Paramount Unified School District Educational Services

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1 Spanish Grades 7-8 Course Outline Course Description This course is designed as an introduction to Spanish, emphasizing basic language competencies and exposure to Spanish culture. The course goals and objectives are based on the National Standards for Foreign Language Learning and the Language Learning Continuum found in the California Foreign Language Framework, When native Spanish speakers enroll for this course, the course content will need to be differentiated in order to meet the literacy needs of these students. Extension activities that enhance reading and writing skills should be provided for students who have already developed oral language skills. Course Goals The following goals are based on the National Standards for Foreign Language Learning in the 21 st Century: Communication: Communicate in Languages Other Than English Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Understand and interpret written and spoken language on a variety of topics. Present information, concepts and ideas on a variety of topics. Culture: Gain Knowledge and Understanding of Other Cultures Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Connections: Connect with Other Disciplines and Acquire Information Reinforce and further knowledge of other disciplines through the foreign language. Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Comparisons: Through Comparisons Develop Insight into the Nature of Language and Culture Demonstrate understanding of the concept of culture through comparisons of the cultures studied. Community: Participate in Multilingual Communities At Home and Around the World Use the language both within and beyond the school setting. Show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 1

2 The Foreign Language for California Public Schools outlines five stages of the language learning and proficiency. These indicate the progress indicators on the linguistic pathway towards proficiency in a foreign language. This course will emphasize Stage I, which addresses: Function Students will develop the ability to: 1.1. Greet and respond to greetings 1.2 Introduce and respond to introductions 1.3 Engage in conversations 1.4 Express likes and dislikes 1.5 Make requests 1.6 Obtain information 1.7 Understand some ideas and familiar details 1.8 Begin to provide information Context Students will perform these functions when: 1.9 Speaking in face-to-face social interaction 1.10 Listening during social interaction and while using audio or video texts 1.11 Reading authentic materials, such as menus, photos, posters, schedules, charts, signs and short narratives 1.12 Writing notes, lists, poems, postcards, and short letters Text Type Students will: 1.13 Use short sentences, words and phrases simple questions and commands when speaking or writing 1.14 Understand some ideas and familiar details presented in clear, uncomplicated speech 1.15 Understand short texts enhanced by visual clues when reading Content Students will: 1.16 Begin to understand and convey information about the self (family, home, rooms, health, school, schedules, leisure activities, campus life, likes and dislikes, shopping, clothes, prices, size and quantity, and pets and animals) 1.17 Begin to understand the convey the information on topics beyond self (geography, topography, directions, building and monuments, weather and seasons, symbols, cultural and historical figures, place and events, colors, numbers, days, dates, months, time, food and customs, transportation, travel, professions and work) Accuracy Students will: 1.18 Communicate effectively with some hesitation and error which do not hinder when performing Stage 1 functions 1.19 Demonstrate culturally acceptable behavior for Stage 1 functions 1.20 Understand most important information Textbook and Materials Cómo Te Va?, Middle School Spanish Textbook (Introduction and Book 1) Glencoe. 2

3 Spanish Grades 7-8 Intro Como Te Va? Intro. Make collage with cognates using Quarter 1 (red book) Cognates pictures and words Alphabet and vowels Alphabet song Week 1 Student says 10 cognates Student says Spanish alphabet and identifies letter sound Week 2 Week 3 Geography Lesson 1: El mundo hispanohablante Lesson 1: Introductions and Greetings Spain Lesson 2: Saying good-bye Mexico Label map color code Develop a travel brochure about a Spanish-speaking country (group project) Create a foldable of Spanish speaking countries and add to it throughout the course as new countries are studied Role play greetings Role play good-byes Student identifies Spanish-speaking countries Student engages in short conversations dealing with greetings and saying goodbye Week 4 Lesson 3: Numbers and counting 0-30 (age, date) Cost (Cuanto es?) Tener El Salvador Role play telling telephone numbers BINGO First teacher reads numbers and letters. Then selected students read the numbers and letters Role play asking/stating age Role play asking/stating date Role play asking/stating cost Student identifies numbers and counts from 1 to 30 Student asks/says age Student asks/says date Student asks/says how much something costs 3

4 Lesson 10: TPR Simon Says with classroom School Materials (review) commands Necesitar Create a picture dictionary Week 5 Classroom commands BINGO Classroom objects (see Pass backpack around and say what lesson 10 as a reference) you put into the backpack Week 6 Week 7 Lesson 4: Ordering food Monetary systems Guatemala Lesson 5: Days of the week Lesson 6: Months Role play ordering in a restaurant Design a menu Create a foldable to organize dates and numbers Create a weekly calendar fill in a schedule Month song Create birthday cards Student acts out the correct command given by the teacher Student matches words of classroom objects with pictures Student says the name of an item shown by the teacher Student can say what he/she needs (e.g., Necesito un lapiz. ) Student matches words identifying food with pictures Student completes sentences of dialogues ordering in a restaurant Student asks for the price of an item Student says and asks the days of the week and the months of the year Student finds out and give the date (birthday) Week 8 Lesson 6: Seasons Fiestas Lesson 7: Weather Draw and describe picture of favorite weather Role play a TV weather forecaster Create a foldable of fiestas celebrated in different Latin countries Student identifies and says seasons Student identifies the correct drawing of a weather condition read by the teacher Student describes weather conditions Week 9 Quarterly Review 4

