SEMINOLE COUNTY PUBLIC SCHOOLS

MIDDLE SCHOOL
COURSE DESCRIPTION and CURRICULUM GUIDE
(Grades 6,7,8)
M/J Spanish Beginning
Major Concepts/Content:
M/J Spanish Beginning introduces students to the target language and its culture. Students will learn
beginning skills in listening and speaking and an introduction to basic skills in reading and writing. Also,
culture, connections, comparisons, and communities are included in this semester course.
Standards and Benchmarks (see appendix)
Proficiency Level:

Spanish Beginning (Novice Mid to Novice Intermediate)

Resources:

Exploring Spanish (Second Edition)

Teacher Created/Personal Resources
Web resources (see appendix for suggestions)

==============================================================
Unit 1: Learning Spanish
Resources:

Teacher Created/Personal Resources

Web resources (see appendix for suggestions)

Unit Summary: In this unit students will be introduced to the Spanish speaking world to acquire
knowledge and understanding of the language and the culture of Spanish speaking countries. Students
will explore the benefits of learning Spanish and examine their own motivation to learn the Spanish
language.
Essential Questions:
Why is it important to know where Spanish is spoken?
Why learn another language?
What are my motivations to learn another language?
How will learning another language enhance my life?
How might learning a language open doors of opportunity?
Learning Goals:
Students will be able to:
Identify the Spanish speaking countries and their location
Give examples of why learning another language is beneficial.

REVISED August 2013

Share their personal motivation for learning another language

Discuss how learning another language will enhance their life
Identify opportunities available to those who know Spanish

Students I can statements:

I can identify where Spanish is spoken in the world
I can tell someone why learning Spanish is beneficial
I can state why I want to learn Spanish and how it will enhance my life
I can list opportunities that are available to people who know Spanish
==============================================================
Unit 2: The Classroom, Classroom Commands and Cognates
Resources:

Exploring Spanish Chapter 2 and Chapter 3

Teacher created/personal resources
Web resources (see appendix for suggestions)

Unit Summary: In this unit students will be presented with the vocabulary and expressions necessary
to express classroom needs in the target language. This includes classroom people and objects,
classroom commands and classroom expressions. Students will be introduced to the concept of
cognate, gender and number of nouns, indefinite articles and the use of singular forms of the verb
necesitar and ser.
Cultural Focus: Differences and similarities between schools in the United States and Schools in
Spanish speaking countries
Essential Questions:
What strategies and recourses will help me learn another language?
How can one express complex ideas using simple terms?
How do I figure out meaning when words are not understood?
What should I do when I am stuck?
How can I express my needs in the Spanish classroom?
How are schools in Spanish speaking countries similar and different to my school?
Learning Goals:
Students will be able to:
Identify classroom objects
Ask and say what school supplies someone needs
Respond to classroom commands
Use classroom expressions to communicate their classroom needs
Identify cognates in authentic text and speech
Use non-verbal expressions and gestures to communicate
Compare and contract schools in the US and schools in Spanish speaking countries
Students I can statements:

REVISED August 2013

I can identify classroom objects

I can ask what school supplies someone needs
I can say what school supplies I need
I can do what the teacher is asking me to do
I can use classroom expressions to express my immediate needs in the classroom
I can identify cognates in writing and speech to help me understand what the teacher is saying
I can compare and contrast my school and schools in Spanish speaking countries.

==============================================================
Unit 3: Sounds of Spanish
Resources:

Teacher created/personal resources

Web resources (see appendix for suggestions)

Unit Summary: In this unit students will be introduced to the Spanish alphabet and the sound of the
letters. Students will use the Spanish alphabet to spell words, and recognize the sound of the alphabet
letters to write words when they hear them.
Essential Questions:
How can I sound more like a native speaker?
Why is knowing the Spanish alphabet important?
How does pronunciation enhance or interfere with communication?
Learning Goals: At the end of the lesson, students will be able to:

