Spanish I Curriculum Map

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The Spanish language is inextricably linked to the cultures of its speakers. Through comprehensible input, the SOMOS Spanish 1 and Spanish 2 curricula from The Comprehensible Classroom teach language and culture simultaneously, allowing Spanish students the opportunity to develop cultural understanding at a depth rarely achieved in Novice courses.

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Most of my Spanish 1 units are available in a series of bundles in order to make purchasing multiple units easier. They are NOT available in one single bundle.

Click here to view a curriculum map with links to all lessons in my Level 1 curriculum, including links to the bundles pictured below:

 

SOMOS Spanish 1 bundle for Spanish classes
Spanish 1, Units 1-5

 

SOMOS 1 units 6-9 bundle
  SOMOS 1, Units 6-9

 

SOMOS 1 units 10-13 bundle
Spanish 1, Units 10-13

 

SOMOS 1 units 14-18 bundle
Spanish 1, Units 14-18

 

original-2197022-1
Spanish 1, Units 19-22

 

 

 

 

 

 

original-843365-1 Storytelling Unit #1: Dice

  • Target structures: this is, a boy, a girl, says, is named, my name is, what’s your name?
  • Script: Dice
Suggested: Teach the structure “there is”/”there are” to students using this game, inspired by Carol Gaab and Spanish Playground.
 Screen Shot 2015-10-11 at 9.26.05 PM Suggested: Teach the structure ‘s/he likes __’ using this three-level embedded reading and communicative activity.
 PREVIEW2 Storytelling Unit #2: El encierro de toros

  • Target structures: walks, runs, sees
  • Thematic vocab: places (house, church, school, etc.)
  • Grammar focus: first person present tense
  • Culture: Running of the bulls
 Screen Shot 2015-10-01 at 12.55.28 PM Suggested: Teach colors as a thematic vocabulary set to students using this activity and reading.
 Screen Shot 2015-10-11 at 8.53.15 PM
Storytelling Unit #3: ¡Cierra la puerta!

  • Target structures: opens the door, never closes, it’s 8:00am
  • Thematic vocab: Telling time–can be expanded with Paul y el avión story
  • Grammar focus: first person present tense
  • Culture: Refranes y dichos
  • Could be used to teach E-IE stem change verbs
Screen Shot 2015-10-06 at 8.14.32 PM Storytelling Unit #4: La Universidad

  • Target structures: takes, talks/speaks, wants to be
  • Thematic vocab: languages and/or occupations
  • Grammar focus: first person present tense
  • Culture: Universities in Spanish-speaking countries
 Screen Shot 2015-10-11 at 2.06.55 PM Storytelling Unit #5: La corrida de toros

  • Target structures: has a girlfriend, my brother goes to, is angry
  • Thematic vocab: family member vocabulary, numbers, gifts
  • Could be used to teach irregular verbs tener and estar
  • Culture: Bullfighting
Suggested: Expand the bullfighting unit by four days with this La corrida de toros expansion pack
Suggested: Give explicit grammar notes: Subject pronouns
Suggested: Teach students about Felipe VI, King of Spain with a four-level embedded reading and optional grammar focus/explicit grammar notes for the Preposition de for possession. Felipe VI & De for possession
Suggested: Review activity for Units 1-5: Jigsaw puzzle

 

Siéntate TPR Somos Unit 1 Spanish verbsStorytelling Unit #6: ¡Siéntate! [FREE]

  • Target structures: s/he sits down, s/he stands up, s/he yells at him/her
  • Script: Siéntate
  • Thematic vocab: classroom objects/furniture vocabulary, classroom commands
  • Grammar: first person present tense, pronouns

*Introduce conjugation of the “nosotros” form with this La criatura reading activity
Somos Unit 7 Martina Bex Castells de TarragonaStorytelling Unit #7: Los castells de Tarragona

Mi Bolivia slideshow PDF1

*Teach students about Bolivia and target possessive adjectives with a reading and activities about Bolivia. (This could be done as early as after Unit 5; students only need have learned the structures ‘habla’, ‘quiere’, ‘ser’, and ‘tiene’.)

la comida latina somos unit 8Storytelling Unit #8: ¡Búscalo!

