| W31: U4 | Open-Air Markets | Purchase ingredients by weights, measures, and prices. | Un kilo de, una libra de; ¿Cuánto cuesta(n)?; frutas. |
| W32: U4 | Cooking & Recipes | Understand simple instructions to prepare classic recipes. | Imperative command forms (corta, mezcla, añade). |
| W33: U4 | Body & Well-Being | Explain common minor illnesses and identify body parts. | Doler (o->ue) (me duele la cabeza); cuerpo humano. |
| W34: U4 | Bistro Simulation | Roleplay as waiters and guests in a live-classroom café. | Synthesized food, restaurant, paying, and courtesy language. |
| Ir + a + Infinitive (Voy a explorar, vamos a comer). |
| W48: U6 | Fauna & Wildlife | Identify domestic pets and regional wildlife of Central/South America. | Perro, gato; el tucán, el jaguar, el cóndor, la llama. |
| W49: U6 | Eco-Conservation | Discuss simple green habits to protect environments during travel. | Reciclar, proteger, cuidar; la selva, la playa, el río. |
| W50: U6 | Past Reflections | Express what I did on a past weekend using core past actions. | Intro to Preterite: Fui (I went), hice (I did), comí (I ate). |
| W51: U6 | Growth Portfolios | Review and curate a presentation portfolio of work from Year 1. | Reflective synthesis: Ahora puedo hablar sobre... |
| W52: U6 | Cultural Expo | Celebrate with a regional music, food, and student-run travel expo. | Active communication: Welcoming guests, describing routes. |
Pathway: M: Core infinitive verbs • T: Express likes me gusta + inf • W: Negatives no me gusta • Th: Ask classmates ¿Te gusta? • F: Hobbies survey graph.
Frame: Me gusta bailar; no me gusta leer.
Unit 2
Goal: Discuss sports & frequency of play.
Pathway: M: Sports vocab • T: Adverbs of frequency (siempre, nunca) • W: Stem-changer jugar (u->ue) • Th: Target structures ¿con qué frecuencia? • F: Sports matchups bracket.
Frame: Juego al fútbol tenis a veces.
Unit 2
Goal: Express transient emotions & school sites.
Pathway: M: Emotion adjectives • T: Conjugate irregular estar • W: School sites • Th: Link locations and feelings • F: Roleplay: "Empathy Circle" dialogues.
Frame: Estoy cansado porque estoy en la oficina.
Unit 2
Goal: Synthesize identity content in a profile showcase.
Pathway: M: Review profile guidelines • T: Draft personal descriptions • W: Peer-editing lab • Th: Oral presentation drills • F: Identity poster gallery walk.
Frame: Hola, me llamo Elena, soy cómica y...
Unit 3
Goal: Name family relatives & possessives.
Pathway: M: Family vocab • T: Possessives (mi/mis, tu/tus) • W: Express ages with tener... años • Th: Combine adjectives • F: Present family trees.
Frame: Mi madre es inteligente; tiene 42 años.
Unit 3
Goal: Describe house rooms, furniture, & location.
Pathway: M: House rooms vocab • T: Furniture • W: Express existence with hay • Th: Prepositions (encima, bajo, detrás) • F: Draw & narrate floorplans.
Frame: Hay una cama roja en mi dormitorio.
Unit 3
Goal: State household tasks & obligations.
Pathway: M: Chore verbs • T: Obligation form tener que + inf • W: Chore frequencies • Th: Divide family chores • F: Chore negotiations dialogue roleplay.
Frame: Tengo que barrer el suelo los martes.
The 3-Sentence rule: In Middle School, prevent writing anxiety by enforcing a strict 3-sentence template for week-end projects: (1) Main state (*soy/tengo*), (2) Extension (*porque*), (3) Contrast (*pero*).
Focus: High syntactic confidence
Lenny's Spanish Curriculum Systems © 2026 CURRICULUM WEEKLY OUTLINES • WEEK 10-20
Instructional Guide
Middle School Spanish Beginners • Weeks 21-31
Teacher Copy
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Unit 3: El Hogar y La Ciudad (W21-25) & Unit 4: ¡Buen Provecho! (W26-31) Situational Navigation & Gastronomy
Unit 3
Goal: Identify community landmarks & destinations.
Pathway: M: Town locations vocab • T: Irregular verb ir • W: Contractions (al, a la) • Th: Combine location & plans • F: Map out a Saturday town trip.
Frame: Voy al parque; mi padre va a la plaza.
Unit 3
Goal: Request and give basic street directions.
Pathway: M: Direction verbs • T: Transit modes (en taxi) • W: Draw oral routes on map • Th: Direct peers across classroom • F: Classroom map treasure hunt.
Frame: Sigue derecho y dobla a la derecha.
Unit 3
Goal: Inquire about opening times & service sites.
Pathway: M: Services vocabulary • T: Shop business hours reading • W: Structures abre/cierra a... • Th: Regular -ar/-er/-ir verbs • F: Town service roleplays.
Frame: La panadería abre a las siete y media.
