word
level and can independently identify and recognize memorized words and phrases that bring meaning to
text. They can respond to learned questions, ask memorized questions, state needs and preferences, and
describe people, places, and things.
Cumulative Progress Indicator(s) (CPI)
7.1. NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
7.1. NM.A.3 – Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1. NM.A.4 – Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1. NM.A.5 – Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Reading Standards for Literacy: ACTFL guidelines: Reading - Intermediate – Intermediate - Low
Able to understand main ideas and/or some facts from the simplest connected texts dealing with basic
personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal
structure, for example, chronological sequencing. They impart basic information about which the reader
has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge.
Examples include messages with social purposes and information for the widest possible audience, such as
public announcements and short, straightforward instructions dealing with public life. Some
misunderstandings will occur.
Writing Standards for Literacy: Writing--Intermediate
Intermediate-Low
Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple
notes, such as telephone messages. Can create statements or questions within the scope of limited language
experience. Material produced consists of recombination of learned vocabulary and structures into simple
sentences on very familiar topics.
Unit Essential Questions
 What is a community, why is it important and
what does it mean to be a member of a
community?
 What do I want to be when I grow up?
 How can I be successful in my profession?
Unit Enduring Understandings
 I have a very important role in my community.
 Community has two meanings: It is a group of
people who come together for a common purpose. It
is also a group of people living together in a
particular place.
 I have different options for my profession and I can
use my skills and best qualities in order to find a
good job.
Terminology:
Profesiones: Maestro, maestro, cajero, cajera, abogado, abogada, policía, bombero, jugador de fútbol,
jugador de béisbol, cantante, doctor, doctora, cura, pintor, astronauta, enfermero, enfermera, veterinario,
veterinaria etc.
Comunidad: Departamento de bomberos, departamento de policía, escuela, iglesia, casa, biblioteca, la corte,
restaurante, supermercado, etc.
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Goals/Objectives
Students will be able to Pronounce some basic
greetings and farewell
expressions
Define community and
neighborhood.
Recall places in the
community.
Recall, pronounce, and
use professions
vocabulary.
Recognize that
communities form when
people work together for
a common purpose.
Learning Activities/Instructional Strategies
Singing the Spanish song “Hola ¿cómo estás?”
Review vocabulary by illustrating with
flashcards.
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Group and Individual
practice.
Cut and glue pictures in flashcards
Complete a handout by writing the words in
Spanish.
Informal teachers’
observation and students’
participation.
Play Bingo game to reinforce vocabulary.
Quiz.
Reviewing professions and community
vocabulary by showing a Power Point
Presentation.
Unit test on professions and
community.
Share places students usually go on weekends.
List places that help or
give service in the
community.
Recall and share what professions their parent
perform.
Match a profession with a
community building.
Play Sink or Swing game in order to reinforce
vocabulary.
Locate Cuba, Puerto Rico
and Dominican Republic
on the map.
Books and magazine pictures to explore
famous Hispanic Artists.
Discuss President’s Day.
Complete a study guide before test.
Talk about Valentine’s
Day
Singing of the Adiós Song.
9
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Useful teacher’s resources for elementary Spanish teachers such as: Discovery Learning,
www.nnell.org, www.actfl.org etc., PowerPoint Presentations, Transparencies, Handouts, movies, etc.
10
Unit 3
Content Area – World Language
Unit Title – Food
Target Course/Grade Level – Spanish: Grade 4
Unit Summary/Rationale – During this unit students will be introduced to food vocabulary in the target
language. Students will be able to talk about food preferences and Hispanic food. One of the major
activities includes a cultural menu that students will create and present to the class. It is also important for
them to know about the culture of the native speakers and this unit gives students opportunities to reflect on
what makes people and cultures unique.
Interdisciplinary Connections – The Spanish lessons involve academic subjects such as: Language Arts,
Math, Science, Art, Social Studies, Music, Computers and Geography.
Technology Integration – Lap top computer, overhead projector, smart board, Internet sites, DVD’s, CD’s,
Power Point and visual aids.
21st Century Themes –
Global Awareness, Civic Literacy, Health
Literacy,
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills.
Learning Targets
Standard(s) – 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.
Cultural - Observing and participating in culturally authentic activities contribute to familiarization with
cultural products and practices. (Topics and activities that assist in the development of this understanding
should include, but are not limited to: authentic celebrations, songs, and dances.)