  • Target structures: s/he looks for, s/he finds, you know
  • Búscalo
  • Thematic vocab: Places, positional prepositions
  • Could be used to teach AR present tense verb notes
  • Culture: Latin influences in American diet

When I taught Spanish 1, this was the end of the first quarter. I began quarter 2 with Unit 9. This will be different for everyone based on which of the supplemental activities are used, the school calendar, and additional lessons taught by the teacher.


el cucuy el coco unit 9 somos spanish 1Storytelling Unit #9: Buscando un animal doméstico

*Complete communicative activity: Mis compañeros y yo

*Give explicit notes: Telling time in Spanish (includes ‘Paul y el avión’ reading)

Como agua para chocolate spanish 1 Storytelling Unit #10: El lobo hambriento/Como agua para chocolate

*Teach ‘baila’ (dances) with the Dancing Merengue Dog mini-unit

deportes en los países que hablan español somos unit 11 spanish 1Storytelling Unit #11: Deportes en los países que hablan español

somos unit 12 el cortejo spanish 1 dating mexicoStorytelling Unit #12: El cortejo

*Introduce QAR to students

*Give explicit saber vs. conocer grammar notes to students

El chico del apartamento 512 preview.001Storytelling Unit #13: El chico del apartamento 512

NiñosStorytelling Unit #14: Los niños prisioneros de Bolivia

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*Teach song – Me gustas tú by Luis Fonsi to further target the structure “hace”


When I taught Spanish 1, this was the end of the second quarter. I began the second semester with Unit 15. This will be different for everyone based on which of the supplemental activities are used, the school calendar, and additional lessons taught by the teacher.


madres de plaza de mayo guerra sucia somos spanish 1Storytelling Unit #15: Las madres de la Plaza de Mayo

  • Target structures: can’t find, an old lady, his/her children
  • Script: La viejita (from Chapter 2 of the forthcoming TPRS Publishing Inc. curriculum, ¡A Conversar!–it will eventually be on the TPRS Publishing Inc. website, but for now you will need to develop your own story script for the structures ‘no puede encontrar’, ‘una mujer vieja’, and ‘sus hijos’. Email me with questions.
  • Thematic vocab: family vocabulary
  • Culture: Las Madres de la Plaza de Mayo y La Guerra Sucia (download resource pack here) This resource pack is aligned with the target structures for this story script.

somos unit 16 gaucho argentino spanish 1Storytelling Unit #16: El gaucho argentino

  • Target structures: lives alone, works at/in, needs
  • Script: Mama’s Boy
  • Thematic vocab: family and home
  • Culture: El gaucho

viajero inmigración ilegalStorytelling Unit #17: El viajero


supersticiones superstitions somos unit 18 spanish 1Storytelling Unit #18: Las supersticiones

  • Target structures: This seems strange to him, gives, gives back (returns)
  • Script: El hombre despreciable
  • Thematic vocab: gifts
  • Culture: Las supersticiones españoles

**If you haven’t already, now is a great time to teach “Brandon Brown quiere un perro” – you won’t have covered all of the structures needed for the novel, but you will have done enough that you can easily spot-teach the ones that you need. For example, I don’t teach ‘duerme’ explicitly until Unit #22, but it has usually come up by this point in the year in PQA, and even if it hasn’t, it’s easy to pre-teach it before you tackle the chapter that introduces it. It would be very easy to teach this novel before this point as well; it would just be a shame to pass this point and NOT have read it yet!


When I taught Spanish 1, this was the end of the third quarter. I began the fourth quarter with Unit 19. This will be different for everyone based on which of the supplemental activities are used, the school calendar, and additional lessons taught by the teacher. If you use novels in your Level 1 class, there are more units and suggested plans remaining than will fit in the school year. I love ending the school year with a novel, and I would recommend teaching Agentes Secretos y el mural de Picasso by Mira Canion and/or Esperanza by Carol Gaab before the year ends. Agentes Secretos is an easier read, and Esperanza is my favorite Level One novel to teach.


Storytelling Unit #19

  • BiblioburroTarget structures: comes to a town, all the people read, puts on top of
  • Script: Viene un hombre
  • Thematic vocab: School supplies, pastimes
  • Culture: El Biblioburro

Screen Shot 2015-10-10 at 10.41.04 PMStorytelling Unit #20: Ladrones 

  • Target structures: leaves behind, the same store, wears a shirt
  • Script: Ladrones
  • Thematic vocab: clothing
  • Culture: Crime in Spanish speaking countries

*read “El hábito de San Antonio” to provide more repetitions of the target structure “lleva el mismo [vestido]”

Screen Shot 2015-11-08 at 11.22.09 PMStorytelling Unit #21 (FREE)

*Teach the film unit “La receta del amor (Love Recipe)” to focus on the difference between reflexive and non-reflexive verbs. 