Spell their name and email address using the Spanish alphabet
Identify the name and the sound of each letter of the Spanish alphabet.
Correctly pronounce the vowels in Spanish
Correctly pronounce the consonants that have a different sound in Spanish than in English

Students I can statements:

I can say the Spanish alphabet.
I can identify the vowel sounds Spanish alphabet
I can spell my name and email address and other basic information using the Spanish alphabet
I can write someone elses name, email, and personal information by hearing the letters of the
Spanish alphabet.
==============================================================
Unit 4: Greetings, Farewells and Expressions of Courtesy
Resources:

Exploring Spanish Chapter 1

Teacher created/personal resources

REVISED August 2013

Web resources (see appendix for suggestions)

Unit Summary: In this unit students will be presented with the vocabulary and expressions needed to
engage in conversations according to the norms and traditions of the target language cultures. This
includes greetings, introductions, expressions of courtesy and farewells.
Cultural Focus: Cultural similarities and differences in how individuals greet and say goodbye to each
other. Formal and informal speech
Essential Questions:
What greetings are used in formal and informal situations?
What care the customs associated with greetings?
How do I introduce myself and react properly to introductions?
Learning Goals:
Students will be able to:
Say culturally appropriate greetings, expressions of courtesy, and farewells.
Identify themselves and ask someones name.
Inquire about someones well-being and respond appropriately.
Introduce others and state their place of origin.
Students can statements:
I can use a variety of expressions to greet and say goodbye in Spanish
I can ask how someone is and say how I am.
I can introduce myself and ask someone else their name.
I can say where I am from and ask someone else where he/she is from
I can talk to people using formal and information expressions based on who I am talking to
==============================================================
Unit 5: Numbers, Time, Dates
Resources

Exploring Spanish Chapter 4, 13,

Teacher created/personal resources
Web resources (see appendix for suggestions)

Unit Summary: In this unit students will be presented with vocabulary and expressions necessary to
give and exchange personal information such as birthdate, date, age, phone number, address and the
time. Students will use numbers and the 24 hour clock to access information from culturally authentic
sources.
Cultural Focus: Students will see how numbers used in telling time, dates and phone numbers may be
used differently in Spanish speaking countries than typically in the United States.
***Traditional celebrations may be brought into this unit if they are not presented throughout the
year (Ex. Da de los Muertos, Quinceaera, Christmas/Three kings/ New Years, etc.)

REVISED August 2013

Essential Questions:
When do I need to use numbers to communicate important information?
How do Spanish speaking countries express time that is different from my experience?
How can I exchange information with someone?
How can I use gestures to help me convey meaning?
How are telephone numbers different in the US and in Spanish speaking countries?
What traditional celebrations are celebrated throughout the year and how are they similar or
different than what I celebrate?
Learning Goals:
Students will be able to:
Say their age and ask someones age.
Say their birthday and ask someones birthdate
Say their phone number and ask someones phone number.
Tell the time and ask the time.
Say the day of the week and ask what day it is
Use the 24 hour clock to acquire information only available in Spanish
Recognize phone numbers in countries other than the United States
Identify traditional celebrations in the Spanish speaking world
Students I can statements:
I can say my age and I can ask someones age
I can say my phone number and I can ask someones phone number
I can tell the time and I can ask the time.
I can say my birthdate and ask someones birthday
I can say what day it is and ask the date
I can use the 24 hour clock to access information only available in Spanish
I can recognize phone numbers in a countries other than the United States.
I can compare and contrast an Hispanic celebration with one that that is celebrated in the United
States
==============================================================
Unit 6: Seasons, Weather and clothing
Resources:

Exploring Spanish Chapter 12, 15,

Teacher created/personal resources
Web resources (see appendix for suggestions)

Unit Summary:, In this unit students will learn weather conditions, and relate weather conditions to
months and seasons in the target language. Students will also make choices on what type of clothing
would be worn in specific months based on the seasons and weather of the country they are
discussing.
Cultural Focus: Unit will focus on how clothing choice is affected by seasons and weather and how
weather conditions and seasons vary in different parts of the United States and the world.

