Español Básico

MANUAL DEL PROFESOR AMARILLO

Rev 04 Edition 1
 Unidad 1
MANUAL DEL PROFESOR AMARILLO
ESPAÑOL BÁSICO
 6
UNIT BENCHMARKS
1. Respond to his/her name and tell his/her name using the phrase Me llamo ___
2. Respond to greetings and greet and say goodbye to the teacher and classmates
3. Identify and name numbers one to twenty
4. Identify and name the colors of the rainbow

WEEK 1 VOCABULARY
grande uno dos tres cuatro cinco seis siete ocho nueve diez

Buenos días/ ¿Cómo Estoy bien/ Yo me ¿Cómo te Por

pequeño Hola Adiós Gracias
Buenas tardes estás? mal/ así, así. llamo__. llamas tú? favor

More Resources at SpanishCurriculum.com

WEEK 2 VOCABULARY
contento rojo azul amarillo verde
triste anaranjado morado marrón/café negro

WEEK 3 VOCABULARY
alto once trece quince diecisiete diecinueve las fomas el círculo el cuadrado
bajo doce catorce dieciséis dieciocho veinte el triángulo el rectángulo la línea

Español 1 • Unidad 1 • Los Objectivos de Aprendizaje de los Estudiantes

WEEK 1: LOS NÚMEROS WEEK 2: LOS COLORES WEEK 3: LAS FORMAS WEEK 4: REPASO
Opening and Calendar Opening and Calendar Y EL CLIMA Opening and Calendar

©Spanish Curriculum by Sombrero Time

Pronunciation: a, e, i, o, u Pronunciation: r, m, p, l, t Opening and Calendar Pronunciation Review
Vocabulary Development Vocabulary Development Pronunciation: d, n, f, h Vocabulary Development
Day 1: Yo mismo Day 1: ¿Cómo estás? Vocabulary Development Day 1: ¿Sí o no?, Lotería de colores
Day 2: Libro de números 1-5 Day 2: Mi librito de colores Day 1: Las formas Day 2: Pictionary
Day 3: ¿Grande o pequeño? Day 3: Mi librito de colores Day 2: T arjetas del clima/tiempo Day 3: A
 ssessment:
Day 4: Libro de números 6-10 Day 4: Lotería de colores Day 3: A contar Colorear Read Aloud
Closing: Chocolate Closing: Los elefantes Day 4: Lotería de números Day 4: A
 ssessment: Los
Closing: Adiós números, Lotería números
Closing
 CALIFORNIA WORLD LANGUAGES CONTENT STANDARDS ADDRESSED
CONTENT
1.0 Acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.
1.1 Address discrete elements of daily life, including:
a. Greetings and introductions
e. Calendar, seasons, and weather
h. School, classroom, schedules, subjects, numbers, time, directions
l. Shopping, clothes, colors, and sizes

COMMUNICATION
1.0 Use formulaic language (learned words and phrases).
1.1 Engage in oral or written conversations.
1.2 Interpret written or spoken language.
1.3 Present to an audience of listeners or readers.
1.4 List, name, identify, enumerate.
CULTURES
1.0 Use appropriate responses to rehearsed cultural situations.

STRUCTURES
1.0 Use orthography or phonology to understand words and phrases in context.

1.1 Use orthography or phonology to produce words and phrases in context.

SETTINGS
1.0 Students use language in highly predictable common daily settings .

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Español 1 • Unidad 1 • Los Objectivos de Aprendizaje de los Estudiantes
7
LOS NÚMEROS Español 1 • Unidad 1 • Semana 1

THEMATIC VOCABULARY TARGET VOCABULARY

• Hola • los números • grande
• Adiós • uno • pequeño/a
• Buenos días/ • dos
Buenas tardes • tres LANGUAGE CONCEPTS
• ¿Cómo estás? • cuatro
•  reetings and
G
• bien/ mal/ así, así • cinco Introductions
• Me llamo__. • seis • Vowel pronunciation
• ¿Cómo te llamas tú? • siete
• Por favor • ocho
• Gracias • nueve
• diez

STUDENT LEARNING OBJECTIVES

Students will demonstrate language learning as they:
• Greet others and respond to greetings
• Respond to the teacher when asked their name
• Say their name and ask the names of the teacher and/or other students
• Count to 10 in Spanish and recognize the names of numbers 1-10
• Name and say the sound of each vowel a, e, i, o, u

MATERIALS
• Sombrero Time™ Spanish 1 Workbook
• Worksheet: Yo me llamo
• Worksheets: Los Números
• Worksheet: Grande y Pequeño
• Nametags
• Mirror
• Calendar phrase cards: Hoy es, Ayer fue, Mañana será
• Drawing paper, crayons
• Pictures and baskets/boxes for ¿Grande o pequeño? game
• Large popsicle sticks and markers
• 3x5 note cards for making flashcards
• Recommended songs:
• Chocolate
• Los días de la semana
• Refer to the recommended song list on page 245.

More Resources at SpanishCurriculum.com Español 1 • Unidad 1 • Semana 1 9

©Spanish Curriculum by Sombrero Time
 Unidad 2
MANUAL DEL PROFESOR AMARILLO
ESPAÑOL BÁSICO
 38
UNIT BENCHMARKS
1. Give a brief description of the weather in response to the questions, ¿Qué tiempo hace?/¿Cómo está el clima?
2. Identify and name the parts of the face
3. Identify and name the parts of the body
4. Identify and name basic clothing articles

WEEK 1 VOCABULARY
enojado/a la cara la boca/los labios la nariz el ojo
feliz la oreja los dientes el pelo el bigote/la barba

WEEK 2 VOCABULARY
fuerte la cabeza el cuello el hombro el brazo

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débil la mano la pierna el pie los dedos

WEEK 3 VOCABULARY
feo/a los pantalones la camisa los zapatos los calcetines
bonito/a la chaqueta la falda el vestido el suéter

