Fourth Grade Spanish

CULTURAL GOALS: To begin developing an appreciation for the Spanish language. To learn the significance of some traditions and celebrations from Spanish-speaking countries.

COMMUNICATION, READING, & WRITING GOALS: Students will learn basic vocabulary and expressions; they will be able to apply them in context, in oral and written form. Students will know how to introduce themselves, ask and respond to simple questions, and express likes and dislikes. Also, students will learn vocabulary that will enable them to read, understand, and write about a series of basic stories.

CONTENT: likes, dislikes, days of the week, body parts, the family, the house, colors, animals, introductions and farewells, classroom expressions, numbers 1-10.

GRAMMAR: masculine, feminine, singular and plural nouns, most common verbs, adjectives and adverbs.

Fifth Grade Spanish

CULTURAL GOALS: To be aware of the importance and usefulness of learning Spanish as a second language. To begin to acknowledge the cultural diversity that exists among Spanish-speaking countries. Understand basic geography (where Spanish-speaking countries are located.)

COMMUNICATION, READING, & WRITING GOALS: Students will further develop their listening and verbal skills. They will expand their vocabulary range, as well as the necessary skills to be able to communicate orally in Spanish. Students will recognize, understand, and articulate sounds of vowels and consonants from the alphabet in Spanish. Students will know how to count in Spanish from 1 to 30. Students will write basic sentences to describe situations. Students will write short, original stories. Students will read aloud and translate text.

CONTENT: the school, food, ordering and offering food, days of the week, months of the year, types of weather and the seasons, extended family members, parts of a house, and basic places in a city.

GRAMMAR: definite and indefinite articles, personal pronouns, introducing third persons, masculine, feminine, singular, plural, basic verb conjugation (regular verbs in present tense), common adverbs and prepositions.

Sixth Grade Spanish

CULTURAL GOALS: To identify the location and most important features of Spanish-speaking countries, and the overarching similarities and differences among them. To know what constitutes Hispanic culture and be able to recognize its influence over the United States.

COMMUNICATION, READING, & WRITING GOALS: To articulate personal information, ask and respond to basic questions, and describe characteristics of people and places. Also, to distinguish between the informal and formal structures; to speak, read, and write in the present tense using complete sentences.

CONTENT: Present and near future tenses of both regular and irregular verbs, adjectives, definite and indefinite articles, introduction to direct and indirect objects, personal pronouns, prepositions, telling time, discussing schedules, and sentence construction.

LITERATURE: “Pobre Ana” and “Patricia va a California.”

Sixth Grade Advanced Spanish

CULTURAL GOALS: To identify the rich and different cultural nuances that exist among Hispanic countries, and to get to know these differences through literature, poetry, songs, movies, geography, history. To understand basic features of Aztec culture and the events that led to their fall upon European arrival. To learn the significance of the Day of the Dead. To explore the life of a migrant child.

COMMUNICATION, READING, & WRITING GOALS: Basic Spanish literature analysis will lead students to master the skills of reading comprehension, and written expression using techniques for summarizing, extracting main ideas, and for essay and creative writing. Students will learn to use online dictionaries. Students will learn Spanish orthography and grammar. Spanish will be applied orally in the forms of read aloud, poetry, story telling, performing plays, singing, and expressing opinion during class discussions. Students will be engaged in discussions about movies, literature and culture.

CONTENT: Review of the correct use of the following tenses in Spanish: past tenses: preterit/imperfect, present perfect; future and conditional tenses. Reflexive verbs, direct and indirect objects; accentuation in Spanish.


“El Ascenso de Europa” by Daniela Forni, “Doña Josefa y sus conspiraciones” by Ediciones Tecolote, “De lo que le contaron al fraile” by Ediciones Tecolote, “Escudos Rotos” by Ediciones Tecolote, “La ciudad de los dioses. Cajas de cartón” by Francisco Jimenez.

Seventh Grade Spanish

CULTURAL GOALS: To effectively compare and contrast cultural aspects of the different Latin American countries. To identify the various traditions, famous sites, foods, history and geography of Latin American countries.

COMMUNICATION, READING, & WRITING GOALS: To express oneself in a variety of ways and articulate thoughts more automatically. Students have a breadth of vocabulary that assists them in accurate expression and to use the language not only to transfer information, but also to be convincing and speak with more depth of thought. Reading is a tool for vocabulary building and to understand concepts. Students write in paragraph form and concentrate on refining their sentence structure.