Screen Shot 2014-12-20 at 11.50.19 AMStorytelling Unit #22: Los tres cerditos

El Camino de Santiago unit for Spanish students, all in Spanish!Storytelling Unit #23: El camino de Santiago

  • Target structures: the young person wants to go, stays/remains, follows
  • Script: La mamá vigilante
  • Vocab: Transportation
  • Culture: El Camino de Santiago

 

Storytelling Unit #24: Saca el boleto

  • Target structures: doesn’t understand anything, smiles, takes out a (plane) ticket
  • Script: Saca el boleto
  • Thematic vocab: travel

El gordo slideshow1.001Storytelling Unit #25: Cuesta demasiado

  • Target structures: (the clothing) costs too much, buys, sells
  • Script: Cuesta demasiado
  • Thematic vocab: clothing and shopping vocabulary
  • Culture: The Spanish Christmas Lottery (El Sorteo Extraordinario de Navidad)

**If you haven’t already, now is a great time to teach the TPRS Publishing novel “Esperanza“, based on a true story and written by Carol Gaab.

Screen Shot 2016-08-04 at 2.28.56 PMStorytelling Unit #26: El sistema solar

  • Target structures: fue el primer/último, su propio, nació
  • Script: N/A — Structures acquired through a game
  • Culture: El sistema solar/Hispanic astronauts

Screen Shot 2015-01-03 at 3.24.34 PMStorytelling Unit #27: La siesta

  • Target structures: You have to (study), little by little s/he becomes bored, s/he goes back to (studying)
  • Script: Hay que estudiar
  • Culture: La siesta

133 comments

    1. I read Esperanza with my 1Bs, and we would have done Robo en la noche as well had I stayed another year! (Every year, I became more efficient and strategic with my planning. I would have cut out some ‘lame’ lessons in order to fit in another novel.)

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      1. For Level 1, I use Brandon Brown quiere un perro and Agentes secretos y el mural de Picasso in the first year. In the second year, I use Esperanza and El Nuevo Houdini (although I would add in Brandon Brown versus Yucatán now–it was published after I resigned to stay home with my kids)

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      2. Search them in the blog and you will find some that I have used, but nothing that I totally love! If you join the SOMOS curriculum collaboration group on facebook, you will find LOTS of options that span different ranges of units since different teachers get through different numbers of units each semester 🙂

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  1. Love your lessons and will use this year being my first TPR exprience! I am weening myself from book teaching with high schoolers and am very excited about teaching TPR with middle schoolers. I find your lessons refreshing & helpful! Gracias por todo!!! 🙂

    Liked by 1 person

  2. This is very useful! I am running into some trouble planning for next year — my incoming 5th graders have had a teacher who uses TPRS/CI since kindergarten and it’s so exciting!! But I’m struggling to envision what they will be coming in with. I’ve also never taught 5th grade!! Thanks for presenting your thoughts so clearly so I can get a handle on my life 🙂

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  3. Hi Martina,
    Great iFLT 2014 presentations! Thank you for all your hard work.
    Do I understand correctly that Curriculum Map Sp.1 is spread over 2 years? Where is the break?
    Last year I followed your map and ended on Unit 7 Amigo simpatico, plus we read Esperanza. As I perfect CI techniques, can I expect to reach more units? (We have every-other-day 90 minute classes, yr-long). Ideally, I’d like to follow your Sp.2 curriculum map for my Sp. 2 classes, but they only had up to unit 7 last year.
    I appreciate any guidance you may have 🙂
    Dana

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    1. Hi Dana, yes to both questions–the curriculum was spread over two years, but the one on this page is incomplete, so there are more units as well. Also, you can expect to move more quickly through the content as your skills are honed!

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      1. It was spread over 2 years?…Did you meet with the students every day for approx 45 minutes? Aren’t most of your units 5 days? 5×25=150 days. Or am I wrong?

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  4. I just wanted to take a moment to tell you how grateful I am for these amazing lessons! Over the last 3 years, I have found it very difficult to cobble together a great TPRS curriculum and I am so happy that I am finally done looking! I will be such a better CI teacher this year, thanks to your cohesive, fun and varied lessons.

    Liked by 1 person

  5. Hi Martina:
    I am following your Curriculum Map, and I have bought almost every plan you have.
    They are great!!!, and they have changed the way I teach and the way the students learn. However, I am trying to find the script for La Viejita. It is supposed to be in Chapter 2 of the TPRS publication A Conversar. I cannot even find that! I would like to purchase it. I purchased three publications, but they don’t have anything related to this script. Could you advise please? Thanks!! Jennifer Ferguson

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  6. I am new to TPRS and using the novels and was hoping you could advise me. I teach high school. This semester I will have Spanish I and II. We are on a block schedule. (Students have four 90 minutes classes a day for a semester. In January, they get four new classes. So basically I have Spanish 1 students for 90 minutes a day for one semester.) I was wondering what novels you would recommend for Spanish 1 and 2. I looked at Brandon quiere un perro but that looked much too young for high schoolers. I was thinking of El Nuevo Houdini for Spanish 1 and for Spanish 2, Esperanza. How far in to Spanish 1 do you start a novel? Thanks for all the great material! It looks great. I’ve purchased several of your plans and hope to use them this new school year.

