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Lesson Plans K-8 Week by Week

In most public school systems in the US, a school year typically lasts for 36 weeks, which is equivalent to about 180 school days. This is the standard length used in many states and school districts. 
While 36 weeks is the most common duration, some schools and districts may have slightly longer or shorter years, with variations ranging from 175 to 190 days. The number of weeks can also be affected by the number of holidays and breaks included in the school calendar. For example, the Charlotte-Mecklenburg school system in North Carolina requires 185 instructional days. 

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Core Concepts (K-8)

Here is a list of core concepts for a K-8 Spanish program, with specific vocabulary categories and the ten most common words for each grade. The curriculum is designed to build on itself, with each grade level introducing more complex vocabulary and grammatical concepts.

 

Kindergarten

 

The focus is on basic, immediate concepts that relate to the child and their environment.

  • Greetings & Expressions: Hola, Adiós, Buenos días, Por favor, Gracias, De nada, ¿Cómo estás?, Bien, Mal, Lo siento.

  • Colors: Rojo, Azul, Amarillo, Verde, Negro, Blanco, Morado, Rosado, Anaranjado, Café.

  • Numbers 1-10: Uno, Dos, Tres, Cuatro, Cinco, Seis, Siete, Ocho, Nueve, Diez.

  • Feelings: Feliz, Triste, Enojado, Asustado, Cansado, Nervioso, Sorprendido, Aburrido, Contento, Calmado.

  • Family: Mamá, Papá, Hermano, Hermana, Bebé, Abuelo, Abuela, Tío, Tía, Familia.

 

1st Grade

 

Building on kindergarten, students expand their knowledge of numbers and focus on their classroom and body.

  • Numbers 11-20: Once, Doce, Trece, Catorce, Quince, Dieciséis, Diecisiete, Dieciocho, Diecinueve, Veinte.

  • Classroom Objects: Lápiz, Libro, Papel, Mesa, Silla, Mochila, Crayón, Tijeras, Pizarra, Puerta.

  • Body Parts: Cabeza, Ojos, Nariz, Boca, Orejas, Manos, Pies, Brazos, Piernas, Pelo.

  • Pets: Perro, Gato, Pez, Pájaro, Hámster, Conejo, Tortuga, Serpiente, Lagartija, Caballo.

  • Basic Food: Manzana, Plátano, Naranja, Leche, Agua, Pan, Queso, Huevo, Arroz, Pollo.

 

2nd Grade

 

Concepts shift to a broader community and time, allowing for more descriptive language.

  • Days & Months: Lunes, Martes, Miércoles, Jueves, Viernes, Sábado, Domingo. Enero, Febrero, Marzo, Abril, Mayo, Junio, Julio, Agosto, Septiembre, Octubre, Noviembre, Diciembre.

  • Weather: Sol, Lluvia, Nieve, Viento, Calor, Frío, Nublado, Tormenta, Relámpago, Arcoíris.

  • House & Rooms: Casa, Cocina, Sala, Dormitorio, Baño, Jardín, Comedor, Ventana, Puerta, Techo.

  • Farm Animals: Vaca, Cerdo, Oveja, Gallina, Gallo, Pato, Cabra, Burro, Pavo, Gato.

  • Simple Adjectives: Grande, Pequeño, Alto, Bajo, Lindo, Feo, Limpio, Sucio, Nuevo, Viejo.

 

3rd Grade

 

Students start using adjectives to describe more complex topics like clothing and transportation.

  • Clothing: Camisa, Pantalones, Vestido, Falda, Zapatos, Calcetines, Chaqueta, Gorra, Bufanda, Guantes.

  • Transportation: Carro, Bicicleta, Avión, Tren, Autobús, Moto, Barco, Camión, Taxi, Metro.

  • Places in Town: Parque, Escuela, Tienda, Hospital, Restaurante, Cine, Playa, Biblioteca, Piscina, Calle.

  • Foods (more complex): Pasta, Pizza, Hamburguesa, Sopa, Ensalada, Sándwich, Helado, Galletas, Panqueques, Jugo.

  • Verbs (Present Tense): Ser, Estar, Tener, Ir, Hacer, Decir, Querer, Gustar, Comer, Beber.

 

4th Grade

 

The curriculum introduces telling time, daily routines, and hobbies, enabling students to construct more detailed narratives about their lives.

  • Telling Time: Hora, Minuto, Segundo, Mañana, Tarde, Noche, Medianoche, Mediodía, Reloj, Despertarse.

  • Daily Routines: Levantarse, Lavarse, Vestirse, Desayunar, Almorzar, Cenar, Estudiar, Jugar, Acostarse, Dormir.

  • Professions: Maestro/a, Doctor/a, Bombero/a, Policía, Chef, Ingeniero/a, Abogado/a, Cantante, Artista, Piloto.

  • Hobbies: Cantar, Bailar, Dibujar, Pintar, Leer, Escribir, Jugar, Ver televisión, Escuchar música, Cocinar.

  • Nature: Árbol, Flor, Río, Montaña, Lago, Bosque, Desierto, Océano, Playa, Cielo.

 

5th Grade

 

This grade level focuses on using more sophisticated language to talk about the city, technology, and basic verbs in the past tense.

  • The City: Ciudad, Calle, Edificio, Puente, Semáforo, Acera, Barrio, Centro, Suburbio, Tráfico.

  • Technology: Computadora, Teléfono, Internet, Redes sociales, Aplicación, Correo electrónico, Videojuego, Cámara, Impresora, Teclado.

  • Shopping: Comprar, Vender, Tienda, Mercado, Precio, Descuento, Dinero, Tarjeta, Bolsa, Cajero.

  • Verbs (Past Tense - Preterite): Fui, Hice, Tuve, Dije, Puse, Pude, Quise, Vine, Vi, Anduve.

  • Travel: Viajar, Pasaporte, Vuelo, Hotel, Maleta, Mapa, Boleto, Aeropuerto, Estación, Turista.

 

6th Grade

 

The focus shifts to understanding the world through travel, the environment, and a deeper grasp of past tense verbs.

  • The Environment: Naturaleza, Contaminación, Reciclar, Proteger, Tierra, Aire, Agua, Animales, Plantas, Ecología.

  • Health & Body: Salud, Enfermo, Hospital, Medicina, Doctor, Dolor, Fiebre, Cabeza, Estómago, Cita.

  • Emotions & Personality: Amable, Gracioso, Inteligente, Tímido, Extrovertido, Optimista, Pesimista, Creativo, Honesto, Valiente.

  • Cultural Traditions: Cultura, Tradición, Festival, Celebración, Arte, Música, Baile, Historia, Leyenda, Costumbre.

  • Verbs (Past Tense - Imperfect): Era, Iba, Veía, Tenía, Estaba, Había, Hacía, Sabía, Quería, Decía.

 

7th Grade

 

Students begin to express more complex ideas, including future plans and hypotheticals.

  • Future Tense Verbs: Haré, Iré, Seré, Tendré, Pondré, Diré, Saldré, Vendré, Querré, Podré.

  • Conditional Tense Verbs: Me gustaría, Debería, Podría, Haría, Querría, Tendría, Diría, Saldría, Vendría, Habría.

  • Geography & Demographics: País, Capital, Ciudad, Población, Frontera, Idioma, Región, Continente, Océano, Montaña.

  • Social Issues: Justicia, Paz, Pobreza, Desigualdad, Cambio climático, Contaminación, Racismo, Derechos, Oportunidad, Sociedad.

  • Creative Verbs: Crear, Diseñar, Escribir, Pintar, Actuar, Construir, Imaginar, Proponer, Inventar, Resolver.

 

8th Grade

 

The final year focuses on advanced grammar and abstract topics, preparing students for high school by developing their ability to express complex opinions and arguments.

  • Subjunctive Mood (Common Phrases): Espero que, Quiero que, Dudo que, Es importante que, Es necesario que, Para que, Antes de que, Sin que, A menos que, Aunque.

  • Politics & Government: Gobierno, Presidente/a, Ley, Elecciones, Votar, Ciudadano, Política, Partido, Democracia, Dictadura.

  • Abstract Concepts: Libertad, Responsabilidad, Éxito, Fracaso, Desafío, Solución, Consecuencia, Valor, Influencia, Perspectiva.

  • Technology & Media: Tecnología, Redes, Noticias, Publicidad, Influencia, Impacto, Privacidad, Ciberacoso, Digital, Comunicación.

  • Advanced Adjectives: Eficaz, Fundamental, Complejo, Global, Controversial, Histórico, Científico, Económico, Social, Político.

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Back to the Top​

Here is a list of how the weeks are typically broken down per quarter in a 36-week school year:

 

School Year Quarter Breakdown

 

Quarter 1: Weeks 1 - 9 

  • This quarter typically covers the first nine weeks of the school year, usually starting in late August or early September and ending around late October or early November.

Quarter 2: Weeks 10 - 18 

  • This quarter runs from week 10 through week 18, often covering the period leading up to the winter break.

Quarter 3: Weeks 19 - 27 

  • This quarter begins after the winter break, encompassing weeks 19 through 27, and typically ends in late March or early April.

Quarter 4: Weeks 28 - 36  

  • The final quarter includes weeks 28 to 36, covering the final weeks of the school year and leading up to summer vacation.

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Week 1 (K-8)

Based on our unique approach, here is a lesson plan for Week 1 of Kindergarten Spanish. This week's focus is on foundational greetings, introductions, and classroom routines to establish a strong, interactive environment from day one.

 

Kindergarten Spanish: Week 1

 

Focus: Quarter 1 - My World

Theme: ¡Hola! Mi Clase y Yo (Hello! My Class and Me)

  • NC Foreign Language Standards (ML.CLL.1): Students will use basic greetings and farewells and identify themselves by name.

  • Differentiated Learning Goals for Students:

    • Content: Students will learn a wider variety of greetings than the typical "Hola" and "Adiós," including formal and informal expressions.

    • Process: They will make personal connections to the language by creating their own "hello" song or personalized greeting.

    • Product: Students will create a "Me & My Friends" poster, labeling themselves and their new friends with their names in Spanish.

 

In-Class Project: Mi Nombre y Mis Amigos (My Name and My Friends)

 

  • Day 1-2: Greetings & Names. Introduce greetings with a song and a puppet. The puppet says, "Hola, me llamo..." and students respond with their names. Gifted students can learn to ask, "¿Cómo te llamas?" and respond, "Me llamo..." The focus is on pronunciation and repetition.

  • Day 3-4: Making Connections. Students will use their newly acquired greeting skills to interview a classmate. They will learn to ask and respond to questions like, "¿Cómo estás?" and "¿Bien, gracias. ¿Y tú?"

  • Day 5: Presentation & Sharing. Students will present their "Me & My Friends" poster, pointing out their picture and the pictures of their new friends while saying their names in Spanish.

 

Activities & Games

 

  • Greetings Circle: Sit in a circle and pass a ball. When a student catches it, they say "Hola" to the person next to them. This helps build a sense of community.

  • "Simón Dice" (Simon Says): A modified version of this game can be used to practice body parts. "Simón dice...toca tu nariz!"

  • "Pase la Tarjeta" (Pass the Card): A set of flashcards with greetings and emotions is passed around the room while music plays. When the music stops, the student with the card says the word aloud.

  • Music & Movement: Use songs like "Si estás feliz, feliz, feliz" to practice emotions and movement. This makes learning engaging and fun.

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Based on our unique approach, here is a lesson plan for Week 1 of First Grade Spanish. This week's focus is on building a classroom community while introducing more complex greetings and the concept of how names and objects work in Spanish.

 

First Grade Spanish: Week 1

 

Focus: Quarter 1 - Me & My Community

Theme: Saludos y Presentaciones Avanzadas (Advanced Greetings and Introductions)

  • NC Foreign Language Standards (ML.CLL.1): Students will use basic greetings and farewells and introduce themselves and others.

  • Differentiated Learning Goals for Students:

    • Content: Students will learn a wider variety of greetings, including formal and informal expressions, and understand the difference between them. They will also begin to understand the concept of gendered nouns in Spanish (el/la).

    • Process: They will make personal connections to the language by creating their own personalized "name tag" or "identity card" and using it to introduce themselves and others.

    • Product: Students will create a "Mi Tarjeta de Identidad" (My Identity Card) with their name, a self-portrait, and a simple phrase about themselves.

 

In-Class Project: Mi Tarjeta de Identidad

 

  • Day 1-2: Advanced Greetings & Names. Introduce a variety of greetings through a song and a puppet. The puppet can ask, "¿Cómo te llamas?" and students respond, "Me llamo..." This also introduces the difference between formal "¿Cómo se llama usted?" and informal "¿Cómo te llamas?"

  • Day 3-4: Making Connections & Noun Gender. Students will begin to create their "Mi Tarjeta de Identidad." They will draw a picture of themselves and write their name. This is an excellent opportunity to introduce the concepts of "el lápiz" and "la mesa," as they will be labeling their cards and materials.

  • Day 5: Presentation & Sharing. Students will present their "Mi Tarjeta de Identidad" to the class, introducing themselves and a new friend using the phrases they've learned.

 

Activities & Games

 

  • Greetings Circle: Sit in a circle and pass a ball. When a student catches it, they say "¡Hola!" to the person next to them. This helps build a sense of community.

  • "Simón Dice" (Simon Says): Use a modified version of this game to practice classroom commands. "Simón dice...siéntate" (sit down).

  • "Pase la Tarjeta" (Pass the Card): A set of flashcards with greetings and emotion words is passed around the room while music plays. When the music stops, the student with the card says the word aloud.

  • Music & Movement: Use songs like "Si estás feliz, feliz, feliz" to practice emotions and movement. This makes learning engaging and fun.

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Based on our unique approach, here is a lesson plan for Week 1 of Second Grade Spanish. This week's focus is on building a classroom community, reviewing and expanding upon greetings and introductions, and introducing the concept of formal vs. informal language.

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Second Grade Spanish: Week 1

 

Focus: Quarter 1 - My Personal World

Theme: Saludos y Presentaciones con Respeto (Greetings and Introductions with Respect)

  • NC Foreign Language Standards (ML.CLL.1): Students will use basic greetings and farewells and introduce themselves and others.

  • Differentiated Learning Goals for Students:

    • Content: Students will learn and practice a variety of greetings, focusing on the distinction between formal (e.g., "¿Cómo está usted?") and informal (e.g., "¿Cómo estás?") language.

    • Process: They will make personal connections to the language by creating their own personalized "name tag" or "identity card" and using it to introduce themselves and others.

    • Product: Students will create a "Tarjeta de Identidad y Respeto" (Identity and Respect Card) that includes their name, a self-portrait, a simple phrase about themselves, and a sentence using a formal greeting.

 

In-Class Project: Mi Tarjeta de Identidad y Respeto

 

  • Day 1-2: Advanced Greetings & Names. Introduce a variety of greetings through a song and a puppet. The puppet can ask, "¿Cómo te llamas?" and students respond, "Me llamo..." This also introduces the difference between formal "¿Cómo se llama usted?" and informal "¿Cómo te llamas?"

  • Day 3-4: Making Connections & Noun Gender. Students will begin to create their "Mi Tarjeta de Identidad y Respeto." They will draw a picture of themselves and write their name. This is an excellent opportunity to introduce the concepts of "el lápiz" and "la mesa," as they will be labeling their cards and materials.

  • Day 5: Presentation & Sharing. Students will present their "Mi Tarjeta de Identidad y Respeto" to the class, introducing themselves and a new friend using the phrases they've learned.

 

Activities & Games

 

  • Greetings Circle: Sit in a circle and pass a ball. When a student catches it, they say "¡Hola!" to the person next to them. This helps build a sense of community.

  • "Simón Dice" (Simon Says): Use a modified version of this game to practice classroom commands. "Simón dice...siéntate" (sit down).

  • "Pase la Tarjeta" (Pass the Card): A set of flashcards with greetings and emotion words is passed around the room while music plays. When the music stops, the student with the card says the word aloud.

  • Music & Movement: Use songs like "Si estás feliz, feliz, feliz" to practice emotions and movement. This makes learning engaging and fun.

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Based on our unique approach, here is a lesson plan for Week 1 of Third Grade Spanish. This week's focus is on building a classroom community, reviewing and expanding upon greetings and introductions, and engaging in simple conversations.

 

Third Grade Spanish: Week 1

 

Focus: Quarter 1 - My Personal World

Theme: Saludos y Preguntas Personales (Greetings and Personal Questions)

  • NC Foreign Language Standards (ML.CLL.1): Students will use basic greetings and farewells and introduce themselves and others.

  • Differentiated Learning Goals for Students:

    • Content: Students will learn and practice a variety of greetings, focusing on the distinction between formal and informal language. They will also learn to ask and answer a wider variety of personal questions beyond just names and feelings.

    • Process: They will engage in a mini-interview activity, practicing their conversational skills and preparing to introduce a classmate to the rest of the class.

    • Product: Students will create a "Mini-biography" of a classmate, including their name, age, and a few personal facts they learned during the interview.

 

In-Class Project: Mi Amigo/a y Yo (My Friend and I)

 

  • Day 1-2: Advanced Greetings & Personal Questions. Introduce a variety of greetings through a song and a puppet. The puppet can ask, "¿Cómo te llamas?" and students respond, "Me llamo..." This also introduces the difference between formal "¿Cómo se llama usted?" and informal "¿Cómo te llamas?"

  • Day 3-4: Making Connections & Mini-Interviews. Students will begin to interview a classmate, asking questions like, "¿Cuántos años tienes?" and "¿Qué te gusta hacer?"

  • Day 5: Presentation & Sharing. Students will present their "Mi Amigo/a y Yo" project to the class, introducing their new friend and sharing the information they learned.

 

Activities & Games

 

  • Greetings Circle: Sit in a circle and pass a ball. When a student catches it, they say "¡Hola!" to the person next to them. This helps build a sense of community.

  • "Simón Dice" (Simon Says): A modified version of this game can be used to practice classroom commands. "Simón dice...siéntate" (sit down).

  • "Pase la Tarjeta" (Pass the Card): A set of flashcards with greetings and emotion words is passed around the room while music plays. When the music stops, the student with the card says the word aloud.

  • Music & Movement: Use songs like "Si estás feliz, feliz, feliz" to practice emotions and movement. This makes learning engaging and fun.

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Based on our unique approach, here is a lesson plan for Week 1 of Fourth Grade Spanish. This week's focus is on building a classroom community, reviewing and expanding upon greetings and introductions, and beginning to construct multi-paragraph narratives.

 

Fourth Grade Spanish: Week 1

 

Focus: Quarter 1 - My Personal World & Routines

Theme: Mis Historias y Mis Amigos (My Stories and My Friends)

  • NC Foreign Language Standards (ML.CLL.1): Students will use more complex greetings and farewells and introduce themselves and others in a more detailed way.

  • Differentiated Learning Goals for Students:

    • Content: Students will learn a wider variety of greetings, including formal and informal expressions, and understand the cultural contexts in which they are used.

    • Process: They will conduct mini-interviews with classmates, gathering information to create a narrative introduction of their new friend.

    • Product: Students will write a short, creative narrative introducing a classmate. The narrative should go beyond basic facts and include details about their personality and interests.

 

In-Class Project: Nuestras Historias (Our Stories)

 

  • Day 1-2: Advanced Greetings & Cultural Context. Introduce a variety of greetings and expressions, emphasizing the cultural context of when to use formal versus informal language. Use a video or a short story to illustrate these concepts.

  • Day 3-4: The Mini-Interview. Students will interview a classmate, asking questions about their hobbies, family, pets, and favorite foods. The goal is to gather enough information to write a short narrative.

  • Day 5: Narrative Writing & Sharing. Students will use the information from their interview to write a short narrative about their new friend. This is an excellent opportunity to practice sentence structure and descriptive vocabulary.

 

Activities & Games

 

  • Greetings Circle: Sit in a circle and pass a ball. When a student catches it, they must say a new greeting or a personal question to the person next to them. This helps build a sense of community.

  • "Simón Dice" (Simon Says): A modified version of this game can be used to practice classroom commands and body parts.

  • "Pase la Tarjeta" (Pass the Card): A set of flashcards with greetings and emotion words is passed around the room while music plays. When the music stops, the student with the card says the word aloud.

  • Music & Movement: Use songs like "Si estás feliz, feliz, feliz" to practice emotions and movement. This makes learning engaging and fun.

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Based on our unique approach, here is a lesson plan for Week 1 of Fifth Grade Spanish. This week's focus is on building a classroom community while introducing more complex greetings and the concept of how names and objects work in Spanish.

 

Fifth Grade Spanish: Week 1

 

Focus: Quarter 1 - My Personal World & Community

Theme: Nuestra Identidad y la de Otros (Our Identity and That of Others)

  • NC Foreign Language Standards (ML.CLL.1): Students will use more complex greetings and farewells and introduce themselves and others in a more detailed way.

  • Differentiated Learning Goals for Students:

    • Content: Students will learn a wider variety of greetings, including formal and informal expressions, and understand the cultural contexts in which they are used. They will also begin to understand the concept of gendered nouns in Spanish (el/la).

    • Process: They will make personal connections to the language by creating their own personalized "name tag" or "identity card" and using it to introduce themselves and others.

    • Product: Students will create a "Mi Tarjeta de Identidad" (My Identity Card) with their name, a self-portrait, and a simple phrase about themselves.

 

In-Class Project: Mi Tarjeta de Identidad

 

  • Day 1-2: Advanced Greetings & Names. Introduce a variety of greetings through a song and a puppet. The puppet can ask, "¿Cómo te llamas?" and students respond, "Me llamo..." This also introduces the difference between formal "¿Cómo se llama usted?" and informal "¿Cómo te llamas?"

  • Day 3-4: Making Connections & Noun Gender. Students will begin to create their "Mi Tarjeta de Identidad." They will draw a picture of themselves and write their name. This is an excellent opportunity to introduce the concepts of "el lápiz" and "la mesa," as they will be labeling their cards and materials.

  • Day 5: Presentation & Sharing. Students will present their "Mi Tarjeta de Identidad" to the class, introducing themselves and a new friend using the phrases they've learned.

 

Activities & Games

 

  • Greetings Circle: Sit in a circle and pass a ball. When a student catches it, they say "¡Hola!" to the person next to them. This helps build a sense of community.

  • "Simón Dice" (Simon Says): Use a modified version of this game to practice classroom commands. "Simón dice...siéntate" (sit down).

  • "Pase la Tarjeta" (Pass the Card): A set of flashcards with greetings and emotion words is passed around the room while music plays. When the music stops, the student with the card says the word aloud.

  • Music & Movement: Use songs like "Si estás feliz, feliz, feliz" to practice emotions and movement. This makes learning engaging and fun.

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Based on our unique approach, here is a lesson plan for Week 1 of Sixth Grade Spanish. This week's focus is on building a classroom community and introducing a more analytical approach to greetings and cultural identity.

 

Sixth Grade Spanish: Week 1

 

Focus: Quarter 1 - My Personal World & The Community

Theme: ¿Quién Soy Yo? La Identidad y la Primera Impresión (Who Am I? Identity and First Impressions)

  • NC Foreign Language Standards (ML.CLL.1): Students will use more complex greetings and farewells and introduce themselves and others in a more detailed way.

  • Differentiated Learning Goals for Students:

    • Content: Students will learn a wider variety of greetings, including formal and informal expressions, and analyze the cultural and social factors that influence their usage.

    • Process: They will conduct mini-interviews with classmates and then analyze the information they gathered to create a more sophisticated narrative introduction of their new friend.

    • Product: Students will write a short, analytical essay or a narrative with a clear point of view about a classmate. The essay should go beyond basic facts and include details about their personality and interests, framed within a cultural context.

 

In-Class Project: Nuestras Identidades (Our Identities)

 

  • Day 1-2: Advanced Greetings & Cultural Context. Introduce a variety of greetings and expressions, emphasizing the cultural context of when to use formal versus informal language. Use a video or a short story from a Spanish-speaking country to illustrate these concepts.

  • Day 3-4: The Mini-Interview. Students will interview a classmate, asking questions about their hobbies, family, pets, and favorite foods. The goal is to gather enough information to write a short narrative.

  • Day 5: Narrative Writing & Sharing. Students will use the information from their interview to write a short, analytical essay about their new friend. This is an excellent opportunity to practice sentence structure and descriptive vocabulary.

 

Activities & Games

 

  • Greetings Circle: Sit in a circle and pass a ball. When a student catches it, they must say a new greeting or a personal question to the person next to them. This helps build a sense of community.

  • "Simón Dice" (Simon Says): A modified version of this game can be used to practice classroom commands and body parts.

  • "Pase la Tarjeta" (Pass the Card): A set of flashcards with greetings and emotion words is passed around the room while music plays. When the music stops, the student with the card says the word aloud.

  • Music & Movement: Use songs like "Si estás feliz, feliz, feliz" to practice emotions and movement. This makes learning engaging and fun.

​

​

Based on our unique approach, here is a lesson plan for Week 1 of Seventh Grade Spanish. This week's focus is on building a classroom community and taking a more analytical and philosophical approach to identity.

 

Seventh Grade Spanish: Week 1

 

Focus: Quarter 1 - Personal Identity & Self-Expression

Theme: ¿Quién Soy Yo Realmente? (Who Am I, Really?)

  • NC Foreign Language Standards (ML.CLL.1): Students will use more complex greetings and farewells and introduce themselves and others in a more detailed way.

  • Differentiated Learning Goals for Gifted Students:

    • Content: Students will learn a wider variety of greetings, including formal and informal expressions, and analyze the cultural and social factors that influence their usage. They will also begin to explore the philosophical question of "identity."

    • Process: They will conduct mini-interviews with classmates and then analyze the information they gathered to create a more sophisticated narrative introduction of their new friend.

    • Product: Students will write a short, analytical essay or a narrative with a clear point of view about a classmate. The essay should go beyond basic facts and include details about their personality and interests, framed within a cultural context.

 

In-Class Project: Nuestras Identidades en Profundidad (Our Identities in Depth)

 

  • Day 1-2: Advanced Greetings & Cultural Context. Introduce a variety of greetings and expressions, emphasizing the cultural context of when to use formal versus informal language. Use a video or a short story from a Spanish-speaking country to illustrate these concepts.

  • Day 3-4: The Mini-Interview. Students will interview a classmate, asking questions about their hobbies, family, pets, and favorite foods. The goal is to gather enough information to write a short narrative.

  • Day 5: Narrative Writing & Sharing. Students will use the information from their interview to write a short, analytical essay about their new friend. This is an excellent opportunity to practice sentence structure and descriptive vocabulary.

 

Activities & Games

 

  • Greetings Circle: Sit in a circle and pass a ball. When a student catches it, they must say a new greeting or a personal question to the person next to them. This helps build a sense of community.

  • "Simón Dice" (Simon Says): A modified version of this game can be used to practice classroom commands and body parts.

  • "Pase la Tarjeta" (Pass the Card): A set of flashcards with greetings and emotion words is passed around the room while music plays. When the music stops, the student with the card says the word aloud.

  • Music & Movement: Use songs like "Si estás feliz, feliz, feliz" to practice emotions and movement. This makes learning engaging and fun.

​​

​

Based on our unique approach, here is a lesson plan for Week 1 of Eighth Grade Spanish. This week's focus is on building a classroom community while introducing more complex greetings and the concept of how names and objects work in Spanish.

 

Eighth Grade Spanish: Week 1

 

Focus: Quarter 1 - Identity, Perspectives, and Global Issues

Theme: El Individuo y el Mundo: ¿Quién Soy y Dónde Encajo? (The Individual and the World: Who Am I and Where Do I Fit In?)

  • NC Foreign Language Standards (ML.CLL.1): Students will use more complex greetings and farewells and introduce themselves and others in a more detailed way.

  • Differentiated Learning Goals for Students:

    • Content: Students will learn a wider variety of greetings, including formal and informal expressions, and analyze the cultural and social factors that influence their usage. They will also begin to explore the philosophical question of "identity" and its relationship to global issues.

    • Process: They will conduct mini-interviews with classmates and then analyze the information they gathered to create a more sophisticated narrative introduction of their new friend.

    • Product: Students will write a short, analytical essay or a narrative with a clear point of view about a classmate. The essay should go beyond basic facts and include details about their personality and interests, framed within a cultural context.

 

In-Class Project: Nuestras Identidades en Profundidad (Our Identities in Depth)

 

  • Day 1-2: Advanced Greetings & Cultural Context. Introduce a variety of greetings and expressions, emphasizing the cultural context of when to use formal versus informal language. Use a video or a short story from a Spanish-speaking country to illustrate these concepts.

  • Day 3-4: The Mini-Interview. Students will interview a classmate, asking questions about their hobbies, family, pets, and favorite foods. The goal is to gather enough information to write a short narrative.

  • Day 5: Narrative Writing & Sharing. Students will use the information from their interview to write a short, analytical essay about their new friend. This is an excellent opportunity to practice sentence structure and descriptive vocabulary.

 

Activities & Games

 

  • Greetings Circle: Sit in a circle and pass a ball. When a student catches it, they must say a new greeting or a personal question to the person next to them. This helps build a sense of community.

  • "Simón Dice" (Simon Says): A modified version of this game can be used to practice classroom commands and body parts.

  • "Pase la Tarjeta" (Pass the Card): A set of flashcards with greetings and emotion words is passed around the room while music plays. When the music stops, the student with the card says the word aloud.

  • Music & Movement: Use songs like "Si estás feliz, feliz, feliz" to practice emotions and movement. This makes learning engaging and fun.

​​​​

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Week 2 (K-8)

Kindergarten: Week 2

 

Focus: Quarter 1 - My World

Theme: Mis Colores y Números (My Colors and Numbers)

  • Learning Objectives: Students will identify and name basic colors and numbers 1-10. They will begin to use simple sentences to describe objects.

  • Key Vocabulary:

    • Colors: Rojo, Azul, Amarillo, Verde, Naranja, Rosado, Morado, Café, Negro, Blanco.

    • Numbers: Uno, Dos, Tres, Cuatro, Cinco, Seis, Siete, Ocho, Nueve, Diez.

  • In-Class Project: El Libro de Colores y Números (The Colors and Numbers Book)

    • Day 1-2: Introduce colors using large flashcards, songs, and visual aids. Students practice repeating the names of the colors.

    • Day 3-4: Introduce numbers 1-10 with songs and counting games. Students will use manipulatives (e.g., blocks, counters) to practice counting in Spanish.

    • Day 5: Students will create a small "book" by coloring a page for each number, from one to ten. Each page will have a number and a corresponding number of items to color.

  • Activities & Games:

    • "Simón Dice": "Simón dice...toca algo azul!" (Simon says...touch something blue!).

    • "El Tren de Números": Lay out number flashcards on the floor like train cars. Students "ride" the train by jumping on each number and saying its name in Spanish.

    • Color-by-Number: Give students a simple drawing to color, with each section labeled with a Spanish number.

 

1st Grade: Week 2

 

Focus: Quarter 1 - Me & My Community

Theme: Mi Clase y los Números del 1-20 (My Class and Numbers 1-20)

  • Learning Objectives: Students will identify and name common classroom objects and numbers 11-20. They will use simple sentences to describe the location of an object.

  • Key Vocabulary:

    • Classroom Objects: Lápiz, Libro, Papel, Mesa, Silla, Mochila, Crayón, Tijeras, Pizarra, Puerta.

    • Numbers: Once, Doce, Trece, Catorce, Quince, Dieciséis, Diecisiete, Dieciocho, Diecinueve, Veinte.

  • In-Class Project: El Mapa de Mi Clase (My Classroom Map)

    • Day 1-2: Introduce classroom objects with songs and flashcards. Students practice asking and answering, "¿Qué es esto?" (What is this?).

    • Day 3-4: Review numbers 1-10 and introduce numbers 11-20 through counting songs and games.

    • Day 5: Students will draw a simple map of the classroom, labeling key objects with their Spanish names. They will practice pointing to the map and saying, "Aquí está la mesa." (Here is the table).

  • Activities & Games:

    • Classroom Scavenger Hunt: Give students a list of classroom objects in Spanish to find.

    • "Yo Veo, Veo": Play "I spy" with classroom objects. "Yo veo, veo... algo que es azul y grande" (I spy, I spy... something that is blue and big).

    • Number Puzzles: Create simple puzzles where students match the number in Spanish with the corresponding number of items.

 

2nd Grade: Week 2

 

Focus: Quarter 1 - My Personal World

Theme: El Clima y los Días (The Weather and the Days)

  • Learning Objectives: Students will identify and name days of the week and weather conditions. They will use simple phrases to talk about the weather.

  • Key Vocabulary:

    • Days of the Week: Lunes, Martes, Miércoles, Jueves, Viernes, Sábado, Domingo.

    • Weather: Sol, Lluvia, Nieve, Viento, Calor, Frío, Nublado, Tormenta, Relámpago, Arcoíris.

  • In-Class Project: La Rueda del Clima y los Días (The Weather and Days Wheel)

    • Day 1-2: Introduce the days of the week with a song. Students will learn the order of the days.

    • Day 3-4: Introduce weather vocabulary using flashcards and visual aids. Students practice answering, "¿Qué tiempo hace hoy?" (What's the weather like today?).

    • Day 5: Students will create a weather wheel with a spinner. They will label the days of the week and different weather conditions in Spanish. Each morning, they can spin the wheel to indicate the day and weather.

  • Activities & Games:

    • "La Canción de los Días": Sing a song about the days of the week to help with memorization.

    • Weather Report: Have students pretend to be weather reporters and give a simple weather report in Spanish.

    • Picture Matching: Give students pictures of different weather conditions to match with their Spanish names.

 

3rd Grade: Week 2

 

Focus: Quarter 1 - My Personal World

Theme: La Familia y las Descripciones (The Family and Descriptions)

  • Learning Objectives: Students will identify and name family members. They will use simple adjectives to describe a family member's appearance.

  • Key Vocabulary:

    • Family: Mamá, Papá, Hermano, Hermana, Abuelo, Abuela, Tío, Tía, Primo, Prima.

    • Adjectives: Alto, Bajo, Grande, Pequeño, Bonito, Guapo, Viejo, Joven, Rubia, Moreno.

  • In-Class Project: Mi Árbol de Familia (My Family Tree)

    • Day 1-2: Introduce family members with a family photo or a simple family tree drawing. Students practice naming each member.

    • Day 3-4: Introduce simple adjectives to describe appearance. Students practice describing their classmates or a picture.

    • Day 5: Students will draw a simple family tree, labeling each family member with their Spanish name and adding a short descriptive sentence (e.g., "Mi papá es alto").

  • Activities & Games:

    • Family Photo Sharing: Students can bring in a family photo and share the names of their family members in Spanish.

    • "¿Quién es?": Give clues in Spanish about a famous family member (e.g., "Es una abuela. Ella tiene el pelo blanco") and students guess who it is.

    • Storytelling: Read a simple story about a family and have students identify the different family members.

 

4th Grade: Week 2

 

Focus: Quarter 1 - My Personal World & Routines

Theme: Mis Pasatiempos y Rutinas (My Hobbies and Routines)

  • Learning Objectives: Students will identify and name common hobbies and daily routines. They will use simple sentences to talk about their routines.

  • Key Vocabulary:

    • Hobbies: Cantar, Bailar, Dibujar, Pintar, Leer, Escribir, Jugar, Ver televisión, Escuchar música, Cocinar.

    • Daily Routines: Levantarse, Lavarse, Vestirse, Desayunar, Almorzar, Cenar, Estudiar, Dormir, Acostarse.

  • In-Class Project: Mi Día Típico (My Typical Day)

    • Day 1-2: Introduce hobby vocabulary with flashcards and by having students act out each hobby.

    • Day 3-4: Introduce daily routine vocabulary with a song or a story about a typical day.

    • Day 5: Students will create a small poster or comic strip illustrating their typical day, labeling each activity with the Spanish phrase (e.g., "Me levanto a las siete").

  • Activities & Games:

    • Charades: Students act out a daily routine or a hobby and the class guesses it in Spanish.

    • "¿Qué haces?": Ask students, "¿Qué haces después de la escuela?" (What do you do after school?).

    • Storytelling: Read a simple story about a person's daily routine and have students identify the different activities.

 

5th Grade: Week 2

 

Focus: Quarter 1 - My Personal World & Community

Theme: La Ciudad y la Tecnología (The City and Technology)

  • Learning Objectives: Students will identify and name places in a city and common technology items. They will use simple sentences to talk about where they go and what they use.

  • Key Vocabulary:

    • The City: Ciudad, Calle, Edificio, Parque, Tienda, Hospital, Restaurante, Cine, Playa, Biblioteca.

    • Technology: Computadora, Teléfono, Internet, Redes sociales, Aplicación, Correo electrónico, Videojuego, Cámara, Impresora, Teclado.

  • In-Class Project: Mi Mapa de la Ciudad (My City Map)

    • Day 1-2: Introduce city vocabulary with a large city map on the board.

    • Day 3-4: Introduce technology vocabulary using real-life examples and pictures.

    • Day 5: Students will draw a map of a city, real or imaginary, and label at least five places and five technology items in Spanish.

  • Activities & Games:

    • "¿Dónde está?": Give clues in Spanish about a place in the city (e.g., "Puedes ver una película aquí").

    • "Yo tengo, tú tienes": A game where one student says, "Yo tengo un teléfono," and the next student says, "Yo tengo una computadora."

    • Digital Scavenger Hunt: Have students find and identify technology items in the classroom and label them with their Spanish names.

 

6th Grade: Week 2

 

Focus: Quarter 1 - My Personal World & The Community

Theme: La Escuela y las Clases (The School and the Classes)

  • Learning Objectives: Students will identify and name different subjects and places in a school. They will use simple sentences to talk about their favorite classes.

  • Key Vocabulary:

    • School Subjects: Matemáticas, Ciencias, Historia, Arte, Música, Educación Física, Español, Inglés, Lectura, Escritura.

    • Places in School: Biblioteca, Cafetería, Gimnasio, Oficina, Pasillo, Aula, Baño, Laboratorio, Patio de recreo, Director.

  • In-Class Project: Mi Horario de Clases (My Class Schedule)

    • Day 1-2: Introduce school subjects using flashcards and by asking students what their favorite subjects are.

    • Day 3-4: Introduce different places in a school using a school map.

    • Day 5: Students will create a schedule of their classes, labeling each subject and the time in Spanish. They will also write a short sentence about their favorite class.

  • Activities & Games:

    • "Mi Clase Favorita": Have students say, "Mi clase favorita es..." and explain why.

    • Role-Playing: Students can role-play as a teacher or a student in a specific class.

    • "Busca la Clave": Give students clues in Spanish about a specific place in the school and they have to guess where it is.

 

7th Grade: Week 2

 

Focus: Quarter 1 - Personal Identity & Self-Expression

Theme: Mis Amigos y Mis Actividades (My Friends and My Activities)

  • Learning Objectives: Students will identify and describe their friends and common activities. They will use simple sentences to talk about what they do with their friends.

  • Key Vocabulary:

    • Describing Friends: Amable, Gracioso, Inteligente, Tímido, Extrovertido, Optimista, Pesimista, Creativo, Honesto, Valiente.

    • Activities: Jugar, Ver películas, Escuchar música, Ir de compras, Ir al cine, Ir al parque, Hablar por teléfono, Mandar mensajes, Hacer deporte, Comer.

  • In-Class Project: Mi Perfil de Amigos (My Friends Profile)

    • Day 1-2: Introduce vocabulary for describing people and activities.

    • Day 3-4: Students will interview a classmate, asking them to describe their friends and what they like to do with them.

    • Day 5: Students will create a "Friends Profile" poster for a classmate, using the information they gathered in the interview. They will write a short paragraph in Spanish describing their friend.

  • Activities & Games:

    • "¿Quién es?": Give clues in Spanish about a friend and the class guesses who it is.

    • "Pasa la Pregunta": Students sit in a circle and pass a ball. The student who has the ball asks a question in Spanish about friends and activities.

    • Role-Playing: Students can role-play as two friends talking about their weekend plans.

 

8th Grade: Week 2

 

Focus: Quarter 1 - Identity, Perspectives, and Global Issues

Theme: Mi Vida y el Futuro (My Life and the Future)

  • Learning Objectives: Students will use the simple future tense to talk about their future plans and aspirations. They will identify and describe different careers.

  • Key Vocabulary:

    • Future Tense Verbs: Haré, Iré, Seré, Tendré, Pondré, Diré, Saldré, Vendré, Querré, Podré.

    • Careers: Doctor/a, Ingeniero/a, Abogado/a, Profesor/a, Científico/a, Artista, Músico/a, Atleta, Piloto, Chef.

  • In-Class Project: Mi Futuro en un Párrafo (My Future in a Paragraph)

    • Day 1-2: Introduce the simple future tense with a clear chart and examples.

    • Day 3-4: Introduce career vocabulary and have students share what they want to be in the future.

    • Day 5: Students will write a short paragraph in Spanish about their future plans, using the future tense and career vocabulary.

  • Activities & Games:

    • "¿Qué harás?": Ask students, "¿Qué harás este fin de semana?" (What will you do this weekend?).

    • Career Charades: Students act out a career and the class guesses it in Spanish.

    • "El Mapa de Mi Futuro": Students draw a map of their future life, including their career, family, and where they will live. They will label it in Spanish.

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Week 3 (K-8)

Kindergarten: Week 3

 

Focus: Quarter 1 - My World

Theme: Mi Familia (My Family)

  • Learning Objectives: Students will identify and name family members. They will use simple sentences to talk about their family.

  • Key Vocabulary:

    • Family: Mamá, Papá, Hermano, Hermana, Abuelo, Abuela, Bebé, Tío, Tía, Primo.

  • In-Class Project: El Árbol Genealógico (The Family Tree)

    • Day 1-2: Introduce family members with a large family photo or a simple family tree drawing. Students will practice repeating the names of the family members.

    • Day 3-4: Introduce the phrase "Esta es mi familia" (This is my family). Students will point to a picture and say, "Esta es mi mamá," or "Este es mi papá."

    • Day 5: Students will create a small family tree by drawing or cutting out pictures of their family members and pasting them onto a paper tree. They will label each person with their Spanish name.

  • Activities & Games:

    • "¿Quién Es?": Give clues in Spanish about a family member (e.g., "Es la mamá de mi mamá") and students guess who it is.

    • "Cantemos en Familia": Sing a song about the family to help with memorization.

    • Storytelling: Read a simple story about a family and have students identify the different family members.

 

1st Grade: Week 3

 

Focus: Quarter 1 - Me & My Community

Theme: Las Partes de Mi Cuerpo (The Parts of My Body)

  • Learning Objectives: Students will identify and name common body parts. They will use simple sentences to describe their body.

  • Key Vocabulary:

    • Body Parts: Cabeza, Ojos, Nariz, Boca, Orejas, Manos, Pies, Brazos, Piernas, Pelo.

  • In-Class Project: Mi Robot de Papel (My Paper Robot)

    • Day 1-2: Introduce body parts with songs like "Cabeza, Hombros, Rodillas y Pies." Students will practice touching and naming each part.

    • Day 3-4: Introduce the phrase "Tengo..." (I have...). Students will say, "Tengo dos ojos," or "Tengo dos orejas."

    • Day 5: Students will create a paper robot and label the body parts with their Spanish names. They will present their robot and point to the parts, saying "Esta es la cabeza," etc.

  • Activities & Games:

    • "Simón Dice": "Simón dice...toca tu cabeza!" (Simon says...touch your head!).

    • "Yo Veo, Veo": Play "I spy" with body parts. "Yo veo, veo... algo que es de color café y está en tu cabeza" (I spy, I spy... something that is brown and is on your head).

    • Movement Games: Create dances or movements that incorporate the body parts they have learned.

 

2nd Grade: Week 3

 

Focus: Quarter 1 - My Personal World

Theme: La Casa y las Habitaciones (The House and the Rooms)

  • Learning Objectives: Students will identify and name rooms in a house. They will use simple sentences to describe their house.

  • Key Vocabulary:

    • Rooms: Casa, Cocina, Sala, Dormitorio, Baño, Comedor, Jardín, Techo, Puerta, Ventana.

  • In-Class Project: Mi Casa de Caja de Zapatos (My Shoebox House)

    • Day 1-2: Introduce rooms with flashcards and by drawing a simple house on the board. Students will repeat the names of the rooms.

    • Day 3-4: Introduce the phrase "En mi casa hay..." (In my house there is...). Students will say, "En mi casa hay una cocina."

    • Day 5: Students will use a shoebox to create a model of a house. They will label each room with its Spanish name.

