Spanish | High School

Unidad Preliminar: ¡Hola!

Duration: (3 weeks)

• I can learn about my classmates.
• I can greet others, introduce myself and provide personal information to describe my identity including my age, birthday, where I am from, and some favorites.
• I can discuss the calendar and weather.
• I can interpret ads, charts, and graphs, and images to learn about diverse places, people, and cultures where Spanish is spoken.

• The alphabet and pronunciation of letters
• Ser & Tener in the present tense.
• Forming questions

• Adjectives to describe people
• Calendar & weather vocabulary
• Classroom vocabulary
• Greetings

Interpretive: Students will interpret a written advertisement about summer language courses and answer basic comprehension questions. Students will listen to statements from students sharing basic information and answer basic comprehension questions.
 

Interpersonal: Students will answer questions asking basic information about themselves either written or oral.
 

Presentational: Students will write a paragraph sharing basic information about themselves.

Unit 1: ¡Quiénes somos! Identidades

Duration: (6-8 weeks)

• I can express my identity, ask for and give personal information, and express preferences about activities.
• I can interpret images, videos, audio and print texts in Spanish to gain insights into identity.

• Ser, Gustar in the present tense
• Asking and answering questions
• -AR verb conjugations

• Adjectives to describe people
• Verbs/Activities

Interpretive: Students will interpret a written advertisement about summer language courses and answer basic comprehension questions. Students will listen to statements from students sharing basic information and answer basic comprehension questions.
 

Interpersonal: Students will answer questions asking basic descriptions about themselves either written or oral.
 

Presentational: Students will write a paragraph sharing basic descriptions about themselves.

Unit 2: La vida en la escuela

Duration: (6-8 weeks)

• I can exchange information about my life at school including people, schedules, calendars and student activities.
• I can interpret images, videos, audio, and calendars to gain insight into what school life is like in Costa Rica.
• I can present information about my own life at school.

• Definite articles
• Gender of nouns
• The verb "hay" with indefinite articles and quantifiers like muchas/muchos
• Telling time
• Subject pronouns and introduction to -ar verbs in the present tense

• School supplies
• School subjects
• Places in the school
• Activities in school
• School Schedules
• People in school
• Colors
• Numbers

Interpretive: Students will interpret a written advertisement about school supplies and answer basic comprehension questions. Students will listen to statements from students sharing information about school and answer basic comprehension questions.
 

Interpersonal: Students will answer questions asking basic descriptions about their school lives either written or oral.
 

Presentational: Students will write a paragraph or create an oral presentation in the Pecha Kucha style to share basic descriptions about their class schedules and what activities they do at school.

Unit 3: Mi familia es tu familia

Duration: (6-8 weeks)

• I can exchange information about my home life and family.
• I can interpret short texts about family structures and activities.
• I can present information about my family, home, and friends.

• Estar + prepositions
• Introduction to -er and -Ir verbs in the present tense
• Adjective agreement

• Family members
• Physical characteristics
• Personality traits
• Rooms of the house
• Directions to describe location
• Family activities
• Frequency phrases

Interpretive: Students will interpret a descriptive paragraph about an individual's family and where they are from and answer basic comprehension questions. Students will watch 2 videos of individuals sharing information about their family and answer basic comprehension questions.
 

Interpersonal: Students will answer questions about their families and homes either written or oral.
 

Presentational: Students will write a paragraph or create an oral presentation in the Pecha Kucha style to share basic descriptions about families, the home, and what activities they do with family.

Unit 4: La comida es cultura

Duration: (6-8 weeks)

• I can share preferences, habits and opinions about food choices and food purchases.
• I can interpret photographs, videos, ads, blogs, and menus to understand food traditions.

• Stem changing verbs in the present tense
• The verb 'gustar'
• Estar with adjectives

• Fruits & vegetables
• Other foods & drinks
• Colors
• Verbs dealing with food
• Adjectives to describe food

Interpretive: Students will read a short article about traditional Hispanic foods and answer basic comprehension questions. Students will watch 2 videos of individuals sharing information about their family and answer basic comprehension questions.
 

Interpersonal: Students will answer questions about their favorite foods, restaurants, meals, etc. either written or oral.
 

Presentational: Students will write a letter to describe their family and what kind of foods their family prefers.

