Curricula

There are few things that I love more than writing lesson plans and creating word processing documents, so developing my own curriculum has always been for enjoyment rather than out of necessity. There are several excellent TPRS®/CI Curriculums on the market that I would have been happy to use had I been mandated to do so. Whether you follow my curriculum maps exclusively or use units here and there as you see fit, I hope that you are satisfied with my work!

To read about how I developed my Spanish 1 curriculum, please click here.

Click on the image to view the curriculum map for each level.

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39 comments

  1. Thanks for posting this Martina. I’m re-writing the Sp2 curriculum this summer…again. I can relate to your “I’ll get there some day” comment. sigh

    How many hours is your Sp1a and Sp2? How many readers do you usually read with each level?

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      • Martina!!! It’s the pest! 🙂
        I really do not know how to use the readers very well at all. Do you have any instruction on this like you do for the story scripts. I’ve used Blaine’s POBRE ANA before, but many students think it’s “lame.” (Of course, many high schoolers think everything is “lame!” ha! 🙂

        I’ve tried to add other things to these novels, but just can’t seem to “get going on them.” Any advice?

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      • I’m sorry, but what do you mean by readers? And you mentioned Spanish 1A & B. Are they broken up for semesters or yearlong courses? I am trying to teach your Spanish 1 curriculum over the course of two years. 7th grade will be Spanish 1A and 8th grade will be Spanish 1B (I am also teaching a regular Spanish 1 simultaneously but will just follow your plan as is for that). Do you have any suggestions for supplementing it for the two year plan (I know you complete the Spanish 1 curriculum in one year). And I know you mentioned you don’t assess until later on, but do you ever get complaints from parents? Thanks!

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      • By readers I mean novels from Fluency Matters, TPRS Books, Mira Canion, etc. Spanish 1A was one full year and 1B was a second full year. As other teachers have started using my curriculum, it seems to be that EVERYONE goes through it more slowly than I do , so splitting it between 2 years is very reasonable. (I taught units 1-20 in 1st year + a novel and then did the remaining units in the second year before starting the Spanish II curriculum). I have assessments starting in the second unit, so I do not have complaints from parents or admin!

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  2. How do you decide which structures you will teach? I love your stuff! I have just finished using La Muchacha y La Ardilla that I purchased from your TPT account. My students love you, too 🙂

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    • I choose my structures based on two factors: (1) it’s high frequency and appears on lists of ‘100 most common Spanish words’ or things like that or (2) it’s needed for novels for which we are preparing (and typically those novels are ones that are written based on high frequency structure lists). Glad to hear the good feedback from you and your students!!

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  3. I am the Spanish 1 instructor at a Homeschool Co-op. My class meets on Tuesday for 1.5 hrs, and on Fridays for 50 minutes. Can you give any advice on how to use TPRS in my situation?

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    • I am a homeschool mom and teach in a co-op (as well as in private Spanish classes) as well, Tammy. Feel free to contact me at six_hommels@ yahoo.com (take out space). I began using TPR in 2007 and TPRS in 2008… I’ll never go back!

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      • Our co-op consists of five families, 14 children total. We try to keep the age range from getting too disparate, so all are ages 7-12 or so which works perfectly for my family. (I graduated my older two, both in college now! Younger two are 8 and 11). We have done larger co-ops with babies and toddlers in the past. It is nice to have it this way now. 🙂 With TPRS, and especially if you keep the TPR in TPRS!, it is easy to teach to all age groups simultaneously. Even babies and toddlers like to watch and listen when things are happening!

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  4. These stories and lessons are GREAT! I always struggled with Spanish 2 b/c it’s so grammar intensive but these are awesome. I also used Blaine Ray’s Pobre Ana but most students found it boring and “lame” as others who posted have said. I started using “Las Aventuras de Isabela” by Karen Rowan which is MUCH better and the students LOVE it. It has much more action (and very silly action) involved so I have students act out stories and it turns into very funny and active classes.

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  5. Will you be posting links to these lessons/plans soon?