REVISED August 2013

Essential Questions:

How is the weather in some Spanish speaking countries similar and different to where I live?
What are the seasons in the southern hemisphere and how are they similar or different from
what I experience?
How is clothing choice affected by climate, weather and geography?

Learning Goals:
Students will be able to:
Ask and talk about the weather in various parts of the world
Choose clothing based on geography, weather, season, and climate
Access information about weather in other countries available only in the target language
Students I can statements:
I can ask what the weather is like and answer if someone asks me about the weather
I can choose appropriate clothing to wear based on geography, season, climate and the
weather
I can find out what the weather is like in a Spanish speaking country
==============================================================
Unit 7: The House
Resources:

Exploring Spanish Chapter 6 and Chapter 13

Teacher created/personal resources
Web resources (see appendix for suggestions)

Unit Summary: In this unit students will be introduced to the vocabulary and expressions necessary to
talk about their house and activities that they do in each room. Students will be presented with the
colors, the adjectives grande, pequeo/a, moderno/a, elegante, bonito/a, feo/a, viejo/a; and the
singular forms of the following verbs: vivir, cocinar, dormir, comer, jugar, descansar, estudiar,
baarse and estar.
Cultural Focus: Students will understand how homes are similar and different in the Spanish speaking
countries compared to typical homes where they live. Students will also discuss how the type of house
that people live in is influenced by geography, culture, and climate.
Essential Questions:
How can I describe my house to others?
How is my house similar and different from typical houses in a Spanish speaking country?
How can I tell what activities I do in different rooms in my house?
How does where a person lives (the climate, the culture, the geography, etc) influence what type
of house they live in?
Learning Goals:
Students will be able to:

REVISED August 2013

Talk about where they live

Describe their house
Compare and contrast their house to a typical house in a Spanish speaking country
Talk about an activity that they do in each room

Students I can statements:

I can say where I live and describe my house
I can talk about what I do in my house
I can compare my house to a typical house in a Spanish speaking country
==============================================================
Unit 8: The Family
Resources:

Exploring Spanish Chapter 7

Teacher created/personal resources
Web resources (see appendix for suggestions)

Unit Summary: In this unit students will be introduced to the vocabulary and expressions necessary to
describe their family and talk about family relationships. Students will be presented with the question
words quin, quines, the singular forms of possessive adjectives and the verb ser. They will also be
presented with the adjectives: alto/a, bajo/a, rubio/a, moreno/a, gordo/a/, flaco/a, viejo/joven,
romntico/a, atltico/a, generoso/a, honesto/a, guapo/a, trabajador/a, perezoso/a, serio/a gracioso/a,
extrovertido/a, tmido, favorito/a, inteligente, tonto/a, simptico/a, antiptico/a, fuerte, dbil.
Cultural Focus: Students will compare and contrast how families in the Spanish speaking world are
similar and different to their own. Topics that may be discussed: the importance of family,
multigenerational families living in the same home, relationship between parents and children, etc.
*You might want to introduce students to the Quinceaera celebration
Essential Questions:
How can I describe my family to others?
How is my family similar or different to a typical Hispanic family?
Learning Goals:
Students will be able to:
Describe themselves and other people
Talk about their family and describe members of their family
Compare and contrast their family with a traditional Hispanic family
Students I can statements:
I can describe myself and others
I can talk about my family
I can compare and contrast my family with a traditional Hispanic family.
==============================================================

REVISED August 2013

Unit 9: Food
Resources:

Exploring Spanish Chapter 9

Teacher created/personal resources
Web resources (see appendix for suggestions)

