Grade 3 Spanish:
Curriculum
1
North Arlington Public Schools Curriculum Guide
Content Area: World Language - Spanish
Course Title: Spanish
Grade Level: 3
Unit 1: Greetings, Feelings & Numbers (0-30)
9 weeks
Unit 2: Classroom Objects
9 weeks
Unit 3: Musical Instruments and Famous
Hispanic Artists
9 weeks
Unit 4: Family Members and Clothing
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.
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Board Approved on:
August 29, 2012
Unit 1
Content Area – World Language - Spanish
Unit Title – Greetings, Feelings and Numbers (0-30)
Target Course/Grade Level – Spanish: Grade 3
Unit Summary/Rationale – During this unit students will be re-introduced to greeting and expressions.
They will be introduced to the geography of Spanish speaking countries including, location, capitol and the
flag of the country. Furthermore, students will review and learn numbers 0-30, 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 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)
3
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.
In addition students will discuss the Hispanic Heritage Month, the Day of the Dead, Christopher Columbus
Day and La Navidad (Christmas.)
Unit Essential Questions
 Why it is important to greet people and how do
you greet and say farewell to someone in
Spanish?
 How do you express how you are feeling?
 What countries celebrate Columbus Day
Holiday, and why?
 How is the Day of the Dead similar to
Halloween?
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.
 Greetings open doors to communication.
 The colors of the flag from Bolivia are red, yellow
and green (Amarillo, azul y rojo.)
 The Day of the Dead and Halloween are
celebrated around the same time (last day of
October to first day of November), and involve
legends and myths of the dead.
Terminology: Hola, buenos días, buenas tardes, buenas noches ¿como te estás?,¿cómo te va?, ¿cómo te
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sientes?, muy bien, excelente, mal, así-así, hasta luego, hasta mañana, hasta pronto, nos vemos, que te vaya
bien, cuídate, veinte y uno, diecinueve, veinte y dos, veinte y cinco, treinta etc.
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Goals/Objectives
Students will be able to Pronounce some basic
greetings and farewell
expressions.
Review and use greetings
vocabulary.
Use and pronounce
numbers 0-30.
Review and use numbers
vocabulary.
Add and solve some basic
math problems in
Spanish.
Learn how many
countries are in South
America.
Discuss Hispanic
Heritage Month.
Learning Activities/Instructional Strategies
Singing the Spanish song “Buenos Días.”
Review some basic greeting and farewell
expressions illustrating with flashcards.
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Cut and glue greeting expressions flashcards.
Group and Individual
practice.
Counting numbers in Spanish 1 – 30.
Review the new vocabulary.
Adding and subtracting numbers in Spanish.
Quiz.
Solving basic problems in Spanish.
Informal teachers’
observation and students’
participation.
Complete a handout by tracing the number
words in Spanish.
Explain why the official language in Brazil is
not Spanish.
Watch a video clip and explain the Hispanic
Heritage Month.
Singing of the Adiós Song.
Talk about the Day of the
Dead.
Review La Navidad
(Christmas.)
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 – Classroom Objects
Target Course/Grade Level – Spanish: Grade 3
Unit Summary/Rationale – During this unit students will be introduced to classroom objects. They will be
able to identify classroom objects and requests items from the class in the target language.
In additions students will recall the Spanish speaking countries from South America 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
Literacy, 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.
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
through appropriate physical response.
7
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
 Why do I need to learn Spanish?
 Why is it important to learn classroom objects?
 Why is the official language in Belize English
and not Spanish?
 Can you name a few countries where the
official language is Spanish?
 How Latin countries celebrate Valentine’s
Day.
Unit Enduring Understandings
 Learning a second language expands one’s
knowledge and understanding of the world we live
in.
 A variety of supplies are necessary for the students
to be successful at school.
 Belize is a former British country located in Central
America where most of the populations speak
English and Spanish is recognized and widely
accepted as a second language.
 Brazil is located in South America and was a colony
up Portugal until September 7th 1882 when the
people declared independence but keep the cultural
and lingual influence.
Terminology: Pizarra, lápiz, pluma/bolígrafo, cuaderno, borrador, grapadora, cinta, mochila, papel, mesa,
bandera, computador/computadora, pupitre, escritorio, puerta, sacapuntas, regla, pegante o pegamento,
ventana, Sur América, Central América, el día de los presidentes, el día de San Valentín etc.
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Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Identify classroom objects Singing the Spanish song “Hola ¿cómo estás?”
vocabulary.
Listening to the Spanish song “Objetos de
clase.”
Recognize and respond to
classroom objects
Review vocabulary by illustrating with
vocabulary.
flashcards.
Request classroom
objects when they need
them.
Sing song to review
vocabulary words.
Discuss President’s Day.
Talk about Valentine’s
Day.
Cut and glue pictures in flashcards
Complete a handout by tracing the words in
Spanish.
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Group and Individual
practice.
Quiz.
Informal teachers’
observation and students’
participation.
Play bingo in order to reinforce new
vocabulary.
Classroom objects quiz.
Exchange Valentine’s cards written in Spanish
Singing of the Adiós Song.
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.
9
Unit 3
Content Area – World Language
Unit Title – Music Instruments and Famous Hispanic Artists
Target Course/Grade Level – Spanish: Grade 3
Unit Summary/Rationale – During this unit students will be introduced to musical instruments in the
target language. The students will be able to explore typical musical instruments and famous Hispanic
Artists from Spanish speaking countries. Students will develop an understanding for music, art and dance as
well as gain knowledge about famous Hispanic figures.