WEEK 1: LA CARA WEEK 2: EL CUERPO WEEK 3: LA ROPA WEEK 4: REPASO

Opening and Calendar Opening and Calendar Opening and Calendar Opening and Calendar
Pronunciation: ñ, ch, x, w Pronunciation: v, b, ll, y Pronunciation: k, c, s, z, c Pronunciation Review

Español 1 • Unidad 2 • Los Objectivos de Aprendizaje de los Estudiantes

Vocabulary Development Vocabulary Development Vocabulary Development Vocabulary Development
Day 1: Caperucita roja Day 1: Partes del cuerpo Day 1: ¿Qué me pongo? Day 1: Lotería
Day 2: La bolsa de pedazos Day 2: Simón dice Day 2: Steal the Bacon Day 2: Assessment: cuerpo y cara

©Spanish Curriculum by Sombrero Time

Day 3: Recortar caras chistosas Day 3: A mí me duele... Day 3: Dibujar Day 3: Steal the Bacon
Day 4: Crear caras chistosas Day 4: Lotería Day 4: ¿Qué es esto? Day 4: Assessment: la ropa
Closing Closing Closing Closing
 CALIFORNIA WORLD LANGUAGES CONTENT STANDARDS ADDRESSED
CONTENT
1.0 Acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.
1.1 Address discrete elements of daily life, including:
a. Greetings and introductions
b. Calendar, seasons, and weather
c. Leisure, hobbies and activities, songs, toys and games, sports
d. School, classroom, schedules, subjects, numbers, time, directions
e. Shopping, clothes, colors, and sizes
f. Parts of the body, illness

COMMUNICATION
1.0 Use formulaic language (learned words and phrases).
1.1 Engage in oral or written conversations.
1.2 Interpret written or spoken language.
1.3 Present to an audience of listeners or readers.
1.4 List, name, identify, enumerate.
CULTURES
1.0 Use appropriate responses to rehearsed cultural situations.

STRUCTURES
1.0 Use orthography or phonology to understand words and phrases in context.

1.1 Use orthography or phonology to produce words and phrases in context.

SETTINGS
1.0 Students use language in highly predictable common daily settings .

More Resources at SpanishCurriculum.com ©Spanish Curriculum by Sombrero Time

Español 1 • Unidad 2 • Los Objectivos de Aprendizaje de los Estudiantes
39
LA CARA Español 1 • Unidad 2 • Semana 1

THEMATIC VOCABULARY TARGET VOCABULARY

• la cara • enojado/a
• la boca/ los labios • feliz
• la nariz
• el pelo LANGUAGE CONCEPTS
• los dientes
• Use of tener
• las orejas
• los ojos
• el bigote
• la barba

STUDENT LEARNING OBJECTIVES

Students will demonstrate language learning as they:
• Identify and name the parts of the face
• Describe a face they have created
• Engage in conversations about the story of Caperucita Roja

MATERIALS
• Sombrero Time™ Spanish 1 Workbook
• Worksheet: Las partes de la cara
• Worksheet: La cara chistosa
• Envelopes/sandwich bags, scissors
• Bag of face parts: Create face parts of various sizes and colors (e.g., big blue eyes, small orange nose),
at least one part per student, or purchase plastic parts
• Construction paper and glue
• Face parts (large and small eyes, ears, mouth, nose) copied onto paper of various colors (at least
three colors). You will need enough parts for each student to create one face.
• 3x5 note cards for making flashcards
• A version of Red Riding Hood in Spanish. Recommended reading: Caperucita Roja
• Refer to the recommended reading list on page 245.
• Recommended Song: En mi cara redondita
• Refer to the recommended song list on page 245.

More Resources at SpanishCurriculum.com Español 1 • Unidad 2 • Semana 1 41

©Spanish Curriculum by Sombrero Time
 Unidad 3
MANUAL DEL PROFESOR AMARILLO
ESPAÑOL BÁSICO
 64
UNIT BENCHMARKS
1. Identify and name items related to Día de las brujas and/or Día de los muertos
2. Identify and name places around town
3. Identify and name people in the community
4. Identify and name farm animals

WEEK 1 VOCABULARY
muerto/a la araña la bruja la calabaza la casa embrujada
vivo/a el esqueleto el fantasma el murciélago la tumba

WEEK 2 VOCABULARY

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cansado/a la biblioteca el supermercado el parque el hospital
enfermo/a la escuela el banco la iglesia la tienda

WEEK 3 VOCABULARY
afuera el bombero el cartero el doctor
adentro el policía el vecino el vendedor

WEEK 4 VOCABULARY
flaco el cerdo (puerco) el gallo el gato

Español 1 • Unidad 3 • Los Objectivos de Aprendizaje de los Estudiantes

gordo el perro el pollito la vaca

©Spanish Curriculum by Sombrero Time

WEEK 1: DÍA DE LAS WEEK 2: EN EL PUEBLO WEEK 3: LA GENTE EN WEEK 4: LOS ANIMALES
BRUJAS Y DÍA DE Opening and Calendar MI PUEBLO Opening and Calendar
LOS MUERTOS Poem: El pueblo Opening and Calendar Poem: La granja
Opening and Calendar Vocabulary Development Poem: El pueblo Vocabulary Development
Poem: Cinco Calabazas Day 1: Dibujar los lugares Vocabulary Development Day 1: La granja
Vocabulary Development Day 2: Hacer un mapa Day 1: Presentar a la gente Day 2: La gallinita roja
Day 1: D
 ibujar una casa Day 3: ¿Adónde voy? Day 2: La gente Day 3: Arte de los animales
embrujada Day 4: Carrera de equipos Day 3: ¿Cuánto cuesta? Day 4: Estoy agradecido por
Day 2: Adivina: ¿Qué es? Closing Day 4: Qué dice el doctor Closing
Day 3: Memoria Closing
Day 4: Día de los muertos
Closing
 WEEK 5 VOCABULARY
lento/a el autobús la bicicleta el coche
rápido/a el avión el camión el tren