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    1. Brandon Brown quiere un perro was written for elementary students, but any high schoolers that I have worked with enjoyed it just the same! It’s still a funny novel that anyone can relate to, and it is exciting to be able to read a novel. The success that they feel in reading a novel so early on in their language careers is engaging and a motivator. I like Agentes Secretos y el mural de Picasso for Spanish 1 (in addition to Brandon Brown quiere un perro), and many teachers use Piratas del Caribe y el mapa secreto as their first novel. Then, I use Esperanza in Spanish 1B (so in your situation at the end of Spanish 1 or beginning of Spanish 2) and El Nuevo Houdini-past tense version for Spanish 2 followed by Felipe Alou and then Problemas en Paraíso. So many great novels to choose from!

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  7. If you were going to teach Spanish I in ONE year instead of TWO, which units would you do? I used your lessons last year for High School Spanish I and only got as far as Las chicas no juegan futbol. (I did some of my own units as well, but could never have done 26+ UNITS) I AM STARTING SPANISH (oops) II this year with the same students. Where do you suggest I begin? With the fue unit from your Spanish II Curriculum map?

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    1. I’d probably get through 20 units, plus two novels (Brandon Brown quiere un perro and Agentes secretos y el mural de Picasso). I’d pick up wherever you left off, but the fue unit is really easy to add in at any time, and it’s a very useful structure.

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  8. Martina,
    I have been following your blog for a while and I love it! It is an amazing TPRS/CI curriculum. This year I am teaching French 1 and 2 and I spent so much time looking for something similar for French but there is NOTHING. Would you like me to translate/adapt it for French? I am very new to CI/TPRS and I would love any recommendations.
    Thank you so much
    Julia

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  9. Hi Martina,
    I´m really excited to start my first year teaching and you have given me such great ideas to start with! I was thinking of going up to what you have as Unit 4 (which would be in the 5th or 6th week of school) and trying out Noches misteriosas en Granada….Do you think that is too soon?! I thought it was maybe easier than the pre activities to cover in Agentes secretos (I´m a huge fan of Spain).
    Any insight appreciated! Gracias.

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    1. If you are talking about Spanish 1, that would DEFINITELY be too soon for Noches misteriosas en Granada. That novel is excellent, but with a unique word count of 300…it would be a better fit for Spanish 2. I’d stick to novels that have a unique word count of fewer than 200!!

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  10. I’m starting at a new school this year and hoping to use a lot of your unit plans. I’ll be teaching Spanish 1 and 2, the equivalent of your 1a and 1b. Since I’m jumping in with Spanish 2 not knowing exactly what they learned last year, is there a particular unit you would recommend starting with as I go about assessing their level? I’m hoping for one that is definitely accessible but not too easy for kids who have already had a year in Spanish to get me going as I figure out where they are. Thanks! I love your site!

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    1. I would say to start out with something that is very loose–like “dijo” or “fue”. You’ll be able to quickly determine what structures (vocab and constructions) students retained, AND you will get to know your students. Then, you can back track or speed ahead to any unit that seems to fit their needs!

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  11. Hi Martina,

    I have been lurking on this site for a full year now and followed your curriculum fairly closely last year with much success. I am also a regular customer on your TPT page. I am curious about how you incorporated novels into your curriculum and if you have any suggestions for me. I teach two classes/week (90 min. classes) with my 7th graders and two classes/wk (60 min.) with my 8th graders. Last year I followed your storytelling units for the first semester in each grade (I got through about 8 units in each) and then taught a novel in each grade for the second semester (Agentes Secretos in 7th, El Nuevo Houdini in 8th). I got feedback from students that they would like to do more storytelling throughout the year but still want to do the novels. I’m having trouble figuring out how to have both running throughout the year. I don’t have time to write my own stories based on the vocab/structures from the novels but not sure how to jump back and forth. Any ideas? How did you incorporate novels into your curriculum?

    Thanks for maintaining this site. It has transformed my teaching!

    Liked by 1 person

  12. Hi! I’ve just discovered your page through TPT and already have lost so much stress because your stuff is amazing! Just one simple question though, do you use these stories instead of a textbook? I’m assuming yes, but I thought I would ask. The state of Ohio is trying to move World Language into a ‘portfolio assessment’ ideal to somewhat ‘standardize’ our assessments and I think following your curriculum would help ease this process. Thanks for any response and thank you again for being so awesome and helping a new Spanish teacher out!