Unit 3
Goal: State general time & calendar schedules.
Pathway: M: Hours • T: Half/quarter hours • W: Contrast ¿Qué hora es? and ¿A qué hora? • Th: Schedule events • F: Complete digital-analog time matching.
Frame: El concierto de guitarra es a las ocho.
Unit 3
Goal: Synthesize neighborhood layout & navigation.
Pathway: M: Collaborative town map design • T: Label hours & destinations • W: Draft written directions • Th: Practice navigation verbal drills • F: Map expo.
Frame: El banco está al lado del café.
Unit 4
Goal: Discuss breakfast options & habits.
Pathway: M: Breakfast foods • T: Verbs desayunar and beber • W: Formulate morning questions • Th: Read Spanish breakfast cultural text • F: Cafe menu creation.
Frame: En el desayuno como huevos y bebo jugo.
Unit 4
Goal: Select healthy foods & express preference.
Pathway: M: Lunch items • T: Stem-changer preferir (e->ie) • W: Categorize health profiles • Th: Draft comparison sentences • F: Cafeteria menu debates.
Frame: Prefiero comer la manzana porque es sana.
Unit 4
Goal: Identify dinner components in Spanish regions.
Pathway: M: Dinner vocabulary • T: Regional schedule comparisons • W: Read authentic recipes • Th: Describe ingredients using lleva • F: Recipe design.
Frame: El plato lleva arroz, frijoles y pollo.
Unit 4
Goal: Order dishes and speak with waitstaff.
Pathway: M: Restaurant table settings vocab • T: Dialogue role cards • W: Politeness triggers quisiera / por favor • Th: Ask for recommendations • F: Menu readings.
Frame: Quisiera la sopa de cebolla para mí.
Unit 4
Goal: Execute commercial payment & tipping.
Pathway: M: Payment phrases • T: Tax/tips in currency calculation • W: Cash vs. credit Card cards • Th: Politely address order errors • F: Dining simulations.
Frame: La cuenta, por favor; ¿puedo pagar con tarjeta?
Unit 4
Goal: Purchase local produce & query quantities.
Pathway: M: Fruits & vegetables vocab • T: Measures (kilo, libra) • W: Interrogative ¿cuánto cuesta? • Th: Buy multiple items • F: Live classroom market simulation.
Frame: ¿Cuánto cuestan las manzanas?
Simulation setup: Do not pre-cook food. Instead, print color trading cards for ingredients and dishes with simple Spanish prices. Students "purchase" cards and "order" them from student servers.
Focus: High interactive movement
Lenny's Spanish Curriculum Systems © 2026 CURRICULUM WEEKLY OUTLINES • WEEK 21-31
Instructional Guide
Middle School Spanish Beginners • Weeks 32-42
Teacher Copy
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Unit 4: Bienestar (W32-34) & Unit 5: De Compras y Rutina (W35-42) Healthy Choices, Apparel, & Reflexives
Unit 4
Goal: Read & formulate simple culinary steps.
Pathway: M: Kitchen action verbs • T: Familiar commands (tú) • W: Sequencing terms (primero, luego) • Th: Read recipe cards • F: Record verbal recipe demonstration.
Frame: Corta las papas y añade un poco de sal.
Unit 4
Goal: State body parts & describe basic symptoms.
Pathway: M: Human anatomy • T: Stem-changer verb doler (o->ue) • W: Express pain using noun structures • Th: Wellness advice • F: School Nurse office roleplays.
Frame: Me duele el estómago y tengo fiebre.
Unit 4
Goal: Execute active, student-run bistro days.
Pathway: M: Team assignments • T: Peer-dialogue drills • W: Class cafe layout decoration • Th: Cafe Day 1 performance • F: Cafe Day 2 performance & analysis.
Frame: ¡Hola! ¿Qué desean comer hoy?
Unit 5
Goal: Name clothing items & colors.
Pathway: M: Apparel vocabulary • T: Verb llevar • W: Adjective gender agreement with colors • Th: Describe daily outfits • F: Youth catalog drafting.
Frame: Llevo unos zapatos negros y un suéter verde.
Unit 5
Goal: Express size, fit preferences, and buying.
Pathway: M: Fit terms (estrecho, cómodo) • T: Ask size & cost • W: Stylistic opinions me queda bien • Th: Size adjustments dialogue • F: Boutique roleplay.
Frame: ¿Tiene este abrigo en una talla pequeña?
Unit 5
Goal: Describe meteorological patterns & changes.
Pathway: M: Weather idioms (hace sol, viento) • T: Seasons • W: Temperature • Th: Destination climate matching • F: Record video weather forecast.
Frame: En la primavera llueve mucho y hace calor.
Unit 5
Goal: Select weather-appropriate travel gear.
Pathway: M: Luggage vocab • T: Link clothes to climate structures • W: Write itemized lists • Th: Roleplay packing check • F: Packing verbal game.
Frame: Como hace sol, llevo una gorra y gafas.
Unit 5
Goal: Negotiate politely in open market markets.