5 Quarter 2 Lesson 8: Create clocks and role play asking Time and telling time Numbers Draw pictures of daily activities and Week 10 Panama label the time of each and tell when the activity is done Student identifies time on a clock Student asks and tells the time and the time an event takes place Week 11 Week 12 Weeks (7 days) Week 15 Week 16 Lesson 9: Hablar Languages Cuba Lesson 11: Clothing Numbers Conjugate -ar verbs Puerto Rico Lesson 12: Reading Conjugate verbs Question words Venezuela Lesson 13: Colors Pablo Picasso Colombia Lesson 14: Who am I? Ser Ecuador Create a poster comparing and contrasting Cuba and USA Create a picture dictionary Role play clothing store, fashion show Cut out clothing items from magazine and label Write 10 questions and work with a partner to answer Role play clerk in clothing store Make up a story to match illustrations Create a foldable of colors and cut out pictures that match a given color Create interpretation of a famous Latin piece of art Partner work role-play introductions Student conjugates hablar correctly in writing and conversation Student creates a comic strip with hablar (questions and answers) Student asks others what language they speak Student matches clothing words with pictures Student says the name of an item of clothing shown by the teacher Student tells what (s)he is wearing Student creates a comic strip in which they conjugate various verbs Student responds to a question using the correct conjugation Student asks and answers questions using correct conjugation Student reads and engages in conversations providing and obtaining information about buying clothes Student matches colors to words Student writes and states favorite color Student writes a paragraph about a Spanish-speaking artist Student gives oral presentation about him/herself Student engages in a conversation using correct greetings 5

6 Lesson 15: Write a dialogue between two people Where am I from? that meet in a café Descriptions Draw picture of a relative and write a Week 17 Nationalities description (name, origin, age, clothing) Peru Create a foldable to ask and answer Week 18 Week 19 Week 20 Lesson 16: School subjects Estudiar Bolivia Lesson 17: Reading and listening Cognate review Chile questions Pass a ball and ask/answer?s about what students study in school Role play conversation between students Write out class schedule Write short paragraphs and exchange papers answer questions about a classmate s paragraph Student describes another person including his/her nationality Student matches pictures of school subjects to words Student describes current class schedule Student asks others what they study Student writes a paragraph about his/her favorite subject Semester Review (see Level A book Preliminary lessons A-G to review from Semester 1) Student reads a paragraph and answers questions Student retells story using correct conjugation Student writes about their educational experience Quarter 3 Week 21 Lesson 18: Family Describe people Age Argentina Create a family tree and describe it Partner work ask/answer questions about family Review greetings by role playing introducing family members Play Guess Who through descriptions of famous people Student identifies family members Student describes his/her family Student answers questions about his/herself Student answers questions about a picture Student completes sentences of dialogues introducing family members Student chooses which person in a drawing is being described as the teacher reads the description 6

7 Lesson 19: Draw a picture of a room and describe My House Create a floor plan of a home and label Hay rooms Week 22 Kinds of homes BINGO Paraguay Create a picture dictionary Guessing game describe the room you Week 23 Week 24 Week 25 Lesson 20: Reading and listening Cognate review Uruguay Level A Como Te Va? Level A (green book) Unit 1, Paso 1 Descriptions of people Articles (singular) Ser (singular) Unit 1, Paso 2 Articles and adjectives (plural) Ser (plural) are in and a classmate tries to guess Create a foldable of cognates Draw a picture described by the teacher orally Draw people and label the trait of each person drawn Create a comic strip which describes people and tells their nationality Work with a partner to ask/answer?s Total Physical Response (TPR) pg. 20 Quienes son? Game (pg. 30) TPR (pg. 30) Write school schedule Student matches pictures of rooms to words Student describes his/her house Student reads a and answers questions Student identifies 5 cognates from a reading Student responds to questions in writing and orally ( Historieta ) Student identifies and describes themselves using detailed sentences Note: The Level A book reviews many concepts introduced in the Intro book; however, the Level A book allows for increased opportunities to demonstrate proficiency both orally and in writing. s should incorporate both speaking and writing tasks. Student conjugates the verb ser in a fill in the blank paragraph Student presents to the class about themselves and a classmate Student responds to questions in writing and orally ( Historieta ) 7

