You can teach culture in the target language.

Your students can communicate with memorizing conjugation charts.

You can love your job–and you can feel confident that you are making a difference in your students’ lives, wherever they may lead.

Those sound like big promises, don’t they? I make big promises because I have seen big results. When you learn how to make input comprehensible, no content is off limits. You can teach about anything that gets you and your students excited! You can teach about real things–things that matter to your students and things that matter in our world.

Find answers to frequently asked questions about the SOMOS curriculum for Spanish 1 and 2, a comprehension-based, culture-centric curriculum from The Comprehensible Classroom.

The SOMOS Curriculum is designed for teachers that want to provide rich, compelling input to their students but aren’t sure where to begin. Perhaps you don’t have the time or the desire to plan the kinds of cultural lessons that you want to teach. Perhaps you are new to CI–newly ditching the textbook–and aren’t sure where to begin. Perhaps you are looking for a teacher tribe to connect with.

No matter what reason brought you here, SOMOS will provide you a clear path forward.

The SOMOS Curriculum for Spanish 1 and 2 is culture-rich and packed with comprehensible input

The SOMOS Curriculum covers Levels 1 and 2, and it will fill three years of language classes (as it was originally designed for Spanish 1A / 1B / 2).

Learn more about what the curriculum offers in this slideshow, or visit the FAQ page!

Click on the images and curriculum maps below to explore the curriculum:


Click here to purchase the complete Level 1 curriculum (email me if you are not permitted to purchase through Teachers Pay Teachers).

SOMOS Level 1: A culture-rich, comprehension-based Spanish curriculum

Here is the complete curriculum map for SOMOS Level 1:


Click here to purchase the complete Level 2 curriculum (email me if you are not permitted to purchase through Teachers Pay Teachers).

Confidently teach Level 2 Spanish with rich, comprehensible input using the SOMOS Level 2 curriculum from The Comprehensible Classroom

Here is the complete curriculum map for SOMOS Level 2:


Join thousands of teachers that are using the SOMOS curriculum on our SOMOS Curriculum Collaboration group on Facebook!


40 thoughts on “Curricula

  1. grantboulanger says:

    Martina, are you harvesting scripts from multiple locations (I think I see a Gaab script) or are you creating your own scripts?

    • Martina Bex says:

      My scripts are *almost* entirely self-created, although there are a few that I have adapted from other sources (they are always cited). Two of them are expansions of Carol Gaab’s suggestions in “The First Two Weeks”, and two of them are based on scripts from Ben Slavic’s blog back in the day.

  2. Cynthia says:

    Thanks for posting this Martina. I’m re-writing the Sp2 curriculum this summer…again. I can relate to your “I’ll get there some day” comment. sigh

    How many hours is your Sp1a and Sp2? How many readers do you usually read with each level?

      • Cindy says:

        Martina!!! It’s the pest! 🙂
        I really do not know how to use the readers very well at all. Do you have any instruction on this like you do for the story scripts. I’ve used Blaine’s POBRE ANA before, but many students think it’s “lame.” (Of course, many high schoolers think everything is “lame!” ha! 🙂

        I’ve tried to add other things to these novels, but just can’t seem to “get going on them.” Any advice?

      • Shannon says:

        I’m sorry, but what do you mean by readers? And you mentioned Spanish 1A & B. Are they broken up for semesters or yearlong courses? I am trying to teach your Spanish 1 curriculum over the course of two years. 7th grade will be Spanish 1A and 8th grade will be Spanish 1B (I am also teaching a regular Spanish 1 simultaneously but will just follow your plan as is for that). Do you have any suggestions for supplementing it for the two year plan (I know you complete the Spanish 1 curriculum in one year). And I know you mentioned you don’t assess until later on, but do you ever get complaints from parents? Thanks!

      • Martina Bex says:

        By readers I mean novels from Fluency Matters, TPRS Books, Mira Canion, etc. Spanish 1A was one full year and 1B was a second full year. As other teachers have started using my curriculum, it seems to be that EVERYONE goes through it more slowly than I do , so splitting it between 2 years is very reasonable. (I taught units 1-20 in 1st year + a novel and then did the remaining units in the second year before starting the Spanish II curriculum). I have assessments starting in the second unit, so I do not have complaints from parents or admin!

  3. Jenny Rogers says:

    How do you decide which structures you will teach? I love your stuff! I have just finished using La Muchacha y La Ardilla that I purchased from your TPT account. My students love you, too 🙂

    • Martina Bex says:

      I choose my structures based on two factors: (1) it’s high frequency and appears on lists of ‘100 most common Spanish words’ or things like that or (2) it’s needed for novels for which we are preparing (and typically those novels are ones that are written based on high frequency structure lists). Glad to hear the good feedback from you and your students!!

  4. Tammy says:

    I am the Spanish 1 instructor at a Homeschool Co-op. My class meets on Tuesday for 1.5 hrs, and on Fridays for 50 minutes. Can you give any advice on how to use TPRS in my situation?

    • Caryn says:

      I am a homeschool mom and teach in a co-op (as well as in private Spanish classes) as well, Tammy. Feel free to contact me at six_hommels@ (take out space). I began using TPR in 2007 and TPRS in 2008… I’ll never go back!

      • Caryn says:

        Our co-op consists of five families, 14 children total. We try to keep the age range from getting too disparate, so all are ages 7-12 or so which works perfectly for my family. (I graduated my older two, both in college now! Younger two are 8 and 11). We have done larger co-ops with babies and toddlers in the past. It is nice to have it this way now. 🙂 With TPRS, and especially if you keep the TPR in TPRS!, it is easy to teach to all age groups simultaneously. Even babies and toddlers like to watch and listen when things are happening!