Interdisciplinary Connections – The Spanish lessons involve academic subjects such as: Language Arts
Literacy, 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.
7.1. 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
10
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
Unit Enduring Understandings
 Why are different instruments more popular in  Cultural products vary from country to country
other parts of the world?
based on practices and the history of the country.
 What is Latin Music?
 It’s important to have a global understanding and a
broad familiarity of influential figures around the
 Why is it important to learn about famous
world to expand our knowledge.
Hispanic Artists?
 Foreign language skills enhance and contribute to
 Who is your favorite Latin artist and why?
future job opportunities.
 The study of foreign languages reinforces and
integrates content from other disciplines.
 There are differences and similarities between the
music of the United States and the music of the
Spanish speaking world.
 Salsa music is a popular form of Latin American
dance music characterized by Afro-Caribbean
rhythms.
Terminology: Guitarra, piano, guiro, maracas, saxofón, claves, bongos, congas, violin, tambores/tambor,
Platillos, pandereta, marimba, flauta, xilófono, trompeta, trombón etc.
Famous Hispanic Artists: Ricky Martin, Enrique Iglesias, Carlos Vives, Gloria Stefan, Shakira, Juanes,
Juan Luis Guerra, Meter Gene Rodríguez (Bruno Mars) etc.
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Goals/Objectives
Students will be able to Identify different
instruments by listening
to music.
Use, recognize and
respond to musical
instruments vocabulary.
Share their favorite
musical instrument.
Students learn the history
and cultural context of
some Hispanic musical
rhythms.
Discuss different
Hispanic Artists
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 tracing the words in
Spanish.
Power Point Presentation on musical
instruments.
Video clips of Famous Hispanics Singers.
Research and present a project on Famous
Hispanic Artist assigned.
CDs to listen to music.
Share likes and dislikes
on music and instruments.
Play Sink or Swing game in order to reinforce
vocabulary.
Books and magazine pictures to explore
famous Hispanic Artists.
Singing of the Adiós Song.
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Research project and oral
presentation on a famous
Hispanic Artist.
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.
13
Unit 4
Content Area – World Language
Unit Title – Family Members and Clothing
Target Course/Grade Level – Spanish: Grade 3
Unit Summary/Rationale – During this unit students will be introduced to family and clothing vocabulary
in the target language. The students will learn family members and clothing, including representative
Hispanic clothing. They will be able to describe clothing words by reviewing colors and family members by
reviewing adjectives. Express likes and dislikes and have the opportunity to introduce their family to the
class by bringing pictures and making family trees.
In additions students will recall the Spanish speaking countries from Central America and review some fun
facts about them. They will also discuss Mother’s Day and Cinco de Mayo.
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 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.
7.1. NM.A.2 – Demonstrate comprehension of simple, oral and written directions, commands, and requests
14
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
 Why do people wear different clothing in other
countries and how does the way we dress
reflect who we are?
 Why do most schools in Spanish speaking
countries wear uniforms?
 How does your family influence your decisions
and values?
 Why Cinco de Mayo is an important day for
Mexican people?
Unit Enduring Understandings
 People’s choices on fashion are influence by their
culture and the weather of each country.
 Our clothing reflects ourselves and our culture.
 Most schools in Spanish-speaking countries required
students to wear uniform.
 Hispanic grandparents are very well respected and
tend to play traditional roles in the family.
 Family is the most important value that unifies the
Latino community.
 Family is the single most important influence in a
child’s life. Children depend on parents and family
members to protect them and provide for their
needs.
 Mother’s Day is a celebration that honors mothers in
our society and it is celebrated around the word.
 Cinco de Mayo celebrates a great Mexican victory
over French forces in 1862. It is celebrated in many
countries with fiesta, food and fun.
15
Terminology:
Familia: Madre/ mama, padre/ papa, padres, hermano, hermana, tío, tía, rimo, prima, primos, sobrino,
sobrina, abuelo, abuela, abuelos, madrastra, padrastro, hermanastro, hermanastra, suegro, suegra, cuñado,
cuñada, hijastro, hijastra etc.
Ropa: Pantalón, pantalones, pantalones cortos, zapatos, zapatos tenis, camisa, camiseta, medias, calcetines,
gafas, gafas de sol, gorro, sombrero, falda, bufanda, abrigo, chaqueta, guantes, cinturón, correa, vestido,
traje de baño, ropa interior etc.
Goals/Objectives
Students will be able to Identify family members
in Spanish.
Learning Activities/Instructional Strategies
Singing the Spanish song “Buenos Dias”
Evidence of Learning
(Formative & Summative)
Review of vocabulary
learned during class.
Review vocabulary by using flashcards.
Describe relationships
with family members.
Use, recognize and
respond to clothing
vocabulary.
Express likes and dislikes.
Cut and glue pictures in flashcards
Describe typical Hispanics clothes.
Family tree using Spanish vocabulary.
Video clip on Spanish seasons and clothes.
Describe clothing parts by
Complete a handout by tracing the words in
using colors.
Spanish.
Describe family members
by using adjectives.
Discuss Mother’s Day.
Create a family tree and label all pictures in
Spanish.
Singing of the Adiós Song.
Have a better
understanding of Cinco
de Mayo.
16
Group and Individual
practice.
Informal teachers’
observation and students’
participation.
Quiz.
Oral presentation on family
tree.
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.
17