WEEK 7 VOCABULARY
abierto/a la Navidad Papá Noel las luces el árbol
cerrado/a la Nochebuena el regalo los adornos dar/recibir

WEEK 5: ¡VÁMONOS! WEEK 6: REPASO WEEK 7: LA NAVIDAD

Opening and Calendar Opening and Calendar Opening and Calendar
Pronunciation Pronunciation
Pronunciation
Vocabulary Development Vocabulary Development
Day 1: Por todo el mundo Vocabulary Development
Day 1: Un recorrido por en el pueblo
Day 2: Los animales Day 1: Dibujo de Navidad
Day 2: ¡Vámonos!
Day 3: En el pueblo Day 2: La Leyenda de la flor Nochebuena
Day 3: Teléfono descompuesto
Day 4: Gestos Day 3: Tradiciónes
Day 4: Pictionary
Closing Day 4: Fiesta con regalos
Closing
Closing

CALIFORNIA WORLD LANGUAGES CONTENT STANDARDS ADDRESSED

CONTENT
1.0 Acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.
1.1 Address discrete elements of daily life, including:
a. Home and neighborhood
b. Celebrations, holidays, and rites of passage
c. Calendar, seasons, and weather
d. Leisure, hobbies and activities, songs, toys and games, sports
e. Important dates in the target culture
f. Jobs

More Resources at SpanishCurriculum.com ©Spanish Curriculum by Sombrero Time

Español 1 • Unidad 3 • Los Objectivos de Aprendizaje de los Estudiantes
65
 66
g. Shopping, clothes, colors, and sizes
h. Shopping, clothes, colors, and sizes
i. Parts of the body, illness
2.1 Address topics related to self and the immediate environment, including:
a. People in the community

More Resources at SpanishCurriculum.com

b. Zoo and farm animals, fables

COMMUNICATION
1.0 Use formulaic language (learned words and phrases).
1.1 Engage in oral or written conversations.
1.2 Interpret written or spoken language.
1.3 Present to an audience of listeners or readers.
1.4 List, name, identify, enumerate.

Español 1 • Unidad 3 • Los Objectivos de Aprendizaje de los Estudiantes

1.5 Identify learned words and phrases in authentic texts.
1.6 Reproduce and present a written or oral product in a culturally authentic way.

©Spanish Curriculum by Sombrero Time

CULTURES
1.0 Use appropriate responses to rehearsed cultural situations.
1.1 Associate products, practices, and perspectives with the target culture.
1.2 Recognize similarities and differences within the target cultures and among students’ own cultures..

STRUCTURES
1.0 Use orthography or phonology to understand words and phrases in context.
1.1 Use orthography or phonology to produce words and phrases in context.

SETTINGS
1.0 Students use language in highly predictable common daily settings.
HALLOWEEN Y DÍA DE LOS MUERTOS Español 1 • Unidad 3 • Semana 1

THEMATIC VOCABULARY TARGET VOCABULARY

• la araña • muerto/a
• la bruja • vivo/a
• la calabaza
• la casa embrujada LANGUAGE CONCEPTS
• el esqueleto • Telling time
• el fantasma • Masculine and feminine pattern
• el gato negro • Singular and plural agreement
• la tumba

STUDENT LEARNING OBJECTIVES

Students will demonstrate language learning as they:
• Identify and name items related to Día de las brujas and Día de los muertos
• Compare and contrast the cultural traditions surrounding Halloween and Día de los muertos
• Describe Halloween costumes using vocabulary including color, clothing, shape

MATERIALS
• Sombrero Time™ Spanish 1 Workbook
• Worksheet: Las Cinco Calabazas
• Worksheet: El Día de las Brujas
• Flashcards: vivo/a/muerto/a
• Manipulative clock for teaching about telling time (not included)
• Poster board (for teacher)
• Teacher Resource Sheet to prep for explanation of Día de los muertos (included)
• Drawing paper and crayons
• 3x5 note cards for making flashcards
• Recommended songs:
• Los esqueletos
• Una bruja mala
• Refer to the recommended song list on page 245.
• Poem: Las Cinco Calabazas

Cinco calabazas están sentadas

En una casa embrujada.
La primera dijo: ¿Ves el fantasma?
La segunda dijo: No, hay brujas en el aire.
La tercera dijo: Me asusta un gato negro.
La cuarta dijo: No me asustas.
Dijo la quinta: Pero hay arañas grandes y negras.
Buuu dijo el viento y se apagó la luz,
Y las cinco calabazas salieron de la casa.

68 Español 1 • Unidad 3 • Semana 1 More Resources at SpanishCurriculum.com

©Spanish Curriculum by Sombrero Time
 Unidad 4
MANUAL DEL PROFESOR AMARILLO
ESPAÑOL BÁSICO
 UNIT BENCHMARKS

108
1. Identify and name clothing worn during different weather conditions
2. Identify and name weather conditions
3. Identify and name the four seasons and related weather conditions
4. Perform short dialogues using weather, clothing, and season vocabulary

WEEK 1 VOCABULARY
largo/a los pantalones cortos las botas el traje de baño los lentes del sol
corto/a el paraguas el abrigo la bufanda los guantes

WEEK 2 VOCABULARY

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seco/a Hace calor. Hace frío.. Está soleado. Está nublado. Hace viento.
mojado/a Hace buen/mal tiempo. Está nevando. Está lloviendo. Tengo frío/calor.