  5. Beth says:

    These stories and lessons are GREAT! I always struggled with Spanish 2 b/c it’s so grammar intensive but these are awesome. I also used Blaine Ray’s Pobre Ana but most students found it boring and “lame” as others who posted have said. I started using “Las Aventuras de Isabela” by Karen Rowan which is MUCH better and the students LOVE it. It has much more action (and very silly action) involved so I have students act out stories and it turns into very funny and active classes.

  6. Beth says:

    Will you be posting links to these lessons/plans soon?

    7.El secreto (Irregular preterite verbs)
    8.La chica ideal (-ER/-IR Imperfect regular)
    9.El acosador (Imperfect irregular)

  7. Danielle says:

    Martina, I must say that you are AMAZING! This is my second year teaching grades 7-11, and your resources have been so incredibly helpful to me! Last year, I used stories here and there, but this year I decided that I wanted to be more effective in my incorporation of TPRS in my classroom, and you have helped me to do just that. I really appreciate you sharing all of your wonderful activities and ideas with the rest of us! As I am following your curriculum map, I did want to ask if you will be posting the remaining units for Spanish 1? Thanks so much!!!! 🙂

      • Ashley says:

        I’m in the same boat as Danielle! I am planning for next year to follow exactly what you have in your curriculum map. Right now, I am organizing myself while I have the help of a student teacher. 🙂 I would love to get all of units downloaded. With that said, I’m giving you the mercy of having the rest of the semester. haha Just playing. I definitely concur with Danielle. You are AMAZING at what you do.

  8. Danielle says:

    We are half way through El Amigo Simpático. Most of the kids that I have, with the exception of my seventh and eighth grade students, have failed to have any type of instruction in their prior years of taking Spanish. Therefore, we are moving at a slower pace, and I am incorporating some other vocabulary (commands, professions, classroom supplies, etc). Thanks again for all that you do!!

  9. Danielle says:

    If I am following your curriculum map, when do you think is an appropriate time to begin reading Esperanza?

    Thank you,

    • Martina Bex says:

      I always read Esperanza with my Spanish 1B kids at the beginning of their second year of Spanish. However, I think that you could make it work well after Unit #20 when you talk about immigration. You could absolutely do it sooner, you would just need to pre-teach more vocab before reading each chapter. Not a bad thing–just something to keep in mind! You could also reserve fourth quarter to read it so that the kids have something to look forward to and can bring together everything that they’ve learned throughout the year. Make sure to check out the TPRS Publishing board on Pinterest for Esperanza!

  10. Elizabeth Curtis says:

    Hi Martina, I am a native Spanish speaker. However, this is my first year teaching Spanish. I will be teaching an exploratory 6th grade class and a 7th grade intermediate exploratory class (both are a semester long). The 8th grade class is Spanish I (equivalent to a 9th grade Spanish I class). I have taught 9th grade English for many years but never Spanish. I have no idea where to start and I have not received any resources to teach. I was thinking of following your curriculum for the 8th grade class. Is this enough for the year? Should I include anything else? Thank you for this website. It will be a HUGE help for me! 🙂

    • Martina Bex says:

      I think that it will easily take you through the whole year! I never finished all of it in a year because some things take longer than planned and we always stuck in extra topics here and there.

    • Martina Bex says:

      I don’t–I teach those from the very beginning, included in the target structures (ex: le grit, lo quiere, etc.), so my students are very comfortable with them through exposure and pop-up grammar. I do have some incomplete, targeted notes on both topics that I could work on finishing up…

  11. Beth says:

    How do you do vocab lists for the readers? Do you still just teach one or two target structures for each chapter or do you have full vocab lists?

    • Martina Bex says:

      I try to pre-teach the majority of the vocabulary before the novel so that there are no more than one or two new, KEY target structures in each chapter. This allows us to keep up the pace!

  12. Kristin says:

    Hi Martina!
    I’m planning for several Spanish classes next year and thinking I will try backwards planning for novels as you suggested. I’m wondering how many structures you usually end up with per novel? I’m starting with planning from La Llorona for my grade 11 class and there are a lot of words. I’m sticking with high frequency words, but the problem is my students are new to me and have never had TPRS before, so I have no idea what they already know! Any suggestions?

    • Martina Bex says:

      That’s a great question to which I don’t have a great answer! Without knowing what the students already know, it’s very difficult to plan. Llorona has a lot of vocabulary, like you said. I’d begin by pulling out essential vocab, and then write a benchmark assessment (reading based) for students to take at the beginning of the year to see what they know. From there, you can determine what still must be taught and how long you will need to prepare them to successfully read the novel.

  13. Lori Wilson says:

    Hi martina, I am using your curriculum for my fifth through eighth grade classes. Do you know of anything similar for elementary grades?

  14. Luz Antolinez says:

    Thank you Martina for your amazing lessons. Now thanks to you I am a TPRS CI converted teacher!! I see the growth in my students and you have brought back the love for teaching!! Thank you

  15. Casey Phillips says:

    Any advice on how I could make the Spanish 1 curriculum work for my situation? I teach 5th grade for 45 mins 2x per week. I also teacher 6-8 3x per week for 45 minutes each. From the comments above, it looks like you get through Spanish 1 in one year, meeting 5x at 45mins. Could I stretch this curriculum across a few years (all 4?)? I also thought about maybe doing Spanish 1 for 5-7 and then breaking into Spanish 2 during 8th grade. I could always fill any gaps with additional things like One Word Images if needed. I work at a private middle school and have a lot of potential. Please let me know what you think!

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