Unit Summary: In this unit students will be introduced to the vocabulary and expressions necessary to
talk about what food they like or dislike, to express that they are hungry or/and thirsty. Students will be
presented with the singular forms of the verb gustar and of the verb tener to express hunger and thirst.
Cultural Focus: Students will learn food vocabulary through comparing and contrasting the food that
he or she typically eats with food typically eaten in different parts of the Spanish speaking world. Meal
times and eating preferences should be also be discussed.
Essential Questions:
How is the food I eat similar or different from food eaten in different parts of the Spanish
speaking world?
How does geography and culture influence the type of food we eat?
How are meal times and other eating habits typical of Spanish speaking countries compare to
my own eating habits?
Learning Goals:
Students will be able to:
Identify basic foods and meal
Identify some Hispanic traditional specialties
Identify a proper table setting
Ask and say what food they like
Ask and say that they are hungry or/and thirsty
Understand culturally acceptable behavior at the table
Compare and contrast their own eating customs with another Spanish speaking country.
Students I can statements:
I can identify basic foods and meals
I can identify some Hispanic traditional specialties
I can identify a proper table setting
I can say what I like and ask someone else what he /she likes
I can say that I am hungry and/or thirsty
I can ask someone if he /she is hungry or/and thirsty
I can explain what behaviors are and are not acceptable at the table in the Hispanic cultures
I can compare the food I typically eat and what someone in a Spanish speaking country might
eat

REVISED August 2013

Appendix 1
Standards and Benchmarks for M/J Beginning Spanish
Standard 1: Interpretive Listening
The student will be able to understand and interpret information, concepts, and ideas orally from
culturally authentic sources on a variety of topics in the target language.
Benchmarks:
WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and questions about self and
personal experiences, through gestures, drawings, pictures, and actions.
WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and
concrete daily activities, and needs presented in a clear, slow, and repeated speech.
WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and
announcements in familiar settings.
WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a
variety of media.
WL.K12.NM.1.5: Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories.
WL.K12.NM.1.6: Follow short, simple directions.
WL.K12.NH.1.1: Demonstrate understanding of familiar topics, and frequently used expressions
supported by a variety of actions.
WL.K12.NH.1.2: Demonstrate understanding of short conversations, in familiar contexts.
Standard 2: Interpretive Reading
The student will be able to understand and interpret information, concepts, and ideas in writing from
culturally authentic sources on a variety of topics in the target language.
Benchmarks:
WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences
supported by visuals.
WL.K12.NM.2.2: Demonstrate understanding of short, simple literary stories.
WL.K12.NM.2.3: Demonstrate understanding of simple written announcements with prompting and
support.
WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics.
WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in
context.
WL.K12.NH.2.2: Identify the elements of story such as setting, theme and characters.

REVISED August 2013

Standard 3: Interpersonal Communication

The student will be able to engage in conversations and exchange information, concepts, and ideas
orally and in writing with a variety of speakers or readers on a variety of topics in a culturally
appropriate context in the target language.
Benchmarks:
WL.K12.NM.3.1: Introduce self and others using basic culturally appropriate greetings.
WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions.
WL.K12.NM.3.3: Ask simple questions and provide simple responses related to personal preferences.
WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics.
WL.K12.NM.3.5: Understand and use in context common concepts (such as numbers, days of the
week, etc.) in simple situations.
WL.K12.NM.3.6: Use appropriate gestures, body language, and intonation to clarify a message.
WL.K12.NM.3.7: Understand and respond appropriately to simple directions.
WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to
determine meaning.
WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences.
WL.K12.NH.3.2: Exchange information about familiar tasks, topics and activities, including personal
information.
WL.K12.NH.3.3: Exchange information using simple language about personal preferences, needs, and
feelings.
WL.K12.NH.3.4: Ask and answer a variety of questions about personal information.
Standard 4: Presentational Speaking
The student will be able to present information, concepts, and ideas to an audience of listeners on a
variety of topics in a culturally appropriate context in the target language.
Benchmarks:
WL.K12.NM.4.1: Provide basic information about self and immediate surroundings using words and
phrases, and memorized expressions.
WL.K12.NM.4.2: Present personal information about self and others.
WL.K12.NM.4.3: Express likes and dislikes.
WL.K12.NM.4.4: Provide an account of daily activities.
WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target language that deal with familiar topics.
WL.K12.NM.4.6: Present simple information about a familiar topic using visuals.