Unit 1: De vuelta a clases

Duration: (6 weeks)

• I can exchange information about academic and extracurricular offerings at my school.
• I can read and listen to information about a variety of schools in Spanish-speaking cultures.
• I can present my school to visiting students and advise them how to be successful in my school.

• Comparisons of similarities and differences
• Description of teachers, classes, schedules
• Regular present tense verbs
• Stem changing verbs
• The verb 'gustar'
• Expressions of obligation: hay que & tener que

• Parts of school
• Professions in a school
• School subjects and extracurriculars
• Classroom activities
• Descriptive adjectives
• School rules

Interpretive: Students will watch 2 videos of individuals sharing information about their school life and answer basic comprehension questions.

Interpersonal: Students will answer questions about their school experience. either written or oral.

Presentational: Students will share a memorized Pecha Kucha style presentation to the class about their course schedule, favorite classes, places around school, teachers, and activities they do inside and outside of class.

Unit 2: La cultura de una familia

Duration: (6-8 weeks)

• I can exchange and compare information about family structure, family members, routines, and responsibilities.
• I can analyze family structures, roles of family members, and household norms.
• I can reflect on the culture of my own family and what family means to me.
• I can predict what family and home are going to be like in the future.

• Comparisons of equality and superlatives
• Reflexive verbs
• Reciprocal reflexive verbs
• Imperfect verb tense

• Family members, relationships, and structures
• Physical characteristics and personality traits
• Daily routine & chores
• Activities with family
• Family values

Interpretive: Students will watch 2 videos of individuals sharing information about their family and home life and answer basic comprehension questions. Students will read a descriptive paragraph about family and home life and answer basic comprehension questions.

Interpersonal: Students will answer questions about families and home life either written or oral.

Presentational: Students will share a memorized Pecha Kucha style presentation to the class about their childhood.

Unit 3: Un mundo hecho de comunidades

Duration: (6-8 weeks)

• I can interpret the layout, services, and transportation of communities in Spanish speaking countries.
• I can understand and provide verbal and written directions to get around communities.
• I can identify, work, and volunteer in a community.

• Regular Preterite Tense Verbs
• Irregular Preterite Tense Verbs
• Informal Commands
• Saber v. Conocer

• Places in the community
• Types of transportation and services in a community
• Asking and giving directions
• Identity, Work, and Volunteering in a community

Interpretive: Students will listen to individuals sharing information about their communities and answer basic comprehension questions. Students will read a descriptive paragraph about places in a community and answer basic comprehension questions.

Interpersonal: Students will answer questions about their community either written or oral.

Presentational: Students will share a memorized Pecha Kucha style presentation to the class about their favorite places in their community and a description of locations.

Unit 4: En la cocina de mi abuela

Duration: (6-8 weeks)

• I can identify ingredients necessary to prepare Caribbean recipes.
• I can demonstrate how to prepare typical dishes and explain their cultural importance.
• I can give and receive advice about how to care for common illnesses.
• I can promote the use of traditional recipes and ingredients to address common health issues.

• Formal commands
• Direct Object Pronouns
• Imperfect Verb Tense
• Irregular Preterite Verbs
• Verbs like gustar

• Caribbean food items
• Cooking vocabulary
• Food descriptions
• Cooking and kitchen utensils
• Body parts
• Illnesses and symptoms
• Home remedies

Interpretive: Students will listen to individuals sharing information about their traditional foods and answer basic comprehension questions. Students will read a descriptive paragraph or recipes about traditional foods of the Caribbean and answer basic comprehension questions.

Interpersonal: Students will answer questions about what they ate in the recent past and how it was prepared, either written or oral.

Presentational: Students will create a video or SlideShow that shows them preparing and narrating how they prepared a traditional Hispanic dish.

Preliminary Unit: Familia

Duration: (3-4 weeks)

• I can introduce myself and express my likes, interests, personality and physical traits.
• I can introduce my family members and express their likes, interests, profession and their personality and physical traits.
• I can ask and answer questions about my classmates and their families, interests and likes.
• I can describe other families and read and understand texts about other families.

• Ser, Estar, Tener, Gustar in the present tense
• Gustar/Ser vs. Estar worksheet
• Ser vs. Estar (Doctor/Place)
• Review of present tense
• Práctica de Escribir con Descripciones
• Paquete de Repaso

• Family Vocabulary: Lección Preliminar
• Descripción de la Familia

Interpretive: Students will read 2 different readings about families and answer the questions about the different families.