    7.El secreto (Irregular preterite verbs)
    8.La chica ideal (-ER/-IR Imperfect regular)
    9.El acosador (Imperfect irregular)

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  6. Martina, I must say that you are AMAZING! This is my second year teaching grades 7-11, and your resources have been so incredibly helpful to me! Last year, I used stories here and there, but this year I decided that I wanted to be more effective in my incorporation of TPRS in my classroom, and you have helped me to do just that. I really appreciate you sharing all of your wonderful activities and ideas with the rest of us! As I am following your curriculum map, I did want to ask if you will be posting the remaining units for Spanish 1? Thanks so much!!!! 🙂

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      • I’m in the same boat as Danielle! I am planning for next year to follow exactly what you have in your curriculum map. Right now, I am organizing myself while I have the help of a student teacher. 🙂 I would love to get all of units downloaded. With that said, I’m giving you the mercy of having the rest of the semester. haha Just playing. I definitely concur with Danielle. You are AMAZING at what you do.

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  7. We are half way through El Amigo Simpático. Most of the kids that I have, with the exception of my seventh and eighth grade students, have failed to have any type of instruction in their prior years of taking Spanish. Therefore, we are moving at a slower pace, and I am incorporating some other vocabulary (commands, professions, classroom supplies, etc). Thanks again for all that you do!!

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  8. Martina,
    If I am following your curriculum map, when do you think is an appropriate time to begin reading Esperanza?

    Thank you,
    Danielle

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    • I always read Esperanza with my Spanish 1B kids at the beginning of their second year of Spanish. However, I think that you could make it work well after Unit #20 when you talk about immigration. You could absolutely do it sooner, you would just need to pre-teach more vocab before reading each chapter. Not a bad thing–just something to keep in mind! You could also reserve fourth quarter to read it so that the kids have something to look forward to and can bring together everything that they’ve learned throughout the year. Make sure to check out the TPRS Publishing board on Pinterest for Esperanza! http://www.pinterest.com/tprspublishing/esperanza/

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  9. Hi Martina, I am a native Spanish speaker. However, this is my first year teaching Spanish. I will be teaching an exploratory 6th grade class and a 7th grade intermediate exploratory class (both are a semester long). The 8th grade class is Spanish I (equivalent to a 9th grade Spanish I class). I have taught 9th grade English for many years but never Spanish. I have no idea where to start and I have not received any resources to teach. I was thinking of following your curriculum for the 8th grade class. Is this enough for the year? Should I include anything else? Thank you for this website. It will be a HUGE help for me! 🙂

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    • I think that it will easily take you through the whole year! I never finished all of it in a year because some things take longer than planned and we always stuck in extra topics here and there.

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    • I don’t–I teach those from the very beginning, included in the target structures (ex: le grit, lo quiere, etc.), so my students are very comfortable with them through exposure and pop-up grammar. I do have some incomplete, targeted notes on both topics that I could work on finishing up…

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  10. How do you do vocab lists for the readers? Do you still just teach one or two target structures for each chapter or do you have full vocab lists?

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    • I try to pre-teach the majority of the vocabulary before the novel so that there are no more than one or two new, KEY target structures in each chapter. This allows us to keep up the pace!

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  11. Hi Martina!
    I’m planning for several Spanish classes next year and thinking I will try backwards planning for novels as you suggested. I’m wondering how many structures you usually end up with per novel? I’m starting with planning from La Llorona for my grade 11 class and there are a lot of words. I’m sticking with high frequency words, but the problem is my students are new to me and have never had TPRS before, so I have no idea what they already know! Any suggestions?

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    • That’s a great question to which I don’t have a great answer! Without knowing what the students already know, it’s very difficult to plan. Llorona has a lot of vocabulary, like you said. I’d begin by pulling out essential vocab, and then write a benchmark assessment (reading based) for students to take at the beginning of the year to see what they know. From there, you can determine what still must be taught and how long you will need to prepare them to successfully read the novel.

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  12. Hi martina, I am using your curriculum for my fifth through eighth grade classes. Do you know of anything similar for elementary grades?

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