  • Activities & Games:

    • "El Mapa de la Casa": Give students a map of a house and have them label the rooms.

    • "¿Dónde está?": Give clues in Spanish about a room in a house (e.g., "Aquí duermes") and students guess where it is.

    • Storytelling: Read a story about a family's day at home and have students identify the different rooms.

 

3rd Grade: Week 3

 

Focus: Quarter 1 - My Personal World

Theme: La Comida y los Verbos (Food and Verbs)

  • Learning Objectives: Students will identify and name basic foods. They will use simple verbs to talk about what they eat and drink.

  • Key Vocabulary:

    • Food: Manzana, Plátano, Pan, Queso, Leche, Huevo, Arroz, Pollo, Sopa, Ensalada.

    • Verbs: Comer, Beber, Gustar, Tener, Querer.

  • In-Class Project: Mi Menú Favorito (My Favorite Menu)

    • Day 1-2: Introduce food vocabulary with flashcards and by showing pictures of the foods.

    • Day 3-4: Introduce verbs and the phrase "Me gusta..." (I like...). Students will say, "Me gusta el pan."

    • Day 5: Students will create a menu of their favorite foods, labeling each food with its Spanish name. They will present their menu to a partner, saying, "Me gusta el pollo y el arroz."

  • Activities & Games:

    • "El Mercado": Create a mini market in the classroom with pictures of food items. Students can role-play as shoppers and vendors.

    • "Simón Dice": "Simón dice...toca la manzana" (Simon says...touch the apple).

    • Song: Sing a song about food to help with memorization.

 

4th Grade: Week 3

 

Focus: Quarter 1 - My Personal World & Routines

Theme: Mi Escuela y las Clases (My School and Classes)

  • Learning Objectives: Students will identify and name school subjects and places in the school. They will use simple sentences to talk about their schedule.

  • Key Vocabulary:

    • School Subjects: Matemáticas, Ciencias, Historia, Arte, Música, Educación Física, Español, Inglés, Lectura, Escritura.

    • Places in School: Biblioteca, Cafetería, Gimnasio, Oficina, Pasillo, Aula, Baño, Laboratorio, Patio de recreo, Director.

  • In-Class Project: Mi Horario de Clases (My Class Schedule)

    • Day 1-2: Introduce school subjects using flashcards and by asking students what their favorite subjects are.

    • Day 3-4: Introduce different places in a school using a school map.

    • Day 5: Students will create a schedule of their classes, labeling each subject and the time in Spanish. They will also write a short sentence about their favorite class.

  • Activities & Games:

    • "Mi Clase Favorita": Have students say, "Mi clase favorita es..." and explain why.

    • Role-Playing: Students can role-play as a teacher or a student in a specific class.

    • "Busca la Clave": Give students clues in Spanish about a specific place in the school and they have to guess where it is.

 

5th Grade: Week 3

 

Focus: Quarter 1 - My Personal World & Community

Theme: Mi Comunidad y las Profesiones (My Community and the Professions)

  • Learning Objectives: Students will identify and name different professions. They will use simple sentences to describe what a person does.

  • Key Vocabulary:

    • Professions: Maestro/a, Doctor/a, Bombero/a, Policía, Chef, Ingeniero/a, Abogado/a, Cantante, Artista, Piloto.

  • In-Class Project: Mi Perfil de Profesión (My Profession Profile)

    • Day 1-2: Introduce professions with flashcards and by talking about what each person does.

    • Day 3-4: Introduce the phrase "Yo quiero ser..." (I want to be...). Students will say, "Yo quiero ser doctor."

    • Day 5: Students will create a profile of a profession they are interested in, including a picture of the person and a short sentence about what they do.

  • Activities & Games:

    • "Charades": Students act out a profession and the class guesses it in Spanish.

    • "¿Qué quieres ser?": Ask students, "¿Qué quieres ser cuando seas grande?" (What do you want to be when you grow up?).

    • Role-Playing: Students can role-play as a doctor, a teacher, a firefighter, etc.

 

6th Grade: Week 3

 

Focus: Quarter 1 - My Personal World & The Community

Theme: Mi Ciudad y el Transporte (My City and Transportation)

  • Learning Objectives: Students will identify and name different types of transportation. They will use simple sentences to talk about how they get to a place.

  • Key Vocabulary:

    • Transportation: Carro, Bicicleta, Avión, Tren, Autobús, Moto, Barco, Camión, Taxi, Metro.

  • In-Class Project: Mi Mapa de Transporte (My Transportation Map)

    • Day 1-2: Introduce transportation vocabulary with flashcards and by showing pictures of the different types.

    • Day 3-4: Introduce the phrase "Yo voy a...en..." (I go to...by...). Students will say, "Yo voy a la escuela en carro."

    • Day 5: Students will draw a map of their city and label the different types of transportation they see. They will also write a short sentence about how they get to school.

  • Activities & Games:

    • "Charades": Students act out a type of transportation and the class guesses it in Spanish.

    • "¿Cómo vas?": Ask students, "¿Cómo vas a la escuela?" (How do you get to school?).

    • Storytelling: Read a story about a person traveling and have students identify the different types of transportation.

 

7th Grade: Week 3

 

Focus: Quarter 1 - Personal Identity & Self-Expression

Theme: Mis Sentimientos y Emociones (My Feelings and Emotions)

  • Learning Objectives: Students will identify and name different feelings and emotions. They will use simple sentences to express how they feel.

  • Key Vocabulary:

    • Feelings: Feliz, Triste, Enojado, Asustado, Cansado, Nervioso, Sorprendido, Aburrido, Contento, Calmado.

  • In-Class Project: El Diario de Emociones (The Emotions Journal)

    • Day 1-2: Introduce feelings and emotions with flashcards and by having students act out each feeling.

    • Day 3-4: Introduce the phrase "Yo estoy..." (I am...). Students will say, "Yo estoy feliz."

    • Day 5: Students will create a small journal where they can draw or write about how they feel each day. They will share their journal with a partner, saying, "Hoy estoy feliz."

  • Activities & Games:

    • "Charades": Students act out a feeling and the class guesses it in Spanish.

    • "¿Cómo estás?": Ask students, "¿Cómo estás hoy?" (How are you today?).

    • Storytelling: Read a story about a character's feelings and have students identify the different emotions.

 

8th Grade: Week 3

 

Focus: Quarter 1 - Identity, Perspectives, and Global Issues

Theme: Mi Vida y el Futuro (My Life and the Future)

  • Learning Objectives: Students will use the simple future tense to talk about their future plans and aspirations. They will identify and describe different careers.

  • Key Vocabulary:

    • Future Tense Verbs: Haré, Iré, Seré, Tendré, Pondré, Diré, Saldré, Vendré, Querré, Podré.

    • Careers: Doctor/a, Ingeniero/a, Abogado/a, Profesor/a, Científico/a, Artista, Músico/a, Atleta, Piloto, Chef.

  • In-Class Project: Mi Futuro en un Párrafo (My Future in a Paragraph)

    • Day 1-2: Introduce the simple future tense with a clear chart and examples.

    • Day 3-4: Introduce career vocabulary and have students share what they want to be in the future.

    • Day 5: Students will write a short paragraph in Spanish about their future plans, using the future tense and career vocabulary.

  • Activities & Games:

    • "¿Qué harás?": Ask students, "¿Qué harás este fin de semana?" (What will you do this weekend?).

    • Career Charades: Students act out a career and the class guesses it in Spanish.

    • "El Mapa de Mi Futuro": Students draw a map of their future life, including their career, family, and where they will live. They will label it in Spanish.​

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Week 4 (K-8)

Kindergarten: Week 4

 

Focus: Quarter 1 - My World Theme: Mi Cuerpo (My Body)

Learning Objectives: Students will be able to identify and name parts of the body. They will use simple sentences to talk about their body. Key Vocabulary: Body Parts: cabeza (head), ojos (eyes), nariz (nose), boca (mouth), brazos (arms), manos (hands), piernas (legs), pies (feet).

In-Class Project: El Muñeco de Papel (The Paper Doll)

  • Day 1-2: Introduce body parts with a song like "Cabeza, Hombros, Rodillas y Pies" (Head, Shoulders, Knees and Toes). Point to each part of your own body as you say the word.

  • Day 3-4: Introduce the phrase "Tengo..." (I have...). Students will practice pointing to their body parts and saying "Tengo ojos" or "Tengo manos."

  • Day 5: Students will create a paper doll. They will draw and cut out the body parts and assemble them on a piece of paper. They will then label each part with the correct Spanish word. Activities & Games:

  • "Simón Dice": Play "Simón dice" using the new body part vocabulary (e.g., "Simón dice, 'Toca tu cabeza.'").

  • "Dibujo del Cuerpo": Give instructions in Spanish for students to draw a person, adding one body part at a time.

 

1st Grade: Week 4

 

Focus: Quarter 1 - My World Theme: Mis Juguetes (My Toys)

Learning Objectives: Students will be able to identify and name common toys. They will be able to use the phrase "Yo tengo..." (I have...) to talk about their toys. Key Vocabulary: Toys: pelota (ball), muñeca (doll), carro (car), oso de peluche (teddy bear), bloques (blocks), avion (airplane), bicicleta (bicycle).

In-Class Project: La Caja de Juguetes (The Toy Box)

  • Day 1-2: Introduce toys using real objects or flashcards. Students will repeat the Spanish names for each toy.

  • Day 3-4: Introduce the phrases "Yo tengo..." (I have...) and "¿Qué tienes?" (What do you have?). Students will practice asking and answering these questions with a partner.

  • Day 5: Students will draw a few of their favorite toys and put them on a large cutout of a toy box. They will label each toy with the correct Spanish word. Activities & Games:

  • "Veo, Veo": Play a game of "I spy" with the toy vocabulary (e.g., "Veo, veo... algo con lo que puedes jugar.").

  • "La Caza de Juguetes": Hide pictures of the toys around the classroom and have students find them while saying their Spanish names.

 

2nd Grade: Week 4

 

Focus: Quarter 1 - My World Theme: Mis Mascotas (My Pets)

Learning Objectives: Students will be able to identify and name common pets. They will be able to describe their pets using simple adjectives. Key Vocabulary: Pets: perro (dog), gato (cat), pez (fish), pájaro (bird), tortuga (turtle), hámster (hamster). Adjectives: grande (big), pequeño (small), bonito (pretty/cute), viejo (old), nuevo (new).

In-Class Project: El Libro de Mascotas (The Pet Book)

  • Day 1-2: Introduce the vocabulary for pets using flashcards and real pictures. Students will repeat the words.

  • Day 3-4: Introduce simple adjectives to describe the pets and the phrase "Mi perro es grande." (My dog is big.). Students will practice describing different pets.

  • Day 5: Students will create a small "pet book." Each page will have a drawing of a pet and a simple sentence describing it (e.g., "Mi gato es bonito."). Activities & Games:

  • "¿Qué mascota soy?": Give clues in Spanish about a pet (e.g., "Soy pequeño y me gusta nadar.") and students guess what it is.

  • "Círculo de Mascotas": Students sit in a circle and pass a stuffed animal around, each one saying "Tengo un..." and the name of the pet.

 

3rd Grade: Week 4

 

Focus: Quarter 1 - My World Theme: La Comida y Las Bebidas (Food and Drinks)

Learning Objectives: Students will identify and name different foods and drinks. They will express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: manzana (apple), plátano (banana), pan (bread), queso (cheese), leche (milk), agua (water), jugo (juice), hamburguesa (hamburger).

In-Class Project: Mi Menú Favorito (My Favorite Menu)

  • Day 1-2: Introduce food and drink vocabulary with flashcards and a tasting activity (if possible). Students will repeat the words.

  • Day 3-4: Introduce the phrases "Me gusta..." (I like...) and "No me gusta..." (I don't like...). Students will share their preferences with a partner.

  • Day 5: Students will create a menu showing their favorite foods and drinks. They will draw and label the items and write a sentence for each, saying whether they like it or not. Activities & Games:

  • "La Canasta de Comida": Students sit in a circle and "pass" an imaginary food item, saying its Spanish name as they do so.

  • "Círculo de Preferencias": Students stand up if they like the food item you name in Spanish.

 

4th Grade: Week 4

 

Focus: Quarter 1 - My World Theme: La Ropa (Clothing)

Learning Objectives: Students will be able to identify and name different articles of clothing. They will use the verb "llevar" (to wear) in simple sentences. Key Vocabulary: Clothing: camiseta (t-shirt), pantalones (pants), vestido (dress), zapatos (shoes), gorra (cap), chaqueta (jacket), calcetines (socks).

In-Class Project: El Desfile de Moda (The Fashion Show)

  • Day 1-2: Introduce clothing vocabulary using flashcards or by pointing to their own clothes. Students will practice the names of the items.

  • Day 3-4: Introduce the verb "llevar" and practice conjugating it (e.g., "Yo llevo una camiseta."). Students will describe what they and their classmates are wearing.

  • Day 5: Students will create a "paper doll" and design different outfits for it. They will present their designs in a "fashion show," describing each outfit in Spanish. Activities & Games:

  • "Cambio de Ropa": Have a designated "clothing station" where students can quickly change into different items of clothing and describe them.

  • "¿Qué Llevas?": A partner game where one student describes what the other is wearing, and the other student confirms if they are right.

 

5th Grade: Week 4

 

Focus: Quarter 1 - My World Theme: Los Colores y Los Números (Colors and Numbers)

Learning Objectives: Students will be able to identify and name a variety of colors. They will be able to count from 1 to 20. They will use both vocabulary sets in a single sentence. Key Vocabulary: Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), naranja (orange), morado (purple), negro (black), blanco (white). Numbers: 1-20.

In-Class Project: La Búsqueda del Tesoro (The Treasure Hunt)

  • Day 1-2: Introduce the colors with a visual activity (e.g., coloring a picture). Students will repeat the Spanish names for the colors. Introduce numbers 1-20 with songs and counting games.

  • Day 3-4: Combine the two vocabulary sets by practicing phrases like "Tengo dos lápices rojos" (I have two red pencils).

  • Day 5: The teacher will create a "treasure hunt" with clues written in Spanish. Clues will include colors and numbers (e.g., "Busca tres objetos azules" - Find three blue objects). The "treasure" is a small prize or a fun activity. Activities & Games:

  • "Bingo de Colores y Números": Create bingo cards with both colors and numbers. The teacher calls out a combination (e.g., "cinco verde") and students mark their cards.

  • "Contar y Pintar": Students roll dice and draw that many objects of a specific color.

 

6th Grade: Week 4

 

Focus: Quarter 1 - My World Theme: La Escuela y Las Clases (School and Classes)

Learning Objectives: Students will be able to identify and name different school subjects and objects. They will be able to use the verb "tener" (to have) to talk about their school supplies. Key Vocabulary: School: la escuela (school), la clase (class), el profesor/la profesora (teacher), el libro (book), el lápiz (pencil), la pluma (pen), la mochila (backpack). Subjects: matemáticas (math), ciencias (science), historia (history), arte (art), educación física (P.E.).

In-Class Project: El Horario de Clases (The Class Schedule)

  • Day 1-2: Introduce vocabulary for school subjects and objects using a poster or visual aids. Students will repeat the words.

  • Day 3-4: Introduce the verb "tener" and practice conjugating it. Students will create sentences about what they have in their backpack (e.g., "Tengo un libro y dos plumas.").

  • Day 5: Students will create a school schedule for themselves, writing in the subjects for each day of the week and drawing the school supplies they would need for each class. They will present their schedule to a partner. Activities & Games:

  • "Veo, Veo": Play "I spy" in the classroom using the new vocabulary (e.g., "Veo, veo algo que usas en la clase de historia.").

  • "El Círculo de Mochilas": Students sit in a circle and pass a backpack around, each saying what they have inside of it.

 

7th Grade: Week 4

 

Focus: Quarter 1 - My World Theme: Los Países y Las Nacionalidades (Countries and Nationalities)

Learning Objectives: Students will be able to name countries and their corresponding nationalities. They will be able to use the verb "ser" (to be) to talk about where they are from. Key Vocabulary: Countries: España (Spain), México (Mexico), Estados Unidos (United States), Canadá (Canada). Nationalities: español/española (Spanish), mexicano/mexicana (Mexican), estadounidense (American), canadiense (Canadian).

In-Class Project: Un Póster de Viajes (A Travel Poster)

  • Day 1-2: Introduce a map of the Spanish-speaking world. The teacher will point to each country and say its name. Students will repeat the names of the countries and their nationalities.

  • Day 3-4: Introduce the verb "ser" and practice conjugating it (e.g., "Yo soy de México"). Students will practice asking a partner "¿De dónde eres?" (Where are you from?) and answering with their country.

  • Day 5: Students will choose a Spanish-speaking country and create a travel poster for it. The poster will include a drawing of the country's flag and some key facts, including the nationality of the people. Activities & Games:

  • "El Juego de Banderas": Use a set of flags from different countries. The teacher holds up a flag and students say the name of the country and the nationality.

  • "Círculo de Viajes": Students sit in a circle and each says "Soy de..." and the country they are "from" (e.g., "Soy de España"), then they say the nationality.

 

8th Grade: Week 4

 

Focus: Quarter 1 - My World Theme: Los Adjetivos y las Descripciones (Adjectives and Descriptions)

Learning Objectives: Students will be able to use a variety of adjectives to describe people and objects. They will understand adjective agreement (masculine/feminine, singular/plural). Key Vocabulary: Adjectives: alto/a (tall), bajo/a (short), rubio/a (blonde), moreno/a (brunette), simpático/a (nice), inteligente (intelligent), divertido/a (fun).

In-Class Project: El Retrato del Estudiante (The Student Portrait)

  • Day 1-2: Introduce a variety of new adjectives. The teacher will use flashcards or pictures of people to demonstrate each adjective. Students will repeat the words.

  • Day 3-4: Teach the rules of adjective agreement (e.g., "El niño es alto." vs. "La niña es alta."). Students will practice writing descriptive sentences about people.

  • Day 5: Students will choose a classmate to interview. They will ask questions about their personality and physical appearance. They will then write a short paragraph describing their classmate, using the new vocabulary and correct adjective agreement. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a famous person, and their partner asks "yes or no" questions in Spanish to guess who it is (e.g., "¿Es alto?").

  • "Círculo de Descripciones": Students sit in a circle, and each one describes the person to their right using one new adjective.

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Week 5 (K-8)

Kindergarten: Week 5

 

Focus: Quarter 1 - My World Theme: Mis Sentidos (My Senses)

Learning Objectives: Students will identify and name the five senses. They will use simple sentences to talk about what they can do with each sense. Key Vocabulary: Senses: vista (sight), oído (hearing), olfato (smell), gusto (taste), tacto (touch). Verbs: ver (to see), oír (to hear), oler (to smell), probar (to taste), tocar (to touch).

In-Class Project: El Libro de los Sentidos (The Senses Book)

  • Day 1-2: Introduce the five senses using a large poster or by pointing to different parts of the face and body. Students will repeat the Spanish names for each sense.

  • Day 3-4: Introduce the verbs for each sense. Students will practice saying sentences like "Yo puedo ver con mis ojos" (I can see with my eyes).

  • Day 5: Students will create a small "Senses Book." Each page will represent one sense. They will draw a picture of something they can do with that sense and write a simple sentence (e.g., a drawing of a flower with the sentence "Yo puedo oler una flor."). Activities & Games:

  • "¿Qué ves?": Play a game where the teacher says, "Veo, veo..." and a student has to name something they see in the classroom.

  • "Caja de Sorpresas": Put different objects in a box. Students reach in and touch an object without looking, then describe how it feels in Spanish.

 

1st Grade: Week 5

 

Focus: Quarter 1 - My World Theme: Mis Emociones (My Emotions)

Learning Objectives: Students will be able to identify and name different emotions. They will use the phrase "Estoy..." (I am...) to express how they feel. Key Vocabulary: Emotions: feliz (happy), triste (sad), enojado/a (angry), sorprendido/a (surprised), asustado/a (scared), cansado/a (tired).

In-Class Project: El Diario de Emociones (The Emotion Journal)

  • Day 1-2: Introduce emotions using flashcards with faces showing different feelings. Students will repeat the Spanish names for each emotion.

  • Day 3-4: Introduce the phrase "Estoy..." and practice using it with the new vocabulary. Students will practice asking a partner "¿Cómo estás?" (How are you?) and answering.

  • Day 5: Students will create a small journal. Each day, they will draw a face showing an emotion and write a sentence about how they feel (e.g., "Hoy estoy feliz."). Activities & Games:

  • "El Espejo de Emociones": The teacher or a student makes a face showing an emotion, and the rest of the class has to say what it is in Spanish.

  • "Charadas de Emociones": Play charades where students act out an emotion and others have to guess it.

 

2nd Grade: Week 5

 

Focus: Quarter 1 - My World Theme: El Clima y Las Estaciones (The Weather and The Seasons)

Learning Objectives: Students will be able to identify and name different types of weather and the four seasons. They will use simple sentences to describe the weather. Key Vocabulary: Weather: sol (sun), lluvia (rain), nieve (snow), viento (wind), nublado (cloudy), hace calor (it's hot), hace frío (it's cold). Seasons: primavera (spring), verano (summer), otoño (autumn), invierno (winter).

In-Class Project: El Calendario del Clima (The Weather Calendar)

  • Day 1-2: Introduce weather and season vocabulary with flashcards and a visual chart. Students will repeat the words.

  • Day 3-4: Introduce phrases like "Hace sol hoy." (It's sunny today) and practice describing the weather each day. Introduce the seasons and discuss what the weather is like in each one.

  • Day 5: Students will create a simple weather calendar for the week. Each day, they will draw a picture of the weather and write a short sentence describing it. Activities & Games:

  • "La Rueda del Clima": Use a spinner with different weather icons. Students spin the wheel and have to say the weather in Spanish.

  • "Dibujar el Clima": The teacher says a type of weather in Spanish and students have to quickly draw it on a small whiteboard.

 

3rd Grade: Week 5

 

Focus: Quarter 1 - My World Theme: La Hora y El Horario (Time and Schedule)

Learning Objectives: Students will be able to tell time on the hour and half-hour. They will be able to ask and answer questions about time. Key Vocabulary: Time: hora (hour), minuto (minute), mañana (morning), tarde (afternoon), noche (night), son las... (it is...), y media (and a half). Questions: "¿Qué hora es?" (What time is it?), "¿A qué hora...?" (At what time...?).

In-Class Project: Mi Reloj Personal (My Personal Clock)

  • Day 1-2: Introduce telling time on the hour (e.g., "Son las dos."). Use a large analog clock to practice. Students will repeat the times.

  • Day 3-4: Introduce telling time on the half-hour (e.g., "Son las dos y media."). Practice asking and answering "¿Qué hora es?" with a partner.

  • Day 5: Students will create their own small clock with movable hands. They will practice setting the time and telling a partner what time it is in Spanish. Activities & Games:

  • "La Batalla de las Horas": A game where students work in pairs. One student sets a time on their clock and the other has to say it correctly in Spanish.

  • "El Horario de Clases": Review school subjects and have students create a simple schedule, writing in the time for each class (e.g., "A las ocho y media, tengo matemáticas.").

 

4th Grade: Week 5

 

Focus: Quarter 1 - My World Theme: Los Verbos Regulares -AR (Regular -AR Verbs)

Learning Objectives: Students will be able to conjugate and use regular -AR verbs in the present tense. They will be able to create simple sentences with these verbs. Key Vocabulary: Verbs: hablar (to talk), caminar (to walk), cantar (to sing), bailar (to dance), estudiar (to study), trabajar (to work), comprar (to buy).

In-Class Project: El Libro de Verbos (The Verb Book)

  • Day 1-2: Introduce the concept of a verb and the infinitive form. Show students how to conjugate regular -AR verbs in the present tense (e.g., yo hablo, tú hablas, él/ella habla).

  • Day 3-4: Practice forming sentences using the conjugated verbs. Students will write sentences about their daily activities.

  • Day 5: Students will create a small "Verb Book." Each page will have a different -AR verb, its conjugation chart, and a simple drawing or sentence demonstrating its use. Activities & Games:

  • "Verbos en Acción": The teacher says a verb and a subject pronoun (e.g., "ellos cantar"), and students have to shout out the correct conjugated form ("cantan").

  • "Escribe y Dibuja": The teacher says a sentence with a conjugated verb, and students have to draw a picture representing the action.

 

5th Grade: Week 5

 

Focus: Quarter 1 - My World Theme: La Familia y Los Adjetivos Posesivos (Family and Possessive Adjectives)

Learning Objectives: Students will be able to describe family members and use possessive adjectives (mi, tu, su, etc.) correctly. Key Vocabulary: Family: padres (parents), hijos (children), tíos (aunts/uncles), primos (cousins). Possessive Adjectives: mi (my), tu (your), su (his/her/their), nuestro/a (our), vuestro/a (y'all's), su (their).

In-Class Project: Mi Álbum de Familia (My Family Album)

  • Day 1-2: Review family vocabulary. Introduce the possessive adjectives and how they change based on gender and number (mi libro, mis libros, nuestra casa).

  • Day 3-4: Practice creating sentences using possessive adjectives and family vocabulary. Students will describe their own family (e.g., "Mi hermano es alto.").

  • Day 5: Students will create a small "Family Album." Each page will have a drawing or picture of a family member and a short description using possessive adjectives (e.g., "Este es mi primo. Su nombre es Juan."). Activities & Games:

  • "El Árbol Genealógico Gigante": In groups, students create a large family tree, drawing and labeling the members and using possessive adjectives to show relationships.

  • "Preguntas Familiares": Students ask each other questions like "¿Cómo es tu padre?" (What is your father like?) and answer using the new vocabulary.

 

6th Grade: Week 5

 

Focus: Quarter 1 - My World Theme: La Ciudad y Las Direcciones (The City and Directions)

Learning Objectives: Students will be able to name places in a city and give and follow simple directions. Key Vocabulary: Places: supermercado (supermarket), parque (park), biblioteca (library), cine (movie theater), restaurante (restaurant), farmacia (pharmacy). Directions: derecha (right), izquierda (left), recto (straight), doblar (to turn), ir (to go), calle (street).

In-Class Project: El Mapa de la Ciudad (The City Map)

  • Day 1-2: Introduce vocabulary for places in a city. Students will repeat the words and practice identifying them on a map.

  • Day 3-4: Introduce key directional phrases. Students will practice giving and following directions to get from one place to another on a classroom map.

  • Day 5: Students will work in pairs to create a simple map of a fictional city. They will then write out directions in Spanish for a partner to follow, leading them to a specific location on the map. Activities & Games:

  • "¿Dónde está?": The teacher will describe a location on a map and students have to name the place (e.g., "Es un lugar donde puedes leer libros.").

  • "Simón Dice de Direcciones": Play a game where students follow directions given in Spanish (e.g., "Simón dice, 'dobla a la izquierda'.").

 

7th Grade: Week 5

 

Focus: Quarter 1 - My World Theme: La Comida y Los Gustos (Food and Tastes)

Learning Objectives: Students will be able to describe different foods using a variety of adjectives. They will be able to express their opinions using more advanced vocabulary than in previous grades. Key Vocabulary: Foods: pollo (chicken), carne (meat), pescado (fish), vegetales (vegetables), frutas (fruits), postre (dessert). Adjectives: rico/a (delicious), salado/a (salty), dulce (sweet), picante (spicy), saludable (healthy), delicioso/a (delicious). Verbs: preferir (to prefer), gustar (to like).

In-Class Project: Mi Receta Favorita (My Favorite Recipe)

  • Day 1-2: Introduce new food and taste-related vocabulary. Students will practice describing different foods using the adjectives.

  • Day 3-4: Review the verb "gustar" and introduce the verb "preferir." Students will write sentences and short paragraphs about their food preferences.

  • Day 5: Students will choose a favorite dish and write out a simple recipe for it in Spanish. They will include the ingredients and a few simple instructions, and they will describe why they like it. Activities & Games:

  • "El Círculo de la Comida": Students sit in a circle and each one says a food they like, and the next person repeats it and adds a new one.

  • "Adivina la Comida": One student describes a food item using the new adjectives, and the class has to guess what it is.

 

8th Grade: Week 5

 

Focus: Quarter 1 - My World Theme: El Futuro Simple y los Planes (The Simple Future Tense and Plans)

Learning Objectives: Students will be able to form and use the simple future tense (voy a + infinitive) to talk about future plans and intentions. Key Vocabulary: Future Time: mañana (tomorrow), la próxima semana (next week), el próximo mes (next month), el fin de semana (the weekend). Verbs: A review of regular verbs from previous weeks, as the focus is on the future tense structure.

In-Class Project: Mi Plan para el Futuro (My Plan for the Future)

  • Day 1-2: Introduce the concept of the simple future tense using the phrase "ir + a + infinitive" (e.g., "Yo voy a estudiar."). Students will practice conjugating "ir" and using it in this new structure.

  • Day 3-4: Practice forming sentences about future plans. Students will write down what they are going to do tomorrow, next week, etc.

  • Day 5: Students will create a "Plan for the Future" poster. They will write and illustrate at least five sentences about their plans for the upcoming weekend, month, or even year, using the simple future tense. They will present their plans to the class. Activities & Games:

  • "¿Qué vas a hacer?": Students work in pairs, asking and answering questions about their plans for the future.

  • "El Calendario del Futuro": The teacher has a calendar on the board. Students come up and write a sentence about what they are going to do on a specific day.

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Week 6 (K-8)

Kindergarten: Week 6

 

Focus: Quarter 1 - My World Theme: Los Animales de la Granja (Farm Animals) 

Learning Objectives: Students will be able to identify and name common farm animals. They will use the phrase "Este es un..." (This is a...) to talk about the animals. Key Vocabulary: Animals: vaca (cow), cerdo (pig), caballo (horse), oveja (sheep), pato (duck), gallina (hen), gallo (rooster).

In-Class Project: La Granja de Papel (The Paper Farm)

  • Day 1-2: Introduce farm animals using flashcards or a large picture of a farm. Use animal sounds to help students remember the names. Students will repeat the Spanish names for each animal.

  • Day 3-4: Introduce the phrase "Este es un..." and practice using it with the new vocabulary. Students will point to a picture and say, "Este es un caballo" or "Esta es una gallina."

  • Day 5: Students will create a paper farm. They will draw or cut out pictures of the animals and a barn, then glue them onto a piece of paper to create their own farm. They will label each animal with its Spanish name. Activities & Games:

  • "¿Qué Animal Soy?": The teacher or a student pretends to be a farm animal and makes its sound. The class has to guess which animal it is in Spanish.

  • "Búsqueda de Animales": Hide pictures of farm animals around the classroom and have students find them while saying their Spanish names.

 

1st Grade: Week 6

 

Focus: Quarter 1 - My World Theme: Los Colores y Las Formas (Colors and Shapes)  

Learning Objectives: Students will be able to identify and name basic colors and shapes. They will be able to describe objects using both vocabulary sets. Key Vocabulary: Colors: rojo (red), azul (blue), amarillo (yellow), verde (green). Shapes: círculo (circle), cuadrado (square), triángulo (triangle), óvalo (oval), rectángulo (rectangle).

In-Class Project: El Mosaico de Formas (The Shape Mosaic)

  • Day 1-2: Introduce colors and shapes using flashcards and physical objects in the classroom. Students will repeat the names of the colors and shapes.

  • Day 3-4: Practice combining colors and shapes to describe objects. Students will say phrases like "El círculo es rojo" or "Tengo un cuadrado azul."

  • Day 5: Students will create a mosaic using different colored paper shapes. They will then present their mosaic to a partner, describing the different shapes and colors they used in Spanish. Activities & Games:

  • "Bingo de Formas y Colores": Create bingo cards with different combinations of shapes and colors. The teacher calls out a combination, and students mark their cards.

  • "Encuentra...": Give instructions to students to find an object in the classroom that fits a certain description (e.g., "Encuentra algo rojo" or "Encuentra un objeto cuadrado").

 

2nd Grade: Week 6

 

Focus: Quarter 1 - My World Theme: La Ropa y El Tiempo (Clothing and Weather)  

Learning Objectives: Students will be able to name different articles of clothing and use the verb "llevar" to describe what people are wearing in different weather. Key Vocabulary: Clothing: abrigo (coat), sombrero (hat), bufanda (scarf), guantes (gloves), botas (boots). Weather: hace frío (it's cold), hace calor (it's hot), llueve (it's raining), nieva (it's snowing).

In-Class Project: El Títere de Vestir (The Dress-Up Puppet)

  • Day 1-2: Review clothing vocabulary from previous weeks and introduce new items for different types of weather.

  • Day 3-4: Practice creating sentences that combine clothing and weather. Students will say, "En el invierno, llevo un abrigo." (In the winter, I wear a coat).

  • Day 5: Students will create a paper puppet and a small collection of paper clothes. They will present their puppet, describing what the puppet is wearing and what the weather is like. Activities & Games:

  • "¿Qué Llevas?": One student describes a classmate's outfit in Spanish. The rest of the class has to guess who they are describing.

  • "La Maleta de Viaje": The teacher says a location and the weather, and students have to name the clothing they would pack.

 

3rd Grade: Week 6

 

Focus: Quarter 1 - My World Theme: Los Verbos Regulares -ER (Regular -ER Verbs)  

Learning Objectives: Students will be able to conjugate and use regular -ER verbs in the present tense. They will be able to create simple sentences with these verbs. Key Vocabulary: Verbs: comer (to eat), beber (to drink), aprender (to learn), leer (to read), correr (to run), vender (to sell).

In-Class Project: El Menú del Restaurante (The Restaurant Menu)

  • Day 1-2: Introduce the concept of a verb and the infinitive form, focusing on the -ER verbs. Show students how to conjugate them in the present tense (e.g., yo como, tú comes, él/ella come).

  • Day 3-4: Practice forming sentences using the conjugated verbs. Students will write sentences about things they eat and drink.

  • Day 5: Students will create a menu for a restaurant. They will list the foods and drinks and use the new verbs to write sentences like "Nosotros comemos pollo." (We eat chicken). Activities & Games:

  • "Verbos en Acción": The teacher says a verb and a subject pronoun (e.g., "tú comer"), and students have to shout out the correct conjugated form ("comes").

  • "Mímica de Verbos": Students act out a verb and the class has to guess which one it is in Spanish.

 

4th Grade: Week 6

 

Focus: Quarter 1 - My World Theme: La Casa y Los Quehaceres (The House and Chores)  

Learning Objectives: Students will be able to identify and name different rooms in a house and common chores. They will use the verb "ayudar" (to help) and the verb "tener que" (to have to) to talk about chores. Key Vocabulary: Rooms: cocina (kitchen), baño (bathroom), sala (living room), dormitorio (bedroom), comedor (dining room). Chores: limpiar (to clean), lavar los platos (to wash the dishes), poner la mesa (to set the table), pasar la aspiradora (to vacuum), hacer la cama (to make the bed).

In-Class Project: La Casa de Mis Sueños (My Dream House)

  • Day 1-2: Introduce rooms in a house and common chores with pictures. Students will repeat the vocabulary.

  • Day 3-4: Introduce the verb "tener que" to express obligation (e.g., "Tengo que limpiar mi cuarto."). Practice using it with the new chore vocabulary.

  • Day 5: Students will draw and label their "dream house," including the different rooms. They will then write a paragraph describing what they have to do to keep their house clean, using the new vocabulary and verb phrases. Activities & Games:

  • "Bingo de Quehaceres": Create bingo cards with pictures of different chores. The teacher says a chore in Spanish, and students mark their cards.

  • "La Ruleta de los Quehaceres": Use a spinner with different chores. Students spin the wheel and have to say, "Tengo que..." and the name of the chore.

 

5th Grade: Week 6

 

Focus: Quarter 1 - My World Theme: La Escuela y Los Verbos -ER (School and -ER Verbs)  

Learning Objectives: Students will be able to describe their school day using regular -ER verbs and time-related vocabulary. Key Vocabulary: Verbs: aprender (to learn), leer (to read), escribir (to write), comprender (to understand), responder (to respond). Time: por la mañana (in the morning), por la tarde (in the afternoon).

In-Class Project: Mi Día Escolar (My School Day)

  • Day 1-2: Introduce a new set of -ER verbs related to school. Review the conjugation rules for these verbs.

  • Day 3-4: Practice writing sentences that describe a school day using the new verbs and time phrases (e.g., "Por la mañana, aprendemos matemáticas.").

  • Day 5: Students will create a poster or a short book illustrating their school day. They will include a drawing for each part of the day and a sentence describing what they do in Spanish. Activities & Games:

  • "Círculo de Verbos": Students sit in a circle, and each one says a sentence about their school day using a new verb.

  • "La Mímica de la Clase": The teacher says a sentence about a school activity, and students have to act it out (e.g., "Tú lees un libro.").

 

6th Grade: Week 6

 

Focus: Quarter 1 - My World Theme: Los Adjetivos Demostrativos (Demonstrative Adjectives)  

Learning Objectives: Students will be able to use demonstrative adjectives to point out people and objects. They will understand the difference between este, ese, and aquel. Key Vocabulary: Adjectives: este/a (this), estos/as (these), ese/a (that), esos/as (those), aquel/aquella (that over there), aquellos/aquellas (those over there).

In-Class Project: El Álbum de Fotos (The Photo Album)

  • Day 1-2: Introduce the demonstrative adjectives with a visual activity, pointing to objects that are close, a little farther away, and far away. Students will repeat the words.

  • Day 3-4: Practice using the adjectives with nouns, making sure to match gender and number. Students will create sentences like "Este libro es interesante." (This book is interesting) or "Esos zapatos son grandes." (Those shoes are big).

  • Day 5: Students will create a photo album using drawings or magazine cutouts. They will write sentences for each picture, using the demonstrative adjectives to describe the people and objects (e.g., "Esta mujer es mi madre. Aquel hombre es mi padre."). Activities & Games:

  • "La Búsqueda del Tesoro": Give clues that use demonstrative adjectives (e.g., "Busca esa pluma sobre el escritorio.").

  • "Adivina Qué Es": A student describes an object using demonstrative adjectives and the class has to guess what it is.

 

7th Grade: Week 6

 

Focus: Quarter 1 - My World Theme: Los Verbos Regulares -IR (Regular -IR Verbs)  

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create sentences about daily activities using these verbs. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Día en Mi Vida (A Day in My Life)

  • Day 1-2: Introduce the concept of -IR verbs and their conjugation patterns. Show students how they are similar to -ER verbs.

  • Day 3-4: Practice forming sentences using the conjugated verbs. Students will write sentences about their daily life and hobbies.

  • Day 5: Students will create a visual or written representation of "A Day in My Life." They will write a paragraph describing their daily activities from morning to night, using the new verbs and time phrases. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb (e.g., "Yo vivo en la ciudad."), and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

8th Grade: Week 6

 

Focus: Quarter 1 - My World Theme: Los Verbos Irregulares (Irregular Verbs)  

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: ser (to be), estar (to be), ir (to go), tener (to have), venir (to come), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Introduce the concept of irregular verbs and present a few common ones. Explain that these need to be memorized and do not follow a pattern.

  • Day 3-4: Practice conjugating the irregular verbs with different subject pronouns. Students will write sentences using these verbs in context.

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the new irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

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Week 7 (K-8)

Kindergarten: Week 7

 

Focus: Quarter 1 - My World Theme: Los Animales del Zoológico (Zoo Animals)  

Learning Objectives: Students will identify and name common zoo animals. They will use the phrase "Yo veo un..." (I see a...) to talk about the animals.Key Vocabulary:Animals: león (lion), elefante (elephant), jirafa (giraffe), mono (monkey), cebra (zebra), tigre (tiger).

In-Class Project: El Zafari en el Aula (The Classroom Safari)

  • Day 1-2: Introduce zoo animals using flashcards, a video, or pictures. Students will practice repeating the Spanish names for each animal.

  • Day 3-4: Introduce the phrase "Yo veo un..." (I see a...). Students will practice pointing to pictures of animals and saying, "Yo veo un león."

  • Day 5: The classroom will be decorated to look like a safari. Students will "go on a safari" and identify the animals they see, using the phrase "Yo veo un..."Activities & Games:

  • "¿Qué Animal Soy?": The teacher or a student pretends to be a zoo animal and makes its sound. The class has to guess which animal it is in Spanish.

  • "Bingo de Animales": Create bingo cards with pictures of different zoo animals. The teacher calls out an animal in Spanish, and students mark their cards.

 

1st Grade: Week 7

 

Focus: Quarter 1 - My World Theme: Los Alimentos Saludables (Healthy Foods) 

Learning Objectives: Students will be able to identify and name healthy foods. They will be able to say "Es bueno para la salud." (It's good for your health) and "Es malo para la salud." (It's bad for your health).Key Vocabulary:Healthy Foods: frutas (fruits), vegetales (vegetables), leche (milk), agua (water), carne (meat).Unhealthy Foods: caramelos (candy), refresco (soda), papas fritas (fries).

In-Class Project: El Plato Saludable (The Healthy Plate)

  • Day 1-2: Introduce healthy and unhealthy foods using flashcards or food models. Students will practice repeating the Spanish names.

  • Day 3-4: Introduce the phrases "Es bueno para la salud" and "Es malo para la salud." Students will sort pictures of food into two piles: healthy and unhealthy.

  • Day 5: Students will create a paper plate and fill it with drawings or cutouts of healthy foods. They will label each food item and write a sentence about why it's good for them (e.g., "La manzana es buena para la salud.").Activities & Games:

  • "¿Qué Comida Soy?": Give clues in Spanish about a healthy or unhealthy food, and students guess what it is.

  • "Círculo de Comida": Students sit in a circle and pass a ball. When they catch it, they say a healthy food in Spanish.

 

2nd Grade: Week 7

 

Focus: Quarter 1 - My World Theme: La Familia y las Edades (Family and Ages) 

Learning Objectives: Students will be able to identify and name different family members and ask and answer questions about their age.Key Vocabulary:Family: padres (parents), abuelos (grandparents), hermanos (siblings), tíos (aunts/uncles), primos (cousins).Numbers: 1-100 (review and expansion).Questions: "¿Cuántos años tienes?" (How old are you?), "Tiene... años." (He/She is... years old).

In-Class Project: El Álbum de Familia (The Family Album)

  • Day 1-2: Review family vocabulary. Introduce the question "¿Cuántos años tienes?" and the phrase "Tengo... años."

  • Day 3-4: Introduce the phrase "Mi mamá tiene cuarenta años." (My mom is forty years old). Students will practice asking and answering questions about their own family members' ages.

  • Day 5: Students will create a small "Family Album" with drawings or pictures. For each family member, they will write a sentence saying who they are and how old they are (e.g., "Esta es mi abuela. Ella tiene sesenta años.").Activities & Games:

  • "¿Quién es?": The teacher gives clues about a family member, including their age, and students guess who it is.

  • "La Caza de Edades": The teacher writes different ages on the board. Students have to "find" a classmate who is that age (or close to it) and ask them their age in Spanish.

 

3rd Grade: Week 7

 

Focus: Quarter 1 - My World Theme: Los Verbos Regulares -IR (Regular -IR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs.Key Vocabulary:Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Cuento con Verbos (A Story with Verbs)

  • Day 1-2: Introduce the concept of -IR verbs and their conjugation patterns. Show students how they are similar to -ER verbs.

  • Day 3-4: Practice forming sentences using the conjugated verbs. Students will write sentences about their daily life and hobbies.

  • Day 5: Students will work in pairs to write a short story (4-5 sentences) that uses at least three of the new -IR verbs. They will then read their story to the class.Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb (e.g., "Yo vivo en la ciudad."), and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

4th Grade: Week 7

 

Focus: Quarter 1 - My World Theme: Las Direcciones y el Transporte (Directions and Transportation) 

Learning Objectives: Students will be able to give and follow directions and name different modes of transportation. They will use the verb "ir" (to go) to talk about how they get to different places.Key Vocabulary:Transportation: carro (car), autobús (bus), bicicleta (bicycle), avión (plane), tren (train), a pie (by foot).Directions: doblar a la derecha (turn right), doblar a la izquierda (turn left), seguir recto (go straight).

In-Class Project: El Mapa Interactivo (The Interactive Map)

  • Day 1-2: Introduce different modes of transportation and directional phrases. Students will repeat the words and practice using them with a classroom map.

  • Day 3-4: Introduce the verb "ir" and practice conjugating it. Students will create sentences about how they get to different places (e.g., "Yo voy a la escuela en carro.").

  • Day 5: Students will work in groups to create a large interactive map of a city. They will then create a short dialogue in which they ask for and give directions, including how they get from one place to another.Activities & Games:

  • "Simón Dice de Direcciones": Play a game where students follow directions given in Spanish (e.g., "Simón dice, 'dobla a la derecha'.").