Interpersonal: Students will look at different pictures and review a table with different facts about families. Be able to describe the families both writing and speaking. Also, be able to answer questions about your own families and yourself.

Presentational: Students will present about themselves and their families in front of the class. They will make a google slides presentation with titles and images, and they will memorize and prepare a presentation of their family mentioning certain traits for each person.

Unit 1A: España: Los jóvenes de hoy

Duration: (3-4 weeks)

• I can relate to Spanish teens and compare my own activities and interests with what Spanish teens do.
• I can interpret videos and blogs of Spanish teens in order to understand the Spanish culture and be able to compare it to my own.

• Regular present tense, more focus on ser vs. estar
• Regular and Irregular preterite tense
• Talk about what you did this past summer, weekend

• Unidad 1A Vocabulario: Unidad 1A Tiempo Libre
• Introducción a España y su cultura: España

Interpretive: Students will listen to audios of different Spanish youth and be able to choose the correct answer based on the information. Students will read different authentic texts about Spanish culture and answer questions.

Interpersonal: Students will Introduce themselves to a Spanish student. Prepare their prompt and speak about themselves. Also, make sure to mention their likes, dislikes, and activities they did in the past. Make sure to also ask the Spanish teen questions.

Presentational: Students will present about themselves and activities that they like to do in their free time. Also present about what they did last summer. Ask their classmates questions about their presentations.

Unit 1B: España: Los jóvenes de hoy

Duration: (3-4 weeks)

• I can relate to Spanish teens and compare what I did as a child when I was young with what Spanish students did.
• I can explore, explain and reflect about how young teens help to create a better world.
• I can discuss how the values and traditions of the Día de los Muertos compare to ways my family and culture honors loved ones who passed.

• Regular and irregular imperfect tense
• Imperfecto
• Verbs like gustar
• Gustar Google Slides
• Verbos como gustar
• Be able to communicate about what you used to do as a child.

• Unidad 1B Vocabulario: Unidad 1B Los jóvenes de hoy

Interpretive: Students will listen to audios of different Spanish speakers and choose the correct answer based on the information. Students will read different authentic texts about Spanish organizations that participate in helping the community and immigration and answer the questions.

Interpersonal: Students will write a paragraph about a loved one or a famous person that they admire that has passed away. Mention different things about their life using both the preterite and imperfect tense. Create a shoebox to honor the person and paste their writing in the shoebox after decorated.

Presentational: Students will present about themselves mentioning things that they did as a child using both the preterite and imperfect. Mention any volunteer work they have done or what work they would like to do in the future. Also, be able to ask and answer questions from their peers.

Unit 2A: Chile: La Ciudadanía Digital

Duration: (3-4 weeks)

• I can relate with Chilean teens in order to compare uses of social media and the internet.
• I can interpret videos and blogs of Chilean teens in order to get to know different Chilean places and how Chilean youth use social media and the internet.

• Present perfect tense
• Present Perfect Notes
• Communicate about ways that you have used social media and have behaved as a digital citizen using the present perfect

• U2A La Ciuidadanía Digital Vocabulario

Interpretive: Students will listen to different audios of Chilean speakers discuss both social media, technology, different places in Chile and digital citizenship. They will be able to answer questions from the audios. Students will read different texts about various aspects in Chile and digital citizenship and technology. Answer questions based on the texts.

Interpersonal: Write about the pros and cons of social media and what digital citizenship means to you.

Presentacional: Students will present about the pros and cons of social media and technology and be able to use the present perfect in their presentation.

Unit 2B: Chile: La Ciudadanía Digital

Duration: (3-4 weeks)

• I can explore, demonstrate and reflect about the impact that digital citizenship and technology have on the lives of Chilean teens and teens in the United States.

• Future Tense
• El Futuro Notes
• Communicated about ways you will use social media to make a difference in the world using the future tense.

• U2B La ciudadanía Digital Vocabulario

Interpretive: Students will Listen to different audios of young Chileans using social media to help different causes in their country. Students will fill in the table and then write a Chilean friend about the different work that young Chileans are doing to make a positive change using different social media and technology.

Interpersonal: Students will write to someone in the future and give them advice on what they will do in order to be a good digital citizen.

Presentacional: Students will think of a campaign that will use 3 different social medias or websites in order to collect donations. Finally, you will present your ideas and your campaign to your classmates.