WEEK 3 VOCABULARY
aburrido/a el invierno la primavera el otoño el verano
divertido/a la nieve las nubes el viento el sol
el charco la lluvia la estación

WEEK 1: LA ROPA DE WEEK 2: EL CLIMA WEEK 3: LAS ESTACIONES WEEK 4: REPASO

Español 1 • Unidad 4 • Los Objectivos de Aprendizaje de los Estudiantes

ESTACIÓN Opening and Calendar Opening and Calendar Opening and Calendar
Opening and Calendar Pronunciation: syllables Pronunciation: syllables Pronunciation: syllables

©Spanish Curriculum by Sombrero Time

Pronunciation: syllables Dialogue: ¡Tengo frío! Dialogue: Mi estación favorita Dialogue: Review
Vocabulary Development Vocabulary Development Vocabulary Development
Dialogue: ¿Dónde está mi...?
Day 1: Intro: clima con ropa Day 1: Arte: el invierno Day 1: Repaso
Vocabulary Development
Day 2: Gestos Day 2: Arte: la primavera Day 2: Assessment: Clima y ropa
Day 1: ¿Qué tengo...bolsa? Day 3: Arte: el verano Day 3: Assessment: Las estaciones
Day 2: ¿Qué se pone? Day 3: Lotería de la ropa
Day 4: Arte: el otoño Day 4: Pictionary
Day 3: Flashclothes Day 4: El pronóstico
Closing Closing
Day 4: ¡A vestirse! Closing
Closing
 CALIFORNIA WORLD LANGUAGES CONTENT STANDARDS ADDRESSED
CONTENT
1.0 Acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.
1.1 Address discrete elements of daily life, including:
a. Greetings and introductions
b. Family and friends
c. Home and neighborhood
d. Celebrations, holidays, and rites of passage
e. Calendar, seasons, and weather
f. Leisure, hobbies and activities, songs, toys and games, sports
g. Shopping, clothes, colors, and sizes
h. Parts of the body

COMMUNICATION
1.0 Use formulaic language (learned words and phrases).
1.1 Engage in oral or written conversations.

1.2 Interpret written or spoken language.

1.3 Present to an audience of listeners or readers.
1.4 List, name, identify, enumerate.
1.5 Identify learned words and phrases in authentic texts.
1.6 Reproduce and present a written or oral product in a culturally authentic way.

CULTURES
1.0 Use appropriate responses to rehearsed cultural situations.

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Español 1 • Unidad 4 • Los Objectivos de Aprendizaje de los Estudiantes
109
 STRUCTURES

110
1.0 Use orthography or phonology to understand words and phrases in context.
1.1 Use orthography or phonology to produce words and phrases in context.
1.2 Identify similarities and differences in the orthography or phonology of the languages the students know.
2.0 Use sentence level elements (morphology and/or syntax) to understand concrete and factual topics.
2.1 Use sentence level elements (morphology and/or syntax) to produce informal communications.

SETTINGS
1.0 Students use language in highly predictable common daily settings.
1.1 Recognize age appropriate cultural or language use opportunities outside the classroom.
2.0 Students use language in interpersonal settings.

More Resources at SpanishCurriculum.com

Español 1 • Unidad 4 • Los Objectivos de Aprendizaje de los Estudiantes
©Spanish Curriculum by Sombrero Time
LA ROPA Español 1 • Unidad 4 • Semana 1

THEMATIC VOCABULARY TARGET VOCABULARY

• los pantalones cortos • largo/a
• los lentes (gafas) de sol • corto/a
• las botas
• el abrigo LANGUAGE CONCEPTS
• la bufanda • Create simple sentences (noun, adjective, verb agreement)
• el traje de baño • A mí me gusta ______ with clothing words
• el paraguas • Use the verb ponerse with clothing words
• el gorro

REVIEW FROM UNIT 2 WEEK 3

• el suéter
• la camisa
• los pantalones
• los calcetines
• los zapatos
• la chaqueta
• la falda
• el vestido
• la camiseta

STUDENT LEARNING OBJECTIVES

Students will demonstrate language learning as they:
• Name and describe articles of clothing
• Tell what they like to wear using A mí, me gusta ______.
• Listen to, read, answer questions about and retell (in both written and oral form) a short story

MATERIALS
• Sombrero Time™ Spanish 1 Workbook
• Worksheet: ¿Cuándo hace?
• Bags of clothing: Bag for Day 1 should contain thematic vocabulary listed above. Bag for Day 4
should contain new and Basic Clothing vocabulary (October Week 3). Bring a couple of the same
items in different colors or sizes so you can use them to reinforce adjectives.
• White paper and crayons
• 3x5 note cards for making flashcards
• Prepare sentence strips for dialogue: ¿Dónde está mi chaqueta?
• Niño/a: Mamá, ¿dónde está mi chaqueta?
• Mamá: ¿Qué chaqueta?
• Niño/a: Mi chaqueta roja.
• Mamá: Está en el armario.
• Niño/a: ¡Gracias, mamá!

112 Español 1 • Unidad 4 • Semana 1 More Resources at SpanishCurriculum.com

©Spanish Curriculum by Sombrero Time
 Unidad 5
MANUAL DEL PROFESOR AMARILLO
ESPAÑOL BÁSICO
 UNIT BENCHMARKS

136
1. Identify and name immediate family members
2. Identify and name items related to Valentine’s Day
3. Identify and name parts of the house
4. Perform short dialogues and poem using family, Valentine’s Day, and house vocabulary

WEEK 1 VOCABULARY
joven la abuela el abuelo la hermana el hermano
viejo/a la mascota la familia la mamá el papá

WEEK 2 VOCABULARY

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dulce el abrazo el amor el beso el corazón
amargo/a los dulces las flores el poema Te amo/Te quiero

WEEK 3 VOCABULARY
arriba la casa las escaleras la pared el piso
abajo la chimenea la puerta el techo la ventana

WEEK 1: LA FAMILIA WEEK 2: EL AMOR WEEK 3: LA CASA WEEK 4: REPASO

Opening and Calendar Opening and Calendar Opening and Calendar Opening and Calendar

Español 1 • Unidad 5 • Los Objectivos de Aprendizaje de los Estudiantes

Pronunciation Pronunciation Pronunciation Pronunciation
Vocabulary Development Vocabulary Development Vocabulary Development Vocabulary Development
Day 1: Retrato: padres Day 1: Símbolos de amor Day 1: Los tres cerditos Day 1: Assessment: la familia