Strand(s) – A: Interpretive Mode
Proficiency Level- Novice Mid
Content Statement(s) – The Novice-Low language learner understands and communicates at the word
level and can independently identify and recognize memorized words and phrases that bring meaning to
text. They can respond to learned questions, ask memorized questions, state needs and preferences, and
describe people, places, and things.
Cumulative Progress Indicator(s) (CPI)
11
7.1. NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
7.1. NM.A.3 – Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1. NM.A.4 – Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1. NM.A.5 – Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Reading Standards for Literacy: ACTFL guidelines: Reading - Intermediate – Intermediate - Low
Able to understand main ideas and/or some facts from the simplest connected texts dealing with basic
personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal
structure, for example, chronological sequencing. They impart basic information about which the reader
has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge.
Examples include messages with social purposes and information for the widest possible audience, such as
public announcements and short, straightforward instructions dealing with public life. Some
misunderstandings will occur.
Writing Standards for Literacy: Writing--Intermediate
Intermediate-Low
Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple
notes, such as telephone messages. Can create statements or questions within the scope of limited language
experience. Material produced consists of recombination of learned vocabulary and structures into simple
sentences on very familiar topics.
Unit Essential Questions
 How do you order food in Spanish?
 What are the similarities and differences
between Hispanic food and American food?
 What foods are popular in various Spanishspeaking countries?
 How many meals do people need to eat every
day?
 What is the most important meal of the day?
Unit Enduring Understandings
 Understanding other cultures creates cultural
sensitivity and acceptance.
 Food as an integral part of our society and culture.
 In today’s multi-cultural society all people enjoy
meals from different parts of the world.
 Food is a basic human need.
 We need the right amount of good food to keep our
bodies healthy so we are able to perform our best.
Terminology: Desayuno, almuerzo, cena, merienda, bebidas, postres, frutas, cereal, café, leche, leche de
chocolate, huevos fritos, huevos revueltos, huevos duros, tocino, tostadas francesas, panqueques, waffles,
jugo de naranja, té, mantequilla, hamburguesa, perro caliente, carne asada, sánwiche, sopa, pescado, agua,
jugo de manzana, jugo de uva, papas, vegetales, ensalada etc.
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Goals/Objectives
Students will be able to Recognize and use food
vocabulary.
Review and pronounce
food vocabulary.
Learning Activities/Instructional Strategies
Singing the Spanish song “Hola ¿cómo estás?”
Review vocabulary by illustrating with
flashcards.
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Group and Individual
practice.
Match pictures with the Spanish vocabulary.
Create sentences in Spanish
to describe a meal.
Discuss likes and dislikes.
Identify typical Hispanic
foods.
Learn to create authentic
cultural menus.
Cut and glue pictures in flashcards.
Encourage students to repeat the words and to
tell the meaning in English
Share with the class what they had for
breakfast.
Share their favorite meals, fruits and desserts.
Identify currencies of
Complete a handout by writing the words in
Spanish-speaking countries. Spanish.
Play Bingo game to reinforce vocabulary
learning.
Sharing with the class some currencies students
may have from other countries
Reviewing food vocabulary by showing a
Power Point Presentation.
Give directions for a Spanish menu.
Play Sink or Swing game to reinforce
vocabulary learning.
Introduced to Valentines’ vocabulary and
making Valentine’s cards.
Singing of the Adiós Song.
13
Oral presentation of
authentic Hispanic menus.
Quiz.
Informal teachers’
observation and students’
participation.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they
relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or
504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time,
copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special
education or ELL teachers.
Resources - Useful teacher’s resources for elementary Spanish teachers such as: Discovery Learning,
www.nnell.org, www.actfl.org etc., PowerPoint Presentations, Transparencies, Handouts, movies, etc.
14
Unit 4
Content Area – World Language
Unit Title – Sports and Adjectives
Target Course/Grade Level – Spanish: Grade 4
Unit Summary/Rationale – During this unit students will be able to learn sports vocabulary and adjectives in
the target language. Students will express their favorite sport using Spanish language and will get knowledge
about famous Hispanic athletes. They will present a project of a famous Hispanic athlete they choose to
research and will learn how to describe people and places using adjectives
In additions students will discuss Mother’s Day and Cinco de Mayo. Also they will recall some fun facts
about Spanish-speaking countries.
Interdisciplinary Connections – The Spanish lessons involve academic subjects such as: Language Arts,
Math, Science, Art, Social Studies, Music, Computers and Geography.