Unit 3A: Colombia: Una Vida Sana y Equilibrada

Duration: (3-4 weeks)

• I can examine how to achieve and maintain a healthy and balanced life based on nutrition and exercise.
• I can explore and recommend example of healthy practices in the spanish speaking world and in my own community.
• I can incorporate healthy habits from the Spanish Speaking world into my own community.
• I can learn about ways that I can contribute to the well-being of the local and global community.

• Subjunctive with wishes, wants, requests and recommendations for living a healthy lifestyle.
• Use the subjunctive to communicate different requests and recommendations to other about healthy living and lifestyles.

• U3 Vocabulario
• U3 Chat Matte

Interpretive: Students will listen to different Colombian youth talk about healthy eating and living and students will answer questions about the audios. Students will read different authentic texts about the Colombian culture and diet and answer questions about the texts.

Interpersonal: Students will meet with their partner and talk about their personal health plan in the target language. After their partner describes their personal plan, the other student will need to give 2 pieces of advice using the subjunctive to their partner and then switch roles. Students will record their conversation for the teacher to grade.

Presentacional: Students will write to Colombian youth and give requests and recommendations that they should follow in order to follow a healthy diet and live a healthy lifestyle both in Colombia and the United States.

Unit 3B: Colombia: Una Vida Sana y Equilibrada

Duration: (3-4 weeks)

• I can elaborate on characteristics of a sustainable community.
• I can analize about how ecofriendly -habits influence sustainable communities.
• I can explore and evaluate my own community and other Spanish speaking communities and come up with ways that they can improve in order to be more sustainable and eco-friendly.

• Continuing with subjunctive with wishes, wants, requests and recommendations for living a healthy lifestyle.

• U3B Vocabulario: Una Vida Sana y equilibrada

Interpretive: Students will read an infographic from Colombia about the importance of children being active. Give your opinions about the infographic and it't message. Listen to different audios about Colombian national sports and answer the questions.

Interpersonal: Students will plan a menu based on what one has learned about healthy living, foods and lifestyles in Colombia. Plan different foods from Colombia and different drinks from Colombia and write about the health benefits for each using the subjunctive.

Presentacional: Students will present their food truck and it's health benefits and purpose to the class. They will use subjunctive and different Colombian food aspects and culture in their presentation.

Unit 4A: Medellín, Colombia y Vitoria-Gasteiz, España

Duration: (3-4 weeks)

• I can elaborate on characteristics of a sustainable community.
• I can analize about how ecofriendly -habits influence sustainable communities.
• I can explore and evaluate my own community and other Spanish speaking communities and come up with ways that they can improve in order to be more sustainable and eco-friendly.

• Subjunctive with Impersonal expressions
• U4A Subjuntivo con Expresiones Impersonales
• Be able to communicate ways to make our community more eco-friendly using the subjunctive with impersonal expressions.

• U4A Una Comunidad Sostenible Vocabulario

Interpretive: Students will listen to audios about eco-friendly habits and answer questions based on the audio. Students will read authentic texts about sustainable communities and answer questions.

Interpersonal: Students will write to someone in a sustainable community in a Spanish speaking country and mention ways that one can improve the environment using key vocabulary and grammar that we have studied.

Presentacional: Students will work with classmates to create a presentation to discuss the importance of the environment and the importance of creating a sustainable community.

Unit 4B: Medellín, Colombia y Vitoria-Gasteiz, España

Duration: (3-4 weeks)

• I can relate to Spanish teens and compare what I did as a child when I was young with what Spanish students did.

• Conditional
• U4B El Condicional
• Discuss ways in which you would improve the environment and your community and other Spanish speaking communities in order to make a more eco-friendly world.

• U4B Una Comunidad Sostenible Vocabulario

Interpretive: Students will read authentic texts about eco-friendly communities in Colombia and Spain and answer the questions. Students will listen to audios discuss different key sustainable elements in these communities and answer questions.

Interpersonal: Students will discuss with other Colombians and Spaniards about ways that they would change their own community and others to make them more sustainable.

Presentacional: Students will present ideas to other leaders in their community of ways one would make their own community more sustainable using the research one has done during the Unit.

Unit: Preliminary

Duration: (1 week and a half or 3-4 days)

• I can introduce myself and give a basic personal profile.
• I can describe myself and others using learned vocabulary (physical appearance, personality, interests).
• I can talk briefly about my routines or what I like to do in my free time.
• I can ask and answer simple questions about personal information (age, interests, family, routines).
• I can exchange basic information with classmates about likes/dislikes, hobbies, and goals.