  • "La Ruleta de Transporte": Use a spinner with different modes of transportation. Students spin the wheel and have to say where they are going and how they will get there.

 

5th Grade: Week 7

 

Focus: Quarter 1 - My World Theme: La Comida y las Cantidades (Food and Quantities) 

Learning Objectives: Students will be able to order food in a restaurant and use vocabulary for quantities and measurements. They will also be able to use the verb "querer" (to want).Key Vocabulary:Quantities: un/una (a/an), unos/unas (some), mucho/mucha (a lot), poco/a (a little), vaso (glass), plato (plate), porción (portion).Verbs: querer (to want), pedir (to order).

In-Class Project: El Diálogo del Restaurante (The Restaurant Dialogue)

  • Day 1-2: Review food vocabulary and introduce new words for quantities and measurements. Students will practice saying phrases like "un vaso de leche" or "un plato de frutas."

  • Day 3-4: Introduce the verb "querer" and practice conjugating it. Students will create sentences about what they want to eat or drink.

  • Day 5: Students will work in pairs to role-play a restaurant scene. One student is the waiter/waitress, and the other is the customer. They will use the new vocabulary to order food and ask questions.Activities & Games:

  • "La Cesta de Compras": The teacher names a food item and a quantity, and students have to draw it (e.g., "dos manzanas").

  • "El Menú Perdido": The teacher has a menu with missing words. Students have to fill in the blanks with the correct vocabulary.

 

6th Grade: Week 7

 

Focus: Quarter 1 - My World Theme: Los Adjetivos Posesivos (Possessive Adjectives) 

Learning Objectives: Students will be able to use possessive adjectives (mi, tu, su, etc.) correctly and understand their agreement with the noun. They will be able to describe their family and possessions.Key Vocabulary:Adjectives: mi/mis (my), tu/tus (your), su/sus (his/her/their), nuestro/a/os/as (our), vuestro/a/os/as (y'all's).

In-Class Project: La Presentación de la Familia (The Family Presentation)

  • Day 1-2: Review family vocabulary. Introduce the possessive adjectives and explain how they match the number and gender of the noun.

  • Day 3-4: Practice creating sentences using possessive adjectives and family vocabulary. Students will describe their own family (e.g., "Mi hermano es alto.").

  • Day 5: Students will create a small presentation about their family. They will show pictures or drawings of their family members and describe them using the possessive adjectives.Activities & Games:

  • "El Círculo de Posesivos": Students sit in a circle and pass an object around. Each one says, "Es mi lápiz." then the next person says, "Es su lápiz."

  • "Cuestionario de Posesiones": Students will ask each other questions like "¿Cómo es tu casa?" (What is your house like?), and answer using the new vocabulary.

 

7th Grade: Week 7

 

Focus: Quarter 1 - My World Theme: El Clima y los Futuros Planes (The Weather and Future Plans).

Learning Objectives: Students will be able to describe the weather and make plans for the future using the simple future tense (ir + a + infinitive).Key Vocabulary:Weather: calor (heat), frío (cold), sol (sun), nube (cloud), lluvia (rain), nieve (snow).Future Tense: ir + a +... (to be going to...).

In-Class Project: El Pronóstico del Tiempo (The Weather Forecast)

  • Day 1-2: Review weather vocabulary and introduce the simple future tense structure.

  • Day 3-4: Practice forming sentences about future plans based on the weather. Students will write sentences like "Si hace sol, voy a ir a la playa." (If it's sunny, I'm going to go to the beach).

  • Day 5: Students will create a weather forecast for a Spanish-speaking city. They will present their forecast, describing the weather for the week and what people will be doing based on the weather.Activities & Games:

  • "Entrevista del Tiempo": Students will interview a partner about what they are going to do during the weekend, asking questions about the weather.

  • "La Ruleta del Clima": Use a spinner with different weather icons. Students spin the wheel and have to say a future plan based on the weather.

 

8th Grade: Week 7

 

Focus: Quarter 1 - My World Theme: Los Verbos Irregulares y las Rutinas (Irregular Verbs and Routines) 

Learning Objectives: Students will be able to use a variety of irregular verbs to describe their daily routine. They will be able to tell time and use time-related vocabulary.Key Vocabulary:Irregular Verbs: tener (to have), hacer (to do/to make), ir (to go), ser (to be), estar (to be).Time: por la mañana (in the morning), por la tarde (in the afternoon), por la noche (at night).

In-Class Project: Mi Rutina Diaria (My Daily Routine)

  • Day 1-2: Review irregular verbs and their conjugations. Introduce time-related phrases to talk about a daily routine.

  • Day 3-4: Practice writing sentences about a daily routine using the irregular verbs and time phrases.

  • Day 5: Students will create a poster or a short video describing their daily routine from morning to night. They will use the new vocabulary and verb conjugations to describe their activities.Activities & Games:

  • "El Mimo de la Rutina": A student mimes an action from their daily routine, and the class has to guess what it is in Spanish.

  • "Adivina la Hora": One student says a time-related phrase (e.g., "Por la mañana..."), and the others have to guess what the routine is.

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Week 8 (K-8)

Kindergarten: Week 8

 

Focus: Quarter 1 - My World Theme: Los Animales del Océano (Ocean Animals) 

Learning Objectives: Students will be able to identify and name common ocean animals. They will use the phrase "Yo veo un..." (I see a...) to talk about the animals. Key Vocabulary: Animals: pez (fish), delfín (dolphin), ballena (whale), tortuga (turtle), pulpo (octopus), cangrejo (crab).

In-Class Project: El Acuario (The Aquarium)

  • Day 1-2: Introduce ocean animals using flashcards, a video, or pictures. Students will practice repeating the Spanish names for each animal.

  • Day 3-4: Introduce the phrase "Yo veo un..." (I see a...). Students will practice pointing to pictures of animals and saying, "Yo veo un pez."

  • Day 5: The classroom will be decorated to look like an aquarium. Students will "go to the aquarium" and identify the animals they see, using the phrase "Yo veo un..." They will then create their own paper aquarium with drawings or cutouts of the animals. Activities & Games:

  • "¿Qué Animal Soy?": The teacher or a student pretends to be an ocean animal and makes its sound or motion. The class has to guess which animal it is in Spanish.

  • "Bingo de Animales": Create bingo cards with pictures of different ocean animals. The teacher calls out an animal in Spanish, and students mark their cards.

 

1st Grade: Week 8

 

Focus: Quarter 1 - My World Theme: Las Partes del Cuerpo y los Sentidos (Body Parts and Senses).

Learning Objectives: Students will be able to identify and name body parts and the five senses. They will be able to say what they can do with each body part and sense. Key Vocabulary: Body Parts: cabeza (head), manos (hands), ojos (eyes), nariz (nose), boca (mouth). Senses: ver (to see), tocar (to touch), oler (to smell), oír (to hear), probar (to taste).

In-Class Project: El Libro de los Sentidos (The Senses Book)

  • Day 1-2: Review body parts and introduce the verbs for the five senses. Students will practice saying sentences like "Yo puedo ver con mis ojos." (I can see with my eyes).

  • Day 3-4: Practice combining body parts and senses in a single activity. For example, have students describe an object by how it looks, feels, and smells.

  • Day 5: Students will create a small "Senses Book." Each page will represent one sense. They will draw a picture of a body part and a corresponding activity and write a simple sentence (e.g., a drawing of an ear with the sentence "Yo puedo oír música."). Activities & Games:

  • "Simón Dice": Play "Simón dice" using both body parts and senses (e.g., "Simón dice, 'toca tu nariz'.").

  • "La Caja Misteriosa": Put different objects in a box. Students reach in and touch, smell, or taste an object without looking, then describe it in Spanish.

 

2nd Grade: Week 8

 

Focus: Quarter 1 - My World Theme: La Ciudad y Las Tiendas (The City and Stores) 

Learning Objectives: Students will be able to identify and name different places in a city, specifically different types of stores. They will use the phrase "Voy a..." (I am going to...) to talk about where they are going. Key Vocabulary: Stores: supermercado (supermarket), panadería (bakery), farmacia (pharmacy), librería (bookstore), tienda de ropa (clothing store). Verbs: comprar (to buy).

In-Class Project: El Mapa de la Ciudad (The City Map)

  • Day 1-2: Introduce different types of stores in a city using pictures or flashcards. Students will repeat the vocabulary.

  • Day 3-4: Introduce the phrase "Voy a..." and practice using it with the new vocabulary (e.g., "Voy a la panadería.").

  • Day 5: Students will work in pairs to create a simple map of a city. They will draw different stores and label them. They will then practice giving each other directions to go to different stores. Activities & Games:

  • "Simón Dice de Direcciones": Play a game where students follow directions given in Spanish to get to a specific "store" in the classroom.

  • "La Cesta de Compras": Students pretend to go to different stores and say what they are going to buy (e.g., "Voy al supermercado. Voy a comprar frutas.").

 

3rd Grade: Week 8

 

Focus: Quarter 1 - My World Theme: Los Verbos Regulares -IR (Regular -IR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Diálogo Simple (A Simple Dialogue)

  • Day 1-2: Review the conjugation of -IR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Dónde vives?" (Where do you live?).

  • Day 5: Students will work in pairs to write a short dialogue that uses at least three of the new -IR verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb, and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

4th Grade: Week 8

 

Focus: Quarter 1 - My World Theme: La Rutina Diaria y la Hora (The Daily Routine and Time) 

Learning Objectives: Students will be able to describe their daily routine using reflexive verbs and time-related vocabulary. Key Vocabulary: Verbs: levantarse (to get up), ducharse (to shower), lavarse los dientes (to brush one's teeth), acostarse (to go to bed). Time: por la mañana (in the morning), por la tarde (in the afternoon), por la noche (at night).

In-Class Project: Mi Horario Visual (My Visual Schedule)

  • Day 1-2: Introduce the new reflexive verbs and explain how they are used to describe actions done to oneself. Students will practice conjugating the verbs.

  • Day 3-4: Practice forming sentences about a daily routine, including the time (e.g., "Me levanto a las siete de la mañana.").

  • Day 5: Students will create a visual schedule of their day. They will draw a picture for each part of their routine and write a sentence describing what they do and at what time. Activities & Games:

  • "El Reloj de la Rutina": Use a large clock and have students set the time and say what they do at that time.

  • "Mímica de Rutinas": A student mimes an action from their daily routine, and the class has to guess what it is in Spanish.

 

5th Grade: Week 8

 

Focus: Quarter 1 - My World Theme: Los Adjetivos Posesivos y los Objetos Personales (Possessive Adjectives and Personal Objects) 

Learning Objectives: Students will be able to describe their personal objects and use possessive adjectives (mi, tu, su, etc.) correctly. Key Vocabulary: Objects: teléfono (phone), llaves (keys), cartera (wallet), mochila (backpack), lápiz (pencil), cuaderno (notebook). Adjectives: mi/mis (my), tu/tus (your), su/sus (his/her/their), nuestro/a/os/as (our).

In-Class Project: Mi Inventario de Objetos (My Object Inventory)

  • Day 1-2: Introduce new vocabulary for personal objects. Review possessive adjectives and their agreement with the noun.

  • Day 3-4: Practice creating sentences using possessive adjectives and the new vocabulary (e.g., "Mi teléfono es nuevo.").

  • Day 5: Students will create an inventory of the objects they have in their backpack or at their desk. They will list the objects and write a sentence for each one, using a possessive adjective. Activities & Games:

  • "¿Qué hay en tu mochila?": Students will ask a partner what is in their backpack and the partner will answer using possessive adjectives.

  • "El Círculo de Posesiones": Students sit in a circle and pass an object around. Each one says, "Es mi lápiz." then the next person says, "Es su lápiz."

 

6th Grade: Week 8

 

Focus: Quarter 1 - My World Theme: Los Verbos Irregulares y las Preguntas (Irregular Verbs and Questions) 

Learning Objectives: Students will be able to use common irregular verbs to ask and answer questions in Spanish. They will be able to form a variety of question types. Key Vocabulary: Irregular Verbs: ser (to be), estar (to be), ir (to go), tener (to have), hacer (to do/to make), decir (to say/to tell). Question Words: qué (what), quién (who), dónde (where), cuándo (when), cómo (how), por qué (why).

In-Class Project: La Entrevista de Celebridades (The Celebrity Interview)

  • Day 1-2: Review irregular verbs and introduce a variety of question words. Explain how to form different types of questions in Spanish.

  • Day 3-4: Practice asking and answering questions using the irregular verbs and new question words.

  • Day 5: Students will work in pairs to role-play a celebrity interview. One student will be the interviewer and the other will be the celebrity. They will use the new vocabulary to ask and answer a series of questions. Activities & Games:

  • "La Ruleta de las Preguntas": Use a spinner with different irregular verbs and question words. Students spin and have to form a grammatically correct question.

  • "Adivina el Personaje": One student thinks of a character and the other has to ask "yes or no" questions in Spanish to guess who it is (e.g., "¿Tiene hermanos?").

 

7th Grade: Week 8

 

Focus: Quarter 1 - My World Theme: La Comida y Las Recetas (Food and Recipes) 

Learning Objectives: Students will be able to read and understand a simple recipe in Spanish. They will be able to use commands and new food-related vocabulary. Key Vocabulary: Verbs: cocinar (to cook), mezclar (to mix), cortar (to cut), agregar (to add), hornear (to bake). Ingredients: harina (flour), azúcar (sugar), huevos (eggs), sal (salt), leche (milk), aceite (oil).

In-Class Project: La Receta de la Familia (The Family Recipe)

  • Day 1-2: Introduce new vocabulary for cooking verbs and ingredients. Students will practice reading and understanding a simple recipe in Spanish.

  • Day 3-4: Introduce the imperative mood (commands) and practice giving and following simple commands related to cooking.

  • Day 5: Students will choose a family recipe and write it out in Spanish. They will include a list of ingredients and a few simple instructions using the imperative mood. Activities & Games:

  • "La Ruleta de las Recetas": Use a spinner with different ingredients. Students spin the wheel and have to say a food that uses that ingredient.

  • "Mímica de la Cocina": A student mimes a cooking action, and the class has to guess what it is in Spanish.

 

8th Grade: Week 8

 

Focus: Quarter 1 - My World Theme: Repaso y Evaluación (Review and Evaluation) 

Learning Objectives: Students will demonstrate their understanding of all the vocabulary and grammar concepts from the first quarter. They will be able to use the language in a variety of contexts. Key Vocabulary: Review: All vocabulary from Weeks 1-7, including irregular verbs, reflexive verbs, and time-related vocabulary.

In-Class Project: Mi Portafolio del Trimestre (My Quarter's Portfolio)

  • Day 1-2: Review all the main concepts from the quarter, including verb conjugations, vocabulary, and grammar rules. Students will play review games and activities.

  • Day 3-4: Students will take a comprehensive written and oral exam to assess their progress.

  • Day 5: Students will create a portfolio of their work from the quarter. They will choose their best work from each week and write a short reflection in Spanish on what they learned. Activities & Games:

  • " Jeopardy! de Español": Play a review game in the style of "Jeopardy!" with categories based on the week's themes.

  • "Entrevista Final": The teacher will conduct a one-on-one interview with each student to assess their speaking skills and comprehension.

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Week 9 (K-8)

Kindergarten: Week 9

 

Focus: Quarter 1 - My Community Theme: Mis Amigos y Yo (My Friends and I)

Learning Objectives: Students will be able to talk about their friends and describe them using simple adjectives. They will be able to use the verb "jugar" (to play) to talk about what they do with their friends. Key Vocabulary: Friends: amigo (friend, male), amiga (friend, female), los amigos (the friends). Adjectives: alto/a (tall), bajo/a (short), feliz (happy), divertido/a (fun). Verbs: jugar (to play).

In-Class Project: El Círculo de Amigos (The Friendship Circle)

  • Day 1-2: Introduce the vocabulary for friends and simple adjectives to describe them. Students will practice repeating the Spanish names.

  • Day 3-4: Introduce the verb "jugar" and practice using it in sentences like "Yo juego con mi amigo." (I play with my friend).

  • Day 5: Students will create a "friendship circle." They will draw a picture of themselves and their friends, and then write a sentence about what they like to do together using the new vocabulary. Activities & Games:

  • "¿Quién Es?": The teacher or a student describes a friend using the new adjectives, and the class has to guess who it is.

  • "Cantemos Juntos": Sing a song about friends and playing together to help with memorization.

 

1st Grade: Week 9

 

Focus: Quarter 1 - My Community Theme: Los Lugares de la Comunidad (Places in the Community) 

Learning Objectives: Students will be able to identify and name different places in a community. They will use the phrase "Yo voy a..." (I go to...) to talk about where they go. Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), tienda (store), restaurante (restaurant), bomberos (fire station), policía (police station).

In-Class Project: El Mapa de la Comunidad (The Community Map)

  • Day 1-2: Introduce the vocabulary for places in the community using pictures or flashcards. Students will repeat the words.

  • Day 3-4: Introduce the phrase "Yo voy a..." and practice using it with the new vocabulary. Students will practice saying where they go on the weekends.

  • Day 5: Students will work in groups to create a simple map of a community, drawing and labeling the different places. They will then present their map, describing the places they like to go. Activities & Games:

  • "Simón Dice de Lugares": Play a game where students pretend to go to different places in the classroom as the teacher calls them out in Spanish.

  • "¿A Dónde Vas?": Students work in pairs to ask and answer questions about where they are going (e.g., "¿A dónde vas el sábado?").

 

2nd Grade: Week 9

 

Focus: Quarter 1 - My Community Theme: Las Profesiones (Professions) 

Learning Objectives: Students will be able to identify and name different professions. They will use the verb "trabajar" (to work) to talk about where people work. Key Vocabulary: Professions: profesor/a (teacher), bombero/a (firefighter), doctor/a (doctor), policía (police officer), cocinero/a (cook), astronauta (astronaut). Places: escuela (school), hospital (hospital), estación de bomberos (fire station).

In-Class Project: El Libro de Profesiones (The Professions Book)

  • Day 1-2: Introduce the vocabulary for different professions using pictures or flashcards. Students will repeat the Spanish names.

  • Day 3-4: Introduce the verb "trabajar" and practice using it in sentences like "El doctor trabaja en el hospital." (The doctor works in the hospital).

  • Day 5: Students will create a small "Professions Book." Each page will feature a drawing of a person with their profession and a simple sentence describing what they do or where they work. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain profession, and the class has to guess what it is in Spanish.

  • "Charadas de Profesiones": Play charades where students act out a profession and others have to guess it.

 

3rd Grade: Week 9

 

Focus: Quarter 1 - My Community Theme: Los Animales y Sus Hábitats (Animals and Their Habitats) 

Learning Objectives: Students will be able to identify and name different animals and their habitats. They will be able to use the verb "vivir" (to live) to talk about where animals live. Key Vocabulary: Animals: tigre (tiger), elefante (elephant), mono (monkey), pez (fish), serpiente (snake). Habitats: selva (jungle), océano (ocean), desierto (desert), bosque (forest).

In-Class Project: El Diorama de Hábitats (The Habitat Diorama)

  • Day 1-2: Introduce the vocabulary for different animals and their habitats using pictures and a world map. Students will repeat the words.

  • Day 3-4: Introduce the verb "vivir" and practice using it in sentences like "El tigre vive en la selva." (The tiger lives in the jungle).

  • Day 5: Students will choose an animal and its habitat and create a shoebox diorama. They will then present their diorama, describing the animal and where it lives in Spanish. Activities & Games:

  • "¿Dónde Vive?": The teacher names an animal, and students have to name its habitat in Spanish.

  • "La Ruleta de Animales": Use a spinner with different animals. Students spin the wheel and have to say where the animal lives.

 

4th Grade: Week 9

 

Focus: Quarter 1 - My Community Theme: El Clima y Las Estaciones del Año (The Weather and The Seasons of the Year) 

Learning Objectives: Students will be able to describe the weather and the four seasons. They will be able to talk about activities they do in each season. Key Vocabulary: Seasons: primavera (spring), verano (summer), otoño (autumn), invierno (winter). Weather: hace sol (it's sunny), hace frío (it's cold), llueve (it's raining), nieva (it's snowing). Activities: nadar (to swim), esquiar (to ski), jugar (to play), leer (to read).

In-Class Project: El Calendario Anual (The Yearly Calendar)

  • Day 1-2: Introduce the four seasons and the different types of weather that occur in each. Students will repeat the vocabulary.

  • Day 3-4: Practice forming sentences that combine seasons, weather, and activities (e.g., "En el verano, hace sol y yo nado.").

  • Day 5: Students will create a simple calendar for the year. For each season, they will draw a picture of the weather and an activity they do, and write a sentence in Spanish. Activities & Games:

  • "¿Qué Tiempo Hace?": The teacher shows a picture of a season, and students have to say what the weather is like and what they would do.

  • "Charadas de Estaciones": Students act out an activity from a season, and the class has to guess the season and the activity in Spanish.

 

5th Grade: Week 9

 

Focus: Quarter 1 - My Community Theme: La Ropa y Los Colores (Clothing and Colors) 

Learning Objectives: Students will be able to describe clothing using colors and adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: camiseta (t-shirt), pantalones (pants), vestido (dress), zapatos (shoes), chaqueta (jacket). Colors: rojo (red), azul (blue), verde (green), blanco (white), negro (black), gris (grey).

In-Class Project: El Desfile de Moda (The Fashion Show)

  • Day 1-2: Review clothing vocabulary and introduce new colors. Students will practice saying phrases like "una camiseta roja" (a red t-shirt).

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing (e.g., "Yo llevo pantalones azules.").

  • Day 5: Students will create a paper doll and design different outfits for it. They will then present their designs in a "fashion show," describing each outfit in Spanish using the new vocabulary. Activities & Games:

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and colors. Students spin the wheel and have to say a sentence describing the clothing (e.g., "llevo un vestido verde").

  • "¿Qué Llevas?": Students describe what a classmate is wearing, and the rest of the class has to guess who they are describing.

 

6th Grade: Week 9

 

Focus: Quarter 1 - My Community Theme: La Comida y Las Compras (Food and Shopping) 

Learning Objectives: Students will be able to name different types of food and talk about where they buy them. They will be able to use the verbs "comprar" (to buy) and "vender" (to sell). Key Vocabulary: Food: pan (bread), leche (milk), queso (cheese), frutas (fruits), vegetales (vegetables). Places: supermercado (supermarket), panadería (bakery), carnicería (butcher shop), mercado (market). Verbs: comprar (to buy), vender (to sell).

In-Class Project: La Lista de Compras (The Shopping List)

  • Day 1-2: Introduce new vocabulary for different types of food and where they are sold. Students will repeat the words.

  • Day 3-4: Introduce the verbs "comprar" and "vender" and practice using them in sentences. Students will talk about what they buy at different stores.

  • Day 5: Students will create a shopping list. They will list the foods they need to buy and write a sentence for each, saying where they will buy it (e.g., "Voy a comprar pan en la panadería."). Activities & Games:

  • "La Canasta de Compras": The teacher names a store, and students have to name a food they would buy there.

  • "Role-play del Mercado": Students work in pairs to role-play a scene at a market, buying and selling different foods.

 

7th Grade: Week 9

 

Focus: Quarter 1 - My Community Theme: Las Descripciones Físicas y de Personalidad (Physical and Personality Descriptions) 

Learning Objectives: Students will be able to describe people using a variety of adjectives for both physical appearance and personality. They will use the verbs "ser" and "estar" correctly. Key Vocabulary: Physical: alto/a (tall), bajo/a (short), rubio/a (blonde), moreno/a (brunette), guapo/a (good-looking). Personality: simpático/a (nice), divertido/a (fun), inteligente (intelligent), tímido/a (shy). Verbs: ser (to be - permanent), estar (to be - temporary).

In-Class Project: Mi Amigo/a Ideal (My Ideal Friend)

  • Day 1-2: Introduce new adjectives for physical appearance and personality. Explain the difference between using "ser" for permanent characteristics and "estar" for temporary states.

  • Day 3-4: Practice forming sentences using the new vocabulary and the verbs "ser" and "estar." Students will write descriptions of people they know.

  • Day 5: Students will create a poster or a short paragraph describing their "ideal friend." They will include both physical and personality descriptions. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a person and the others ask questions to guess who it is (e.g., "¿Es alto?").

  • "Círculo de Adjetivos": Students sit in a circle and each one says a descriptive adjective for the person to their right.

 

8th Grade: Week 9

 

Focus: Quarter 1 - My Community Theme: El Pretérito y las Vacaciones (The Preterite Tense and Vacations) 

Learning Objectives: Students will be able to form and use the preterite tense to talk about past events. They will be able to describe a past vacation. Key Vocabulary: Preterite Verbs: hablé (I spoke), comí (I ate), viví (I lived), fui (I went). Vacations: la playa (the beach), la montaña (the mountain), viajar (to travel), vacaciones (vacations).

In-Class Project: Mi Álbum de Vacaciones (My Vacation Album)

  • Day 1-2: Introduce the concept of the preterite tense as a way to talk about completed past actions. Show students how to conjugate regular -AR, -ER, and -IR verbs in the preterite.

  • Day 3-4: Practice forming sentences about a past vacation. Students will write sentences like "Yo viajé a la playa el año pasado." (I traveled to the beach last year).

  • Day 5: Students will create a "vacation album" with drawings or pictures. For each picture, they will write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "El Cuento de las Vacaciones": Students sit in a circle and each one adds a sentence to a story about a vacation, using the preterite tense.

  • "Entrevista de Vacaciones": Students will work in pairs, asking and answering questions about their last vacation.

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Week 10 (K-8)

Kindergarten: Week 10

 

Focus: Quarter 2 - My Community Theme: Los Lugares de la Ciudad (Places in the City) 

Learning Objectives: Students will be able to identify and name different places in a city. They will be able to use the phrase "Yo voy a..." (I go to...) to talk about where they go. Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), parada de autobús (bus stop). Verbs: voy (I go), jugar (to play), leer (to read), comprar (to buy).

In-Class Project: Mi Mapa de la Ciudad (My City Map)

  • Day 1-2: Introduce the vocabulary for different places in a city using pictures or flashcards. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo voy a..." and practice using it with the new vocabulary. Students will practice saying where they go to do different activities (e.g., "Yo voy al parque a jugar.").

  • Day 5: Students will create a simple map of a city, drawing and labeling the different places. They will then present their map, describing the places they like to go. Activities & Games:

  • "Simón Dice de Lugares": Play a game where students pretend to go to different places in the classroom as the teacher calls them out in Spanish.

  • "¿A Dónde Vas?": Students work in pairs to ask and answer questions about where they are going.

 

1st Grade: Week 10

 

Focus: Quarter 2 - My Community Theme: Las Profesiones y Los Verbos (Professions and Verbs) 

Learning Objectives: Students will be able to identify and name different professions. They will use verbs to describe what people do in their jobs. Key Vocabulary: Professions: doctor/a (doctor), cocinero/a (cook), maestro/a (teacher), piloto (pilot), bombero/a (firefighter). Verbs: ayudar (to help), cocinar (to cook), enseñar (to teach), volar (to fly), apagar (to put out).

In-Class Project: El Libro de Profesiones (The Professions Book)

  • Day 1-2: Introduce the vocabulary for different professions and the verbs associated with their jobs. Students will repeat the words.

  • Day 3-4: Practice forming sentences like "El doctor ayuda a la gente." (The doctor helps people). Students will talk about what their parents or other family members do.

  • Day 5: Students will create a small "Professions Book." Each page will feature a drawing of a person with their profession and a simple sentence describing what they do. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain profession, and the class has to guess what it is in Spanish.

  • "Mímica de Profesiones": Play charades where students act out a profession and others have to guess it.

 

2nd Grade: Week 10

 

Focus: Quarter 2 - My Community Theme: La Casa y los Muebles (The House and Furniture) 

Learning Objectives: Students will be able to identify and name different rooms in a house and the furniture in them. They will use the phrase "En mi cuarto hay..." (In my room there is...) to describe their home. Key Vocabulary: Rooms: cocina (kitchen), sala (living room), dormitorio (bedroom), baño (bathroom), comedor (dining room). Furniture: cama (bed), silla (chair), mesa (table), sofá (sofa), televisión (television), estufa (stove).

In-Class Project: La Casa de Mis Sueños (My Dream House)

  • Day 1-2: Introduce rooms and furniture using pictures or a dollhouse. Students will repeat the vocabulary.

  • Day 3-4: Introduce the phrase "En mi casa hay..." (In my house there is...) and practice using it to describe the different rooms and the furniture in them.

  • Day 5: Students will draw and label their "dream house," including the different rooms and the furniture in each one. They will then present their house to a partner. Activities & Games:

  • "Bingo de Muebles": Create bingo cards with pictures of different furniture. The teacher calls out a piece of furniture in Spanish, and students mark their cards.

  • "La Caza de Muebles": Hide pictures of furniture around the classroom and have students find them while saying their Spanish names.

 

3rd Grade: Week 10

 

Focus: Quarter 2 - My Community Theme: Las Comidas Típicas (Typical Foods) 

Learning Objectives: Students will be able to identify and name typical foods from Spanish-speaking countries. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: taco (taco), burrito (burrito), paella (paella), arepa (arepa), enchilada (enchilada), arroz (rice), frijoles (beans). Verbs: gustar (to like).

In-Class Project: El Menú Internacional (The International Menu)

  • Day 1-2: Introduce typical foods from different Spanish-speaking countries using pictures or a video. Students will repeat the names of the foods.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about the typical foods.

  • Day 5: Students will work in groups to create a menu for an international restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a country, and students have to name a typical food from that country.

  • "Círculo de Preferencias": Students stand up if they like the food item you name in Spanish.

 

4th Grade: Week 10

 

Focus: Quarter 2 - My Community Theme: Los Verbos Regulares -ER (Regular -ER Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -ER verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: aprender (to learn), beber (to drink), comer (to eat), leer (to read), correr (to run), comprender (to understand).

In-Class Project: Un Diálogo de la Vida Diaria (A Daily Life Dialogue)

  • Day 1-2: Review the conjugation of regular -ER verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Qué comes para el desayuno?" (What do you eat for breakfast?).

  • Day 5: Students will work in pairs to write a short dialogue about a daily routine or a school day. The dialogue should use at least three of the new -ER verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -ER verb, and the next student repeats it and adds their own sentence.

  • "Mímica de Verbos": Students act out a verb and the class has to guess which one it is in Spanish.

 

5th Grade: Week 10

 

Focus: Quarter 2 - My Community Theme: La Ropa y Los Adjetivos (Clothing and Adjectives) 

Learning Objectives: Students will be able to describe clothing using colors, patterns, and other adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: falda (skirt), camisa (shirt), pantalones cortos (shorts), zapatos de deporte (sneakers). Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), feo/a (ugly), a rayas (striped), a cuadros (plaid).

In-Class Project: El Catálogo de Ropa (The Clothing Catalog)

  • Day 1-2: Review clothing vocabulary and introduce new adjectives for describing clothing. Students will practice saying phrases like "una falda a rayas."

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing, including the new adjectives (e.g., "El niño lleva una camisa a cuadros.").

  • Day 5: Students will create a small clothing catalog. They will draw different articles of clothing and write a description for each one, using the new vocabulary. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and adjectives. Students spin the wheel and have to say a sentence describing the clothing.

 

6th Grade: Week 10

 

Focus: Quarter 2 - My Community Theme: Los Verbos Irregulares (Irregular Verbs) 

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Introduce the concept of irregular verbs and present a few common ones. Explain that these need to be memorized and do not follow a pattern.

  • Day 3-4: Practice conjugating the irregular verbs with different subject pronouns. Students will write sentences using these verbs in context.

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the new irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

7th Grade: Week 10

 

Focus: Quarter 2 - My Community Theme: Los Lugares y las Preposiciones de Lugar (Places and Prepositions of Location) 

Learning Objectives: Students will be able to identify and name different places in a city and use prepositions of location to describe where things are. Key Vocabulary: Places: cine (movie theater), banco (bank), correo (post office), parque (park), restaurante (restaurant), museo (museum). Prepositions: al lado de (next to), enfrente de (in front of), detrás de (behind), entre (between), cerca de (close to), lejos de (far from).

In-Class Project: El Mapa Interactivo (The Interactive Map)

  • Day 1-2: Introduce new vocabulary for places and prepositions of location. Students will practice repeating the words.

  • Day 3-4: Practice using the prepositions to describe the location of different places on a map. Students will write sentences like "El parque está al lado del banco." (The park is next to the bank).

  • Day 5: Students will work in groups to create a large interactive map of a fictional city. They will then create a short dialogue in which they ask for and give directions, using the new vocabulary and prepositions. Activities & Games:

  • "¿Dónde Está?": The teacher will describe a location on a map using prepositions, and students have to name the place.

  • "Simón Dice de Lugares": Play a game where students follow directions given in Spanish to get to a specific location in the classroom.

 

8th Grade: Week 10

 

Focus: Quarter 2 - My Community Theme: El Pretérito Irregular (The Irregular Preterite Tense) 

Learning Objectives: Students will be able to form and use the irregular preterite tense to talk about past events. They will be able to describe a past experience. Key Vocabulary: Irregular Verbs: hacer (to do/to make), querer (to want), tener (to have), venir (to come), estar (to be), poder (to be able to).

In-Class Project: Mi Historia de la Semana Pasada (My Story from Last Week)

  • Day 1-2: Introduce the concept of the irregular preterite tense. Explain that these verbs do not follow the normal preterite conjugation rules and must be memorized.

  • Day 3-4: Practice conjugating the irregular preterite verbs and using them in sentences. Students will write about what they did last week.

  • Day 5: Students will create a short story or a comic strip about something that happened to them last week. They will use the new vocabulary and verb conjugations to describe their experience. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular preterite verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Entrevista del Pasado": Students will work in pairs, asking and answering questions about their past experiences.

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Week 11 (K-8)

Kindergarten: Week 11

 

Focus: Quarter 2 - My Community Theme: Los Medios de Transporte (Modes of Transportation) 

Learning Objectives: Students will be able to identify and name different modes of transportation. They will use the phrase "Yo viajo en..." (I travel by...) to talk about how they get around. Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat).

In-Class Project: El Libro de Transporte (The Transportation Book)

  • Day 1-2: Introduce the vocabulary for different modes of transportation using pictures or flashcards. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo viajo en..." and practice using it with the new vocabulary. Students will talk about how they get to school or other places.

  • Day 5: Students will create a small "Transportation Book." Each page will feature a drawing of a mode of transportation and a simple sentence about how they travel. Activities & Games:

  • "¿Qué es?": The teacher gives clues in Spanish about a mode of transportation (e.g., "Tiene alas y vuela.") and students guess what it is.

  • "Canción del Transporte": Sing a song about different modes of transportation to help with memorization.

 

1st Grade: Week 11

 

Focus: Quarter 2 - My Community Theme: Las Mascotas y los Adjetivos (Pets and Adjectives)  

Learning Objectives: Students will be able to identify and name common pets and describe them using simple adjectives. They will be able to use the verb "tener" (to have) to talk about their pets. Key Vocabulary: Pets: perro (dog), gato (cat), pez (fish), pájaro (bird), hámster (hamster), tortuga (turtle). Adjectives: grande (big), pequeño (small), bonito (pretty), rápido (fast), lento (slow).

In-Class Project: El Álbum de Mascotas (The Pet Album)

  • Day 1-2: Review pet vocabulary and introduce new adjectives. Students will practice saying phrases like "Mi perro es grande."

  • Day 3-4: Introduce the verb "tener" and practice using it in sentences like "Yo tengo un perro." Students will talk about their own pets.

  • Day 5: Students will create a small "Pet Album." Each page will have a drawing of a pet and a short description using the new vocabulary and adjectives. Activities & Games:

  • "¿Qué mascota soy?": Give clues in Spanish about a pet, including its size and speed, and students guess what it is.

  • "Bingo de Mascotas": Create bingo cards with pictures of different pets and adjectives. The teacher calls out a combination, and students mark their cards.

 

2nd Grade: Week 11

 

Focus: Quarter 2 - My Community Theme: La Comida y Las Bebidas (Food and Drinks)  

Learning Objectives: Students will be able to identify and name different foods and drinks. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Food: manzana (apple), plátano (banana), pan (bread), queso (cheese), pollo (chicken), carne (meat). Drinks: agua (water), leche (milk), jugo (juice), refresco (soda).

In-Class Project: Mi Plato Favorito (My Favorite Plate)

  • Day 1-2: Introduce new vocabulary for food and drinks. Students will practice repeating the words.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about the different foods and drinks.

  • Day 5: Students will draw a large plate on a piece of paper and fill it with drawings of their favorite foods. They will label each item and write a sentence about why they like it. Activities & Games:

  • "La Canasta de Comida": Students sit in a circle and "pass" an imaginary food item, saying its Spanish name as they do so.

  • "Círculo de Preferencias": Students stand up if they like the food item you name in Spanish.

 

3rd Grade: Week 11

 

Focus: Quarter 2 - My Community Theme: El Clima y Las Estaciones (The Weather and The Seasons)  

Learning Objectives: Students will be able to describe the weather and the four seasons. They will be able to talk about what they do in each season. Key Vocabulary: Seasons: primavera (spring), verano (summer), otoño (autumn), invierno (winter). Weather: hace sol (it's sunny), hace frío (it's cold), llueve (it's raining), nieva (it's snowing). Activities: nadar (to swim), esquiar (to ski), jugar (to play), leer (to read).

In-Class Project: El Pronóstico del Tiempo (The Weather Forecast)

  • Day 1-2: Introduce the four seasons and the different types of weather that occur in each. Students will repeat the vocabulary.

  • Day 3-4: Practice forming sentences that combine seasons, weather, and activities (e.g., "En el verano, hace sol y yo nado.").

  • Day 5: Students will create a weather forecast for a Spanish-speaking city. They will present their forecast, describing the weather for the week and what people will be doing based on the weather. Activities & Games:

  • "¿Qué Tiempo Hace?": The teacher shows a picture of a season, and students have to say what the weather is like and what they would do.

  • "Charadas de Estaciones": Students act out an activity from a season, and the class has to guess the season and the activity in Spanish.

 

4th Grade: Week 11

 

Focus: Quarter 2 - My Community Theme: El Verbo Ser vs. Estar (The Verb Ser vs. Estar)  

Learning Objectives: Students will be able to use the verbs "ser" and "estar" correctly to describe people, places, and things. They will understand the difference between permanent and temporary states. Key Vocabulary: Verbs: ser (to be - permanent), estar (to be - temporary). Adjectives: alto/a (tall), bajo/a (short), feliz (happy), triste (sad), enfermo/a (sick), ocupado/a (busy).

In-Class Project: El Retrato Doble (The Double Portrait)

  • Day 1-2: Introduce the concept of "ser" for permanent characteristics (e.g., "Yo soy alto.") and "estar" for temporary states (e.g., "Yo estoy cansado.").

  • Day 3-4: Practice forming sentences using both verbs with the new adjectives. Students will write sentences describing people in different situations.

  • Day 5: Students will create a "double portrait" of a person. On one side, they will draw the person and write sentences using "ser" to describe their permanent characteristics. On the other side, they will draw the person in a temporary state (e.g., sad, happy, sick) and write sentences using "estar." Activities & Games:

  • "¿Ser o Estar?": The teacher gives a sentence with a blank. Students have to fill in the blank with the correct verb.

  • "Mímica de Emociones": Students act out an emotion or state, and the class has to create a sentence using "estar."

 

5th Grade: Week 11

 

Focus: Quarter 2 - My Community Theme: La Familia y los Adjetivos Posesivos (Family and Possessive Adjectives)  

Learning Objectives: Students will be able to describe their family members and use possessive adjectives (mi, tu, su, etc.) correctly. They will be able to talk about relationships within a family. Key Vocabulary: Family: padres (parents), hijos (children), tíos (aunts/uncles), primos (cousins). Possessive Adjectives: mi/mis (my), tu/tus (your), su/sus (his/her/their), nuestro/a/os/as (our).

In-Class Project: Mi Árbol Genealógico (My Family Tree)

  • Day 1-2: Review family vocabulary and introduce possessive adjectives. Students will practice saying phrases like "Mi mamá es alta." (My mom is tall).

  • Day 3-4: Practice using the possessive adjectives to describe relationships. Students will write sentences about their family (e.g., "Ella es la hija de mis padres.").

  • Day 5: Students will create a family tree. They will draw or use pictures of their family members and write sentences using the possessive adjectives to describe who each person is. Activities & Games:

  • "El Círculo de Posesivos": Students sit in a circle and pass an object around. Each one says, "Es mi lápiz." then the next person says, "Es su lápiz."

  • "Adivina Quién": Give clues in Spanish about a family member using possessive adjectives (e.g., "Es la madre de mi hermano.") and students guess who it is.

 

6th Grade: Week 11

 

Focus: Quarter 2 - My Community Theme: El Pretérito y los Pasatiempos (The Preterite Tense and Hobbies) 

Learning Objectives: Students will be able to form and use the preterite tense to talk about past events. They will be able to describe a past hobby or activity. Key Vocabulary: Hobbies: leer (to read), jugar (to play), dibujar (to draw), cantar (to sing), bailar (to dance). Preterite Verbs: leí (I read), jugué (I played), dibujé (I drew), canté (I sang), bailé (I danced).

In-Class Project: Mi Álbum de Pasatiempos (My Hobby Album)

  • Day 1-2: Introduce the concept of the preterite tense and how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences about a past hobby. Students will write sentences like "Yo jugué al fútbol ayer." (I played soccer yesterday).

  • Day 5: Students will create a small "Hobby Album." For each page, they will draw a picture of a past hobby and write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "La Cadena del Pasado": Students sit in a circle and each one adds a sentence to a story about a past event, using the preterite tense.

  • "Entrevista de Pasatiempos": Students will work in pairs, asking and answering questions about their past hobbies.

 

7th Grade: Week 11

 

Focus: Quarter 2 - My Community Theme: Los Verbos Irregulares en el Pretérito (Irregular Verbs in the Preterite Tense) 

Learning Objectives: Students will be able to form and use the irregular preterite tense to talk about past events. They will be able to describe a past experience. Key Vocabulary: Irregular Verbs: ser/ir (to be/to go), hacer (to do/to make), tener (to have), estar (to be), venir (to come), poder (to be able to).

In-Class Project: Un Cuento de Aventura (An Adventure Story)

  • Day 1-2: Introduce the concept of the irregular preterite tense. Explain that these verbs do not follow the normal preterite conjugation rules and must be memorized.

  • Day 3-4: Practice conjugating the irregular preterite verbs and using them in sentences. Students will write about what they did on an imaginary adventure.

  • Day 5: Students will create a short story or a comic strip about an adventure. They will use the new vocabulary and irregular preterite verb conjugations to describe their experience. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular preterite verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Entrevista del Pasado": Students will work in pairs, asking and answering questions about their past experiences.

 

8th Grade: Week 11

 

Focus: Quarter 2 - My Community Theme: El Imperfecto y las Descripciones en el Pasado (The Imperfect Tense and Past Descriptions) 

Learning Objectives: Students will be able to form and use the imperfect tense to describe past habitual actions and conditions. They will be able to distinguish between the preterite and imperfect tenses. Key Vocabulary: Imperfect Verbs: hablaba (I used to talk), comía (I used to eat), vivía (I used to live). Time phrases: siempre (always), a menudo (often), todos los días (every day), cuando era niño/a (when I was a child).

In-Class Project: Mi Vida de Niñez (My Childhood Life)

  • Day 1-2: Introduce the concept of the imperfect tense as a way to describe past habitual actions, ongoing conditions, and background information. Show students how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences using the imperfect tense with the new time phrases. Students will write about what they used to do when they were younger.

  • Day 5: Students will create a small book or a presentation titled "My Childhood Life." They will write a few paragraphs about their life as a child, using the imperfect tense to describe their routine, hobbies, and personality. Activities & Games:

  • "Pretérito vs. Imperfecto": The teacher gives a sentence, and students have to decide which tense to use and why.

  • "Entrevista de Niñez": Students will work in pairs, asking and answering questions about their childhood.

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Week 12 (K-8)

Kindergarten: Week 12

 

Focus: Quarter 2 - My Community Theme: Los Feriados y Celebraciones (Holidays and Celebrations)  

Learning Objectives: Students will be able to identify and name common holidays and celebrations. They will use the verb "celebrar" (to celebrate) to talk about how they celebrate. Key Vocabulary: Holidays: Navidad (Christmas), Día de Acción de Gracias (Thanksgiving), cumpleaños (birthday), Año Nuevo (New Year). Celebrations: fiesta (party), familia (family), amigos (friends).