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  13. Hi Martina,

    I love your resources here. Thanks for all your work. I was wondering what you’d recommend I buy–I teach Spanish 1-2-3 at a community College in the quarter system. I would say that your Spanish 1 and mine are equivalent,but I only have one quarter to teach everything that’s mandated. What materials would you suggest if you had to distill your curriculum map? And have you any recommendations for adult learners? Thank you!

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  14. Martina, I understand that with TPRS/CI, we do not focus on grammar (it should come naturally, similar to how we learned our first language), but what about those students who are moving on to take AP Spanish?

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    1. Danielle–I still teach grammar lessons–just AFTER we have already used the constructions many times in stories. My notes are all reading-based. Check out some of the ones that I’ve done in the ‘store’ page (there is a free one for you to get an idea of what I do). Most TPRS® /CI teachers don’t do explicit grammar lessons beyond pop-up grammar, but I don’t have a problem with it as long as it is contextualized and limited.

      Liked by 1 person

  15. Hi Martina,

    I was recently selected to be part of a PBL (project-based learning) committee. What is your opinion on how this would tie in to the TPRS/CI classroom?

    Thank you,
    Danielle

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  16. Martina,

    I just received Brandon Brown Quiere un Perro today! After reviewing the novel, it seems very low level to me. Do you think it is necessary to cover up to unit 18? I ask this, because I feel like my high school students would find the novel too childish, especially after reading Pobre Ana.

    Thank you,
    Danielle

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    1. It is extremely low level–it was originally written for elementary students, but middle school and high school teachers have had great success with it as well. Even though it’s childish, the students that I’ve read it with have loved it because their SUCCESS is engaging. (And they find it funny!) Students are excited that they can read and understand an entire novel, so the fact that its target audience was elementary-age students becomes insignificant. You could absolutely read it before Unit 18, and students would do well. The vocabulary is so limited and repetitive that students don’t NEED to have learned the structures that it contains before reading it.

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  17. Hola Martina,
    I am learning so much from your blog and resources! I used your Dia de los muertos lesson this year and loved it. I was wondering if you could give me advice on how to integrate your plans into my classes, I have 6th grade as a 9 week exploratory class, 7/8th grade combo semester long course in Middle School, and I also teach High School, so Spanish 1 and Spanish 2 and soon to have Spanish 3 next year. I thought to use your plans for middle school, but then I have to start again from square one with Spanish 1, as it is the high school course and some students may not have had Spanish since 6th grade, but come to take it as freshmen or later. Would you have any suggestions for structure? I am a first year teacher, trying TPRS/CI, only language teacher in my school! Muchas gracias!
    -Tana

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      1. Martina, I am also thinking about using TPRS/CI. Still deciding. I have been teaching a number of years with a text, and this year I will have two middle school classes. I have only had high school up to this point. I was wondering about similar information as Tana, as far as using TPRS or not at the middle school since they will then come to the high school and only get credit for the time they are at the high school for Spanish I and beyond if they take more.

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      2. Use TPRS from the beginning! Credit doesn’t matter. If they have the opportunity to take a language, then it behooves us to use an instructional method that will be effective for language acquisition.

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      3. Martina, I was wondering, did you use tablets and or incorporate much technology for projects, as well as use educational game sites to practice vocab, sentence structure, conjugation matches etc I have used class tools.net (I think it is), brainy betty, quilt and others. By the way you answered me about using TPRS from my statement of having been using a text the last number of years and that I had been teaching high school, but this year will have a couple of hours of middle school. The text I have been using is Ven Conmigo-I have not used it exclusively, activity by activity for a few years. I use it for the concepts but have made up or tweaked the activities to create or turn them into activities somewhat away from the book. We do do some of the activities in the book and workbook for practice and writing. I try to review with two questions per level based on what we have been covering to start class, then we may do an activity at the board or in their seats, play a game like the flyswatter game (this is where each kid has a spanish word and I tell them that if their word is called in English they have to say someone else’s in English before the person with the flyswatter in the middle hits their desk. Kids can see the written Spanish words taped to each students desk-the different word I gave to each student, then we might do a new concept or oral activity, then I try to do something with technology or online and finally end with a homework assignment they usually are able to finish in class. I like working on their writing and speaking. So, have you found they still do well all the way throughout the year mostly only discussing all year? I mean as far as keeping focus? I feel like some of mine don’t really like to talk a lot or start getting tired after a short while. And part of that may be because other “required” classes get busy and they will try to start doing that other class homework during my class. That’s also why I do the 5-8 different things I mentioned above. I also have more activities I didnt state that I use to vary things. Even movement and once they know “estar” to move around the room to find a hidden sticker on construction paper and I use the location prepositions in spanish to guide them. Then there is a prize or they can have me write their name down to keep extra credit later or at the end of the semester. I would kinda like to keep some of these things still if I do switch to more TPRS. Thoughts? Finally, how often do you have a test? With the book, I have had one about every 3 weeks incorporating a main concept, then about 2 other concepts related to grammar along with identifying vocal and writing using the main things we practiced, along with listening. P.S. I am not one that thinks technology has to constantly be used and definitely it is not an excuse for kids to play with tablets, iPads…and do things unrelated to schoolwork or play games that don’t use what we are learning.