• Present tense of regular and irregular verbs-ser, estar, tener, gustar, hacer
• Reflexive verbs for daily routine
• Subject pronouns
• Adjective agreement
• Expressing likes/dislikes

• Personal identity: nombre, edad, cumpleaños, nacionalidad
• Physical and personality traits: alto, simpático, trabajador, tímido
• Hobbies/interests: leer, jugar deportes, ver películas, escuchar música
• Family: madre, hermano, abuelos, etc.
• Daily routine: levantarse, cepillarse, acostarse
• School-related vocabulary: materias, horario, actividades escolares
• Connecting words: y, pero, también, porque

Interpretive: Read a short questionnaire and prepare questions for an interview.

Interpersonal: Conduct a short interview with a classmate.

Presentational: Write a brief paragraph to introduce your partner to the class.

Unit 1: Costa Rica Una educación de calidad

Duration: (4-5 weeks)

• I can understand the main idea and some details in short articles about education in different countries.
• I can ask and answer questions about access to education and school experiences.
• I can write a short summary or opinion about an educational program or story.
• I can give a short description or reaction to an educational video or story, like Biblioburro or ¿Cuánto valdrás?

• Present tense: to describe current educational systems and routine
• Pretérite: to talk about completed actions or past educational reforms
• Imperfect tense: to describe what education used to be like in the past
• Use expressions of cause and effect: porque, por eso, ya que, debido a
• Use sequencing and time connectors: primero, después, entonces, mientras, cuando)

• General vocabulary about education, classroom
• Support vocabulary for each of the readings used in this unit.
• Escuelas del milenio
• Biblioburro
• Educación básica

Interpretive: Students will read the short story ¿Cuánto valdrás? and demonstrate comprehension through reading questions, with a focus on key vocabulary and correct use of preterite and imperfect tenses.

Interpersonal: Students will respond to essential questions in conversation to share opinions and compare experiences.

Presentational: Students will write a short paragraph or personal reflection connecting the story to their own views on education, addressing the essential questions and using target structures appropriately.

Unit 2: El Salvador Primer Encuentro

Duration: (2 weeks- 6 classes)

• I can understand the main idea and key details in a short story about relationships.
• I can identify emotions and perspectives of characters in a literary text.
• I can talk about personal relationships and first impressions.
• I can describe a relationship or a first meeting that impacted me.
• I can share basic facts about life or customs in El Salvador.

• Future tense - to express hopes, intentions, and predictions in relationships
• Conditional tense - to express hypothetical situations or advice in personal interactions
• Review of present tense and preterite/imperfect as needed for narration and description

• General vocabulary about personal relationships: llevarse bien/mal, confiar, discutir, apoyar, celoso(a), íntimo(a), la amistad
• General vocabulary to discuss emotions and personal reactions.
• Support vocabulary for each of the readings used in this unit.
• Primer encuentro

Interpretive: Students will read the short story Primer encuentro and demonstrate comprehension by responding to questions about the main idea, supporting details, vocabulary, cultural references and correct use of future and conditional tenses embedded in the questions of the Interpretive task.

Interpersonal: Students will engage in an interpersonal conversation responding to 1-2 essential questions studied during the unit.

Presentational: Students will write a paragraph responding to one essential question, making connections to the story and their own experiences.

Unit 3: México Cajas de cartón

Duration: (5 weeks)

• I can understand the main ideas and some details from articles and authentic resources about immigration experiences.
• I can identify opinions in a song related to immigration.
• I can ask and answer questions about reasons people immigrate and their experiences.
• I can exchange personal opinions and reactions about challenges faced by immigrants.
• I can describe the immigration journey of a person or a fictional character.
• I can write or talk about how immigration affects individuals, families, and society.

• Present progressive: Estar + gerund
• Present perfect: Haber + -ado, -ido and some irregular verbs
• Subjunctive in noun clauses

• General vocabulary about emociones y desafíos: miedo, sacrificio, esperanza
• General vocabulary to discuss la identidad y la adaptación: costumbres, idiomas, pertenencia, cultura
• Support vocabulary for each of the readings used in this unit.
• Casas de cartón- canción de Marco Antonio Solis
• Cajas de Cartón: Francisco Jimenez

Interpretive: Read Cajas de cartón and an article; answer comprehension and analysis questions.

