1. Lesson Plans
This is a weekly lesson plan overview and
explanations to show the preparation that
goes into them. Also included are standards
of learning and a pacing guide to give an
overview of the course and the school year.

2. Weekly lesson plan
• Week of _________November 30 – Dec 5___________ Subject__________SPI___________________
Vocab for the week Note: A “Starter” is a short
exercise that activates prior
knowledge and helps the student
get focused at the beginning of
class.
Monday:
OBJECTIVES
LEARNING TARGET -practice food
vocabulary.
Tuesday:
OBJECTIVES
LEARNING TARGET …practice food
vocabulary.
Food and health terms Activate relevant knowledge
APK
ANNOUNCEMENTS (ANN)
STARTER –Translate rap song about food
Check FC
We begin Unit 3B, quiz on vocab Friday
STARTER –Rap song, check FC
quiz on vocab Friday
Teacher input
Teacher directed portion
Lead translating and singing of rap song
about food to increase use of vocabulary
Lead review of objectives, introduction of
vocabulary, exercises with vocabulary
Give make up test 2B to Jamar and Sarah
Start HW review
Lead singing of rap song about food to
increase use of vocabulary
Play videohistoria and questions to assess
listening comprehension, TB 150-1
Review all HW
Explain TB p. 152 #4, 5
Student Active Participation
(Manipulate materials)
HOMEWORK (HW) (TAREA)
Speaking Test for 3 students (monologue)
TB p. 146 Objectives, p. 148 Voc en
context, p. 149 Act 1 and 2
Start HW review
3B1-3B2, Qz Friday
Speaking Test for 3 students (monologue)
Watch videohistoria and answer
questions
TB p. 150-151
Correct HW
Do TB p. 152 #4, 5
3B3-3B4, Qz Friday
Identify Student Success
(Assessment – formal vs. informal)
Activities 1 and 2 test listening
comprehension from students raising
hands, etc.
Question on p. 151 test student listening
comprehension, also exit ticket
Materials needed TB, WB, audio cd, video dvd TB, WB, audio cd, video dvd

3. Explanation
• NOTE: FC stands for “flash cards”. WB stands for “workbook”. TB stands for
textbook. BFM stands for “break for movement”, meaning a time when students
can get up and move around in the middle of the class time.
• Mon and Tues is the first slide. We are starting a unit on food. Students will have
made flash cards and studied their vocabulary over the weekend. Now they will
be identifying and using their vocabulary.
• On Monday the skills of reading and listening will be tested in activities 1 and 2
when they will raise one or two hands in answer to questions they will hear on the
audio CD. The questions will be about what foods they eat for each meal and what
foods are healthy, so they will not just be identifying meaning but thinking about
their own preferences and health.
• The monologue that we start the class with is 3 minutes long. A student describes
what foods he or she likes and dislikes using gustarse and encantarse, reflexive
verbs. They must use these both in the singular and plural to show their
understanding of how the verb endings change. This, of course, is a speaking
assessment but the class is also asked to listen and their comprehension is checked
at the end of the monologue. I ask questions such as “What foods does he-she
like?” of the monolingual students. I ask bilingual students more complicated
questions such as, “Do you share any of his – her preferences”.