        Thanks, Rich

        On Fri, Aug 19, 2016 at 5:49 PM, The Comprehensible Classroom wrote:

        > Martina Bex commented: “Use TPRS from the beginning! Credit doesn’t > matter. If they have the opportunity to take a language, then it behooves > us to use an instructional method that will be effective for language > acquisition.” >

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      4. Cindy Hitz has tons of posts about using apps and tablets in class http://www.palmyraspanish1.blogspot.com, so I recommend checking out her blog for info on that. I didn’t have dependable technology when I was teaching, so I used a few sites now and then but no tablets and nothing regularly.

        Language is acquired through comprehensible input. Input is INDISPENSABLE to language acquisition. Our focus must be on INPUT. All of the speaking and writing activities…sure they can be fun (for some students, some times), but they will not result in language acquisition. The majority of our instruction and our intellectual and creative efforts must be focused on providing input, making it comprehensible, and keeping it novel and compelling.

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  18. Hi Martina, I want to teach Esperanza this year with my class (2nd year of Spanish). I am considering using your curriculum map/resources to prepare them and to introduce more CI. I have two questions:
    1- Are the structures in the curriculum map above aligned to the ones required to teach Esperanza? I’m looking through the scripts and am not really seeing them.
    2- Another bigger question: I’ve been trained in Task Based Language Teaching, which makes a lot of sense to me for the output. However, I think TPRS is very good for CI. Do you have any experience with TBLT and/or can you see how they could work together?
    Thank you,
    Nikol

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    1. They are not aligned exactly; Esperanza came out after I had already lined out most of my curriculum. Since both are based on high frequency structures, though, you will find that it is quite easy to teach Esperanza anytime after Unit 17/18 since most of the target structures will have been covered. You’ll still have to spot-teach some of them, but not so many that it would interfere with the rhythm of the novel. I am not familiar with TBLT, unfortunately, so I can’t really help you on your second question! Perhaps another reader will see this and know? Or throw it out on Twitter or the MoreTPRS listserv?

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  19. Martina,

    Have you ever done a school play for Brandon Brown quiere un perro, either with your Spanish classes or Spanish Club? What are your thoughts on doing something like this?

    Thank you,
    Danielle

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    1. I haven’t–I haven’t been teaching since Brandon was published. I think it would be a super fun idea, but I’m afraid I can’t offer any help beyond my resounding enthusiasm!

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  20. Hi Martina!

    I have been following your blog for this school year but have not jumped into anything. I had a very mixed group of Spanish 1-2 students in one class. I stated with Destinos and it worked somewhat.The kids are really interested in reading a Novel. So as I looked around I came across your curriculum again. I am wondering where you think I should start. I am willing to start at the beginning of Spanish 1 map, but when do we implement the first novel. I don’t see that anywhere listed on here. Do you have a place where I could purchase the ENTIRE curricula as well as Novels information in one package? I actually need one for both Spanish 1 & 2. I did read above in another comment that your entire Spanish 1 map was not listed above, not sure if you have them as a bulk package or do you ONLY list the important ones above?

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    1. I don’t offer them as a bulk for selfish reasons; I update the units frequently, and it would take soooo much time to upload the individual files and the bulk file every time that I made a change. My plan is to create a bundle once I have everything for the level completed and perfected so that I won’t have to deal with so much back-end work. Go ahead and read Brandon Brown quiere un perro and use the Teacher’s Guide! This far into the year, I’m sure that your kids would do GREAT!

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  21. Ahhh I just saw the first novel comes AFTER unit 18. Do you have any novels that you think can be read sooner, before the end of the year. Our year ends by the 29th or so of May. As I stated before, they have had some teaching with Destinos. They got through the first 6 episodes or so, but after a month and 1/2 off of Spanish (due to weather implications and a month long production for a school musical in December) they have forgotten a lot.

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    1. You could teach a novel anytime; you do not need to wait for Unit 18. Brandon Brown quiere un perro can be read in the first quarter of Spanish 1, easily; I just saved it until after I had taught the target structures. The vocabulary is very limited and repetitive, so little pre-teaching is required. I’d go for it!!

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  22. Hi!