Interpersonal: Conversation with a peer about a hypothetical immigration experience (real or fictional).

Presentational: Write a short essay responding to one of the essential questions, incorporating vocabulary and themes from readings and songs.

Unit 4: Voces en la Familia Ecuador

Duration: (5 weeks)

• I can identify traditions and customs related to New Year's celebrations in an authentic reading.
• I can compare New Year's celebrations in different cultures using information from a reading.
• I can understand the main idea and key details of a short story about family roles.
• I can identify cultural perspectives about marriage and family from an Ecuadorian context.
• I can ask and answer questions about family relationships and expectations.
• I can discuss how families make important decisions in different cultures.
• I can describe the characters and events from a story about family and tradition.
• I can express my opinion about family roles and decisions in writing or in a short presentation.

• Past perfect: Haber + -ado, -ido and some irregular verbs
• Subjunctive with impersonal expressions

• Impersonal expressions that trigger subjunctive
• Support vocabulary for teach reading used in this unit - La fuerza de la debilidad

Interpretive Task: Read the short story La fuerza de la debilidad and demonstrate comprehension by: identifying the main characters and their relationships, summarizing the conflict and resolution, answering comprehension questions (multiple choice, short answer).

Interpersonal Task: Have a conversation with a classmate about family expectations and traditions. Use impersonal expressions with the subjunctive.

Presentational Task: Write a paragraph giving advice to one of the characters in the story. Use impersonal expressions with the subjunctive.

Unit 5: PBL Sé un Solucionario

Duration: (5-6 weeks)

• I can describe a real-world issue that affects people, animals, or the environment in Spanish.
• I can express why this issue is important to me or my community.
• I can read and understand articles, infographics, and videos related to my topic.
• I can discuss possible solutions with my group using persuasive language and supportive evidence.
• I can create a basic action plan in Spanish that outlines steps, responsibilities, and expected results.
• I can present our project and proposed solution to an audience using visual aids and rehearsed speech.
• I can respond to simple questions or comments about our solution in a Q&A format.
• I can give suggestions for future improvements using the subjunctive with expressions like Es importante que... / Espero que...

• Use of present tense to describe current issues and solutions.
• Use of future tense to express plans and predictions.
• Use of subjunctive to express hopes, doubts, and recommendations.
• Use of impersonal expressions.
• Connectors and transition words for writing and presenting.

• Problem-solving and global issues vocabulary.
• Vocabulary generated by students based on the topic they choose (word walls, personal glossaries, shared class list).

Interpretive: Read and analyze authentic sources (articles, infographics, short videos) related to their chosen issue. Identify the problem, its causes, and possible solutions.

Interpersonal: Respond to 3 teacher-led or peer questions in a recorded or live group conversation about the project.

Presentational (Written): Write a short personal reflection answering questions about the results of their project.

Presentational (Oral): In small groups, present the solutionary project to the class or a larger audience using a slideshow.

Unit 6: Los 33, una historia de sobrevivencia Chile

Duration: (5-6 weeks)

• I can understand key details from news articles and short documentaries about a real-life survival story.
• I can ask and answer questions about what I would do in a survival situation.
• I can write a response imagining myself as one of the miners and reflect on the lessons learned.

• Past tenses: Preterite and Imperfect (to narrate events and describe circumstances)
• Conditional tense: To express hypothetical survival choices
• Imperfecto del subjuntivo-Si clauses
• Expressions of emotion + subjunctive

• Vocabulary pertaining to the story -Los 33

Interpretive: Read an excerpt or article about the rescue or the conditions in the mine. Watch a video clip (news segment, documentary excerpt). Respond to comprehension questions and infer the emotions and challenges.

Interpersonal: In pairs, simulate a conversation. Discuss survival strategies and the importance of teamwork.

Presentational Written: Write a journal entry from the perspective of one of the miners or a family member.

Preliminary Unit:  Getting acquainted

Duration: (1 week)

• I can ask and answer questions about how someone spent their summer and share details about my own experiences.
• I can understand short descriptions or conversations about summer vacations, activities, and routines.
• I can write a short paragraph describing what I did during the summer, including where I went, who I was with, and what I enjoyed most.
• I can introduce myself to classmates and share personal information such as my hobbies, interests, and favorite summer moments.