©Spanish Curriculum by Sombrero Time

Day 2: Retrato: hermanos Day 2: A mí me gusta… Day 2: Dibujar la casa Day 2: Presentar la familia
Day 3: Retrato: abuelos Day 3: Ir de pesca Day 3: Construir la casa Day 3: Assessment: la casa
Day 4: Presentar el retrato Day 4: Tarjetas de amor Day 4: Presentar la casa Day 4: Matamoscas
Dialogue: ¿Eres mi mamá? Poem: Poema de amor Poem: Yo soy una casa Dialogue: Review
Closing Closing Closing Closing
 CALIFORNIA WORLD LANGUAGES CONTENT STANDARDS ADDRESSED
CONTENT
1.0 Acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.
1.1 Address discrete elements of daily life, including:
a. Greetings and introductions
b. Family and friends
c. Pets
d. Home and neighborhood
e. Celebrations, holidays, and rites of passage
f. Calendar, seasons, and weather
g. Important dates in the target culture
2.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.
2.1 Address topics related to self and the immediate environment, including:
a. Social relationships

COMMUNICATION
1.0 Use formulaic language (learned words and phrases).
1.1 Engage in oral or written conversations.

1.2 Interpret written or spoken language.

1.3 Present to an audience of listeners or readers.
1.4 List, name, identify, enumerate.
1.5 Identify learned words and phrases in authentic texts.
1.6 Reproduce and present a written or oral product in a culturally authentic way.
2.0 Use created language (sentences and strings of sentences).

2.1 Engage in oral or written conversations.

2.2 Interpret written or spoken language.

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Español 1 • Unidad 5 • Los Objectivos de Aprendizaje de los Estudiantes
137
 CULTURES

138
1.0 Use appropriate responses to rehearsed cultural situations.
2.0 Choose an appropriate response to a variety of situations.

STRUCTURES
1.0 Use orthography or phonology to understand words and phrases in context.
1.1 Use orthography or phonology to produce words and phrases in context.

SETTINGS
1.0 Students use language in highly predictable common daily settings.

More Resources at SpanishCurriculum.com

Español 1 • Unidad 5 • Los Objectivos de Aprendizaje de los Estudiantes
©Spanish Curriculum by Sombrero Time
LA FAMILIA Español 1 • Unidad 5 • Semana 1

THEMATIC VOCABULARY TARGET VOCABULARY

• la familia • joven
• el papá • viejo/a
• la mamá
• el hermano LANGUAGE CONCEPTS
• la hermana
• Me llamo, te llamas, se llama
• el abuelo
• Soy/eres/es/son +
• la abuela
• descriptive adjective
• la mascota
• noun

STUDENT LEARNING OBJECTIVES

Students will demonstrate language learning as they:
• Perform the daily dialogue talking about traits of family members
• Follow directions to create a family portrait and complete a paragraph describing their own family
• Present their family portrait to the class

MATERIALS
• Sombrero Time™ Spanish 1 Workbook
• Worksheets: Mi familia
• Worksheet: Dictado
• Family portrait poster with vocabulary words
• 3x5 note cards for making flashcards
• Recommended reading:
• ¿Eres mi mamá?
• ¿Tu mamá es una llama?.
• Refer to the recommended reading list on page 245.
• Prepare sentence strips for dialogue: ¿Eres mi mamá?
• Niño: ¿Eres mi mamá? (boy asks student)
• Hermana: No, no. ¡Yo soy tu hermana!
• Niño: ¿Eres mi mamá? (boy asks another student)
• Abuela: ¡No, no! ¡Yo soy tu abuela!
• Niño: ¿Eres mi mamá? (boy asks another student)
• Mamá: ¡Sí, hijo mío! ¡Yo soy tu mamá! (points to self)
• Niño: ¡Te quiero, mamá! (boy brings hands to heart)

140 Español 1 • Unidad 5 • Semana 1 More Resources at SpanishCurriculum.com

©Spanish Curriculum by Sombrero Time
 Unidad 6
MANUAL DEL PROFESOR AMARILLO
ESPAÑOL BÁSICO
 UNIT BENCHMARKS

162
1. Identify and name the rooms of the house and activities associated with each room
2. Identify and name foods and kitchen furnishings
3. Identify and name daily meals and the pieces of a place setting

WEEK 1 VOCABULARY
delante de la cocina el comedor el jardín el baño la sala la habitación
detrás de cocinar comer jugar bañarse relajarse dormir

WEEK 2 VOCABULARY
crudo/a la basura la estufa el fregadero el horno el lavaplatos el refrigerador

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cocido/a la zanahoria los guisantes las frutas la hamburguesa la ensalada las verduras
el arroz las papas la sopa el queso la leche la carne el pan el pollo las uvas

WEEK 3 VOCABULARY
a la derecha la cuchara el cuchillo el tenedor el plato el el vaso
a la izquierda la servilleta el desayuno el almuerzo la cena la merienda

WEEK 1: LOS CUARTOS WEEK 2: LA COCINA WEEK 3: EL COMEDOR WEEK 4: REPASO

Español 1 • Unidad 6 • Los Objectivos de Aprendizaje de los Estudiantes

DE LA CASA Opening and Calendar Opening and Calendar Opening and Calendar
Opening and Calendar Pronunciation Pronunciation Pronunciation
Pronunciation Dialogue: ¡Tengo hambre! Dialogue: ¡Sé amable! Dialogue

©Spanish Curriculum by Sombrero Time

Dialogue: ¿Dónde está la pelota? Vocabulary Development Vocabulary Development Vocabulary Development
Vocabulary Development Day 1: En la cocina Day 1: Dibujar Day 1: Repaso
Day 1: Tarjetas: los cuartos Day 2: M
 e gusta/ No me gusta Day 2: Pásame… Relay Day 2: El comedor
Day 2: Dibujar los cuartos Day 3: Pictionary Day 3: ¿Qué comes tú? Day 3: Cuartos de la casa
Day 3: Gestos Day 4: Dibujar la comida Day 4: Libro: La hora de comer Day 4: Gestos
Day 4: El frente de la casa Closing Closing Closing
Closing
 CALIFORNIA WORLD LANGUAGES CONTENT STANDARDS ADDRESSED
CONTENT
1.0 Acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.
1.1 Address discrete elements of daily life, including:
a. Home and neighborhood
b. Calendar, seasons, and weather
c. Food, meals, restaurants
COMMUNICATION
1.0 Use formulaic language (learned words and phrases).
1.1 Engage in oral or written conversations.