    My coworker and I just stumbled upon your blog and are strongly considering implementing your curriculum since we have been tasked with creating our own for curriculum for our 7th and 8th graders next year. We do have a few questions though:

    How do you incorporate the novels into your instruction? For example, how much time in class do you spend reading? Do you read the novels while teaching each unit or read them separately?

    Thanks!

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    1. Hi Allie! I do novels as stand-alone units and spend several weeks on them. I have been home with my kids full-time since the publication of Brandon Brown quiere un perro, but I would recommend teaching at least that one and possibly another novel in 7th grade (I like Agentes secretos y el mural de Picasso for a very early read). In 8th grade, do two more novels–maybe Esperanza and El Nuevo Houdini. I didn’t have a structured free reading program, but that would be something I would like to figure out and work in if I ever get back into the classroom full-time!

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  23. Hello Martina,

    I used your curriculum for my Spanish I classes this year and it went really well! We got through Unit 13. Do you have any suggestions for a final exam?

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  24. Hi Martina,

    I’ve essentially created a PO for EVERY single product you have on TpT and I’m just waiting for it’s approval and I’m SO excited! 🙂 While I’m waiting I’ve been reading back through your Spanish I curriculum map here on your website. Could you help clarify the Spanish I map? I teach Spanish I-III. I have them everyday, all year, for 50 min/day. Would you still say the above map would take TWO years to complete (so Spanish I and II for me) or one year since I have them every day? I see where you taught Spanish 1a and 1b, but wasn’t sure if you had them everyday. Thanks in advance!

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  25. Hi! I just finished completing a PO for pretty much every product you offer on TpT and I’m so excited! I have one question about your curriculum map. I teach Spanish I, II and III daily for 50 min. I have them all year for each level. Would you say the above Spanish I curriculum map is for my Spanish I and II or just Spanish I. I read all of the comments and see you teach Spanish 1a and 1b but still wasn’t sure. Thanks in advance! (apologies if this is a double post.. Couldn’t tell if my first post submitted or not:)

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  26. Hi Martina,
    Do you happen to have a year scope and sequence that I can look at it with details of each unit? I am using your wonderful program this school year and wanted a scope and sequence for the year.

    Miguel

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  27. Hola!

    I am so new to TPRS CI. I am now purchasing your Somos unit bundles to teach Sp I . I was wondering if you also offer lesson plans for the Novels you recommend teaching. Brandon Brown And Agentes Secretos?

    Also, I have read blog after blog as well as some videos to teach myself how to storytell, circle, MovieTalk, etc…. Do you offer training over Skype or something similar? The only other trainings available aren’t until October and Jan I believe. PLEASE HELP! Lol. Great Site!

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    1. I don’t have lesson plans available for Brandon Brown and Agentes secretos, but at least for Brandon Brown I recommend just purchasing the Teacher’s Guide and using the plans it contains. I am not sure if there is one available for Agentes Secretos. I do not do technique training over Skype; just curriculum consulting. A good option for you would be to check this list of formal and informal trainings that are available (free and paid) around the country and world https://docs.google.com/spreadsheets/d/19PVPV0JvrXjSrI1MKPAoLFhxIFKkK8YpLEAY213XdEs/edit#gid=0 and then to check this list to see if there is a trained teacher near you with whom you could meet for help! https://docs.google.com/spreadsheets/d/17hhHoeVkFenDv_lzE9fYDes-RIJoO1P65M9-h_iqlfE/edit#gid=40628579

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  28. Thanks guys! I purchased the Brandon Brown one last year. (although I don’t think I used it as well as a TPRS novice would have.) That’s how I got into this TPRS thing. I just wasn’t sure if you had your own as well. But I did find some trainings through a FB TPRS site: “Piedad’s monthly TPRS of NJ offerings can be followed online via Google Hangout. Carol Gaab will be live in NJ on Oct. 1. See her if you can! A few of us TriState TCI folks are presenting at PSMLA in King of Prussia on October 16-27. And TriState TCI will be meeting every month around the Philadelphia area.”

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  29. My school is purchasing your lessons for me this year in lieu of textbooks and I’m very excited to try them out. A few things I’m not sure of:

    1. If I purchase the unit bundles, like 1-5, do I have to purchase the storytelling units separately or are they included?

    2. How can I get units 23, 24 and 25? There don’t seem to be links to purchase them and I am unable to find them on your site.

    3. Other than these units (1-5 bundle, 6-9 bundle and 10-13 bundle) and the storytelling units 14-26, are there other supplements that I need to purchase in order to have a complete year of teaching? (Or 2, as you said they take longer).