CONTENT: simple present, present progressive and preterite verb tense conjugations, commands (formal, informal, and plural), possessive and demonstrative adjectives, por vs. para, direct and indirect objects, idiomatic expressions with tener, and their combinations, family, traveling, activities, discussing likes and dislikes.

LITERATURE: “Casi se Muere,” “Pobre Ana bailó el Tango,” and “El Viaje de su Vida.”

Seventh Grade Advanced Spanish

CULTURAL GOALS:  To identify the rich and different cultural nuances that exist among South American countries, and to get to know these differences through literature, poetry, songs, movies, geography, and history of South America. To learn about the life of a migrant farm worker and his family.

COMMUNICATION, READING, & WRITING GOALS: Literature reading and analysis, research projects, essay writing techniques, summaries, main ideas, and glossaries. Oral exercises through plays, class discussions to state and support opinions, give advise, express doubts, and in oral presentations of given subjects or projects to help students master grammatical concepts and fluidity in the language.

CONTENT: To review past tenses (preterit/imperfect), the future and conditional tenses in the indicative mode, to provide instructions, advice, orders through the study of the negative and affirmative uses of the imperative mode, to study the present subjunctive mode and some of its typical expressions, and to review accent placement in Spanish.

LITERATURE: “Incas” by Ediciones Tecolote, “Cuentos de la Selva” by Horacio Quiroga, “El Dueño de los Animales” by Jorge Accame, “Lo que cuentan los Tehuelches” by Miguel Ángel Palermo, “Lo que cuentan los Onas” by Miguel Ángel Palermo, “Lo que cuentan los Iroqueses” by Márgara Averbach, “Lo que cuentan los Inuit” by Olga Monkman.

Eighth Grade Spanish

CULTURAL GOALS:  Students will continue to learn about the similarities and differences among Spanish-speaking countries. They will begin to develop a broader understanding of these comparisons and see their impact on the Latin world. Projects will move beyond finding facts, to producing written and presented ideas and opinions on several subjects that are culture specific.

COMMUNICATION, READING, & WRITING GOALS: Students are now speaking, reading, and writing entirely in Spanish with fluidity and refinement. Their writing has more clarity and they are now able to write a paper and can communicate their ideas in multiple ways.

CONTENT: Preterite and imperfect tenses (past), reflexive verbs, recent past, immediate future, time phrasing, comparatives, superlatives, debating opinions, giving advice and directions, health, community, media, and restaurants.

LITERATURE: “Mi Propio Auto” and “¿Dónde está Eduardo?”

Eighth Grade Advanced Spanish

CULTURAL GOALS:  Focus on Spain: culture, regions, traditions, history and celebrities through literature, poetry, songs, movies and documentaries. Focus on Latin American immigration and its influence on American culture.

COMMUNICATION, READING, & WRITING GOALS: Students will advance in their Spanish oral fluidity and analytical skills to express opinions, doubts, dreams, questions, and regrets, as well as hypothetical situations in the present and the past tenses of the subjunctive mode. They will express their opinion in debates and class discussions, and will be able to present subjects orally in class. Reading comprehension skills will be enhanced through reading fiction and non- fictional literature, essays, articles and informative texts. Writing skills will be refined through the writing of essays, research papers, articles, summaries and creative writing. Students will learn to recognize and use figures of speech in creative writing, and will learn how to write informative, persuasive, and opinion essays applying more advanced and sophisticated connecting words in their speech.

CONTENT: Students will be introduced to advanced structures of Spanish syntax to be prepared for high school Spanish placement exams; this will be done through the review of conditional tense, imperative mode, and present subjunctive mode, and the study of imperfect, present perfect and past perfect tenses in the subjunctive mode. The use of the passive and active voice will be studied as well as indirect and direct speech.

LITERATURE: “Don Quixote” by Miguel de Cervantes, “Lorca y su Duende” by Sara Cordón, “Pizarro, El hijo del sol” by Patxi Irurzun, “El Cid Campeador” by Esteban Rodríguez Serrano, “Cervantes, El ingenioso” by Sara Cordón, “Goya y sus caprichos” by Esteban Rodríguez Serrano, “Pequeña Historia de España” by Manuel Fernández Álvarez, “El Capitán Alatriste” by Pérez-Reverte. Más allá de Francisco Jiménez.