8 Unit 1, Paso 3 Read and write a summary of reading Create Refran (pg. 39) and present Week 26 Pronunciation (vowels) to the class to translate and find the Reading English equivalent (making Make postcards to describe a country comparisons) and friends Review Student conjugates the verb ser in a fill in the blank paragraph Student writes a descriptions using adjectives and nouns with correct gender and verb agreement Student orally describes his/her school schedule Week 27 Unit 1, Paso 4 Learning a song Spanish speaking countries Famous Hispanics Label a map with at least 10 Spanish speaking countries and include two descriptive sentences for each country Mime activity (pg. 50) Create a geographical foldable (pg. 51) Create a song or bring a song to translate Student describes an illustration using complete sentences (orally and written) Week 28 Unit 2, Paso 1 Review family vocabulary Tener (singular) Tu and Usted Make a family tree and write a short paragraph describing family members Create a comic strip with conversation using the verb tener Student writes description of their family Student presents family tree orally to class Student responds to questions in writing and orally ( Historieta ) Week 29 Quarterly Review 8

9 Unit 2, Paso 2 Create a model of home and describe Quarter 4 The home Create newspaper advertisement from Tener (plural) classified section describing Possessive adjectives apartments for sale, etc.(pg. 74) Week 30 Partner work to review verbs and vocabulary (pg. 75) Student writes a paragraph about their family and home Student completes fill in the blank activity using tener Student responds to questions in writing and orally ( Historieta ) Week 31 Week 32 Week 33 Unit 2, Paso 3 Pronunciation (consonants) Reading (context clues) Review Unit 2, Paso 4 Synonyms/Antonyms Art history Velasquez Unit 3, Paso 1 More numbers Verbs ar (singular) Verbs ir, dar, estar (singular) Create Refran (pg. 77) and present to the class to translate and find the English equivalent Read and write a summary of reading Draw and write a description of their dream home and present it to the class Write a pen pal letter describing themselves and their family Play Charades (pg. 87) Make a synonym/antonym foldable (pg. 88) Write a mini-biography about Velasquez Choose a piece of art and describe the artwork Create a conjugation chart for for ar verbs and ir, dar, estar Role play dialogue Partner work ask and answer questions Student writes summary of reading Student presents dream house to the class and student answers questions from classmates Student describes an illustration using complete sentences (orally and written) Student counts from 100 to 1000 Student responds to questions in writing and orally ( Historieta ) Student writes about observations from a picture using ar verbs Student completes fill in the blank activity using ar verbs Student uses the correct singular form for ir, dar, estar 9

10 Unit 3, Paso 2 Add to conjugation chart for ar verbs School and ir, dar, estar Week 34 Verbs ar (plural) Create a foldable describing different Verbs ir, dar, ways of getting to school label each estar (plural) with a picture and corresponding Contraction -al sentence using proper conjugation (e.g., Los chicos van a la escuela en Week 35 Week 36 Week 37 Unit 3, Paso 3 Pronunciation (consonants) Reading (looking for clues) Review Unit 4, Paso 1 School supplies Ir a, tener que +infintive Unit 4, Paso 2 Clothing store Talking about colors Contraction ( del ) carro. ) Create Refran (pg. 115) and present to the class to translate and find the English equivalent Read and write a summary of reading Write a description of a daily schedule (e.g., Antes de clase desayuno un pan. Despues de la escuela, voy a la casa. Hago la tarea. ) Interview activity (pg. 121) Total Physical Response (pg. 136) Write questions given the answers (pg. 138) Partner work role-play being the customer and the salesperson Partner work take turns asking about what a person has to buy Partner work role-play being the customer and the salesperson Game (pg. 145) Mi Ropa Favorita Student describes his/her classroom Student uses the correct plural form for ar verbs Student uses the correct plural form for ir, dar, estar Student writes summary of reading Student writes and states a description of what he/she does at home, school activities and going to school Student prepares questions for an interview and writes a newspaper article about a person Student describes an illustration using complete sentences (orally and written) pg. 132 (Paso 4) Student identifies and describes school supplies Student writes questions using question word having been provided the answers Student uses tener que correctly using singular and plural forms Student states color and size preferences when referring to clothing Student asks and answers questions about the cost of an item 10

11 Unit 4, Paso 3 Read and write a summary of reading Week 38 Make a page for a clothing catalogue Pronunciation (Paso 4 pg. 162) (consonants) Write a letter stating items you need Reading including color, size, etc. using a catalogue (using visuals) Partner work create a skit using Review articles of clothing Student writes summary of reading Student writes a letter to a friend in Argentina describing the type of clothing his/her friends wear to school (pg. 157) Student presents skit to class using articles of clothing (pg. 161) Week 39 End of Course Review 11