In-Class Project: El Libro de Feriados (The Holiday Book)

  • Day 1-2: Introduce the vocabulary for different holidays and celebrations using pictures and songs. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "celebrar" and practice using it in sentences like "Yo celebro la Navidad con mi familia." (I celebrate Christmas with my family).

  • Day 5: Students will create a small "Holiday Book." Each page will feature a drawing of a holiday and a simple sentence about how they celebrate it. Activities & Games:

  • "¿Qué Feriado Es?": The teacher gives clues in Spanish about a holiday, and students guess what it is.

  • "Cantemos Juntos": Sing songs about different holidays to help with memorization.

 

1st Grade: Week 12

 

Focus: Quarter 2 - My Community Theme: La Ropa y las Estaciones (Clothing and Seasons)  

Learning Objectives: Students will be able to identify and name different articles of clothing and use the verb "llevar" (to wear) to describe what people wear in each season. Key Vocabulary: Clothing: abrigo (coat), sombrero (hat), bufanda (scarf), guantes (gloves), botas (boots), vestido (dress), pantalones cortos (shorts). Seasons: primavera (spring), verano (summer), otoño (autumn), invierno (winter).

In-Class Project: El Desfile de Moda (The Fashion Show)

  • Day 1-2: Review clothing vocabulary and introduce new items for different seasons. Students will repeat the words.

  • Day 3-4: Practice forming sentences that combine clothing and seasons (e.g., "En el invierno, llevo un abrigo.").

  • Day 5: Students will create a paper doll and design different outfits for it for each season. They will then present their designs in a "fashion show," describing each outfit in Spanish. Activities & Games:

  • "¿Qué Llevas?": One student describes a classmate's outfit in Spanish. The rest of the class has to guess who they are describing.

  • "La Maleta de Viaje": The teacher says a season, and students have to name the clothing they would pack.

 

2nd Grade: Week 12

 

Focus: Quarter 2 - My Community Theme: Los Animales y Sus Hábitats (Animals and Their Habitats) 

Learning Objectives: Students will be able to identify and name different animals and their habitats. They will be able to use the verb "vivir" (to live) to talk about where animals live. Key Vocabulary: Animals: tigre (tiger), elefante (elephant), mono (monkey), pez (fish), serpiente (snake), oso (bear). Habitats: selva (jungle), océano (ocean), desierto (desert), bosque (forest).

In-Class Project: El Diorama de Hábitats (The Habitat Diorama)

  • Day 1-2: Introduce the vocabulary for different animals and their habitats using pictures and a world map. Students will repeat the words.

  • Day 3-4: Introduce the verb "vivir" and practice using it in sentences like "El tigre vive en la selva." (The tiger lives in the jungle).

  • Day 5: Students will choose an animal and its habitat and create a shoebox diorama. They will then present their diorama, describing the animal and where it lives in Spanish. Activities & Games:

  • "¿Dónde Vive?": The teacher names an animal, and students have to name its habitat in Spanish.

  • "La Ruleta de Animales": Use a spinner with different animals. Students spin the wheel and have to say where the animal lives.

 

3rd Grade: Week 12

 

Focus: Quarter 2 - My Community Theme: Los Adjetivos Posesivos y la Familia (Possessive Adjectives and Family) 

Learning Objectives: Students will be able to describe their family members and possessions using possessive adjectives (mi, tu, su, etc.) correctly. Key Vocabulary: Family: padres (parents), hijos (children), tíos (aunts/uncles), primos (cousins). Possessive Adjectives: mi/mis (my), tu/tus (your), su/sus (his/her/their), nuestro/a/os/as (our).

In-Class Project: El Álbum de la Familia (The Family Album)

  • Day 1-2: Review family vocabulary and introduce the possessive adjectives. Students will practice saying phrases like "Mi mamá es alta."

  • Day 3-4: Practice using the possessive adjectives to describe relationships. Students will write sentences about their family (e.g., "Ella es la hija de mis padres.").

  • Day 5: Students will create a small "Family Album" with drawings or pictures. For each family member, they will write a sentence using the possessive adjectives to describe who each person is. Activities & Games:

  • "El Círculo de Posesivos": Students sit in a circle and pass an object around. Each one says, "Es mi lápiz." then the next person says, "Es su lápiz."

  • "Adivina Quién": Give clues in Spanish about a family member using possessive adjectives and students guess who it is.

 

4th Grade: Week 12

 

Focus: Quarter 2 - My Community Theme: Las Partes del Cuerpo y los Verbos (Body Parts and Verbs) 

Learning Objectives: Students will be able to identify and name body parts and use verbs to describe actions. They will be able to use the verb "poder" (to be able to) to talk about what they can do. Key Vocabulary: Body Parts: cabeza (head), brazos (arms), piernas (legs), manos (hands), pies (feet). Verbs: caminar (to walk), correr (to run), bailar (to dance), escribir (to write), tocar (to touch).

In-Class Project: El Libro de Acción (The Action Book)

  • Day 1-2: Review body parts and introduce the verbs. Students will practice saying phrases like "Yo puedo correr con mis pies." (I can run with my feet).

  • Day 3-4: Practice forming sentences that combine body parts and actions. Students will write sentences about what they can do.

  • Day 5: Students will create a small "Action Book." Each page will feature a drawing of a person doing an activity and a sentence describing the action using the new vocabulary. Activities & Games:

  • "Simón Dice": Play "Simón dice" using both body parts and actions (e.g., "Simón dice, 'toca tus pies'.").

  • "Mímica de Verbos": Students act out a verb, and the class has to guess which one it is in Spanish.

 

5th Grade: Week 12

 

Focus: Quarter 2 - My Community Theme: Los Lugares y las Preposiciones de Lugar (Places and Prepositions of Location) 

Learning Objectives: Students will be able to identify and name different places in a community and use prepositions of location to describe where things are. Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), cine (movie theater), restaurante (restaurant). Prepositions: al lado de (next to), enfrente de (in front of), detrás de (behind), entre (between), cerca de (close to), lejos de (far from).

In-Class Project: El Mapa Interactivo (The Interactive Map)

  • Day 1-2: Introduce new vocabulary for places and prepositions of location. Students will practice repeating the words.

  • Day 3-4: Practice using the prepositions to describe the location of different places on a map. Students will write sentences like "El parque está al lado del banco."

  • Day 5: Students will work in groups to create a large interactive map of a fictional community. They will then create a short dialogue in which they ask for and give directions, using the new vocabulary and prepositions. Activities & Games:

  • "¿Dónde Está?": The teacher will describe a location on a map using prepositions, and students have to name the place.

  • "Simón Dice de Lugares": Play a game where students follow directions given in Spanish to get to a specific location in the classroom.

 

6th Grade: Week 12

 

Focus: Quarter 2 - My Community Theme: Los Verbos Irregulares (Irregular Verbs) 

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Review irregular verbs and their conjugations. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿A dónde vas después de la escuela?" (Where do you go after school?).

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

7th Grade: Week 12

 

Focus: Quarter 2 - My Community Theme: El Pretérito vs. El Imperfecto (The Preterite vs. The Imperfect) 

Learning Objectives: Students will be able to distinguish between the preterite and imperfect tenses and use them correctly to talk about past events. Key Vocabulary: Preterite: hablé (I spoke), comí (I ate), fui (I went). Imperfect: hablaba (I used to talk), comía (I used to eat), iba (I used to go). Time phrases: ayer (yesterday), la semana pasada (last week), siempre (always), a menudo (often).

In-Class Project: Mi Historia de la Niñez (My Childhood Story)

  • Day 1-2: Review both the preterite and imperfect tenses. Introduce time phrases that help distinguish between them.

  • Day 3-4: Practice forming sentences that use both tenses. Students will write sentences that combine a past action (preterite) with a past description (imperfect) (e.g., "Cuando era niño, jugaba al fútbol.").

  • Day 5: Students will write a short story or a paragraph about a memory from their childhood. They will use both the preterite and imperfect tenses to tell their story. Activities & Games:

  • "Pretérito o Imperfecto": The teacher says a time phrase, and students have to say which tense is typically used with it.

  • "Adivina la Historia": A student tells a short story about their past, and the class has to identify which verbs are in the preterite and which are in the imperfect.

 

8th Grade: Week 12

 

Focus: Quarter 2 - My Community Theme: Repaso y Evaluación (Review and Evaluation) 

Learning Objectives: Students will demonstrate their understanding of all the vocabulary and grammar concepts from the second quarter. They will be able to use the language in a variety of contexts. Key Vocabulary: Review: All vocabulary from Weeks 9-11, including the preterite and imperfect tenses, irregular verbs, and vocabulary related to community and daily life.

In-Class Project: Mi Portafolio del Trimestre (My Quarter's Portfolio)

  • Day 1-2: Review all the main concepts from the quarter, including verb conjugations, vocabulary, and grammar rules. Students will play review games and activities.

  • Day 3-4: Students will take a comprehensive written and oral exam to assess their progress.

  • Day 5: Students will create a portfolio of their work from the quarter. They will choose their best work from each week and write a short reflection in Spanish on what they learned. Activities & Games:

  • "¡A Jugar!": Play a review game in the style of "Jeopardy!" with categories based on the week's themes.

  • "Entrevista Final": The teacher will conduct a one-on-one interview with each student to assess their speaking skills and comprehension.

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Week 13 (K-8)

Kindergarten: Week 13

 

Focus: Quarter 2 - My World Theme: Los Sentidos y el Cuerpo (The Senses and The Body)

Learning Objectives: Students will be able to identify and name the five senses and the corresponding body parts. They will be able to use simple sentences to talk about what they can do with each sense. Key Vocabulary: Senses: vista (sight), oído (hearing), olfato (smell), gusto (taste), tacto (touch). Body Parts: ojos (eyes), orejas (ears), nariz (nose), boca (mouth), manos (hands).

In-Class Project: El Libro de los Sentidos (The Senses Book)

  • Day 1-2: Introduce the five senses and the corresponding body parts. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo puedo..." (I can...) and practice using it with the new vocabulary (e.g., "Yo puedo ver con mis ojos.").

  • Day 5: Students will create a small "Senses Book." Each page will represent one sense. They will draw a picture of a body part and a corresponding activity and write a simple sentence (e.g., a drawing of an ear with the sentence "Yo puedo oír música."). Activities & Games:

  • "Simón Dice": Play "Simón dice" using both body parts and senses (e.g., "Simón dice, 'toca tu nariz'.").

  • "La Caja Misteriosa": Put different objects in a box. Students reach in and touch, smell, or taste an object without looking, then describe it in Spanish.

 

1st Grade: Week 13

 

Focus: Quarter 2 - My World Theme: La Ropa y Los Colores (Clothing and Colors) 

Learning Objectives: Students will be able to describe clothing using colors and adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: camiseta (t-shirt), pantalones (pants), vestido (dress), zapatos (shoes), chaqueta (jacket), gorra (cap). Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), blanco (white), negro (black).

In-Class Project: El Desfile de Moda (The Fashion Show)

  • Day 1-2: Review clothing vocabulary and introduce new colors. Students will practice saying phrases like "una camiseta roja."

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing (e.g., "Yo llevo pantalones azules.").

  • Day 5: Students will create a paper doll and design different outfits for it. They will then present their designs in a "fashion show," describing each outfit in Spanish using the new vocabulary. Activities & Games:

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and colors. Students spin the wheel and have to say a sentence describing the clothing (e.g., "llevo un vestido verde").

  • "¿Qué Llevas?": Students describe what a classmate is wearing, and the rest of the class has to guess who they are describing.

 

2nd Grade: Week 13

 

Focus: Quarter 2 - My Community Theme: Los Lugares y las Direcciones (Places and Directions) 

Learning Objectives: Students will be able to identify and name different places in a community and give simple directions. They will be able to use the verb "ir" (to go). Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), restaurante (restaurant). Directions: dobla a la derecha (turn right), dobla a la izquierda (turn left), sigue recto (go straight).

In-Class Project: El Mapa Interactivo (The Interactive Map)

  • Day 1-2: Introduce new vocabulary for places and simple directional phrases. Students will practice repeating the words.

  • Day 3-4: Introduce the verb "ir" and practice using it in a sentence (e.g., "Yo voy al parque.").

  • Day 5: Students will work in groups to create a large interactive map of a fictional community. They will then create a short dialogue in which they ask for and give directions, using the new vocabulary. Activities & Games:

  • "¿A Dónde Vas?": Students work in pairs to ask and answer questions about where they are going.

  • "Simón Dice de Direcciones": Play a game where students follow directions given in Spanish to get to a specific "place" in the classroom.

 

3rd Grade: Week 13

 

Focus: Quarter 2 - My World Theme: Las Comidas y las Bebidas (Foods and Drinks) 

Learning Objectives: Students will be able to identify and name different foods and drinks. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: manzana (apple), plátano (banana), pan (bread), queso (cheese), pollo (chicken), carne (meat). Drinks: agua (water), leche (milk), jugo (juice), refresco (soda).

In-Class Project: Mi Plato Favorito (My Favorite Plate)

  • Day 1-2: Introduce new vocabulary for food and drinks. Students will practice repeating the words.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about the different foods and drinks.

  • Day 5: Students will draw a large plate on a piece of paper and fill it with drawings of their favorite foods. They will label each item and write a sentence about why they like it. Activities & Games:

  • "La Canasta de Comida": Students sit in a circle and "pass" an imaginary food item, saying its Spanish name as they do so.

  • "Círculo de Preferencias": Students stand up if they like the food item you name in Spanish.

 

4th Grade: Week 13

 

Focus: Quarter 2 - My Community Theme: Los Verbos Regulares -AR (Regular -AR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -AR verbs in the present tense. They will be able to create simple sentences with these verbs. Key Vocabulary: Verbs: hablar (to talk), estudiar (to study), cantar (to sing), bailar (to dance), trabajar (to work), cocinar (to cook).

In-Class Project: Un Día en Mi Vida (A Day in My Life)

  • Day 1-2: Introduce the concept of a verb and the infinitive form, focusing on the -AR verbs. Show students how to conjugate them in the present tense (e.g., yo hablo, tú hablas, él/ella habla).

  • Day 3-4: Practice forming sentences using the conjugated verbs. Students will write sentences about things they do in a day.

  • Day 5: Students will create a visual representation of their day. They will draw a picture for each part of the day and write a sentence describing what they do in Spanish. Activities & Games:

  • "Verbos en Acción": The teacher says a verb and a subject pronoun (e.g., "tú bailar"), and students have to shout out the correct conjugated form ("bailas").

  • "Mímica de Verbos": Students act out a verb and the class has to guess which one it is in Spanish.

 

5th Grade: Week 13

 

Focus: Quarter 2 - My Community Theme: Las Descripciones Físicas (Physical Descriptions) 

Learning Objectives: Students will be able to describe people's physical appearance using a variety of adjectives. They will be able to use the verb "ser" (to be) correctly. Key Vocabulary: Adjectives: alto/a (tall), bajo/a (short), delgado/a (thin), gordo/a (fat), rubio/a (blonde), moreno/a (brunette), pelo corto/largo (short/long hair).

In-Class Project: La Búsqueda de la Persona (The Person Search)

  • Day 1-2: Introduce new adjectives for physical appearance. Students will practice saying phrases like "Él es alto."

  • Day 3-4: Practice forming sentences using the verb "ser" with the new adjectives. Students will write descriptions of people they know.

  • Day 5: Students will work in pairs to play a "Person Search" game. One student describes a person in the classroom, and the other has to guess who it is. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a person and the others ask questions to guess who it is (e.g., "¿Es rubio?").

  • "El Retrato Hablado": Students will describe a person in a picture, and a partner will draw the person based on the description.

 

6th Grade: Week 13

 

Focus: Quarter 2 - My Community Theme: Los Verbos Reflexivos (Reflexive Verbs) 

Learning Objectives: Students will be able to use reflexive verbs to describe their daily routine. They will understand the concept of the reflexive pronoun. Key Vocabulary: Verbs: levantarse (to get up), ducharse (to shower), lavarse los dientes (to brush one's teeth), acostarse (to go to bed), vestirse (to get dressed).

In-Class Project: Mi Rutina Diaria (My Daily Routine)

  • Day 1-2: Introduce the concept of reflexive verbs and the reflexive pronouns (me, te, se, nos, se). Explain how they are used to describe actions done to oneself.

  • Day 3-4: Practice forming sentences about a daily routine, including the time (e.g., "Me levanto a las siete de la mañana.").

  • Day 5: Students will create a poster or a short book illustrating their daily routine. They will include a drawing for each part of the day and a sentence describing what they do in Spanish. Activities & Games:

  • "El Reloj de la Rutina": Use a large clock and have students set the time and say what they do at that time.

  • "Mímica de Rutinas": A student mimes an action from their daily routine, and the class has to guess what it is in Spanish.

 

7th Grade: Week 13

 

Focus: Quarter 2 - My Community Theme: El Futuro Simple (The Simple Future Tense) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and predictions. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), comeré (I will eat), estudiaré (I will study), iré (I will go), seré (I will be). Time phrases: mañana (tomorrow), la próxima semana (next week), el próximo año (next year).

In-Class Project: Mis Planes para el Futuro (My Plans for the Future)

  • Day 1-2: Introduce the simple future tense and its conjugations. Explain how it is different from the informal future tense (ir + a + infinitive).

  • Day 3-4: Practice forming sentences about future plans and predictions. Students will write sentences like "Mañana iré al cine." (Tomorrow I will go to the movies).

  • Day 5: Students will create a poster or a short presentation about their plans for the future. They will include sentences about their future career, travel plans, and other goals. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "La Bola de Cristal": The teacher has a "crystal ball." Students ask questions about their future, and the teacher answers in the future tense.

 

8th Grade: Week 13

 

Focus: Quarter 2 - My World Theme: El Imperfecto y las Descripciones en el Pasado (The Imperfect Tense and Past Descriptions) 

Learning Objectives: Students will be able to form and use the imperfect tense to describe past habitual actions and conditions. They will be able to distinguish between the preterite and imperfect tenses. Key Vocabulary: Imperfect Verbs: hablaba (I used to talk), comía (I used to eat), vivía (I used to live). Time phrases: siempre (always), a menudo (often), todos los días (every day), cuando era niño/a (when I was a child).

In-Class Project: Mi Vida de Niñez (My Childhood Life)

  • Day 1-2: Introduce the concept of the imperfect tense as a way to describe past habitual actions, ongoing conditions, and background information. Show students how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences using the imperfect tense with the new time phrases. Students will write about what they used to do when they were younger.

  • Day 5: Students will create a small book or a presentation titled "My Childhood Life." They will write a few paragraphs about their life as a child, using the imperfect tense to describe their routine, hobbies, and personality. Activities & Games:

  • "Pretérito vs. Imperfecto": The teacher gives a sentence, and students have to decide which tense to use and why.

  • "Entrevista de Niñez": Students will work in pairs, asking and answering questions about their childhood.

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Week 14 (K-8)

Kindergarten: Week 14

 

Focus: Quarter 2 - My Community Theme: La Familia y los Adjetivos (Family and Adjectives)

Learning Objectives: Students will be able to talk about their family members and describe them using simple adjectives. They will be able to use the verb "es" (is) to talk about a single person. Key Vocabulary: Family: mamá (mom), papá (dad), hermano/a (brother/sister), abuelo/a (grandpa/grandma), bebé (baby). Adjectives: alto/a (tall), bajo/a (short), grande (big), pequeño/a (small), feliz (happy).

In-Class Project: El Libro de la Familia (The Family Book)

  • Day 1-2: Review family vocabulary and introduce new adjectives. Students will practice saying phrases like "Mi papá es alto." (My dad is tall).

  • Day 3-4: Practice forming sentences about their family members. Students will talk about a family photo or drawing.

  • Day 5: Students will create a small "Family Book." Each page will feature a drawing of a family member and a simple sentence using an adjective to describe them. Activities & Games:

  • "¿Quién Es?": The teacher gives clues in Spanish about a family member, and students guess who it is.

  • "Cantemos en Familia": Sing a song about family members and their characteristics.

 

1st Grade: Week 14

 

Focus: Quarter 2 - My Community Theme: Los Feriados y las Celebraciones (Holidays and Celebrations) 

Learning Objectives: Students will be able to identify and name common holidays and celebrations. They will use the verb "celebrar" (to celebrate) to talk about how they celebrate. Key Vocabulary: Holidays: Navidad (Christmas), Día de Acción de Gracias (Thanksgiving), cumpleaños (birthday), Año Nuevo (New Year). Celebrations: fiesta (party), familia (family), amigos (friends).

In-Class Project: El Libro de Celebraciones (The Celebrations Book)

  • Day 1-2: Introduce the vocabulary for different holidays and celebrations using pictures and songs. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "celebrar" and practice using it in sentences like "Yo celebro la Navidad con mi familia."

  • Day 5: Students will create a small "Celebrations Book." Each page will feature a drawing of a holiday and a simple sentence about how they celebrate it. Activities & Games:

  • "¿Qué Feriado Es?": The teacher gives clues in Spanish about a holiday, and students guess what it is.

  • "Cantemos Juntos": Sing songs about different holidays to help with memorization.

 

2nd Grade: Week 14

 

Focus: Quarter 2 - My Community Theme: La Casa y las Habitaciones (The House and the Rooms) 

Learning Objectives: Students will be able to identify and name different rooms in a house. They will use the phrase "En mi casa hay..." (In my house there is...) to describe their home. Key Vocabulary: Rooms: cocina (kitchen), sala (living room), dormitorio (bedroom), baño (bathroom), comedor (dining room), jardín (garden).

In-Class Project: La Casa de Mis Sueños (My Dream House)

  • Day 1-2: Introduce rooms using pictures or a dollhouse. Students will repeat the vocabulary.

  • Day 3-4: Introduce the phrase "En mi casa hay..." and practice using it to describe the different rooms.

  • Day 5: Students will draw and label their "dream house," including the different rooms. They will then present their house to a partner. Activities & Games:

  • "Bingo de Habitaciones": Create bingo cards with pictures of different rooms. The teacher calls out a room in Spanish, and students mark their cards.

  • "La Caza de Habitaciones": Hide pictures of rooms around the classroom and have students find them while saying their Spanish names.

 

3rd Grade: Week 14

 

Focus: Quarter 2 - My Community Theme: Las Profesiones y los Lugares de Trabajo (Professions and Workplaces) 

Learning Objectives: Students will be able to identify and name different professions and where people work. They will use the verb "trabajar" (to work). Key Vocabulary: Professions: profesor/a (teacher), bombero/a (firefighter), doctor/a (doctor), policía (police officer), cocinero/a (cook). Places: escuela (school), hospital (hospital), estación de bomberos (fire station), restaurante (restaurant).

In-Class Project: El Libro de Profesiones (The Professions Book)

  • Day 1-2: Introduce the vocabulary for different professions and their workplaces. Students will repeat the Spanish names.

  • Day 3-4: Introduce the verb "trabajar" and practice using it in sentences like "El doctor trabaja en el hospital."

  • Day 5: Students will create a small "Professions Book." Each page will feature a drawing of a person with their profession and a simple sentence describing what they do or where they work. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain profession, and the class has to guess what it is in Spanish.

  • "Mímica de Profesiones": Play charades where students act out a profession and others have to guess it.

 

4th Grade: Week 14

 

Focus: Quarter 2 - My Community Theme: Los Verbos Regulares -ER (Regular -ER Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -ER verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: aprender (to learn), beber (to drink), comer (to eat), leer (to read), correr (to run), comprender (to understand).

In-Class Project: Un Diálogo de la Vida Diaria (A Daily Life Dialogue)

  • Day 1-2: Review the conjugation of regular -ER verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Qué comes para el almuerzo?" (What do you eat for lunch?).

  • Day 5: Students will work in pairs to write a short dialogue about a daily routine or a school day. The dialogue should use at least three of the new -ER verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -ER verb, and the next student repeats it and adds their own sentence.

  • "Mímica de Verbos": Students act out a verb and the class has to guess which one it is in Spanish.

 

5th Grade: Week 14

 

Focus: Quarter 2 - My Community Theme: Las Descripciones de Personalidad (Personality Descriptions) 

Learning Objectives: Students will be able to describe people's personalities using a variety of adjectives. They will be able to use the verb "ser" (to be) correctly. Key Vocabulary: Adjectives: simpático/a (nice), divertido/a (fun), inteligente (intelligent), tímido/a (shy), trabajador/a (hardworking), perezoso/a (lazy).

In-Class Project: Mi Amigo/a Ideal (My Ideal Friend)

  • Day 1-2: Introduce new adjectives for personality. Students will practice saying phrases like "Él es simpático."

  • Day 3-4: Practice forming sentences using the verb "ser" with the new adjectives. Students will write descriptions of people they know.

  • Day 5: Students will create a poster or a short paragraph describing their "ideal friend." They will include both physical and personality descriptions. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a person and the others ask questions to guess who it is (e.g., "¿Es inteligente?").

  • "Círculo de Adjetivos": Students sit in a circle and each one says a descriptive adjective for the person to their right.

 

6th Grade: Week 14

 

Focus: Quarter 2 - My Community Theme: Las Partes del Cuerpo y la Salud (Body Parts and Health) 

Learning Objectives: Students will be able to identify and name body parts and use verbs to describe how they are feeling. They will be able to use the verb "doler" (to hurt) and the irregular verb "estar" (to be). Key Vocabulary: Body Parts: cabeza (head), estómago (stomach), piernas (legs), brazos (arms), garganta (throat). Health: enfermo/a (sick), bien (well), mal (badly), cansado/a (tired), el dolor (the pain).

In-Class Project: El Doctor en la Clase (The Doctor in the Class)

  • Day 1-2: Review body parts and introduce the verb "doler" (e.g., "Me duele la cabeza." - My head hurts). Introduce new vocabulary for health.

  • Day 3-4: Practice forming sentences using "doler" and "estar" to talk about how they are feeling (e.g., "Estoy enfermo.").

  • Day 5: Students will work in pairs to role-play a scene at the doctor's office. One student is the doctor, and the other is the patient. The patient will describe their symptoms and the doctor will offer advice. Activities & Games:

  • "Simón Dice": Play "Simón dice" using both body parts and health-related actions.

  • "La Ruleta de las Síntomas": Use a spinner with different body parts. Students spin the wheel and have to say a sentence about that body part hurting.

 

7th Grade: Week 14

 

Focus: Quarter 2 - My Community Theme: El Futuro Simple y los Planes de Viaje (The Simple Future Tense and Travel Plans) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future travel plans and predictions. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), visitaré (I will visit), conoceré (I will meet), comeré (I will eat), iré (I will go). Travel: la playa (the beach), la montaña (the mountain), la ciudad (the city), el país (the country).

In-Class Project: Mi Itinerario de Viaje (My Travel Itinerary)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for travel and places.

  • Day 3-4: Practice forming sentences about future travel plans. Students will write sentences like "El próximo verano visitaré España." (Next summer I will visit Spain).

  • Day 5: Students will create a poster or a short presentation about their dream vacation. They will include a map and sentences about where they will go, what they will do, and what they will eat. Activities & Games:

  • "Adivina el Destino": A student describes a future trip without saying the destination. The others have to guess where they are going.

  • "La Bola de Cristal": The teacher has a "crystal ball." Students ask questions about a future trip, and the teacher answers in the future tense.

 

8th Grade: Week 14

 

Focus: Quarter 2 - My Community Theme: El Subjuntivo en Cláusulas Subordinadas (The Subjunctive in Subordinate Clauses) 

Learning Objectives: Students will be able to use the subjunctive mood in subordinate clauses to express doubt, wishes, emotions, and uncertainty. Key Vocabulary: Verbs: dudar (to doubt), querer (to want), esperar (to hope), gustar (to like), sentir (to feel). Conjunctions: que (that), para que (in order that), a menos que (unless).

In-Class Project: Mis Sentimientos y Deseos (My Feelings and Desires)

  • Day 1-2: Introduce the concept of the subjunctive mood and explain when it is used. Show students how to conjugate regular verbs in the present subjunctive.

  • Day 3-4: Practice forming sentences using the subjunctive with different conjunctions. Students will write sentences like "Dudo que él venga a la fiesta." (I doubt that he comes to the party).

  • Day 5: Students will create a small presentation or a short essay titled "My Feelings and Desires." They will write about their hopes, fears, and wishes using the subjunctive mood. Activities & Games:

  • "Subjuntivo o Indicativo": The teacher gives a sentence with a blank. Students have to decide whether to use the subjunctive or indicative mood and fill in the blank.

  • "Adivina el Sentimiento": A student says a sentence in the subjunctive mood expressing a feeling. The class has to guess what the feeling is.

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Week 15 (K-8)

Kindergarten: Week 15

 

Focus: Quarter 2 - My Community Theme: Los Animales de la Granja (Farm Animals)

Learning Objectives: Students will be able to identify and name common farm animals. They will be able to use the verb "hacer" (to make) to talk about the sounds the animals make. Key Vocabulary: Animals: vaca (cow), cerdo (pig), gallina (hen), caballo (horse), oveja (sheep), pato (duck). Sounds: muuu (moo), oinc (oink), cloc (cluck), hic (neigh), beee (baa), cuac (quack).

In-Class Project: El Libro de los Animales (The Animal Book)

  • Day 1-2: Introduce the vocabulary for different farm animals using pictures and songs. Students will practice repeating the names and the sounds.

  • Day 3-4: Introduce the verb "hacer" and practice using it in sentences like "La vaca hace 'muuu'." (The cow says 'moo').

  • Day 5: Students will create a small "Animal Book." Each page will feature a drawing of a farm animal and a simple sentence about the sound it makes. Activities & Games:

  • "¿Qué Animal Soy?": The teacher or a student pretends to be a farm animal and makes its sound. The class has to guess which animal it is in Spanish.

  • "Cantemos en la Granja": Sing a song about farm animals to help with memorization.

 

1st Grade: Week 15

 

Focus: Quarter 2 - My Community Theme: Los Lugares de la Ciudad (Places in the City) 

Learning Objectives: Students will be able to identify and name different places in a city. They will use the phrase "Yo voy a..." (I go to...) to talk about where they go. Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), parada de autobús (bus stop), cine (movie theater).

In-Class Project: Mi Mapa de la Ciudad (My City Map)

  • Day 1-2: Introduce the vocabulary for different places in a city using pictures or flashcards. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo voy a..." and practice using it with the new vocabulary. Students will practice saying where they go to do different activities (e.g., "Yo voy al parque a jugar.").

  • Day 5: Students will create a simple map of a city, drawing and labeling the different places. They will then present their map, describing the places they like to go. Activities & Games:

  • "Simón Dice de Lugares": Play a game where students pretend to go to different places in the classroom as the teacher calls them out in Spanish.

  • "¿A Dónde Vas?": Students work in pairs to ask and answer questions about where they are going.

 

2nd Grade: Week 15

 

Focus: Quarter 2 - My Community Theme: Las Partes del Cuerpo y la Ropa (Body Parts and Clothing) 

Learning Objectives: Students will be able to identify and name body parts and articles of clothing. They will be able to use the verb "llevar" (to wear) to describe what they are wearing. Key Vocabulary: Body Parts: cabeza (head), brazos (arms), piernas (legs), manos (hands), pies (feet). Clothing: camiseta (t-shirt), pantalones (pants), zapatos (shoes), gorra (cap), chaqueta (jacket).

In-Class Project: El Libro de la Moda (The Fashion Book)

  • Day 1-2: Review body parts and introduce new vocabulary for clothing. Students will practice saying phrases like "Yo llevo una camiseta."

  • Day 3-4: Practice forming sentences that combine body parts and clothing (e.g., "Llevo zapatos en mis pies.").

  • Day 5: Students will create a small "Fashion Book." Each page will feature a drawing of a person and a simple sentence describing what they are wearing. Activities & Games:

  • "Simón Dice de Ropa": Play "Simón dice" using both body parts and clothing (e.g., "Simón dice, 'toca tu gorra'.").

  • "¿Qué Llevas?": One student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

 

3rd Grade: Week 15

 

Focus: Quarter 2 - My Community Theme: Las Comidas Típicas y las Preferencias (Typical Foods and Preferences) 

Learning Objectives: Students will be able to identify and name typical foods from Spanish-speaking countries. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: taco (taco), burrito (burrito), paella (paella), arepa (arepa), enchilada (enchilada), arroz (rice), frijoles (beans). Verbs: gustar (to like).

In-Class Project: El Menú Internacional (The International Menu)

  • Day 1-2: Introduce typical foods from different Spanish-speaking countries using pictures or a video. Students will repeat the names of the foods.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about the typical foods.

  • Day 5: Students will work in groups to create a menu for an international restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a country, and students have to name a typical food from that country.

  • "Círculo de Preferencias": Students stand up if they like the food item you name in Spanish.

 

4th Grade: Week 15

 

Focus: Quarter 2 - My Community Theme: Los Verbos Regulares -IR (Regular -IR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Diálogo Simple (A Simple Dialogue)

  • Day 1-2: Review the conjugation of -IR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Dónde vives?" (Where do you live?).

  • Day 5: Students will work in pairs to write a short dialogue that uses at least three of the new -IR verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb, and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

5th Grade: Week 15

 

Focus: Quarter 2 - My Community Theme: Las Descripciones de la Familia y la Personalidad (Family and Personality Descriptions) 

Learning Objectives: Students will be able to describe their family members using a variety of adjectives for both physical appearance and personality. Key Vocabulary: Family: padres (parents), hermanos (siblings), tíos (aunts/uncles), abuelos (grandparents). Adjectives: alto/a (tall), bajo/a (short), simpático/a (nice), divertido/a (fun), trabajador/a (hardworking), perezoso/a (lazy).

In-Class Project: Mi Árbol de la Personalidad (My Personality Tree)

  • Day 1-2: Review family vocabulary and introduce new adjectives for personality. Students will practice saying phrases like "Mi papá es trabajador."

  • Day 3-4: Practice forming sentences using the verbs "ser" and "estar" with the new adjectives. Students will write descriptions of their family members.

  • Day 5: Students will create a family tree. On the branches, they will draw or paste pictures of their family members and write a sentence for each one, describing their personality. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a family member and the others ask questions to guess who it is (e.g., "¿Es simpática?").

  • "Círculo de Adjetivos": Students sit in a circle and each one says a descriptive adjective for the person to their right.

 

6th Grade: Week 15

 

Focus: Quarter 2 - My Community Theme: Los Medios de Transporte y los Verbos (Modes of Transportation and Verbs) 

Learning Objectives: Students will be able to identify and name different modes of transportation and use verbs to describe how they travel. They will be able to use the verb "ir" (to go). Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat). Verbs: viajar (to travel), conducir (to drive), volar (to fly).

In-Class Project: Un Viaje por el Mundo (A Trip Around the World)

  • Day 1-2: Introduce the vocabulary for different modes of transportation. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "ir" and other verbs related to travel. Practice forming sentences like "Yo voy a la escuela en autobús."

  • Day 5: Students will create a travel itinerary for a trip around the world. They will choose different countries to visit and describe how they will get there, using the new vocabulary and verbs. Activities & Games:

  • "¿Cómo Viajas?": Students work in pairs to ask and answer questions about how they travel to different places.

  • "La Ruleta del Viaje": Use a spinner with different modes of transportation. Students spin the wheel and have to say a sentence about where they would go using that mode of transportation.

 

7th Grade: Week 15

 

Focus: Quarter 2 - My Community Theme: El Futuro y los Sueños (The Future and Dreams) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

8th Grade: Week 15

 

Focus: Quarter 2 - My Community Theme: El Subjuntivo en Expresiones Impersonales (The Subjunctive in Impersonal Expressions) 

Learning Objectives: Students will be able to use the subjunctive mood with impersonal expressions to express opinions, necessity, and possibility. Key Vocabulary: Impersonal Expressions: Es importante que... (It's important that...), Es necesario que... (It's necessary that...), Es probable que... (It's probable that...), Es bueno que... (It's good that...). Verbs: estudiar (to study), comer (to eat), hacer (to do), ir (to go), ayudar (to help).

In-Class Project: Un Folleto de Consejos (An Advice Brochure)

  • Day 1-2: Review the concept of the subjunctive and introduce impersonal expressions. Explain that these expressions trigger the use of the subjunctive mood.

  • Day 3-4: Practice forming sentences using the new expressions with the subjunctive. Students will write sentences like "Es importante que estudies para el examen." (It's important that you study for the exam).

  • Day 5: Students will work in groups to create a brochure with advice for new students, using a variety of impersonal expressions and the subjunctive mood. Activities & Games:

  • "Subjuntivo o Indicativo": The teacher gives a sentence with a blank. Students have to decide whether to use the subjunctive or indicative mood and fill in the blank.

  • "Consejos para...": The teacher gives a scenario (e.g., "A friend is sick"), and students have to give advice using the subjunctive mood.

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Week 16 (K-8)

Kindergarten: Week 16

 

Focus: Quarter 2 - My World Theme: Los Colores y las Formas (Colors and Shapes) 

Learning Objectives: Students will be able to identify and name basic colors and shapes. They will be able to use simple sentences to describe objects. Key Vocabulary: Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), blanco (white), negro (black). Shapes: círculo (circle), cuadrado (square), triángulo (triangle), rectángulo (rectangle), estrella (star).

In-Class Project: El Libro de Colores y Formas (The Colors and Shapes Book)

  • Day 1-2: Introduce the vocabulary for different colors and shapes using flashcards and real-world objects. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "El carro es rojo" (The car is red) and practice using it with the new vocabulary.

  • Day 5: Students will create a small "Colors and Shapes Book." Each page will feature a drawing of an object and a simple sentence describing its color and shape. Activities & Games:

  • "Bingo de Colores y Formas": Create bingo cards with pictures of different colored shapes. The teacher calls out a combination, and students mark their cards.

  • "La Caza de Colores": Hide colored and shaped objects around the classroom and have students find them while saying their Spanish names.

 

1st Grade: Week 16

 

Focus: Quarter 2 - My Community Theme: Los Números y los Objetos (Numbers and Objects) 

Learning Objectives: Students will be able to count from 1 to 20 and identify different objects. They will be able to use numbers to talk about the quantity of objects. Key Vocabulary: Numbers: uno (one) to veinte (twenty). Objects: libro (book), lápiz (pencil), silla (chair), mesa (table), globos (balloons).

In-Class Project: El Ábaco de Objetos (The Object Abacus)

  • Day 1-2: Review numbers from 1 to 10 and introduce numbers from 11 to 20. Introduce new vocabulary for common objects. Students will practice repeating the words.

  • Day 3-4: Practice forming sentences that combine numbers and objects (e.g., "Hay cinco libros.").

  • Day 5: Students will create a simple "Object Abacus" by stringing beads or other small objects onto a string. They will then count the objects and write a sentence about how many they have. Activities & Games:

  • "Contemos Juntos": Count a variety of classroom objects together in Spanish.

  • "¿Cuántos Hay?": The teacher shows a picture with a certain number of objects, and students have to say how many there are in Spanish.

 

2nd Grade: Week 16

 

Focus: Quarter 2 - My Community Theme: Los Días de la Semana y los Meses del Año (Days of the Week and Months of the Year) 

Learning Objectives: Students will be able to identify and name the days of the week and the months of the year. They will be able to talk about their favorite day or month. Key Vocabulary: Days: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday). Months: enero (January), febrero (February), marzo (March), abril (April), mayo (May), junio (June), julio (July), agosto (August), septiembre (September), octubre (October), noviembre (November), diciembre (December).

In-Class Project: El Calendario Personal (The Personal Calendar)

  • Day 1-2: Introduce the days of the week and months of the year using a large calendar. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Mi día favorito es..." (My favorite day is...) and practice using it with the new vocabulary.

  • Day 5: Students will create a small personal calendar. They will write the days of the week and the months of the year, and for each month, they will draw a picture of a special event or holiday. Activities & Games:

  • "Cantemos la Canción del Calendario": Sing a song about the days of the week or months of the year to help with memorization.

  • "¿Cuándo es?": The teacher names a holiday or event, and students have to say the month it is in.

 

3rd Grade: Week 16

 

Focus: Quarter 2 - My Community Theme: La Familia y los Adjetivos Posesivos (Family and Possessive Adjectives) 

Learning Objectives: Students will be able to describe their family members and possessions using possessive adjectives (mi, tu, su, etc.) correctly. Key Vocabulary: Family: padres (parents), hijos (children), tíos (aunts/uncles), primos (cousins). Possessive Adjectives: mi/mis (my), tu/tus (your), su/sus (his/her/their), nuestro/a/os/as (our).

In-Class Project: El Álbum de la Familia (The Family Album)

  • Day 1-2: Review family vocabulary and introduce the possessive adjectives. Students will practice saying phrases like "Mi mamá es alta."

  • Day 3-4: Practice using the possessive adjectives to describe relationships. Students will write sentences about their family (e.g., "Ella es la hija de mis padres.").

  • Day 5: Students will create a small "Family Album" with drawings or pictures. For each family member, they will write a sentence using the possessive adjectives to describe who each person is. Activities & Games:

  • "El Círculo de Posesivos": Students sit in a circle and pass an object around. Each one says, "Es mi lápiz." then the next person says, "Es su lápiz."

  • "Adivina Quién": Give clues in Spanish about a family member using possessive adjectives and students guess who it is.

 

4th Grade: Week 16

 

Focus: Quarter 2 - My Community Theme: Los Verbos Irregulares (Irregular Verbs)

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Review irregular verbs and their conjugations. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿A dónde vas después de la escuela?" (Where do you go after school?).

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

5th Grade: Week 16

 

Focus: Quarter 2 - My Community Theme: Los Medios de Transporte y los Verbos (Modes of Transportation and Verbs) 

Learning Objectives: Students will be able to identify and name different modes of transportation and use verbs to describe how they travel. They will be able to use the verb "ir" (to go). Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat). Verbs: viajar (to travel), conducir (to drive), volar (to fly).

In-Class Project: Un Viaje por el Mundo (A Trip Around the World)

  • Day 1-2: Introduce the vocabulary for different modes of transportation. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "ir" and other verbs related to travel. Practice forming sentences like "Yo voy a la escuela en autobús."

  • Day 5: Students will create a travel itinerary for a trip around the world. They will choose different countries to visit and describe how they will get there, using the new vocabulary and verbs. Activities & Games:

  • "¿Cómo Viajas?": Students work in pairs to ask and answer questions about how they travel to different places.

  • "La Ruleta del Viaje": Use a spinner with different modes of transportation. Students spin the wheel and have to say a sentence about where they would go using that mode of transportation.

 

6th Grade: Week 16

 

Focus: Quarter 2 - My Community Theme: El Pretérito y los Pasatiempos (The Preterite Tense and Hobbies) 

Learning Objectives: Students will be able to form and use the preterite tense to talk about past events. They will be able to describe a past hobby or activity. Key Vocabulary: Hobbies: leer (to read), jugar (to play), dibujar (to draw), cantar (to sing), bailar (to dance). Preterite Verbs: leí (I read), jugué (I played), dibujé (I drew), canté (I sang), bailé (I danced).

In-Class Project: Mi Álbum de Pasatiempos (My Hobby Album)

  • Day 1-2: Introduce the concept of the preterite tense and how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences about a past hobby. Students will write sentences like "Yo jugué al fútbol ayer." (I played soccer yesterday).

  • Day 5: Students will create a small "Hobby Album." For each page, they will draw a picture of a past hobby and write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "La Cadena del Pasado": Students sit in a circle and each one adds a sentence to a story about a past event, using the preterite tense.

  • "Entrevista de Pasatiempos": Students will work in pairs, asking and answering questions about their past hobbies.

 

7th Grade: Week 16

 

Focus: Quarter 2 - My Community Theme: El Imperfecto y las Descripciones en el Pasado (The Imperfect Tense and Past Descriptions) 

Learning Objectives: Students will be able to form and use the imperfect tense to describe past habitual actions and conditions. They will be able to distinguish between the preterite and imperfect tenses. Key Vocabulary: Imperfect Verbs: hablaba (I used to talk), comía (I used to eat), vivía (I used to live). Time phrases: siempre (always), a menudo (often), todos los días (every day), cuando era niño/a (when I was a child).

In-Class Project: Mi Vida de Niñez (My Childhood Life)

  • Day 1-2: Introduce the concept of the imperfect tense as a way to describe past habitual actions, ongoing conditions, and background information. Show students how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences using the imperfect tense with the new time phrases. Students will write about what they used to do when they were younger.