• Preterito vs. Imperfecto
• Adjective + noun agreement
• Review of Present tense
• Ser vs. Estar
• Review of Sentence Structures (simple, compound and complex sentences)

• Summer Activities
• Adjectives
• Family members

Formative: Conjuguemos, SpanishDict, short vocabulary and interpretive quizzes, and classwork.

Summative Interpretive: Students read a short text or watch a short video (e.g., a vlog or written post from a teen describing their summer break) and answer comprehension questions. Include true/false, multiple choice, and short-answer questions based on details and main ideas.

Summative Interpersonal: Students complete a "Find Someone Who..." grid by walking around the room and asking classmates questions in Spanish (e.g., "¿Fuiste a otro estado este verano?" "¿Trabajaste en el verano?"). They must get different answers from different classmates and ask follow-up questions to gather more detail.

Summative Presentational: Students give a 1-minute presentation to the class or a small group sharing a favorite summer experience.

Unit 1: Estructura de la Familia

Duration: (5 weeks)

• I can interpret, and analyze what is heard, read, or viewed on a variety of topics.
• I can exchange information about modern and traditional families, roles of family members, traditions, and daily life.
• I can demonstrate comprehension of content from authentic texts and audiovisual sources about the family, including blogs, interviews, and short narratives.
• I can compare changes in family life and roles of family members, including parents' expectations of teens in the U.S. and Spanish-speaking countries.

• Practice of Present, Preterite and Imperfect tenses
• Review of Future and conditional tenses
• Por vs. para
• Essay writing tips

• Family members
• Roles and relationships
• Traditions and celebrations
• Daily life
• Values and qualities

Formative: Conjuguemos, SpanishDict, short vocabulary and interpretive quizzes, and classwork.

Summative Interpersonal: Students will interview each other regarding their families, traditions, and daily routines. They must ask follow-up questions and use target vocabulary.

Summative Interpretive: Students will read a blog post from a Spanish-speaking teen about family traditions, listen to an interview, and answer comprehension questions that include both detail and inference.

Summative Presentational: Students will prepare a multimedia presentation comparing family roles and expectations in the U.S. and a Spanish-speaking country, integrating authentic resources and personal examples.

Unit 2: Redes sociales

Duration: (5 weeks)

• I can exchange information about advantages and disadvantages of social networking.
• I can compare and contrast forms of communication in social relationships and family life before and after social networking.
• I can give advice to educate others on responsible use of social networks.
• I can create an oral or written publication on the responsible use of social networks.

• Practice of Present, Preterite vs. Imperfect, and Future and Conditional tenses
• Review of Present Subjunctive tense
• Essay writing

• Social media platforms
• Advantages/disadvantages of technology
• Digital communication terms
• Privacy and safety vocabulary
• Expressions for giving advice

Formative: Conjuguemos, SpanishDict, short vocabulary and interpretive quizzes, and classwork.

Summative Interpersonal: Students will advise a friend on safe and responsible social media use, addressing potential risks and benefits.

Summative Interpretive: Students will read an article about the effects of social networking and answer comprehension and inference questions.

Summative Presentational: Students will create a written or oral guide for responsible social media use, incorporating examples from Spanish-speaking cultures.

Unit 3: Ciudadanía Global

Duration: (5 weeks)

• I can exchange information about the role and contributions of young global citizens in local and global communities.
• I can express opinions and desires about challenges and needs of local and global communities.
• I can demonstrate comprehension about contributions of global citizens from authentic texts, websites, brochures, blogs, audio, and audiovisual resources.
• I can produce reflections and journal entries to demonstrate understanding that contributions of global citizens can improve the world.

• Review of Imperfect Subjunctive
• Comparatives of equality
• Present subjunctive in context of recommendations, suggestions, and Past Perfect tenses

• Global citizenship
• Actions and contributions
• Community needs
• International topics
• Qualities of a global citizen

Formative: Conjuguemos, SpanishDict, short vocabulary and interpretive quizzes, and classwork.

Summative Interpersonal: Students will interview each other in the roles of a journalist and a young global citizen. They will exchange information about contributions to local/global communities, challenges faced, and future goals. They must ask follow-up questions, use targeted vocabulary, and respond in complete sentences.

Summative Interpretive: Students will read an article or blog post and watch a short video about a young global citizen making an impact in a Spanish-speaking country. They will answer comprehension questions that include both detail and inference, identifying the person's role, the challenges addressed, and the results of their actions.