4. Weekly lesson plan
Wednesday:
OBJECTIVES
LEARNING TARGET … practice food
vocabulary.
Thursday:
OBJECTIVES
LEARNING TARGET … practice food
vocabulary.
Friday:
OBJECTIVES
LEARNING TARGET …show knowledge
of food vocabulary.
Activate relevant
knowledge
APK
ANNOUNCEMENTS
(ANN)
STARTER –¿Cuáles son tus deportes
favoritos? ¿Cómo te preparas para un
partido?
Vocab Quiz Friday
STARTER –Song, “La Comida”, write
cognates
Vocab Quiz Friday
STARTER –Check out laptops, prepare
for FC game
Teacher input
Teacher directed
portion
Explain writing activity 10, TB p. 165
Read article about food of athletes
TB p. 162-163
Grade Student monologue
TB p. 153-4 #6, 7, 8, 10 (speaking
practice using vocabulary)
Grade Student monologue
Conduct FC game (review of
vocabulary)
Give 3B1 vocab test – 20 min
Student Active
Participation
(Manipulate materials)
HOMEWORK (HW)
(TAREA)
Do writing activity 10, TB p. 165
Read article about food of athletes
TB p. 162-163
Play My Avalanche to review
vocabulary
Finish classwork writing activity, turn
in tomorrow
Student monologue
TB p. 153-4 #6, 7, 8, 10 (speaking
practice using vocabulary)
Play Swords to review vocabulary
WB 3B5, study for quiz
Student monologue
3B1 vocab test
Post quiz activity – do activities on
vocabulary on textbook web page
Make FC for 3B2 vocab list
Identify Student
Success
(Assessment – formal
vs. informal)
Review classwork Monitor speaking practice, Exit ticket Grade quizzes
Materials needed TB, WB TB, WB TB, WB, Vocab quizzes, laptops

5. Explanation
• As the week progresses, note the increase in games at the end of class. I usually use a song or video at the start of
the week to introduce vocabulary and games at mid week to prepare for the vocabulary quizzes. There is also a
game the day of the test and winners receive one bonus point for each round they win.
• Wednesday has a reading passage which also teaches culture. I give them five minutes to read to themselves and
answer the questions. The bilinguals usually finish then and must write about their own preparation for sports
events. The monolinguals read and interpret in English to show their understanding. Then they answer the
questions. We stop after 20 minutes and the rest is to be finished for homework.
• Thursday involves speaking practice. By now the students should have learned their vocabulary and be able to
discuss foods. This speaking practice may involve some grammar, such as using the verb “preferar” to say what
they prefer, or “deber” to say what they should eat to stay healthy. They will have seen these words the previous
day in their reading.
• Friday has the vocabulary quiz followed by exercises on the web page:
http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jck&wcsuffix=0001
Go to Capítulo 3B, click on Practice Activities and Puzzles. There are at least 8 activities-games to choose from.
• Friday´s homework includes making flash cards (FC) from the following week’s vocabulary list.
• The pattern of assessments per chapter is two weeks of vocabulary quizzes followed by a chapter test the third
week. The vocabulary quizzes evaluate spelling. They are comprised of 16 vocabulary words and two dictation
sentences. In the second week of this cycle we study and practice the grammar points. The chapter test evaluates
vocabulary and grammar use.
• There may also be a project assigned, especially when I feel students need extra time with a concept. This chapter
included a project making a brochure explaining what you should eat and drink and do to stay healthy.

6. Standards
• Here are the standards for Spanish I for high
school credit, a course I teach in middle school
• Note the requirements for speaking, listening,
reading and writing, as well as the methods of
interpretive, interpersonal and presentational
communication
• I endeavor to include all of these objectives in
my weekly lesson plans

8. Pacing Guide for Middle School
Spanish Level I
• What follows is the pacing guide for Spanish I for high school credit.
• It includes the requirements of vocabulary, grammar and culture as well as the
state standards of learning for North Carolina
• This course is an introduction to the study of the Spanish language and its culture
to be taken in middle school for high school credit. Students perform the most
basic functions of the language and become familiar with some elements of its
culture. The emphasis is placed on the development of the four skills of listening,
speaking, reading, and writing within a given context extending outside of the
classroom setting when possible. The content focuses on the students' lives and
experiences, and includes an exposure to everyday customs and lifestyles.
Grammar is integrated throughout the course and is selected according to the
language conventions (functions). A general introduction to the culture, its
products (e.g., literature, laws, foods, games), perspectives (e.g., attitudes, values,
beliefs), and practices (patterns of social interaction) is integrated throughout the
course. Students acquire some insight into how languages and cultures work by
comparing the target language and culture(s) to their own. Integration of other
disciplines (including, but not limited to, technology) is ongoing throughout the
course.