  • Day 5: Students will create a small book or a presentation titled "My Childhood Life." They will write a few paragraphs about their life as a child, using the imperfect tense to describe their routine, hobbies, and personality. Activities & Games:

  • "Pretérito vs. Imperfecto": The teacher gives a sentence, and students have to decide which tense to use and why.

  • "Entrevista de Niñez": Students will work in pairs, asking and answering questions about their childhood.

 

8th Grade: Week 16

 

Focus: Quarter 2 - My Community Theme: El Subjuntivo y las Cláusulas de Si (The Subjunctive and If Clauses) 

Learning Objectives: Students will be able to use the subjunctive mood in si clauses to express hypothetical situations. They will understand the different types of si clauses. Key Vocabulary: Verbs: tener (to have), ser (to be), ir (to go), ganar (to win), viajar (to travel). Conjunctions: si (if).

In-Class Project: Mis Situaciones Hipotéticas (My Hypothetical Situations)

  • Day 1-2: Introduce the concept of the subjunctive in si clauses. Explain the difference between real and hypothetical situations.

  • Day 3-4: Practice forming sentences using the subjunctive with si clauses. Students will write sentences like "Si tuviera un millón de dólares, viajaría por el mundo." (If I had a million dollars, I would travel the world).

  • Day 5: Students will create a short essay or a presentation titled "My Hypothetical Situations." They will write about different scenarios and what they would do in each situation, using the subjunctive mood. Activities & Games:

  • "¿Qué Harías Si...?": The teacher gives a hypothetical situation, and students have to respond in the subjunctive mood.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about hypothetical situations.

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Week 17 (K-8)

Kindergarten: Week 17

 

Focus: Quarter 2 - My Community Theme: Los Juguetes y los Juegos (Toys and Games) 

Learning Objectives: Students will be able to identify and name different toys and games. They will be able to use the verb "jugar" (to play) to talk about what they play. Key Vocabulary: Toys: muñeca (doll), pelota (ball), bloques (blocks), carro (car), avión de juguete (toy plane), oso de peluche (teddy bear). Games: escondite (hide-and-seek), saltar la cuerda (jump rope), la mancha (tag).

In-Class Project: Mi Caja de Juguetes (My Toy Box)

  • Day 1-2: Introduce the vocabulary for different toys and games using pictures and real objects. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "jugar" and practice using it in sentences like "Yo juego con la pelota." (I play with the ball).

  • Day 5: Students will create a small "Toy Box" by decorating a box and filling it with drawings of their favorite toys. They will then present their toy box, describing what they play with. Activities & Games:

  • "¿Qué Juguete Es?": The teacher gives clues in Spanish about a toy, and students guess what it is.

  • "Cantemos y Juguemos": Sing a song about toys and games to help with memorization.

 

1st Grade: Week 17

 

Focus: Quarter 2 - My Community Theme: Los Sentidos y los Objetos (The Senses and Objects) 

Learning Objectives: Students will be able to identify and name the five senses and use them to describe objects. They will be able to use the verb "es" (is) to describe a single object. Key Vocabulary: Senses: vista (sight), oído (hearing), olfato (smell), gusto (taste), tacto (touch). Objects: flor (flower), comida (food), música (music), peluche (plush toy).

In-Class Project: El Libro de los Sentidos (The Senses Book)

  • Day 1-2: Review the five senses and introduce new vocabulary for objects that can be associated with each sense.

  • Day 3-4: Practice forming sentences that combine senses and objects (e.g., "La flor es bonita y huele bien." - The flower is pretty and smells good).

  • Day 5: Students will create a small "Senses Book." Each page will represent one sense and will have a drawing of an object and a simple sentence describing it. Activities & Games:

  • "La Caja Misteriosa": Put different objects in a box. Students reach in and touch, smell, or taste an object without looking, then describe it in Spanish.

  • "Simón Dice": Play "Simón dice" using a variety of senses and objects (e.g., "Simón dice, 'toca algo suave'.").

 

2nd Grade: Week 17

 

Focus: Quarter 2 - My World Theme: La Familia y las Edades (Family and Ages) 

Learning Objectives: Students will be able to identify and name their family members and state their ages. They will be able to use the verb "tener" (to have) to talk about age. Key Vocabulary: Family: mamá (mom), papá (dad), hermano/a (brother/sister), abuelo/a (grandpa/grandma), bebé (baby). Numbers: uno (one) to cincuenta (fifty) (or more, depending on class level).

In-Class Project: El Árbol de la Familia (The Family Tree)

  • Day 1-2: Review family vocabulary and introduce how to talk about age using the verb "tener" (e.g., "Mi papá tiene cuarenta años." - My dad is 40 years old).

  • Day 3-4: Practice forming sentences about their family members and their ages. Students will ask and answer questions about their family.

  • Day 5: Students will create a small family tree. They will draw or use pictures of their family members and write a sentence for each one, stating their name and age. Activities & Games:

  • "¿Cuántos Años Tienes?": Students will ask and answer questions about each other's age and the age of their family members.

  • "Cantemos y Contemos": Sing a song about the family and count the members.

 

3rd Grade: Week 17

 

Focus: Quarter 2 - My Community Theme: Los Animales y sus Sonidos (Animals and Their Sounds) 

Learning Objectives: Students will be able to identify and name common animals and their sounds. They will be able to use the verb "hacer" (to make) to talk about the sounds animals make. Key Vocabulary: Animals: vaca (cow), cerdo (pig), gato (cat), perro (dog), pájaro (bird), pato (duck). Sounds: muuu (moo), oinc (oink), miau (meow), guau (woof), pio pio (tweet tweet), cuac (quack).

In-Class Project: El Libro de los Animales (The Animal Book)

  • Day 1-2: Introduce the vocabulary for different animals and their sounds using pictures and songs. Students will practice repeating the names and the sounds.

  • Day 3-4: Introduce the verb "hacer" and practice using it in sentences like "El gato hace 'miau'."

  • Day 5: Students will create a small "Animal Book." Each page will feature a drawing of an animal and a simple sentence about the sound it makes. Activities & Games:

  • "¿Qué Animal Soy?": The teacher or a student pretends to be an animal and makes its sound. The class has to guess which animal it is in Spanish.

  • "Cantemos en el Zoológico": Sing a song about animals and their sounds to help with memorization.

 

4th Grade: Week 17

 

Focus: Quarter 2 - My Community Theme: Los Verbos Regulares -IR (Regular -IR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Diálogo Simple (A Simple Dialogue)

  • Day 1-2: Review the conjugation of -IR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Dónde vives?" (Where do you live?).

  • Day 5: Students will work in pairs to write a short dialogue that uses at least three of the new -IR verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb, and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

5th Grade: Week 17

 

Focus: Quarter 2 - My Community Theme: Las Descripciones de la Ropa y los Colores (Clothing and Color Descriptions) 

Learning Objectives: Students will be able to describe clothing using colors, patterns, and other adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: falda (skirt), camisa (shirt), pantalones cortos (shorts), zapatos de deporte (sneakers). Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), feo/a (ugly), a rayas (striped), a cuadros (plaid). Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), blanco (white), negro (black).

In-Class Project: El Catálogo de Ropa (The Clothing Catalog)

  • Day 1-2: Review clothing vocabulary and introduce new adjectives and colors. Students will practice saying phrases like "una falda a rayas."

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing, including the new adjectives (e.g., "El niño lleva una camisa a cuadros.").

  • Day 5: Students will create a small clothing catalog. They will draw different articles of clothing and write a description for each one, using the new vocabulary. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and adjectives. Students spin the wheel and have to say a sentence describing the clothing.

 

6th Grade: Week 17

 

Focus: Quarter 2 - My Community Theme: Los Lugares y las Preposiciones de Lugar (Places and Prepositions of Location) 

Learning Objectives: Students will be able to identify and name different places in a city and use prepositions of location to describe where things are. Key Vocabulary: Places: cine (movie theater), banco (bank), correo (post office), parque (park), restaurante (restaurant), museo (museum). Prepositions: al lado de (next to), enfrente de (in front of), detrás de (behind), entre (between), cerca de (close to), lejos de (far from).

In-Class Project: El Mapa Interactivo (The Interactive Map)

  • Day 1-2: Introduce new vocabulary for places and prepositions of location. Students will practice repeating the words.

  • Day 3-4: Practice using the prepositions to describe the location of different places on a map. Students will write sentences like "El parque está al lado del banco." (The park is next to the bank).

  • Day 5: Students will work in groups to create a large interactive map of a fictional city. They will then create a short dialogue in which they ask for and give directions, using the new vocabulary and prepositions. Activities & Games:

  • "¿Dónde Está?": The teacher will describe a location on a map using prepositions, and students have to name the place.

  • "Simón Dice de Lugares": Play a game where students follow directions given in Spanish to get to a specific location in the classroom.

 

7th Grade: Week 17

 

Focus: Quarter 2 - My World Theme: El Futuro Compuesto (The Future Perfect Tense) 

Learning Objectives: Students will be able to form and use the future perfect tense to talk about what will have happened by a certain time in the future. Key Vocabulary: Future Perfect: habré hablado (I will have spoken), habrás comido (you will have eaten), habrá viajado (he/she will have traveled). Time phrases: para el 2030 (by 2030), dentro de diez años (in ten years), para entonces (by then).

In-Class Project: Mi Vida en 10 Años (My Life in 10 Years)

  • Day 1-2: Introduce the future perfect tense. Explain how it is formed with the verb "haber" in the future tense and a past participle.

  • Day 3-4: Practice forming sentences using the new tense and time phrases. Students will write sentences like "Para el 2030, habré terminado la escuela." (By 2030, I will have finished school).

  • Day 5: Students will create a poster or a short presentation titled "My Life in 10 Years." They will include sentences about what they will have accomplished by a certain time, using the future perfect tense. Activities & Games:

  • "La Línea del Tiempo": Students will create a timeline of their life and add future events using the future perfect tense.

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

 

8th Grade: Week 17

 

Focus: Quarter 2 - My Community Theme: Repaso y Evaluación (Review and Evaluation) 

Learning Objectives: Students will demonstrate their understanding of all the vocabulary and grammar concepts from the fourth quarter. They will be able to use the language in a variety of contexts. Key Vocabulary: Review: All vocabulary from Weeks 14-16, including the subjunctive mood, si clauses, and vocabulary related to community and daily life.

In-Class Project: Mi Portafolio del Trimestre (My Quarter's Portfolio)

  • Day 1-2: Review all the main concepts from the quarter, including verb conjugations, vocabulary, and grammar rules. Students will play review games and activities.

  • Day 3-4: Students will take a comprehensive written and oral exam to assess their progress.

  • Day 5: Students will create a portfolio of their work from the quarter. They will choose their best work from each week and write a short reflection in Spanish on what they learned. Activities & Games:

  • "¡A Jugar!": Play a review game in the style of "Jeopardy!" with categories based on the week's themes.

  • "Entrevista Final": The teacher will conduct a one-on-one interview with each student to assess their speaking skills and comprehension.

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Week 18 (K-8)

Kindergarten: Week 18

 

Focus: Quarter 2 - My World Theme: Los Feriados y la Comida (Holidays and Food) 

Learning Objectives: Students will be able to identify and name common holidays and the food associated with them. They will be able to use the verb "comer" (to eat) to talk about what they eat during holidays. Key Vocabulary: Holidays: Navidad (Christmas), Día de Acción de Gracias (Thanksgiving), cumpleaños (birthday), Pascua (Easter). Food: galletas (cookies), pavo (turkey), pastel (cake), huevos de chocolate (chocolate eggs).

In-Class Project: Mi Menú de Feriado (My Holiday Menu)

  • Day 1-2: Introduce the vocabulary for different holidays and their associated foods. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "comer" and practice using it in sentences like "En Navidad, como galletas." (At Christmas, I eat cookies).

  • Day 5: Students will create a small "Holiday Menu." Each page will feature a drawing of a holiday and a simple sentence about the food they eat. Activities & Games:

  • "¿Qué Comes?": The teacher names a holiday, and students have to name a food that is eaten on that holiday.

  • "Cantemos y Comamos": Sing a song about holidays and the food associated with them.

 

1st Grade: Week 18

 

Focus: Quarter 2 - My World Theme: Los Días de la Semana y las Actividades (Days of the Week and Activities) 

Learning Objectives: Students will be able to identify and name the days of the week. They will be able to use the verb "hacer" (to do) to talk about what they do on different days. Key Vocabulary: Days: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday). Activities: ir a la escuela (to go to school), jugar (to play), leer (to read), ver televisión (to watch television).

In-Class Project: Mi Semana Ideal (My Ideal Week)

  • Day 1-2: Review the days of the week and introduce new vocabulary for activities. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine days and activities (e.g., "El sábado, yo juego en el parque.").

  • Day 5: Students will create a small "Ideal Week" planner. For each day, they will draw a picture of an activity and write a sentence about what they do. Activities & Games:

  • "¿Qué Haces?": Students work in pairs to ask and answer questions about what they do on different days.

  • "Cantemos la Canción de los Días": Sing a song about the days of the week and their corresponding activities.

 

2nd Grade: Week 18

 

Focus: Quarter 2 - My Community Theme: Las Partes de la Casa y los Muebles (Parts of the House and Furniture) 

Learning Objectives: Students will be able to identify and name different rooms in a house and the furniture in them. They will be able to use the verb "hay" (there is/are) to describe their home. Key Vocabulary: Rooms: cocina (kitchen), sala (living room), dormitorio (bedroom), baño (bathroom), comedor (dining room). Furniture: cama (bed), mesa (table), silla (chair), sofá (sofa), televisión (television), estufa (stove).

In-Class Project: Mi Casa de Ensueño (My Dream House)

  • Day 1-2: Review rooms using a large picture of a house and introduce new vocabulary for furniture. Students will repeat the words.

  • Day 3-4: Introduce the verb "hay" and practice using it to describe the different rooms and the furniture in them (e.g., "En mi dormitorio hay una cama.").

  • Day 5: Students will draw and label their "dream house," including the different rooms and the furniture in them. They will then present their house to a partner. Activities & Games:

  • "Bingo de Muebles": Create bingo cards with pictures of different furniture. The teacher calls out a piece of furniture in Spanish, and students mark their cards.

  • "¿Qué Hay?": The teacher names a room, and students have to name the furniture that is in that room.

 

3rd Grade: Week 18

 

Focus: Quarter 2 - My Community Theme: Las Profesiones y las Acciones (Professions and Actions) 

Learning Objectives: Students will be able to identify and name different professions and the actions they perform. They will be able to use verbs to describe what people do for work. Key Vocabulary: Professions: profesor/a (teacher), bombero/a (firefighter), doctor/a (doctor), cocinero/a (cook), piloto (pilot). Verbs: enseñar (to teach), apagar (to put out), curar (to cure), cocinar (to cook), volar (to fly).

In-Class Project: El Libro de las Acciones (The Actions Book)

  • Day 1-2: Introduce the vocabulary for different professions and the actions they perform. Students will repeat the Spanish names.

  • Day 3-4: Practice forming sentences that combine professions and actions (e.g., "El doctor cura a las personas.").

  • Day 5: Students will create a small "Actions Book." Each page will feature a drawing of a person with their profession and a simple sentence describing what they do. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain profession and acts out their job. The class has to guess what it is in Spanish.

  • "Mímica de Profesiones": Play charades where students act out a profession and others have to guess it.

 

4th Grade: Week 18

 

Focus: Quarter 2 - My Community Theme: Los Verbos Regulares y los Pasatiempos (Regular Verbs and Hobbies) 

Learning Objectives: Students will be able to conjugate and use regular -AR, -ER, and -IR verbs in the present tense to talk about their hobbies and free-time activities. Key Vocabulary: Verbs: hablar (to talk), estudiar (to study), comer (to eat), leer (to read), vivir (to live), escribir (to write), jugar (to play). Hobbies: deportes (sports), música (music), películas (movies), videojuegos (video games).

In-Class Project: Un Día de Mis Pasatiempos (A Day of My Hobbies)

  • Day 1-2: Review the conjugation of all three types of regular verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers about their hobbies. Students will work in pairs to ask questions like "¿Qué te gusta hacer?" (What do you like to do?).

  • Day 5: Students will create a small book or a poster illustrating a day of their hobbies. They will draw a picture for each activity and write a sentence describing what they do in Spanish. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with a verb, and the next student repeats it and adds their own sentence.

  • "Entrevista de Pasatiempos": Students will work in pairs, asking and answering questions about their hobbies.

 

5th Grade: Week 18

 

Focus: Quarter 2 - My Community Theme: Las Descripciones de Lugares y las Preposiciones (Descriptions of Places and Prepositions) 

Learning Objectives: Students will be able to describe different places in a community using a variety of adjectives and prepositions of location. Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), cine (movie theater), restaurante (restaurant). Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), antiguo/a (old), moderno/a (modern). Prepositions: al lado de (next to), enfrente de (in front of), detrás de (behind), entre (between).

In-Class Project: El Mapa de Mi Comunidad Ideal (The Map of My Ideal Community)

  • Day 1-2: Review place vocabulary and introduce new adjectives and prepositions. Students will practice saying phrases like "El parque es grande y bonito."

  • Day 3-4: Practice using the prepositions to describe the location of different places on a map. Students will write sentences like "La biblioteca está enfrente del cine."

  • Day 5: Students will work in groups to create a large map of a fictional "ideal community." They will then present their map, describing the places and their locations. Activities & Games:

  • "¿Dónde Está?": The teacher will describe a location on a map using prepositions, and students have to name the place.

  • "Simón Dice de Lugares": Play a game where students follow directions given in Spanish to get to a specific location in the classroom.

 

6th Grade: Week 18

 

Focus: Quarter 2 - My Community Theme: El Imperfecto y las Rutinas de la Niñez (The Imperfect Tense and Childhood Routines) 

Learning Objectives: Students will be able to form and use the imperfect tense to describe past habitual actions. They will be able to talk about their childhood routines. Key Vocabulary: Imperfect Verbs: jugaba (I used to play), comía (I used to eat), iba (I used to go), leía (I used to read), dormía (I used to sleep). Time phrases: cuando era niño/a (when I was a child), todos los días (every day), siempre (always), a menudo (often).

In-Class Project: Mi Vida de Niñez (My Childhood Life)

  • Day 1-2: Review the concept of the imperfect tense as a way to describe past habitual actions. Show students how to conjugate regular -AR, -ER, and -IR verbs in the imperfect.

  • Day 3-4: Practice forming sentences using the imperfect tense with the new time phrases. Students will write about what they used to do when they were younger.

  • Day 5: Students will create a small book or a presentation titled "My Childhood Life." They will write a few paragraphs about their life as a child, using the imperfect tense to describe their routine and hobbies. Activities & Games:

  • "Entrevista de Niñez": Students will work in pairs, asking and answering questions about their childhood.

  • "Mímica de Rutinas": A student mimes an action from their childhood routine, and the class has to guess what it is in Spanish.

 

7th Grade: Week 18

 

Focus: Quarter 2 - My Community Theme: El Pretérito vs. El Imperfecto (The Preterite vs. The Imperfect) 

Learning Objectives: Students will be able to distinguish between the preterite and imperfect tenses and use them correctly to talk about past events and descriptions. Key Vocabulary: Preterite: hablé (I spoke), comí (I ate), fui (I went). Imperfect: hablaba (I used to talk), comía (I used to eat), iba (I used to go). Time phrases: ayer (yesterday), la semana pasada (last week), siempre (always), a menudo (often).

In-Class Project: Un Cuento de Aventura (An Adventure Story)

  • Day 1-2: Review both the preterite and imperfect tenses. Introduce time phrases that help distinguish between them.

  • Day 3-4: Practice forming sentences that use both tenses. Students will write a short story that combines a past action (preterite) with a past description (imperfect) (e.g., "Cuando era niño, jugaba al fútbol y un día me caí." - When I was a child, I used to play soccer and one day I fell).

  • Day 5: Students will write and illustrate a short story or a comic strip about an adventure. They will use both the preterite and imperfect tenses to tell their story. Activities & Games:

  • "Pretérito o Imperfecto": The teacher says a sentence, and students have to decide which tense to use and why.

  • "Adivina la Historia": A student tells a short story about their past, and the class has to identify which verbs are in the preterite and which are in the imperfect.

 

8th Grade: Week 18

 

Focus: Quarter 2 - My Community Theme: El Subjuntivo en Cláusulas de Deseo y Emoción (The Subjunctive in Clauses of Desire and Emotion) 

Learning Objectives: Students will be able to use the subjunctive mood to express desires and emotions. They will be able to use a variety of verbs in the subjunctive. Key Vocabulary: Verbs: querer (to want), esperar (to hope), gustar (to like), sentir (to feel), alegrarse (to be happy). Subjunctive Verbs: tenga (I/you have), vaya (I/you go), esté (I/you are), haga (I/you do).

In-Class Project: Mi Lista de Deseos (My Wish List)

  • Day 1-2: Review the concept of the subjunctive mood and introduce verbs that express desire and emotion. Explain that these verbs trigger the use of the subjunctive.

  • Day 3-4: Practice forming sentences using the subjunctive with verbs of desire and emotion. Students will write sentences like "Espero que tengas un buen día." (I hope you have a good day).

  • Day 5: Students will create a "Wish List" for the future. They will write sentences about their desires and hopes for themselves and others, using the subjunctive mood. Activities & Games:

  • "Subjuntivo o Indicativo": The teacher gives a sentence with a blank. Students have to decide whether to use the subjunctive or indicative mood and fill in the blank.

  • "Cadena de Deseos": A student says a wish using the subjunctive, and the next student repeats it and adds their own wish.

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Week 19 (K-8)

Kindergarten: Week 19

 

Focus: Quarter 3 - My World Theme: Los Juguetes y los Juegos (Toys and Games) 

Learning Objectives: Students will be able to identify and name different toys and games. They will be able to use the verb "jugar" (to play) to talk about what they play. Key Vocabulary: Toys: muñeca (doll), pelota (ball), bloques (blocks), carro (car), avión de juguete (toy plane), oso de peluche (teddy bear). Games: escondite (hide-and-seek), saltar la cuerda (jump rope), la mancha (tag).

In-Class Project: Mi Caja de Juguetes (My Toy Box)

  • Day 1-2: Introduce the vocabulary for different toys and games using pictures and real objects. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "jugar" and practice using it in sentences like "Yo juego con la pelota." (I play with the ball).

  • Day 5: Students will create a small "Toy Box" by decorating a box and filling it with drawings of their favorite toys. They will then present their toy box, describing what they play with. Activities & Games:

  • "¿Qué Juguete Es?": The teacher gives clues in Spanish about a toy, and students guess what it is.

  • "Cantemos y Juguemos": Sing a song about toys and games to help with memorization.

 

1st Grade: Week 19

 

Focus: Quarter 3 - My Community Theme: Los Lugares de la Ciudad (Places in the City) 

Learning Objectives: Students will be able to identify and name different places in a city. They will use the phrase "Yo voy a..." (I go to...) to talk about where they go. Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), parada de autobús (bus stop), cine (movie theater).

In-Class Project: Mi Mapa de la Ciudad (My City Map)

  • Day 1-2: Introduce the vocabulary for different places in a city using pictures or flashcards. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo voy a..." and practice using it with the new vocabulary. Students will practice saying where they go to do different activities (e.g., "Yo voy al parque a jugar.").

  • Day 5: Students will create a simple map of a city, drawing and labeling the different places. They will then present their map, describing the places they like to go. Activities & Games:

  • "Simón Dice de Lugares": Play a game where students pretend to go to different places in the classroom as the teacher calls them out in Spanish.

  • "¿A Dónde Vas?": Students work in pairs to ask and answer questions about where they are going.

 

2nd Grade: Week 19

 

Focus: Quarter 3 - My World Theme: La Familia y las Edades (Family and Ages) 

Learning Objectives: Students will be able to identify and name their family members and state their ages. They will be able to use the verb "tener" (to have) to talk about age. Key Vocabulary: Family: mamá (mom), papá (dad), hermano/a (brother/sister), abuelo/a (grandpa/grandma), bebé (baby). Numbers: uno (one) to cincuenta (fifty) (or more, depending on class level).

In-Class Project: El Árbol de la Familia (The Family Tree)

  • Day 1-2: Review family vocabulary and introduce how to talk about age using the verb "tener" (e.g., "Mi papá tiene cuarenta años." - My dad is 40 years old).

  • Day 3-4: Practice forming sentences about their family members and their ages. Students will ask and answer questions about their family.

  • Day 5: Students will create a small family tree. They will draw or use pictures of their family members and write a sentence for each one, stating their name and age. Activities & Games:

  • "¿Cuántos Años Tienes?": Students will ask and answer questions about each other's age and the age of their family members.

  • "Cantemos y Contemos": Sing a song about the family and count the members.

 

3rd Grade: Week 19

 

Focus: Quarter 3 - My Community Theme: Los Animales y sus Sonidos (Animals and Their Sounds) 

Learning Objectives: Students will be able to identify and name common animals and their sounds. They will be able to use the verb "hacer" (to make) to talk about the sounds animals make. Key Vocabulary: Animals: vaca (cow), cerdo (pig), gato (cat), perro (dog), pájaro (bird), pato (duck). Sounds: muuu (moo), oinc (oink), miau (meow), guau (woof), pio pio (tweet tweet), cuac (quack).

In-Class Project: El Libro de los Animales (The Animal Book)

  • Day 1-2: Introduce the vocabulary for different animals and their sounds using pictures and songs. Students will practice repeating the names and the sounds.

  • Day 3-4: Introduce the verb "hacer" and practice using it in sentences like "El gato hace 'miau'."

  • Day 5: Students will create a small "Animal Book." Each page will feature a drawing of an animal and a simple sentence about the sound it makes. Activities & Games:

  • "¿Qué Animal Soy?": The teacher or a student pretends to be an animal and makes its sound. The class has to guess which animal it is in Spanish.

  • "Cantemos en el Zoológico": Sing a song about animals and their sounds to help with memorization.

 

4th Grade: Week 19

 

Focus: Quarter 3 - My Community Theme: Los Verbos Regulares -IR (Regular -IR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Diálogo Simple (A Simple Dialogue)

  • Day 1-2: Review the conjugation of -IR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Dónde vives?" (Where do you live?).

  • Day 5: Students will work in pairs to write a short dialogue that uses at least three of the new -IR verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb, and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

5th Grade: Week 19

 

Focus: Quarter 3 - My Community Theme: Las Descripciones de la Ropa y los Colores (Clothing and Color Descriptions) 

Learning Objectives: Students will be able to describe clothing using colors, patterns, and other adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: falda (skirt), camisa (shirt), pantalones cortos (shorts), zapatos de deporte (sneakers). Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), feo/a (ugly), a rayas (striped), a cuadros (plaid). Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), blanco (white), negro (black).

In-Class Project: El Catálogo de Ropa (The Clothing Catalog)

  • Day 1-2: Review clothing vocabulary and introduce new adjectives and colors. Students will practice saying phrases like "una falda a rayas."

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing, including the new adjectives (e.g., "El niño lleva una camisa a cuadros.").

  • Day 5: Students will create a small clothing catalog. They will draw different articles of clothing and write a description for each one, using the new vocabulary. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and adjectives. Students spin the wheel and have to say a sentence describing the clothing.

 

6th Grade: Week 19

 

Focus: Quarter 3 - My Community Theme: Los Medios de Transporte y las Actividades (Modes of Transportation and Activities) 

Learning Objectives: Students will be able to identify and name different modes of transportation and use verbs to describe how they travel. They will be able to use the verb "ir" (to go). Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat). Verbs: viajar (to travel), conducir (to drive), volar (to fly).

In-Class Project: Un Viaje por el Mundo (A Trip Around the World)

  • Day 1-2: Introduce the vocabulary for different modes of transportation. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "ir" and other verbs related to travel. Practice forming sentences like "Yo voy a la escuela en autobús."

  • Day 5: Students will create a travel itinerary for a trip around the world. They will choose different countries to visit and describe how they will get there, using the new vocabulary and verbs. Activities & Games:

  • "¿Cómo Viajas?": Students work in pairs to ask and answer questions about how they travel to different places.

  • "La Ruleta del Viaje": Use a spinner with different modes of transportation. Students spin the wheel and have to say a sentence about where they would go using that mode of transportation.

 

7th Grade: Week 19

 

Focus: Quarter 3 - My Community Theme: El Futuro y los Planes de Viaje (The Future and Travel Plans) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future travel plans and predictions. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), visitaré (I will visit), conoceré (I will meet), comeré (I will eat), iré (I will go). Travel: la playa (the beach), la montaña (the mountain), la ciudad (the city), el país (the country).

In-Class Project: Mi Itinerario de Viaje (My Travel Itinerary)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for travel and places.

  • Day 3-4: Practice forming sentences about future travel plans. Students will write sentences like "El próximo verano visitaré España." (Next summer I will visit Spain).

  • Day 5: Students will create a poster or a short presentation about their dream vacation. They will include a map and sentences about where they will go, what they will do, and what they will eat. Activities & Games:

  • "Adivina el Destino": A student describes a future trip without saying the destination. The others have to guess where they are going.

  • "La Bola de Cristal": The teacher has a "crystal ball." Students ask questions about a future trip, and the teacher answers in the future tense.

 

8th Grade: Week 19

 

Focus: Quarter 3 - My World Theme: El Subjuntivo en Expresiones Impersonales (The Subjunctive in Impersonal Expressions) 

Learning Objectives: Students will be able to use the subjunctive mood with impersonal expressions to express opinions, necessity, and possibility. Key Vocabulary: Impersonal Expressions: Es importante que... (It's important that...), Es necesario que... (It's necessary that...), Es probable que... (It's probable that...), Es bueno que... (It's good that...). Verbs: estudiar (to study), comer (to eat), hacer (to do), ir (to go), ayudar (to help).

In-Class Project: Un Folleto de Consejos (An Advice Brochure)

  • Day 1-2: Introduce the concept of the subjunctive and impersonal expressions. Explain that these expressions trigger the use of the subjunctive mood.

  • Day 3-4: Practice forming sentences using the new expressions with the subjunctive. Students will write sentences like "Es importante que estudies para el examen." (It's important that you study for the exam).

  • Day 5: Students will work in groups to create a brochure with advice for new students, using a variety of impersonal expressions and the subjunctive mood. Activities & Games:

  • "Subjuntivo o Indicativo": The teacher gives a sentence with a blank. Students have to decide whether to use the subjunctive or indicative mood and fill in the blank.

  • "Consejos para...": The teacher gives a scenario (e.g., "A friend is sick"), and students have to give advice using the subjunctive mood.

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Week 20 (K-8)

Kindergarten: Week 20

 

Focus: Quarter 3 - My World Theme: Los Animales del Zoológico (Zoo Animals) 

Learning Objectives: Students will be able to identify and name common zoo animals. They will be able to use the verb "ver" (to see) to talk about what they see at the zoo. Key Vocabulary: Animals: león (lion), elefante (elephant), jirafa (giraffe), mono (monkey), cebra (zebra), tigre (tiger).

In-Class Project: El Libro de los Animales del Zoológico (The Zoo Animal Book)

  • Day 1-2: Introduce the vocabulary for different zoo animals using pictures and songs. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo veo un..." (I see a...) and practice using it in sentences like "Yo veo un león."

  • Day 5: Students will create a small "Zoo Animal Book." Each page will feature a drawing of a zoo animal and a simple sentence about what they see. Activities & Games:

  • "¿Qué Animal Soy?": The teacher or a student pretends to be a zoo animal and acts out its movements. The class has to guess which animal it is in Spanish.

  • "Cantemos en el Zoológico": Sing a song about zoo animals to help with memorization.

 

1st Grade: Week 20

 

Focus: Quarter 3 - My Community Theme: Los Trabajos y los Lugares (Jobs and Places) 

Learning Objectives: Students will be able to identify and name different professions and where people work. They will use the verb "trabajar" (to work). Key Vocabulary: Professions: doctor/a (doctor), maestro/a (teacher), bombero/a (firefighter), policía (police officer), cocinero/a (cook). Places: hospital (hospital), escuela (school), estación de bomberos (fire station), estación de policía (police station), restaurante (restaurant).

In-Class Project: El Libro de las Profesiones (The Professions Book)

  • Day 1-2: Introduce the vocabulary for different professions and their workplaces. Students will repeat the Spanish names.

  • Day 3-4: Introduce the verb "trabajar" and practice using it in sentences like "El doctor trabaja en el hospital."

  • Day 5: Students will create a small "Professions Book." Each page will feature a drawing of a person with their profession and a simple sentence describing where they work. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain profession, and the class has to guess what it is in Spanish.

  • "Mímica de Profesiones": Play charades where students act out a profession and others have to guess it.

 

2nd Grade: Week 20

 

Focus: Quarter 3 - My Community Theme: La Familia y las Actividades (Family and Activities) 

Learning Objectives: Students will be able to talk about their family members and the activities they do together. They will use the verb "hacer" (to do/to make). Key Vocabulary: Family: mamá (mom), papá (dad), hermano/a (brother/sister), abuelo/a (grandpa/grandma). Activities: cocinar (to cook), leer (to read), mirar televisión (to watch television), ir al parque (to go to the park), jugar (to play).

In-Class Project: El Libro de la Familia y las Actividades (The Family and Activities Book)

  • Day 1-2: Review family vocabulary and introduce new vocabulary for activities. Students will practice repeating the phrases.

  • Day 3-4: Practice forming sentences about their family members and the activities they do together (e.g., "Mi mamá y yo cocinamos juntos." - My mom and I cook together).

  • Day 5: Students will create a small "Family and Activities Book." Each page will feature a drawing of a family member and a simple sentence about what they do together. Activities & Games:

  • "¿Qué Hace?": The teacher names a family member, and students have to name an activity they do together.

  • "Cantemos sobre la Familia": Sing a song about the family and the activities they do.

 

3rd Grade: Week 20

 

Focus: Quarter 3 - My Community Theme: Los Lugares y las Direcciones (Places and Directions) 

Learning Objectives: Students will be able to identify and name different places in a community and give simple directions. They will be able to use the verb "ir" (to go). Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), restaurante (restaurant), cine (movie theater). Directions: dobla a la derecha (turn right), dobla a la izquierda (turn left), sigue recto (go straight).

In-Class Project: El Mapa Interactivo (The Interactive Map)

  • Day 1-2: Introduce new vocabulary for places and simple directional phrases. Students will practice repeating the words.

  • Day 3-4: Introduce the verb "ir" and practice using it in a sentence (e.g., "Yo voy al parque.").

  • Day 5: Students will work in groups to create a large interactive map of a fictional community. They will then create a short dialogue in which they ask for and give directions, using the new vocabulary. Activities & Games:

  • "¿A Dónde Vas?": Students work in pairs to ask and answer questions about where they are going.

  • "Simón Dice de Direcciones": Play a game where students follow directions given in Spanish to get to a specific "place" in the classroom.

 

4th Grade: Week 20

 

Focus: Quarter 3 - My Community Theme: Los Verbos Irregulares (Irregular Verbs) 

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Review irregular verbs and their conjugations. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿A dónde vas después de la escuela?" (Where do you go after school?).

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

5th Grade: Week 20

 

Focus: Quarter 3 - My Community Theme: Las Descripciones Físicas y de Personalidad (Physical and Personality Descriptions) 

Learning Objectives: Students will be able to describe people's physical appearance and personalities using a variety of adjectives. They will be able to use the verb "ser" (to be) correctly. Key Vocabulary: Physical Adjectives: alto/a (tall), bajo/a (short), rubio/a (blonde), moreno/a (brunette), pelo corto/largo (short/long hair). Personality Adjectives: simpático/a (nice), divertido/a (fun), inteligente (intelligent), tímido/a (shy).

In-Class Project: Mi Amigo/a Ideal (My Ideal Friend)

  • Day 1-2: Review and introduce new adjectives for both physical appearance and personality. Students will practice saying phrases like "Mi amigo es alto y simpático."

  • Day 3-4: Practice forming sentences using the verb "ser" with the new adjectives. Students will write descriptions of people they know.

  • Day 5: Students will create a poster or a short paragraph describing their "ideal friend." They will include both physical and personality descriptions. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a person and the others ask questions to guess who it is (e.g., "¿Es rubio y tímido?").

  • "El Retrato Hablado": Students will describe a person in a picture, and a partner will draw the person based on the description.

 

6th Grade: Week 20

 

Focus: Quarter 3 - My Community Theme: La Comida y la Salud (Food and Health) 

Learning Objectives: Students will be able to identify and name different foods and drinks and talk about healthy habits. They will be able to use the verb "comer" (to eat). Key Vocabulary: Foods: frutas (fruits), verduras (vegetables), carne (meat), leche (milk), pan (bread), dulces (sweets). Health: sano/a (healthy), enfermo/a (sick), ejercicio (exercise), dormir (to sleep).

In-Class Project: Mi Plato Saludable (My Healthy Plate)

  • Day 1-2: Introduce new vocabulary for different foods and healthy habits. Students will practice saying phrases like "Es importante comer frutas y verduras."

  • Day 3-4: Practice forming sentences about what they eat and what they do to stay healthy.

  • Day 5: Students will draw a large plate on a piece of paper and fill it with drawings of a healthy meal. They will label each food item and write a short paragraph about why it's a healthy choice. Activities & Games:

  • "La Ruleta de la Comida": Use a spinner with different food groups. Students spin the wheel and have to say a sentence about a food from that group.

  • "Consejos de Salud": Students will work in pairs to give each other advice on how to stay healthy.

 

7th Grade: Week 20

 

Focus: Quarter 3 - My Community Theme: El Futuro y los Sueños (The Future and Dreams) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

8th Grade: Week 20

 

Focus: Quarter 3 - My Community Theme: El Pretérito y el Imperfecto (The Preterite and Imperfect) 

Learning Objectives: Students will be able to distinguish between the preterite and imperfect tenses and use them correctly to talk about past events and descriptions. Key Vocabulary: Preterite: hablé (I spoke), comí (I ate), fui (I went). Imperfect: hablaba (I used to talk), comía (I used to eat), iba (I used to go). Time phrases: ayer (yesterday), la semana pasada (last week), siempre (always), a menudo (often).

In-Class Project: Un Cuento de Aventura (An Adventure Story)

  • Day 1-2: Review both the preterite and imperfect tenses. Introduce time phrases that help distinguish between them.

  • Day 3-4: Practice forming sentences that use both tenses. Students will write a short story that combines a past action (preterite) with a past description (imperfect) (e.g., "Cuando era niño, jugaba al fútbol y un día me caí." - When I was a child, I used to play soccer and one day I fell).

  • Day 5: Students will write and illustrate a short story or a comic strip about an adventure. They will use both the preterite and imperfect tenses to tell their story. Activities & Games:

  • "Pretérito o Imperfecto": The teacher says a sentence, and students have to decide which tense to use and why.

  • "Adivina la Historia": A student tells a short story about their past, and the class has to identify which verbs are in the preterite and which are in the imperfect.

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Week 21 (K-8)

Kindergarten: Week 21

 

Focus: Quarter 3 - My World Theme: Los Sentidos y los Objetos (The Senses and Objects) 

Learning Objectives: Students will be able to identify and name the five senses and use them to describe objects. They will be able to use the verb "es" (is) to describe a single object. Key Vocabulary: Senses: vista (sight), oído (hearing), olfato (smell), gusto (taste), tacto (touch). Objects: flor (flower), comida (food), música (music), peluche (plush toy).

In-Class Project: El Libro de los Sentidos (The Senses Book)

  • Day 1-2: Review the five senses and introduce new vocabulary for objects that can be associated with each sense.

  • Day 3-4: Practice forming sentences that combine senses and objects (e.g., "La flor es bonita y huele bien." - The flower is pretty and smells good).

  • Day 5: Students will create a small "Senses Book." Each page will represent one sense and will have a drawing of an object and a simple sentence describing it. Activities & Games:

  • "La Caja Misteriosa": Put different objects in a box. Students reach in and touch, smell, or taste an object without looking, then describe it in Spanish.

  • "Simón Dice": Play "Simón dice" using a variety of senses and objects (e.g., "Simón dice, 'toca algo suave'.").

 

1st Grade: Week 21

 

Focus: Quarter 3 - My Community Theme: Los Trabajos y las Acciones (Jobs and Actions)  

Learning Objectives: Students will be able to identify and name different professions and the actions they perform. They will be able to use verbs to describe what people do for work. Key Vocabulary: Professions: doctor/a (doctor), maestro/a (teacher), bombero/a (firefighter), policía (police officer), cocinero/a (cook). Actions: curar (to cure), enseñar (to teach), apagar (to put out), proteger (to protect), cocinar (to cook).

In-Class Project: El Libro de las Acciones (The Actions Book)

  • Day 1-2: Introduce the vocabulary for different professions and the actions they perform. Students will repeat the Spanish names.

  • Day 3-4: Practice forming sentences that combine professions and actions (e.g., "El doctor cura a las personas.").

  • Day 5: Students will create a small "Actions Book." Each page will feature a drawing of a person with their profession and a simple sentence describing what they do. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain profession, and the class has to guess what it is in Spanish.

  • "Mímica de Profesiones": Play charades where students act out a profession and others have to guess it.

 

2nd Grade: Week 21

 

Focus: Quarter 3 - My Community Theme: Los Días de la Semana y los Eventos (Days of the Week and Events) 

Learning Objectives: Students will be able to identify and name the days of the week. They will be able to talk about what they do on different days using time-related phrases. Key Vocabulary: Days: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday). Events: escuela (school), deportes (sports), visita (visit), fiesta (party), familia (family).

In-Class Project: Mi Calendario Personal (My Personal Calendar)

  • Day 1-2: Review the days of the week and introduce new vocabulary for events and activities. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine days and events (e.g., "El sábado tengo una fiesta.").

  • Day 5: Students will create a small personal calendar. They will write the days of the week and for each day, they will draw a picture of a special event or activity. Activities & Games:

  • "Cantemos la Canción del Calendario": Sing a song about the days of the week and their corresponding events.

  • "¿Qué Haces?": Students work in pairs to ask and answer questions about what they do on different days.

 

3rd Grade: Week 21

 

Focus: Quarter 3 - My Community Theme: Las Comidas Típicas y las Preferencias (Typical Foods and Preferences) 

Learning Objectives: Students will be able to identify and name typical foods from Spanish-speaking countries. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: taco (taco), burrito (burrito), paella (paella), arepa (arepa), enchilada (enchilada), arroz (rice), frijoles (beans). Verbs: gustar (to like).

In-Class Project: El Menú Internacional (The International Menu)

  • Day 1-2: Introduce typical foods from different Spanish-speaking countries using pictures or a video. Students will repeat the names of the foods.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about the typical foods.

  • Day 5: Students will work in groups to create a menu for an international restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a country, and students have to name a typical food from that country.

  • "Círculo de Preferencias": Students stand up if they like the food item you name in Spanish.

 

4th Grade: Week 21

 

Focus: Quarter 3 - My Community Theme: Los Verbos Regulares -ER (Regular -ER Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -ER verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: aprender (to learn), beber (to drink), comer (to eat), leer (to read), correr (to run), comprender (to understand).

In-Class Project: Un Diálogo de la Vida Diaria (A Daily Life Dialogue)

  • Day 1-2: Review the conjugation of regular -ER verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Qué comes para el almuerzo?" (What do you eat for lunch?).

  • Day 5: Students will work in pairs to write a short dialogue about a daily routine or a school day. The dialogue should use at least three of the new -ER verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -ER verb, and the next student repeats it and adds their own sentence.

  • "Mímica de Verbos": Students act out a verb and the class has to guess which one it is in Spanish.

 

5th Grade: Week 21

 

Focus: Quarter 3 - My Community Theme: Las Descripciones de la Familia y la Personalidad (Family and Personality Descriptions) 

Learning Objectives: Students will be able to describe their family members using a variety of adjectives for both physical appearance and personality. Key Vocabulary: Family: padres (parents), hermanos (siblings), tíos (aunts/uncles), primos (cousins). Adjectives: alto/a (tall), bajo/a (short), simpático/a (nice), divertido/a (fun), trabajador/a (hardworking), perezoso/a (lazy).

In-Class Project: Mi Árbol de la Personalidad (My Personality Tree)

  • Day 1-2: Review family vocabulary and introduce new adjectives for personality. Students will practice saying phrases like "Mi papá es trabajador."

  • Day 3-4: Practice forming sentences using the verbs "ser" and "estar" with the new adjectives. Students will write descriptions of their family members.