REVISED August 2013

WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences.
WL.K12.NH.4.2: Describe aspects of daily life using complete sentences.
Standard 5: Presentational Writing
The student will be able to present information, concepts, and ideas to an audience of readers on a
variety of topics in a culturally appropriate context in the target language.
Benchmarks:
WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously
learned expressions and phrases.
WL.K12.NM.5.2: Fill out a simple form with basic information.
WL.K12.NM.5.3: Write simple sentences about self and /or others.
WL.K12.NM.5.4: Write simple sentences that help in day-to-day life communication.
WL.K12.NM.5.5: Write about previously acquired knowledge and experiences.
WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas related to a task.
WL.K12.NM.5.7: Draw pictures in sequence to demonstrate a story plot.
WL.K12.NH.5.1: Write descriptions and short messages to request or provide information on familiar
topics using phrases and simple sentences.
WL.K12.NH.5.2: Write simple statements to describe aspects of daily life.
Standard 6: Culture
The student will be able to use the target language to gain knowledge and demonstrate understanding
of the relationship among practices, products, and perspectives of cultures other than his/her own.
Benchmarks:
WL.K12.NM.6.1: Recognize basic practices and perspectives of cultures where the target language is
spoken (such as greetings, holiday celebrations, etc.)
WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and
cultural practices and/or traditions associated with the target culture(s).
WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic activities such as celebrations,
songs, games, and dances.
WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter, clothing, transportation, toys).
WL.K12.NH.6.1: Use information acquired through the study of the practices, and perspectives of the
target culture(s) to identify some of their characteristics and compare them to own culture.
WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices
in the cultures studied.

REVISED August 2013

Standard 7: Connections, Comparisons and Communities

Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other
disciplines through the target language.
Comparisons: The student will be able to develop insight into the nature of the target language and
culture by comparing his/her own language(s) and cultures to others.
Communities: The student will be able to use the target language both within and beyond the school
setting to investigate and improve his/her world beyond his/her immediate surroundings for personal
growth and enrichment.
Benchmarks:
WL.K12.NM.7.1: Identify keywords and phrases in the target language that are based on previous
knowledge acquired in subject area classes.
WL.K12.NM.7.2: Identify (within a familiar context and supported by visuals), basic information
common to the world language classroom and other disciplines.
WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target language in order to compare
words that are similar to those in his/her own language.
WL.K12.NM.8.2: Recognize true and false cognates in the target language and compare them to own
language.
WL.K12.NM.8.3: Identify celebrations typical of the target culture and ones own.
WL.K12.NM.9.1: Use key words and phrases in the target language to participate in different activities
in the school and community settings.
WL.K12.NM.9.2: Participate in simple presentations, activities, and cultural events in local, global,
and/or online communities.
WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other
disciplines.
WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target
language by comparing information acquired in the target language to further knowledge of own
language and culture.
WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target
language and own language.
WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own
culture (typical dances, food, celebrations, etc.)
WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond
the school setting.

REVISED August 2013

Appendix 2
Additional Resources
Unit 1: Learning Spanish
Why learn Spanish? http://spanish.about.com/cs/forbeginners/a/whylearnspanish.htm
Benefits of learning another language: http://www.adfl.org/resources/lang_brochure.pdf
Spanish Speaking Countries Quiz: http://www.purposegames.com/game/spanish-speakingcountries-quiz
El Mundo Hispano (Powerpoint): http://tpduggan.tripod.com/powerp.html
Unit 2: The Classroom, Classroom commands, and Cognates
Unit 3: Sounds of Spanish
Unit 4: Greetings, Farewells and Expressions of Courtesy
Unit 5: Numbers, Time, Dates
Unit 6: Seasons, Weather and clothing
Unit 7: The House
Unit 8: The Family
Unit 9: Food

REVISED August 2013