9. Pacing Guide for Middle School Spanish Level I
Weeks
(in order)
Grammar Objectives Vocabulary
Objectives
Notes Standards
Weeks 1-3 - Basic Greetings
- Numbers
- Express date
- Describe weather
- Culture: Telling time in USA vs
Spanish-speaking countries
- Memorized
greetings
- Numbers
- Time
- Calendar voc
Day one opener & intros: “My
name is, her name is, your
name is…”
Emphasis on listening practice,
esp with time. Assessment on
aural skills with relation to time
and understanding the cultural
differences.
NM.CLL.2.1 Understand the meaning of
memorized phrases and questions about familiar
topics and surroundings.
NM.CLL.2.2 Understand the meaning of
memorized words and phrases in sentences.
NL.COD.3.1 Use single words and simple,
memorized phrases, such as those for weather,
days of the week, months, seasons, numbers and
daily classroom activities, to present to an
audience.
NL.COD.3.1 Use single words and simple,
memorized phrases, such as those for weather,
days of the week, months, seasons, numbers and
daily classroom activities, to present to an
audience.
NL.COD.3.1 Use single words and simple,
memorized phrases, such as those for weather,
days of the week, months,
seasons, numbers and daily classroom activities,
to present to an audience.
Weeks 4-6 - Articles
- Adj agreement
- Culture: Geography, capitols, and
weather
- Body parts
- Weather voc
- Alphabet
- Classroom objects
Game: Simón dice (with body
parts)
Emphasis on listening practice,
esp with alphabet. Students
should learn and memorize a
Spanish word that goes with
each letter. Begin learning
phonetics.
NL.CLL.2.1 Understand the meaning of simple,
spoken greetings, words, and phrases, when
accompanied by visual clues and/or prompts, as
needed.
NM.CLL.1.2. Use memorized responses to simple
questions, statements, commands, or other
stimuli.
NL.COD.3.1 Use single words and simple,
memorized phrases, such as those for weather,
days of the week, months,
seasons, numbers and daily classroom activities,
to present to an audience.

10. Pacing Guide for Middle School
Spanish Level I
Weeks 7-8 - Infinitive Verbs
- Gustar
- Agree/Disagree
- Culture: learn about Latin dances.
- Common infinitive
verbs and expressions
Song cloze activity using gustar,
“Like/Dislike.”
Poster project in groups, who
agrees/disagrees
Use oral skills to discuss who
likes and who dislikes latin
dances.
NL.CLL.3.2 Use the language to recite memorized
poetry and songs from the target culture.
NL.CMT.4.1 Recognize simple language that
communicates knowledge of the target language
and cultures to others.
NM.CLL.1.1. Use memorized words and phrases to
exchange information on familiar topics, such as
likes, dislikes, emotions, everyday activities, and
immediate surroundings.
NL.CMT.4.4 Identify products from the target
cultures that are used globally.
Weeks 9-11
(Week 9)
- Subject Pronouns
- AR verbs
- Culture: Spain background,
geography, Alhambra
Vowels Culture: Spain background,
geography, Alhambra (talk
about it as possible “wonder of
world” and other wonders of
world. What
do students think are wonders
of world and why.
Use regular verbs like hablar,
fumar, & bailar
Practice class pronunciation of
letters with emphasis on vowels.
NL.CLL.3.3 Use appropriate pronunciation to
present memorized phrases.
NL.CLL.4.2 Recognize cultural expectations of
people in both the target culture and the students’
culture.
Weeks 12-
13
(Week 10)
- Intro Ser
- Adjective agreement
Adjectives Adjective agreement is
completely new for non-
heritage speakers so extra
emphasis placed on how to
form and why.
Venn diagram activity on page
55 to have students compare
and contrast
Students can use material to
describe themselves, friends,
family, and famous people.
NL.CMT.4.1 Recognize simple language that
communicates knowledge of the target language
and cultures to others.