  • Day 5: Students will create a family tree. On the branches, they will draw or paste pictures of their family members and write a sentence for each one, describing their personality. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a family member and the others ask questions to guess who it is (e.g., "¿Es simpática?").

  • "Círculo de Adjetivos": Students sit in a circle and each one says a descriptive adjective for the person to their right.

 

6th Grade: Week 21

 

Focus: Quarter 3 - My Community Theme: Los Medios de Transporte y los Verbos (Modes of Transportation and Verbs) 

Learning Objectives: Students will be able to identify and name different modes of transportation and use verbs to describe how they travel. They will be able to use the verb "ir" (to go). Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat). Verbs: viajar (to travel), conducir (to drive), volar (to fly).

In-Class Project: Un Viaje por el Mundo (A Trip Around the World)

  • Day 1-2: Introduce the vocabulary for different modes of transportation. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "ir" and other verbs related to travel. Practice forming sentences like "Yo voy a la escuela en autobús."

  • Day 5: Students will create a travel itinerary for a trip around the world. They will choose different countries to visit and describe how they will get there, using the new vocabulary and verbs. Activities & Games:

  • "¿Cómo Viajas?": Students work in pairs to ask and answer questions about how they travel to different places.

  • "La Ruleta del Viaje": Use a spinner with different modes of transportation. Students spin the wheel and have to say a sentence about where they would go using that mode of transportation.

 

7th Grade: Week 21

 

Focus: Quarter 3 - My Community Theme: El Pretérito y los Pasatiempos (The Preterite Tense and Hobbies) 

Learning Objectives: Students will be able to form and use the preterite tense to talk about past events. They will be able to describe a past hobby or activity. Key Vocabulary: Hobbies: leer (to read), jugar (to play), dibujar (to draw), cantar (to sing), bailar (to dance). Preterite Verbs: leí (I read), jugué (I played), dibujé (I drew), canté (I sang), bailé (I danced).

In-Class Project: Mi Álbum de Pasatiempos (My Hobby Album)

  • Day 1-2: Introduce the concept of the preterite tense and how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences about a past hobby. Students will write sentences like "Yo jugué al fútbol ayer." (I played soccer yesterday).

  • Day 5: Students will create a small "Hobby Album." For each page, they will draw a picture of a past hobby and write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "La Cadena del Pasado": Students sit in a circle and each one adds a sentence to a story about a past event, using the preterite tense.

  • "Entrevista de Pasatiempos": Students will work in pairs, asking and answering questions about their past hobbies.

 

8th Grade: Week 21

 

Focus: Quarter 3 - My Community Theme: El Imperfecto y las Descripciones en el Pasado (The Imperfect Tense and Past Descriptions) 

Learning Objectives: Students will be able to form and use the imperfect tense to describe past habitual actions and conditions. They will be able to distinguish between the preterite and imperfect tenses. Key Vocabulary: Imperfect Verbs: hablaba (I used to talk), comía (I used to eat), vivía (I used to live). Time phrases: siempre (always), a menudo (often), todos los días (every day), cuando era niño/a (when I was a child).

In-Class Project: Mi Vida de Niñez (My Childhood Life)

  • Day 1-2: Introduce the concept of the imperfect tense as a way to describe past habitual actions, ongoing conditions, and background information. Show students how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences using the imperfect tense with the new time phrases. Students will write about what they used to do when they were younger.

  • Day 5: Students will create a small book or a presentation titled "My Childhood Life." They will write a few paragraphs about their life as a child, using the imperfect tense to describe their routine, hobbies, and personality. Activities & Games:

  • "Pretérito vs. Imperfecto": The teacher gives a sentence, and students have to decide which tense to use and why.

  • "Entrevista de Niñez": Students will work in pairs, asking and answering questions about their childhood.

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Week 22 (K-8)

Kindergarten: Week 22

 

Focus: Quarter 3 - My World Theme: Los Juguetes y las Formas (Toys and Shapes) 

Learning Objectives: Students will be able to identify and name different toys and basic shapes. They will be able to use simple sentences to describe toys using shapes. Key Vocabulary: Toys: muñeca (doll), pelota (ball), bloques (blocks), carro (car), avión de juguete (toy plane), oso de peluche (teddy bear). Shapes: círculo (circle), cuadrado (square), triángulo (triangle), rectángulo (rectangle).

In-Class Project: Mi Caja de Juguetes con Formas (My Toy Box with Shapes)

  • Day 1-2: Introduce the vocabulary for different toys and shapes. Students will practice repeating the names.

  • Day 3-4: Introduce the phrases "Mi pelota es un círculo." (My ball is a circle) and practice using them with the new vocabulary.

  • Day 5: Students will create a small "Toy Box" by decorating a box and filling it with drawings of their favorite toys. They will then present their toy box, describing the shape of each toy. Activities & Games:

  • "¿Qué Juguete Es?": The teacher gives clues in Spanish about a toy's shape, and students guess what it is.

  • "Cantemos y Juguemos": Sing a song about toys and shapes to help with memorization.

 

1st Grade: Week 22

 

Focus: Quarter 3 - My Community Theme: Los Lugares de la Ciudad y las Acciones (Places in the City and Actions) 

Learning Objectives: Students will be able to identify and name different places in a city and describe actions that happen there. They will use the phrases "Yo voy a..." and "Yo hago..." Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), cine (movie theater), restaurante (restaurant). Actions: jugar (to play), estudiar (to study), leer (to read), comprar (to buy), mirar (to watch), comer (to eat).

In-Class Project: Mi Mapa de la Ciudad con Acciones (My City Map with Actions)

  • Day 1-2: Introduce the vocabulary for different places in a city and actions associated with them. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine places and actions (e.g., "Yo voy al parque a jugar." - I go to the park to play).

  • Day 5: Students will create a simple map of a city, drawing and labeling the different places. They will then write a sentence for each place, describing what they do there. Activities & Games:

  • "Simón Dice de Acciones": Play a game where students pretend to do different actions as the teacher calls them out in Spanish (e.g., "Simón dice, 'lee un libro en la biblioteca'.").

  • "¿Qué Haces?": Students work in pairs to ask and answer questions about what they do at different places.

 

2nd Grade: Week 22

 

Focus: Quarter 3 - My Community Theme: Los Días de la Semana y los Eventos (Days of the Week and Events) 

Learning Objectives: Students will be able to identify and name the days of the week and talk about what they do on different days. They will use time-related phrases. Key Vocabulary: Days: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday). Events: ir a la escuela (to go to school), jugar (to play), leer (to read), ver televisión (to watch television), visitar (to visit), familia (family).

In-Class Project: Mi Semana Ideal (My Ideal Week)

  • Day 1-2: Review the days of the week and introduce new vocabulary for activities and events. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine days and events (e.g., "El sábado, yo juego en el parque.").

  • Day 5: Students will create a small "Ideal Week" planner. For each day, they will draw a picture of an activity and write a sentence about what they do. Activities & Games:

  • "Cantemos la Canción de los Días": Sing a song about the days of the week and their corresponding activities.

  • "¿Qué Haces?": Students work in pairs to ask and answer questions about what they do on different days.

 

3rd Grade: Week 22

 

Focus: Quarter 3 - My Community Theme: Las Comidas y las Bebidas (Foods and Drinks) 

Learning Objectives: Students will be able to identify and name different foods and drinks. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: manzana (apple), plátano (banana), pan (bread), carne (meat), arroz (rice), leche (milk), jugo (juice), agua (water). Verbs: gustar (to like), comer (to eat), beber (to drink).

In-Class Project: El Menú Saludable (The Healthy Menu)

  • Day 1-2: Introduce new vocabulary for foods and drinks. Students will repeat the names of the items.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about food preferences.

  • Day 5: Students will work in groups to create a menu for a healthy restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a food group, and students have to name a food from that group.

  • "Círculo de Preferencias": Students stand up if they like the food or drink item you name in Spanish.

 

4th Grade: Week 22

 

Focus: Quarter 3 - My Community Theme: Los Verbos Regulares -IR (Regular -IR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Diálogo Simple (A Simple Dialogue)

  • Day 1-2: Review the conjugation of -IR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Dónde vives?" (Where do you live?).

  • Day 5: Students will work in pairs to write a short dialogue that uses at least three of the new -IR verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb, and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

5th Grade: Week 22

 

Focus: Quarter 3 - My Community Theme: Las Descripciones de la Ropa y los Colores (Clothing and Color Descriptions) 

Learning Objectives: Students will be able to describe clothing using colors, patterns, and other adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: falda (skirt), camisa (shirt), pantalones cortos (shorts), zapatos de deporte (sneakers). Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), feo/a (ugly), a rayas (striped), a cuadros (plaid). Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), blanco (white), negro (black).

In-Class Project: El Catálogo de Ropa (The Clothing Catalog)

  • Day 1-2: Review clothing vocabulary and introduce new adjectives and colors. Students will practice saying phrases like "una falda a rayas."

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing, including the new adjectives (e.g., "El niño lleva una camisa a cuadros.").

  • Day 5: Students will create a small clothing catalog. They will draw different articles of clothing and write a description for each one, using the new vocabulary. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and adjectives. Students spin the wheel and have to say a sentence describing the clothing.

 

6th Grade: Week 22

 

Focus: Quarter 3 - My Community Theme: El Pretérito y los Pasatiempos (The Preterite Tense and Hobbies) 

Learning Objectives: Students will be able to form and use the preterite tense to talk about past events. They will be able to describe a past hobby or activity. Key Vocabulary: Hobbies: leer (to read), jugar (to play), dibujar (to draw), cantar (to sing), bailar (to dance). Preterite Verbs: leí (I read), jugué (I played), dibujé (I drew), canté (I sang), bailé (I danced).

In-Class Project: Mi Álbum de Pasatiempos (My Hobby Album)

  • Day 1-2: Introduce the concept of the preterite tense and how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences about a past hobby. Students will write sentences like "Yo jugué al fútbol ayer." (I played soccer yesterday).

  • Day 5: Students will create a small "Hobby Album." For each page, they will draw a picture of a past hobby and write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "La Cadena del Pasado": Students sit in a circle and each one adds a sentence to a story about a past event, using the preterite tense.

  • "Entrevista de Pasatiempos": Students will work in pairs, asking and answering questions about their past hobbies.

 

7th Grade: Week 22

 

Focus: Quarter 3 - My Community Theme: El Imperfecto y las Descripciones en el Pasado (The Imperfect Tense and Past Descriptions) 

Learning Objectives: Students will be able to form and use the imperfect tense to describe past habitual actions and conditions. They will be able to distinguish between the preterite and imperfect tenses. Key Vocabulary: Imperfect Verbs: hablaba (I used to talk), comía (I used to eat), vivía (I used to live). Time phrases: siempre (always), a menudo (often), todos los días (every day), cuando era niño/a (when I was a child).

In-Class Project: Mi Vida de Niñez (My Childhood Life)

  • Day 1-2: Introduce the concept of the imperfect tense as a way to describe past habitual actions, ongoing conditions, and background information. Show students how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences using the imperfect tense with the new time phrases. Students will write about what they used to do when they were younger.

  • Day 5: Students will create a small book or a presentation titled "My Childhood Life." They will write a few paragraphs about their life as a child, using the imperfect tense to describe their routine, hobbies, and personality. Activities & Games:

  • "Pretérito vs. Imperfecto": The teacher gives a sentence, and students have to decide which tense to use and why.

  • "Entrevista de Niñez": Students will work in pairs, asking and answering questions about their childhood.

 

8th Grade: Week 22

 

Focus: Quarter 3 - My Community Theme: El Subjuntivo en Cláusulas de Si (The Subjunctive in If Clauses) 

Learning Objectives: Students will be able to use the subjunctive mood in si clauses to express hypothetical situations. They will understand the different types of si clauses. Key Vocabulary: Verbs: tener (to have), ser (to be), ir (to go), ganar (to win), viajar (to travel). Conjunctions: si (if).

In-Class Project: Mis Situaciones Hipotéticas (My Hypothetical Situations)

  • Day 1-2: Introduce the concept of the subjunctive in si clauses. Explain the difference between real and hypothetical situations.

  • Day 3-4: Practice forming sentences using the subjunctive with si clauses. Students will write sentences like "Si tuviera un millón de dólares, viajaría por el mundo." (If I had a million dollars, I would travel the world).

  • Day 5: Students will create a short essay or a presentation titled "My Hypothetical Situations." They will write about different scenarios and what they would do in each situation, using the subjunctive mood. Activities & Games:

  • "¿Qué Harías Si...?": The teacher gives a hypothetical situation, and students have to respond in the subjunctive mood.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about hypothetical situations.

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Week 23 (K-8)

Kindergarten: Week 23

 

Focus: Quarter 3 - My World Theme: Los Colores y los Sentimientos (Colors and Feelings) 

Learning Objectives: Students will be able to identify and name basic colors and express their feelings using colors. They will be able to use the verb "estar" (to be) to talk about feelings. Key Vocabulary: Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), triste (sad - blue), feliz (happy - yellow), enojado/a (angry - red).

In-Class Project: El Libro de los Sentimientos (The Feelings Book)

  • Day 1-2: Introduce the vocabulary for different colors and feelings using pictures. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Estoy feliz." (I am happy) and practice using it with the new vocabulary.

  • Day 5: Students will create a small "Feelings Book." Each page will feature a drawing of a person with a specific feeling and a simple sentence describing it using a color. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of feelings and colors (e.g., "Simón dice, 'ponte como un limón enojado'.").

  • "Cantemos y Sintamos": Sing a song about feelings and colors to help with memorization.

 

1st Grade: Week 23

 

Focus: Quarter 3 - My Community Theme: La Ropa y las Estaciones (Clothing and Seasons) 

Learning Objectives: Students will be able to identify and name different articles of clothing and talk about what they wear in different seasons. They will use the verb "llevar" (to wear). Key Vocabulary: Clothing: camisa (shirt), pantalones (pants), vestido (dress), abrigo (coat), sombrero (hat). Seasons: verano (summer), invierno (winter), primavera (spring), otoño (fall).

In-Class Project: Mi Catálogo de Moda (My Fashion Catalog)

  • Day 1-2: Introduce the vocabulary for different articles of clothing and the four seasons. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "llevar" and practice using it in sentences like "En el verano, yo llevo un vestido." (In the summer, I wear a dress).

  • Day 5: Students will create a small "Fashion Catalog" by drawing different outfits for each season and writing a sentence about what they wear. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "Desfile de Moda": Students will do a fashion show, describing what they are "wearing" for each season.

 

2nd Grade: Week 23

 

Focus: Quarter 3 - My Community Theme: Los Días de la Semana y las Rutinas (Days of the Week and Routines) 

Learning Objectives: Students will be able to identify and name the days of the week. They will be able to talk about what they do on different days using time-related phrases. Key Vocabulary: Days: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday). Routine: levantarse (to get up), desayunar (to eat breakfast), ir a la escuela (to go to school), jugar (to play), dormir (to sleep).

In-Class Project: Mi Horario de la Semana (My Weekly Schedule)

  • Day 1-2: Review the days of the week and introduce new vocabulary for daily routines. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine days and routines (e.g., "Todos los días, yo voy a la escuela." - Every day, I go to school).

  • Day 5: Students will create a small weekly schedule. For each day, they will draw a picture of a routine and write a sentence about what they do. Activities & Games:

  • "Cantemos la Canción de los Días": Sing a song about the days of the week and their corresponding routines.

  • "Mímica de Rutinas": A student mimes an action from their daily routine, and the class has to guess what it is in Spanish.

 

3rd Grade: Week 23

 

Focus: Quarter 3 - My Community Theme: Las Comidas y las Bebidas (Foods and Drinks) 

Learning Objectives: Students will be able to identify and name different foods and drinks. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: manzana (apple), plátano (banana), pan (bread), carne (meat), arroz (rice), leche (milk), jugo (juice), agua (water). Verbs: gustar (to like), comer (to eat), beber (to drink).

In-Class Project: El Menú Saludable (The Healthy Menu)

  • Day 1-2: Introduce new vocabulary for foods and drinks. Students will repeat the names of the items.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about food preferences.

  • Day 5: Students will work in groups to create a menu for a healthy restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a food group, and students have to name a food from that group.

  • "Círculo de Preferencias": Students stand up if they like the food or drink item you name in Spanish.

 

4th Grade: Week 23

 

Focus: Quarter 3 - My Community Theme: Las Profesiones y las Acciones (Professions and Actions) 

Learning Objectives: Students will be able to identify and name different professions and the actions they perform. They will be able to use verbs to describe what people do for work. Key Vocabulary: Professions: profesor/a (teacher), bombero/a (firefighter), doctor/a (doctor), cocinero/a (cook), piloto (pilot). Verbs: enseñar (to teach), apagar (to put out), curar (to cure), cocinar (to cook), volar (to fly).

In-Class Project: El Libro de las Acciones (The Actions Book)

  • Day 1-2: Introduce the vocabulary for different professions and the actions they perform. Students will repeat the Spanish names.

  • Day 3-4: Practice forming sentences that combine professions and actions (e.g., "El doctor cura a las personas.").

  • Day 5: Students will create a small "Actions Book." Each page will feature a drawing of a person with their profession and a simple sentence describing what they do. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain profession, and the class has to guess what it is in Spanish.

  • "Mímica de Profesiones": Play charades where students act out a profession and others have to guess it.

 

5th Grade: Week 23

 

Focus: Quarter 3 - My Community Theme: Las Descripciones Físicas y de Personalidad (Physical and Personality Descriptions) 

Learning Objectives: Students will be able to describe people's physical appearance and personalities using a variety of adjectives. They will be able to use the verb "ser" (to be) correctly. Key Vocabulary: Physical Adjectives: alto/a (tall), bajo/a (short), rubio/a (blonde), moreno/a (brunette), pelo corto/largo (short/long hair). Personality Adjectives: simpático/a (nice), divertido/a (fun), inteligente (intelligent), tímido/a (shy).

In-Class Project: Mi Amigo/a Ideal (My Ideal Friend)

  • Day 1-2: Review and introduce new adjectives for both physical appearance and personality. Students will practice saying phrases like "Mi amigo es alto y simpático."

  • Day 3-4: Practice forming sentences using the verb "ser" with the new adjectives. Students will write descriptions of people they know.

  • Day 5: Students will create a poster or a short paragraph describing their "ideal friend." They will include both physical and personality descriptions. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a person and the others ask questions to guess who it is (e.g., "¿Es rubio y tímido?").

  • "El Retrato Hablado": Students will describe a person in a picture, and a partner will draw the person based on the description.

 

6th Grade: Week 23

 

Focus: Quarter 3 - My Community Theme: La Comida y la Salud (Food and Health) 

Learning Objectives: Students will be able to identify and name different foods and drinks and talk about healthy habits. They will be able to use the verb "comer" (to eat). Key Vocabulary: Foods: frutas (fruits), verduras (vegetables), carne (meat), leche (milk), pan (bread), dulces (sweets). Health: sano/a (healthy), enfermo/a (sick), ejercicio (exercise), dormir (to sleep).

In-Class Project: Mi Plato Saludable (My Healthy Plate)

  • Day 1-2: Introduce new vocabulary for different foods and healthy habits. Students will practice saying phrases like "Es importante comer frutas y verduras."

  • Day 3-4: Practice forming sentences about what they eat and what they do to stay healthy.

  • Day 5: Students will draw a large plate on a piece of paper and fill it with drawings of a healthy meal. They will label each food item and write a short paragraph about why it's a healthy choice. Activities & Games:

  • "La Ruleta de la Comida": Use a spinner with different food groups. Students spin the wheel and have to say a sentence about a food from that group.

  • "Consejos de Salud": Students will work in pairs to give each other advice on how to stay healthy.

 

7th Grade: Week 23

 

Focus: Quarter 3 - My Community Theme: El Futuro y los Sueños (The Future and Dreams) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

8th Grade: Week 23

 

Focus: Quarter 3 - My Community Theme: El Pretérito vs. El Imperfecto (The Preterite vs. The Imperfect) 

Learning Objectives: Students will be able to distinguish between the preterite and imperfect tenses and use them correctly to talk about past events and descriptions. Key Vocabulary: Preterite: hablé (I spoke), comí (I ate), fui (I went). Imperfect: hablaba (I used to talk), comía (I used to eat), iba (I used to go). Time phrases: ayer (yesterday), la semana pasada (last week), siempre (always), a menudo (often).

In-Class Project: Un Cuento de Aventura (An Adventure Story)

  • Day 1-2: Review both the preterite and imperfect tenses. Introduce time phrases that help distinguish between them.

  • Day 3-4: Practice forming sentences that use both tenses. Students will write a short story that combines a past action (preterite) with a past description (imperfect) (e.g., "Cuando era niño, jugaba al fútbol y un día me caí." - When I was a child, I used to play soccer and one day I fell).

  • Day 5: Students will write and illustrate a short story or a comic strip about an adventure. They will use both the preterite and imperfect tenses to tell their story. Activities & Games:

  • "Pretérito o Imperfecto": The teacher says a sentence, and students have to decide which tense to use and why.

  • "Adivina la Historia": A student tells a short story about their past, and the class has to identify which verbs are in the preterite and which are in the imperfect.

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Week 24 (K-8)

Kindergarten: Week 24

 

Focus: Quarter 3 - My World Theme: Los Feriados y la Comida (Holidays and Food) 

Learning Objectives: Students will be able to identify and name common holidays and the food associated with them. They will be able to use the verb "comer" (to eat) to talk about what they eat during holidays. Key Vocabulary: Holidays: Navidad (Christmas), Día de Acción de Gracias (Thanksgiving), cumpleaños (birthday), Pascua (Easter). Food: galletas (cookies), pavo (turkey), pastel (cake), huevos de chocolate (chocolate eggs).

In-Class Project: Mi Menú de Feriado (My Holiday Menu)

  • Day 1-2: Introduce the vocabulary for different holidays and their associated foods. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "comer" and practice using it in sentences like "En Navidad, como galletas." (At Christmas, I eat cookies).

  • Day 5: Students will create a small "Holiday Menu." Each page will feature a drawing of a holiday and a simple sentence about the food they eat. Activities & Games:

  • "¿Qué Comes?": The teacher names a holiday, and students have to name a food that is eaten on that holiday.

  • "Cantemos y Comamos": Sing a song about holidays and the food associated with them.

 

1st Grade: Week 24

 

Focus: Quarter 3 - My Community Theme: Las Partes del Cuerpo (Parts of the Body) 

Learning Objectives: Students will be able to identify and name parts of the body. They will be able to use the verb "tener" (to have) to talk about body parts. Key Vocabulary: Body Parts: cabeza (head), brazo (arm), pierna (leg), mano (hand), pie (foot), ojos (eyes), nariz (nose), boca (mouth).

In-Class Project: Mi Monstruo Divertido (My Funny Monster)

  • Day 1-2: Introduce the vocabulary for different parts of the body using a poster or a song. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo tengo..." (I have...) and practice using it in sentences like "Yo tengo dos ojos."

  • Day 5: Students will draw a "Funny Monster" with different numbers of body parts. They will then present their monster, describing its body parts in Spanish. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of body parts (e.g., "Simón dice, 'toca la cabeza'.").

  • "Cantemos y Bailemos": Sing a song about the body to help with memorization.

 

2nd Grade: Week 24

 

Focus: Quarter 3 - My Community Theme: Los Medios de Transporte (Modes of Transportation) 

Learning Objectives: Students will be able to identify and name different modes of transportation. They will be able to use the verb "ir" (to go) to talk about how they travel. Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat).

In-Class Project: Mi Viaje Favorito (My Favorite Trip)

  • Day 1-2: Introduce the vocabulary for different modes of transportation. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "ir" and practice using it in sentences like "Yo voy a la escuela en autobús."

  • Day 5: Students will create a small travel poster or a short paragraph about a favorite trip. They will draw how they travel and write a sentence describing it. Activities & Games:

  • "¿Cómo Viajas?": Students work in pairs to ask and answer questions about how they travel to different places.

  • "La Ruleta del Viaje": Use a spinner with different modes of transportation. Students spin the wheel and have to say a sentence about where they would go using that mode of transportation.

 

3rd Grade: Week 24

 

Focus: Quarter 3 - My Community Theme: Las Comidas Típicas y las Preferencias (Typical Foods and Preferences) 

Learning Objectives: Students will be able to identify and name typical foods from Spanish-speaking countries. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: taco (taco), burrito (burrito), paella (paella), arepa (arepa), enchilada (enchilada), arroz (rice), frijoles (beans). Verbs: gustar (to like).

In-Class Project: El Menú Internacional (The International Menu)

  • Day 1-2: Introduce typical foods from different Spanish-speaking countries using pictures or a video. Students will repeat the names of the foods.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about the typical foods.

  • Day 5: Students will work in groups to create a menu for an international restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a country, and students have to name a typical food from that country.

  • "Círculo de Preferencias": Students stand up if they like the food item you name in Spanish.

 

4th Grade: Week 24

 

Focus: Quarter 3 - My Community Theme: Los Verbos Irregulares (Irregular Verbs) 

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Review irregular verbs and their conjugations. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿A dónde vas después de la escuela?" (Where do you go after school?).

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

5th Grade: Week 24

 

Focus: Quarter 3 - My Community Theme: Las Descripciones de la Familia y la Personalidad (Family and Personality Descriptions) 

Learning Objectives: Students will be able to describe their family members using a variety of adjectives for both physical appearance and personality. Key Vocabulary: Family: padres (parents), hermanos (siblings), tíos (aunts/uncles), primos (cousins). Adjectives: alto/a (tall), bajo/a (short), simpático/a (nice), divertido/a (fun), trabajador/a (hardworking), perezoso/a (lazy).

In-Class Project: Mi Árbol de la Personalidad (My Personality Tree)

  • Day 1-2: Review family vocabulary and introduce new adjectives for personality. Students will practice saying phrases like "Mi papá es trabajador."

  • Day 3-4: Practice forming sentences using the verbs "ser" and "estar" with the new adjectives. Students will write descriptions of their family members.

  • Day 5: Students will create a family tree. On the branches, they will draw or paste pictures of their family members and write a sentence for each one, describing their personality. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a family member and the others ask questions to guess who it is (e.g., "¿Es simpática?").

  • "Círculo de Adjetivos": Students sit in a circle and each one says a descriptive adjective for the person to their right.

 

6th Grade: Week 24

 

Focus: Quarter 3 - My Community Theme: Los Medios de Transporte y los Verbos (Modes of Transportation and Verbs) 

Learning Objectives: Students will be able to identify and name different modes of transportation and use verbs to describe how they travel. They will be able to use the verb "ir" (to go). Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat). Verbs: viajar (to travel), conducir (to drive), volar (to fly).

In-Class Project: Un Viaje por el Mundo (A Trip Around the World)

  • Day 1-2: Introduce the vocabulary for different modes of transportation. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "ir" and other verbs related to travel. Practice forming sentences like "Yo voy a la escuela en autobús."

  • Day 5: Students will create a travel itinerary for a trip around the world. They will choose different countries to visit and describe how they will get there, using the new vocabulary and verbs. Activities & Games:

  • "¿Cómo Viajas?": Students work in pairs to ask and answer questions about how they travel to different places.

  • "La Ruleta del Viaje": Use a spinner with different modes of transportation. Students spin the wheel and have to say a sentence about where they would go using that mode of transportation.

 

7th Grade: Week 24

 

Focus: Quarter 3 - My Community Theme: El Pretérito y los Pasatiempos (The Preterite Tense and Hobbies) 

Learning Objectives: Students will be able to form and use the preterite tense to talk about past events. They will be able to describe a past hobby or activity. Key Vocabulary: Hobbies: leer (to read), jugar (to play), dibujar (to draw), cantar (to sing), bailar (to dance). Preterite Verbs: leí (I read), jugué (I played), dibujé (I drew), canté (I sang), bailé (I danced).

In-Class Project: Mi Álbum de Pasatiempos (My Hobby Album)

  • Day 1-2: Introduce the concept of the preterite tense and how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences about a past hobby. Students will write sentences like "Yo jugué al fútbol ayer." (I played soccer yesterday).

  • Day 5: Students will create a small "Hobby Album." For each page, they will draw a picture of a past hobby and write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "La Cadena del Pasado": Students sit in a circle and each one adds a sentence to a story about a past event, using the preterite tense.

  • "Entrevista de Pasatiempos": Students will work in pairs, asking and answering questions about their past hobbies.

 

8th Grade: Week 24

 

Focus: Quarter 3 - My Community Theme: El Imperfecto y las Descripciones en el Pasado (The Imperfect Tense and Past Descriptions) 

Learning Objectives: Students will be able to form and use the imperfect tense to describe past habitual actions and conditions. They will be able to distinguish between the preterite and imperfect tenses. Key Vocabulary: Imperfect Verbs: hablaba (I used to talk), comía (I used to eat), vivía (I used to live). Time phrases: siempre (always), a menudo (often), todos los días (every day), cuando era niño/a (when I was a child).

In-Class Project: Mi Vida de Niñez (My Childhood Life)

  • Day 1-2: Introduce the concept of the imperfect tense as a way to describe past habitual actions, ongoing conditions, and background information. Show students how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences using the imperfect tense with the new time phrases. Students will write about what they used to do when they were younger.

  • Day 5: Students will create a small book or a presentation titled "My Childhood Life." They will write a few paragraphs about their life as a child, using the imperfect tense to describe their routine, hobbies, and personality. Activities & Games:

  • "Pretérito vs. Imperfecto": The teacher gives a sentence, and students have to decide which tense to use and why.

  • "Entrevista de Niñez": Students will work in pairs, asking and answering questions about their childhood.

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Week 25 (K-8)

Kindergarten: Week 25

 

Focus: Quarter 3 - My World Theme: Los Sentidos y los Sabores (The Senses and Tastes) 

Learning Objectives: Students will be able to identify and name the five senses and use them to describe different foods. They will be able to use the verb "saber" (to taste) and adjectives to describe tastes. Key Vocabulary: Senses: vista (sight), oído (hearing), olfato (smell), gusto (taste), tacto (touch). Tastes: dulce (sweet), salado (salty), amargo (bitter), agrio (sour), picante (spicy). Verbs: saber (to taste).

In-Class Project: El Libro de los Sabores (The Tastes Book)

  • Day 1-2: Review the five senses and introduce new vocabulary for tastes and foods.

  • Day 3-4: Practice forming sentences that combine tastes and foods (e.g., "La manzana es dulce." - The apple is sweet).

  • Day 5: Students will create a small "Tastes Book." Each page will represent one taste and will have a drawing of a food and a simple sentence describing it. Activities & Games:

  • "La Cata a Ciegas": Blindfold students and have them taste different foods (e.g., a piece of fruit, a cracker, a piece of chocolate). They will then describe the taste in Spanish.

  • "Simón Dice": Play "Simón dice" using a variety of senses and objects (e.g., "Simón dice, 'toca algo suave'.").

 

1st Grade: Week 25

 

Focus: Quarter 3 - My Community Theme: La Ropa y las Estaciones (Clothing and Seasons) 

Learning Objectives: Students will be able to identify and name different articles of clothing and talk about what they wear in different seasons. They will use the verb "llevar" (to wear). Key Vocabulary: Clothing: camisa (shirt), pantalones (pants), vestido (dress), abrigo (coat), sombrero (hat). Seasons: verano (summer), invierno (winter), primavera (spring), otoño (fall).

In-Class Project: Mi Catálogo de Moda (My Fashion Catalog)

  • Day 1-2: Introduce the vocabulary for different articles of clothing and the four seasons. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "llevar" and practice using it in sentences like "En el verano, yo llevo un vestido." (In the summer, I wear a dress).

  • Day 5: Students will create a small "Fashion Catalog" by drawing different outfits for each season and writing a sentence about what they wear. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "Desfile de Moda": Students will do a fashion show, describing what they are "wearing" for each season.

 

2nd Grade: Week 25

 

Focus: Quarter 3 - My Community Theme: Los Días de la Semana y las Rutinas (Days of the Week and Routines) 

Learning Objectives: Students will be able to identify and name the days of the week. They will be able to talk about what they do on different days using time-related phrases. Key Vocabulary: Days: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday). Routine: levantarse (to get up), desayunar (to eat breakfast), ir a la escuela (to go to school), jugar (to play), dormir (to sleep).

In-Class Project: Mi Horario de la Semana (My Weekly Schedule)

  • Day 1-2: Review the days of the week and introduce new vocabulary for daily routines. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine days and routines (e.g., "Todos los días, yo voy a la escuela." - Every day, I go to school).

  • Day 5: Students will create a small weekly schedule. For each day, they will draw a picture of a routine and write a sentence about what they do. Activities & Games:

  • "Cantemos la Canción de los Días": Sing a song about the days of the week and their corresponding routines.

  • "Mímica de Rutinas": A student mimes an action from their daily routine, and the class has to guess what it is in Spanish.

 

3rd Grade: Week 25

 

Focus: Quarter 3 - My Community Theme: Las Comidas y las Bebidas (Foods and Drinks)  

Learning Objectives: Students will be able to identify and name different foods and drinks. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: manzana (apple), plátano (banana), pan (bread), carne (meat), arroz (rice), leche (milk), jugo (juice), agua (water). Verbs: gustar (to like), comer (to eat), beber (to drink).

In-Class Project: El Menú Saludable (The Healthy Menu)

  • Day 1-2: Introduce new vocabulary for foods and drinks. Students will repeat the names of the items.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about food preferences.

  • Day 5: Students will work in groups to create a menu for a healthy restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a food group, and students have to name a food from that group.

  • "Círculo de Preferencias": Students stand up if they like the food or drink item you name in Spanish.

 

4th Grade: Week 25

 

Focus: Quarter 3 - My Community Theme: Los Verbos Irregulares (Irregular Verbs)  

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Review irregular verbs and their conjugations. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿A dónde vas después de la escuela?" (Where do you go after school?).

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

5th Grade: Week 25

 

Focus: Quarter 3 - My Community Theme: Las Descripciones de la Familia y la Personalidad (Family and Personality Descriptions)  

Learning Objectives: Students will be able to describe their family members using a variety of adjectives for both physical appearance and personality. Key Vocabulary: Family: padres (parents), hermanos (siblings), tíos (aunts/uncles), primos (cousins). Adjectives: alto/a (tall), bajo/a (short), simpático/a (nice), divertido/a (fun), trabajador/a (hardworking), perezoso/a (lazy).

In-Class Project: Mi Árbol de la Personalidad (My Personality Tree)

  • Day 1-2: Review family vocabulary and introduce new adjectives for personality. Students will practice saying phrases like "Mi papá es trabajador."

  • Day 3-4: Practice forming sentences using the verbs "ser" and "estar" with the new adjectives. Students will write descriptions of their family members.

  • Day 5: Students will create a family tree. On the branches, they will draw or paste pictures of their family members and write a sentence for each one, describing their personality. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a family member and the others ask questions to guess who it is (e.g., "¿Es simpática?").

  • "Círculo de Adjetivos": Students sit in a circle and each one says a descriptive adjective for the person to their right.

 

6th Grade: Week 25

 

Focus: Quarter 3 - My Community Theme: Los Medios de Transporte y los Verbos (Modes of Transportation and Verbs)  

Learning Objectives: Students will be able to identify and name different modes of transportation and use verbs to describe how they travel. They will be able to use the verb "ir" (to go). Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat). Verbs: viajar (to travel), conducir (to drive), volar (to fly).

In-Class Project: Un Viaje por el Mundo (A Trip Around the World)

  • Day 1-2: Introduce the vocabulary for different modes of transportation. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "ir" and other verbs related to travel. Practice forming sentences like "Yo voy a la escuela en autobús."

  • Day 5: Students will create a travel itinerary for a trip around the world. They will choose different countries to visit and describe how they will get there, using the new vocabulary and verbs. Activities & Games:

  • "¿Cómo Viajas?": Students work in pairs to ask and answer questions about how they travel to different places.

  • "La Ruleta del Viaje": Use a spinner with different modes of transportation. Students spin the wheel and have to say a sentence about where they would go using that mode of transportation.

 

7th Grade: Week 25

 

Focus: Quarter 3 - My Community Theme: El Pretérito y los Pasatiempos (The Preterite Tense and Hobbies)  

Learning Objectives: Students will be able to form and use the preterite tense to talk about past events. They will be able to describe a past hobby or activity. Key Vocabulary: Hobbies: leer (to read), jugar (to play), dibujar (to draw), cantar (to sing), bailar (to dance). Preterite Verbs: leí (I read), jugué (I played), dibujé (I drew), canté (I sang), bailé (I danced).

In-Class Project: Mi Álbum de Pasatiempos (My Hobby Album)

  • Day 1-2: Introduce the concept of the preterite tense and how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences about a past hobby. Students will write sentences like "Yo jugué al fútbol ayer." (I played soccer yesterday).

  • Day 5: Students will create a small "Hobby Album." For each page, they will draw a picture of a past hobby and write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "La Cadena del Pasado": Students sit in a circle and each one adds a sentence to a story about a past event, using the preterite tense.

  • "Entrevista de Pasatiempos": Students will work in pairs, asking and answering questions about their past hobbies.

 

8th Grade: Week 25

 

Focus: Quarter 3 - My Community Theme: El Imperfecto y las Descripciones en el Pasado (The Imperfect Tense and Past Descriptions)  

Learning Objectives: Students will be able to form and use the imperfect tense to describe past habitual actions and conditions. They will be able to distinguish between the preterite and imperfect tenses. Key Vocabulary: Imperfect Verbs: hablaba (I used to talk), comía (I used to eat), vivía (I used to live). Time phrases: siempre (always), a menudo (often), todos los días (every day), cuando era niño/a (when I was a child).

In-Class Project: Mi Vida de Niñez (My Childhood Life)

  • Day 1-2: Introduce the concept of the imperfect tense as a way to describe past habitual actions, ongoing conditions, and background information. Show students how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences using the imperfect tense with the new time phrases. Students will write about what they used to do when they were younger.

  • Day 5: Students will create a small book or a presentation titled "My Childhood Life." They will write a few paragraphs about their life as a child, using the imperfect tense to describe their routine, hobbies, and personality. Activities & Games:

  • "Pretérito vs. Imperfecto": The teacher gives a sentence, and students have to decide which tense to use and why.

  • "Entrevista de Niñez": Students will work in pairs, asking and answering questions about their childhood.

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Week 26 (K-8)

Kindergarten: Week 26

 

Focus: Quarter 3 - My World Theme: Los Feriados y la Comida (Holidays and Food) 

Learning Objectives: Students will be able to identify and name common holidays and the food associated with them. They will be able to use the verb "comer" (to eat) to talk about what they eat during holidays. Key Vocabulary: Holidays: Navidad (Christmas), Día de Acción de Gracias (Thanksgiving), cumpleaños (birthday), Pascua (Easter). Food: galletas (cookies), pavo (turkey), pastel (cake), huevos de chocolate (chocolate eggs).

In-Class Project: Mi Menú de Feriado (My Holiday Menu)

  • Day 1-2: Introduce the vocabulary for different holidays and their associated foods. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "comer" and practice using it in sentences like "En Navidad, como galletas." (At Christmas, I eat cookies).

  • Day 5: Students will create a small "Holiday Menu." Each page will feature a drawing of a holiday and a simple sentence about the food they eat. Activities & Games:

  • "¿Qué Comes?": The teacher names a holiday, and students have to name a food that is eaten on that holiday.

  • "Cantemos y Comamos": Sing a song about holidays and the food associated with them.

 

1st Grade: Week 26

 

Focus: Quarter 3 - My Community Theme: Las Partes del Cuerpo y los Cinco Sentidos (Parts of the Body and the Five Senses) 

Learning Objectives: Students will be able to identify and name parts of the body and associate them with the five senses. They will be able to use the verb "tener" (to have). Key Vocabulary: Body Parts: cabeza (head), brazo (arm), pierna (leg), mano (hand), pie (foot), ojos (eyes), nariz (nose), boca (mouth), oídos (ears), lengua (tongue), piel (skin). Senses: vista (sight), oído (hearing), olfato (smell), gusto (taste), tacto (touch).

In-Class Project: Mi Monstruo de los Sentidos (My Senses Monster)

  • Day 1-2: Review the vocabulary for different parts of the body and introduce the five senses. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine body parts and senses (e.g., "Yo tengo dos ojos para ver." - I have two eyes to see).

  • Day 5: Students will draw a "Senses Monster" with different numbers of body parts associated with senses. They will then present their monster, describing its body parts and what it can do. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of body parts and senses (e.g., "Simón dice, 'toca la nariz para oler'.").

  • "Cantemos y Sintamos": Sing a song about the body and the senses.

 

2nd Grade: Week 26

 

Focus: Quarter 3 - My Community Theme: Los Medios de Transporte y los Destinos (Modes of Transportation and Destinations) 

Learning Objectives: Students will be able to identify and name different modes of transportation and talk about where they go. They will be able to use the verb "ir" (to go). Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat). Destinations: casa (house), escuela (school), parque (park), tienda (store), playa (beach).

In-Class Project: Mi Viaje Favorito (My Favorite Trip)

  • Day 1-2: Review the vocabulary for different modes of transportation and introduce new destinations. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine transportation and destinations (e.g., "Yo voy a la playa en carro." - I go to the beach by car).

  • Day 5: Students will create a small travel poster or a short paragraph about a favorite trip. They will draw how they travel and write a sentence describing where they go. Activities & Games:

  • "¿Cómo Viajas?": Students work in pairs to ask and answer questions about how they travel to different places.

  • "La Ruleta del Viaje": Use a spinner with different modes of transportation and destinations. Students spin the wheel and have to say a sentence about where they would go using that mode of transportation.

 

3rd Grade: Week 26

 

Focus: Quarter 3 - My Community Theme: Los Deportes y los Pasatiempos (Sports and Hobbies) 

Learning Objectives: Students will be able to identify and name different sports and hobbies. They will be able to express their preferences using "Me gusta..." and "No me gusta..." Key Vocabulary: Sports: fútbol (soccer), básquetbol (basketball), tenis (tennis), nadar (swimming). Hobbies: leer (to read), dibujar (to draw), cantar (to sing), bailar (to dance). Verbs: gustar (to like).

In-Class Project: Mi Hoja de Pasatiempos (My Hobbies Sheet)

  • Day 1-2: Introduce the vocabulary for different sports and hobbies. Students will repeat the names of the activities.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about their preferences.

  • Day 5: Students will create a "Hobbies Sheet." They will draw pictures of their favorite sports and hobbies and write a sentence for each one. Activities & Games:

  • "La Mímica de los Deportes": Students act out a sport or hobby, and the class has to guess what it is.

  • "Círculo de Preferencias": Students stand up if they like the sport or hobby you name in Spanish.

 

4th Grade: Week 26

 

Focus: Quarter 3 - My Community Theme: Los Verbos Regulares -ER (Regular -ER Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -ER verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: aprender (to learn), beber (to drink), comer (to eat), leer (to read), correr (to run), comprender (to understand).

In-Class Project: Un Diálogo de la Vida Diaria (A Daily Life Dialogue)

  • Day 1-2: Review the conjugation of regular -ER verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Qué comes para el almuerzo?" (What do you eat for lunch?).

  • Day 5: Students will work in pairs to write a short dialogue about a daily routine or a school day. The dialogue should use at least three of the new -ER verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -ER verb, and the next student repeats it and adds their own sentence.

  • "Mímica de Verbos": Students act out a verb and the class has to guess which one it is in Spanish.

 

5th Grade: Week 26

 

Focus: Quarter 3 - My Community Theme: Las Descripciones de la Familia y la Personalidad (Family and Personality Descriptions) 

Learning Objectives: Students will be able to describe their family members using a variety of adjectives for both physical appearance and personality. Key Vocabulary: Family: padres (parents), hermanos (siblings), tíos (aunts/uncles), primos (cousins). Adjectives: alto/a (tall), bajo/a (short), simpático/a (nice), divertido/a (fun), trabajador/a (hardworking), perezoso/a (lazy).

In-Class Project: Mi Árbol de la Personalidad (My Personality Tree)

  • Day 1-2: Review family vocabulary and introduce new adjectives for personality. Students will practice saying phrases like "Mi papá es trabajador."

  • Day 3-4: Practice forming sentences using the verbs "ser" and "estar" with the new adjectives. Students will write descriptions of their family members.

  • Day 5: Students will create a family tree. On the branches, they will draw or paste pictures of their family members and write a sentence for each one, describing their personality. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a family member and the others ask questions to guess who it is (e.g., "¿Es simpática?").

  • "Círculo de Adjetivos": Students sit in a circle and each one says a descriptive adjective for the person to their right.