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  30. Martina, I love your work! I started using TPRS about 5 years ago and then had a position that took me out of the classroom, mentoring and evaluating teachers for about 4 years. I am back in the classroom and this is the beginning of my third year with TPRS. I teach Spanish 1 and Spanish 2 for high school credit to 7th and 8yh graders respectively. I also teach an Intro to Spanish class to 6th graders and 7th graders for a semester. I am planning to purchase your curriculum for levels 1 and 2, along with the novels you recommend. What would you suggest for the sixth and seventh graders? I am struggling with story ideas and assessment. In Ohio, we have performance and proficiency rubrics, which I like…I’m just rusty right now. Do you have suggestions for my 6th and 7th graders? Some will continue on to Spanish 1 with me next year, so I don’t necessarily want to use the Level 1 curriculum with either group so they won’t see the same things next year. Thank you for all the wonderful work you do and your willingness to share it with us!

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  31. Hello! I love your site & have found it so helpful. Last year I taught Spansih 1 in a private school and followed Blaine Ray’s book. I just moved to a new state and will be starting a new teaching job soon.

    This time around I’ll be teaching middle schoolers, but also elementary students (even Kindergarten) one day a week. What are your thoughts for the one day a week kids? Can I do stories and follow your map? Or do you think they’ll just forget it all? Any suggestions for the really little guys? Thanks so much!

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    1. I think that elementary kids that you see once a week need something different. Check out Craig Klein’s site (www.spanishcuentos.com) or Señor Fernie’s blog (www.senorfernie.wordpress.com) for good elementary ideas!

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  32. This is amazing! I’m in my 3rd year of teaching Spanish and just came across your website. I’ve spent the afternoon researching TPRS.

    Question for you, and any other FL teachers: How do you purchase novels? Do you do a crowdsourcing site? Or does your school pay for them? There’s not a chance I can get that to happen unless I use my limited class budget, and then I’ll have no ink or paper for the year. Looking for ideas 🙂

    Thanks so much for bringing together all these FL teachers!

    Liked by 1 person

    1. My principal always purchased them, but many teachers use crowdsourcing sites or ask parents to donate $5 each to the cause (if you have 125 students and 35 of the parents take you up on the offer, you’ll have a class set!). My principal purchased them as though they were textbooks, and since they are waaaaaaay cheaper than the novels that English teachers use, she was happy to oblige!

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  33. Are Units 23, 24 and 26 available for purchase? I’ve been purchasing all of your units via Teachers Pay Teachers and they are excellent! Thanks!

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  34. Martina–how do you approach teaching “Brandon Brown quiere un perro?” What’s a typical way you introduce your novels? What does a typical week reading the novel look like? Gracias!

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    1. Hi Teresa! Check out the archives for ‘esperanza’ and ‘el nuevo houdini’; I have written out what I did with those novels each day. It will give you a good feel for how I teach a novel. My recommendation is to buy the Teacher’s Guide, Carrie Toth did an incredible job on it! It has introductory activities for the novel in addition to everything you could ever want to use while teaching the novel.

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  35. Hola Martina! It was so great to meet you in person at iFLT and to attend 1 of your seminars. You are truly gifted at TCI and making these awesome units for those of us who are still learning! Last year with Spanish 1 I got through unit 17. I’m planning on picking up with unit 18 for those Spanish 2 kiddos and then switching over to your Spanish 2 curriculum when we finish the Spanish 1 curriculum. I’m wondering if you have plans to finish up units 23, 24 and 26? I know you have a lot on your plate with El Mundo en Tus Manos (which we just ordered today for the year!) not to mention your 4 kids (I can relate as a full time working mom of 2 sweet boys ages 3 and 1). Thanks for all you do! Your work is amazing!

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    1. The Solar System unit is *this close* to being done. For the other two….it will be awhile. You can definitely skip them, the units after them will still be comprehensible without them 🙂

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  36. Do all of your lessons include assessments as well? I read your post about the grade book you used to use ; Listening, reading, writing, speaking, work habits. Do the bundles come with assessments for listening, reading, writing, and speaking? I am loving your blog and all that you offer! So glad I stumbled across you!

    This is my first year teaching Spanish and I am just learning about CI and TPRS. I’m trying to incorporate everything that I am reading but there is so much to learn and so much information that is new to me. Thank you so much for your work!

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  37. I am piece by piece purchasing your level 1 curriculum. I was wondering if there is any point where you specifically focus/target present progressive structures or if you just work it in at various points and address it as you go?

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  38. I am doing my best to calendar out my year this year, and it looks like I’ll get through ‘Amigo Simpático’ by the end of the first semester. (I’m adding a Señor Wooly song each quarter and ‘Brandon Brown.’) Will a version of your semester exam for Spanish 1A work for me? THANK YOU!

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