Pathway: M: Souvenir items vocab • T: Bargaining culture norms • W: Bargaining structures • Th: Cost evaluations • F: Artisan market roleplay.
Frame: Es muy caro. ¿Me lo da por veinte pesos?
Unit 5
Goal: Count and calculate up to 2,000+ currencies.
Pathway: M: Numbers 100-500 • T: Numbers 600-1,000 • W: Numbers 1,000-2,000+ • Th: Foreign exchange rates activity • F: Shopping transactions math.
Frame: El suéter de alpaca cuesta mil doscientos.
Unit 5
Goal: Describe sequential morning self-care.
Pathway: M: Reflexive verbs/pronouns • T: Conjugate morning reflexives • W: Sequencing terms • Th: Describe morning prep • F: Daily routine comic strip.
Frame: Me despierto y me cepillo los dientes.
Unit 5
Goal: Express evening habits & toiletries used.
Pathway: M: Evening reflexives • T: Toiletries vocab • W: Compare home vs. weekend routines • Th: Write sequential personal routine diary • F: Partner routine audit.
Frame: Me acuesto a las diez después de ducharme.
Reflexive Pronouns: 8th graders often place pronouns (*me, te, se*) after conjugated verbs. Create a "Pronoun Shield" anchor chart to visually block verbs, showing pronouns must sit in front unless attached to an infinitive.
Focus: Visual grammar scaffolds
Lenny's Spanish Curriculum Systems © 2026 CURRICULUM WEEKLY OUTLINES • WEEK 32-42
Instructional Guide
Middle School Spanish Beginners • Weeks 43-52
Teacher Copy
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Unit 5: De Compras (W43) & Unit 6: El Viajero - Travel & Wildlife (W44-52) Future Journeys, Wildlife, & Synthesis
Unit 5
Goal: Host and narrate a seasonal fashion show.
Pathway: M: Develop runway scripts • T: Peer correction and script edits • W: Modeling and speaking drill rehearsals • Th: Fashion Runway Day 1 • F: Runway Day 2.
Frame: Este es Juan, lleva unos vaqueros azules.
Unit 6
Goal: Pitch a dream vacation to a Spanish country.
Pathway: M: Destination countries vocab • T: Desire verb me gustaría viajar • W: Cultural and geographic research • Th: State reasons • F: Draw travel poster.
Frame: Me gustaría viajar a Costa Rica por las playas.
Unit 6
Goal: Book lodging and inquire about amenities.
Pathway: M: Hotel features • T: Bookings phrase quisiera reservar • W: Query amenities • Th: Report room maintenance errors • F: Check-in roleplays.
Frame: Quisiera reservar un cuarto con wifi y cama doble.
Unit 6
Goal: Navigate airplane, train, and bus transit.
Pathway: M: Transit vocabulary • T: Buying tickets • W: Read boarding gates and tables • Th: Query scheduling delays • F: Ticket terminal roleplay.
Frame: ¿A qué hora sale el vuelo para Lima?
Unit 6
Goal: Coordinate itineraries using future structures.
Pathway: M: Structure ir + a + infinitive • T: Conjugate ir for subjects • W: Detail excursions • Th: 5-day itinerary writing • F: Pitch itineraries.
Frame: El lunes voy a explorar el templo maya.
Unit 6
Goal: Identify domestic pets & regional fauna.
Pathway: M: Household pets • T: Exotic regional animals of Americas • W: Describe animal habitats • Th: Ecological threats • F: Nature sanctuary simulation.
Frame: El jaguar es rápido y vive en la selva.
Unit 6
Goal: Discuss green habits & preserve landscapes.
Pathway: M: Ecology terms • T: Obligation modal debemos + inf • W: Evaluate tourist impact • Th: Design eco-brochure • F: Eco-tourist pledge.
Frame: Debemos reciclar botellas y cuidar las playas.
Unit 6
Goal: Describe simple core actions in the past.
Pathway: M: Introduce Preterite tense • T: High-frequency preterite ir / ser • W: Irregular hacer • Th: Describe weekend • F: Past activities classroom mixer.
Frame: El fin de semana pasado fui al parque.
Unit 6
Goal: Audit, curate, and review yearlong progress.
Pathway: M: Collect writing/oral files • T: Write self-reflections on linguistic growth • W: Build presentation slides • Th: Small group audits • F: Goal setting.
Frame: Ahora yo puedo hablar y escribir de mi vida.
Unit 6
Goal: Host a classroom cultural and travel expo.
Pathway: M: Task assignments • T: Create interactive booths • W: Practice hosting dialogues • Th: Host Expo Day 1 (Visitors) • F: Wrap up & celebration.
Frame: ¡Hola! Bienvenidos a nuestra exposición final.
Ensure every student can: **1.** Verbally direct a visitor, **2.** Order a full lunch with amenities, **3.** Describe a weekend in the past, and **4.** Detail future summer intentions using *ir + a*.
Proficiency Target Novice-Mid (ACTFL)
Lenny's Spanish Curriculum Systems © 2026 CURRICULUM WEEKLY OUTLINES • WEEK 43-52