1.2 Interpret written or spoken language.

1.3 Present to an audience of listeners or readers.
1.4 List, name, identify, enumerate.
1.5 Identify learned words and phrases in authentic texts.
1.6 Reproduce and present a written or oral product in a culturally authentic way.
2.0 Use created language (sentences and strings of sentences).

2.1 Engage in oral or written conversations.

2.2 Interpret written or spoken language.

2.3 Present to an audience of listeners or readers.

2.4 Initiate, participate in, and close a conversation, ask and answer questions
.
2.5 Demonstrate understanding of the general meaning, key ideas, and some details in authentic texts.

2.6 Produce and present a simple written or oral product in a culturally authentic way.

CULTURES
1.0 Use appropriate responses to rehearsed cultural situations.

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Español 1 • Unidad 6 • Los Objectivos de Aprendizaje de los Estudiantes
163
 STRUCTURES

164
1.0 Use orthography or phonology to understand words and phrases in context.
1.1 Use orthography or phonology to produce words and phrases in context.
2.0 Use sentence level elements (morphology and/or syntax) to understand concrete and factual topics.
2.1 Use sentence level elements (morphology and/or syntax) to produce informal communications.

SETTINGS
1.0 Students use language in highly predictable common daily settings.

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Español 1 • Unidad 6 • Los Objectivos de Aprendizaje de los Estudiantes
©Spanish Curriculum by Sombrero Time
LOS CUARTOS DE LA CASA Español 1 • Unidad 6 • Semana 1

THEMATIC VOCABULARY TARGET VOCABULARY

• el baño • delante de
• la cocina • detrás de
• el comedor
• la habitación LANGUAGE CONCEPTS
• el jardín • Location using estar
• la sala • Description using ser
• hacer

STUDENT LEARNING OBJECTIVES

Students will demonstrate language learning as they:
• Name the rooms of a house
• Name one activity associated with each room of the house
• Describe their own house model

MATERIALS
• Sombrero Time™ Spanish 1 Workbook
• Worksheet: Los cuartos de la casa
• Worksheets: Oraciones Completas
• Sentence strips of the action phrases for each room
• Two large pieces of light-colored construction paper
• Markers or crayons
• Tape
• Slips of paper (one per student), each printed with one of the vocabulary words, for the game Gestos
• 3x5 note cards for making flashcards
• Prepare sentence strips for dialogue: ¿Dónde está la pelota?
• Niño: ¿Dónde está la pelota?
• Niña: Está en el jardín.
• Niño: No veo la pelota.
• Niña: Está detrás de las flores.
• Niño: No la veo.
• Niña: Está delante del árbol.
• Niño: ¡Ahá! ¡Allí está!
• Prepare sentence strips for poem: ¿Qué hacemos en una casa?

¿Qué hacemos en una casa?

Hay muchas cosas que hacer.
En la cocina cocinamos. (hold a mixing bowl and stir)
El comedor es el lugar de comer. (eating)
En la sala nos relajamos. (lean back and read/watch tv)
El jardín es para jugar y correr. (play catch/run)
Voy al baño para bañarme. (wash hair, face, etc.)
En mi habitación duermo bien. (rest head on hands)

166 Español 1 • Unidad 6 • Semana 1 More Resources at SpanishCurriculum.com

©Spanish Curriculum by Sombrero Time
 Unidad 7
MANUAL DEL PROFESOR AMARILLO
ESPAÑOL BÁSICO
 UNIT BENCHMARKS

190
1. Identify and name items associated with the bedroom and/or bedtime
2. Identify and name activities associated with the bathroom and personal hygiene
3. Identify and name furniture and activities associated with the living room

WEEK 1 VOCABULARY
ordenado/a la habitación la almohada los juguetes las pijamas
desordenado/a la cama la manta el sueño la lámpara

WEEK 2 VOCABULARY
limpio/a me peino (el pelo) me miro (en el espejo) me pongo (la ropa)

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sucio/a me cepillo (los dientes, el pelo) me lavo (la cara, el pelo, las manos)

WEEK 3 VOCABULARY
hablar (con amigos/familia;
cómodo/a los muebles el sofá la mesa mirar (la televisión)
por teléfono)
leer (un libro, la revista, jugar (con juguetes; a los
incómodo/a la alfombra la silla relajarse
el periódico) videojuegos)

Español 1 • Unidad 7 • Los Objectivos de Aprendizaje de los Estudiantes

WEEK 1: LA HABITACIÓN WEEK 2: EL BAÑO WEEK 3: LA SALA WEEK 4: REPASO
Opening and Calendar Opening and Calendar Opening and Calendar Opening and Calendar
Pronunciation: Syllables Pronunciation: Reflexive Pronunciation: Palabras Pronunciation: Review