 

6th Grade: Week 26

 

Focus: Quarter 3 - My Community Theme: La Comida y la Salud (Food and Health) 

Learning Objectives: Students will be able to identify and name different foods and drinks and talk about healthy habits. They will be able to use the verb "comer" (to eat). Key Vocabulary: Foods: frutas (fruits), verduras (vegetables), carne (meat), leche (milk), pan (bread), dulces (sweets). Health: sano/a (healthy), enfermo/a (sick), ejercicio (exercise), dormir (to sleep).

In-Class Project: Mi Plato Saludable (My Healthy Plate)

  • Day 1-2: Introduce new vocabulary for different foods and healthy habits. Students will practice saying phrases like "Es importante comer frutas y verduras."

  • Day 3-4: Practice forming sentences about what they eat and what they do to stay healthy.

  • Day 5: Students will draw a large plate on a piece of paper and fill it with drawings of a healthy meal. They will label each food item and write a short paragraph about why it's a healthy choice. Activities & Games:

  • "La Ruleta de la Comida": Use a spinner with different food groups. Students spin the wheel and have to say a sentence about a food from that group.

  • "Consejos de Salud": Students will work in pairs to give each other advice on how to stay healthy.

 

7th Grade: Week 26

 

Focus: Quarter 3 - My Community Theme: El Futuro y los Sueños (The Future and Dreams) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

8th Grade: Week 26

 

Focus: Quarter 3 - My Community Theme: El Pretérito vs. El Imperfecto (The Preterite vs. The Imperfect) 

Learning Objectives: Students will be able to distinguish between the preterite and imperfect tenses and use them correctly to talk about past events and descriptions. Key Vocabulary: Preterite: hablé (I spoke), comí (I ate), fui (I went). Imperfect: hablaba (I used to talk), comía (I used to eat), iba (I used to go). Time phrases: ayer (yesterday), la semana pasada (last week), siempre (always), a menudo (often).

In-Class Project: Un Cuento de Aventura (An Adventure Story)

  • Day 1-2: Review both the preterite and imperfect tenses. Introduce time phrases that help distinguish between them.

  • Day 3-4: Practice forming sentences that use both tenses. Students will write a short story that combines a past action (preterite) with a past description (imperfect) (e.g., "Cuando era niño, jugaba al fútbol y un día me caí." - When I was a child, I used to play soccer and one day I fell).

  • Day 5: Students will write and illustrate a short story or a comic strip about an adventure. They will use both the preterite and imperfect tenses to tell their story. Activities & Games:

  • "Pretérito o Imperfecto": The teacher says a sentence, and students have to decide which tense to use and why.

  • "Adivina la Historia": A student tells a short story about their past, and the class has to identify which verbs are in the preterite and which are in the imperfect.

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Week 27 (K-8)

Kindergarten: Week 27

 

Focus: Quarter 3 - My World Theme: Los Feriados y la Comida (Holidays and Food) 

Learning Objectives: Students will be able to identify and name common holidays and the food associated with them. They will be able to use the verb "comer" (to eat) to talk about what they eat during holidays. Key Vocabulary: Holidays: Navidad (Christmas), Día de Acción de Gracias (Thanksgiving), cumpleaños (birthday), Pascua (Easter). Food: galletas (cookies), pavo (turkey), pastel (cake), huevos de chocolate (chocolate eggs).

In-Class Project: Mi Menú de Feriado (My Holiday Menu)

  • Day 1-2: Introduce the vocabulary for different holidays and their associated foods. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "comer" and practice using it in sentences like "En Navidad, como galletas." (At Christmas, I eat cookies).

  • Day 5: Students will create a small "Holiday Menu." Each page will feature a drawing of a holiday and a simple sentence about the food they eat. Activities & Games:

  • "¿Qué Comes?": The teacher names a holiday, and students have to name a food that is eaten on that holiday.

  • "Cantemos y Comamos": Sing a song about holidays and the food associated with them.

 

1st Grade: Week 27

 

Focus: Quarter 3 - My Community Theme: Las Partes del Cuerpo y los Cinco Sentidos (Parts of the Body and the Five Senses) 

Learning Objectives: Students will be able to identify and name parts of the body and associate them with the five senses. They will be able to use the verb "tener" (to have). Key Vocabulary: Body Parts: cabeza (head), brazo (arm), pierna (leg), mano (hand), pie (foot), ojos (eyes), nariz (nose), boca (mouth), oídos (ears), lengua (tongue), piel (skin). Senses: vista (sight), oído (hearing), olfato (smell), gusto (taste), tacto (touch).

In-Class Project: Mi Monstruo de los Sentidos (My Senses Monster)

  • Day 1-2: Review the vocabulary for different parts of the body and introduce the five senses. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine body parts and senses (e.g., "Yo tengo dos ojos para ver." - I have two eyes to see).

  • Day 5: Students will draw a "Senses Monster" with different numbers of body parts associated with senses. They will then present their monster, describing its body parts and what it can do. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of body parts and senses (e.g., "Simón dice, 'toca la nariz para oler'.").

  • "Cantemos y Sintamos": Sing a song about the body and the senses.

 

2nd Grade: Week 27

 

Focus: Quarter 3 - My Community Theme: Los Medios de Transporte y los Destinos (Modes of Transportation and Destinations) 

Learning Objectives: Students will be able to identify and name different modes of transportation and talk about where they go. They will be able to use the verb "ir" (to go). Key Vocabulary: Transportation: carro (car), autobús (bus), bicicleta (bicycle), tren (train), avión (plane), barco (boat). Destinations: casa (house), escuela (school), parque (park), tienda (store), playa (beach).

In-Class Project: Mi Viaje Favorito (My Favorite Trip)

  • Day 1-2: Review the vocabulary for different modes of transportation and introduce new destinations. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine transportation and destinations (e.g., "Yo voy a la playa en carro." - I go to the beach by car).

  • Day 5: Students will create a small travel poster or a short paragraph about a favorite trip. They will draw how they travel and write a sentence describing where they go. Activities & Games:

  • "¿Cómo Viajas?": Students work in pairs to ask and answer questions about how they travel to different places.

  • "La Ruleta del Viaje": Use a spinner with different modes of transportation and destinations. Students spin the wheel and have to say a sentence about where they would go using that mode of transportation.

 

3rd Grade: Week 27

 

Focus: Quarter 3 - My Community Theme: Los Deportes y los Pasatiempos (Sports and Hobbies) 

Learning Objectives: Students will be able to identify and name different sports and hobbies. They will be able to express their preferences using "Me gusta..." and "No me gusta..." Key Vocabulary: Sports: fútbol (soccer), básquetbol (basketball), tenis (tennis), nadar (swimming). Hobbies: leer (to read), dibujar (to draw), cantar (to sing), bailar (to dance). Verbs: gustar (to like).

In-Class Project: Mi Hoja de Pasatiempos (My Hobbies Sheet)

  • Day 1-2: Introduce the vocabulary for different sports and hobbies. Students will repeat the names of the activities.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about their preferences.

  • Day 5: Students will create a "Hobbies Sheet." They will draw pictures of their favorite sports and hobbies and write a sentence for each one. Activities & Games:

  • "La Mímica de los Deportes": Students act out a sport or hobby, and the class has to guess what it is.

  • "Círculo de Preferencias": Students stand up if they like the sport or hobby you name in Spanish.

 

4th Grade: Week 27

 

Focus: Quarter 3 - My Community Theme: Los Verbos Regulares -IR (Regular -IR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Diálogo Simple (A Simple Dialogue)

  • Day 1-2: Review the conjugation of -IR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Dónde vives?" (Where do you live?).

  • Day 5: Students will work in pairs to write a short dialogue that uses at least three of the new -IR verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb, and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

5th Grade: Week 27

 

Focus: Quarter 3 - My Community Theme: Las Descripciones de la Ropa y los Colores (Clothing and Color Descriptions) 

Learning Objectives: Students will be able to describe clothing using colors, patterns, and other adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: falda (skirt), camisa (shirt), pantalones cortos (shorts), zapatos de deporte (sneakers). Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), feo/a (ugly), a rayas (striped), a cuadros (plaid). Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), blanco (white), negro (black).

In-Class Project: El Catálogo de Ropa (The Clothing Catalog)

  • Day 1-2: Review clothing vocabulary and introduce new adjectives and colors. Students will practice saying phrases like "una falda a rayas."

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing, including the new adjectives (e.g., "El niño lleva una camisa a cuadros.").

  • Day 5: Students will create a small clothing catalog. They will draw different articles of clothing and write a description for each one, using the new vocabulary. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and adjectives. Students spin the wheel and have to say a sentence describing the clothing.

 

6th Grade: Week 27

 

Focus: Quarter 3 - My Community Theme: La Comida y la Salud (Food and Health) 

Learning Objectives: Students will be able to identify and name different foods and drinks and talk about healthy habits. They will be able to use the verb "comer" (to eat). Key Vocabulary: Foods: frutas (fruits), verduras (vegetables), carne (meat), leche (milk), pan (bread), dulces (sweets). Health: sano/a (healthy), enfermo/a (sick), ejercicio (exercise), dormir (to sleep).

In-Class Project: Mi Plato Saludable (My Healthy Plate)

  • Day 1-2: Introduce new vocabulary for different foods and healthy habits. Students will practice saying phrases like "Es importante comer frutas y verduras."

  • Day 3-4: Practice forming sentences about what they eat and what they do to stay healthy.

  • Day 5: Students will draw a large plate on a piece of paper and fill it with drawings of a healthy meal. They will label each food item and write a short paragraph about why it's a healthy choice. Activities & Games:

  • "La Ruleta de la Comida": Use a spinner with different food groups. Students spin the wheel and have to say a sentence about a food from that group.

  • "Consejos de Salud": Students will work in pairs to give each other advice on how to stay healthy.

 

7th Grade: Week 27

 

Focus: Quarter 3 - My Community Theme: El Futuro y los Sueños (The Future and Dreams) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

8th Grade: Week 27

 

Focus: Quarter 3 - My Community Theme: El Pretérito vs. El Imperfecto (The Preterite vs. The Imperfect) 

Learning Objectives: Students will be able to distinguish between the preterite and imperfect tenses and use them correctly to talk about past events and descriptions. Key Vocabulary: Preterite: hablé (I spoke), comí (I ate), fui (I went). Imperfect: hablaba (I used to talk), comía (I used to eat), iba (I used to go). Time phrases: ayer (yesterday), la semana pasada (last week), siempre (always), a menudo (often).

In-Class Project: Un Cuento de Aventura (An Adventure Story)

  • Day 1-2: Review both the preterite and imperfect tenses. Introduce time phrases that help distinguish between them.

  • Day 3-4: Practice forming sentences that use both tenses. Students will write a short story that combines a past action (preterite) with a past description (imperfect) (e.g., "Cuando era niño, jugaba al fútbol y un día me caí." - When I was a child, I used to play soccer and one day I fell).

  • Day 5: Students will write and illustrate a short story or a comic strip about an adventure. They will use both the preterite and imperfect tenses to tell their story. Activities & Games:

  • "Pretérito o Imperfecto": The teacher says a sentence, and students have to decide which tense to use and why.

  • "Adivina la Historia": A student tells a short story about their past, and the class has to identify which verbs are in the preterite and which are in the imperfect.

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Week 28 (K-8)

Kindergarten: Week 28

 

Focus: Quarter 4 - My World Theme: Los Animales de la Granja y de la Casa (Farm and Pet Animals) 

Learning Objectives: Students will be able to identify and name common farm and pet animals. They will be able to use the phrase "Este es..." (This is...) to talk about animals. Key Vocabulary: Animals: gato (cat), perro (dog), vaca (cow), cerdo (pig), pollo (chicken), caballo (horse), pato (duck), oveja (sheep).

In-Class Project: Mi Libro de Animales (My Animal Book)

  • Day 1-2: Introduce the vocabulary for different farm and pet animals using pictures or a video. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Este es un perro." and practice using it with the new vocabulary.

  • Day 5: Students will create a small "Animal Book." Each page will feature a drawing of an animal and a simple sentence describing it. Activities & Games:

  • "¿Qué Animal Es?": The teacher makes animal sounds, and students have to guess the animal in Spanish.

  • "Cantemos y Juguemos": Sing a song about animals to help with memorization.

 

1st Grade: Week 28

 

Focus: Quarter 4 - My Community Theme: Los Lugares de la Ciudad y las Acciones (Places in the City and Actions) 

Learning Objectives: Students will be able to identify and name different places in a city and describe actions that happen there. They will use the phrases "Yo voy a..." and "Yo hago..." Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), cine (movie theater), restaurante (restaurant). Actions: jugar (to play), estudiar (to study), leer (to read), comprar (to buy), mirar (to watch), comer (to eat).

In-Class Project: Mi Mapa de la Ciudad con Acciones (My City Map with Actions)

  • Day 1-2: Introduce the vocabulary for different places in a city and actions associated with them. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine places and actions (e.g., "Yo voy al parque a jugar." - I go to the park to play).

  • Day 5: Students will create a simple map of a city, drawing and labeling the different places. They will then write a sentence for each place, describing what they do there. Activities & Games:

  • "Simón Dice de Acciones": Play a game where students pretend to do different actions as the teacher calls them out in Spanish (e.g., "Simón dice, 'lee un libro en la biblioteca'.").

  • "¿Qué Haces?": Students work in pairs to ask and answer questions about what they do at different places.

 

2nd Grade: Week 28

 

Focus: Quarter 4 - My Community Theme: Los Días de la Semana y los Eventos (Days of the Week and Events) 

Learning Objectives: Students will be able to identify and name the days of the week. They will be able to talk about what they do on different days using time-related phrases. Key Vocabulary: Days: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday). Events: ir a la escuela (to go to school), jugar (to play), leer (to read), ver televisión (to watch television), visitar (to visit), familia (family).

In-Class Project: Mi Semana Ideal (My Ideal Week)

  • Day 1-2: Review the days of the week and introduce new vocabulary for activities and events. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine days and events (e.g., "El sábado, yo juego en el parque.").

  • Day 5: Students will create a small "Ideal Week" planner. For each day, they will draw a picture of an activity and write a sentence about what they do. Activities & Games:

  • "Cantemos la Canción de los Días": Sing a song about the days of the week and their corresponding activities.

  • "¿Qué Haces?": Students work in pairs to ask and answer questions about what they do on different days.

 

3rd Grade: Week 28

 

Focus: Quarter 4 - My Community Theme: Las Comidas y las Bebidas (Foods and Drinks) 

Learning Objectives: Students will be able to identify and name different foods and drinks. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: manzana (apple), plátano (banana), pan (bread), carne (meat), arroz (rice), leche (milk), jugo (juice), agua (water). Verbs: gustar (to like), comer (to eat), beber (to drink).

In-Class Project: El Menú Saludable (The Healthy Menu)

  • Day 1-2: Introduce new vocabulary for foods and drinks. Students will repeat the names of the items.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about food preferences.

  • Day 5: Students will work in groups to create a menu for a healthy restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a food group, and students have to name a food from that group.

  • "Círculo de Preferencias": Students stand up if they like the food or drink item you name in Spanish.

 

4th Grade: Week 28

 

Focus: Quarter 4 - My Community Theme: Los Verbos Regulares -AR (Regular -AR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -AR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: hablar (to speak), cantar (to sing), bailar (to dance), estudiar (to study), trabajar (to work), comprar (to buy).

In-Class Project: Un Diálogo de la Vida Diaria (A Daily Life Dialogue)

  • Day 1-2: Review the conjugation of regular -AR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Qué estudias en la escuela?" (What do you study in school?).

  • Day 5: Students will work in pairs to write a short dialogue about a daily routine or a school day. The dialogue should use at least three of the new -AR verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -AR verb, and the next student repeats it and adds their own sentence.

  • "Mímica de Verbos": Students act out a verb and the class has to guess which one it is in Spanish.

 

5th Grade: Week 28

 

Focus: Quarter 4 - My Community Theme: Los Lugares de la Ciudad y las Acciones (Places in the City and Actions) 

Learning Objectives: Students will be able to identify and name different places in a city and describe actions that happen there. They will use the phrases "Yo voy a..." and "Yo hago..." Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), cine (movie theater), restaurante (restaurant). Actions: jugar (to play), estudiar (to study), leer (to read), comprar (to buy), mirar (to watch), comer (to eat).

In-Class Project: Mi Mapa de la Ciudad con Acciones (My City Map with Actions)

  • Day 1-2: Introduce the vocabulary for different places in a city and actions associated with them. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine places and actions (e.g., "Yo voy al parque a jugar." - I go to the park to play).

  • Day 5: Students will create a simple map of a city, drawing and labeling the different places. They will then write a sentence for each place, describing what they do there. Activities & Games:

  • "Simón Dice de Acciones": Play a game where students pretend to do different actions as the teacher calls them out in Spanish (e.g., "Simón dice, 'lee un libro en la biblioteca'.").

  • "¿Qué Haces?": Students work in pairs to ask and answer questions about what they do at different places.

 

6th Grade: Week 28

 

Focus: Quarter 4 - My Community Theme: El Pretérito y los Pasatiempos (The Preterite Tense and Hobbies) 

Learning Objectives: Students will be able to form and use the preterite tense to talk about past events. They will be able to describe a past hobby or activity. Key Vocabulary: Hobbies: leer (to read), jugar (to play), dibujar (to draw), cantar (to sing), bailar (to dance). Preterite Verbs: leí (I read), jugué (I played), dibujé (I drew), canté (I sang), bailé (I danced).

In-Class Project: Mi Álbum de Pasatiempos (My Hobby Album)

  • Day 1-2: Introduce the concept of the preterite tense and how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences about a past hobby. Students will write sentences like "Yo jugué al fútbol ayer." (I played soccer yesterday).

  • Day 5: Students will create a small "Hobby Album." For each page, they will draw a picture of a past hobby and write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "La Cadena del Pasado": Students sit in a circle and each one adds a sentence to a story about a past event, using the preterite tense.

  • "Entrevista de Pasatiempos": Students will work in pairs, asking and answering questions about their past hobbies.

 

7th Grade: Week 28

 

Focus: Quarter 4 - My Community Theme: El Imperfecto y las Descripciones en el Pasado (The Imperfect Tense and Past Descriptions) 

Learning Objectives: Students will be able to form and use the imperfect tense to describe past habitual actions and conditions. They will be able to distinguish between the preterite and imperfect tenses. Key Vocabulary: Imperfect Verbs: hablaba (I used to talk), comía (I used to eat), vivía (I used to live). Time phrases: siempre (always), a menudo (often), todos los días (every day), cuando era niño/a (when I was a child).

In-Class Project: Mi Vida de Niñez (My Childhood Life)

  • Day 1-2: Introduce the concept of the imperfect tense as a way to describe past habitual actions, ongoing conditions, and background information. Show students how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences using the imperfect tense with the new time phrases. Students will write about what they used to do when they were younger.

  • Day 5: Students will create a small book or a presentation titled "My Childhood Life." They will write a few paragraphs about their life as a child, using the imperfect tense to describe their routine, hobbies, and personality. Activities & Games:

  • "Pretérito vs. Imperfecto": The teacher gives a sentence, and students have to decide which tense to use and why.

  • "Entrevista de Niñez": Students will work in pairs, asking and answering questions about their childhood.

 

8th Grade: Week 28

 

Focus: Quarter 4 - My Community Theme: El Futuro y los Planes (The Future and Plans) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

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Week 29 (K-8)

Kindergarten: Week 29

 

Focus: Quarter 4 - My World Theme: Los Colores y los Sentimientos (Colors and Feelings) 

Learning Objectives: Students will be able to identify and name basic colors and express their feelings using colors. They will be able to use the verb "estar" (to be) to talk about feelings. Key Vocabulary: Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), triste (sad - blue), feliz (happy - yellow), enojado/a (angry - red).

In-Class Project: El Libro de los Sentimientos (The Feelings Book)

  • Day 1-2: Introduce the vocabulary for different colors and feelings using pictures. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Estoy feliz." (I am happy) and practice using it with the new vocabulary.

  • Day 5: Students will create a small "Feelings Book." Each page will feature a drawing of a person with a specific feeling and a simple sentence describing it using a color. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of feelings and colors (e.g., "Simón dice, 'ponte como un limón enojado'.").

  • "Cantemos y Sintamos": Sing a song about feelings and colors to help with memorization.

 

1st Grade: Week 29

 

Focus: Quarter 4 - My Community Theme: La Ropa y las Estaciones (Clothing and Seasons) 

Learning Objectives: Students will be able to identify and name different articles of clothing and talk about what they wear in different seasons. They will use the verb "llevar" (to wear). Key Vocabulary: Clothing: camisa (shirt), pantalones (pants), vestido (dress), abrigo (coat), sombrero (hat). Seasons: verano (summer), invierno (winter), primavera (spring), otoño (fall).

In-Class Project: Mi Catálogo de Moda (My Fashion Catalog)

  • Day 1-2: Introduce the vocabulary for different articles of clothing and the four seasons. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "llevar" and practice using it in sentences like "En el verano, yo llevo un vestido." (In the summer, I wear a dress).

  • Day 5: Students will create a small "Fashion Catalog" by drawing different outfits for each season and writing a sentence about what they wear. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "Desfile de Moda": Students will do a fashion show, describing what they are "wearing" for each season.

 

2nd Grade: Week 29

 

Focus: Quarter 4 - My Community Theme: Los Días de la Semana y las Rutinas (Days of the Week and Routines) 

Learning Objectives: Students will be able to identify and name the days of the week. They will be able to talk about what they do on different days using time-related phrases. Key Vocabulary: Days: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday). Routine: levantarse (to get up), desayunar (to eat breakfast), ir a la escuela (to go to school), jugar (to play), dormir (to sleep).

In-Class Project: Mi Horario de la Semana (My Weekly Schedule)

  • Day 1-2: Review the days of the week and introduce new vocabulary for daily routines. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine days and routines (e.g., "Todos los días, yo voy a la escuela." - Every day, I go to school).

  • Day 5: Students will create a small weekly schedule. For each day, they will draw a picture of a routine and write a sentence about what they do. Activities & Games:

  • "Cantemos la Canción de los Días": Sing a song about the days of the week and their corresponding routines.

  • "Mímica de Rutinas": A student mimes an action from their daily routine, and the class has to guess what it is in Spanish.

 

3rd Grade: Week 29

 

Focus: Quarter 4 - My Community Theme: Las Comidas y las Bebidas (Foods and Drinks) 

Learning Objectives: Students will be able to identify and name different foods and drinks. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: manzana (apple), plátano (banana), pan (bread), carne (meat), arroz (rice), leche (milk), jugo (juice), agua (water). Verbs: gustar (to like), comer (to eat), beber (to drink).

In-Class Project: El Menú Saludable (The Healthy Menu)

  • Day 1-2: Introduce new vocabulary for foods and drinks. Students will repeat the names of the items.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about food preferences.

  • Day 5: Students will work in groups to create a menu for a healthy restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a food group, and students have to name a food from that group.

  • "Círculo de Preferencias": Students stand up if they like the food or drink item you name in Spanish.

 

4th Grade: Week 29

 

Focus: Quarter 4 - My Community Theme: Las Profesiones y las Acciones (Professions and Actions) 

Learning Objectives: Students will be able to identify and name different professions and the actions they perform. They will be able to use verbs to describe what people do for work. Key Vocabulary: Professions: profesor/a (teacher), bombero/a (firefighter), doctor/a (doctor), cocinero/a (cook), piloto (pilot). Verbs: enseñar (to teach), apagar (to put out), curar (to cure), cocinar (to cook), volar (to fly).

In-Class Project: El Libro de las Acciones (The Actions Book)

  • Day 1-2: Introduce the vocabulary for different professions and the actions they perform. Students will repeat the Spanish names.

  • Day 3-4: Practice forming sentences that combine professions and actions (e.g., "El doctor cura a las personas.").

  • Day 5: Students will create a small "Actions Book." Each page will feature a drawing of a person with their profession and a simple sentence describing what they do. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain profession, and the class has to guess what it is in Spanish.

  • "Mímica de Profesiones": Play charades where students act out a profession and others have to guess it.

 

5th Grade: Week 29

 

Focus: Quarter 4 - My Community Theme: Las Descripciones Físicas y de Personalidad (Physical and Personality Descriptions) 

Learning Objectives: Students will be able to describe people's physical appearance and personalities using a variety of adjectives. They will be able to use the verb "ser" (to be) correctly. Key Vocabulary: Physical Adjectives: alto/a (tall), bajo/a (short), rubio/a (blonde), moreno/a (brunette), pelo corto/largo (short/long hair). Personality Adjectives: simpático/a (nice), divertido/a (fun), inteligente (intelligent), tímido/a (shy).

In-Class Project: Mi Amigo/a Ideal (My Ideal Friend)

  • Day 1-2: Review and introduce new adjectives for both physical appearance and personality. Students will practice saying phrases like "Mi amigo es alto y simpático."

  • Day 3-4: Practice forming sentences using the verb "ser" with the new adjectives. Students will write descriptions of people they know.

  • Day 5: Students will create a poster or a short paragraph describing their "ideal friend." They will include both physical and personality descriptions. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a person and the others ask questions to guess who it is (e.g., "¿Es rubio y tímido?").

  • "El Retrato Hablado": Students will describe a person in a picture, and a partner will draw the person based on the description.

 

6th Grade: Week 29

 

Focus: Quarter 4 - My Community Theme: La Comida y la Salud (Food and Health) 

Learning Objectives: Students will be able to identify and name different foods and drinks and talk about healthy habits. They will be able to use the verb "comer" (to eat). Key Vocabulary: Foods: frutas (fruits), verduras (vegetables), carne (meat), leche (milk), pan (bread), dulces (sweets). Health: sano/a (healthy), enfermo/a (sick), ejercicio (exercise), dormir (to sleep).

In-Class Project: Mi Plato Saludable (My Healthy Plate)

  • Day 1-2: Introduce new vocabulary for different foods and healthy habits. Students will practice saying phrases like "Es importante comer frutas y verduras."

  • Day 3-4: Practice forming sentences about what they eat and what they do to stay healthy.

  • Day 5: Students will draw a large plate on a piece of paper and fill it with drawings of a healthy meal. They will label each food item and write a short paragraph about why it's a healthy choice. Activities & Games:

  • "La Ruleta de la Comida": Use a spinner with different food groups. Students spin the wheel and have to say a sentence about a food from that group.

  • "Consejos de Salud": Students will work in pairs to give each other advice on how to stay healthy.

 

7th Grade: Week 29

 

Focus: Quarter 4 - My Community Theme: El Futuro y los Sueños (The Future and Dreams) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

8th Grade: Week 29

 

Focus: Quarter 4 - My Community Theme: El Subjuntivo en Cláusulas de Si (The Subjunctive in If Clauses) 

Learning Objectives: Students will be able to use the subjunctive mood in si clauses to express hypothetical situations. They will understand the different types of si clauses. Key Vocabulary: Verbs: tener (to have), ser (to be), ir (to go), ganar (to win), viajar (to travel). Conjunctions: si (if).

In-Class Project: Mis Situaciones Hipotéticas (My Hypothetical Situations)

  • Day 1-2: Introduce the concept of the subjunctive in si clauses. Explain the difference between real and hypothetical situations.

  • Day 3-4: Practice forming sentences using the subjunctive with si clauses. Students will write sentences like "Si tuviera un millón de dólares, viajaría por el mundo." (If I had a million dollars, I would travel the world).

  • Day 5: Students will create a short essay or a presentation titled "My Hypothetical Situations." They will write about different scenarios and what they would do in each situation, using the subjunctive mood. Activities & Games:

  • "¿Qué Harías Si...?": The teacher gives a hypothetical situation, and students have to respond in the subjunctive mood.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about hypothetical situations.

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Week 30 (K-8)

Kindergarten: Week 30

 

Focus: Quarter 4 - My World Theme: La Granja y los Animales (The Farm and Animals) 

Learning Objectives: Students will be able to identify and name common farm animals. They will be able to use the verb "hacer" (to make/do) to describe the sounds animals make. Key Vocabulary: Animals: vaca (cow), cerdo (pig), caballo (horse), oveja (sheep), pato (duck), gallina (hen). Sounds: muu (moo), oinc (oink), cloc (cluck), cuac (quack).

In-Class Project: Mi Granja de Animales (My Animal Farm)

  • Day 1-2: Introduce the vocabulary for different farm animals and the sounds they make. Students will practice repeating the names and sounds.

  • Day 3-4: Introduce the phrase "La vaca hace muu." (The cow says moo) and practice using it with the new vocabulary.

  • Day 5: Students will create a small farm scene by drawing or cutting out pictures of animals and pasting them onto a paper. They will label each animal and write the sound it makes. Activities & Games:

  • "¿Qué Animal Es?": The teacher makes animal sounds, and students have to guess the animal in Spanish.

  • "Cantemos en la Granja": Sing a song about farm animals to help with memorization.

 

1st Grade: Week 30

 

Focus: Quarter 4 - My Community Theme: Los Lugares de la Ciudad y las Acciones (Places in the City and Actions) 

Learning Objectives: Students will be able to identify and name different places in a city and describe actions that happen there. They will use the phrases "Yo voy a..." and "Yo hago..." Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), cine (movie theater), restaurante (restaurant). Actions: jugar (to play), estudiar (to study), leer (to read), comprar (to buy), mirar (to watch), comer (to eat).

In-Class Project: Mi Mapa de la Ciudad con Acciones (My City Map with Actions)

  • Day 1-2: Introduce the vocabulary for different places in a city and actions associated with them. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine places and actions (e.g., "Yo voy al parque a jugar." - I go to the park to play).

  • Day 5: Students will create a simple map of a city, drawing and labeling the different places. They will then write a sentence for each place, describing what they do there. Activities & Games:

  • "Simón Dice de Acciones": Play a game where students pretend to do different actions as the teacher calls them out in Spanish (e.g., "Simón dice, 'lee un libro en la biblioteca'.").

  • "¿Qué Haces?": Students work in pairs to ask and answer questions about what they do at different places.

 

2nd Grade: Week 30

 

Focus: Quarter 4 - My Community Theme: Las Comidas y las Bebidas (Foods and Drinks) 

Learning Objectives: Students will be able to identify and name different foods and drinks. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: manzana (apple), plátano (banana), pan (bread), carne (meat), arroz (rice), leche (milk), jugo (juice), agua (water). Verbs: gustar (to like), comer (to eat), beber (to drink).

In-Class Project: El Menú Saludable (The Healthy Menu)

  • Day 1-2: Introduce new vocabulary for foods and drinks. Students will repeat the names of the items.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about food preferences.

  • Day 5: Students will work in groups to create a menu for a healthy restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a food group, and students have to name a food from that group.

  • "Círculo de Preferencias": Students stand up if they like the food or drink item you name in Spanish.

 

3rd Grade: Week 30

 

Focus: Quarter 4 - My Community Theme: Los Deportes y los Pasatiempos (Sports and Hobbies) 

Learning Objectives: Students will be able to identify and name different sports and hobbies. They will be able to express their preferences using "Me gusta..." and "No me gusta..." Key Vocabulary: Sports: fútbol (soccer), básquetbol (basketball), tenis (tennis), nadar (swimming). Hobbies: leer (to read), dibujar (to draw), cantar (to sing), bailar (to dance). Verbs: gustar (to like).

In-Class Project: Mi Hoja de Pasatiempos (My Hobbies Sheet)

  • Day 1-2: Introduce the vocabulary for different sports and hobbies. Students will repeat the names of the activities.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about their preferences.

  • Day 5: Students will create a "Hobbies Sheet." They will draw pictures of their favorite sports and hobbies and write a sentence for each one. Activities & Games:

  • "La Mímica de los Deportes": Students act out a sport or hobby, and the class has to guess what it is.

  • "Círculo de Preferencias": Students stand up if they like the sport or hobby you name in Spanish.

 

4th Grade: Week 30

 

Focus: Quarter 4 - My Community Theme: Los Verbos Regulares -IR (Regular -IR Verbs) 

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Diálogo Simple (A Simple Dialogue)

  • Day 1-2: Review the conjugation of -IR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Dónde vives?" (Where do you live?).

  • Day 5: Students will work in pairs to write a short dialogue that uses at least three of the new -IR verbs. They will thn act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb, and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

5th Grade: Week 30

 

Focus: Quarter 4 - My Community Theme: Las Descripciones de la Ropa y los Colores (Clothing and Color Descriptions) 

Learning Objectives: Students will be able to describe clothing using colors, patterns, and other adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: falda (skirt), camisa (shirt), pantalones cortos (shorts), zapatos de deporte (sneakers). Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), feo/a (ugly), a rayas (striped), a cuadros (plaid). Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), blanco (white), negro (black).

In-Class Project: El Catálogo de Ropa (The Clothing Catalog)

  • Day 1-2: Review clothing vocabulary and introduce new adjectives and colors. Students will practice saying phrases like "una falda a rayas."

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing, including the new adjectives (e.g., "El niño lleva una camisa a cuadros.").

  • Day 5: Students will create a small clothing catalog. They will draw different articles of clothing and write a description for each one, using the new vocabulary. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and adjectives. Students spin the wheel and have to say a sentence describing the clothing.

 

6th Grade: Week 30

 

Focus: Quarter 4 - My Community Theme: Los Verbos Irregulares (Irregular Verbs) 

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Review irregular verbs and their conjugations. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿A dónde vas después de la escuela?" (Where do you go after school?).

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

7th Grade: Week 30

 

Focus: Quarter 4 - My Community Theme: El Futuro y los Sueños (The Future and Dreams) 

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

8th Grade: Week 30

 

Focus: Quarter 4 - My Community Theme: El Subjuntivo en Cláusulas de Si (The Subjunctive in If Clauses) 

Learning Objectives: Students will be able to use the subjunctive mood in si clauses to express hypothetical situations. They will understand the different types of si clauses. Key Vocabulary: Verbs: tener (to have), ser (to be), ir (to go), ganar (to win), viajar (to travel). Conjunctions: si (if).

In-Class Project: Mis Situaciones Hipotéticas (My Hypothetical Situations)

  • Day 1-2: Introduce the concept of the subjunctive in si clauses. Explain the difference between real and hypothetical situations.

  • Day 3-4: Practice forming sentences using the subjunctive with si clauses. Students will write sentences like "Si tuviera un millón de dólares, viajaría por el mundo." (If I had a million dollars, I would travel the world).

  • Day 5: Students will create a short essay or a presentation titled "My Hypothetical Situations." They will write about different scenarios and what they would do in each situation, using the subjunctive mood. Activities & Games:

  • "¿Qué Harías Si...?": The teacher gives a hypothetical situation, and students have to respond in the subjunctive mood.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about hypothetical situations.

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Week 31 (K-8)

Kindergarten: Week 31

 

Focus: Quarter 4 - My World Theme: Los Colores y los Sentimientos (Colors and Feelings)

Learning Objectives: Students will be able to identify and name basic colors and express their feelings using colors. They will be able to use the verb "estar" (to be) to talk about feelings. Key Vocabulary: Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), triste (sad - blue), feliz (happy - yellow), enojado/a (angry - red).

In-Class Project: El Libro de los Sentimientos (The Feelings Book)

  • Day 1-2: Introduce the vocabulary for different colors and feelings using pictures. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Estoy feliz." (I am happy) and practice using it with the new vocabulary.

  • Day 5: Students will create a small "Feelings Book." Each page will feature a drawing of a person with a specific feeling and a simple sentence describing it using a color. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of feelings and colors (e.g., "Simón dice, 'ponte como un limón enojado'.").

  • "Cantemos y Sintamos": Sing a song about feelings and colors to help with memorization.

 

1st Grade: Week 31

 

Focus: Quarter 4 - My Community Theme: La Ropa y las Estaciones (Clothing and Seasons)

Learning Objectives: Students will be able to identify and name different articles of clothing and talk about what they wear in different seasons. They will use the verb "llevar" (to wear). Key Vocabulary: Clothing: camisa (shirt), pantalones (pants), vestido (dress), abrigo (coat), sombrero (hat). Seasons: verano (summer), invierno (winter), primavera (spring), otoño (fall).

In-Class Project: Mi Catálogo de Moda (My Fashion Catalog)

  • Day 1-2: Introduce the vocabulary for different articles of clothing and the four seasons. Students will practice repeating the names.

  • Day 3-4: Introduce the verb "llevar" and practice using it in sentences like "En el verano, yo llevo un vestido." (In the summer, I wear a dress).

  • Day 5: Students will create a small "Fashion Catalog" by drawing different outfits for each season and writing a sentence about what they wear. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "Desfile de Moda": Students will do a fashion show, describing what they are "wearing" for each season.

 

2nd Grade: Week 31

 

Focus: Quarter 4 - My Community Theme: Los Días de la Semana y las Rutinas (Days of the Week and Routines)

Learning Objectives: Students will be able to identify and name the days of the week. They will be able to talk about what they do on different days using time-related phrases. Key Vocabulary: Days: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday). Routine: levantarse (to get up), desayunar (to eat breakfast), ir a la escuela (to go to school), jugar (to play), dormir (to sleep).

In-Class Project: Mi Horario de la Semana (My Weekly Schedule)

  • Day 1-2: Review the days of the week and introduce new vocabulary for daily routines. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine days and routines (e.g., "Todos los días, yo voy a la escuela." - Every day, I go to school).

  • Day 5: Students will create a small weekly schedule. For each day, they will draw a picture of a routine and write a sentence about what they do. Activities & Games:

  • "Cantemos la Canción de los Días": Sing a song about the days of the week and their corresponding routines.

  • "Mímica de Rutinas": A student mimes an action from their daily routine, and the class has to guess what it is in Spanish.

 

3rd Grade: Week 31

 

Focus: Quarter 4 - My Community Theme: Las Comidas y las Bebidas (Foods and Drinks)

Learning Objectives: Students will be able to identify and name different foods and drinks. They will be able to express their likes and dislikes using "Me gusta..." and "No me gusta..." Key Vocabulary: Foods: manzana (apple), plátano (banana), pan (bread), carne (meat), arroz (rice), leche (milk), jugo (juice), agua (water). Verbs: gustar (to like), comer (to eat), beber (to drink).

In-Class Project: El Menú Saludable (The Healthy Menu)

  • Day 1-2: Introduce new vocabulary for foods and drinks. Students will repeat the names of the items.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about food preferences.

  • Day 5: Students will work in groups to create a menu for a healthy restaurant. They will include drawings of the foods, their Spanish names, and a description of the ingredients. Activities & Games:

  • "La Canasta de Comida": The teacher names a food group, and students have to name a food from that group.

  • "Círculo de Preferencias": Students stand up if they like the food or drink item you name in Spanish.

 

4th Grade: Week 31

 

Focus: Quarter 4 - My Community Theme: Las Profesiones y las Acciones (Professions and Actions)

Learning Objectives: Students will be able to identify and name different professions and the actions they perform. They will be able to use verbs to describe what people do for work. Key Vocabulary: Professions: profesor/a (teacher), bombero/a (firefighter), doctor/a (doctor), cocinero/a (cook), piloto (pilot). Verbs: enseñar (to teach), apagar (to put out), curar (to cure), cocinar (to cook), volar (to fly).

In-Class Project: El Libro de las Acciones (The Actions Book)

  • Day 1-2: Introduce the vocabulary for different professions and the actions they perform. Students will repeat the Spanish names.

  • Day 3-4: Practice forming sentences that combine professions and actions (e.g., "El doctor cura a las personas.").

  • Day 5: Students will create a small "Actions Book." Each page will feature a drawing of a person with their profession and a simple sentence describing what they do. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain profession, and the class has to guess what it is in Spanish.

  • "Mímica de Profesiones": Play charades where students act out a profession and others have to guess it.

 

5th Grade: Week 31

 

Focus: Quarter 4 - My Community Theme: Las Descripciones Físicas y de Personalidad (Physical and Personality Descriptions)

Learning Objectives: Students will be able to describe people's physical appearance and personalities using a variety of adjectives. They will be able to use the verb "ser" (to be) correctly. Key Vocabulary: Physical Adjectives: alto/a (tall), bajo/a (short), rubio/a (blonde), moreno/a (brunette), pelo corto/largo (short/long hair). Personality Adjectives: simpático/a (nice), divertido/a (fun), inteligente (intelligent), tímido/a (shy).

In-Class Project: Mi Amigo/a Ideal (My Ideal Friend)

  • Day 1-2: Review and introduce new adjectives for both physical appearance and personality. Students will practice saying phrases like "Mi amigo es alto y simpático."

  • Day 3-4: Practice forming sentences using the verb "ser" with the new adjectives. Students will write descriptions of people they know.

  • Day 5: Students will create a poster or a short paragraph describing their "ideal friend." They will include both physical and personality descriptions. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a person and the others ask questions to guess who it is (e.g., "¿Es rubio y tímido?").

  • "El Retrato Hablado": Students will describe a person in a picture, and a partner will draw the person based on the description.

 

6th Grade: Week 31

 

Focus: Quarter 4 - My Community Theme: La Comida y la Salud (Food and Health)

Learning Objectives: Students will be able to identify and name different foods and drinks and talk about healthy habits. They will be able to use the verb "comer" (to eat). Key Vocabulary: Foods: frutas (fruits), verduras (vegetables), carne (meat), leche (milk), pan (bread), dulces (sweets). Health: sano/a (healthy), enfermo/a (sick), ejercicio (exercise), dormir (to sleep).

In-Class Project: Mi Plato Saludable (My Healthy Plate)

  • Day 1-2: Introduce new vocabulary for different foods and healthy habits. Students will practice saying phrases like "Es importante comer frutas y verduras."

  • Day 3-4: Practice forming sentences about what they eat and what they do to stay healthy.

  • Day 5: Students will draw a large plate on a piece of paper and fill it with drawings of a healthy meal. They will label each food item and write a short paragraph about why it's a healthy choice. Activities & Games:

  • "La Ruleta de la Comida": Use a spinner with different food groups. Students spin the wheel and have to say a sentence about a food from that group.

  • "Consejos de Salud": Students will work in pairs to give each other advice on how to stay healthy.

 

7th Grade: Week 31

 

Focus: Quarter 4 - My Community Theme: El Futuro y los Sueños (The Future and Dreams)

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

8th Grade: Week 31

 

Focus: Quarter 4 - My Community Theme: El Subjuntivo en Cláusulas de Si (The Subjunctive in If Clauses)

Learning Objectives: Students will be able to use the subjunctive mood in si clauses to express hypothetical situations. They will understand the different types of si clauses. Key Vocabulary: Verbs: tener (to have), ser (to be), ir (to go), ganar (to win), viajar (to travel). Conjunctions: si (if).

In-Class Project: Mis Situaciones Hipotéticas (My Hypothetical Situations)

  • Day 1-2: Introduce the concept of the subjunctive in si clauses. Explain the difference between real and hypothetical situations.

  • Day 3-4: Practice forming sentences using the subjunctive with si clauses. Students will write sentences like "Si tuviera un millón de dólares, viajaría por el mundo." (If I had a million dollars, I would travel the world).

  • Day 5: Students will create a short essay or a presentation titled "My Hypothetical Situations." They will write about different scenarios and what they would do in each situation, using the subjunctive mood. Activities & Games:

  • "¿Qué Harías Si...?": The teacher gives a hypothetical situation, and students have to respond in the subjunctive mood.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about hypothetical situations.

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Week 32 (K-8)

Kindergarten: Week 32

 

Focus: Quarter 4 - My World Theme: Los Colores y las Formas (Colors and Shapes)

Learning Objectives: Students will be able to identify and name basic colors and shapes. They will be able to describe objects using both colors and shapes. Key Vocabulary: Shapes: círculo (circle), cuadrado (square), triángulo (triangle), rectángulo (rectangle), estrella (star), corazón (heart). Colors: rojo (red), azul (blue), amarillo (yellow), verde (green).

In-Class Project: Mi Obra de Arte de Formas (My Shapes Art Project)

  • Day 1-2: Introduce the vocabulary for different shapes and colors. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "El círculo es rojo." (The circle is red) and practice using it with the new vocabulary.

  • Day 5: Students will create a small art project using different shapes and colors. They will then present their work, describing the shapes and colors they used. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of shapes and colors (e.g., "Simón dice, 'toca el cuadrado rojo'.").

  • "Cantemos y Dibujemos": Sing a song about shapes and colors to help with memorization.