Summative Presentational: Students will prepare a multimedia presentation or written reflection describing how they could contribute as young global citizens. They will identify a cause they care about, propose specific actions, and explain the impact they hope to achieve. They must integrate authentic resources and personal examples to support their ideas.

Unit 4: Viajes y Ocio

Duration: (5 weeks)

• I can exchange information about traveling to and within a Spanish-speaking country.
• I can express opinions about travel and leisure preferences and experiences.
• I can interpret, analyze, and compare family life, social life and leisure time activities among young people from Hispanic cultures from audio sources.
• I can organize and present a detailed travel itinerary to a Spanish-speaking country.

• Preterite and imperfect for narrating past travel experiences
• Subordinate sentences
• Future tense to express upcoming travel plans
• Use of comparatives and superlatives to compare travel destinations
• Present Perfect and Past Perfect tenses

• Destinations
• Transportation
• Lodging
• Travel planning
• Leisure activities

Formative: Conjuguemos, SpanishDict, short vocabulary and interpretive quizzes, and classwork.

Summative Interpersonal: In pairs, students will plan a trip to a Spanish-speaking country. One student plays the role of a travel agent, and the other is the client. They will exchange information about destinations, transportation, accommodations, leisure activities, and travel preferences. Students must ask follow-up questions, negotiate options, and use travel-related vocabulary in complete sentences.

Summative Interpretive: Students will listen to an audio interview with a young person from a Spanish-speaking country describing their leisure activities and travel experiences. They will also read a short travel blog. Students will answer comprehension questions that require both detail and inference, comparing leisure activities and travel habits with their own culture.

Summative Presentational: Students will create and present a multimedia travel itinerary for a one-week trip to a Spanish-speaking country. They must include destinations, daily activities, lodging, transportation, cultural events, and leisure activities. Students should integrate authentic resources such as images, schedules, and cost information to support their presentation.

Unit 5: Educación y carreras

Duration: (5 weeks)

• I can engage in discussions about the purpose of education.
• I can explain how education prepares people for the future.
• I can analyze and evaluate education and career options in Spanish-speaking countries.
• I can develop a professional resume.

• Subordinate sentences
• Use of comparatives and superlatives to compare education barriers
• Present Perfect and Past Perfect tenses

• Education levels
• School subjects and fields
• Careers and professions
• Career skills
• Job application terms

Formative: Conjuguemos, SpanishDict, short vocabulary and interpretive quizzes, and classwork.

Summative Interpersonal: In pairs, students will conduct a mock career counseling session. One plays a counselor, the other a student seeking advice on choosing a career path. They discuss education options, required skills, and job prospects in Spanish-speaking countries.

Summative Interpretive: Students will read a Spanish-language article or watch a video about career trends in Latin America and Spain. They answer comprehension questions, identify the most in-demand fields, and explain how education systems prepare students for these jobs.

Summative Presentational: Students will create a professional résumé in Spanish tailored to a hypothetical job or internship in a Spanish-speaking country. They will present their résumé and explain why they are a strong candidate, integrating vocabulary from the unit.

Unit 6: Belleza y moda

Duration: (5 weeks)

• I can express opinions about the ideal concept of beauty imposed by society and how that definition can be expanded.
• I can explain the influence of the fashion industry, media, and celebrities on beauty and fashion.
• I can interpret and analyze perspectives on beauty and fashion preferences from indigenous Hispanic cultures.
• I can develop a written and oral promotional product featuring a healthy concept of beauty.

• Present, preterit and Imperfect
• Subjunctive in expressing doubt, emotion, or recommendations
• Passive voice, Future tense, Present Perfect and Past Perfect tenses

• Beauty and appearance
• Fashion industry
• Media and influence
• Health and body image

Formative: Conjuguemos, SpanishDict, short vocabulary and interpretive quizzes, and classwork.

Summative Interpersonal: Students will take on the roles of a fashion magazine editor and a contributor discussing how to create a special issue promoting healthy and inclusive beauty standards. They must negotiate ideas and select final concepts.

Summative Interpretive: Students will view a short documentary or read an article about indigenous fashion traditions in a Spanish-speaking country. They answer comprehension questions, analyze how these traditions challenge mainstream beauty norms, and discuss cultural significance.

Summative Presentational: Students will design and present a promotional campaign (poster, social media post, or video) promoting a healthy and inclusive concept of beauty. The presentation should integrate indigenous or alternative beauty perspectives, authentic images, and persuasive language.