©Spanish Curriculum by Sombrero Time

Vocabulary Development Vocabulary Development Vocabulary Development Vocabulary Development
Day 1: La habitación Day 1: Mi rutina diaria Day 1: Vocab Intro Day 1: Repaso y La sala
Day 2: ¿Qué es? Day 2: Gestos Day 2: ¡A dibujar! Day 2: La habitación
Day 3: ¿Cómo es tu cuarto? Day 3: La cadena Day 3: Decodable En la sala Day 3: El baño
Day 4: M
 emoria Day 4: Listening Comp. Day 4: Decodable En la sala Day 4: Charades
Dialogue: Ricitos de oro Dialogue: Hora de dormir Dialogue: Vamos a la sala Dialogue: La familia en la sala
Closing Closing Closing Closing
 CALIFORNIA WORLD LANGUAGES CONTENT STANDARDS ADDRESSED
CONTENT
1.0 Acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.
1.1 Address discrete elements of daily life, including:
a. Greetings and introductions
b. Family and friends
c. Pets
d. Home and neighborhood
e. Celebrations, holidays, and rites of passage

f. Calendar, seasons, and weather

g. Leisure, hobbies and activities, songs, toys and games, sports
h. Vacations and travel, maps, destinations, and geography
i. School, classroom, schedules, subjects, numbers, time, directions
j. Important dates in the target culture
k. Jobs

l. Food, meals, restaurants

m. Shopping, clothes, colors, and sizes

n. Parts of the body, illness

o. Technology

2.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.

2.1 Address topics related to self and the immediate environment, including:

a. Social relationships

b. People in the community

c. Zoo and farm animals, fables

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Español 1 • Unidad 7 • Los Objectivos de Aprendizaje de los Estudiantes
d. Care of the home, interacting with people in the community

e. Holiday customs and transition points in life

191
 f. Climate

192
g. Cultural and leisure-time activities, outdoor, recreational activities, music
h. Transportation, lodging, itineraries, geographical features and landmarks
i. Curricular and extra-curricular interests and events
j. Significant historical figures
k. Professions and the working world

l. Cuisine and recipes

m. Clothing and fashion
n. Health, medical care

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o. Technological advances and innovation

COMMUNICATION
1.0 Use formulaic language (learned words and phrases).

1.1 Engage in oral or written conversations.

1.2 Interpret written or spoken language.

1.3 Present to an audience of listeners or readers.

1.4 List, name, identify, enumerate.

Español 1 • Unidad 7 • Los Objectivos de Aprendizaje de los Estudiantes

1.5 Identify learned words and phrases in authentic texts.

©Spanish Curriculum by Sombrero Time

1.6 Reproduce and present a written or oral product in a culturally authentic way.

2.0 Use created language (sentences and strings of sentences).

2.1 Engage in oral or written conversations.

2.2 Interpret written or spoken language.

2.3 Present to an audience of listeners or readers.

2.4 Initiate, participate in, and close a conversation, ask and answer questions.
2.1 Demonstrate understanding of the roles products, practices, and perspectives play in the culture
2.6 Produce and present a simple written or oral product in a culturally authentic way.
 STRUCTURES
1.0 Use orthography or phonology to understand words and phrases in context.
1.1 Use orthography or phonology to produce words and phrases in context.
1.2 Identify similarities and differences in the orthography or phonology of the languages the students know.
2.0 Use sentence level elements (morphology and/or syntax) to understand concrete and factual topics.
2.1 Use sentence level elements (morphology and/or syntax) to produce informal communications.
2.2 Identify similarities and differences in the sentence level elements (morphology and/or syntax) of languages known.

SETTINGS
1.0 Students use language in highly predictable common daily settings.
1.1 Recognize age appropriate cultural or language use opportunities outside the classroom.
2.0 Students use language in interpersonal settings.
2.1 Participate in age appropriate cultural or language use opportunities outside the classroom.

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Español 1 • Unidad 7 • Los Objectivos de Aprendizaje de los Estudiantes
193
LA HABITACIÓN Español 1 • Unidad 7 • Semana 1

THEMATIC VOCABULARY TARGET VOCABULARY

• la habitación • ordenado/a
• la cama • desordenado/a
• la almohada
• la manta LANGUAGE CONCEPTS
• la lámpara • Location using estar
• los juguetes • Description using ser
• el sueño
• las pijamas

STUDENT LEARNING OBJECTIVES

Students will demonstrate language learning as they:
• Identify basic items found in a bedroom and describe a bedroom
• Describe location using the verb estar
• Respond with the right thematic vocabulary to a given description

MATERIALS
• Sombrero Time™ Spanish 1 Workbook
• Worksheets: Oraciones completas
• Teacher sheet (included in manual): Descripciones de vocabulario
• Worksheet: La habitación
• Three pillows and another set of props for the dialogue (big, medium and small)
• Pictures that reflect the words messy and neat to demonstrate on the target words ordenado/a and
desordenado/a
• 3x5 note cards for making flashcards
• Recommended Reading: Ricitos de oro
• Refer to the recommended reading list on page 245.
• Recommended Song: La luna
• Refer to the recommended reading list on page 245.
• Prepare sentence strips for Dialogue: Ricitos de Oro
• Ricitos de oro: Esta almohada es grande. (holds up big pillow)
• Ricitos de oro: Esta almohada es pequeña. (holds up small pillow)
• Ricitos de oro: ¡Esta almohada es perfecta! (holds up medium pillow)
• Osito: ¡Oh no! ¡Ricitos de oro tiene mi almohada!
• Ricitos de oro: Tengo mucho sueño. (puts head down on pillow)

DESCRIPCIONES DE VOCABULARIO
• Es donde duerme una persona. Hay una cama. (la habitación)
• Tiene mantas y una almohada. Es donde una persona tiene sueños. Mueble en que una persona se duerme. (la cama)
• Hay uno o más en la cama. Es muy suave y cómodo. Pones la cabeza en esta cosa para dormir. (la almohada)
• Hay uno o más en la cama. Puede ser de cualquier color. Lo usas para cubrir el cuerpo cuando tienes frío. (la manta)
• No lo usas cuando duermes. Es necesario si una person quiere leer cuando está oscuro. Da luz al cuarto. (la lámpara)
• Los niños tienen muchos de estas cosas. A veces las habitaciones están muy desordenadas a causa de estas cosas.
Son muy divertidos. (los juguetes)
• Es algo imaginario. Pasa por la cabeza cuando estás durmiendo. A veces son feos o espantosos. (el sueño)
• La gente duerme en esto. No es un mueble. Es ropa para la noche (las pijamas)