 

1st Grade: Week 32

 

Focus: Quarter 4 - My Community Theme: La Familia y las Ocupaciones (Family and Occupations)

Learning Objectives: Students will be able to identify and name family members and their occupations. They will be able to use simple sentences to talk about what their family members do. Key Vocabulary: Family: mamá (mom), papá (dad), hermano (brother), hermana (sister), abuelo (grandpa), abuela (grandma). Occupations: doctor/a (doctor), profesor/a (teacher), bombero/a (firefighter), cocinero/a (cook).

In-Class Project: El Libro de las Ocupaciones (The Occupations Book)

  • Day 1-2: Review the vocabulary for family members and introduce new vocabulary for occupations. Students will practice repeating the names.

  • Day 3-4: Practice forming sentences that combine family members and their occupations (e.g., "Mi papá es doctor." - My dad is a doctor).

  • Day 5: Students will create a small "Occupations Book." Each page will feature a drawing of a family member with their occupation and a simple sentence describing what they do. Activities & Games:

  • "¿Quién Soy?": The teacher or a student pretends to be a person with a certain occupation, and the class has to guess what it is in Spanish.

  • "Entrevista a la Familia": Students will work in pairs to "interview" each other about their family members' jobs.

 

2nd Grade: Week 32

 

Focus: Quarter 4 - My Community Theme: Las Comidas y los Lugares (Foods and Places)

Learning Objectives: Students will be able to identify and name different foods and the places where they are prepared or sold. They will be able to use the verb "ir" (to go) and "comer" (to eat). Key Vocabulary: Foods: pan (bread), carne (meat), leche (milk), frutas (fruits), verduras (vegetables). Places: panadería (bakery), carnicería (butcher shop), supermercado (supermarket), mercado (market).

In-Class Project: Mi Mapa de Comida (My Food Map)

  • Day 1-2: Introduce new vocabulary for different foods and the places where they are found. Students will repeat the names of the items and places.

  • Day 3-4: Practice forming sentences that combine places and foods (e.g., "Yo voy a la panadería a comprar pan." - I go to the bakery to buy bread).

  • Day 5: Students will create a simple map of a town with different food-related places. They will then write a sentence for each place, describing what they can buy or eat there. Activities & Games:

  • "La Ruleta de la Comida": Use a spinner with different food groups. Students spin the wheel and have to say a sentence about a food and where they would buy it.

  • "Mercado de Roles": Students will role-play buying and selling food at different stores.

 

3rd Grade: Week 32

 

Focus: Quarter 4 - My Community Theme: Los Adjetivos Posesivos y la Ropa (Possessive Adjectives and Clothing)

Learning Objectives: Students will be able to use possessive adjectives to describe who owns something. They will be able to use the new vocabulary related to clothing. Key Vocabulary: Possessive Adjectives: mi (my), tu (your), su (his/her/their). Clothing: camisa (shirt), pantalones (pants), vestido (dress), zapatos (shoes).

In-Class Project: El Desfile de Moda (The Fashion Show)

  • Day 1-2: Introduce the possessive adjectives and how they are used with different articles of clothing. Students will practice saying phrases like "Mi camisa es azul."

  • Day 3-4: Practice forming sentences that use a variety of possessive adjectives with the new clothing vocabulary.

  • Day 5: Students will do a "Fashion Show." Each student will describe their outfit (or a hypothetical one), using possessive adjectives to say what they are wearing. Activities & Games:

  • "Adivina la Ropa": One student describes a classmate's outfit using possessive adjectives, and the rest of the class has to guess who they are describing.

  • "El Ladrón de Ropa": A student pretends to be a thief who stole an article of clothing. The class has to ask questions with possessive adjectives to figure out who it belongs to.

 

4th Grade: Week 32

 

Focus: Quarter 4 - My Community Theme: Los Verbos Irregulares (Irregular Verbs)

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Review irregular verbs and their conjugations. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿A dónde vas después de la escuela?" (Where do you go after school?).

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

5th Grade: Week 32

 

Focus: Quarter 4 - My Community Theme: El Pretérito y los Pasatiempos (The Preterite Tense and Hobbies)

Learning Objectives: Students will be able to form and use the preterite tense to talk about past events. They will be able to describe a past hobby or activity. Key Vocabulary: Hobbies: leer (to read), jugar (to play), dibujar (to draw), cantar (to sing), bailar (to dance). Preterite Verbs: leí (I read), jugué (I played), dibujé (I drew), canté (I sang), bailé (I danced).

In-Class Project: Mi Álbum de Pasatiempos (My Hobby Album)

  • Day 1-2: Introduce the concept of the preterite tense and how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences about a past hobby. Students will write sentences like "Yo jugué al fútbol ayer." (I played soccer yesterday).

  • Day 5: Students will create a small "Hobby Album." For each page, they will draw a picture of a past hobby and write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "La Cadena del Pasado": Students sit in a circle and each one adds a sentence to a story about a past event, using the preterite tense.

  • "Entrevista de Pasatiempos": Students will work in pairs, asking and answering questions about their past hobbies.

 

6th Grade: Week 32

 

Focus: Quarter 4 - My Community Theme: El Futuro y los Sueños (The Future and Dreams)

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

7th Grade: Week 32

 

Focus: Quarter 4 - My Community Theme: El Subjuntivo en Cláusulas de Si (The Subjunctive in If Clauses)

Learning Objectives: Students will be able to use the subjunctive mood in si clauses to express hypothetical situations. They will understand the different types of si clauses. Key Vocabulary: Verbs: tener (to have), ser (to be), ir (to go), ganar (to win), viajar (to travel). Conjunctions: si (if).

In-Class Project: Mis Situaciones Hipotéticas (My Hypothetical Situations)

  • Day 1-2: Introduce the concept of the subjunctive in si clauses. Explain the difference between real and hypothetical situations.

  • Day 3-4: Practice forming sentences using the subjunctive with si clauses. Students will write sentences like "Si tuviera un millón de dólares, viajaría por el mundo." (If I had a million dollars, I would travel the world).

  • Day 5: Students will create a short essay or a presentation titled "My Hypothetical Situations." They will write about different scenarios and what they would do in each situation, using the subjunctive mood. Activities & Games:

  • "¿Qué Harías Si...?": The teacher gives a hypothetical situation, and students have to respond in the subjunctive mood.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about hypothetical situations.

 

8th Grade: Week 32

 

Focus: Quarter 4 - My Community Theme: El Presente Perfecto y las Experiencias (The Present Perfect and Experiences)

Learning Objectives: Students will be able to form and use the present perfect tense to talk about past experiences. They will be able to distinguish the present perfect from other past tenses. Key Vocabulary: Auxiliary Verbs: he (I have), has (you have), ha (he/she has), hemos (we have), han (they have). Past Participles: hablado (spoken), comido (eaten), vivido (lived), hecho (done/made).

In-Class Project: Mi Lista de "Hechos" (My "I Have Done" List)

  • Day 1-2: Introduce the present perfect tense and how it's formed with the auxiliary verb "haber" and a past participle. Students will practice conjugating the auxiliary verb and forming past participles.

  • Day 3-4: Practice forming sentences about past experiences. Students will write sentences like "Yo he viajado a España." (I have traveled to Spain).

  • Day 5: Students will create a list of "I have done" experiences. For each experience, they will write a sentence in the present perfect tense. They will then present their list to a partner. Activities & Games:

  • "Adivina la Experiencia": One student thinks of a past experience they've had and gives clues in the present perfect. The other students have to guess what it is.

  • "Entrevista de Experiencias": Students will work in pairs, asking and answering questions about past experiences using the present perfect tense.

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Week 33 (K-8)

Kindergarten: Week 33

 

Focus: Quarter 4 - My World Theme: Las Partes del Cuerpo (Parts of the Body)

Learning Objectives: Students will be able to identify and name common parts of the body. They will be able to use the phrase "Yo tengo..." (I have...) to talk about their body. Key Vocabulary: Body Parts: cabeza (head), brazo (arm), pierna (leg), mano (hand), pie (foot), ojos (eyes), nariz (nose), boca (mouth).

In-Class Project: Mi Monstruo Divertido (My Funny Monster)

  • Day 1-2: Introduce the vocabulary for different body parts using a song or a drawing of a person. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo tengo..." and practice using it with the new vocabulary (e.g., "Yo tengo dos manos.").

  • Day 5: Students will create a drawing of a funny monster with a variety of body parts. They will then present their work, describing the body parts their monster has. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of body parts (e.g., "Simón dice, 'toca tu cabeza'.").

  • "Cantemos la Canción del Cuerpo": Sing a song about the parts of the body to help with memorization.

 

1st Grade: Week 33

 

Focus: Quarter 4 - My Community Theme: Los Lugares en la Ciudad (Places in the City)

Learning Objectives: Students will be able to identify and name different places in a city. They will be able to use the phrase "Yo voy a..." (I go to...) to talk about where they go. Key Vocabulary: Places: parque (park), escuela (school), biblioteca (library), supermercado (supermarket), cine (movie theater), restaurante (restaurant).

In-Class Project: Mi Mapa de la Ciudad (My City Map)

  • Day 1-2: Introduce the vocabulary for different places in a city. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo voy a..." and practice using it in sentences (e.g., "Yo voy al parque.").

  • Day 5: Students will create a simple map of a city, drawing and labeling the different places. They will then write a sentence for each place, describing where they go. Activities & Games:

  • "Simón Dice": Play a game where students pretend to go to different places as the teacher calls them out in Spanish (e.g., "Simón dice, 've a la escuela'.").

  • "Juego de Roles": Students work in pairs to role-play a conversation about where they go in the city.

 

2nd Grade: Week 33

 

Focus: Quarter 4 - My Community Theme: Los Transportes y los Viajes (Transportation and Travel)

Learning Objectives: Students will be able to identify and name different modes of transportation. They will be able to use the verb "ir" (to go) to talk about how they travel. Key Vocabulary: Transportation: coche (car), autobús (bus), bicicleta (bicycle), avión (airplane), tren (train), barco (boat).

In-Class Project: Mi Álbum de Viajes (My Travel Album)

  • Day 1-2: Introduce the vocabulary for different modes of transportation. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo voy en..." (I go by...) and practice using it with the new vocabulary (e.g., "Yo voy en coche.").

  • Day 5: Students will create a small "Travel Album." Each page will feature a drawing of a mode of transportation and a simple sentence describing a trip they would take with it. Activities & Games:

  • "Adivina el Transporte": The teacher or a student mimes a mode of transportation, and the class has to guess what it is in Spanish.

  • "Cantemos en el Viaje": Sing a song about transportation to help with memorization.

 

3rd Grade: Week 33

 

Focus: Quarter 4 - My Community Theme: Los Adjetivos y las Descripciones (Adjectives and Descriptions)

Learning Objectives: Students will be able to use a variety of adjectives to describe people, places, and things. They will be able to use the verbs "ser" and "estar" correctly. Key Vocabulary: Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), feo/a (ugly), simpático/a (nice), divertido/a (fun).

In-Class Project: Mi Álbum de Fotos (My Photo Album)

  • Day 1-2: Review and introduce new adjectives for describing people, places, and things. Students will practice saying phrases like "Mi casa es grande."

  • Day 3-4: Practice forming sentences using the verbs "ser" and "estar" with the new adjectives. Students will write descriptions of people and places they know.

  • Day 5: Students will create a small "Photo Album." For each picture, they will write a short description using the new vocabulary. Activities & Games:

  • "Adivina Quién": A "Guess Who" style game. One student thinks of a person and the others ask questions to guess who it is.

  • "El Retrato Hablado": Students will describe a person in a picture, and a partner will draw the person based on the description.

 

4th Grade: Week 33

 

Focus: Quarter 4 - My Community Theme: El Pretérito y los Viajes (The Preterite Tense and Travel)

Learning Objectives: Students will be able to form and use the preterite tense to talk about past travel experiences. They will be able to use a variety of verbs in the preterite tense. Key Vocabulary: Preterite Verbs: viajé (I traveled), compré (I bought), visité (I visited), comí (I ate), bebí (I drank).

In-Class Project: Mi Diario de Viaje (My Travel Journal)

  • Day 1-2: Introduce the concept of the preterite tense for past events and how to conjugate regular -AR, -ER, and -IR verbs.

  • Day 3-4: Practice forming sentences about a past trip. Students will write sentences like "Yo viajé a España." (I traveled to Spain).

  • Day 5: Students will create a "Travel Journal." For each page, they will draw a picture of a past trip and write a short caption in the preterite tense, describing what they did. Activities & Games:

  • "La Cadena del Pasado": Students sit in a circle and each one adds a sentence to a story about a past trip, using the preterite tense.

  • "Entrevista de Viajes": Students will work in pairs, asking and answering questions about their past travel experiences.

 

5th Grade: Week 33

 

Focus: Quarter 4 - My Community Theme: El Futuro y los Planes (The Future and Plans)

Learning Objectives: Students will be able to form and use the simple future tense to talk about future plans and dreams. They will be able to use a variety of verbs in the future tense. Key Vocabulary: Future Verbs: viajaré (I will travel), seré (I will be), iré (I will go), viviré (I will live), tendré (I will have). Dreams: sueño (dream), futuro (future), meta (goal), carrera (career).

In-Class Project: Mi Cápsula del Tiempo (My Time Capsule)

  • Day 1-2: Review the simple future tense and its conjugations. Introduce new vocabulary for talking about dreams and goals.

  • Day 3-4: Practice forming sentences about future plans and dreams. Students will write sentences like "Seré un doctor en el futuro." (I will be a doctor in the future).

  • Day 5: Students will create a "Time Capsule." They will write a letter to their future self, describing their dreams and goals, using the simple future tense. The letters will be stored and opened at a later date. Activities & Games:

  • "Adivina el Futuro": Students will write down a few predictions about their future. A partner will then guess which predictions are true.

  • "Entrevista de Sueños": Students will work in pairs, asking and answering questions about their dreams for the future.

 

6th Grade: Week 33

 

Focus: Quarter 4 - My Community Theme: El Condicional y los Consejos (The Conditional Tense and Advice)

Learning Objectives: Students will be able to form and use the conditional tense to give advice and talk about hypothetical situations. They will be able to use a variety of verbs in the conditional tense. Key Vocabulary: Conditional Verbs: debería (should), podría (could), viajaría (would travel), comería (would eat), ayudaría (would help). Advice Phrases: si yo fuera tú... (if I were you...).

In-Class Project: Mi Guía de Consejos (My Advice Guide)

  • Day 1-2: Introduce the concept of the conditional tense and how it's used to give advice. Students will practice conjugating regular verbs.

  • Day 3-4: Practice forming sentences using the conditional tense to give advice (e.g., "Deberías estudiar más.").

  • Day 5: Students will create a small "Advice Guide." They will write about different scenarios and give advice using the conditional tense. Activities & Games:

  • "Juego de Roles": Students will work in pairs to role-play a conversation where one person has a problem and the other gives advice using the conditional tense.

  • "La Ruleta del Condicional": Use a spinner with different scenarios. Students spin and have to give advice for that situation.

 

7th Grade: Week 33

 

Focus: Quarter 4 - My Community Theme: El Subjuntivo en Cláusulas de Si (The Subjunctive in If Clauses)

Learning Objectives: Students will be able to use the subjunctive mood in si clauses to express hypothetical situations. They will understand the different types of si clauses. Key Vocabulary: Verbs: tener (to have), ser (to be), ir (to go), ganar (to win), viajar (to travel). Conjunctions: si (if).

In-Class Project: Mis Situaciones Hipotéticas (My Hypothetical Situations)

  • Day 1-2: Introduce the concept of the subjunctive in si clauses. Explain the difference between real and hypothetical situations.

  • Day 3-4: Practice forming sentences using the subjunctive with si clauses. Students will write sentences like "Si tuviera un millón de dólares, viajaría por el mundo." (If I had a million dollars, I would travel the world).

  • Day 5: Students will create a short essay or a presentation titled "My Hypothetical Situations." They will write about different scenarios and what they would do in each situation, using the subjunctive mood. Activities & Games:

  • "¿Qué Harías Si...?": The teacher gives a hypothetical situation, and students have to respond in the subjunctive mood.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about hypothetical situations.

 

8th Grade: Week 33

 

Focus: Quarter 4 - My Community Theme: El Presente Perfecto del Subjuntivo (The Present Perfect Subjunctive)

Learning Objectives: Students will be able to form and use the present perfect subjunctive to talk about past events that are uncertain or hypothetical. They will be able to distinguish the present perfect subjunctive from other tenses. Key Vocabulary: Auxiliary Verbs: haya (I have), hayas (you have), haya (he/she has), hayamos (we have), hayan (they have). Past Participles: hablado (spoken), comido (eaten), vivido (lived), hecho (done/made).

In-Class Project: Mis Deseos y Dudas (My Wishes and Doubts)

  • Day 1-2: Introduce the concept of the present perfect subjunctive and how it's used with verbs of emotion, doubt, or wish. Students will practice conjugating the auxiliary verb "haber" and forming past participles.

  • Day 3-4: Practice forming sentences about wishes or doubts about past events (e.g., "Dudo que él haya estudiado." - I doubt that he has studied).

  • Day 5: Students will create a short essay or a presentation titled "My Wishes and Doubts." They will write about different situations and express their feelings about past events using the present perfect subjunctive. Activities & Games:

  • "Dudo que...": The teacher gives a scenario, and students have to express doubt using the present perfect subjunctive.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about a past event, expressing wishes or doubts.

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Week 34 (K-8)

Kindergarten: Week 34

 

Focus: Quarter 4 - My World Theme: Los Sentidos (The Senses)

Learning Objectives: Students will be able to identify and name the five senses and the corresponding body parts. They will be able to use simple sentences to talk about what they do with their senses. Key Vocabulary: Senses: vista (sight), oído (hearing), olfato (smell), gusto (taste), tacto (touch). Body Parts: ojos (eyes), orejas (ears), nariz (nose), boca (mouth), manos (hands).

In-Class Project: El Libro de los Sentidos (The Senses Book)

  • Day 1-2: Introduce the vocabulary for the five senses and their corresponding body parts using pictures and a song. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo veo con mis ojos." (I see with my eyes) and practice using it with the new vocabulary.

  • Day 5: Students will create a small "Senses Book." Each page will feature a drawing of a body part and a simple sentence describing what they do with that sense. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of senses and body parts (e.g., "Simón dice, 'toca tus orejas'.").

  • "Cantemos y Sintamos": Sing a song about the senses to help with memorization.

 

1st Grade: Week 34

 

Focus: Quarter 4 - My Community Theme: Los Animales y sus Hábitats (Animals and their Habitats)

Learning Objectives: Students will be able to identify and name different animals and the places where they live. They will be able to use the verb "vivir" (to live). Key Vocabulary: Animals: león (lion), mono (monkey), pez (fish), pájaro (bird), oso (bear), serpiente (snake). Habitats: selva (jungle), océano (ocean), bosque (forest), desierto (desert).

In-Class Project: El Diorama de Hábitats (The Habitat Diorama)

  • Day 1-2: Introduce the vocabulary for different animals and their habitats. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "El león vive en la selva." (The lion lives in the jungle) and practice using it with the new vocabulary.

  • Day 5: Students will create a small diorama of an animal habitat. They will then present their work, describing the animal and where it lives. Activities & Games:

  • "Adivina el Animal": The teacher gives clues in Spanish about an animal and where it lives, and students have to guess the animal.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about animals and their habitats.

 

2nd Grade: Week 34

 

Focus: Quarter 4 - My Community Theme: Los Deportes y los Pasatiempos (Sports and Hobbies)

Learning Objectives: Students will be able to identify and name different sports and hobbies. They will be able to express their preferences using "Me gusta..." and "No me gusta..." Key Vocabulary: Sports: fútbol (soccer), básquetbol (basketball), tenis (tennis), nadar (swimming). Hobbies: leer (to read), dibujar (to draw), cantar (to sing), bailar (to dance). Verbs: gustar (to like).

In-Class Project: Mi Hoja de Pasatiempos (My Hobbies Sheet)

  • Day 1-2: Introduce the vocabulary for different sports and hobbies. Students will repeat the names of the activities.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about their preferences.

  • Day 5: Students will create a "Hobbies Sheet." They will draw pictures of their favorite sports and hobbies and write a sentence for each one. Activities & Games:

  • "La Mímica de los Deportes": Students act out a sport or hobby, and the class has to guess what it is.

  • "Círculo de Preferencias": Students stand up if they like the sport or hobby you name in Spanish.

 

3rd Grade: Week 34

 

Focus: Quarter 4 - My Community Theme: Los Verbos Regulares -IR (Regular -IR Verbs)

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Diálogo Simple (A Simple Dialogue)

  • Day 1-2: Review the conjugation of -IR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Dónde vives?" (Where do you live?).

  • Day 5: Students will work in pairs to write a short dialogue that uses at least three of the new -IR verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb, and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

4th Grade: Week 34

 

Focus: Quarter 4 - My Community Theme: Las Descripciones de la Ropa y los Colores (Clothing and Color Descriptions)

Learning Objectives: Students will be able to describe clothing using colors, patterns, and other adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: falda (skirt), camisa (shirt), pantalones cortos (shorts), zapatos de deporte (sneakers). Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), feo/a (ugly), a rayas (striped), a cuadros (plaid). Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), blanco (white), negro (black).

In-Class Project: El Catálogo de Ropa (The Clothing Catalog)

  • Day 1-2: Review clothing vocabulary and introduce new adjectives and colors. Students will practice saying phrases like "una falda a rayas."

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing, including the new adjectives (e.g., "El niño lleva una camisa a cuadros.").

  • Day 5: Students will create a small clothing catalog. They will draw different articles of clothing and write a description for each one, using the new vocabulary. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and adjectives. Students spin the wheel and have to say a sentence describing the clothing.

 

5th Grade: Week 34

 

Focus: Quarter 4 - My Community Theme: Los Verbos Irregulares (Irregular Verbs)

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Review irregular verbs and their conjugations. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿A dónde vas después de la escuela?" (Where do you go after school?).

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

6th Grade: Week 34

 

Focus: Quarter 4 - My Community Theme: El Subjuntivo en Cláusulas de Si (The Subjunctive in If Clauses)

Learning Objectives: Students will be able to use the subjunctive mood in si clauses to express hypothetical situations. They will understand the different types of si clauses. Key Vocabulary: Verbs: tener (to have), ser (to be), ir (to go), ganar (to win), viajar (to travel). Conjunctions: si (if).

In-Class Project: Mis Situaciones Hipotéticas (My Hypothetical Situations)

  • Day 1-2: Introduce the concept of the subjunctive in si clauses. Explain the difference between real and hypothetical situations.

  • Day 3-4: Practice forming sentences using the subjunctive with si clauses. Students will write sentences like "Si tuviera un millón de dólares, viajaría por el mundo." (If I had a million dollars, I would travel the world).

  • Day 5: Students will create a short essay or a presentation titled "My Hypothetical Situations." They will write about different scenarios and what they would do in each situation, using the subjunctive mood. Activities & Games:

  • "¿Qué Harías Si...?": The teacher gives a hypothetical situation, and students have to respond in the subjunctive mood.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about hypothetical situations.

 

7th Grade: Week 34

 

Focus: Quarter 4 - My Community Theme: El Imperativo y los Consejos (The Imperative and Advice)

Learning Objectives: Students will be able to form and use the imperative mood to give commands and advice. They will be able to use a variety of verbs in the imperative. Key Vocabulary: Imperative Verbs: come (eat), bebe (drink), estudia (study), duerme (sleep), haz (do/make), ve (go).

In-Class Project: Mi Guía de Supervivencia (My Survival Guide)

  • Day 1-2: Introduce the concept of the imperative and how it's used to give commands. Students will practice conjugating regular verbs.

  • Day 3-4: Practice forming sentences using the imperative to give advice (e.g., "Come más verduras." - Eat more vegetables).

  • Day 5: Students will create a small "Survival Guide." They will write about different scenarios (e.g., "How to survive a school day") and give advice using the imperative. Activities & Games:

  • "Simón Dice": The teacher gives commands in the imperative, and students have to do them.

  • "Juego de Roles": Students will work in pairs to role-play a conversation where one person has a problem and the other gives advice using the imperative.

 

8th Grade: Week 34

 

Focus: Quarter 4 - My Community Theme: La Voz Pasiva (The Passive Voice)

Learning Objectives: Students will be able to form and use the passive voice to talk about actions where the agent is not specified or is not important. They will be able to distinguish the passive voice from the active voice. Key Vocabulary: Passive Voice: es hecho por (is done by), fue escrito por (was written by), será visitado por (will be visited by).

In-Class Project: Mi Presentación de la Historia (My History Presentation)

  • Day 1-2: Introduce the concept of the passive voice and how it's formed with the verb "ser" and a past participle. Students will practice forming sentences.

  • Day 3-4: Practice forming sentences about historical events, using the passive voice (e.g., "La ley fue firmada por el presidente." - The law was signed by the president).

  • Day 5: Students will create a short presentation about a historical event. They will use the passive voice to describe what happened. Activities & Games:

  • "Activo vs. Pasivo": The teacher gives a sentence in the active voice, and students have to change it to the passive voice.

  • "Adivina la Historia": The teacher gives a few sentences in the passive voice, and students have to guess the historical event.

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Week 35 (K-8)

Kindergarten: Week 35

 

Focus: Quarter 4 - My World Theme: Los Cinco Sentidos (The Five Senses)

Learning Objectives: Students will be able to identify and name the five senses and the corresponding body parts. They will be able to use simple sentences to talk about what they do with their senses. Key Vocabulary: Senses: vista (sight), oído (hearing), olfato (smell), gusto (taste), tacto (touch). Body Parts: ojos (eyes), orejas (ears), nariz (nose), boca (mouth), manos (hands).

In-Class Project: El Libro de los Sentidos (The Senses Book)

  • Day 1-2: Introduce the vocabulary for the five senses and their corresponding body parts using pictures and a song. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "Yo veo con mis ojos." (I see with my eyes) and practice using it with the new vocabulary.

  • Day 5: Students will create a small "Senses Book." Each page will feature a drawing of a body part and a simple sentence describing what they do with that sense. Activities & Games:

  • "Simón Dice": Play "Simón dice" using a variety of senses and body parts (e.g., "Simón dice, 'toca tus orejas'.").

  • "Cantemos y Sintamos": Sing a song about the senses to help with memorization.

 

1st Grade: Week 35

 

Focus: Quarter 4 - My Community Theme: Los Animales y sus Hábitats (Animals and their Habitats)

Learning Objectives: Students will be able to identify and name different animals and the places where they live. They will be able to use the verb "vivir" (to live). Key Vocabulary: Animals: león (lion), mono (monkey), pez (fish), pájaro (bird), oso (bear), serpiente (snake). Habitats: selva (jungle), océano (ocean), bosque (forest), desierto (desert).

In-Class Project: El Diorama de Hábitats (The Habitat Diorama)

  • Day 1-2: Introduce the vocabulary for different animals and their habitats. Students will practice repeating the names.

  • Day 3-4: Introduce the phrase "El león vive en la selva." (The lion lives in the jungle) and practice using it with the new vocabulary.

  • Day 5: Students will create a small diorama of an animal habitat. They will then present their work, describing the animal and where it lives. Activities & Games:

  • "Adivina el Animal": The teacher gives clues in Spanish about an animal and where it lives, and students have to guess the animal.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about animals and their habitats.

 

2nd Grade: Week 35

 

Focus: Quarter 4 - My Community Theme: Los Deportes y los Pasatiempos (Sports and Hobbies)

Learning Objectives: Students will be able to identify and name different sports and hobbies. They will be able to express their preferences using "Me gusta..." and "No me gusta..." Key Vocabulary: Sports: fútbol (soccer), básquetbol (basketball), tenis (tennis), nadar (swimming). Hobbies: leer (to read), dibujar (to draw), cantar (to sing), bailar (to dance). Verbs: gustar (to like).

In-Class Project: Mi Hoja de Pasatiempos (My Hobbies Sheet)

  • Day 1-2: Introduce the vocabulary for different sports and hobbies. Students will repeat the names of the activities.

  • Day 3-4: Review the phrases "Me gusta..." and "No me gusta..." and practice using them to talk about their preferences.

  • Day 5: Students will create a "Hobbies Sheet." They will draw pictures of their favorite sports and hobbies and write a sentence for each one. Activities & Games:

  • "La Mímica de los Deportes": Students act out a sport or hobby, and the class has to guess what it is.

  • "Círculo de Preferencias": Students stand up if they like the sport or hobby you name in Spanish.

 

3rd Grade: Week 35

 

Focus: Quarter 4 - My Community Theme: Los Verbos Regulares -IR (Regular -IR Verbs)

Learning Objectives: Students will be able to conjugate and use regular -IR verbs in the present tense. They will be able to create simple sentences with these verbs and use them in a dialogue. Key Vocabulary: Verbs: vivir (to live), escribir (to write), abrir (to open), subir (to go up/to climb), recibir (to receive), asistir (to attend).

In-Class Project: Un Diálogo Simple (A Simple Dialogue)

  • Day 1-2: Review the conjugation of -IR verbs. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿Dónde vives?" (Where do you live?).

  • Day 5: Students will work in pairs to write a short dialogue that uses at least three of the new -IR verbs. They will then act out their dialogue for the class. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with an -IR verb, and the next student repeats it and adds their own sentence.

  • "La Ruleta de los Verbos": Use a spinner with different -IR verbs and subject pronouns. Students spin and have to say the correct conjugated form.

 

4th Grade: Week 35

 

Focus: Quarter 4 - My Community Theme: Las Descripciones de la Ropa y los Colores (Clothing and Color Descriptions)

Learning Objectives: Students will be able to describe clothing using colors, patterns, and other adjectives. They will be able to use the verb "llevar" (to wear) to describe what people are wearing. Key Vocabulary: Clothing: falda (skirt), camisa (shirt), pantalones cortos (shorts), zapatos de deporte (sneakers). Adjectives: grande (big), pequeño/a (small), bonito/a (pretty), feo/a (ugly), a rayas (striped), a cuadros (plaid). Colors: rojo (red), azul (blue), amarillo (yellow), verde (green), blanco (white), negro (black).

In-Class Project: El Catálogo de Ropa (The Clothing Catalog)

  • Day 1-2: Review clothing vocabulary and introduce new adjectives and colors. Students will practice saying phrases like "una falda a rayas."

  • Day 3-4: Practice using the verb "llevar" to describe what people are wearing, including the new adjectives (e.g., "El niño lleva una camisa a cuadros.").

  • Day 5: Students will create a small clothing catalog. They will draw different articles of clothing and write a description for each one, using the new vocabulary. Activities & Games:

  • "¿Qué Llevas?": The teacher or a student describes a classmate's outfit in Spanish, and the rest of the class has to guess who they are describing.

  • "La Ruleta de la Ropa": Use a spinner with different articles of clothing and adjectives. Students spin the wheel and have to say a sentence describing the clothing.

 

5th Grade: Week 35

 

Focus: Quarter 4 - My Community Theme: Los Verbos Irregulares (Irregular Verbs)

Learning Objectives: Students will be able to identify and use common irregular verbs in the present tense. They will understand that these verbs do not follow the normal conjugation rules. Key Vocabulary: Irregular Verbs: tener (to have), ser (to be), estar (to be), ir (to go), hacer (to do/to make), decir (to say/to tell).

In-Class Project: Un Diálogo con Verbos Irregulares (A Dialogue with Irregular Verbs)

  • Day 1-2: Review irregular verbs and their conjugations. Students will practice writing sentences using these verbs in different contexts.

  • Day 3-4: Practice using the verbs in simple questions and answers. Students will work in pairs to ask questions like "¿A dónde vas después de la escuela?" (Where do you go after school?).

  • Day 5: Students will work in pairs to write a short dialogue. The dialogue should use at least five of the irregular verbs. They will then act out their dialogue for the class. Activities & Games:

  • "La Lotería de Verbos": Create bingo cards with the conjugated forms of irregular verbs. The teacher calls out the infinitive and a subject pronoun, and students mark the correct form.

  • "Escribe y Borra": The teacher calls out an irregular verb and a subject pronoun. Students have to quickly write the correct conjugation on a whiteboard and hold it up.

 

6th Grade: Week 35

 

Focus: Quarter 4 - My Community Theme: El Subjuntivo en Cláusulas de Si (The Subjunctive in If Clauses)

Learning Objectives: Students will be able to use the subjunctive mood in si clauses to express hypothetical situations. They will understand the different types of si clauses. Key Vocabulary: Verbs: tener (to have), ser (to be), ir (to go), ganar (to win), viajar (to travel). Conjunctions: si (if).

In-Class Project: Mis Situaciones Hipotéticas (My Hypothetical Situations)

  • Day 1-2: Introduce the concept of the subjunctive in si clauses. Explain the difference between real and hypothetical situations.

  • Day 3-4: Practice forming sentences using the subjunctive with si clauses. Students will write sentences like "Si tuviera un millón de dólares, viajaría por el mundo." (If I had a million dollars, I would travel the world).

  • Day 5: Students will create a short essay or a presentation titled "My Hypothetical Situations." They will write about different scenarios and what they would do in each situation, using the subjunctive mood. Activities & Games:

  • "¿Qué Harías Si...?": The teacher gives a hypothetical situation, and students have to respond in the subjunctive mood.

  • "Juego de Roles": Students will work in pairs to role-play a conversation about hypothetical situations.

 

7th Grade: Week 35

 

Focus: Quarter 4 - My Community Theme: El Imperativo y los Consejos (The Imperative and Advice)

Learning Objectives: Students will be able to form and use the imperative mood to give commands and advice. They will be able to use a variety of verbs in the imperative. Key Vocabulary: Imperative Verbs: come (eat), bebe (drink), estudia (study), duerme (sleep), haz (do/make), ve (go).

In-Class Project: Mi Guía de Supervivencia (My Survival Guide)

  • Day 1-2: Introduce the concept of the imperative and how it's used to give commands. Students will practice conjugating regular verbs.

  • Day 3-4: Practice forming sentences using the imperative to give advice (e.g., "Come más verduras." - Eat more vegetables).

  • Day 5: Students will create a small "Survival Guide." They will write about different scenarios (e.g., "How to survive a school day") and give advice using the imperative. Activities & Games:

  • "Simón Dice": The teacher gives commands in the imperative, and students have to do them.

  • "Juego de Roles": Students will work in pairs to role-play a conversation where one person has a problem and the other gives advice using the imperative.

 

8th Grade: Week 35

 

Focus: Quarter 4 - My Community Theme: La Voz Pasiva (The Passive Voice)

Learning Objectives: Students will be able to form and use the passive voice to talk about actions where the agent is not specified or is not important. They will be able to distinguish the passive voice from the active voice. Key Vocabulary: Passive Voice: es hecho por (is done by), fue escrito por (was written by), será visitado por (will be visited by).

In-Class Project: Mi Presentación de la Historia (My History Presentation)

  • Day 1-2: Introduce the concept of the passive voice and how it's formed with the verb "ser" and a past participle. Students will practice forming sentences.

  • Day 3-4: Practice forming sentences about historical events, using the passive voice (e.g., "La ley fue firmada por el presidente." - The law was signed by the president).

  • Day 5: Students will create a short presentation about a historical event. They will use the passive voice to describe what happened. Activities & Games:

  • "Activo vs. Pasivo": The teacher gives a sentence in the active voice, and students have to change it to the passive voice.

  • "Adivina la Historia": The teacher gives a few sentences in the passive voice, and students have to guess the historical event.

​

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Week 36 (K-8)

Kindergarten: Week 36

 

Focus: Quarter 4 - My World Theme: Repaso y Celebración (Review and Celebration)

Learning Objectives: Students will review and demonstrate their knowledge of all topics covered this year, including greetings, colors, numbers, family, body parts, and senses. Key Vocabulary: Review of all vocabulary learned throughout the year.

In-Class Project: Mi Libro de Años (My Year Book)

  • Day 1-2: Review all the vocabulary from the four quarters. Students will sing songs and play games to reinforce their knowledge.

  • Day 3-4: Students will create a small "Year Book" with a page for each of the main topics they learned. For example, a page for family, a page for colors, etc. They will draw pictures and write simple sentences.

  • Day 5: Students will present their "Year Book" to their classmates. This is a day for celebration of their learning and a chance to share their work with others. Activities & Games:

  • "Canción del Alfabeto": Sing a song to review the alphabet in Spanish.

  • "Juego de la Oca": A board game where each space has a picture of a vocabulary word from the year. Students have to name the word to move forward.

 

1st Grade: Week 36

 

Focus: Quarter 4 - My Community Theme: Repaso y Presentación (Review and Presentation)

Learning Objectives: Students will review and demonstrate their knowledge of all topics covered this year, including greetings, family, clothes, seasons, places, and transportation. Key Vocabulary: Review of all vocabulary learned throughout the year.

In-Class Project: Mi Presentación del Año (My Year-End Presentation)

  • Day 1-2: Review all the vocabulary and grammar from the four quarters. Students will work on short skits or dialogues to practice.

  • Day 3-4: Students will prepare a short presentation about their favorite topics from the year. They can present on their favorite animal, a place they like to go, or what they like to wear in different seasons.

  • Day 5: Students will present their work to the class. This is a chance for them to show what they have learned and celebrate their accomplishments. Activities & Games:

  • "Simón Dice": Play "Simón dice" with a variety of commands that use vocabulary from the whole year.

  • "Cuentos de Roles": Students will act out short stories using a variety of vocabulary words.

 

2nd Grade: Week 36

 

Focus: Quarter 4 - My Community Theme: Repaso y Obra de Teatro (Review and Play)

Learning Objectives: Students will review and demonstrate their knowledge of all topics covered this year, including greetings, food, days of the week, and daily routines. Key Vocabulary: Review of all vocabulary learned throughout the year.

In-Class Project: Nuestra Obra de Teatro (Our Play)

  • Day 1-2: Review all the vocabulary and grammar from the four quarters. Students will practice dialogues and work on their roles for a short play.

  • Day 3-4: Students will rehearse a short play that incorporates all the topics they learned this year. The play could be about a family's daily routine or a trip to the market.

  • Day 5: Students will perform their play for the class or for other classes. This is a fun and interactive way for them to showcase their skills. Activities & Games:

  • "La Lotería del Año": A bingo game with pictures of all the vocabulary words they learned.

  • "Cadena de Rutinas": Students sit in a circle and each one says a sentence about their daily routine, adding on to the previous student's sentence.

 

3rd Grade: Week 36

 

Focus: Quarter 4 - My Community Theme: Repaso y Proyecto Final (Review and Final Project)

Learning Objectives: Students will review and demonstrate their knowledge of all topics covered this year, including adjectives, verbs, and descriptions. They will be able to apply their skills in a creative final project. Key Vocabulary: Review of all vocabulary learned throughout the year.

In-Class Project: Mi Libro del Año (My Year Book)

  • Day 1-2: Review all the vocabulary and grammar from the four quarters. Students will work in groups on different sections of their final project.

  • Day 3-4: Students will create a "Year Book" that showcases their learning. The book can have sections on their family, favorite foods, favorite hobbies, and their community. They will use the vocabulary they learned to write descriptions and sentences.

  • Day 5: Students will present their "Year Book" to their classmates. This is a day for celebration of their learning and a chance to share their work with others. Activities & Games:

  • "Verbos en Cadenas": A student says a sentence with a verb, and the next student repeats it and adds their own sentence with a different verb.

  • "Adivina la Descripción": A student describes a picture or an object, and the class has to guess what it is.

 

4th Grade: Week 36

 

Focus: Quarter 4 - My Community Theme: Repaso y Presentación Final (Review and Final Presentation)

Learning Objectives: Students will review and demonstrate their knowledge of all topics covered this year, including regular and irregular verbs, preterite tense, and descriptions. Key Vocabulary: Review of all vocabulary learned throughout the year.

In-Class Project: Mi Video del Año (My Year-End Video)

  • Day 1-2: Review all the vocabulary and grammar from the four quarters. Students will work in groups to plan a short video or a series of short videos.

  • Day 3-4: Students will create a short video that showcases their learning. The video can be about a variety of topics, such as a travel log, a story about a past event, or a description of their daily routine.

  • Day 5: Students will present their video to the class. This is a fun and modern way for them to showcase their skills. Activities & Games:

  • "La Cadena del Pretérito": Students sit in a circle and each one adds a sentence to a story about a past event, using the preterite tense.

  • "Juego de Roles": Students will work in pairs to role-play conversations about a variety of topics.

 

5th Grade: Week 36

 

Focus: Quarter 4 - My Community Theme: Repaso y Proyecto Creativo (Review and Creative Project)

Learning Objectives: Students will review and demonstrate their knowledge of all topics covered this year, including regular and irregular verbs, the preterite and imperfect tenses, and the simple future. Key Vocabulary: Review of all vocabulary learned throughout the year.

In-Class Project: Mi Portafolio de Historias (My Story Portfolio)

  • Day 1-2: Review all the vocabulary and grammar from the four quarters. Students will work on a final project that combines all the grammar and vocabulary they have learned.

  • Day 3-4: Students will create a "Story Portfolio." The portfolio will have a section for each of the main tenses they learned. They will write a short story or a series of paragraphs in each section.

  • Day 5: Students will present their "Story Portfolio" to the class. This is a chance for them to show their understanding of all the grammar concepts they have learned. Activities & Games:

  • "Dígalo con Tiempos": The teacher will give a verb and a situation, and students have to say a sentence using the correct tense.

  • "Entrevista del Año": Students will work in pairs to interview each other about their year, using a variety of tenses.

 

6th Grade: Week 36

 

Focus: Quarter 4 - My Community Theme: Repaso y Presentación Final (Review and Final Presentation)

Learning Objectives: Students will review and demonstrate their knowledge of all topics covered this year, including imperative verbs, conditional tense, and the subjunctive mood. Key Vocabulary: Review of all vocabulary learned throughout the year.

In-Class Project: Mi Guía de Supervivencia (My Survival Guide)

  • Day 1-2: Review all the vocabulary and grammar from the four quarters. Students will work in groups on their final project.

  • Day 3-4: Students will create a "Survival Guide" for a new student at the school. They will use the imperative and conditional tenses to give advice about school life, including where to go and what to do.

  • Day 5: Students will present their "Survival Guide" to the class. This is a chance for them to apply their knowledge in a fun and practical way. Activities & Games:

  • "La Ruleta del Condicional": Use a spinner with different scenarios. Students spin and have to give advice for that situation.

  • "Juego de Roles": Students will work in pairs to role-play a conversation where one person has a problem and the other gives advice.

 

7th Grade: Week 36

 

Focus: Quarter 4 - My Community Theme: Repaso y Proyecto Final (Review and Final Project)

Learning Objectives: Students will review and demonstrate their knowledge of all topics covered this year, including the preterite, imperfect, and subjunctive tenses. Key Vocabulary: Review of all vocabulary learned throughout the year.

In-Class Project: Mi Álbum de Fotos (My Photo Album)

  • Day 1-2: Review all the vocabulary and grammar from the four quarters. Students will work on their final project that combines all the grammar and vocabulary they have learned.

  • Day 3-4: Students will create a "Photo Album" that showcases their knowledge of the preterite and imperfect tenses. For each picture, they will write a short paragraph, using the preterite to describe what happened and the imperfect to describe the background or setting.

  • Day 5: Students will present their "Photo Album" to the class. This is a chance for them to show their understanding of all the grammar concepts they have learned. Activities & Games:

  • "Diferenciando Tiempos": The teacher will give a verb and a situation, and students have to decide whether to use the preterite or the imperfect tense.

  • "Cuento de Roles": Students will work in pairs to role-play a conversation where they tell a story about a past event.

 

8th Grade: Week 36

 

Focus: Quarter 4 - My Community Theme: Repaso y Presentación Final (Review and Final Presentation)

Learning Objectives: Students will review and demonstrate their knowledge of all topics covered this year, including the present perfect, passive voice, and the subjunctive mood. Key Vocabulary: Review of all vocabulary learned throughout the year.

In-Class Project: Mi Biografía de un Héroe (My Biography of a Hero)

  • Day 1-2: Review all the vocabulary and grammar from the four quarters. Students will work on their final project.

  • Day 3-4: Students will create a short presentation or a short essay about a historical figure or a personal hero. They will use the passive voice to talk about the hero's accomplishments and the subjunctive mood to express their opinion about the hero's legacy.

  • Day 5: Students will present their "Biography of a Hero" to the class. This is a chance for them to show their understanding of all the grammar concepts they have learned. Activities & Games:

  • "Activo vs. Pasivo": The teacher gives a sentence in the active voice, and students have to change it to the passive voice.

  • "Adivina la Historia": The teacher gives a few sentences in the passive voice, and students have to guess the historical event.

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