Technology Integration – Lap top computer, overhead projector, smart board, Internet sites, DVD’s, CD’s,
Power Point and visual aids.
21st Century Themes –
Global Awareness, Civic Literacy, Health
Literacy,
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills.
Learning Targets
Standard(s) – 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.
Cultural - Observing and participating in culturally authentic activities contribute to familiarization with
cultural products and practices. (Topics and activities that assist in the development of this understanding
should include, but are not limited to: authentic celebrations, songs, and dances.)
Strand(s) – A: Interpretive Mode
Proficiency Level- Novice Mid
Content Statement(s) – The Novice-Low language learner understands and communicates at the word level
and can independently identify and recognize memorized words and phrases that bring meaning to text. They
can respond to learned questions, ask memorized questions, state needs and preferences, and describe people,
places, and things.
Cumulative Progress Indicator(s) (CPI)
7.1. NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic
materials using electronic information sources related to targeted themes.
15
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
7.1. NM.A.3 – Recognize a few common gestures and cultural practices associated with the target culture(s).
7.1. NM.A.4 – Identify familiar people, places, and objects based on simple oral and/or written descriptions.
7.1. NM.A.5 – Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
Reading Standards for Literacy: ACTFL guidelines: Reading - Intermediate – Intermediate - Low
Able to understand main ideas and/or some facts from the simplest connected texts dealing with basic
personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal
structure, for example, chronological sequencing. They impart basic information about which the reader has
to make only minimal suppositions or to which the reader brings personal interest and/or knowledge.
Examples include messages with social purposes and information for the widest possible audience, such as
public announcements and short, straightforward instructions dealing with public life. Some
misunderstandings will occur.
Writing Standards for Literacy: Writing--Intermediate
Intermediate-Low
Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple
notes, such as telephone messages. Can create statements or questions within the scope of limited language
experience. Material produced consists of recombination of learned vocabulary and structures into simple
sentences on very familiar topics.
Unit Essential Questions
 What is your favorite sport and why?
 Which sports do you like and dislike?
 What is and adjective?
 How does one describe themselves and others?
Unit Enduring Understandings
 Sport is an important opportunity to make friends and
have fun.
 Sports are an important part of the culture of the
Unites States.
 Adjectives are important because they describe
people, animals and things, and we use them every
day.
Terminology:
Deportes: Fútbol Americano, béisbol, ciclismo, lucha libre, boxeo, fútbol, competencia de carros, gimnasia,
hockey sobre hielo, hockey sobre césped, patinaje, baloncesto, tenis, tenis de mesa, golf etc.
Adjetivos: Inteligente, bonita, alto, alta, bajo, baja, amistoso, amistosa, ordenado, ordenada, respetuoso,
respetuosa, serio, seria, divertido, divertida, responsible, honesto, honesta, estudioso, estudiosa etc.
16
Goals/Objectives
Students will be able to Define what an objective
is.
Describe yourself and
others.
Differentiate between
feminine and masculine
adjectives.
Recognize and use sports
vocabulary.
Review and pronounce
adjectives vocabulary.
Learn about famous
Hispanic athletes.
Compare and contrast the
American and Hispanic
traditional and more
popular sports.
Talk about Mother’s Day.
Have a better
understanding of Cinco
de Mayo
Learning Activities/Instructional Strategies
Singing the Spanish song “Hola ¿cómo estás?”
Introduce adjectives having the students to
think of three words that describe a person.
Describe yourself using new Spanish
adjectives.
Review vocabulary by illustrating with
flashcards.
Match pictures with the Spanish vocabulary.
Introduce sports in Spanish.
Video clip about famous Hispanic athletes and
heroes.
Encourage students to repeat the words and to
tell the meaning in English
Share their favorite sport and athlete.
Complete a handout by writing the words in
Spanish.
Play Bingo game to reinforce vocabulary
learning.
Reviewing sports and adjectives by showing a
Power Point Presentation.
Video clip about Cinco de Mayo and discuss
about it.
Play Sink or Swing game to reinforce
vocabulary learning.
Singing of the Adiós Song.
17
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Group and Individual
practice.
Oral presentation of famous
Hispanic athlete.
Quiz.
Informal teachers’
observation and students’
participation.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Useful teacher’s resources for elementary Spanish teachers such as: Discovery Learning,
www.nnell.org, www.actfl.org etc., PowerPoint Presentations, Transparencies, Handouts, movies, etc.
18