To develop my Spanish I Curriculum Map, I chose the novels that I wanted my students to read by the end of Spanish 1B (their second year of Spanish) and made a list of the vocabulary that they would need to read it. I ‘sequenced’ it based on importance and which words grouped well together for storytelling and cultural exploration. If you are interested in learning how I develop my cultural units so that you can duplicate the process and develop units of your own, please contact me to schedule a workshop. I have presented on the process at several local, state, and national conferences.
Along with the storytelling units (almost all of which include a cultural study), I have added suggestions for thematic vocabulary, grammatical concepts, and other resources that fit well with that unit in case you are someone that is tied to the textbook or are looking for ways to fill out the unit. I did not use all of the explicit grammar notes that are linked, nor did I intentionally address thematic vocabulary beyond what came up naturally in our class discussions for each unit.
If you teach with novels, as I recommend, it will take you more than one year to cover this curriculum. I developed the units before the novel Brandon Brown quiere un perro was published, and I would absolutely recommend using it as the first novel that your students read in Spanish. Another novel that I never had the opportunity to teach (because I did not have a class set) is Agentes secretos y el Mural de Picasso by Mira Canion. This is another novel that I would recommend teaching within students’ first year of Spanish.