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©Spanish Curriculum by Sombrero Time
 Unidad 8
MANUAL DEL PROFESOR AMARILLO
ESPAÑOL BÁSICO
 UNIT BENCHMARKS

220
1. Identify and name activities and toys related to a yard or park
2. Answer basic personal questions to describe self, including personal preferences
3. Identify and name items related to a birthday celebration

WEEK 1 VOCABULARY
la piscina la cuerda los columpios el escondite
nadar brincar columpiar jugar

WEEK 4 VOCABULARY
la fiesta la piñata el pastel el cumpleaños

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emocionado/a las velas los dulces los globos los juguetes

WEEK 1: EL JARDÍN WEEK 2: PROYECTO FINAL WEEK 3: PROYECTO WEEK 4: EL CUMPLEAÑOS

Opening and Calendar Opening and Calendar FINAL Opening and Calendar
Pronunciation Pronunciation Opening and Calendar Pronunciation
Song: Los elefantes Vocabulary Development Pronunciation Song: Las mañanitas
Vocabulary Development Day 1: ¿Cómo te llamas? Vocabulary Development Day 1: ¿Cuándo es tu cumpleaños?
Day 1: Cinco de mayo Day 2: ¿Cómo eres tú? Day 1: ¿Cómo es tu familia? Day 2: Botella, piñata
Day 2: La vida de una planta Day 3: ¿Cuál es tu animal favorito? Day 2: ¿Cómo es tu habitación? Day 3: Botella, burro
Day 3: Jugamos afuera Day 4: ¿Cuál es tu estación favorita? Day 3: ¿Qué ropa te gusta ponerte? Day 4: Fiesta

Español 1 • Unidad 8 • Los Objectivos de Aprendizaje de los Estudiantes

Day 4: Memoria Closing Day 4: ¿A dónde...la comunidad? Closing
Closing Closing

©Spanish Curriculum by Sombrero Time

 CALIFORNIA WORLD LANGUAGES CONTENT STANDARDS ADDRESSED
CONTENT
1.0 Acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.

1.1 Address discrete elements of daily life, including:

a. Greetings and introductions

b. Family and friends

c. Pets

d. Home and neighborhood

e. Celebrations, holidays, and rites of passage

f. Calendar, seasons, and weather

g. Leisure, hobbies and activities, songs, toys and games, sports

i. School, classroom, schedules, subjects, numbers, time, directions

j. Important dates in the target culture

m. Shopping, clothes, colors, and sizes
n. Parts of the body, illness
2.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.

2.1 Address topics related to self and the immediate environment, including:
a. Social relationships
b. People in the community
c. Zoo and farm animals, fables
e. Holiday customs and transition points in life
g. Cultural and leisure-time activities, outdoor, recreational activities, music

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Español 1 • Unidad 8 • Los Objectivos de Aprendizaje de los Estudiantes
221
 COMMUNICATION

222
1.0 Use formulaic language (learned words and phrases).

1.1 Engage in oral or written conversations.

1.2 Interpret written or spoken language.

1.3 Present to an audience of listeners or readers.

1.4 List, name, identify, enumerate.

1.6 Reproduce and present a written or oral product in a culturally authentic way.

CULTURES
1.0 Use appropriate responses to rehearsed cultural situations.

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1.1 Associate products, practices, and perspectives with the target culture.

1.2 Recognize similarities and differences within the target cultures and among students’ own cultures.

1.3 Identify cultural borrowings.

STRUCTURES
1.0 Use orthography or phonology to understand words and phrases in context.
1.1 Use orthography or phonology to produce words and phrases in context.

Español 1 • Unidad 8 • Los Objectivos de Aprendizaje de los Estudiantes

2.0 Use sentence level elements (morphology and/or syntax) to understand concrete and factual topics.
2.1 Use sentence level elements (morphology and/or syntax) to produce informal communications.

©Spanish Curriculum by Sombrero Time

SETTINGS
1.0 Students use language in highly predictable common daily settings.
1.1 Recognize age appropriate cultural or language use opportunities outside the classroom.
EL JARDÍN Español 1 • Unidad 8 • Semana 1

THEMATIC VOCABULARY LANGUAGE CONCEPTS

la planta a jugar • Ordinal numbers
• la semilla • la piscina • Review target words
• la raíz • la cuerda • Match verb to the noun of
• el tallo • los columpios thematic vocabulary
• la flor • el escondite
• el pétalo • nadar
• la hoja • brincar
• la tierra • columpiar
• el sol • jugar
• el agua

STUDENT LEARNING OBJECTIVES

Students will demonstrate language learning as they:
• Engage in conversations about daily calendar and weather information
• Sing Los elefantes using proper pronunciation
• Read a short article about el cinco de mayo, demonstrating comprehension
by completing sentences from the reading
• Identify and describe the basic parts of a plant
• Label the order of the events of the plant life cycle

MATERIALS
• Sombrero Time™ Spanish 1 Student Workbook
• Worksheets: El cinco de mayo
• Worksheet: La vida de una planta
• Worksheets: Oraciones completas
• Worksheet: Dictado
• Crayons and pencils
• Tissue paper and pipe cleaners
• 3x5 note cards for making flashcards
• Prepare sentence strips for Los elefantes
Un elefante se balanceaba sobre la tela de una araña.
Como veía que resistía, fue a llamar a otro elefante...
Dos (tres, cuatro, etc.) elefantes se balanceaban sobre la tela de una araña.
Como veían que resistía, fueron a llamar a otro elefante...
NOTE: This week’s plans might fall around the same time as Día de las madres. If so, have the students write a
card for their mothers in Spanish, using phrases like Querida mamá, te quiero mucho, and attaching one of the
tissue paper flowers to it. Look at the vocabulary and poem used for the Valentine’s Day lesson. This activity can
be substitute this for one of the others.

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©Spanish Curriculum by Sombrero Time