11. Pacing Guide for Middle School
Spanish Level I
Week 14-15 - Definite and indefinite articles
- Word order in Spanish
Adjectives and nouns Word order game: cut out pieces of
sentence and have students work in
pairs to put together as many
sentences they can in given time.
Weeks 16-17 - Subject pronouns
- AR verbs
- Phonetics and pronunciation
- Culture: Mexico
Adjectives
school objects
classes
NM.COD.1.1. Use memorized words and phrases to
exchange information about the classroom and school
environment.
NL.CMT.4.3 Recognize simple patterns of behavior or
interaction from the target culture.
Weeks 17 &
18 (overlap
to allow
flexibility for
grades and
exams)
Mid Term assessment with assessment
parts on speaking, reading, listening, and
writing
Review all material
Weeks 18-19
(Week 11-12)
- Intro to Estar
- Culture: Importance of gestures in
Spanish-speaking world.
- Plural forms of nouns/articles
- Culture: Central America, geography,
flags, history, sites.
Food
Prepositions
Recipes
Have students practice gestures with
each other
NL.CMT.2.2 Recall simple, spoken expressions and
memorized phrases commonly used in target language
communities.
NL.CLL.4.1 Compare behaviors, such as gestures and
greetings, in the target culture and the students’ culture.
NL.CMT.4.2 Use simple, appropriate gestures, body
language, and
cultural practices.
Weeks 20-21
(Week 13-14)
- ER/IR verbs
- Gustar/Encantar plural forms
- Culture: Fruits and Vegetables.
Food (continued) Culture: Where do our fruits and
veggies come from? Have students
recall knowledge of Central America
NL.COD.4.1 Identify tangible products related to the
home and the classroom in both the students’ and target
cultures.
NM.CMT.2.1 Understand the meaning of memorized
words and phrases used in the community.
Weeks 22-23 - Ser review
- Time
- Plural of adjectives
- Culture: South America
La salud
Food (continued)
Time review in conjunction with
food and eating habits.
Discussion question: ¿Qué haces
para mantener la salud?
NL.CLL.3.1 Use single words and simple, memorized
phrases in presentations to identify the names of people,
places, and things.
NL.COD.3.2 Use single words and simple, memorized
phrases to name common objects and actions related to
other disciplines.

12. Pacing Guide for Middle School
Spanish Level IWeeks 24-
25
- Intro to Ir
- Ir + a + location
- Culture: Etymology of Spanish days
of week.
Interrogative words Culture: Spanish as a romance
language, Latin origins, their
overlap
NL.COD.4.2 Recognize examples of cognates and
loan words from the target language in other
disciplines.
NL.CLL.4.3 Recognize examples of cognates and
loan words.
Weeks 26-
28
Questions with time
Word Order of questions
Ir + a + infinitive
Culture; Puerto Rico
Review vocabulary Culture: PR as part of US,
history, and its importance and
contributions to US today
NM.CLL.1.2. Use memorized responses to simple
questions, statements, commands, or other
stimuli.
NM.CMT.1.1. Use memorized words and phrases
to ask and answer simple questions on familiar
topics.
NL.CLL.4.2 Recognize cultural expectations of
people in both the target culture and the students’
culture.
Weeks 29-
30
Intro to stem changers
Jugar
Culture: La importancia del futbol en
el mundo
Sports NM.CLL.2.5 Understand language components
(stems, prefixes, tones, verb endings, parts of
speech) that are used in
the target language.
NL.CMT.3.1 Identify arts, sports, games and media
from the target culture.
Weeks 31-
33
Tener
Possessive Adj
Diminutive
Culture: Quinceañera
La familia Project: Árboles genealógicos
using Prezi
Conjugation game in pairs (such
as rojo/negro with dice)
Culture: What is a quinceañera,
who’s attended/heard of, why
are they important in Mexican
culture, what do we have in the
US that is similar?
NL.COD.3.3 Use readily available technology tools
and digital literacy skills to present in the target
language.
NM.CMT.2.3 Recall common expressions and
phrases about familiar topics used in target
language communities
NL.CLL.3.1 Use single words and simple,
memorized phrases in presentations to identify
the names of people, places, and
things.
Weeks 34-
35
Ser vs Estar Review of adjectives,
nouns, and
expressions
Week 36 Final Exam with assessment parts on
speaking, reading, listening, and
writing