About three years ago I finally obeyed the inner voice that was yelling at me that textbooks were terribly unmotivating and out-of-date as soon as they were printed and we closed our textbooks forever and haven't looked back, in Spanish 1 through 3 anyway (we do use a workbook some in AP to get students used to the format of the AP exam).
(Side note: for a good blog post on throwing out your textbooks by Shelly Blake-Plock a.k.a. @teachpaperless, look here.)
As Shelly mentions, one thing textbooks do for us as teachers is give us structure. We do have to have structure, after all. At my school we just hired a new Spanish 1 & 2 teacher (and by new I mean it's her first year teaching as well) and for the past several weeks I've been working on organizing and updating the Spanish 1 and 2 scope & sequence and word lists for her. One thing I've been doing is using Mark Davies' amazing Corpus del Español to edit verb forms for higher frequency (look here for a good explanation by Michel Baker on how to use the Corpus), as well as checking to be sure we have the most frequent words in the lists.
And as I'm a firm believer in sharing the work we do, here are the documents for Spanish 1.
Word list (sorry all the dates are from 2008)
Scope and sequence ("extended" in the spring is because our spring quarters are technically 10 weeks long)
Feel free to "steal" and use whatever you can. As you read, keep in mind I teach in a private Christian school in a textbookless, translation-less, technology-based, storytelling classroom full of pop music and communicative, performance-based assessments.
Spanish 2 coming soon.
Cancionero: Capitán Sunrise – Súperplan B
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